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Methodology. The development of self-regulation in preschoolers is determined by the features of a cultural situation, which consists of a set of invariable normative rules. To abide by the cultural rules means that a child develops his/her “cultural congruence” (Bayanova). This process reflects the child’s evolution as an agent of a culture. The cognitive aspect of self-regulation was studied in the framework of the model of “executive functions” (Miyake). This model includes three related and simultaneously independent factors, such as Working Memory, Flexibility and Inhibitory Control.

The aim of the research is to explore how the assimilation of cultural rules of a “normative situation” (Veraksa) may influence the development of executive functions in preschoolers of different genders.

Method and structure of the research. 113 children aged 5-6 (58 boys and 55 girls) and 113 mothers (aged 24-44) took part in the research. All of the children attended kindergartens of Tatarstan. The assessment of cultural congruence was carried out using a questionnaire for parents, which included invariable rules for children 5-6 years old and allowed for assessing the extent to which children follow these rules. Diagnostics of executive functions was implemented with a set of techniques, which included the subtests of the test battery NEPSY-II (Korkman et al., 2007) and the DCCS (Zelazo, 2006).

Results. It was revealed that boys with a “higher” level of cultural congruence better develop verbal memory, whereas boys with a “low” level of congruence better switch from one task to another and better memorize visual images. The features of the development of executive functions in the group of girls on the whole do not depend on the level of their cultural congruence,

Conclusions. The data obtained indicate the gender specificity of the influence of cultural congruence on executive functions in preschoolers, which substantially clarifies the results obtained in other studies.

The article discusses psychological and pedagogical support of, and care for children with severe speech disorders, i.e. stuttering. A preschool educational organization may have to take care of a stuttering child who is receiving pre-school education inclusively in a combined (inclusive) group based on an adapted educational program. The article deals with questions concerning the time when stuttering occurred, the forms in which stuttering was expressed and the main causes of this severe speech disorder. It provides basic symptoms that are manifest in various forms of stuttering, as well as different directions in which stuttering develops. It considers a therapeutic and pedagogical complex to be recommended in order to overcome stuttering. Of practical significance to preschool center teachers and parents of children with stuttering are ‘the speech rules’ which the article offers for stuttering children. Implementation and further compliance with “the speech rules” are necessary to eliminate stuttering in children and to form a new fluent speech skill. Useful tips are also offered to teachers and parents who provide psychological and pedagogical help and support to children with stuttering during their complex remedial work. Since stuttering is one of the most persistent severe speech disorders, affecting not only speech, but also other spheres – the somatic, neurological, psychological, motor, personal and others in a child’s life, it may be concluded that stuttering is easier to prevent than to correct. Early detection and prevention of stuttering and preventive psychological and pedagogical help by teachers and doctors can stop the further progression of stuttering.

The article provides an overview of international research relating to the study of interaction between child and rule in a normative situation. The reason why the analysis of the articles brings up the issue of child and rule interaction stems from L.Vygotsky’s theory of cultural determination and provisions of N.Veraksa’s theory of culture as a system of normative situations. In contrast to Russian authors who reflect the psychology of a child’s interaction with culture, their foreign counterparts focus on more specific points, consequently, research in developmental psychology has more to do with phenomenology than theory or conception. Among the sources of the articles cited are works recently written by scholars in the field of child psychology and dedicated to different aspects of a child’s learning the rules of the cultural context of its development. Research into the issue of interaction between the child and the rule is empirical in nature and involves addressing specific situations which contain certain cultural norms. The article analyzes the studies related to the safety of children, the role of imitation in learning the rules, mass media influence on the nature of rules to be learned, formation of pro-environmental behavior through a system of specific rules and everyday behaviors which the researchers call contextually normal, the interrelation between a child’s knowledge of rules and relevant discursive strategies in children’s struggle for power.

Today many parents are faced with persistent reminder from educators and psychologists about the need to play in the preschool years. Sometimes it sounds unmodernly. Indeed, why we should waste time on fun when the child is already able to establish contact with adults and peers, is keenly interested in technology, numeracy and reading, dreams about high marks, and besides, is not willing to play, and does not believe in “make-believe”? Perhaps the child has already outgrown the play? May be today’s children do not need the play at all? Or computer games fully satisfy the need for the play? In the article authors try to find answers on these questions.

In the article authors show how to describe the main reasons of traffic accidents for preschool children. It is stressed that the safety of pedestrians depends on their compliance with the rules of conduct in the street. Children need to be familiar with the rules of the road in preschool age already. The earlier a child learns the rules, the more likely he will be able to maintain his health and secure his life. The authors give advice on how to teach children traffic rules in most effective way. Special attention is paid to practical skills that can be developed through active games during which children play with pleasure, and learn the rules of the game. The authors provide examples of active games designed to strengthen the knowledge of traffic rules in preschool age.

Background. The emotional development of preschoolers plays a key role in their mental health and subsequent social adaptation. Despite extensive research on emotional development and social interaction in preschoolers, the targeted study of emotion expression rules and the development of methods for their effective implementation in the educational process remain understudied.

Objective. To identify pedagogical conditions for forming a conscious attitude toward emotion expression rules in older preschool children.

Sample. The study involved 77 older preschool children (M = 73.77 months, SD = 5.6) from two kindergartens in St. Petersburg.

Methods. Emotion comprehension test (Veraksa et al., 2021), conversation about children’s understanding of emotion expression rules, and observation of children’s emotional reactions followed by a conversation (Diaz et al., 2015).

Results. Comparison of the research results before and after the formative experiment, according to the specified methods, showed sufficient effectiveness of the proposed pedagogical influences. Over 60% of participants demonstrated a high level of understanding and application of emotion expression rules after completing the program. An intermediate level was recorded in more than 35% of children. A low level of understanding of the rules for expressing emotions and their use was not recorded after the classes, while before the classes it was about 40%. Control group results confirmed changes associated with preschoolers’ participation in the program.

Conclusions. Thus, to develop a conscious attitude toward emotion expression rules in older preschoolers, it is necessary to: cultivate feelings related to respectful treatment of emotions; develop conceptions about emotions and the ability to identify causes of one’s own emotions; enhance awareness of emotion expression methods as means of communicating emotions to others.