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The article is of a theoretical pattern and summarizes the scientific statements and research of recent studies. The theoretical provisions and the program document, which substantiate the content and guide of the development of special preschool education are presented.

The relevance of the article consists in the analysis of modern preschool education for children with cerebral palsy. The article describes the mental and physical characteristics of children with cerebral palsy of preschool age, which indicate special educational needs and the need for special correctional and developmental work. The provisions on the psychodiagnostics of children with cerebral palsy are given; the principles for drawing up an individual educational route are shown. On the basis of materials of Russian studies and recommendations, the variants of educational programs that are prescribed for children with disorders of the musculoskeletal system of various severity are presented. The article also contains material on the international experience for organization of preschool education for children with cerebral palsy. Using the example of Polish preschool education, an approach is shown that includes general and special technologies and directions for teaching children. On the basis of the regulations on education in the United States, the organizational and pedagogical conditions for preschool children with cerebral palsy are shown. The author of the article considers individual educational plans that regulate the upbringing and education of children with special educational needs. The article presents a North American study that found a correlation between the mobility of children and their socialization. The results of this study and practical recommendations are presented: the overall social activity of a child in a group depends on his/her motor abilities and the development of interaction (as communication skills and interaction with other children). In conclusion, based on a comparative analysis, the similarity of the scientific positions in Russia and other countries regarding the content of preschool education for children with cerebral palsy is shown. The role of preschool institutions in the development and socialization of children with cerebral palsy has been substantiated.

The relevance of the study is determined by the need to develop cognitive and executive functions of children of senior preschool age, to prepare them for primary school. Studies show that the relationship between physical and cognitive activity is complex and diverse: in some cases, physical activity affects the development of cognitive and regulatory functions, while in others it does not. We found an unusual form of physically active dance activity. Acrobatic rock-n-roll turned out to be the dance that children like.

The purpose of the study is to conduct a pedagogical experiment, justify the criteria, develop recommendations for the implementation of the relationship between physical and cognitive development of children.

The novelty of the study lies in the use of acrobatic rock and roll as a physically active instrument, as a criterion for the effectiveness of the relationship between cognitive and physically activity.

The research methodology relies on a provision stating that the external and the semantic side of speech is the unity, which is a verbal thinking (Vygotsky, 1999), and structural approach to the analysis of speech (Morgenthaler, 1980), dialectical – creative activities for children (Veraksa, 2020).

The results showed a noticeable positive shift in the experimental groups in ability to convey the theme and idea of the tale - 73% of children and in the control group - 54% of children.

This article is focused on the study of the role and content of the system of physical education of preschool age children with developmental delay. The author notes that in the development of higher nervous activity and mental functions of human, scientists put emphasis on the importance of the influence of motor analyzer.

Systematic usage of means of physical training allows to prevent the occurrence of secondary deviations in physical development and promotes intensive social integration of children with development delay. The system of physical education in special education gives the chance to the preschool child with development delay to become a full member of society, to actively participate in the further school life, to develop potentialities and to show the natural abilities.

The article also emphasizes that physical development should be an important part of the general system of education, upbringing and correction of children with intellectual disabilities. The main purpose of physical education of children of this category is defined by the author as correction and compensation of physical development defects, general and fine motor skills that hinder successful learning and upbringing.

The key directions of rehabilitation work with children of preschool age with development delays are defined as: improvement of basic motor functions and sensory sphere; development of fine motor skills of hands and fingers; improvement of articulation motor skills; correction of separate sides of mental activity; improvement of spatial representations and orientation, auditory attention and memory; development of different types of thinking; correction of disorders in the development of emotional-volitional sphere; formation of speech breathing; strengthening of general health.

Training of separate movements, elements of actions, bringing them to variant automatic performance, combining these elements in conscious activity are at the heart of the system of physical training of preschool children with development delay.

The article is an attempt to analyze the anthropology of cognitive development and physical growth of children in a bilingual environment. Bilingual children who speak native Tatar and Russian learned to communicate Russian through a set of physical exercises. A diagnostic study was conducted among older preschool children in Tatarstan (237 children in the first three months of 2019). It was based on the criteria of connectivity: inter-sentence connection (ISC); semantic structure (SS); complex syntax (CS). It indicated that 67% of older preschool children showed no evidence of connectivity in statements made during the retelling of a fairy tale or writing a story on a given topic.

In the formative pedagogical experiment, a set of exercises was used to integrate physical and speech activity by the connectivity criteria. The study showed that work in the second (Russian) language created the Russian language environment and to some extent suppressed the interference of the native language. Activation of cognitive functions of the child in the second language, according to our observations, led to inhibition of these functions in the native language. However, on the whole, the pedagogical experiment demonstrated the effectiveness of integrated work as cognitive functions related to cognitive processes including memory, thinking, attention, imagination, perception have improved significantly in the second language for bilingual children. It was concluded that such work should take place in several stages: diagnostic, preparatory, practical and disciplinary.

This paper represents the views of academics of the St. Petersburg scientific school on the place and role of the object environment in the development of preschoolers from the moment of the foundation of the Early Childhood Education Department of the Institute for Childhood of the A.I. Herzen State Pedagogical University of Russia to the present day.

The purpose of this paper is the study of tendencies in the development of the idea of arrangement of the kindergarten during the last century on the basis of comparison of the ideas of famous scientific figures who were at the origins of the Early Childhood Education Department and academics of the Early Childhood Education Department who represent contemporary preschool pedagogical science.

The main method of research is a comparative analysis of scientific research of academics of the St. Petersburg scientific school in historical retrospective. The study topic is the phenomenon of object and space environment, assessment of its significance and content for the development of children of early and preschool age in different historical periods.

As a result of the study, the tendencies of changes in the understanding of the object and space environment as a condition and means of development of children before the school have been defined, the sustainable approaches in the organization of the environment in different historical periods have been revealed, the interrelations between the method of transformation of pedagogical reality dominating in a certain historical period and the character of the created environment in the kindergarten have been established.

Background. The growing problems in the upbringing and education of children, which are a global trend, require a more careful look, on the one hand, at the 1960s-80s, when most of the current problems did not exist, and, on the other hand, at the XXI century, where development problems are increasing, both in their “assortment” and in quantitative coverage of the younger generation.

Objective. To analyze the conditions and characteristics of preschool childhood in the 1960–80s. and critically correlate them with the characteristics of a given age period in the XXI century.

Methods. To achieve this goal, the following research methods were used: phenomenological method, symptomological approach, analysis, generalization, comparison.

Results. The conducted research made it possible to identify eight key conditions / characteristics of full-fledged living by children of the first seven years in the 1960s-80s, as well as to identify the nature of changes in these conditions in the XXI century, which become the causes of increasing development problems in the modern younger generation.

Conclusions. A critical examination of the conditions and characteristics of preschool childhood in the 1960s–80s. indicates that for the first time children had the opportunity to fully live out their first seven years, which is the basis for subsequent human development. The absence of wars and mass repression, social stability, safe space, children’s play culture, minimal involvement in the technological environment, healthy physical maturation became the conditions that allowed children to successfully move to the apprenticeship stage and effectively advance in their education in the early school years. Since the late 1980s., the designated conditions for full-fledged living by children in the first seven years of life began to come under attack. This is due both to negative changes in the geopolitical and environmental situation, and to the initiatives of adults who, ignoring age patterns, are intensively introducing early development methods, immersing children in the virtual world.