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Background. As AI becomes embedded in children’s lives, from entertainment to learning, the role of content is transforming—from passive consumption to active, system-embedded dialogue.

Methods. This article draws from content development experience at Mako Kids and research-led design at KidsAI. It integrates global studies, co-design fieldwork, and expert interviews to analyze how children interpret AI tools and how design influences developmental outcomes.

Results. Findings show that children anthropomorphize AI agents and that system behavior often teaches unintended lessons. Core principles of quality content—including age-appropriateness, holistic thinking, inclusion, safety, play-based learning, and cultural relevance—remain essential in AI-driven environments. Structured prompts, ethical voice design, and scaffolded interactions are key design features in KidsAI’s work, including the development of Olly, KidsAI’s assistant for kids.

Conclusions. Content must now function as ethical infrastructure in sociotechnical systems. Designers must avoid emotional simulation and focus on supporting autonomy, reflection, and cognitive safety. AI should guide—not mimic—human relationships, with clarity and respect.

Background. This problem is caused by two factors. On the one hand, there is a need to develop educational programs for various types of preschool educational organizations operating in the conditions of standardization of preschool education content. On the other hand, there is a lack of an approach that allows designing and implementing educational programs in accordance with the current norm.

Objective. Testing a regional approach to the design of basic educational programs of preschool education in preschool educational organizations with various key characteristics and scales.

Sample. The study involved 6 preschool educational organizations of the regional network of various scales and with different initial characteristics and amounts of resources.

Methods. The study used: training of management teams, individual consultations on the application of the approach, expert support for the process of designing educational programs for preschool education and their experimental implementation in kindergartens.

Results. Each preschool educational organization participating in the study developed an educational program for preschool education. All programs were designed in accordance with the content of the Federal Educational Program for preschool education based on the proposed regional approach. The presentation of the software products obtained during the study was carried out in five regions of the Russian Federation as part of the implementation of a federal grant from the Ministry of Education of the Russian Federation.

Conclusions. The results of the study allow us to rethink approaches to the design of educational programs of preschool education, minimize the risks of full-fledged implementation of Federal Educational Program for preschool education and a formal approach to designing educational programs of preschool education. The obtained software products can be used in developing recommendations for educational organizations experiencing difficulties in designing educational programs and as model software solutions for the implementation of the practical part of professional development programs that take this issue into account.

Building a connected etiquette speech in verbal communication is a long process. This is the fruit of personal development as a result of proper linguistic, ideological, moral and aesthetic education and upbringing. The development by each teacher of his own program for systematic etiquette education will give great results, especially if parents participate in it.

Connected etiquette speech (CES) in preschool children occurs in terms of verbal communication with direct contact or orally, in the form of dialogue. Functionally, the CES is implemented in the form of a connected dialogical unity, consisting of replica-stimuli and replica-responses. In contrast to the usual dialogue, in which speech is produced, ready-made, “cliched” expressions or words-formulas of speech etiquette are reproduced in a connected etiquette speech.

The main goal of connected etiquette speech in preschool children is to bring harmony into their relationships, to provide the necessary mutual tolerance in communication. Verbal communication in kindergarten is carried out in a certain obligatory context, in which the etiquette associated with speech can and should be consciously studied by children in its functional dimensions in the act of verbal communication. Various thematic etiquette situations from the daily life of children are offered.

The study was conducted in a kindergarten in a small town in Bulgaria with preschool children. The children were offered play situations in which they had to use various types of etiquette forms.

The results of the study will be presented at a later stage of work on the problem, when creating a comprehensive Program of mastering unmarked connected speech by these children. The program will include both the provision of knowledge about individual subsystems of speech etiquette as sign systems and rules for their use, and exercises for their practical mastering using appropriate methods and means of constructing connected etiquette speech. Compliance with the rules of etiquette, in principle, presupposes their knowledge, but it would be naive to believe that, knowing the etiquette norms, the child will begin to act in accordance with them. Usually, he remembers them only when he violates them and thereby harms the interests of others. It can be assumed that one of the reasons for this phenomenon is related to the fact that we teach the rules, and not educate according to them.

In the course of the study, a number of conclusions and generalizations are made. Knowledge of speech etiquette ensures its functioning, or etiquette can be formed only through etiquette. This is the only way to build the belief that the use of speech etiquette has become axiomatic, as an obligatory component of interpersonal speech contacts. Etiquette verbal communication should become conscious, and this is possible only when conscious politeness becomes a habit, a norm of behavior.

Changes in the world’s education system and new conditions for the existence of the education system have radically affected the infrastructure of education institutions. Many legal acts, conferences, publications, etc. are devoted to its changes. Much less attention has been paid to such a crucial element of the education system, which sets spatial, substantive, aesthetic and programmatic norms of life activities, which is a link between education and the human community, as architecture. Teachers, speaking about the role of the environment in education, rarely pay attention to architecture. Nevertheless, the space of the kindergarten has a significant impact on the creation of the environment. In different historical periods, there were different views on where children should be, what kind of education they should receive and who should provide it. Depending on the era, the answers to these questions differed significantly. The author focuses on modern trends in the construction of kindergartens and schools, the risks that arise in the construction of standard buildings and shows what requirements should the space of a modern kindergarten meet, reveals how changes in education generate new trends in architecture.

Introduction. The paper introduces the idea of a pedagogical project, that is going to be tested in several preschools in St. Petersburg, Russia. The significance of the project is determined by the importance of social and cultural design as one of the key methods for providing fair and positive environment for child development during the preschool period.

Methods. Methodologically the research is based on: academic, and subject approach; concept of development of a preschool child as a subject of children’s activities and behavior (T. I. Babayeva, A. G. Gogoberidze and othes); the concept of cultural and historical development of a child personality by mastery of experiences of previous generations (L.S. Vygotsky, A.N. Leontiev), provided that they interact with adults (N. F. Radionova); research data on individual behavior and activity of senior preschoolers in of St. Petersburg, obtained at the turn of the 2010s. System analysis was applied, including theoretical analysis of philosophical, psychological and pedagogical literature on the research subject, developing method of learning materials “St. Petersburg - the Territory of Childhood”, ensuring the subjective engagement the senior preschool children with design of social and cultural learning environment for their development.

Results. The results of the research contain an analysis of organizing of educational potential of the social and cultural environment in St. Petersburg for development of preschool students. Development and testing of methodological tools for studying values, interests, culture and subculture, subjective manifestations of children, methods for identifying motivation for development, assessing the potential for personal development. Approaches to design of additional cultural and artistic programs, programs for design of environment of a modern kindergarten have been determined. The characteristics of the key implementation tools of the Project, institutionally represented by the educational and methodical complex “St. Petersburg - the Territory of Childhood”, which has a culturally oriented development, is presented.

Conclusion. The study first attempted to identify the conditions under which a senior preschooler can become a designer of social and cultural learning environment for their development. The data can be used by Childhood experts to create a modern space for children culture, subculture, activities that form a unique “world of childhood” that determines a unique development of the child individual cultural experiences.

Background. The study of the problem of methodological support for preschool teachers in the design of the educational program of a preschool organization is actualized by the need to improve the quality of education and the effectiveness of pedagogical work in the context of changing requirements of regulatory documents. In preschool education, this is the introduction of the Federal Educational Program of Preschool Education. The quality of the educational program design depends on the level of readiness of teachers for design activities, their competence, knowledge and skills, which determines the need to identify professional deficits and provide methodological support to fill them in a preschool organization.

Objective. Determining the possibilities of various forms of methodological work to fill the professional deficits of educators in design activities identified during diagnostics.

Sample. The study involved 420 educators of preschool educational organizations of the Chelyabinsk region in 2023 and 2024 (2023 - 270 people, 2024 - 150 people). Of these, 92 have the highest category, 178 have the first category, and 150 have no category.

Methods. The following methods were used: theoretical analysis of regulatory and methodological documents of the federal and regional levels, which are the basis for designing and implementing methodological work as a means of supporting teachers in designing the educational program of a preschool organization; comparative analysis of data from a diagnostic study of the level of development of design activities; diagnostic maps that allow identifying the degree of severity of teachers’ theoretical ideas about pedagogical design, its stages, project implementation indicators, as well as the degree of formation of design activity methods.

Results. A description of the forms of methodological work (reproductive, reproductive-heuristic, heuristic, heuristic-productive, productive) is given, which are correlated with a specific content of educators’ activities to fill professional deficits in design activities. Based on the analysis of the data of the diagnostic study of the level of formation of the design activities of educators, the main professional deficits are identified, leading to typical difficulties in designing the variable part of the educational program.

Conclusions. Taking into account the features of the forms (reproductive, reproductive-heuristic, heuristic, heuristic-productive, productive) of methodological work when replenishing the professional deficits of educators is a means of supporting educators in designing the variable part of the educational program of a preschool educational organization, contributes to improving the quality of preschool education.