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The relevance of the subject of the article. Sociocultural processes taking place in the Arctic region cause a change in the role of the Arctic peoples in the modern world and attitude towards them, contribute to the understanding and acceptance of new upbringing processes and phenomena in the upbringing of the peoples of the North. At the same time, the traditional experience of generations is important for the effective upbringing of children and schoolchildren, the development of their personality. One of the modern mechanisms for the development of the personality of a child and an adult, their positive intergenerational relations is the educational space. The article presents the results of a practice-oriented study aimed at identifying traditional practices of educating Northerners and characterizing the prospects for their use for the development of subjects of the educational space of the nomadic Arctic region.

The aim of the study is to identify traditional practices of educating Northerners and to determine the prospects of their use for the development of the nomadic educational space of the Arctic region.

Research progress. Studies on the problem of updating and using socio-cultural resources by a preschool educational organization to create an upbringing space in a sparsely populated Arctic nomadic territory were analyzed: original samples of knowledge and attitudes, language and culture, patterns of behavior and relationships, original Arctic upbringing practices. From 2018 to 2021 monitoring of traditional upbringing practices was carried out. The identified practices were used by teachers working on a rotational basis in the nomadic territories of the Republic of Sakha (Yakutia) of the following educational organizations: the Ailik preschool organization of the Tomponsky ulus; Even nomadic school-preschool organization “Nerget” of the Kobyai district (Sebyan-Kel); elementary school-preschool organization of the nomadic community of the established tribal community “Nutendli” of the Nizhnekolymsky district; school-preschool organization “Kuonel-eken” Oleneksky district.

Research methods and logic: analysis of pedagogical literature, systematization of the experience of preschool organizations in Yakutia, included observation of the life of the nomad camp, questionnaires, and surveys of residents of the nomad camp, experimental work on the implementation of the results obtained in pedagogical practice, expert evaluation of the results of the use of upbringing practices.

Research results. The definition of the concepts of “upbringing space of a nomadic territory”, “event-driven practices of educating northern preschool children” is given. An analysis was made of the potential of upbringing practices using the native language, folk music, songs, folklore; annual calendar; economic traditions of nomadic peoples. Criteria and indicators for evaluating educational activities in stationary settlement organizations and in nomadic conditions are determined. Surveys of pedagogical workers were conducted to assess the effectiveness of educational activities. Positive results were noted in nomadic educational structures: up to 30% of indicators in village preschool educational organizations are inferior to those in nomadic structures. The results are confirmed by the methods of mathematical statistics.

Conclusions. The revival of the original traditional practices of education that determine the self-consciousness of the northern peoples, their life image, the perception of the world space, thoughts, feelings and their dynamics, their use in the developing upbringing space of the region can today radically change the situation with the search for the meaning of the life and upbringing path of the child northerner. Intergenerational transmission from an adult to a child of the characteristics and established experience of nomadism is accompanied by the formation of a set of views that characterize the features of the development of a particular national-ethnic group. It becomes the basis for the development of the upbringing space of the nomadic territory as a mechanism for the development of the individual: the independence of the child, the subjectivity of the adult, etc.

Relevance (context) of the subject of the article. Inclusive culture is one of the fundamental components of the inclusive environment of educational organizations. The study of this parameter, including the inclusive culture of preschool educational institutions, and its significance for inclusive practice remains relevant in Russian science.

The aim of the study. The work carried out a pilot study of the inclusiveness of the culture of a preschool educational organization as a factor that can influence the subjective readiness of teachers to apply inclusive practices in the context of the inclusion of children with special educational needs.

Methods of the study. The study was conducted using adapted scales-questionnaires, compiled on the basis of those used in international studies. The adaptation included changing the statements of the questionnaires for use in a preschool educational organization. The number of statements in the questionnaires and Likert scales remained unchanged. The following scales were used: attitudes towards inclusion, concerns about teaching in an inclusive environment, teachers’ self-efficacy in implementing inclusive practices, and intentions to implement inclusive practices. Questionnaires are given in appendices A, B, C, D. The sample consisted of 20 respondents, employees of preschool organizations in Moscow, including 15 educators, 2 tutors and 3 support specialists (speech therapist, special educator, educational psychologist).

Description of the research progress. The obtained results show that the attitude towards inclusion among teachers is ambiguous: most teachers are more likely to accept the values of inclusion, some of them are closer to undecided and 2 respondents expressed a negative attitude. The willingness to implement inclusive practices was reflected in the indicators of self-efficacy scales and the intention to implement inclusive practices. Correlation analysis showed that the scales of self-efficacy and intention were statistically significantly (p<0.001) positively associated with a high close relationship on the Chaddock scale, while there was a trend between the scales of attitudes towards inclusion and concern about difficulties in implementing inclusive practices (0.05<p<0.1) to a moderate negative relationship.

Research results. Thus, the set of methods used for the first time in the Russian sample revealed the contradictory nature of attitudes towards inclusion in the organization and the likely lack of support for it, which may indicate insufficient inclusiveness of the culture of the ECE. At the same time, the readiness to implement inclusive values among most teachers may indicate a personal commitment to their implementation.

Introduction. The article presents the results of a retrospective study devoted to the formation and development of the cooperation of the Herzen State University with the kindergartens of St. Petersburg, the historically established traditions of scientific and methodological support of pre-school education and current trends in the development of this direction are described. The aim of the study was to study key ideas and directions of scientific and methodological support of kindergartens in the process of integral historical development.

A comprehensive research methodology was used, including a theoretical analysis of the contents of archival materials, publications, periodicals, a retrospective method showing the process of cooperation of the Herzen State University in terms of its development dynamics and historical continuity, scientific interpretation and synthesis of specific factual materials.

The results show unique experience of the “Child’s life of the child” museum, which served as the basis for the formation of the practice of scientific and methodological support of the innovative, experimental activities of the city’s kindergartens.

Conclusion. The study makes it possible to determine the tendencies in the development of the process of scientific and methodological support of the practice of pre-school education in St. Petersburg, highlight the historically established traditions of such cooperation, identify current rends, and key directions of the development of this process.

Introduction. The paper presents results of theoretical research and practical evaluation of the problem of developing creative abilities in senior preschool children. The purpose of the study was to develop a system of pedagogical support for creative self-realization of preschool children.

As theoretical foundation pedagogical studies on encouraging creative activities in children, made by L. A. Venger, N. F. Vishnyakova, R. I. Zhukovskaya, Т. S. Komarova, I.Ya. Lerner, A. I. Savenkov, N. M. Sokolnikova, A. I. Usova, O.S. Ushakov were used. The authors showed the possibility of developing creative abilities in preschool children by providing a focused learning process in preschool.

The practical significance of the research lies in determination the cultural practices pedagogical means of developing creative abilities in preschool children. Results of the research can improve the process of aesthetic development of preschool children in the system of preschool education. Results of the research can be used by preschool teachers, students of pedagogical universities colleges; they can be useful for creating preschool educational programs.

Conclusions. Pedagogical support in developing creative abilities in children is determined by a special set of pedagogical conditions: studying the level of creative activity of a child; development and implementation of the partial educational program, which presupposes developing creative abilities in children in the process of learning the culture and traditions of their country; pedagogical education of parents about creative development of senior preschool children.

The article deals with transition from kindergarten to first grade at primary school as a process involving the child, the family and educational institutions of different levels. It discloses the notion of effective transition as a set of conditions in which a child can enter school life, find its place in it, establish communication with adults and peers, show independence, experience emotional well-being, etc. Empirical research shows a connection between preschool educational environment and effective transition to the first grade at primary school. The preschool environment is assessed by the degree of its orientation to the child, democracy, etc. (as described in the method called The scales for comprehensive rating of the quality of education in preschool educational organizations, ECERS). Transition is rated according to the degree of success in how a child gets used to school, the level of his independence, self-confidence and so on, as described in The checklist of a child’s social and emotional development, PSED. The result shows that schoolchildren with greater independence in the first grade are those exposed to a preschool environment where care-givers encourage dialogue, respect between children and adults, contribute to independent resolution of conflicts, emphasize positive behavior, practice a smooth, intuitive transition between different activities and so forth. It suggests that the creation of such an environment is more effective than consistent and targeted training.

Societal change and prescriptions in curricula demand a change in educational practice. This can create conflicts between practitioners’ usual practices (norms) and those prescribed by curricula. One example is the introduction of Information and Communication Technology (ICT) into preschool practice. Hence, our aim is to analyse how norms are used as arguments for or against using computers in preschool practice. Data consist of naturalistic texts from 31 preschool teacher students revealing their experiences in attempting to embed computers into practice. Results show ambivalence to computer use. Two lines of arguments emerged: one embracing the new technology, the other rejecting this new technology. The following arguments were made to justify ICT in preschool: the child as a citizen, the competent child and the active child. Concern was expressed between the teacher’s need for control and the child’s need for independence and guidance.

Background. Professional competitions for educators play a significant role in the development and improvement of the education system, helping to improve the professional skills of teachers and the quality of the educational process. In recent years, correspondence teaching competitions have been gaining popularity, which allow participants to present professional experience and learn about new technologies and working methods. An important aspect is that professional competitions help to increase the prestige of the educator’s profession by attracting young and talented specialists to this field.

Objective. Determining the features of the professional activity of a modern preschool teacher based on identifying the most characteristic problems of kindergarten teachers and specialists and studying the experience of practical solutions.

Sampling. 201 works were submitted to the competition, teachers with various work experience from most municipal districts of the Ivanovo region took part, which made it possible to create an almost complete picture of professional problems and solutions in the field of preschool education in the region. The majority were teachers with work experience from 6 to 10 years.

Methods. Analysis of competition documentation, grouping of competition works by topic, problem, proposed solutions.

Results. An analysis of the topics and materials of the contestants showed that most often teachers are faced with the problems of developing children and the upbringing of certain qualities in them (patriotism, love of nature, hard work, neatness, and others). Teachers also have difficulties with children’s communication problems associated with immature communication skills or speech disorders; solving individual didactic problems; organizing a developing subject-spatial environment; preparing and conducting classes with children; interacting with parents of preschoolers; psychological problems of children and working with special preschoolers. As a solution to these problems, teachers described the use of various educational technologies, methods, and techniques, including the project method, case method, quest technology, art therapeutic methods, non-traditional drawing techniques, and teaching aids.

Conclusions. The study showed the desire of teachers to solve problems in their work by means beyond their professional profile. There is also a tendency to replace the consideration of the cognitive interests of the child with formal tasks of implementing an educational or partial program.