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The relevance of the study is determined by the need to develop cognitive and executive functions of children of senior preschool age, to prepare them for primary school. Studies show that the relationship between physical and cognitive activity is complex and diverse: in some cases, physical activity affects the development of cognitive and regulatory functions, while in others it does not. We found an unusual form of physically active dance activity. Acrobatic rock-n-roll turned out to be the dance that children like.

The purpose of the study is to conduct a pedagogical experiment, justify the criteria, develop recommendations for the implementation of the relationship between physical and cognitive development of children.

The novelty of the study lies in the use of acrobatic rock and roll as a physically active instrument, as a criterion for the effectiveness of the relationship between cognitive and physically activity.

The research methodology relies on a provision stating that the external and the semantic side of speech is the unity, which is a verbal thinking (Vygotsky, 1999), and structural approach to the analysis of speech (Morgenthaler, 1980), dialectical – creative activities for children (Veraksa, 2020).

The results showed a noticeable positive shift in the experimental groups in ability to convey the theme and idea of the tale - 73% of children and in the control group - 54% of children.

The article discusses the results of the study of the emotional well-being of 6-7 years old children of kindergartens in Moscow. The data were obtained through a questionnaire survey of children and their parents using the supplemented Children’s Barometer methodology, consisting of 22 questions for a child and 8 questions for a parent. The study was attended by 151 parent-child couples; children from 15 groups of 5 different preschools. Emotional well-being is based on satisfying the needs of the child, both basic and essential for the age at hand, and essential for personal development including personal relevance, recognition in the group, autonomy and initiative. It was important for us to hear the “voice of the child”, attitude towards kindergarten, what makes child happy and discomforting. It was found that children of 6-7 years old can express their opinion and attitude to what is happening in kindergarten. Organized forms of activity are less interesting for children than free activity; there are discrepancies between children’s and adults’ assessment of issues important for the child; children remember conflicts in kindergarten and it is important for them how the teacher resolves the children’s conflict. The educational environment and style of interaction between adults and children in groups implementing different pedagogical systems influences children’s attitude towards kindergarten, which was shown in significant statistical differences.

The ability to recognize emotional states by the expression of the face is part of the group of competencies necessary for the successful implementation of communication activities. Body language, as an important means of communication, is ambiguous in content, which can lead to difficulties in understanding and responding to information (M. Lisina, Kh. Sherjazdanova). The relevance of learning how to recognize emotions in preschool age is related to the high importance of communicative competence for the child’s socialization in kindergarten and preparation for school.

This paper analyzes research on the characteristics and conditions of development of the ability to recognize emotions in childhood. The majority of scientists allocate the following factors: recognition of emotions by facial expression passes a way from the undifferentiated perception of a sign of emotion through allocation of separate elements of mimicry to the integral and generalized perception; there are distinctions in type of perception of emotions of different modalities; ability to recognize emotions depends on experience of child-parent relations and influences personal and social development of the child.

Based on the results of research by A. Shtetinina, E. Listik, M. Kuzmishcheva, J. Russell, D. Lable, R. Thomson, T. Forslund, S. Denham, etc., the hypothesis about the relationship between the two determinants that make the success of the recognition of emotions in preschool age: the development of the proper cognitive means involved in the process and the peculiarities of interpersonal relationships between the child and parents is substantiated. This conclusion is consistent with the provisions of L. Vygotsky, L. Bozhovich, M. Lisina and others on the important role of communication with a close adult for the mental development of the child: the adult acts as a source of various influences, enriches the experience of the child, sets the task of mastering new knowledge, supports and corrects his efforts, as well as acts as a role model for the child.

Background. There is the is one of the most important in pedagogy and psychology problem of relationships between preschoolers. The nature of the relationship between children at this age has a significant impact on the process of development and socialization; understanding the differences in ideas about peers in older preschool children with different sociometric status reveals the features of their interaction.

Objectives. The study identified the characteristics of the idea of a peer in older preschool children with different sociometric status.

Sample. The study involved 140 preschoolers aged 6-7 years, including 69 girls and 71 boys, who had been attending state preschool educational institutions for at least two years. Consent was obtained from all preschoolers’ parents of to conduct the psychological study.

Methods. The following methods were used: “Dva domika” (“Two Houses”) by T.D. Martsinkovskaya; “Rasskaz o druge” (“A Story about a Friend”) by E.O. Smirnova, V.M. Kholmogorova; “Neokonchennyye situatsii” (“Unfinished Situations”) by A.M. Shchetinina, L.V. Kirs; “Le Test-Film” (“Film Test”) by R. Gille.

Results. The results were obtained on the differences in the ideas about peers in older preschool children with different sociometric status. Thus, preschoolers with high and average sociometric status have a positive idea of peers, open and safe for communication. When children with low sociometric status imagine peers more negatively and are wary of them, they are less inclined to establish close relationships with other children and may experience communication difficulties.

Conclusions. There is a relationship between sociometric status in a peer group and the idea of a peer in children of early to school age. The obtained results emphasize the importance of sociometric status and the need to take into account the position of a preschooler in a group when building individual work.

Relevance. This article is devoted to the problem of comparative analysis of preschoolers’ drawings on the theme “My family”, brought up in a full or incomplete family. This topic is extremely relevant not only because of the increase in divorces in Russia and the related difficulties of raising and developing young children, but also from the point of view of the data collection method. Typically, surveys of parents and other caring adults are used in such studies, while the “voice of a child” remains unaccounted for. The purpose of this work is to explore the possibilities of using children’s drawings to diagnose the peculiarity of the social situation of development in a modern family and the emotional well–being of a child in the family.

Research methodology and progress. The projective technique “Family Drawing” as modified by the authors was used in the work. The study involved 44 children from 4 years 9 months to 7 years, average age 5 years 10 months; 18 boys and 26 girls (41% and 59%).

The result of the study made it possible to confirm the invariance of the significance of various parameters of the children’s drawing on the theme “My family” over the past 25 years. Three key bipolar factors were identified for evaluating children’s family drawings: “Structured relationships in the family – Adult dominance”, “Inclusion in the family structure – Detachment from the family” and “Loneliness – Positive emotional connection with the father”.

Conclusions. These factors make it possible to record the peculiarities of the emotional well-being of modern boys and girls raised in full and incomplete families. Firstly, the girls’ drawings clearly show positive emotional well-being, identification with the mother and orientation towards traditional gender-role relationships in the family, while the boys’ drawings are distinguished by the dominance of the parental position of adults and the child’s identification with the family as a special social group. Secondly, the emotional well-being of children from single-parent families is clearly worse than that of children from full families, and boys from single-parent families find themselves in the most difficult social situation of development.