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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.

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 highlights the benefits of an early acquisition of motor skills and focuses on the specifics of ski sport and its importance in teaching preschoolers how to ski in terms of current difficulties and future prospects. In this regard, the article considers the specific features of skiing techniques and their gradual mastery in preschool age. It focuses primarily on the significance of teaching preschoolers how to maintain their balance on a moving support and how to gradually form this skill. It sets forth the principles of using a game approach, and general safety measures during skiing lessons. It emphasizes the possibility and importance of learning how to ski as early as at 2-3 years of age. It also reveals its health, educational and educational potential. The emphasis is placed on the right choice of ski equipment and the focus is on setting tasks in line with preschool students’ abilities.

Embracing a wide gamut of pedagogical knowledge and experience and practiced on a daily basis through works of folk art, traditions, customs, children’s games and toys, folk pedagogy contributes to the solution of issues related to physical education and development of preschool children. The article considers the possibilities of using traditional pedagogy in the process of physical education for preschool children. Special attention is paid to folk outdoor games that stimulate children’s motor and speech activity. Skill acquisition in playing action-oriented games contributes to the formation of a value approach to a healthy lifestyle and that of self-regulation in a child’s motor sector. The author provides specific examples and recommendations on using outdoor games when working with preschool children.

The article deals with the immediate prospects for those teachers employed in children public organizations (CPO) in the context of implementing the Federal Preschool Educational Standard for the education of disabled infant and young children with various developmental disorders. It presents practiceoriented materials designed to help CPO educators in their work with special needs children in infant and early ages. Some infants and young children with developmental deviations have not been diagnosed as yet and neither have the peculiarities of their deviant development been identified. This has had a negative impact on their development in leaving out sensitive and favorable periods for leveling off their development. CPO teachers working in infant and young children groups may be the first to reveal such children’s individual characteristics and special educational needs. They are in a position to choose a differentiated approach to organizing the type of interaction these children require. The main objective of this article is to help a preschool teacher to acquaint oneself with the organization and content of the psychological and pedagogical corrective educational process in regard to physically challenged infant and young children in CPOs.

The article discusses the organization and content of internship in “Health saving technology in preschool”. Specificity of the organization of internship: its objectives, milestones, forms of internship, the timing of implementation are presented. The curriculum of the training of teachers on the theme “The content and organization of cooperation in preschool and family: psychological and physical education of the child” is described. A brief description of the outcome of the practical conference “Modern health saving technologies in preschool educational institutions and families in the frame of internship” is provided. Questionnaire for monitoring of students’ progress in the course of internship is presented.