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Background. Modern developmental psychology increasingly faces the need to integrate psychological techniques and socio-cultural analysis, especially in the context of the transformation of family structures and educational practices. In this context, rethinking classical diagnostic techniques, such as L.A. Venger’s “Polyanka” method, in new social conditions is of particular importance.

Objective. To show the continuity of scientific ideas of L.S. Vygotsky and his school (A.V. Zaporozhets, D.B. Elkonin, L.A. Venger) in modern interdisciplinary research. To rethink L.A. Venger’s “Polyanka” method not only as a diagnostic tool for visual-imaginative thinking, but also as a means of analyzing the “social situation of development” of a preschooler. To identify the influence of family structure (complete/incomplete) and parental educational strategies on the cognitive development of children, in particular, on the success of completing tasks using the “Polyanka” method.

Sample. 623 older preschool children. Additionally, 941 respondents (fathers and mothers) of these children were interviewed using a special parental questionnaire.

Methods. The following research approaches were used to achieve the objective: analysis of the results of diagnostics of children’s visual-imaginative thinking using Venger’s “Polyanka” method; sociological survey of parents using a specially designed questionnaire; qualitative analysis of the obtained data with the identification of significant correlations.

Results. The study found that boys from single-parent families have significantly lower rates of visual-imaginative thinking (21.9 points) according to Venger’s “Polyanka” method compared to boys from complete families (31.4 points), while such a dependence was not found in girls. Divorced mothers are more likely to use strategies that require their sons to follow strict rules in normatively defined situations, in contrast to fathers in complete families who orient their children towards behavior in uncertain conditions. It was also found that the father’s higher education has a positive effect on the results of girls (32.2 points), and for boys, the best results are associated with the mother’s secondary education (27.8 points). The lowest results are in children whose parents do not use encouragement (25.1 points), and the highest are in those who are not punished (31.7 points).

Conclusions. The study confirmed the importance of the scientific legacy of L.A. Venger for modern developmental psychology. A significant influence of family factors on the development of visual-imaginative thinking of preschoolers has been revealed. Differences in the educational strategies of parents in complete and incomplete families were determined. The “Polyanka” method has proven its effectiveness and social validity in modern conditions, and can be effectively used not only for diagnosing cognitive processes, but also as a tool for analyzing the social situation of development, especially in the context of the dynamics of family development.

The relevance of the subject of the article. Recently, the question of the relationship between creative development and artistic and aesthetic education has become relevant. Although the issues of the artistic and aesthetic development of preschool children were elaborated in the Soviet period, researchers continue to talk about a decrease in the creative activity of modern children. The article offers one of the ways to develop children’s creativity, based on the interaction of the family and the kindergarten.

Description of the research progress. The concepts of interaction between a child and a significant adult, the unity of communication and activity, and the provisions of the dialogical approach on the equal mutual influence of the subjects of dialogue were combined at the theoretical level. These provisions formed the basis of a predictive model of pedagogical support for child-adult interaction in the process of artistic creativity, constructed by the author. It made possible to identify its components and stages of the content block.

Research results. As a result of the study, a predictive model of pedagogical support for child-adult interaction in the process of artistic creation was designed.

Conclusion. The development of creative activity in interaction with the parent will be most effective in preschool childhood. Motivation for joint activities with the parent is extremely important for the child, especially when the child receives a positive experience of creativity, and the senior preschool age is sensitive for the formation of an attitude towards creativity and towards oneself as a creative person. To smooth and harmonize child-adult interaction in creative activity, it is reasonable to use pedagogical support for child-adult interaction.

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.

Relevance and purpose of the study. Studying the impact of digital technologies on the development of preschool children is one of the topical areas of modern psychology. Digital devices become part of the microenvironment of a child’s development from the first years of their life. However, their impact on a preschooler, is associated, on the one hand, with the discovery of new opportunities, and, on the other hand, with the emergence of risks and difficulties, is a great challenge for parents, teachers, and psychologists. In this regard, the study was aimed at identifying the features of the use of digital devices (tablet / computer) as components of the family educational microenvironment and studying their influence on the intellectual development of older preschoolers.

Sample consisted of 200 preschoolers aged 6-7 years, their parents (mainly mothers) from Moscow city.

Methods. Methods of express diagnostics of intellectual abilities /MEDIS, (E.I.Scheblanova, I.S.Averina, E.N.Zadorina); expert evaluation of intellectual and creative activity, creative thinking of preschoolers in a specially designed game lesson; the survey of the parents about the use of a tablet / computer at home for the development of a child (frequency, time, programs / games); and methods of qualitative and quantitative analysis (statistical package SPSS Statistics 22).

Results. It was revealed that in the families of the majority of preschoolers (96%) digital devices (tablet / computer) are used for their development, but the intensity (time) of use was different: 20-30 minutes for almost half of the older preschoolers, and 30-60 minutes for a little fewer children; but for individual preschoolers, the time exceeded one hour. The analysis of the number of children’s interactions with digital devices (as part of the family educational environment) during the week showed that a significant part of the children were divided into two approximately equal groups (about 40% in each): the frequency of using a tablet / computer in the first group was 1-2 times a week, in the second – 3-4 times a week. There were significantly fewer preschoolers who used a tablet/computer 5-7 times a week – about a fifth. Among the computer programs / games used at home for the development of older preschoolers, those that develop logical thinking turned out to be the most in demand: three quarters of children use them. Approximately half of the children learn programs/games that develop memory, counting and reading skills. The comparison of the children’s intellectual indicators, taking into account the frequency of using a digital device, showed that preschoolers who spend at a tablet/computer 1-2 times a week have a higher level of the development of intellectual abilities than their peers who use this digital device more often.

Conclusion. The peculiarities of the use of a tablet/computer by preschoolers as a component of the family educational microenvironment may determine the variability of the indicators of children’s intellectual development. These features must be taken into account when developing recommendations for parents on the digitalization of the family microenvironment.

The relevance of the topic of the article. It is in the family that the foundation of the child’s social experience is laid. In the process of interaction of a child with a close adult, stable features of constructive personal response are formed, characterological features are fixed. As a rule, the mother is recognized as the dominant influence on the child, on the development of emotional sphere. It is the mother who satisfies the child’s needs for the benevolent attention of an adult. The boundaries of our research do not allow us to identify all the factors contributing to the formation of a particular style of parental attitude to the child. However, many researchers, revealing the concept of parental attitude style, note the unconscious nature of behavioral manifestations and parental attitudes assigned by the mother in childhood imprinted. Therefore, we assumed that one of the factors in the formation of a particular style of parental attitude to the child is the quality of the mother’s reflection. The mother’s reflection, which has a protective character from negative experiences (fear of failure, shame, guilt, resentment), giving a locally temporary effect – pathogenic reflection. Reflection aimed at solving the problem in the relationship with the help of adequate means of the situation – sanogenic reflection.

The aim of the study. The article presents the results of an empirical study of the relationship between well-being in child-parent relationships and factors that negatively affect its development. Such factors are the styles of the child-parent relationship “Excessive requirements-prohibitions” and “Insufficient requirements-prohibitions” and the pathogenic reflection of the mother. On the example of these styles of parental attitude to the child, the mechanisms that prevent the formation of the emotional and psychological well-being of the child are shown.

Description of the research progress. An empirical study was conducted with mothers raising preschoolers. The study involved 236 people – mothers of preschoolers. Mostly respondents have higher education (67%), are married (51%), work (70%) and have more than one child (45%). The r-Spearman rank correlation coefficient and the Mann-Whitney U-test, a nonparametric statistical method of data processing for independent samples, were used for data processing.

The results of the study. The style of parental relationship is a formal dynamic characteristic, which is based on fixed, habitual forms of behavior for the mother and relationships in general, which may be non-constructive (pathogenic) in nature. It is concluded that the style of parental attitude to the child depends on the quality of reflection. Reflexive defenses, in turn, manifest themselves in behavioral forms of reaction and are fixed as an experience in the styles of parental attitude.

Conclusion. The more pronounced the indicators of the protective (pathogenic) reflection of the mother, the more the unconstructive style of parental attitude towards the child is presented, the less competent she is in educational activities. It is established that the style of parental attitude to the child depends on the quality of reflection. The pathogenic reflection of the mother is not aimed at solving problems arising in the child-parent relationship, but at her own experiences and states, which actualizes the need to protect against them. Reflexive defenses, in turn, manifest themselves in behavioral patterns and are fixed as an experience in parenting styles.

Parents, teachers and researchers are wondering how the digital and technological world affects young children between 0 and 6 years of age at home. This study aims to show the use they make of it, the characteristics of this use, and the relationship that children establish with technologies, as well as to find out whether there are rules for this use and who sets them. A mixed quantitative-qualitative methodology, using the “questionnaire on the use of technology at home”, semi-structured interviews, and analyses of Early Childhood Education Assemblies (ECEA), generated very significant results. For instance, despite the quick incorporation of tablets or video game consoles, TV is still the favorite device of the youngest population, followed closely by mobile phones. The results indicate that these children spend an average of 92 minutes per day watching TV. In addition, 92% of them have a tablet and spend an average of 60 minutes per day using a computer or a tablet. It can be concluded that children start accessing and using ICT at the age of two.

The relevance of the topic of the article. The level of emotional competence in early and preschool age has a significant impact on the formation of personal characteristics (self-esteem, empathy, level of destructive aggression), success of social interaction (ability to cooperate, conflict, tendency to deceit, envy, etc.), as well as the child’s involvement in the educational process and academic achievements in kindergarten and school.

The aim of the study. Based on the research review, we describe the factors of the family and educational environment that determine the development of the ability to regulate and recognize emotions in preschool age.

Description of the research progress. The article presents a review of 57 studies concerning the problem of emotional development of preschool and primary school children. Special attention is paid to such aspects as: the influence of family characteristics and the characteristics of the home environment, the relationship with speech and physical development, the influence of educational environment factors and the relationship with future school success.

The results of the study. The following positions are formulated: the age of children in the preschool period of life is a significant factor in increasing the level of emotional competence. In primary school, the role of age decreases and then has a significant impact already in adolescence; the determining role in the formation of emotional competence is played by the family and the characteristics of the home environment, where the child’s early and preschool childhood takes place; the level of emotional competence of preschool and primary school children is significantly related to the level of speech development, both in terms of the ability to regulate and recognize emotions.

Conclusion. The level of emotional regulation, expressiveness and the ability to recognize emotions, in preschool and primary school age, respond well to targeted pedagogical influence. An important factor in emotional development is the strategy of the teacher’s co-regulation of emotions, especially in kindergarten; the ability to recognize and regulate emotions in kindergarten is a significant predictor of school success, involvement in the educational process, adaptation to school life, and academic performance.

This article analyzes the development of public and government requirements to definition of duration of work of kindergartens for all period of existence of system of early childhood education in Russia. The results of the monitoring of the attitude of preschool teachers to the introduction of “family schedules” in modern kindergartens, reflecting the advantages and risks of innovation associated with meeting the needs of families in the baby-sitting, as well as the successful solution of educational problems by the joint efforts of the family and kindergarten are presented. The article describes the possibilities of the current regulatory framework for creation of variable working hours of early childhood educational organizations.

The purpose of the study is to determine the reasons and nature of changes in the operation of early childhood institutions in a historical retrospective. The research was based on the experience of the first Russian kindergartens, legal framework defining the work of early childhood institutions during the XX century and at the present stage of development of early childhood education, the results of the survey of 3415 teachers of preschool groups of 22 regions of the Russian Federation, and review of the studies related to the problem under study. The results of the retrospective analysis of the reasons for the change in the duration of work of Russian early childhood institutions during the whole period of their existence, have been presented. It has been revealed that the work regime was determined by the goals of the kindergarten to ensure the full development and upbringing of the child in different historical periods and reflected the leading trends in the country’s social and economic development and the State’s desire to involve women in active social and productive life. This ensured the normative approval of the variation in the work schedules of kindergartens (pre-school groups) depending on the location, needs and demands of families, which is a distinctive feature of modern public early childhood education. Based on the results of the monitoring of teachers’ opinions on the increase in the time of stay of children in kindergarten, possible risks associated with the reduction of the time of communication between parents and children were identified. Today some parents tend to increase the working hours of the kindergarten as they are not ready to communicate with the child, because of their own parent’s failure. The desire of parents to “build up” the schedule of work of the kindergarten, to correlate it with personal needs is often associated with a lack of understanding of the essence of educational work. Tendencies of interaction of teachers with families in order to draw attention of parents to the importance of dialogue with the child have been defined.

The article presents the experience in implementation of innovative educational project, in which educators, students of the Faculty of Elementary Education, colleagues of the Department of Psychological Anthropology and parents with children of early and preschool age took place. Due to the project the Center for Family Education was opened at the Moscow Pedagogical State University at the Institute of Childhood. The environment of the Centre for Family Education is based on the principles of Montessori Method. Therefore, the content of the activity in the Center includes both psychological and pedagogical theories of preschool education system in Russia and strong points of the Montessori Method of education.

The article pays attention to the analysis of multiple resources of higher education institutions for the implementation of the project of Centre for Family Education, it also describes the specifics of designed and field-proved programmes of supplementary education for children and adults based on which the work content in the Centre is framed. The implementation of the research project focuses on the results of testing programs designed by the Department of Psychological Anthropology at the Institute of Childhood: “Montessori Plus” comprehensive educational program of preschool education, “Family Festivals” partial program, “School for engaged parent” educational program of psychological and pedagogical support for parents.

The first results of the “Happy children at the University” project showed that the work on the project was a good start to unite various educational interests of professional teaching community and students of the University for implementation of interesting and fruitful solutions for the benefit of Russian preschool education. Analysis of the results also assures that the Centre for Family Education as a structural department of the University is an available option for Moscow parents to be chosen for its educational programs for children since early childhood. It is also a source of personal development and educational competence.