All articles

The relevance of research. The article broadly discusses the issue of education of parents (legal representatives) of children of early and preschool age. The problem of parental education has been relevant for more than a century. During this period, it has been transformed from a simple transmission of information and the elimination of parental illiteracy in matters of health, development, and upbringing of children to an activity that is one of the measures of state support for parents, a way to form a generation of conscious and competent parents.

Organization of the study. The purpose of the study was to develop the content side of the education of parents (legal representatives) of children attending preschool educational organizations. The authors of the article propose to trace the dynamics of society’s approaches to educating parents, reveal the key features of the phenomenon of modern parenthood. Modern parents, living in the age of wide access to information, continue to experience difficulties in family education. However, their needs are no longer connected with information, but with help in a critical analysis of information, selection of the one that will help their educational practice, formation competent and effective parenting skills.

Research results. The implementation of the tasks of psychological and pedagogical support and assistance in the development of competent parenthood is facilitated by the educational activities of teachers of preschool educational organizations. The article contains a brief description of the developed Education Program for parents (legal representatives) of preschool children attending preschool educational organizations. The program was developed by the Laboratory of Preschool Education of the Federal State Budgetary Scientific Institution Institute of Developmental Physiology of the Russian Academy of Education by order of the Ministry of Education of the Russian Federation as part of the development of state support measures in terms of the preparation and implementation of educational programs for parents of children attending preschool educational organizations (in pursuance of paragraph 3 of the list of instructions of the President of the Russian Federation dated June 14, 2022 No. Pr-1049GS following the meeting of the Presidium of the State Council of the Russian Federation on May 25, 2022).

Conclusions. The Education Program for parents (legal representatives) of preschool children attending preschool educational organizations contains content that can serve as a guide for preschool teachers in educational activities.

The relevance of the article’s topic. Planning the educational activities of preschoolers is one of the most important and complex areas of work for a kindergarten teacher. The lack of methodological recommendations and a unified form for writing a plan lead to a formal attitude to planning interaction with children and implementing an educational program without taking into account the individual interests and needs of preschoolers.

The aim of the study. The work is aimed at studying the features of planning educational work with children as one of the most difficult areas of the educator’s work, studying the influence of a new form of planning “Lotus-Plan” on the organization of educational activities of a teacher and a child as a technology of targeted planning.

Description of the research progress. The specifics of the professional activity of the educator are considered, in which the main directions of the teacher’s work are highlighted. Based on the survey data of 133 educators in the Ivanovo region, the areas of work that cause the greatest difficulties for teachers are identified. Planning and writing a plan for educational work with children is considered as the most difficult and requires modern solutions to increase the interest of teachers in applying a targeted approach to planning for successful interaction with preschoolers. As a solution to the problem, it is proposed to design educational activities according to the “Blossoming Lotus” method and draw up a lotus plan for a thematic week or an educational project. The experience of introducing a new form of planning on the basis of kindergarten No. 48 of the city of Kineshma, Ivanovo region, is described.

The results of the study. As a practical tool, the article contains a description of the techniques of drawing up a lotus plan, and gives the main directions that can be used as guidelines for planning. The results of the implementation of the lotus plan in the kindergarten of the Ivanovo region are described.

Conclusion. Materials on the study of the attitude of educators to various areas of professional activity are of interest for further analysis. The data on the introduction of a new form of planning in kindergarten allow us to conclude that the drawing up of a lotus plan has a positive impact on the organization of educational work with children and requires more detailed study in the context of the technology of targeted planning of the educational process. The descriptions and illustrations of the completed lotus plans can be used in the work of preschool educators as practical recommendations for organizing educational activities within the framework of using the project method or in organizing thematic weeks.

Introduction. The article discusses the problem of personal orientation of future teachers for professional activities, theoretically substantiates the need to regulate the interrelated processes of developing regulatory and personal Universal Learning Activities and social and personal competences that affect the formation of intrapersonal motivation for professional activities. The methodological basis of the research is the concept of Universal Learning Activities of A.G. Asmolov, system and competence approaches in higher professional education, subject-humanistic attitude to education.

Purpose of research is to highlight the components of the university educational environment that contribute to the formation of intrapersonal motivation for learning activities though regulation of interrelated processes of developing regulatory and personal Universal Learning Activities and social and personal competencies.

Methods. The following instruments were used in the course of the research: the scale of professional competence assessment of Ferrandes-Berrueco, Reina and Sanchez-Tarazaga; the questionnaire of students’ learning activity of I.S. Labytseva, the methodology of diagnosing students’ motivation for learning of S.M. Ketko, S.A. Pakulina.

Results. The results of the complex diagnostics of professional competencies and motivation of students for learning reveal lack of student activity reflecting social purpose and personal orientation of their professional judgments. The potentials and methodological characteristics of using case technologies are defined with the purpose of developing students’ regulative and personal Universal Learning Activities in the process of continuous pedagogical practice.

Conclusions. Purposeful formation of regulatory and personal Universal Learning Activities with the subsequent development of social and personal competencies is aimed at the enhancement of intrapersonal motivation for learning, personal interest and responsibility towards professional activities. Optimization of the process of professional training of preschool and primary education teachers assumes formation of an educational environment that considers individual motives of everyone’s professional activity in the teamwork.

The article deals with the issue of enhancing the educational correctional competence of parents who have children with special educational needs. The author reveals the rationale behind it and identifies the challenges that organizing cooperation between preschool educational institutions and the family involves. Author examines the terms and conditions of parents’ participation as legal representatives in educational activities. The articles lists types of educational activities aimed at implementing the pre-school educational program in line with the professional standards. It provides research data which helps to identify four scenarios of parents’ response to the news that their child has developmental issues. The article gives a brief description of parents’ possible reactions to experts’ conclusion about their child’s special development or health limitations. The author describes different levels of parental motivation and their willingness to cooperate with experts. Author also provides some insights into why parents are little motivated to actively participate in the pedagogical correction process. The article gives guidelines for interaction with the family of a child who has speech disorders. It provides references to literature on planning cooperation between a preschool and a family that has a child with speech disorders.

Today the environmental education of preschool children is top of the agenda. If we fail to explain and teach kids to love and respect nature, they are bound to be indifferent to it when they grow up. Every kid needs to know that if we do not take care of nature, we are in for an environmental disaster. We, people, must help nature. Children need to know that deforestation, air pollution, destruction of rare plants and forest fires are all leading our planet into an environmental abyss. This project is intended to teach children to see the beauty of nature, to learn what good trees, in our case the birch tree, can do, to talk about the beauty of Russian forests, songs that have been sung, poetry written in praise of it, to watch the birch tree in different seasons.

Today many parents are faced with persistent reminder from educators and psychologists about the need to play in the preschool years. Sometimes it sounds unmodernly. Indeed, why we should waste time on fun when the child is already able to establish contact with adults and peers, is keenly interested in technology, numeracy and reading, dreams about high marks, and besides, is not willing to play, and does not believe in “make-believe”? Perhaps the child has already outgrown the play? May be today’s children do not need the play at all? Or computer games fully satisfy the need for the play? In the article authors try to find answers on these questions.

Background. The study of the problem of methodological support for preschool teachers in the design of the educational program of a preschool organization is actualized by the need to improve the quality of education and the effectiveness of pedagogical work in the context of changing requirements of regulatory documents. In preschool education, this is the introduction of the Federal Educational Program of Preschool Education. The quality of the educational program design depends on the level of readiness of teachers for design activities, their competence, knowledge and skills, which determines the need to identify professional deficits and provide methodological support to fill them in a preschool organization.

Objective. Determining the possibilities of various forms of methodological work to fill the professional deficits of educators in design activities identified during diagnostics.

Sample. The study involved 420 educators of preschool educational organizations of the Chelyabinsk region in 2023 and 2024 (2023 - 270 people, 2024 - 150 people). Of these, 92 have the highest category, 178 have the first category, and 150 have no category.

Methods. The following methods were used: theoretical analysis of regulatory and methodological documents of the federal and regional levels, which are the basis for designing and implementing methodological work as a means of supporting teachers in designing the educational program of a preschool organization; comparative analysis of data from a diagnostic study of the level of development of design activities; diagnostic maps that allow identifying the degree of severity of teachers’ theoretical ideas about pedagogical design, its stages, project implementation indicators, as well as the degree of formation of design activity methods.

Results. A description of the forms of methodological work (reproductive, reproductive-heuristic, heuristic, heuristic-productive, productive) is given, which are correlated with a specific content of educators’ activities to fill professional deficits in design activities. Based on the analysis of the data of the diagnostic study of the level of formation of the design activities of educators, the main professional deficits are identified, leading to typical difficulties in designing the variable part of the educational program.

Conclusions. Taking into account the features of the forms (reproductive, reproductive-heuristic, heuristic, heuristic-productive, productive) of methodological work when replenishing the professional deficits of educators is a means of supporting educators in designing the variable part of the educational program of a preschool educational organization, contributes to improving the quality of preschool education.

The relevance of research. The lesson is not only a form of organizing the education of preschoolers, but also an indicator of the professionalism of the teacher. At an open or competitive lesson, teachers strive to demonstrate the most modern methods and tools, which makes such events a reflection of the leading trends in preschool education of the present time.

The aim of the study: to identify the specifics of the organization lessons based on competition materials for kindergarten teachers in the Ivanovo region.

Methodology: video analysis of lessons.

Description of the research progress. Remote contests were organized to collect research materials. 188 teachers of preschool organizations from 21 municipal districts of the Ivanovo region took part in them. As a competitive entry, participants sent a video recording of a lesson with preschoolers. As part of the study, a video analysis of lessons was conducted to study their structure and identify the most common and effective pedagogical techniques and tools.

The main results. 188 works of participants of the regional contests “Reading Ushinsky” and “Kindergarten – Modern Format”, organized in 2023, were analyzed. There is a general tendency to overload educational activities with gaming techniques and surprise moments. A common desire to replace children’s initiative and independence with consistent fulfillment of teacher’s tasks has been revealed. Based on the analysis of the contestants’ materials, a diagram of a typical open lesson has been developed, beginning with a sound technique for attracting children’s attention, building in a circle, authoritarian goal setting through a riddle or a surprise moment.

Conclusions. Among the features of competitive (open) lessons, we note the desire of teachers to apply spectacular techniques, methods, means (dressing up, experiments, technical devices), as well as the predominance of adult activity, the suppressive activity of a child. In an effort to show their artistic abilities, teachers take all the initiative, completing most tasks, dominating all types of activities and formulating conclusions. Among the features that characterize open lessons, we highlight the clear construction of educational activities as a system of sequential tasks, united by a conventional storyline (journey, fairy tale), which does not provide for children’s initiative and variability.

The study showed the predominance of entertainment over the educational and developmental goals of organizing open lessons.