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Background. The article presented as a discussion brings up the variety of relevant topics on the dialectical thinking formation: “Why is the modern education not interested in developing the dialectical thinking?”; “If based on the dialectical and formal logic, will educ programs be marked with internal inconsistencies?”; “Can psychology define the operational structure of dialectical thinking as well as in the theory of formal-logical thinking?” The discussion emphasises that digitization calls for new didactic methods to build a mind able to find flexible solutions in contradictory situations. 

Objective. The discussion advocate for using both the dialectical and formal logic in the modern education. 

Results. The discussion explores the highlights of N. E. Veraksa dialectical thinking concept. The discussion also demonstrates the operational structure presented by the dialectical mental actions of unification, transformation, reversal or change of alternative. The article considers the preferable age to start training dialectical thinking in a child: despite Jean Piaget’s thesis that a preschool child’s mind is insensitive to contradictions, the study recommends to start teaching children to solve contradictory situations at an early age. The article analyses the opportunities and prospects of implementing dialectical thinking concepts in the modern education.

Conclusions. The main conclusion of the article is that digitization of childhood featuring information-dense social situations of development encourages the psychological science to come up with methods of developing thinking in new cultural environment. One of such children’s cognitive deve­lopment methods is dialectical thinking in solving contradictory problems.

The relevance of research. The changes taking place in society and culture affect the transformation of such a socio-cultural phenomenon as childhood. Obtaining current knowledge about childhood makes it possible to predict the features of the future society, the adult population of which will consist of modern children. Obtaining data on the similarities and differences of ideas about childhood in children and adults can allow us to build effective educational work with parents. This will help adults better understand children, change the educational and the pedagogical process in accordance with the needs, values, and problems of modern preschoolers. The article presents the results of a study of the peculiarities of ideas about childhood as a phenomenon in older preschool children and parents of older preschoolers and designing on this basis of an educational program for parents.

Organization of the study. The aim of the study was to develop methods and conduct a comparative analysis of children’s and parents’ ideas about childhood and to develop a program of educational activities taking into account the identified features. Diagnostic research tools included modifications of "soft" methods (S.N. Mayorova-Shcheglova): the sociographic method (drawing on a given topic "Children and their childhood", analysis of the depicted event) the collision method (analysis of the verbally presented situation) and the comic book method (inventing the child's replicas of the hero in the presented situations). In addition, an auxiliary method was used – a conversation – for the interpretation of children's drawings and a modified projective technique "Ladder".

Research results. As a result of the study, comparative data were obtained on the specifics of ideas of different generations about the phenomenon of childhood, the peculiarities of the understanding of childhood by modern children and modern parents were identified, on this basis a program of educational activities for parents was developed and tested. The program of educational activities: is focused on the development of parental competence as an integrative ability to solve the problems of development and upbringing of children, which involves the implementation of comprehensive educational work, including stimulating motivation, position formation, enrichment of ideas and the formation of practical skills; involves the organization of a system of individual support of parents, a variety of forms of work, the development of parental reflection, stimulating independence and awareness through keeping a personal diary; practice-oriented, illustrated with a large number of examples and cases from real practice; involves updating the existing experience of parents, helps everyone see points of their own growth.

Conclusions. The program of educational activities was designed on the basis of the data obtained on the specific ideas about the phenomenon of childhood of older preschoolers and parents and is focused on the problems of raising a child in a family that are relevant for modern parents and children.

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. The system of Russian preschool education occupies a leading position in the world. It began to take shape in the last century. The article discusses the views on the development and education of preschoolers by researchers of child psychology and preschool pedagogy who worked at the Institute of Preschool Education of the USSR Academy of Pedagogical Sciences, created by A.V. Zaporozhets. Zaporozhets attached particular importance to the upbringing of a child in the first years of life, when the foundations of a future personality are laid, when, under favorable pedagogical conditions, various practical, mental and artistic abilities develop most intensively; moral ideas, feelings and habits begin to form, which later develop into a person’s character.

Description of the research progress. The author examines the activities of various laboratories of the Institute, which investigated the problems of education, development and upbringing of children of early and preschool age. Pedagogical, psychological and physiological studies conducted at the Institute of Preschool Education in collaboration with other scientific institutions of the country were aimed at solving these problems.

Research results. Zaporozhets created a theory of sensory and mental development of a child recognized in world science, which is the basis for solving the problems of preschool education. Under the leadership of Zaporozhets, the concept of preschool education was developed and studies of the upbringing and education of children of early and preschool age were carried out, which proved that every normal child has enormous potential psychophysiological capabilities. The task of teachers, in opinion of Zaporozhets, is to create optimal pedagogical conditions for the realization of these opportunities, and in the course of assimilation of social experience, not only the child is enriched with known knowledge and skills, but also the formation of his/her abilities and personality qualities are carried out. The staff of the Institute prepared a “Kindergarten Education Program”, on the basis of which the upbringing and education of children in all preschool institutions of the country was conducted.

Relevance and purpose of the study. Studying the impact of digital technologies on the development of preschool children is one of the topical areas of modern psychology. Digital devices become part of the microenvironment of a child’s development from the first years of their life. However, their impact on a preschooler, is associated, on the one hand, with the discovery of new opportunities, and, on the other hand, with the emergence of risks and difficulties, is a great challenge for parents, teachers, and psychologists. In this regard, the study was aimed at identifying the features of the use of digital devices (tablet / computer) as components of the family educational microenvironment and studying their influence on the intellectual development of older preschoolers.

Sample consisted of 200 preschoolers aged 6-7 years, their parents (mainly mothers) from Moscow city.

Methods. Methods of express diagnostics of intellectual abilities /MEDIS, (E.I.Scheblanova, I.S.Averina, E.N.Zadorina); expert evaluation of intellectual and creative activity, creative thinking of preschoolers in a specially designed game lesson; the survey of the parents about the use of a tablet / computer at home for the development of a child (frequency, time, programs / games); and methods of qualitative and quantitative analysis (statistical package SPSS Statistics 22).

Results. It was revealed that in the families of the majority of preschoolers (96%) digital devices (tablet / computer) are used for their development, but the intensity (time) of use was different: 20-30 minutes for almost half of the older preschoolers, and 30-60 minutes for a little fewer children; but for individual preschoolers, the time exceeded one hour. The analysis of the number of children’s interactions with digital devices (as part of the family educational environment) during the week showed that a significant part of the children were divided into two approximately equal groups (about 40% in each): the frequency of using a tablet / computer in the first group was 1-2 times a week, in the second – 3-4 times a week. There were significantly fewer preschoolers who used a tablet/computer 5-7 times a week – about a fifth. Among the computer programs / games used at home for the development of older preschoolers, those that develop logical thinking turned out to be the most in demand: three quarters of children use them. Approximately half of the children learn programs/games that develop memory, counting and reading skills. The comparison of the children’s intellectual indicators, taking into account the frequency of using a digital device, showed that preschoolers who spend at a tablet/computer 1-2 times a week have a higher level of the development of intellectual abilities than their peers who use this digital device more often.

Conclusion. The peculiarities of the use of a tablet/computer by preschoolers as a component of the family educational microenvironment may determine the variability of the indicators of children’s intellectual development. These features must be taken into account when developing recommendations for parents on the digitalization of the family microenvironment.

The relevance of the article’s subject is due to the need to develop bilingual children’s thinking in their second language – Russian. Reasoning is one of the forms (units) of thinking. We assumed that if, during the acquaintance of children with the works of children’s literature, an analysis of the structure of reasoning is carried out – to determine the main idea (thesis), the type of connection of arguments (sequential, parallel, mixed), to find (and formulate) a conclusion, to distinguish between full and abbreviated reasoning, to use special (lexical) means of connecting parts of reasoning – then the efficiency of reproducing the text heard and discussed, the quality of constructing one’s own reasoning will increase significantly.

The purpose of the article is to show the results of a study on the implementation of the methodology of working on reasoning in the process of familiarizing older preschoolers with works of children’s literature. Reasoning is understood as a unit of thinking, as a compositional form of speech, a functional type of speech that is more characteristic of the scientific style of speech, but is also present in fiction in the form of an author’s view, an author’s assessment and an author’s interpretation of facts.

The course of the study. The pedagogical experiment was conducted on the basis of preschool institutions of the Republic of Tatarstan, in which children learn two languages – Russian and Tatar. At the same time, Tatar is their native language. The experiment took place in 2020-2022. The data obtained were compared with control groups in which no work on reasoning was carried out. The total number of subjects was 476 children of senior preschool age (236 in experimental groups, 240 in control groups). Russian Russian literature In a pedagogical experiment, we tried to focus children’s attention on the structural features of reasoning in works of Russian fiction, to use the identified features in the construction of children’s own statements-reasoning in Russian.

The results of the study turned out to be significant: there are practically no changes in the number of correctly constructed arguments in the control groups, in the experimental groups there is a significant increase (on average by 30%). This proved the positive effect of working on the structure of reasoning.

Conclusion. The results of the study convince that the work on the development of bilingual children’s abilities to reason in Russian should be connected with the definition of the main idea of the work of art, with the identification of arguments proving the main idea of the author, with the formulation of the conclusion that the author wanted to convey to the reader. In this regard, it is recommended to: teach children to find and build a complete reasoning (thesis, proof, conclusion) that explains the ideological content of a fairy tale or story; identify brief (or abbreviated) arguments in literary texts, explain which parts of it and why they are abbreviated; find consistent, parallel and mixed connection of arguments in the arguments and independently build in their statements; use special reference words to connect the thesis with arguments, arguments with the conclusion; offer children tasks, exercises aimed at constructing their own reasoning on various topics.

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.

The relevance of the topic of the article. Creating conditions for the harmonious and versatile development of children in all educational areas of the federal state educational standard of preschool education is one of the most difficult tasks in the work of an educator, since in the practice of kindergartens a differentiated approach is often used to organize the activities of a preschooler within one educational area. The project method is increasingly used as a means of integrating educational areas in the interaction of a teacher and a child.

The aim of the study. The work is aimed at studying the features of the application of the project method for organizing the educational activities of preschoolers and revealing the technology of the project method as a means to improve the quality of interaction between the teacher and children based on the unification of participants in the educational process around a common topic.

Description of the research progress. The project method is considered in the context of John Dewey’s ideas of educational transformation and instrumental pedagogy. Particular attention is paid to the history of the origin of the project method and its connection with the philosophy of pragmatism. A parallel is drawn between the socio-economic factors that led to changes in the approaches and methods of teaching children at the beginning of the last century, and modern challenges associated with the influence of information technology on communication between adults and children. The classification of projects for preschool age is given, the stages of project activity implementation are described, a detailed list of thematic areas for educational projects of preschool groups is given.

The results of the study. As a practical tool, the article describes a set of projects aimed at introducing children to the history of the Great Patriotic War. The complex includes four educational projects of a cognitive, artistic and aesthetic orientation, compiled for each age group of a preschool organization. Revealing the content of the projects, their main tasks are formulated, the forms of the teacher’s work and the types of children’s activities through which the tasks set will be solved. Each project provides for a starting event of a problematic nature, which will serve as a reason for the beginning of joint research and creative activities of the teacher and children.

Conclusion. Materials on the history of the emergence of the project method in pedagogy allow us to draw parallels with our time and highlight the problems of modern preschool education, the solution of which can be facilitated by the use of this pedagogical technology. The project method can be used as a means of integrating educational areas and organizing cooperation between the teacher and children in the process of communication and joint activities on the topic. The problematic approach underlying the project method is an actual tool for developing the ability of preschoolers to set a goal for future activities, to put forward hypotheses, to seek and find means to solve the problem. The given descriptions of the Victory Day projects can be used in the work of preschool educators as practical recommendations for organizing educational activities within the framework of using the project method.

Relevance (context) of the subject of the article. The problem of creative abilities is becoming increasingly important in two contexts at once – both in the context of human self-realization, and in the context of the development of practices and production. A special place is occupied by the development of creative abilities in preschool age: even in the works of Lev Vygotsky, it was said about the importance of considering the germs of creativity in the game and fantasy of children. Today, within the framework of the cultural-historical approach, there are a number of scientific schools that study the possibilities of diagnosing and developing children’s creativity.

The aim of the study is to analyze the approaches to the study of children’s creativity in cultural-historical psychology in order to understand what answers to the questions posed by Lev Vygotsky, were discovered over the past decades, and what remained unanswered. It is also important to see how the questions themselves were transformed, since the raising of a new question is a sign of the development of science. The correlation of existing approaches is important for the development of new research programs in the logic of cultural-historical psychology.

Description of the research. The article analyzes various approaches to the research and development of creative abilities: V.V. Davydov and V.T. Kudryavtsev, D.B. Bogoyavlenskaya, N.E. Veraksa and O.M. Dyachenko, V.N. Druzhinin, L.F. Obukhova. The general and specific characteristics of the interpretation of children’s creativity in different approaches of the cultural and historical tradition are highlighted. The conducted research correlates with the questions about the creative nature of the human psyche and about children’s creativity, posed by L.S.Vygotsky.

Research results. The article concludes that despite all the differences in the approaches that have appeared in the logic of the cultural-historical tradition, they are united by the idea of the resourcefulness of preschool childhood and the importance of educational efforts aimed at maintaining the “sprouts of creativity”. In Russian studies, the question is raised about the means of creative abilities that allow us transforming the present situation (dialectical structures and symbols), as well as about the affective-volitional component of the creative process – the ability to detect a task. All this distinguishes the concepts that were born within the framework of the cultural-historical approach from the theory of creativity by J. Guilford and E. Torrance. At the same time, it is indicated that children’s activities (playing, storytelling, experimentation, etc.) are still rarely considered in research as a context for the manifestation of creative abilities.

Conclusion. The article concludes that it is important to conduct new research, both ascertaining and longitudinal, which will allow us to take the next steps in understanding how the means of developing creative abilities are mastered in children’s activities and how this affects the formation of creative abilities in subsequent ages.

The article analyzes articles on the development of creative thinking of preschool children. Conducted categorization allowed to formulate five modern approaches, which are the most common among researchers and teachers: work through art, educational environment, creativity training, problem solving, children’s narratives.

The author emphasizes that: a) when working with objects of the aesthetic cycle for the development of creative thinking, it is important to pay attention not so much to the beauty of the product, but to the quality of interaction with the teacher, the ability to act on children’s own ideas and the availability of materials, providing children with independence in making decisions about how and what to do most of the day; b) when organizing the educational environment, it is necessary to focus on dialogue and discussion practices, open tasks, the personal significance of the proposed activity for the child, a soft schedule with long periods when the child can be immersed in one lesson, professional freedom of the teacher; c) integration of problem situations that require experimental activities and the development of “science-based” ways to answer controversial questions is an effective way to stimulate curiosity in preschool age.

This article analyzes the development of public and government requirements to definition of duration of work of kindergartens for all period of existence of system of early childhood education in Russia. The results of the monitoring of the attitude of preschool teachers to the introduction of “family schedules” in modern kindergartens, reflecting the advantages and risks of innovation associated with meeting the needs of families in the baby-sitting, as well as the successful solution of educational problems by the joint efforts of the family and kindergarten are presented. The article describes the possibilities of the current regulatory framework for creation of variable working hours of early childhood educational organizations.

The purpose of the study is to determine the reasons and nature of changes in the operation of early childhood institutions in a historical retrospective. The research was based on the experience of the first Russian kindergartens, legal framework defining the work of early childhood institutions during the XX century and at the present stage of development of early childhood education, the results of the survey of 3415 teachers of preschool groups of 22 regions of the Russian Federation, and review of the studies related to the problem under study. The results of the retrospective analysis of the reasons for the change in the duration of work of Russian early childhood institutions during the whole period of their existence, have been presented. It has been revealed that the work regime was determined by the goals of the kindergarten to ensure the full development and upbringing of the child in different historical periods and reflected the leading trends in the country’s social and economic development and the State’s desire to involve women in active social and productive life. This ensured the normative approval of the variation in the work schedules of kindergartens (pre-school groups) depending on the location, needs and demands of families, which is a distinctive feature of modern public early childhood education. Based on the results of the monitoring of teachers’ opinions on the increase in the time of stay of children in kindergarten, possible risks associated with the reduction of the time of communication between parents and children were identified. Today some parents tend to increase the working hours of the kindergarten as they are not ready to communicate with the child, because of their own parent’s failure. The desire of parents to “build up” the schedule of work of the kindergarten, to correlate it with personal needs is often associated with a lack of understanding of the essence of educational work. Tendencies of interaction of teachers with families in order to draw attention of parents to the importance of dialogue with the child have been defined.

The article is devoted to the results of a pilot study of the relationship between the quality of the educational environment in preschool groups and the level of development of creative thinking of preschool children and the study of the development of creative thinking of teachers in solving pedagogical problems.

The study is based on the idea of the quality of education inherent in the Federal State Educational Standard of Preschool Education, the cultural and historical concept of L.S. Vygotsky’s and structural-dialectical approach, describing dialectical thinking as the ability to creatively transform objects and situations. The study was aimed at studying the possible relationships between the quality of the educational environment in preschool groups and the level of development of the dialectical thinking of children, as well as the ability of adults (teachers) to use creative thinking tools to solve professional problems: designing an educational action and developing dialogue with a child.

The study was conducted on a random sample of preschool departments of educational complexes in Moscow (a total of 103 children from 5 to 6.5 years old and 35 teachers). To assess the quality of the educational environment, we used the ECERS scale and the pilot version of the scale “Stimulating dialectical thinking”. To assess the creative thinking of preschoolers, a block of techniques was used to measure the level of dialectical thinking, and for adults, a methodology was developed and tested for studying mental strategies in solving professional pedagogical problems.

This paper represents the views of academics of the St. Petersburg scientific school on the place and role of the object environment in the development of preschoolers from the moment of the foundation of the Early Childhood Education Department of the Institute for Childhood of the A.I. Herzen State Pedagogical University of Russia to the present day.

The purpose of this paper is the study of tendencies in the development of the idea of arrangement of the kindergarten during the last century on the basis of comparison of the ideas of famous scientific figures who were at the origins of the Early Childhood Education Department and academics of the Early Childhood Education Department who represent contemporary preschool pedagogical science.

The main method of research is a comparative analysis of scientific research of academics of the St. Petersburg scientific school in historical retrospective. The study topic is the phenomenon of object and space environment, assessment of its significance and content for the development of children of early and preschool age in different historical periods.

As a result of the study, the tendencies of changes in the understanding of the object and space environment as a condition and means of development of children before the school have been defined, the sustainable approaches in the organization of the environment in different historical periods have been revealed, the interrelations between the method of transformation of pedagogical reality dominating in a certain historical period and the character of the created environment in the kindergarten have been established.

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.

Introduction. The authors show the necessity for preschool teachers to know how to develop the ideas of square, its measurement and the comparison of subject squares in preschoolers. The main preschool curriculums and a large body of literature on the problem were analyzed, which revealed the lack of methodological sources for the development of ideas about square. As a result, the authors have designed and described the appropriate methodology.

Methods. The section describes four stages of getting familiar with square for preschool-age children: 1) the development of an idea of the square of objects and their comparison through the method of imposition; 2) measuring and comparing square of figures using conditional measurements; 3) the determination of the dependence of the measurement results of the square on the size of the measurement; 4) familiarization with the generally accepted standard measures of measuring square in centimeters. At each stage, the features of introducing the new material are considered, and examples of tasks and exercises are given. The conditions for the effective development of ideas about the area of objects in preschoolers are described. Positive aspects of the development of preschool children are revealed when they get familiar with the mathematical concept of “square”.

Conclusions. The authors note that the designed methodology has been successfully applied by educators of preschoolers and senior preschool groups for schools in kindergartens in Stavropol. It is shown that the fulfillment by preschoolers of the relevant thematic tasks and exercises contributes to the development of their sensory abilities, logical thinking, coherent speech, attention, and memory, which will favorably influence further education in primary school and will be useful in practical activities.