All articles

In this issue of the journal, we present the international experience in the study of narratives in preschool children. The authors of the articles live and work in different European countries (Bulgaria, Poland, Finland, Sweden and Russia). All publications are grouped around the same topic of the story of children in a monolingual or bilingual situation.

The article discusses the factors that affect the development of speech in older preschool children, and the place the educational environment takes in this process. A brief overview of the history of the concept of educational environment in Russian and foreign pedagogy and educational psychology is given.

Aim of the study. The method of assessing the educational environment CLASS is considered, such a component of the CLASS methodic as methodological support is analyzed. On the other hand, the authors give a brief description of the child’s language development up to the senior preschool age and conclude that for the most effective assessment of speech development at this age, it is necessary to use elicited narratives (that is, stories told by the child based on a series of pictures). The literature overview of the interrelations between the educational environment quality and the child’s speech development showed that contradictory data were obtained. The hypothesis of this study was the assumption that such a parameter of the educational environment as Methodological support would affect the development of speech in older preschool children.

Sample. The study involved 261 preschoolers (49,4% of boys) aged 5–6 years, pupils of 26 senior groups of kindergartens in Moscow. To test the hypothesis, two groups of preschool educational institutions were identified using the Mann-Whitney test: with high and low quality of methodological support, and then, using ANOVA, the speech parameters of children from these two groups were compared.

Results. As a result of the study, for the first time in the Russian sample, the results were obtained that well-organized methodological support in a preschool educational institution contributes to the better development of both lexical and grammatical indicators of speech and the ability to compose a coherent statement (narrative). The article draws conclusions both about the limitations of the conducted study and about possible ways for further research.

Introduction. The article presents the results of a retrospective study devoted to the formation and development of the cooperation of the Herzen State University with the kindergartens of St. Petersburg, the historically established traditions of scientific and methodological support of pre-school education and current trends in the development of this direction are described. The aim of the study was to study key ideas and directions of scientific and methodological support of kindergartens in the process of integral historical development.

A comprehensive research methodology was used, including a theoretical analysis of the contents of archival materials, publications, periodicals, a retrospective method showing the process of cooperation of the Herzen State University in terms of its development dynamics and historical continuity, scientific interpretation and synthesis of specific factual materials.

The results show unique experience of the “Child’s life of the child” museum, which served as the basis for the formation of the practice of scientific and methodological support of the innovative, experimental activities of the city’s kindergartens.

Conclusion. The study makes it possible to determine the tendencies in the development of the process of scientific and methodological support of the practice of pre-school education in St. Petersburg, highlight the historically established traditions of such cooperation, identify current rends, and key directions of the development of this process.

Background. In the context of social and economic transformations, the need for high-quality preschool education adapted to regional specifics is growing. The Amur Region, which has unique natural and ethnocultural resources, requires teachers to possess the competencies to effectively implement the regional component. However, the insufficient development of methodological support in the continuing professional education (CPE) system creates barriers to its high-quality implementation. The relevance of the study is determined by the need to create and test effective methodological tools for integrating regional content into teacher training.

Objective. To substantiate the need to introduce methodological recommendations for the implementation of the regional component as an effective way of methodological support for kindergarten teachers in the CPE system.

Sample. The study involved 7 regional internship sites (the “We Teach and We Are Taught” network) and 176 preschool organizations in the Amur region.

Methods. The study was based on an analysis of educational programs; observation of internships with recording of practical interactions between participants; and study of protocols of pedagogical councils. As well as monitoring the quality assessment of the “Implementation of the Regional Component of Preschool Education” area in preschool educational institutions in the Amur Region in 2025.

Results. The effectiveness of methodological recommendations for the implementation of the regional component was confirmed: internship sites not only integrated local history material, but also became competence centers that spread experience through networking.

Conclusions. The developed methodological recommendations for implementing the regional component in preschool education in the Amur Region provide a systematic, practice-oriented, and theoretically sound approach to enhancing teachers’ professional competencies and the quality of the educational process. As a result of their application, a transition has been achieved from a fragmented inclusion of regional content to a holistic, sustainable practice, demonstrating the high effectiveness and potential for scaling up this experience.