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The subject-being approach allows us to speak about the child in the changing world, noting both how the environment impacts personality development and the effect of the child himself on the outside world. The most convenient descriptive design that meets this requirement is psychological boundaries (or the boundaries of “I”). The aim of the study is to describe the development of the phenomenon of children’s boundaries of “I” from the ages of 2 to 7 years old. The longitudinal study was conducted from 2012 to 2017 with the use of qualitative methods: participant observation, simulation (the construction of the house), and case study. The study involved a group of children (14), the composition of which has not changed throughout this period. The dynamic of psychological boundaries is discovered: from physical barriers around their bodies to the labeling of the territory, first physically (pictures, toys, things) to verbally. The research shows that relationships between close people take place at a short distance and the use of destructive methods of protection, and relationships with strangers are characterized by a stronger distancing and constructive ways to protect and control the boundaries of “I”. The psychological boundaries appear as a multifaceted phenomenon which has temporal and spatial length, for alternately finding the “inside” and “outside” of society.

The article deals with dynamic toys – a well-known, but little used category of toys for toddlers and preschool and primary school children. The characteristic features which make these toys stand out from moving and interactive toys are presented on three grounds: the image, the pattern of motion, and the complexity of motion management. The developmental significance of these toys is discussed in detail. The article provides recommendations for how to effectively present the dynamic toys to children. The article gives examples of activities with the toy and how to communicate with a child during the play process, creating conditions for the expansion of the zone of proximal development and revealing the developmental potential of toys as an object of independent child experimentation. As a conclusion the psychological-pedagogical criteria for the selection of a dynamic toy is presented.

The author tries to answer the question, what is a psychological fatigue that occurs when working with children and how in this situation save the interest to the professional activity and satisfaction with it. The purpose of the article is to give hope and guidance in the form of principles, specific tips that can be applied in practice. The reader will learn where to draw power, how to make a professional work interesting, enjoyable and inspiring. The author basing on a vast personal experience tries to give a clear picture of mental fatigue through the description of inner experiences, analysis of feelings. The paper consistently describes degrees of fatigue, most difficult feelings we should cope with as well as ways of handling with them. Useful metods on how to work with the exhausting feelings are described. Provided reflections can be useful not only for educators and teachers, but for all those who work with people.