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Contradictionary results of studies on the development of self-regulation in different activities in children are identified. The structure of self-regulation includes the ability to goal-setting, modeling conditions of activities, programming actions and self-control. The specificity of the manifestation of these abilities in different types of activity and features in preschool children is shown.

The method includes four problem situations. The first part is aimed at diagnosing the ability to self-regulate cognitive activity (metacognitive abilities). The second part is aimed at diagnosing the ability to self-regulate play activity (metaplay abilities).

Situations 1 and 3 suggest a hypothetical inclusion of the child in cognitive and play activities. The child must identify the goal and objectives, the conditions for the implementation of the activity and the program of action. Situations 2 and 4 are aimed at diagnosing self-control in cognitive and play activities. These situations imply a child’s assessment of «completing the assignment by other children».

Testing results indicate a relatively uniform distribution of the examined children according to the level of development of self-regulation abilities in different types of activities. Close and moderate correlation between the indicators of the abilities in cognitive and play activities was found. However, only 8% of the examined children showed a harmonious profile of metacognitive and meta-play abilities.

Self-regulation in preschool children has its own specifics in different types of activities. To diagnose metacognitive and metaplay abilities, it is necessary to use different diagnostic tasks. The results of testing the method indicate that it can be used in scientific research and for the diagnosis of mental development of preschool children.

Background. During the older preschool age, a child develops a pronounced arbitrariness of such mental processes as thinking, memory, attention, behavior is established, the emotional sphere becomes more complex, and creative abilities are manifested that determine the degree of the child’s readiness for the increasing demands of schooling. Due to the requirements of the Federal State Educational Standard for the integration of physical and intellectual and creative development of preschoolers, motor and creative activity is becoming a key factor in the formation of cognitive abilities, imagination and emotional intelligence. Particular attention is paid to the structural components of development: motor imagination, memory, attention, and coordination skills, but the role of outdoor games in the socialization of older preschoolers remains insufficiently studied.

Objective. The purpose of the study was to develop the content and use of new forms of physical education for older preschoolers, mainly aimed at developing the intellectual and creative sphere of the children’s personality, substantiating and evaluating their effectiveness, and studying the relationship between the development of the motor and intellectual and creative spheres of preschool children’s personality during classes.

Sample. The experiment involved 237 older preschoolers from five kindergartens in Irkutsk.

Methods. The study used various methods, such as structured analysis of outdoor games, questionnaires, observation, testing, pedagogical experiment and statistical processing of the data obtained. The effectiveness of new forms of physical education activities was assessed using diagnostic techniques based on level assessment: “Memorization of Motor Action” (V.R. Kuzekevich), “ Dynamic Practice Test “ (A.R. Luria), “Sun in the Room” (V.B. Sinelnikov, V.T. Kudryavtsev), “Tree of Desires” (V.S. Yurkevich).

Results. We have identified and supplemented the organizational forms of physical education and health classes in preschool educational institutions, supported them with methodological tools and tested in practice. It was found that the systematic use of educational outdoor games, obstacle courses, motor attractions and creative tasks contributes to a significant increase in the level of memory, imagination and independent movement control. The introduction of non-standard equipment and game plots intensified the cognitive activity of children and stimulated the development of motor creativity.

Conclusions. The results of the assessment of the level of formation of the intellectual and creative sphere of older preschoolers allow us to assert that the use of a wide range of motor and game organizational forms in the process of designing physical education can significantly increase efficiency. The results have practical value for developing programs in preschool educational institutions that combine physical activity with cognitive and creative development.

Background. Project activities in kindergarten are an urgent area that meets modern educational standards and contributes to the comprehensive development of children. This type of activity is aimed at developing creative abilities, critical thinking, the ability to analyze information and interact with peers. Project activities in kindergarten opens up broad opportunities for the development of a child’s personality, helps children become more independent, self-confident and ready to solve complex problems.

Objective. To develop and integrate into the educational process a series of cultural heritage events aimed at the development of children of early and preschool age.

Sampling. The Golden Pedagogical Ring project, which lasted for 19 months, involved 386 children aged 2 to 7 years fr om 24 early and preschool age groups of kindergartens of Autonomous Non-Commercial Organization Preschool Educational Organization “MIR DETSTVA”. The working group conducted observations before the start of the project and during its implementation. More than 400 protocols of observations and analysis of activities conducted with children and teachers were compiled and analyzed.

Methods. The main research method was the observation of children and teachers, which were carried out according to the methods of N.A. Korotkova, P.G. Nezhnova, L.S. Vakulenko, A.K. Zolotova, E.V. Shakirova, Yu.A. Afonkina, etc. For the analysis of classes and other events, the developments of N.N. Gladysheva, A.A. Boyko, N.S. Astafieva and others were used. SWOT analysis, Pareto analysis, Key Performance Indicators (KPI), “Cause and Effect Tree“ were also used.

Results. More than 150 author’s classes and other methods, visual and didactic material (50 manuals) were developed. A card index of literature was also formed, including more than 50 titles. More than 200 events have been organized and conducted for children in 7 preschool institutions. As part of the work with children, exhibitions of creativity were organized in each branch, wh ere drawings, crafts, sculptures, creative paper panels and other creative fantasies of children were presented. In total, more than 20 such exhibitions were held. There are also more than 25 events organized with the parents of the pupils. 7 interesting programs have been developed for the mini-museum.

Conclusions. The unique network project “Golden Pedagogical Ring” is a significant initiative that promotes the development of children and awakens their interest in the cultural heritage of the peoples of Russia. The methodological material can be used in Russian preschool educational organizations and is easily adapted to the main educational program of the institution.