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The relevance of the topic of the article. The article discusses the characteristic features of the style of parental attitude “Severity of sanctions” (Eidemiller E.G., Justickis V.V.). It is revealed that the style of parental attitude to the child depends on the quality of reflection. Reflexive defenses, in turn, manifest themselves in behavioral forms of reaction and are fixed as an experience in the styles of parental attitude. The authors also compiled a reflexive portrait of the mother with this style of parental attitude, according to which the reflexive strategies and tactics of the mother’s behavior when communicating with the child are clearly visible. A mental map and an algorithm for consulting work with the mother are also presented.

The aim of the study. The results of an empirical study of the relationship of the style of parental attitude “Severity of sanctions” with the peculiarities of the mother’s reflection are presented. On the example of this style of parental attitude to the child, the reasons preventing the formation of the psychological well-being of the child are shown.

Description of the research progress. An empirical study was conducted with mothers raising preschoolers. The study involved 236 dyads of mothers with children. Respondents have higher education (67%), are married (51%), work (70%) and have more than one child (45%).

Conclusion. The more pronounced the indicators of the protective (pathogenic) reflection of the mother, the more the unconstructive style of parental attitude towards the child is presented, the less competent she is in educational activities.

Paper describes the main approaches to the social and personal development of children of preschool age. The main attention has been paid to the fact that a kindergarten group, as a genetically early stage of social organization, creates the necessary conditions for the development of children’s contacts in the process of an independent and joint activity, the acquisition of communication skills with peers “on equal terms” in a variety of educational situations necessary for the development of a child’s personality.

The methodological basis of the study is the concept of child development as a subject of a child activity and behavior (T.I. Babaeva, A.G. Gogoberidze). Theoretical analysis of psychological and pedagogical literature on the problem of the social and personal development of a child, analysis of PhD dissertations, defended at the Early Childhood Education Department of the A.I. Herzen State Pedagogical University of Russia from the second half of the 20th century to the present was applied as an objective analytical tool.

The main directions of social and personal development of preschoolers, the personal characteristics in the interaction of preschool children with peers have been described. The indicators and conditions for the development and upbringing of the independence of preschool children have been revealed.

This paper features the results of theoretical research of the problem of education and development of a preschooler as a behaving actor in a preschool educational organization, conducted by the Early Childhood Education Department of the Institute for Childhood of the A.I. Herzen State Pedagogical University of Russia for several decades. The purpose of this study is to define conceptual approaches to the education and development of a contemporary child as a kindergarten behaving actor.

Axiological understanding of the child as an actor capable of authorizing, entering and developing activities in accordance with its own idea, vision, image and result, as well as the ability to evaluate and change it has been applied. The basis of the research was outlined by the ideas of personality-centered and developing education, approaches of actor-oriented and non-linear construction of educational content and forms of support for preschoolers in the educational process.

The result of the study reveals the initial idea about the child as a behaving actor of a preschool age, developed by the St. Petersburg scientific school of preschool pedagogics, the provisions of the collective actor, the principles of education and development of the child as a behaving actor, the principles of updating the content of preschool education and age-correlated methods of its learning by children, the principles of personally-oriented interaction between the teacher and children, event-based, unusual and situational approaches to education. The new competence of a contemporary early childhood education teacher shall be efficiency, flexibility and variability in the organization of the personalized educational process. The conducted research allows to see the necessity of changes in early childhood education based on the changes that have occurred in the childhood over the last decade.

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?

Background. Achieving the quality of preschool education is a priority area of the state educational policy. In this regard, the problem of finding effective mechanisms for the innovative development of the preschool educational system, which guarantees high-quality education for children, is being actualized. The solution of this problem dictates the need to appeal to the creative heritage of scientists recognized in the scientific community, whose works lay the methodological and methodological foundations of children’s education, organized from the standpoint of preserving the self-worth of preschool childhood. One of these scientists is L.A. Paramonova, whose scientific work has largely determined the leading lines of development of preschool education since the 1970s, and has not lost its relevance at the present time.

Objective. Scientific understanding of L.A. Paramonova’s creative heritage and consideration of its potential in solving topical issues of modern preschool education.

Methods. A retrospective and contextual analysis of L.A. Paramonova’s scientific work in the aspects of its contribution both to the development of science about childhood and to the development of modern practice of preschool education.

Results. The analysis of L.A. Paramonova’s scientific heritage has revealed a completely new approach to understanding both the essence of child construction and the mechanisms of its formation as a creative activity. Firstly, L.A. Paramonova’s construction, unlike other scientists, is considered as an independent children’s activity, and not as a game or a means of labor education. Secondly, she interprets construction not only as a practical activity for making specific crafts, but also as a general thinking ability that manifests itself in the creative process of creating various entities (structures, drawings, poems, etc.) and endowing them with individual meanings. This mental ability is the basis for the development of not only design, but also other types of children’s activities. The undoubted merit of L.A. Paramonova is the definition of psychological mechanisms for the formation of creative construction, which she refers to the development of imaginative thinking, productive imagination, the organization of children’s experimentation with new material, the formation of generalized methods of construction. Taking into account these mechanisms, she created a system for the formation of creative design in children aged 2–7 years. Of great importance for the further development of the problem of development in preschool childhood are the highlighted L.A. Paramonova (co-authored) the basic qualities of a child’s personality, acting as a psychological guideline for the organization of the developing educational process.

Conclusion. The new strategy presented in L.A. Paramonova’s researches for the formation of creative design in preschool children, as well as the developed basic qualities of the child’s personality, contribute to solving such fundamental problems of pedagogical and psychological science as the problem of the ratio of learning and creativity; development of children’s activities and the child in it; consistency in learning; determining the principles and content of developmental education in preschool as a child. Scientific work of L.A. Paramonova, who made a significant contribution to enriching the idea of A.V. Zaporozhets’s statement about the role of “specifically children’s activities” in the full-fledged development of a child has not lost its relevance today, and is significant both for pedagogical science and for the practice of preschool education.

Background. The need to counteract the entropy of the linguistic personality in a bilingual environment. The problem lies in the fact that teachers do not always understand which pedagogical technologies can counteract the entropy of the linguistic personality of a child of preschool and primary school age, which technologies can be used to work on the development of children’s speech in a bilingual environment.

Objective. To show the results of a study on the use of technologies to counteract the entropy of the linguistic personality of preschool and primary school age children in conditions of bilingualism. The entropy of a linguistic personality is the loss by a bilingual child of previously formed verbal-semantic (bilingual), cognitive (national-cultural), motivational-pragmatic (functional – communicative, creative, etc.) competencies.

Methods. The following research methods were used: questionnaires, testing, pedagogical supervision, checking the performance of grammatical and communicative tasks using traditional methods of analysis and neural network (artificial intelligence), mathematical processing of results.

Results. Test and questionnaire surveys of kindergarten teachers (1348 respondents) and primary school teachers (1368 respondents) showed the predominance of three groups of technologies in the practice of educational activities of preschool institutions and primary schools – integrated, disintegrated (or parallel), and communicative. All these technologies are technologies of negentropy (counteraction) to irreversible destructive phenomena in the bilingual communicative activities of children. These technologies maintain a certain balance and ensure the development of bilingual, ethnic, and functional competence of children. It was found that the children’s functional literacy is significantly influenced by the subject, the ultimate goal of which is to master coherent speech (in the form of text or dialogical unity). Coherent speech, formed at preschool age, remains the basic foundation for elementary school and is least susceptible to entropy.

Conclusions. The results of the study suggest that in working on the prerequisites of functional literacy in kindergarten and on functional literacy in primary school, we must not forget about children’s knowledge and ideas in the subject area of language and communications: subject literacy is an important condition for working on functional literacy. The realization of this condition contributes to the maximum self-realization and development of a linguistic personality in the bilingual, national-cultural, and functional spheres. Therefore, technologies for the formation of subject literacy must take into account the requirements of functional literacy. Functional literacy itself should not be considered in isolation from the subject. Partial programs, technologies, and didactic materials for the formation of a child’s linguistic personality in a bilingual environment can become promising areas of pedagogical research.