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The relevance of research. The article broadly discusses the issue of education of parents (legal representatives) of children of early and preschool age. The problem of parental education has been relevant for more than a century. During this period, it has been transformed from a simple transmission of information and the elimination of parental illiteracy in matters of health, development, and upbringing of children to an activity that is one of the measures of state support for parents, a way to form a generation of conscious and competent parents.

Organization of the study. The purpose of the study was to develop the content side of the education of parents (legal representatives) of children attending preschool educational organizations. The authors of the article propose to trace the dynamics of society’s approaches to educating parents, reveal the key features of the phenomenon of modern parenthood. Modern parents, living in the age of wide access to information, continue to experience difficulties in family education. However, their needs are no longer connected with information, but with help in a critical analysis of information, selection of the one that will help their educational practice, formation competent and effective parenting skills.

Research results. The implementation of the tasks of psychological and pedagogical support and assistance in the development of competent parenthood is facilitated by the educational activities of teachers of preschool educational organizations. The article contains a brief description of the developed Education Program for parents (legal representatives) of preschool children attending preschool educational organizations. The program was developed by the Laboratory of Preschool Education of the Federal State Budgetary Scientific Institution Institute of Developmental Physiology of the Russian Academy of Education by order of the Ministry of Education of the Russian Federation as part of the development of state support measures in terms of the preparation and implementation of educational programs for parents of children attending preschool educational organizations (in pursuance of paragraph 3 of the list of instructions of the President of the Russian Federation dated June 14, 2022 No. Pr-1049GS following the meeting of the Presidium of the State Council of the Russian Federation on May 25, 2022).

Conclusions. The Education Program for parents (legal representatives) of preschool children attending preschool educational organizations contains content that can serve as a guide for preschool teachers in educational activities.

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.

The relevance of the article’s topic. Planning the educational activities of preschoolers is one of the most important and complex areas of work for a kindergarten teacher. The lack of methodological recommendations and a unified form for writing a plan lead to a formal attitude to planning interaction with children and implementing an educational program without taking into account the individual interests and needs of preschoolers.

The aim of the study. The work is aimed at studying the features of planning educational work with children as one of the most difficult areas of the educator’s work, studying the influence of a new form of planning “Lotus-Plan” on the organization of educational activities of a teacher and a child as a technology of targeted planning.

Description of the research progress. The specifics of the professional activity of the educator are considered, in which the main directions of the teacher’s work are highlighted. Based on the survey data of 133 educators in the Ivanovo region, the areas of work that cause the greatest difficulties for teachers are identified. Planning and writing a plan for educational work with children is considered as the most difficult and requires modern solutions to increase the interest of teachers in applying a targeted approach to planning for successful interaction with preschoolers. As a solution to the problem, it is proposed to design educational activities according to the “Blossoming Lotus” method and draw up a lotus plan for a thematic week or an educational project. The experience of introducing a new form of planning on the basis of kindergarten No. 48 of the city of Kineshma, Ivanovo region, is described.

The results of the study. As a practical tool, the article contains a description of the techniques of drawing up a lotus plan, and gives the main directions that can be used as guidelines for planning. The results of the implementation of the lotus plan in the kindergarten of the Ivanovo region are described.

Conclusion. Materials on the study of the attitude of educators to various areas of professional activity are of interest for further analysis. The data on the introduction of a new form of planning in kindergarten allow us to conclude that the drawing up of a lotus plan has a positive impact on the organization of educational work with children and requires more detailed study in the context of the technology of targeted planning of the educational process. The descriptions and illustrations of the completed lotus plans can be used in the work of preschool educators as practical recommendations for organizing educational activities within the framework of using the project method or in organizing thematic weeks.

This article analyzes the attitude of respondents to the profession of Early Childhood Education Teacher. Respondents were preschool teachers (n = 203) and parents of preschoolers (n = 706). The basis for the empirical study was the Kazan Center for Social and Humanitarian Education, which is being implemented within the framework of the experimental site of FEDI RANEPA. The study was conducted over September and October 2018. A questionnaire method was used to collect information. The research has shown that to be recognized as a professional, significant for the progressive development of society, the early childhood education teacher fulfills his/her social order, but is assessed by public opinion as a person who does not have the opportunity to rise to a high level in the social hierarchy. Despite the fact that the respondents, i.e. the teachers of early childhood educational institutions belong to the low-income strata of the Russian society and the absence of a high socio-economic status, their ideas about their profession are generally positive. The authors suggest that the positive interpretation of the external assessment of their profession by the respondents is a mechanism for conscious increase of professionalism. An early childhood education teacher is a creative profession and a positive self-esteem of the prestige of the work in the field of early childhood education work can be linked to the processes of self-actualization and self-realization. On the other hand, overestimated perceptions of the prestige of the profession help early childhood education teachers to form their symbolic capital.

Responding parents demonstrate trust in public early childhood educational institutions, which is defined by paternalistic orientation of parents in relations with teachers and administration of preschool educational institution and is interpreted by the authors as loyalty of respondents to government. The authors note that the prestige of the profession of an early childhood education teacher has different meanings for its bearers, for those who use educational services, and for society as a whole.

Introduction. The article presents the results of the analysis of the stages of the formation of the system of training teachers of preschool education at the Herzen State Pedagogical University. The purpose of the analysis is to reveal the historical stages and distinctive features of the St. Petersburg model of training teacher of preschool education from the period of existence of the Pedagogical Institute of Preschool Education to the modern stage of modernization of teacher education in Russia.

The result of the study was a description of the four stages of the formation of the St. Petersburg model for the preparation of the teacher of preschool education in the conditions of higher education, including: the stage of training in the conditions of functioning of the Pedagogical Institute of Preschool Education (1918-1925); stage of registration of preschool pedagogy and methods of preschool education as educational disciplines and content core of teacher training (1926-1992); stage of level and variable training of the teacher of preschool education (1992-2013); the stage of development of new practice-oriented models for the training of bachelors and masters in the profile of “pre-school education” (2014 – to the present-day).

Conclusion. The study allows to characterize the essential, distinctive features of the St. Petersburg model of training teacher for pre-school education, to identify promising areas of development, features of educational programs for the training of teachers of preschool education.

Introduction. The article presents the results of theoretical research on the problem of the assessment of the process and result of the study of the preschool child by the educator. The purpose of the study is to develop a model of the analytic activity of the preschool teacher in an educational organization.

Methods. The methodological basis is activity and competency-based approaches, ideas about the reflective-evaluative activity of the teacher, the practical goals of psycho-diagnostics of preschool children, the age-analysis scheme in the cultural-historical concept of L.S. Vygotsky, the principles of the organization of objective psychological research, developed by S. Rubinshtein, and the methods of research – the theoretical analysis of psychological and educational literature on the problem, the modeling stages of the analytic activity of the educator, carried out in the process of studying the preschool child, and the means for monitoring the effectiveness of this activity.

Results. The result of the research is a structurally functional, criterial model of the analytic activity of the educator, aimed at assessing the process and result of learning in the child. The model contains two interrelated blocks: content-procedural and operational-technical, i.e. its structure is focused on the idea of monitoring and evaluation processes in the study of the child. The content-procedural block includes a description of the criteria for assessing the data on the child, arranged according to the stages of the study: 1) the position of the educator in interaction with the child; 2) the integrity of the age-psychological portrait; 3) the quality of the conclusions, the forecast of the child’s further development, pedagogical recommendations; 4) language of the description of the age-psychological portrait. The operational-technical block contains methods for evaluating information about the child in accordance with the content of the proposed criteria: comparing information with the criterion, clarification on its compliance with a certain criterion, and identification of the three levels of this matching.

Conclusion. The model enables the preschool teacher to evaluate both the effectiveness of each of the study stages individually, and the process as a whole, and to compile a holistic age-psychological portrait of the preschool child on the basis of all the results obtained.

The article describes the findings of the historic-theoretical study of research methods utilized by preschool teachers in terms of analysis of understandings about their specificity in the national psychological and pedagogical science. The aim of this study is to uncover the strategies for studying children through observations and comparison forms of the documentations of results conducted by the preschool teachers. The analysis was performed beginning from the preschool teacher’s diary designated by research team under the guidance of

O. Dyachenko to the maps of development for the modern curriculums of preschool education (“Beginnings”, “From the Birth to School”, “World of Explorations” etc.). The main method of the study is a problem analyses, that allowed defining the goals and tasks of the use of the diaries and development maps as tools of documentation and analyses of results through observation; rules and choice of developmental milestones in children for the diaries and maps; methods of filling them up, analyzing and interpreting data. Directions for the improvement of design, implementation and analysis of the diaries and development maps children are identified. The conditions for effective interaction between preschool teacher, psychologist and other specialists through implementing of strategies for exploration of children are discussed. The objectives for the development of professional competences in preschool teachers in the area of pedagogical diagnostic are given.

Background. Changing requirements to the level of professional competence of preschool teachers, related to the new priorities in the educational system, entail the necessity of qualitatively different provision of resources, the key role in which is played by the internal resources of the subject of activity.

Objectives. The aim is to identify peculiarities of interaction of cognitive and personal resources of teachers of the institutions with different level of quality of education.

Sample. 526 teaching teams (leader, senior teacher and two or three teachers) participated in the first stage, the second stage (study of cognitive and personal resources) was attended by 117 teachers.

Methods. The following methods were used in the study: the method of diagnosing the resourcefulness of professional thinking (I.V. Serafimovich, E.A. Medvedeva, N.V. Surina); the questionnaire of emotional intelligence EmIn by D.V. Lyusin (Lyusin, 2006); methods for studying subjective well-being (Osin, Leontiev, 2020, p. 136): the emotional aspect of well-being is the subjective happiness scale (Lyubomirsky, Lepper, 1999, adapted by E.N. Osin, D.A. Leontiev, short version (Osin, Leontiev, 2008), and the cognitive aspect is the life satisfaction scale (Diener et al., 1985; adapted and validated by D.A. Leontiev and E.N. Osin, (Osin, Leontiev, 2008).

Results. Positive interrelations of cognitive and personal resources have been established. Institutions with high quality are characterized with balanced uniformity, the institutions with medium quality are characterized with unbalanced focus. Differences in the personal resources’ components among teachers from various organizations were not identified, but there are some in the reflexive component of cognitive resources (teachers working in the organizations with high quality of education have higher level). It is shown that the organizations with medium quality have feeble circumstantiation and development of directions: correctional and developmental work with children with disabilities, ways to support children’s initiative and independence (age-appropriate), conditions for creating a developing subject-spatial environment (transformability, variability, multifunctionality); application of methods of modern planning of educational activities.

Conclusions. The use of research data is related to the possibilities of organizing continuous informal education of teachers of preschool educational organizations through the actualization of cognitive and personal resources, taking into account the deficiencies in the work of educational organizations in building immediate and distant development prospects.

Background. In the context of a shortage of teaching staff in preschool education, the importance of studying the specifics of a teacher’s professional identity is increasing as a condition for developing management mechanisms to increase the prestige of the profession and the quality of teacher training.

Objectives. In the course of the research, the specifics of the professional identity of a preschool teacher are revealed as his personal attitude to the moment of reality associated with a sense of professional success.

Sample. The study involved 119 respondents aged 25 to 65 years, teachers and specialists of preschool educational organizations in the Ivanovo region.

Methods. The research is based on a discursive design using high-quality content analysis of pedagogical essays on the topic “Pedagogical insight or the moment when I felt that I was a good teacher.” The analysis of the essay content was carried out on the basis of a three-component structure of professional identity, including cognitive, emotional and behavioral components.

Results. It is revealed that teachers identify their profession and its importance with conducting classes and direct interaction with preschoolers. A tendency has been revealed to shift the focus of the cognitive component from the realization of professional activity to choosing a profession, solving personal problems and self-improvement. The behavioral component manifested itself in the teachers’ increased concern for the mood of children, the desire to entertain and please them, which determines the choice of methods and means of work. The emotional component is a contradiction between the pleasure of communicating with children when working in preschool education and doubts about the importance of the chosen profession and the correctness of their actions.

Conclusions. The value of a child’s vivid emotions is a factor that regulates the teacher’s choice of methods and means of work in favor of entertainment formats and orientation towards the external expression of positive emotions by children as a result of interaction with the teacher. The improvement of professional training and work with teaching staff can be carried out through the training of monitoring the development of children and pedagogical reflection. Further research requires identifying the nature of the influence of the ratio of the levels of development of the components of professional identity on the style and quality of the teacher’s work.

Background. Modern parents form the public opinion about a preschool educational organization and about each preschool teacher. However, very often the influence of parents on the reputation of a kindergarten is underestimated, which leads to unfavorable consequences for the kindergarten. In this regard, it is extremely important to know how preschool teachers look like to parents, the requirements and requests of parents in order to maintain the competitiveness of the kindergarten.

Objectives. The aim of the study is to identify current problems in the interaction between parents and preschool teachers, to analyze the attitude of modern parents towards preschool teachers, and to develop recommendations for optimizing cooperation between participants in the educational process.

Sample. The study involved 210 respondents — parents of different ages and genders from different regions of Russia, whose children attend preschool educational institutions aged from 2 months to 7 years.

Methods. The following methods are used in the study: a scientific and theoretical analysis of publications on the research problem, a questionnaire conducted with the help of an outsourcing company, generalization and systematization of the obtained data, content analysis of the content of parents’ statements about the professional activities of preschool teachers.

Results. 177 statements by parents about the professional activities of kindergarten teachers were analyzed according to the following parameters: attitude towards parents, attitude towards children, attitude towards professional development. Based on the parents’ opinions the current problems in the interaction between parents and preschool teachers were identified: lack or insufficient information for parents, lack or insufficient number of joint events for children-adult communities, inability of preschool teachers to interact with different categories of families. 144 statements of modern parents about their own attitude towards preschool teachers were also analyzed in the study. It was found that parents often have a biased attitude towards preschool teachers and make unreasonably high demands on preschool teachers.

Conclusions. The study allowed to identify the main problems in the interaction of parents and preschool teachers, positive trends in modern preschool education, and also to record the unfriendly attitude of modern parents to preschool teachers. The results obtained indicate the need for careful preparation of prospective preschool teachers for cooperation with parents.

The purpose of the article is to show the results of a study on the diagnosis and development of historical memory among future teachers of preschool organizations studying in Russian regions with state national-Russian bilingualism. The empirical basis of the study was the pedagogical departments of the universities of Tatarstan, Chuvashia, and Mari El. In the course of diagnosing the level of development of historical memory among future teachers, it was found that more than half of them do not have historical memory, a third of students admit that they are not ready to form historical memory in their future students in educational institutions, many have a poor understanding of events that have historical significance for the country are lost in the concepts of a large and small Motherland characteristic of a bilingual environment.

The problem is that universities practically do not conduct diagnostic monitoring of the development of historical memory; many teachers ignore these issues when students master worldview and communication modules; there is no effective strategy for the formation of historical memory as a basic basis for the education of patriotism and citizenship in classes in the disciplines of the general cultural block. In total, 1886 students and 12 university teachers took part in experiments (diagnostic and formative) over 5 years (2019–2023).

The research methods used were questionnaires, testing, pedagogical observation, pedagogical experiment, generalization of research results at interregional scientific and practical conferences, and mathematical data processing.

The main results of the study were problem areas in the formation (unformation) of students’ historical memory in the conditions of state national-Russian bilingualism, a pedagogical strategy for the development of historical memory in the process of mastering the disciplines of the general cultural block, and methodological recommendations for the formation of historical memory in bilingual regions.

Conclusions. In universities with state national-Russian bilingualism, it is necessary to carry out diagnostic monitoring of the development of students’ historical memory, identify problem areas of this development, and design pedagogical strategies for patriotic education based on the data obtained. Promising areas of pedagogical research can be models, technologies, means of forming historical memory when mastering disciplines of both general cultural and professional blocks, as well as the formation of historical memory in the conditions of scientific research or teaching practice.