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The reason of the research problem. The authors present the basics of designing educational programs in preschool educational organizations, taking into account the actualization of the content and orientation of educational activities in accordance with the Federal Educational Program of Preschool Education, including the Federal Working Program of Education. The article substantiates the need to update the preschool education programs in order to rethink traditional values by teachers as key guidelines for educational work.

Tasks and methods of research. Special attention is paid to the scientific substantiation of the place and role of education in modern education, the design of program documents based on the value orientations of educational activities. On the basis of a comparative analysis, the terms are disclosed and the foundations of education are described – "way of life", "educational environment", "communities". Based on the analysis of the documents of the preschool educational institution and the products of educational activities, examples of the description of the way of preschool educational organization are given. Options for modeling and designing educational activities in the context of social and pedagogical partnership between an educational organization and a family are presented.

Data and results of the study. The article reveals the purpose, meaning and general philosophy of the educational organization, its mission, principles of life and upbringing in kindergarten, the image of the kindergarten, its features, symbols, image. Practical examples are presented of describing the way of life and communities through the presentation of program data that reveal the relationship between children and educating adults (parents, teachers, etc.), which is reflected in the rules, traditions and rituals, norms of etiquette in preschool. Emphasis is placed on the presentation of the developing subject-spatial environment, reflecting the image and values of the ECСE. Working data is presented on the description of the socio-cultural context that determines the essence and specifics of the educational environment. A novel of scientific and methodological support for the implementation of the Federal Working Program of Education - a practical guide to " To the Educator about education " is given.

Conclusion. The presented model of the organization of educational activity in a modern kindergarten reveals interrelated components: values as the purpose and essence of education; stages of educational work, meaningful formats of interaction of participants in educational relations. The practical guide "To the Educator about education" proposed by the authors focuses on the implementation of a pedagogical model that will help the leaders and educators of preschool educational institutions competently organize educational work aimed at introducing children to the values of Russian society in accordance with the Federal Educational Standard of Preschool Education.

The relevance of the study. Pedagogical skill competitions are an effective means of improving the professionalism of educators, attracting public attention to the teaching profession. In the context of changing requirements and the order of the regional stage, the trend towards increasing the spectacularity of competitive events, its developmental significance may be lost.

The purpose of the study: to study the features of the regional professional competition “Teacher of the Year” as an indicator of the state of preschool education in the Ivanovo region.

Methodology: analysis of the tender documentation, individual standardized interview.

Research progress: the provisions of the Ivanovo region for the competition in the nomination “Teacher of Preschool Education” for the last 6 years have been studied. 71 works of participants of the regional competition “Teacher of the Year” in the nomination “Teacher of Preschool Education” for 2017–2023 were analyzed. The analysis of the personnel composition of the participants, their teaching experience, materials and topics of pedagogical experience was carried out. Interviews were conducted with educators who were present at the competitive events as spectators.

Research results: there is a general trend to simplify participation in the competition by reducing the number of face-to-face events and documentation of the correspondence stage. A reduction in the number of participants with an increase in their average teaching experience was revealed. A low competitive activity of specialists (music directors, arts teachers, physical education instructors) has been established. An analysis of the topics and materials of the contestants showed that the activities of a modern educator in the Ivanovo region is dominated by interest in the creation of manuals, the most popular is the cognitive and socio-communicative development of the child.

Conclusions. According to the results of the study, the following features were noted: the desire of teachers to receive official recognition of the significance of their work; passion for the profession as a creative and useful hobby; interest in modern pedagogical areas in work with preschoolers and the desire to introduce innovations without their critical evaluation. Simplification of the process of participation in the competition may indicate a decrease in the quality of professional training of teachers. Among the features that characterize the preschool education system of the region, we highlight the workload of educators and their lack of confidence in their professionalism, the lack and weak activity of physical education instructors, arts teachers, music directors.

The study showed teachers’ distrust of professional competitions, the lack of attractiveness of the competitive movement associated with the lack of worthy prizes and public recognition.

The relevance of the subject of the article. Preschool educational organizations are actively implementing various electronic learning tools – laptops, interactive whiteboards, digital laboratories, 3D pens and much more. The use of these tools to enrich the educational activity of the child and increase the diversity of his independent activity is an important task of modern preschool education. The research of the attitude of teachers to the use of technical devices in working with children is an urgent problem, the study of which will reveal the features of the use of electronic learning tools by educators.

The aim of the study: to identify the attitude of educators to the use of electronic learning tools in the educational activities of preschoolers.

Methodology: individual structured interview.

Description of the research progress. The sample consisted of 50 teachers of preschool educational organizations in Ivanovo. Teachers were asked to answer a number of questions on the use of electronic devices in their professional activities. The statements showing the respondent’s attitude to the use of technology in working with children, the opportunities for the development of the child that the teacher sees in the use of modern technology, the problems and difficulties encountered in the process of using electronic devices were carefully studied.

Research results. Educators actively use technical devices in working with children. Most often, technical devices are used by teachers to increase the visibility of classes, as well as a surprise moment to attract the attention of children. Most of the interviewed educators would not like to use technical devices in every exercise. They explain this by the fact that it is more important for a preschooler to gain experience of live communication, subject activity and independent work with various materials. Among the main problems of teachers in working with technical devices, one can single out the unavailability or malfunction of electronic means, as well as the lack of consumables and the difficulty of mastering computer programs.

Conclusion. The main problem in the attitude of teachers to modern technical devices is the contradiction between the wide opportunities for conducting classes that technology gives to the educator, and the possible harm to the health and development of the child. Teachers regard electronic learning tools as a resource for additional audiovisual support of classes and do not see the potential of technical devices to enrich children’s independent activities in the classroom and in the play. Using technical devices in working with children, teachers proceed from the leading position of an adult and define the lesson as the leading organizational form of work with preschoolers.

The relevance of the topic of the article. Modern parents of preschoolers are active participants in the educational process. Their satisfaction is an important criterion for assessing the quality of education. Studying their opinion is an effective tool for systematic improving the quality of preschool educational institutions.

The aim of the study. Identification and description of the reasons for the dissatisfaction of parents of Moscow preschool institutions. Methodology: thematic semi-structured interviews.

Description of the research progress. The sample consisted of 20 mothers of children aged 3 to 7 attending kindergartens of various types and forms of institutions in Moscow. Parents were asked to tell about the choice of kindergarten, subject-spatial environment, daily routine, supervision and care of children, interaction between teachers, children and parents, types of activity, development of speech, thinking and educational program. The spontaneously mentioned causes of dissatisfaction were thoroughly investigated. The thematic framework for the questions was the ECERS international scale and works devoted to identifying the correlation of parental involvement and their level of satisfaction.

Research results. Among the main groups of reasons for dissatisfaction with preschool educational institutions, “interaction” is leading by a wide margin, implying the quality of interaction between children, educators, administration, and parents. It is the reasons for the “interaction” group that become the critical point for transferring children to another preschool. Among the main complaints are: the individuality of the child is not taken into account; tough discipline; strict, rude, unprofessional educators; the authoritarian position of the head towards parents; poor quality of feedback; relationships with peers. The group “types of children’s activity” has the potential to become as significant as “interaction”: when choosing a kindergarten, parents pay attention to the presence and variety of circles, in the private sector they are ready to take their child further for the sake of quality classes. Parents are rather satisfied with supervision, care, compliance with the temperature regime, the subject-spatial environment. The group “development of speech and literacy” stands apart: parents do not mention this topic. They are either poorly informed about the kindergarten program, or consider this aspect unimportant.

Conclusion. Satisfaction of parents as active participants in educational process is one of the important criteria for assessing the quality of preschool education, and dissatisfaction is a marker for the necessary improvements. If the administration and teachers, when assessing the quality, evaluate the group and the kindergarten as a whole, that the comfort and emotional well-being of their own child is important to parents. This means that the individual approach and personal development are at the forefront. The main attention should be paid to the quality of interaction between children, parents and the kindergarten staff and to the quality and variety of types of children’s activity. These studies of the causes of parental dissatisfaction can be useful for heads of preschool educational institutions of various forms of ownership to improve the quality of services provided and develop a marketing strategy.

The article focuses on the role of the teacher in the play of preschoolers, which is very ambiguous. On the one hand, the play is the free, independent activity of children, which does not suppose intervention, much less adult leadership. On the other hand, fantasy play involving the typical differentiation between imaginary and real situations does not arise spontaneously, and the educator is the main condition for the creation full-fledged playing. The level of development of children playing, the desire and ability to play and the development of preschoolers depend on the position of the educator in regards to the children playing, and their game-playing competence. Different positions of the educator in regards to playing children are discussed: detached, didactic and supportive, which is based on game-playing competence. This article introduces the concept of “game-playing competence” which includes various components. There are three main abilities in game-playing competence: fertile imagination which allows the educator to overcome stereotypes and create new characters and plots; emotional expressiveness and artistry involving children in an imaginary situation; support initiation and autonomy in children, and their self-confidence. This requires communication skills and sensitivity to other people, allowing you to see and hear your partners. That can be difficult if the educator has clear understanding of how to play correctly and the children cannot do it. In addition, educators need to know child psychology and development games. In conclusion methods for developing these features in educators in the process of their professional training are discussed.

This article deals with the issues of developing pedagogical culture in the rural preschool educator in terms of the standardization of preschool education system, highlighting the basic contradictions caused by the standardization of preschool education in rural kindergartens. It explores the particularities of the sociocultural village environment, which is more conservative, traditional and consistent and is distinguished by the integrity of national identity, as well as inner spiritual wealth. The study identifies specific particularities and issues of rural preschools in the Oryol region in the context of the standardization of the preschool education system. These include: not being comprehensive, not having enough educators equipped for children with special needs, lack of technical and financial support, and that the early childhood environment is insufficiently developed. A low level of pedagogical culture in rural preschool educators has also been revealed. Different approaches by modern scientists to the definition of “pedagogical culture” were analyzed, which enabled researchers to identify its structural components. The following structural components of the pedagogical culture of the rural preschool educator were identified: value-based, cognitive, innovative, technological, and personal-creative. The following diagnostic methods are used to examine the level of development of pedagogical culture of rural preschool educators according to the given criteria: A test-questionnaire for evaluating the need for achievements (Orlov Y., 2001); techniques for measuring the empathy of teachers (Yusupov I., 2002); evaluation of the capability for self-development and self-education (Nemova N., 2011); the test “Creativity” (Vishnyakova N.F., 2012). The structural components of pedagogical culture are interpreted in the article as integrative properties of the personality of the rural educator. The author presents the methodology and results of the study on the level of indicators for the components of pedagogical culture in rural preschool educators. The discussion is presented, findings are analyzed, and further prospects of work are outlined.

The article analyzes the development of inclusive education in Russia. Inclusive education is one of the most debated problems in modern education. This article defines the term “inclusive education”, delineates the difference between “integration” and “inclusion”, presents aims and values of inclusive education, proves the principles on which inclusion is based and examines the education policies currently implemented in Russia. The methodology is based upon the system-activity approach and Vygotsky’s cultural-historical perspectives. Comparative and categorical analyses, synthesis, observations and logical generalization are used during the study of the development of inclusive education. The inclusive approach is compared to the new policies that have been implemented over the last 10 years in education in Russia and have faced some obstacles. On one hand inclusive education brings all the conflicts and drawbacks that exist in the educational system into sharp focus. On the other hand it allows one to develop a strategy to overcome these drawbacks. The article highlights inclusive technologies that individualize the process of education and allow educators to effectively work with diverse particularities of children. These methods consist of: an organized, structured and open environment; team teaching methods, such as team education, tutoring, inter-pair education, practice interacting, arrangement of environment, group activities, direct instructions of social skills, development of social skills through peers, individual approach to the process of education and evaluation of children’s achievements, and involvement with the community; methods taken from the fields of Psychology, speech therapy, special education, applied behavioral analysis and neuropsychology. The use of these recommendation for improvement advances inclusive education and increases the efficacy of inclusive policy.

The article is devoted to the study of the specific features of a kindergarten teacher’s professional position and is based on the materials of the questionnaire survey involving 320 caregivers from Moscow daycare centers. One of the most important factors affecting the child development is the nature of the educational strategies preschool care-givers use when interacting with the child. Special attention is given to the analysis of educators’ target orientations, the specifics of the style of their relationship with the child, teachers’ emotional well-being when dealing with children and the forms of control (reward and punishment) they use in response to the child’s behavior. The analysis of the materials pays special attention to the influence of various factors (the caregivers’ educational level and work experience, children’s age) on a caregiver’s idiosyncratic professional position.

Modern preschool education needs qualified professionals who constantly improve their skills. Today in Russia professional communities of pedagogues of preschool education - federal, regional, urban, on the basis of individual kindergartens are established. They create conditions for experience exchange and open access to learning resources. Further development and improvement of the professional community of preschool education is hampered by the lack of the websites, local interaction of the participants within the same community, perfunctory membership in the community, lack of financing and fundraising mechanisms and lack of integration of communities into a united system of interaction. It is advisable to address these problems through the creation of a unified association of professional communities.

Background. In the context of a shortage of teaching staff in preschool education, the importance of studying the specifics of a teacher’s professional identity is increasing as a condition for developing management mechanisms to increase the prestige of the profession and the quality of teacher training.

Objectives. In the course of the research, the specifics of the professional identity of a preschool teacher are revealed as his personal attitude to the moment of reality associated with a sense of professional success.

Sample. The study involved 119 respondents aged 25 to 65 years, teachers and specialists of preschool educational organizations in the Ivanovo region.

Methods. The research is based on a discursive design using high-quality content analysis of pedagogical essays on the topic “Pedagogical insight or the moment when I felt that I was a good teacher.” The analysis of the essay content was carried out on the basis of a three-component structure of professional identity, including cognitive, emotional and behavioral components.

Results. It is revealed that teachers identify their profession and its importance with conducting classes and direct interaction with preschoolers. A tendency has been revealed to shift the focus of the cognitive component from the realization of professional activity to choosing a profession, solving personal problems and self-improvement. The behavioral component manifested itself in the teachers’ increased concern for the mood of children, the desire to entertain and please them, which determines the choice of methods and means of work. The emotional component is a contradiction between the pleasure of communicating with children when working in preschool education and doubts about the importance of the chosen profession and the correctness of their actions.

Conclusions. The value of a child’s vivid emotions is a factor that regulates the teacher’s choice of methods and means of work in favor of entertainment formats and orientation towards the external expression of positive emotions by children as a result of interaction with the teacher. The improvement of professional training and work with teaching staff can be carried out through the training of monitoring the development of children and pedagogical reflection. Further research requires identifying the nature of the influence of the ratio of the levels of development of the components of professional identity on the style and quality of the teacher’s work.

Background. Perception of fiction is one of the types of children’s activities that allows solving problems of speech, social and communicative, cognitive, artistic and aesthetic development of the child. Reading fiction can be considered as an activity, as well as a special kind of cultural practice aimed at enriching children’s independent activities. The variety of tasks related to working with a book and options for solving them require studying the current state of organizing classes on the perception of fiction in kindergarten.

Objective. To identify modern features of organizing classes on the perception of fiction by preschoolers based on the materials of the competitions “Reading Bianki” for teachers of kindergartens in the Ivanovo region.

Sample. The study involved 143 teachers of preschool organizations in 15 municipal districts of the Ivanovo region. 116 works of participants in the regional competition were analyzed.

Methods. The analysis of video recordings of classes and the study of competition works were used as research methods.

Results. There is a general tendency to overload educational activities with game techniques and surprise moments, as well as a desire to replace the discussion of a literary work with its retelling, game and productive activities. It has been established that teachers are not always able to determine the values and meanings laid down by the author of the work and promote their understanding by children. Based on the analysis of the contestants’ materials, the main types of questions used in the discussion of a literary work are highlighted.

Conclusions. Among the features of competitive (open) classes, it is noted that in most cases, additional activities do not contribute to children’s understanding of the meaning of a literary work, but are aimed at memorizing it or are conditionally related to the theme of a fairy tale or story. It has been revealed that with a serious approach to preparing the external design of classes, teachers do not pay attention to the substantive side of organizing developmental communication with children, maintaining a dialogue and helping to discover the meaning of a literary work.

Background. Professional competitions for educators play a significant role in the development and improvement of the education system, helping to improve the professional skills of teachers and the quality of the educational process. In recent years, correspondence teaching competitions have been gaining popularity, which allow participants to present professional experience and learn about new technologies and working methods. An important aspect is that professional competitions help to increase the prestige of the educator’s profession by attracting young and talented specialists to this field.

Objective. Determining the features of the professional activity of a modern preschool teacher based on identifying the most characteristic problems of kindergarten teachers and specialists and studying the experience of practical solutions.

Sampling. 201 works were submitted to the competition, teachers with various work experience from most municipal districts of the Ivanovo region took part, which made it possible to create an almost complete picture of professional problems and solutions in the field of preschool education in the region. The majority were teachers with work experience from 6 to 10 years.

Methods. Analysis of competition documentation, grouping of competition works by topic, problem, proposed solutions.

Results. An analysis of the topics and materials of the contestants showed that most often teachers are faced with the problems of developing children and the upbringing of certain qualities in them (patriotism, love of nature, hard work, neatness, and others). Teachers also have difficulties with children’s communication problems associated with immature communication skills or speech disorders; solving individual didactic problems; organizing a developing subject-spatial environment; preparing and conducting classes with children; interacting with parents of preschoolers; psychological problems of children and working with special preschoolers. As a solution to these problems, teachers described the use of various educational technologies, methods, and techniques, including the project method, case method, quest technology, art therapeutic methods, non-traditional drawing techniques, and teaching aids.

Conclusions. The study showed the desire of teachers to solve problems in their work by means beyond their professional profile. There is also a tendency to replace the consideration of the cognitive interests of the child with formal tasks of implementing an educational or partial program.

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.