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In this paper the problem of evaluation of activity of educational psychologists of early childhood education is considered. It is shown that in the Educational Psychologist Professional Standard, labor functions/actions depend on the nature and type of educational institutions and include formalized features of evaluation and level of competence of specialists working with parents. All functions are specified in terms of knowledge and skills, but job descriptions and professional standards do not provide clear criteria for the effectiveness of the work of a psychologist in interaction with the families of students, so it is often difficult for managers to understand how to assess the results of the work of the specialist. The problem of developing a mechanism for assessing the effectiveness of the work of an educational psychologist with parents in accordance with the legal framework and ethical principles becomes topical in each early childhood educational center. The use of the methods of analysis of the results of the expert activity on the certification of educational psychologists of early childhood educational centers, study of the annual reports of teachers-psychologists on the work with parents from the official sites of kindergartens, surveys, observations and conversations show that many professionals mix the concepts of “competence”, “efficiency” and “effectiveness” in the interaction with the child’s family and try to answer the question: “Is formalized competence always an effective activity?” The main criteria for evaluating the effectiveness of work are the results of self-assessment and self-analysis of professional activity, parents’ satisfaction with the specialist’s activities, parents’ focus on productive, systematic and positive contacts, as well as the number of parents who have received various types of psychological assistance and support. In addition, a quantitative, qualitative, social and self-assessment criterion can be used to analyze the effectiveness of the work of a psychologist with parents in kindergarten. This will make it possible to improve the conditions created by the specialist for psychological and pedagogical support of the families of the pupils so that the parents’ need for psychological services correlates to the goals and objectives of the kindergarten for the formation of the values of early childhood and the priority of parental upbringing.

The study of the relationship between high level of anxiety and the degree of formation of higher mental functions in primary school children is presented. The high demands of parents to the child without regard to his individual characteristics lead to high levels of anxiety, lack of motivation to learn, underachievement. It was found that children without cognitive impairment often have a high level of anxiety and their neuropsychological status was characterized as low level of units of higher mental functions. Practical experience proves the effectiveness of a systematic approach to correcting the identified deficiency of symptoms in mental functioning, as well as the alignment of the emotional background.

The article describes the English system of preschool education. The analysis of the strengths and weaknesses of England’s dual model of education is provided. A well-designed structure of preschool education is not limited to the mastery of knowledge and skills, and aims to develop different aspects of the child. The educational tasks include the development of creativity and formation of eagerness to learn. During various discussions the range of problems arising in front of professional team of psychologists working in pre-school and primary education is outlined. The psychologists’ working task is defined based on inspection’s reports on current issues, whereas there are no psychologists on the staff. Therefore, these tasks are often directed to other specialists, commonly to the specially trained teachers. There has developed an effective system of preschool education, which is designed to increase the availability of care for all children, but the implementation of this mechanism is highly dependent on certain conditions.

The article describes the English system of preschool education. The analysis of the strengths and weaknesses of England’s dual model of education is provided. A well-designed structure of preschool education is not limited to the mastery of knowledge and skills, and aims to develop different aspects of the child. The educational tasks include the development of creativity and formation of eagerness to learn. During various discussions the range of problems arising in front of professional team of psychologists working in pre-school and primary education is outlined. The psychologists’ working task is defined based on inspection’s reports on current issues, whereas there are no psychologists on the staff. Therefore, these tasks are often directed to other specialists, commonly to the specially trained teachers. There has developed an effective system of preschool education, which is designed to increase the availability of care for all children, but the implementation of this mechanism is highly dependent on certain conditions.