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Methodology. The article describes the history of the creation and development of one of the oldest faculties of the Herzen State Pedagogical University of Russia – the Institute of Childhood, which prepares specialists for preschool and primary education. Authors describe the changes in structure, the content of the work and the organization’s characteristics of the institute.

The article purpose is description of the 100-year history of the development of the Institute of Childhood of the Herzen State Pedagogical University of Russia, the identification of pedagogical traditions and prospects for the further development of the institute. The article is based on an analysis of documents and other sources describing the emergence and development of the Institute of Childhood.

Results. Starting from the St. Petersburg Froebel Society founded in 1871, the tradition of the training of specialists in preschool and primary education in Russia is described. The history of the appearance in 1918 and the development of the first higher educational institution in Russia is unfolded. The history of the development of the main directions of the Institute’s work – pedagogical and scientific research activity – is shown. The transformations of the departments, the contribution of the well-known researchers of preschool and primary education to the training of personnel, the current state and prospects for the development of the Institute of Childhood are described.

Conclusions. The presented article makes it possible to analyze the directions of development and ways of improving the system of training specialists in preschool and primary education, to realize the necessity of continuity of the two levels of education, not only in the implementation of the educational process, but also in the preparation of future educators of pre-school educational organizations and primary school teachers.

Background. Modern educational approaches place significant emphasis on the continuity and consistency of learning, creating optimal conditions for children’s successful adaptation during the transition from preschool to primary education. The development of coherent speech is a key aspect of school readiness, as it fosters communication skills, cognitive development, and successful academic performance. Therefore, investigating pedagogical conditions that support continuity in the development of coherent speech is of particular importance for educators and parents seeking to ensure children’s effective development.

Objective. To develop, justify, and experimentally test pedagogical conditions for ensuring continuity in the development of coherent speech in older preschoolers and first-graders.

Sample. The study involved 200 parents of children aged 6-7, 150 preschool educators, 80 primary school teachers, 200 preschool students, and 58 first-grade pupils.

Methods. The study was conducted using a set of theoretical and empirical methods. For the theoretical understanding of the problem, analysis, synthesis, comparison and forecasting were used, as well as the study of literature from various fields. The empirical part included observation, monitoring of children’s issues, conversations with children, teachers and parents, surveys and analysis of documentation and educational resources. An important element was the pedagogical experiment, which made it possible to test hypotheses in real conditions. The data was processed using mathematical statistics and qualitative analysis methods, which ensured the reliability and scientific validity of the results obtained.

Results. Methodological recommendations for the continuous development of coherent monologic speech in older preschoolers and first-graders were developed. These include unified approaches to speech development, a consistent strategy based on principles of continuity, gradual complexity of material, and alignment of content, methods, and interconnections between speech development activities in preschool and primary school settings.

Conclusions. Continuity in the development of coherent speech in older preschoolers and first-graders is achieved through the following pedagogical conditions: regular assessment of current speech development levels; specialized didactic approaches; balanced development of all speech components with long-term progression in mind; implementation of evidence-based methodological recommendations tailored for both age groups.

Background. The rapid pace of change in the modern world, including the increase in the volume of information, the speed of updating the system of scientific knowledge, the growth of requirements imposed on a person, set the task of preparing students for the challenges of modernity, when it is necessary to adequately assess what is happening, act in a situation of uncertainty taking into account a variety of conditions, i.e. to carry out self-regulation.

Objective. The purpose of this study is to assess the skills of first-grade students to carry out self-regulation at the level of representations and as a result of solving computer diagnostic problems.

Sampling. The study involved 78 first-grade students, whose average age was 6–7 years old at the time of diagnosis.

Methods. The study used such methods as a survey (questionnaire “Style of self-regulation of children’s behavior (2) - SSPD-M2” (V.I. Morosanova)), computer diagnostics methods (methods “Two-color Schulte tables” (adapted by A.R. Agris, T.V. Akhutina, A.A. Korneev, E.Yu. Matveeva) and “DOT points (Hearts and Flowers)” (Davidson M.C., Diamond A., adapted by A.R. Agris, T.V. Akhutina, A.A. Korneev, E.Yu. Matveeva).

Results. Differences in the ideas of first-graders to carry out self-regulation and their skills to carry it out when solving the proposed tasks are revealed.

Conclusions. The formation of a self-regulation system in primary school students is an urgent psychological and pedagogical task of modern education. The prospects for using the results obtained are related to their implementation in the educational process (organization of students’ educational activities, conducting educational and support classes, etc.), including in the training of future primary school teachers, and use in scientific and methodological support of education.

The purpose of the article is to show the results of a study on the entropy of functional and subject literacy of children of preschool and primary school age in the conditions of continuity of the preschool (preschool) and primary stages of education. The dominant strategies in educational practice to counter entropy (negentropy models) are identified and analyzed. The empirical basis of the study was educational institutions in Tatarstan, Chuvashia, Leningrad, Novosibirsk regions. In the course of diagnosing the level of development of functional and subject literacy in children of preschool and primary school age, it was found that both types of literacy tend to entropy – to the loss of formed knowledge, skills, universal educational actions, and competencies. The dominant strategies for the formation of functional and subject literacy, identified from the work experience of teachers, have different counteractions to entropy. However, it is not yet completely clear which strategies should be given preference.

The problem is that the selected strategies (models) for countering entropy do not sufficiently take into account bifurcation zones (zones of unexpected loss of formed knowledge and skills); teachers do not always understand what works for functional literacy and what works for subject literacy. how to combine or integrate methodological means of functional literacy and methodological means of subject literacy.

The research methods used were questionnaires, testing, pedagogical observation, pedagogical experiment, generalization of research results at international and all-Russian scientific and practical conferences, and mathematical data processing. In total, 701 teachers (347 kindergarten teachers and 354 primary school teachers) took part in the experiments (diagnostic and formative) over three years (2020-2024), the prerequisites for functional and subject literacy in children 6-7 years old were studied (324 dialogues), as well as functional and subject literacy in children 7-10 years old (453 answers).

The main results of the study were the dominant models: 1) integrated development of functional and subject literacy; 2) parallel development of both literacy; 3) the formation of subject literacy without integration with work on the development of functional literacy. It has been proven that the most effective model for the formation of functional and subject literacy is the model associated with the formation of only subject literacy: this model ensures the development of both subject and functional literacy.

Conclusions: the results of the study indicate that in preschool and school institutions in Russia there are still few variable models that can counteract the entropy of functional and subject literacy of children of preschool and primary school age. Models, technologies, and didactic means of developing functional and subject literacy in children of preschool and primary school age may become promising areas of pedagogical research.