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Background. Monitoring the labor market in the field of education makes it possible to timely identify the needs of employers in teaching and management personnel, analyze the demand for professions, the functional workload of employees, identify areas of shortage and inefficient use of personnel, and investigate the impact of various economic and social factors on changes in the content of labor. Analysis of the monitoring results contributes to the preparation of conceptual solutions in the framework of the implementation of strategic objectives for the development of preschool education.

Objective. To analyze the results of monitoring the labor market in preschool education and offer recommendations for optimizing professional activities and improving the mechanisms for the professional development of preschool education workers.

Sample. The study involved 46.766 employees of the preschool education system from 81 subjects of the Russian Federation.

Methods. The following methods were used in the study: online survey, calculation of descriptive statistics, factorial (exploratory) analysis, correlation analysis according to Charles Spearman, Mann-Whitney U-test.

Results. The degree of satisfaction of preschool education workers with working conditions was determined, as a result of the analysis of the functional load of educators, the frequency of their performance of certain labor functions was established, additional, redundant and duplicating labor functions of educators were identified, the need of the preschool education system for new qualifications was clarified, factors influencing the passage of advanced training by educators were highlighted.

Conclusions. The results of the analysis are of key importance for predicting the labor market needs in the field of preschool education for new qualifications and timely solving the identified systemic problems in this area — eliminating excessive functional load of specialists and duplication of labor functions.

Background. In modern conditions, attention to the quality of education at all levels, especially in preschool institutions, is becoming increasingly important. The quality of preschool education directly affects the development of children, their social and emotional skills and readiness for learning. The assessment of the quality of educational services in kindergartens not only helps to identify weak areas and improve processes, but also provides transparency for parents and managers.

Objective. To collect and analyze information on the quality of preschool education, followed by substantiation of recommendations for making management decisions to improve the quality of preschool education.

Sample. The study was carried out on the basis of preschool educational organizations of the Khabarovsk Territory: 87 municipal kindergartens implementing preschool education programs attended by more than 31 thousand children. The study involved 2.284 teachers of preschool educational organizations and 36.908 parents (legal representatives) of pupils.

Methods. During the experimental work, the following methods were used: analysis of the Concept of Monitoring the Quality of Preschool Education in the Russian Federation; personnel questionnaires; parent survey; survey based on questionnaires created by N.L. Karabanova; diagnosing children using the tasks of the program “OT ROZHDENIYA DO SHKOLY” (“FROM BIRTH TO SCHOOL”) edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva for diagnosing educational areas for children aged 6-7; observation; a methodology for examining children compiled using child development charts for the program “OT ROZHDENIYA DO SHKOLY”, preparatory for school group (6-7 years) by N.E. Veraksa, A.N. Veraksa.

Results. Diagnosis of children in preschool educational institutions by educational areas allowed us to rank the results as follows: more than 60% of children have above-average social and communicative development, more than half of the children have above-average cognitive, physical and speech development, artistic and aesthetic development of the majority is at an average level. According to the survey results, 90.8% of parents believe that preschool education is available. 81.1% of parents are completely satisfied with them of the child (children) staying in kindergarten, 16.8% are rather satisfied than not. 78.2% believe that children in kindergarten can receive the necessary development and preparation for school (15.1% believe that they will receive it rather than not).

Conclusions. The results of the monitoring should serve as a basis for the development and implementation of management decisions aimed at optimizing the educational process and creating favorable conditions for the learning and development of pupils. This implies taking into account the individual characteristics and needs of each child, as well as adjusting educational programs and methods in accordance with their level of development. In this way, we will be able to improve the quality of preschool education, providing equal opportunities and conditions for realizing the potential of all children.

Relevance of the article. In the modern world, as a result of the rapid development of medicine and the possibilities of caring for children, the number of children with special developmental needs is sharply increasing. This leads to an increase in disability, especially in cases where it is not possible to identify developmental disabilities at an early age and begin to take action. This is facilitated by the model of medical care in which the doctor has limited time to monitor the child. Therefore, in working with small kids, there is a problem of non-detection of deviations in development arises. On the other hand, even when children who need special conditions are identified, there is a problem of inaccessibility of developmental and educational services to children with disabilities at an early age (from birth to 3 years); lack of conditions for the formation of an inclusive environment in preschools (large group size – up to 30 people; lack of specialists in preschools; lack of network mechanisms for interaction with the territorial system of early intervention; a large variety of educational cases, etc., in the absence of an assessment of the quality of these resources.

The aim of the article. Development of an automated system “Child’s World”, aimed at early detection of developmental disabilities through pedagogical, parental and medical monitoring.

Description of the research progress. Monitoring was based on teachers’ observation over the behavior of children in nurseries and kindergartens and fixing of the results of the teacher’s observations of children in the system. In addition to teachers, the children are monitored by doctors and parents. The self-learning system adjusts the scores depending on the increase in the number of participants in the system. Based on the data obtained in the system, a psychological and pedagogical commission is organized in kindergarten. If necessary, parents are advised to contact the Psychological, medical and pedagogical commission, where specifics of development is verified and recommendations are made for the conditions of the child’s education. An adapted program is being developed in the kindergarten, observations are continuing and their recording is being carried out. The system is adjusted no more than once every six months.

The results of the study. The project was supported by the Agency for Strategic Initiatives, adopted as a good practice and discussed at a meeting of ASI experts. In December 2021, the project was also presented at the meeting “Digital Transformation in Preschool Education” at the Analytical Center under the Government of the Russian Federation. The project is currently being tested. In parallel, the artificial intelligence system is being trained.

Conclusion. The Information system was developed with much more functionality than expected, including not only pedagogical monitoring, but also medical; teachers of three regions (Klin, Moscow region; Omsk; Kazan, Republic of Tatarstan) were trained in five educational complexes. Pediatricians and nurses were trained in five medical institutions. Parents, whose children participated in the testing, were also trained.

The article describes a longitudinal study called “Conditions of Effective Pre-school, Primary and Secondary Education” what was conducted in the United Kingdom in 1997 and 2014. It is noted that the study is Europe’s biggest longitudinal project as of today. The author underlines the complexity of longitudinal studies stemming from the need to plan one for several years ahead and possible changes in the political or economic situation. The study was conducted in four stages, each of which took a great number of targeted cross-sections, a huge amount of data was collected and processed, which was subsequently classified by areas and detailed case reports published. The longitudinal nature of the study revealed the long-term effect early childhood education has and the important role high-quality early childhood education plays in child’s subsequent development and his future academic success or failure - it creates a solid foundation for all future learning and development. The researchers’ conclusions helped to shape the development of the UK educational policy by placing an emphasis on the development of targeted programs and improving the quality of pre-school education, by involving parents in the educational process in the early stages of child development and a deliberate search of ways to reduce the impact of negative factors on child development.

Background. Currently, constant video surveillance of children in both private and public preschool institutions has become a normal, everyday phenomenon, and has a significant impact not only on the organization of the daily activities of teaching and support staff of preschool institutions, but also on the processes of socialization, education, and psycho-emotional development of children.

Objective. This article analyzes parental perception and attitudes towards constant video monitoring in private preschools. Additionally, its examines the impact of video monitoring on the daily work of preschool staff and raises questions about the potential long-term effects of constant video monitoring on the development of child’s personality.

Sample. The study involved 185 participants, including parents of preschoolers attending private preschools in Moscow and Tyumen, as well as preschool owners and employees.

Methods. The research used a questionnaire survey and an incomplete-sentence test specifically designed for this study, supplemented by clarifying questions when necessary.

Results. The study sheds light on parental motivation for supporting video monitoring. It also explores how constant video monitoring influences the work of teachers and the relationship between parents and private preschools.

Conclusions. The findings raise critical questions for further exploration: What are the long-term implications of constant video monitoring? Are there hidden negative aspects that parents and teachers should consider? How does the availability of new technological tools reshape relationships and communication between parents and children?