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The relevance of the article is determined by the attention to the role of reading by the younger generation from the state, the importance of reading in the transmission of culture from generation to generation. The formation of the reading competence of a preschool child is predetermined by the tasks of developing interest in reading in the Federal Educational Program of Preschool Education; it is the result of the children's reading infrastructure created in a preschool educational organization and families. The reading competence of a child at different levels of education has been actively studied. The structure of a preschool child's reading competence, the features of its manifestation remain practically unstudied, while its formation begins precisely in preschool age.

The aim of the article is to present the results of an empirical study of the features of reading competence of preschool children in the context of the humanitarian research methodology, to characterize the phenomenon of reading competence of older preschoolers based of its working model.

Description of the research progress. At the preliminary stage of the study, the infrastructure of children's reading was created in groups of older preschool children in accordance with the provisions presented in our previous work. At the initial stage of the study, based on theoretical analysis, a working model of the reading competence of preschool children was created. A methodology was developed to study the reading competence of older preschoolers, which used participant observation and playful experimental situations. The study of reading competence was carried out in groups of children aged 5 to 6,5 years; 52 children and 4 teachers took part in the experiment. During the study, the phenomenon of reading competence of older preschool children was studied and its manifestations were recorded (based on the study of reading activity as reading-listening).

The features of the reader's competence were interpreted from the perspective of the humanitarian research methodology as a phenomenon with a number of characteristics. The description is built around the search for answers to the questions: what are the features of the manifestation of motivation for reading and listening in older preschoolers; do preschoolers have a primary orientation in the world of books, etc. When interpreting the results of the study, the manifestations of children recorded during observation and experimental situations were analyzed on the basis of the developed indicators of the manifestation of reading competence.

Conclusions. In older preschool age, internal motivation for reading is recorded, which is determined by the attitude of adults to this activity and the creation of a reading environment in groups. Older preschool children have a primary orientation in the world of books, there are preferences in choosing the content of books and favorite authors. Preferences in choosing the content of books are associated with a passion for a certain topic; favorite authors appear based on interest in 2–3 books of a particular writer. In reading-communication conditions, children freely express emotional and evaluative judgments about what they are reading or read, ask questions about what they do not understand, evaluate the actions of characters and talk about their reasons, try to formulate conclusions “for life” – about how to act, about relationships between people. The naive-realistic interpretation of the meaning of the book prevails among children, the transition to understanding the internal meanings is planned. The emergence of a new type of children's activity – reader communication is recorded.

The relevance of the article is determined by the attention to the role of reading by the younger generation from the state, the importance of reading in the transfer of culture from generation to generation. The method of organizing reading in preschool educational organizations has remained unchanged for several decades, reading is episodic in the daily routine of kindergarten, and the children’s interest in reading is steadily decreasing. The question arose about updating approaches to the organization of reading in kindergarten conditions: the repertoire of children’s reading, reader communications, ways to attract children to reading. The solution of these questions unites the design of the infrastructure of children’s reading in a preschool educational organization.

The aim of the article is to present the results of a theoretical study of approaches to designing the infrastructure of children’s reading in a preschool educational organization, to substantiate its content as a system of components, whose interaction ensures the formation of a child’s reading competence, taking into account the peculiarities of his development during preschool childhood.

Description of the research progress. At the initial stage of the study, the role of reading in the development of preschool children was determined and the focus of this type of activity on the development of the child’s reading competence was determined as the goal of designing the reading infrastructure; the relationship between the child’s literary development and reading competence is shown. Further, the study was built around finding answers to the questions: how can the repertoire of children’s reading be changed taking into account the characteristics of a child of the 21st century? Is it possible to have a mandatory reading circle (canon) in kindergarten, taking into account the current socio-cultural situation? What motivates children to read, what ways can a teacher use to motivate children to read? What changes can reader communications with preschool children undergo? The study was conducted on the basis of an analysis of a wide range of sources, significant both from a historical and modern point of view, conclusions were drawn about the design of components of the children’s reading infrastructure. In the course of the study, materials obtained in the work of the pedagogical laboratory on the topic “Designing the infrastructure of children’s reading in preschool educational institutions” on the basis of the Department of Preschool Pedagogy of the Russian State Pedagogical University named after. A.I. Herzen and Kindergarten No. 143 of the Nevsky district of St. Petersburg, as well as the previous pilot empirical study on this issue (2020-2022) were used.

Conclusions. The infrastructure of children’s reading acts as a dynamic education, which is designed and implemented by teachers. In the conditions of saturation of the children’s literature market with new books, the role of the teacher’s reading culture, ability to understand the concept of a children’s book and the choice of reading repertoire increases. Designing a children’s reading repertoire requires identifying and formulating problems that are significant for a child of a given age. For the development of the child’s reading competence, it is necessary for the teacher to combine external stimuli that encourage reading and actualize the child’s internal motives in accordance with an age-appropriate approach, use the practice of slow reading and the child’s play practices in organizing reader communications. Optimal support for children’s reading and the development of a child’s reading competence requires further empirical research of the infrastructure of children’s reading in a preschool educational organization.

The article is devoted to the study of creativity of a teacher of preschool education. The aim of the research was to study the influence of motivating factors on the professional creativity of teachers. The developing subject-spatial environment was considered as the main indicator of the manifestation of creativity in the work of the teacher. Particular attention is paid to the influence of the transformation of the subject space

of the group on the creative development and change in the attitude of the teacher to professional activities. The developing subject-spatial environment of the kindergarten is viewed from several sides: as a product of the teacher’s creativity, as a place of interaction between the teacher and children, as an application area of ​​the teacher’s creative abilities.

The article was prepared on the basis of experimental research using questionnaires for teachers and monitoring their work. The study was conducted on the basis of two preschool institutions in the city of Ivanovo, Ivanovo Region. 16 teachers took part in the study. As a toolkit, scales for assessing the conditions of creative activity of children in independent activities and art classes were used. To study the changes in the sources of professional motivation of teachers, a questionnaire developed by D. Barbuto and R. Skoll was used. The study consisted of two stages, at each of which a new motivating factor was introduced. After each stage, the sources of teachers’ professional motivation were measured, the state of the group’s developing environment was assessed, and the interaction in the art class was chosen as the most creative type of educational activity. As motivating factors, a professional competition and the involvement of teachers in the work on the dissemination of experience were used.

The results of our study showed that the use of the mentioned motivating factors contributed to the launch of the creative cycle among teachers, which resulted in creative changes in the organization of the subject space of groups, improving the interaction of the teacher and children in the arts classes. Creative manifestations in the subject space and interaction with children were reflected in the motivational sphere of teachers.

This article is devoted to assistance to parents in the moral upbringing of children of sociopaths, i.e. those who violate socially accepted norms of behavior. Many parents are afraid that their children will not be able to become socialized. The publication discusses ways of interacting with such children. A certain model of conscience is used, which includes a number of components.

These include: moral understanding, motivation management, inner voice, empathy and compassion. The process of forming these four components of a healthy conscience is described. The need for subtle and delicate interaction based on the ability to see the hidden motives of children’s behavior, which allows us to count on a positive forecast of their moral development, is shown.

Introduction. The article discusses the problem of personal orientation of future teachers for professional activities, theoretically substantiates the need to regulate the interrelated processes of developing regulatory and personal Universal Learning Activities and social and personal competences that affect the formation of intrapersonal motivation for professional activities. The methodological basis of the research is the concept of Universal Learning Activities of A.G. Asmolov, system and competence approaches in higher professional education, subject-humanistic attitude to education.

Purpose of research is to highlight the components of the university educational environment that contribute to the formation of intrapersonal motivation for learning activities though regulation of interrelated processes of developing regulatory and personal Universal Learning Activities and social and personal competencies.

Methods. The following instruments were used in the course of the research: the scale of professional competence assessment of Ferrandes-Berrueco, Reina and Sanchez-Tarazaga; the questionnaire of students’ learning activity of I.S. Labytseva, the methodology of diagnosing students’ motivation for learning of S.M. Ketko, S.A. Pakulina.

Results. The results of the complex diagnostics of professional competencies and motivation of students for learning reveal lack of student activity reflecting social purpose and personal orientation of their professional judgments. The potentials and methodological characteristics of using case technologies are defined with the purpose of developing students’ regulative and personal Universal Learning Activities in the process of continuous pedagogical practice.

Conclusions. Purposeful formation of regulatory and personal Universal Learning Activities with the subsequent development of social and personal competencies is aimed at the enhancement of intrapersonal motivation for learning, personal interest and responsibility towards professional activities. Optimization of the process of professional training of preschool and primary education teachers assumes formation of an educational environment that considers individual motives of everyone’s professional activity in the teamwork.