All articles

Background. As AI becomes embedded in children’s lives, from entertainment to learning, the role of content is transforming—from passive consumption to active, system-embedded dialogue.

Methods. This article draws from content development experience at Mako Kids and research-led design at KidsAI. It integrates global studies, co-design fieldwork, and expert interviews to analyze how children interpret AI tools and how design influences developmental outcomes.

Results. Findings show that children anthropomorphize AI agents and that system behavior often teaches unintended lessons. Core principles of quality content—including age-appropriateness, holistic thinking, inclusion, safety, play-based learning, and cultural relevance—remain essential in AI-driven environments. Structured prompts, ethical voice design, and scaffolded interactions are key design features in KidsAI’s work, including the development of Olly, KidsAI’s assistant for kids.

Conclusions. Content must now function as ethical infrastructure in sociotechnical systems. Designers must avoid emotional simulation and focus on supporting autonomy, reflection, and cognitive safety. AI should guide—not mimic—human relationships, with clarity and respect.

Background. Preschool age is a period of great importance for psychological development and preparation for school. One of the activities that must be formed in preschool age is visual activity, which is of great importance for the overall development of a preschooler. Involving children in visual activity is a step necessary for forming a solid neuropsychological foundation that will determine their success not only at school, but also in life in general.

Objective. The purpose of this study was to apply a program for gradual formation of drawing skills and determine its impact on development in preschool age.

Sample. This study involved 9 preschool children - third-grade students of a preschool institution. A qualitative assessment of visual activity was applied to all participants before and after inclusion in the experimental program.

Methods. To achieve this goal, an intervention program was implemented, which consists in gradually teaching drawing to children in their third year of preschool attendance (Solovieva, Quintanar, 2016). All children were given the same qualitative assessment tool for the development of drawing skills before and after the application of the program (Solovieva, Quintanar, 2016).

Results. The data obtained allow us to state an improvement in the results of the final assessment, which revealed qualitative and quantitative changes.

Conclusions. It was shown that the program for the gradual formation of drawing skills had a positive effect on the acquisition of visual activity.

Reason of the conducted study. The article presents a generalized view of the problem of applying uniform requirements to the organization of education and upbringing of preschoolers with developmental disabilities. The authors draw attention to the wide differentiation of special educational needs within the category of “children of early and preschool age with disabilities”, associated with the psychophysical characteristics and the social situation of each child's development.

Methods. The article attempts to illustrate the specifics of the structural content of the federal adapted educational program for preschool education (FAOP DO) and the conditions for its implementation. The methodological foundations for the development of targeted adapted education and training programs, as well as targets reflecting the desired results of the personal development of different nosological groups of children, are considered.

Research progress. The authors analyze typical professional difficulties and requests of specialists involved in the development of training and upbringing programs for children with disabilities based on many years of research, including on the topic “Clinical, psychological and pedagogical research of a modern child with disabilities and disabilities”. More than 800 specialists from 51 subjects of the Russian Federation took part in this study.

Results. Various methodological approaches to the development of Federal Adapted Educational Program are systematized. The dynamics of mastering the list of possible results, which is determined by the quality and consistency in the organization of special educational conditions, is discussed.

Conclusions. As recommendations, it is proposed to pay attention to the content and forms of implementation of additional professional educational programs of pedagogical and non-pedagogical workers of a single multidisciplinary team. For the first time, the analysis of the variable structure of the Federal Adapted Educational Program was carried out on the basis of the general principles of including different nosological groups of preschool children in the educational environment.

Relevance. The article is devoted to the search for opportunities that are provided to a child in modern childhood. Modern childhood, on the one hand, provides children with extraordinary opportunities for development, such as the use of digital devices to implement various ideas, mastering various aspects of culture not only from books, but also through direct acquaintance with the original cultural samples in various museums in different countries. But on the other hand, the wide opportunities associated with travel and acquaintance with modern achievements of science and technology simultaneously generate situations of uncertainty in which children find themselves: for example, such as a pandemic. Society faces the task of realizing the changes that humanity is facing. Flights into space, robotization processes, the emergence of artificial intelligence, etc. poses a new problem of learning. Children and adults are increasingly in a situation of uncertainty.

The aim of the study. To show the possibilities of developmental therapy from the perspective of developmental psychology and psychotherapy on different groups of children.

Description of the research progress. The study was conducted on a group of children who survived the terrorist attack in preschool and primary school age (Beslan, 2004 – 40 children) and children who found themselves in a situation of emotional distress and stress during the pandemic (2020–2021 – 20 children). Group and individual classes were held in offline and online format.

Results. There is a very special task of restoring the normal course of mental development of those children who have experienced unusual situations associated with existential experiences. The possibilities of meeting with negative situations gives rise to fear of the future, which slows down children’s development and limits the horizon of the formation of the personality of a modern person. Studies show that methods aimed at the development of children in certain conditions can achieve a stable psychotherapeutic effect and emotional harmonization, and can be used to work, including with fears. It was shown that such tools as visual models and the author’s symbol can be used for development and psychotherapy, which is developmental therapy in conditions of unpredictable future and uncertainty.

Conclusion. Adaptation to the challenges of the time is becoming one of the important tasks of supporting the development of a modern child. One of the forms of such support is developmental psychotherapy, the theoretical foundations of which are set out in the proposed article.

Background. The trends of developing child friendly urban environment result in designing of play areas in places which are not specifically made for children: train stations, cafes, shopping centers, etc. The design of such places requires research of children’s behavior, understanding and experience of using play equipment and materials. This article deals with children’s play spaces in trains and at railway stations in Moscow.

The purpose of the study is to highlight the principles of organizing play environment and equipment at train stations, airports, in trains.

Play spaces at the railway stations and toy`s sets for kids in trains were analyzed according to the basis criteria of the examination of play spaces and toys. Based on the data obtained, the principles of organizing space were proposed, taking into account the special conditions in traveling (a large number of people, rush, small space, children of different ages, etc.).

Research results. The study showed that play spaces at railway stations are unsuitable for children’s age needs: they are like copies of typical street playgrounds, include the same equipment, designed for kids aged just 2-5 years and mostly for movement and not for the role play. In trains play spaces are better adapted for cognitive and productive activities of children, while play and motor activity are ignored. Play sets are also designed for age 3-6 and require significant changing. This analysis allows us to identify 3 key principles of organizing children’s space in trips. Creating a children’s space, it is necessary to consider the duration of trips, the capacity and possibility of a place, age specific of play, speech and other activities of children. It is also important to focus on the features of age and remember that adults are the mandatory companions of the child in traveling. This study can serve as a basis for a more detailed and large-scale study of the issue of children’s spaces, as well as a general guideline for evaluating and designing such play spaces.