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Relevance. The problems of aesthetic education of preschool children are caused by the increasing need of society for creative personalities. Musical art most effectively contributes to the development of a holistic, versatile and developed personality, the formation of its cultural potential, as well as needs and interests, therefore it should be one of the fundamental components of modern education. The article presents the results of a theoretical study and practical testing of the problem of the formation of musical and aesthetic ideas in children of senior preschool age.

The aim of the study is to develop a system of performing activities for preschoolers, which ensures the formation of their musical and aesthetic ideas. The methodological basis of the study was a culturological approach that determines the development of a pedagogical model of the aesthetic development of a personality, which ensures activity and independence in activity; the principle of cultural conformity, which acts as a special pedagogical technique for acquiring knowledge by activity, in the process of mastering musical culture.

Research progress. Experimental work was carried out with chilren of senior preschool age (6–7 years old) in the village of Podgorodnyaya Pokrovka, Orenburg region. The experiment consisted of three stages, within which we identified the existing levels of musical and aesthetic representations in children of senior preschool age, implemented the pedagogical conditions for the formation of musical and aesthetic representations in children by means of performing activities, and tested the effectiveness of pedagogical conditions.

The practical significance consists in determining the content of performing activities of older preschool children in preschool education, which ensures the positive dynamics of the formation of musical and aesthetic ideas; structured pedagogical diagnostics of musical and aesthetic ideas of children of senior preschool age.

The results of the study can be used by teachers of preschool educational organizations and institutions of additional education, students of pedagogical universities and students of pedagogical colleges; useful in the development of educational programs for preschool and additional education.

Conclusion. The system of formation of musical and aesthetic ideas in children of senior preschool age in performing activities is determined by a special set of pedagogical conditions: determining the content of musical and performing activities of children of senior preschool age; provision of a creative musical and educational environment in a preschool educational organization that promotes the formation of musical and aesthetic ideas in children; organization of interaction with the parents of pupils on the formation of their musical and aesthetic ideas.

The relevance of the topic of the article. Figurative and plastic creativity is optimal for the development of productive imagination in preschoolers – the basis of the creative process. The continuation of its development on the basis of teaching the language of movements allows children 6–7 years old not only to solve hard creative tasks, but also to master ways of nonverbal communication.

The aim of the study is to reveal the possibilities of developing figurative and plastic creativity in preschoolers of 6-7 years old on the basis of teaching the language of expressive movements, which is a continuation and culmination of the work carried out from the younger group.

Description of the research progress. Based on the explanation of the age characteristics of the psychological development of children 6–7 years old, the possibilities of solving by children tasks to compose and express performance during the embodiment of images of diverse characters in plot situations are shown. The psychological and pedagogical conditions of its development in preschoolers of 6–7 years old are explained. The features of the methodology are revealed, the central point of which is the detailing of the personage’s image – with a comprehensive solution to the tasks of developing children’s figurative-plastic interaction and the ability to figurative embodiment. The types of tasks aimed at the development of are described: ways of detailing images; the ability to sensitively perceive (understand) a partner; new ways of conditional stage interaction; expressive performance of complete plot compositions by roles, – as well as the development of composing creativity in the proper sense of the word in the processes creating under music (in co-creation with a peer) a composition of a figurative-plastic etude based on a generalized plot given verbally.

The results of the study. During and upon completion of the developmental training, children aged 6–7 years detail images (characters) with their development from episode to episode of a holistic plot, which becomes a sign of compositional figurative-plastic creativity, which is combined with creative performance in figurative-plastic improvisations to a given musical accompaniment. The data of diagnostic studies confirm the effectiveness of the methodology for the development of figurative-plastic creativity in children aged 6–7 years as a result of the work under the program.

Conclusion. The methodology for the development of figurative and plastic creativity in accordance with the age capabilities of children aged 6–7 allows for the real development of children’s creativity in art and play activities.

The relevance of the topic of the article is due to the importance of the development of figurative-plastic creativity as the most optimal for the development of productive imagination – the basis of any creative process. At the same time, figurative-plastic creativity, which develops among preschoolers on the basis of teaching children the language of movements, contributes to the development of non-verbal communication in preschoolers. The proposed methodology in practical work with preschoolers allows to solve a wide range of problems: cognitive, communicative, creative.

The article is aimed at showing how children of 5–6 years can develop figurative-plastic creativity on the basis of teaching them the language of expressive movements, started from the younger group; to formulate psychological and pedagogical conditions for its development in preschoolers aged 5–6 years.

Description of the research progress. Based on the explanation of the age-related features of the mental development of children aged 5–6 years, the possibilities of solving more complex tasks than in the younger and middle preschool age, the development of creative “composing” and performing in the embodiment of images of diverse characters and their relationships in plot situations are shown. The peculiarities of the methodology are revealed – in two main directions of development of creativity. In the development of figurative-plastic interaction, emphasis is placed on the development of ways to convey communication and relationships of three characters in a single plot situation; the development of paired figurative-plastic interaction continues with the development of more complex ways of transmitting stage illusion by partners-peers. In the development of the ability to figurative transformation, ways of detailing the image are mastered – with the image of the continuous process of its modification, development, with the installation of a complex transmission in figurative movements (“whole body”) of the features of a particular character: his/her emotions, characteristic plasticity, relationships with other characters of the plot.

Research results. The article shows the results of the development of figurative-plastic creativity in children aged 5–6 years: the images of characters are embodied through both movements-complexes and coherent sequences of movements that are connected in meaning, conveying a change in the reactions and emotions of the characters in the course of their interaction with other characters of the plot; creative performance is increasingly manifested as arbitrary expressive movements that convey the feelings and relationships of the characters based on each of the actors holding a “dual position”, thanks to which the child performs the role without straying to imitate peers.

Conclusion. The results obtained indicate both the effectiveness of the methodology of its development in children aged 5–6 years, its compliance with the age capabilities of children, and its theoretical and methodological validity.

Introduction. The paper presents results of theoretical research and practical evaluation of the problem of developing creative abilities in senior preschool children. The purpose of the study was to develop a system of pedagogical support for creative self-realization of preschool children.

As theoretical foundation pedagogical studies on encouraging creative activities in children, made by L. A. Venger, N. F. Vishnyakova, R. I. Zhukovskaya, Т. S. Komarova, I.Ya. Lerner, A. I. Savenkov, N. M. Sokolnikova, A. I. Usova, O.S. Ushakov were used. The authors showed the possibility of developing creative abilities in preschool children by providing a focused learning process in preschool.

The practical significance of the research lies in determination the cultural practices pedagogical means of developing creative abilities in preschool children. Results of the research can improve the process of aesthetic development of preschool children in the system of preschool education. Results of the research can be used by preschool teachers, students of pedagogical universities colleges; they can be useful for creating preschool educational programs.

Conclusions. Pedagogical support in developing creative abilities in children is determined by a special set of pedagogical conditions: studying the level of creative activity of a child; development and implementation of the partial educational program, which presupposes developing creative abilities in children in the process of learning the culture and traditions of their country; pedagogical education of parents about creative development of senior preschool children.

The paper is the second one in a series of articles dealing with issues of the development of character creativity in preschoolers, which we consider as a kind of play activity, when the figures of different characters engaging in the plots, are embodied using expressive movements and bodily plasticity. The article clarifies the similarity of character creativity with play (improvisation, performance of the role, etc.). The psychological and pedagogical conditions for the development of character creativity in children at age 3-4 are provided, which guarantee the development of basic visual-acting ideas about the simplest expressive opportunities of the language of movements for the embodiment of a character and “wordless” communication. The basic methodological principles of working with younger preschoolers are explained based on teaching them a language of expressive movements – through two main methods: the development of emotional-movement interaction and the development of the ability to embody different characters. Each stage of the work process in these directions is given: learning the simplest ways to embody different characters (from external acts and properties to internal qualities of the character) and communication by gestures with a game partner (a doll, an adult in the role of a character). The article gives a brief summary of the characteristics of additional methods helping to develop productive imagination, expressiveness of movement and elements of compositional creativity. The results of the development of character creativity in children at age of 3-4 are shown: different characters are embodied schematically through single movements indicating their actions; as well as through fragments providing a character’s emotions or a character’s plasticity through a complex combination of expressive movements of the hands, arms, legs, feet, head and body. The main result achieved by young preschoolers was the initial development of the ability to perform both meaningful and arbitrary expressive movements.

Background. The emotional development of preschoolers plays a key role in their mental health and subsequent social adaptation. Despite extensive research on emotional development and social interaction in preschoolers, the targeted study of emotion expression rules and the development of methods for their effective implementation in the educational process remain understudied.

Objective. To identify pedagogical conditions for forming a conscious attitude toward emotion expression rules in older preschool children.

Sample. The study involved 77 older preschool children (M = 73.77 months, SD = 5.6) from two kindergartens in St. Petersburg.

Methods. Emotion comprehension test (Veraksa et al., 2021), conversation about children’s understanding of emotion expression rules, and observation of children’s emotional reactions followed by a conversation (Diaz et al., 2015).

Results. Comparison of the research results before and after the formative experiment, according to the specified methods, showed sufficient effectiveness of the proposed pedagogical influences. Over 60% of participants demonstrated a high level of understanding and application of emotion expression rules after completing the program. An intermediate level was recorded in more than 35% of children. A low level of understanding of the rules for expressing emotions and their use was not recorded after the classes, while before the classes it was about 40%. Control group results confirmed changes associated with preschoolers’ participation in the program.

Conclusions. Thus, to develop a conscious attitude toward emotion expression rules in older preschoolers, it is necessary to: cultivate feelings related to respectful treatment of emotions; develop conceptions about emotions and the ability to identify causes of one’s own emotions; enhance awareness of emotion expression methods as means of communicating emotions to others.

Background. Modern educational approaches place significant emphasis on the continuity and consistency of learning, creating optimal conditions for children’s successful adaptation during the transition from preschool to primary education. The development of coherent speech is a key aspect of school readiness, as it fosters communication skills, cognitive development, and successful academic performance. Therefore, investigating pedagogical conditions that support continuity in the development of coherent speech is of particular importance for educators and parents seeking to ensure children’s effective development.

Objective. To develop, justify, and experimentally test pedagogical conditions for ensuring continuity in the development of coherent speech in older preschoolers and first-graders.

Sample. The study involved 200 parents of children aged 6-7, 150 preschool educators, 80 primary school teachers, 200 preschool students, and 58 first-grade pupils.

Methods. The study was conducted using a set of theoretical and empirical methods. For the theoretical understanding of the problem, analysis, synthesis, comparison and forecasting were used, as well as the study of literature from various fields. The empirical part included observation, monitoring of children’s issues, conversations with children, teachers and parents, surveys and analysis of documentation and educational resources. An important element was the pedagogical experiment, which made it possible to test hypotheses in real conditions. The data was processed using mathematical statistics and qualitative analysis methods, which ensured the reliability and scientific validity of the results obtained.

Results. Methodological recommendations for the continuous development of coherent monologic speech in older preschoolers and first-graders were developed. These include unified approaches to speech development, a consistent strategy based on principles of continuity, gradual complexity of material, and alignment of content, methods, and interconnections between speech development activities in preschool and primary school settings.

Conclusions. Continuity in the development of coherent speech in older preschoolers and first-graders is achieved through the following pedagogical conditions: regular assessment of current speech development levels; specialized didactic approaches; balanced development of all speech components with long-term progression in mind; implementation of evidence-based methodological recommendations tailored for both age groups.

 

Background.  Relevance of the problem of developing critical thinking in modern education is due to the need to prepare a person who is able to adapt to the conditions of a rapidly changing world and work effectively with a large information flow. Critical thinking is a key skill that allows you to achieve such educational results as the ability to analyze information, make independent judgments, solve problems, collaborate, and build constructive relationships.

Objective. To carry out a theoretical analysis of the problem in order to study the already identified possibilities of using pedagogical text analysis to develop critical thinking of a student-teacher. To determine the features of using pedagogical texts to develop critical thinking of student-teachers in the practice of teaching psychological and pedagogical disciplines at a university.

Methods. A questionnaire was conducted during the work. The percentage ratio method and content analysis were used to process the questionnaires.

Sample. 156 people participated in the study: 2nd-3rd year bachelor’s students in the fields of Psychology of Education, Psychological and Pedagogical Education; 1–2 years of the Master’s degree program “Methodological Support in Preschool Education” of the Institute of Childhood, the program “Development of Personal Potential in Education” of the Institute of Psychology of the Herzen University of St. Petersburg.

Results. The analysis of a number of scientific studies has shown that in adults, spontaneous formation of critical thinking and cognitive flexibility practically does not occur even in the process of accumulating professional experience. To develop these qualities, it is necessary to purposefully use special methods and techniques that contribute to the formation of students’ skills of reflection, critical analysis of situations, comparison of different points of view, as well as the ability to perceive and evaluate the surrounding reality from different positions, going beyond their own experience. The conducted study revealed a deficit in the use of pedagogical texts aimed at developing critical thinking in student teachers, as well as the limited number of tasks that contribute to its formation within the framework of mastering psychological and pedagogical disciplines in a pedagogical university. This indicates the need to enrich the programs of psychological and pedagogical disciplines with a larger number or variants of tasks that will effectively develop critical thinking in future teachers.

Conclusions. The higher education system is designed to develop critical thinking, guide student-teachers to master creative ways of solving life problems, self-education and self-development. In order to form critical thinking in students of higher educational institutions when studying various disciplines, it is necessary to systematically use pedagogical texts that present various author’s versions of traditional truths, professional attitudes and values.