All articles

This article presents findings from theoretical research on the issues of studies with children conducted by educators in terms of applying psychological and pedagogical characterization as a strategy. The aim of this study is to uncover the specifics of applying this strategy and compare it with the strategy of observation. The methodological basis is activity and competency-based approaches, whereas the main method of study is a theoretical analysis of the psychological and pedagogical body of literature on this issue. As a result of the research, an understanding of the above mentioned strategy in the entirety of its aims, principles, milestones, and outcomes was achieved. The study shows that psychological and pedagogical characterization as a strategy for the study of children follows the general logic of scientific research in terms of the sequence of its stages (planning, content-organization, analytic-outcome, and prognostic) and that it is implemented through special diagnostic terms of reference. A diagram of the characterization, the structure of which reflects the complex of aims and stages in the study of a child, functions as guidance for the strategy. Part of the diagram describes the most significant markers and directions of psychological development (the level of achievement for different kinds of activity; cognitive, speech, social, and motor development; the particularities of a child’s personality and their individuality) as the basis for a psychological portrait of the child. The resulting part of the diagram includes conclusions drawn from the comparison and synthesis of the obtained facts according to the principles of scientific research and a tentative prediction of a child’s further development. The improvement of the algorithm for evaluating the text of the characterization according to the aims and principles of its composition is an important direction for the perfection of the strategy. The criteria of the characterization are the integrity of the child’s psychological portrait, the quality of conclusions and established pedagogical recommendations, and the position of the educator in their interaction with the child at the information gathering stage.

Background. The current stage of social development, characterized by digitalization, cultural diversity, and a changing philosophy of childhood, places new demands on preschool teacher education. A growing contradiction is evident between the upd ated goals and objectives of preschool education and the real state of teacher preparation in higher and vocational institutions, which demonstrates inertia and insufficient readiness to adapt to rapidly changing conditions, as well as the quality of teacher training. This leads to a systemic crisis in both human resources and educational content.

Objectives. The purpose of the study is to conduct a multidimensional analysis of the current challenges facing preschool teacher education, to identify systemic and latent risks, and to substantiate conceptual and practice-oriented directions for its modernization in light of contemporary transformations.

Methods. The research employs a se t of complementary methods: theoretical analysis of psychological, pedagogical, and methodological literature; analysis of regulatory and legal documents; and systemic and comparative analysis of existing models and practices of teacher preparation. This approach made it possible to examine the problem in a multifaceted and interdisciplinary context.

Results. Three key clusters of challenges were identified and systematized: digital (the need for a fundamental shift in pedagogical thinking under conditions of digitalization and AI integration; widening intergenerational gaps), socio-communicative (family partnership, work in multicultural and inclusive environments), and professional (contradictions of the new paradigm, lack of practice-oriented preparation, and low professional prestige). A model of key preschool teacher competencies was proposed, encompassing both professional and metaprofessional levels. Vectors of transformation of the teacher education system were outlined. The proposed measures are comprehensive and aimed at the simultaneous transformation of content, technologies, and organizational-economic foundations.

Conclusions. Overcoming the identified challenges requires a radical revision of the preschool teacher education paradigm, including a rethinking of the professional ideal of the educator. The teacher of the future is envisioned as a “meta-specialist” — a reflective practitioner, mediator, and architect of educational environments, capable of acting effectively under conditions of uncertainty and rapid change.

Background. In the context of social and economic transformations, the need for high-quality preschool education adapted to regional specifics is growing. The Amur Region, which has unique natural and ethnocultural resources, requires teachers to possess the competencies to effectively implement the regional component. However, the insufficient development of methodological support in the continuing professional education (CPE) system creates barriers to its high-quality implementation. The relevance of the study is determined by the need to create and test effective methodological tools for integrating regional content into teacher training.

Objective. To substantiate the need to introduce methodological recommendations for the implementation of the regional component as an effective way of methodological support for kindergarten teachers in the CPE system.

Sample. The study involved 7 regional internship sites (the “We Teach and We Are Taught” network) and 176 preschool organizations in the Amur region.

Methods. The study was based on an analysis of educational programs; observation of internships with recording of practical interactions between participants; and study of protocols of pedagogical councils. As well as monitoring the quality assessment of the “Implementation of the Regional Component of Preschool Education” area in preschool educational institutions in the Amur Region in 2025.

Results. The effectiveness of methodological recommendations for the implementation of the regional component was confirmed: internship sites not only integrated local history material, but also became competence centers that spread experience through networking.

Conclusions. The developed methodological recommendations for implementing the regional component in preschool education in the Amur Region provide a systematic, practice-oriented, and theoretically sound approach to enhancing teachers’ professional competencies and the quality of the educational process. As a result of their application, a transition has been achieved from a fragmented inclusion of regional content to a holistic, sustainable practice, demonstrating the high effectiveness and potential for scaling up this experience.

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.