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The article discusses the results of the study of the emotional well-being of 6-7 years old children of kindergartens in Moscow. The data were obtained through a questionnaire survey of children and their parents using the supplemented Children’s Barometer methodology, consisting of 22 questions for a child and 8 questions for a parent. The study was attended by 151 parent-child couples; children from 15 groups of 5 different preschools. Emotional well-being is based on satisfying the needs of the child, both basic and essential for the age at hand, and essential for personal development including personal relevance, recognition in the group, autonomy and initiative. It was important for us to hear the “voice of the child”, attitude towards kindergarten, what makes child happy and discomforting. It was found that children of 6-7 years old can express their opinion and attitude to what is happening in kindergarten. Organized forms of activity are less interesting for children than free activity; there are discrepancies between children’s and adults’ assessment of issues important for the child; children remember conflicts in kindergarten and it is important for them how the teacher resolves the children’s conflict. The educational environment and style of interaction between adults and children in groups implementing different pedagogical systems influences children’s attitude towards kindergarten, which was shown in significant statistical differences.

Background. Changing requirements to the level of professional competence of preschool teachers, related to the new priorities in the educational system, entail the necessity of qualitatively different provision of resources, the key role in which is played by the internal resources of the subject of activity.

Objectives. The aim is to identify peculiarities of interaction of cognitive and personal resources of teachers of the institutions with different level of quality of education.

Sample. 526 teaching teams (leader, senior teacher and two or three teachers) participated in the first stage, the second stage (study of cognitive and personal resources) was attended by 117 teachers.

Methods. The following methods were used in the study: the method of diagnosing the resourcefulness of professional thinking (I.V. Serafimovich, E.A. Medvedeva, N.V. Surina); the questionnaire of emotional intelligence EmIn by D.V. Lyusin (Lyusin, 2006); methods for studying subjective well-being (Osin, Leontiev, 2020, p. 136): the emotional aspect of well-being is the subjective happiness scale (Lyubomirsky, Lepper, 1999, adapted by E.N. Osin, D.A. Leontiev, short version (Osin, Leontiev, 2008), and the cognitive aspect is the life satisfaction scale (Diener et al., 1985; adapted and validated by D.A. Leontiev and E.N. Osin, (Osin, Leontiev, 2008).

Results. Positive interrelations of cognitive and personal resources have been established. Institutions with high quality are characterized with balanced uniformity, the institutions with medium quality are characterized with unbalanced focus. Differences in the personal resources’ components among teachers from various organizations were not identified, but there are some in the reflexive component of cognitive resources (teachers working in the organizations with high quality of education have higher level). It is shown that the organizations with medium quality have feeble circumstantiation and development of directions: correctional and developmental work with children with disabilities, ways to support children’s initiative and independence (age-appropriate), conditions for creating a developing subject-spatial environment (transformability, variability, multifunctionality); application of methods of modern planning of educational activities.

Conclusions. The use of research data is related to the possibilities of organizing continuous informal education of teachers of preschool educational organizations through the actualization of cognitive and personal resources, taking into account the deficiencies in the work of educational organizations in building immediate and distant development prospects.

Background. Social perceptions of the administrators of educational institutions about the psychological characteristics of the educational environment are a key factor influencing the effectiveness of the system of interaction in the team. The organizational and managerial component of the educational environment is of primary importance in the formation of a psychologically safe kindergarten educational environment that promotes the maintenance of the emotional well-being of all its subjects.

Objective. Theoretical and empirical substantiation of the development of a program of social and psychological support for kindergarten managers, as well as an assessment of its effectiveness.

Sample. The study involved 111 kindergarten managers from seven cities of Russia. 72 people participated in the formative experiment: directors, deputy directors and senior preschool teachers aged 35 to 70 years.

Methods. The study used survey and diagnostic (questionnaires, surveys) methods, observations, and a formative experiment. The content analysis of the associations of managers was carried out using the methodology of P. Verges (Vergès, 1992).

Results. The study shows that the administrator is a key link in ensuring psychological safety in an educational institution, which emphasizes the importance of identifying and adjusting social perceptions about creating safe learning conditions. These perceptions play a significant role in shaping the organizational and managerial component of the educational environment of a preschool educational institution. The study defines the structure of social perceptions of preschool educational institution directors before and after participating in the program of socio-psychological support. The content of these perceptions was also revealed and described, and then the changes that occurred as a result of the formative experiment were analyzed.

Conclusions. The program of social and psychological support, including five semantic blocks: diagnostic, informational, educational, formative, reflexive and analytical, is an effective tool for forming social perceptions of preschool educational institution heads about the principles of organizing a psychologically safe educational environment in a kindergarten.