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Introduction. The article presents results of a theoretical research in the field of quality control of learning environment of early childhood groups. The purpose of the study is to develop a theory based methodology for quality control of learning environment by employing modern trends in early childhood pedagogy.

Directions and methods of research. The research methods are based on activity and competence approach, the idea of the learning environment as a medium for successful socialization of toddlers, structural components of the learning environment, where the key parameters are: nature of adult - child interaction, content and modes of the interaction, focused on successful mastery of kindergarten programs, designing of stimulating environment for early childhood groups. Theoretical analysis of psychological and pedagogical literature on the subject, design of structural components of learning environment of early childhood groups, determination of the expert indicators for each component of learning environment were used as research methods.

Results. Result of the research was presented in the form of control methods description, that include evaluation of the quality of learning environment, measurement of the quality indicators for each component of the learning environment (the nature of adult interaction with the child, the content and modes of interaction, aimed at the successful mastery of the kindergarten program, design of stimulating environment for early childhood groups). Detailed recommendations to the content of each indicator are given.

Conclusion. The developed control methodology makes it possible to carry out a comprehensive assessment of the quality of learning environment for early childhood groups in accordance with the requirements of the Federal State Educational Standard, and to help an expert to determine ways of further quality improvement of the learning environment.

Introduction. The paper introduces the idea of a pedagogical project, that is going to be tested in several preschools in St. Petersburg, Russia. The significance of the project is determined by the importance of social and cultural design as one of the key methods for providing fair and positive environment for child development during the preschool period.

Methods. Methodologically the research is based on: academic, and subject approach; concept of development of a preschool child as a subject of children’s activities and behavior (T. I. Babayeva, A. G. Gogoberidze and othes); the concept of cultural and historical development of a child personality by mastery of experiences of previous generations (L.S. Vygotsky, A.N. Leontiev), provided that they interact with adults (N. F. Radionova); research data on individual behavior and activity of senior preschoolers in of St. Petersburg, obtained at the turn of the 2010s. System analysis was applied, including theoretical analysis of philosophical, psychological and pedagogical literature on the research subject, developing method of learning materials “St. Petersburg - the Territory of Childhood”, ensuring the subjective engagement the senior preschool children with design of social and cultural learning environment for their development.

Results. The results of the research contain an analysis of organizing of educational potential of the social and cultural environment in St. Petersburg for development of preschool students. Development and testing of methodological tools for studying values, interests, culture and subculture, subjective manifestations of children, methods for identifying motivation for development, assessing the potential for personal development. Approaches to design of additional cultural and artistic programs, programs for design of environment of a modern kindergarten have been determined. The characteristics of the key implementation tools of the Project, institutionally represented by the educational and methodical complex “St. Petersburg - the Territory of Childhood”, which has a culturally oriented development, is presented.

Conclusion. The study first attempted to identify the conditions under which a senior preschooler can become a designer of social and cultural learning environment for their development. The data can be used by Childhood experts to create a modern space for children culture, subculture, activities that form a unique “world of childhood” that determines a unique development of the child individual cultural experiences.

This article deals with the implementation of the federal state educational standard as guarantee of psychological safety in the learning environment of a post-conflict area. The optimal ways of implementing the federal state educational standard for all participants in the learning process are distinguished, with the goal of increasing the level of psychological safety in respect to difficulties connected with the particularities of the post-conflict area. The sources of the threats that should be taken into account for guarantee of psychological safety are pinpointed. The psychological follow-up of the implementation of the federal state educational standard is discussed.

The article describes the tools used to measure preschool educational environment – the ECERS Scales (Early Childhood Environment Rating Scales). The authors address the following questions: What are the ideas of quality education underpinning the ECERS Scales, and Are they suitable to us? Is it generally acceptable to use tools developed in another country to assess education quality in your own? Does the scale measure conditions for the child’s future socialization and development at school? How does it work, what are its parameters for measuring quality? How reliable is it? Can this tool be used in different educational practices (e.g. the Montessori system, Waldorf kindergartens, etc.)? Or does it focus solely on specific program? It is noted that the fact that the ECERS scale is used in countries focused on child’s cognitive development is of great importance for Russian education, which has traditionally placed high value on “school readiness”. The authors come to the conclusion that the ECERS Scales fully meet the Federal State Educational Standard requirements and possess distinctiveness and therefore can be used to assess the quality of education in Russian preschool children. The ECERS Scales are highly promising in cross-cultural research that compares the quality of Russian and foreign pre-school education.