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The article raises the question of early education of preschoolers, starting with infancy. This period is of particular importance when it comes to identifying problems in a child’s development. In some cases it is possible to prevent the occurrence of a child’s limited health capacity with the help of early detection of development disorders and timely psychological and pedagogical help provided to the child along with counseling for the child’s family. The article also states the statistical data on the coverage of pre-school education in Russia and European countries. Further, the article presents organizational and methodological approaches to the performance of the structural divisions focused on helping children with developmental problems: lekoteks, early help services, playing facilities for children’s development and counseling centers.

The relevance of the topic of the article. Support for the role-playing game of preschool children is going through a crisis, largely associated with a change in the content of children’s experience. Research that consider the possibility of reflecting literature experience in a role-playing game are few. At the same time, their analysis shows that such experience can have a significant impact on the content and structure of the role-playing games of preschoolers.

The aim of the research was to study the possibilities of reflecting the literature experience of children, received in the family, on the nature of the construction of role-playing games.

Description of the research progress. The sample consisted of 15 children from 4 to 7 years old and 15 mothers who are regular participants in role-playing games organized in the context of non-formal preschool education (community for supporting role-playing games). In the beginning, a sequence of reading fairy tales to children was organized with the family. The first of the tales is based on the external confrontation of warring heroes, and the second is based on the internal conflict of the heroes and their search for the place in the world. Further, 6 role-playing games were organized supported by the plots of fairy tales based on the model of building a two-stroke game (L.I. Elkoninova). The experimenter motivated the children to play with his involvement in the plot of the game and the support of the two-stroke structure of the fairy tale plot. At the final stage, the features of the reflection of reading experience in a plot-based role-playing game were analyzed according to specially developed criteria.

Research results. It was found that a fairy tale plot, in which there is a confrontation between two warring parties, often causes negative emotions in children in the process of reading and, as a result, a reluctance to get involved in a game according to a given plot. A fairy tale plot, where instead of an external confrontation there is an internal conflict of heroes, it evokes positive emotions and research interest in children, which leads to the desire to actively participate in a role-playing game based on this plot, to bring their own vision and meaning into the storyline.

Conclusions. Role-playing game based on a fairy-tale plot allows children 4-6 years old to reach a new level of development of play activity. Changes were recorded in in-game interaction, the level of the game design, its stability and implementation. The greatest growth in game indicators was noted in role-playing based on a fairy tale plot, in which there was no confrontation between good and evil heroes, the smallest growth was observed in games based on a fairy tale plot based on an external conflict of heroes.

The article presents the results of a study on the integration of children’s reading and playing practices implemented within the framework of the Federal innovation platform – kindergarten No. 8 of the Central District of St. Petersburg on the topic “Designing Practices for the Education of Preschool Children in a Changing Sociocultural Situation”.

The aim of the study was to study the possibilities of enriching the practice of subject-role play of children in various age groups (3-7,5 years) as a result of testing the technology of productive reading when children get acquainted with the modern world bestseller of children’s literature, J. Donaldson “Snail and Whale”. It was found that the technology of productive reading has a high developing potential both for organizing children’s perception of the book and understanding its meaning, and for the natural display read in the conditions of play activity. The monitoring and quality analysis of playing activity of children 3-7,5 years revealed that the implementation of the technology of productive reading with preschool children allows, on the one hand, to consider the game as a way of interpreting literary works and on the other hand, to support the game based on the read.

The obtained results show that the implementation of the research plan contributed to the fact that the development indicators of the children’s game begin to approach the normative in the situation of the “zone of proximal development” and the further accumulation of play practice will contribute to the achievement of the normative indicators of the role-playing game in the “zone of the actual development of children”. It is also important that the reliance on the content and structure of the literary text allows the teacher to feel more confident in situations of play interaction with children, as an adult and a child interact in a single story context.

The article focuses on the role of the teacher in the play of preschoolers, which is very ambiguous. On the one hand, the play is the free, independent activity of children, which does not suppose intervention, much less adult leadership. On the other hand, fantasy play involving the typical differentiation between imaginary and real situations does not arise spontaneously, and the educator is the main condition for the creation full-fledged playing. The level of development of children playing, the desire and ability to play and the development of preschoolers depend on the position of the educator in regards to the children playing, and their game-playing competence. Different positions of the educator in regards to playing children are discussed: detached, didactic and supportive, which is based on game-playing competence. This article introduces the concept of “game-playing competence” which includes various components. There are three main abilities in game-playing competence: fertile imagination which allows the educator to overcome stereotypes and create new characters and plots; emotional expressiveness and artistry involving children in an imaginary situation; support initiation and autonomy in children, and their self-confidence. This requires communication skills and sensitivity to other people, allowing you to see and hear your partners. That can be difficult if the educator has clear understanding of how to play correctly and the children cannot do it. In addition, educators need to know child psychology and development games. In conclusion methods for developing these features in educators in the process of their professional training are discussed.

In Russian psychology main components of the role-playing game are described: an imaginary situation, role, playing action, usage of the substitute objects. Since it is a leading activity of the preschoolers, the presence of the same components is needed for didactic games (especially when children are 3–5 years old). Didactic games should become role-playing. For many preschool children problems in reading are not associated with laziness or intellectual deficits – is the inability to “jump” through the intermediate links of the learning process. The task of the teacher in this regard is to build the process of learning to read in a creative way: to find solutions for each pedagogical task in a role-playing didactic game which turns learning into a joyful fascinating process.

Play is a leading activity in preschool age. Recognizing this statement in theory, in practice many teachers, unfortunately, often forget about it. They use purely didactic games during work with children. Manuals devoted to the teaching of reading often simply state the tasks, which only refer to play, but do not give examples of practical situations. Thus play is underutilized and its main components ( imaginary situation , role taking, substitutions ) are virtually absent. As a result the pedagogical process is more like a study in elementary school . Some children at 6 years of age can learn in the frame of such didactics, but children of 3–5 years can not gain developmental results without play. In the article educational games in the form of role-play didactics are presented.

Toys and play activities for children have received considerable attention since antiquity. The author notes that in today’s schools and kindergartens play acts as a means of acquiring new skills, forming useful skills. Psychologists and neuroscientists prove an important role of play in the mental development. The article discusses how play changes with children growth. The author emphasizes that toys should not be working copies of adult objects to sharpen useful skills of adult life. What a child receives through the play is much more important – understanding of the meaning of human activities and relationships between people. Children’s play should be varied to have socially approvable subject but not limited to the performance of certain actions with toys. In order a toy to serve as an instrument of mental development it is necessary to teach children to play with them.

Play is a leading activity in preschool age. Recognizing this statement in theory, in practice many teachers, unfortunately, often forget about it. They use purely didactic games during work with children. Manuals devoted to the teaching of reading often simply state the tasks, which only refer to play, but do not give examples of practical situations. Thus play is underutilized and its main components ( imaginary situation , role taking, substitutions ) are virtually absent. As a result the pedagogical process is more like a study in elementary school . Some children at 6 years of age can learn in the frame of such didactics, but children of 3–5 years can not gain developmental results without play. In the article educational games in the form of role-play didactics are presented.

The paper discusses the following questions: “How to start learning to read? How to make sure that the child will learn reading with pleasure? At what stages to divide the learning process? How to prepare classes that will not be rejected by the child at first attempts to teach him to read?” Children who immediately refuse to learn to read have classes that are built in a wrong way - not taking into account individual characteristics of children, their difficulties, missing the necessary for them steps, hurting children with the references to the successful learning experience of other children. It is shown that to be ready to learn to read is very important. If a child is not ready, a preparatory phase is needed, the duration of which is individual (from 2-3 days to 2-3 months). Adults should also be prepared for classes with the child. It is noted that, otherwise, the preparatory phase for adults is also needed. The author’s play method of determining readiness to read is introduced.

The paper discusses the following questions: “How to start learning to read? How to make sure that the child will learn reading with pleasure? At what stages to divide the learning process? How to prepare classes that will not be rejected by the child at first attempts to teach him to read?” Children who immediately refuse to learn to read have classes that are built in a wrong way - not taking into account individual characteristics of children, their difficulties, missing the necessary for them steps, hurting children with the references to the successful learning experience of other children. It is shown that to be ready to learn to read is very important. If a child is not ready, a preparatory phase is needed, the duration of which is individual (from 2-3 days to 2-3 months). Adults should also be prepared for classes with the child. It is noted that, otherwise, the preparatory phase for adults is also needed. The author’s play method of determining readiness to read is introduced.