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Background. Modern developmental psychology increasingly faces the need to integrate psychological techniques and socio-cultural analysis, especially in the context of the transformation of family structures and educational practices. In this context, rethinking classical diagnostic techniques, such as L.A. Venger’s “Polyanka” method, in new social conditions is of particular importance.

Objective. To show the continuity of scientific ideas of L.S. Vygotsky and his school (A.V. Zaporozhets, D.B. Elkonin, L.A. Venger) in modern interdisciplinary research. To rethink L.A. Venger’s “Polyanka” method not only as a diagnostic tool for visual-imaginative thinking, but also as a means of analyzing the “social situation of development” of a preschooler. To identify the influence of family structure (complete/incomplete) and parental educational strategies on the cognitive development of children, in particular, on the success of completing tasks using the “Polyanka” method.

Sample. 623 older preschool children. Additionally, 941 respondents (fathers and mothers) of these children were interviewed using a special parental questionnaire.

Methods. The following research approaches were used to achieve the objective: analysis of the results of diagnostics of children’s visual-imaginative thinking using Venger’s “Polyanka” method; sociological survey of parents using a specially designed questionnaire; qualitative analysis of the obtained data with the identification of significant correlations.

Results. The study found that boys from single-parent families have significantly lower rates of visual-imaginative thinking (21.9 points) according to Venger’s “Polyanka” method compared to boys from complete families (31.4 points), while such a dependence was not found in girls. Divorced mothers are more likely to use strategies that require their sons to follow strict rules in normatively defined situations, in contrast to fathers in complete families who orient their children towards behavior in uncertain conditions. It was also found that the father’s higher education has a positive effect on the results of girls (32.2 points), and for boys, the best results are associated with the mother’s secondary education (27.8 points). The lowest results are in children whose parents do not use encouragement (25.1 points), and the highest are in those who are not punished (31.7 points).

Conclusions. The study confirmed the importance of the scientific legacy of L.A. Venger for modern developmental psychology. A significant influence of family factors on the development of visual-imaginative thinking of preschoolers has been revealed. Differences in the educational strategies of parents in complete and incomplete families were determined. The “Polyanka” method has proven its effectiveness and social validity in modern conditions, and can be effectively used not only for diagnosing cognitive processes, but also as a tool for analyzing the social situation of development, especially in the context of the dynamics of family development.

The relevance of the subject of the article. The article is devoted to the communication of children with speech disorders in an inclusive kindergarten. Staying in the environment of healthy children has a positive effect on socialization and the formation of communication skills in preschoolers with disabilities. But meanwhile, there may be a contradiction between the social conditions of preschool inclusion and the real opportunities for communication in some children. These contradictions affect children with speech disorders. These children, due to speech pathology, are not capable of full communication. Therefore, the problem of communication and socialization in preschoolers with speech disorders should be solved.

Description of the research progress. Studies on age periodization, according to which communication develops between preschoolers who do not have speech pathologies, are analyzed. The author of the article refers to the brain organization of speech and shows its systemic nature from the point of view of the participation of different brain areas. As a theoretical basis, two classifications of speech disorders are given in the article, with the help of which speech pathologies in childhood are studied; in the future, in accordance with this classification, according to the form of speech pathology, work is carried out to eliminate speech defects. The article has an interdisciplinary character and integrates psychology, pedagogy and speech therapy.

Research results. The work on speech correction begins with the diagnostic stage. Diagnostic examination, which establishes the state of active and passive speech in a child, is based on the position on the systemic structure of speech functions. The article shows that speech has a systemic structure – from elementary to the most complex forms. Speech therapy classes have different aims and structure, depending on the correctional focus on a particular speech defect. In addition to speech therapy classes, recommendations are given on the development of etiquette speech and on the formation of communication skills within the framework of a role-playing game and theatricalization.

Conclusion. Working in a kindergarten to restore speech reduces the “risk zone” for socialization. With sufficient communication, children acquire the possibility of full inclusion in the peer environment.

Relevance of the article. The development of emotional intelligence allows a person to successfully respond to the challenges facing him during his life. The need for the development of emotional intelligence is also confirmed by the documents regulating the sphere of preschool education. Developed emotional intelligence is also very important for the future of successful schooling, adaptation and building communication. The article presents the results of a theoretical study devoted to the problems of the formation of emotional intelligence in the field of language education of preschool children.

Research progress. Studies devoted to the problem of determining the essence and structure of emotional intelligence are analyzed. The analysis showed the importance of this type of work with preschoolers in teaching foreign languages, and also allowed to identify and describe the prerequisites for the development of emotional intelligence at an early stage of mastering a foreign language. The relevance of developing a problem in early foreign language teaching in accordance with the Federal State Educational Standard of Preschool Education, which sets tasks related to ensuring the social and communicative development of a preschool child, the formation of independence, purposefulness and self-regulation of their own actions; development of social and emotional intelligence, emotional responsiveness, empathy.

The results of the study. The development of emotional intelligence is one of the key components of the child’s psyche, which ensures the formation of his personality in ontogenesis and subsequent successful functioning in society. The priority of practical learning goals existing in the methodology of early foreign language teaching, suggesting a certain pragmatic orientation of the pedagogical process – the formation in a preschool child, first of all, of the ability to speak the language being studied and understand the speech of the interlocutor, does not allow to properly implement the requirement to ensure the development of emotional intelligence in preschool children.

Conclusions. The analysis of studies of the relationship between emotional intelligence and communicative properties, skills and abilities of the individual has shown that the development of emotional intelligence is especially organically integrated into the process of learning English. It is necessary for effective communication and develops in the best way within it, through the development of its speech competencies, through the improvement of the system of language means of the native and foreign languages assimilated by him, and along with the solution of educational and subject-related learning tasks, contributes to the implementation of one of the most effective approaches to teaching foreign languages – the communicative approach.

Relevance (context) of the subject of the article. The article presents the results of a study of the problem of social development of a preschooler as a subject of activity and behavior in a preschool educational organization. Ensuring effective social development of the child is an important aspect of modern preschool education. It involves teaching children social interaction, the formation of the initial foundations of social competence. For this, in the organizations of preschool education, it is necessary to create a developing space for the formation of the child’s social experience. However, the organization of the process of social development has not yet acquired a complete conceptual, methodological and technological basis. The possibility of preschool children manifesting subjectivity in the process of social development is largely limited, and the educational environment of preschool educational institutions does not sufficiently provide a developmental component.

The purpose of the study is to determine conceptual approaches to the social development of preschoolers and the readiness of preschool educators to implement it. The understanding of the characteristics of social development and the psychological and pedagogical conditions necessary for its implementation was analyzed by teachers.

Description of the research. The study involved 48 educators from 5 preschool educational organizations in Birsk, Republic of Bashkortostan. Educators were asked to answer questions that reflect their understanding of the characteristics of the child’s social development, its organization. In the course of the research, a specially developed questionnaire was used.

Research results. Issues in the understanding by teachers of preschool educational organizations of the peculiarities of organizing the process of social development of preschoolers were revealed. The formation of subjectivity presupposes the construction of internal culture, internal freedom and true sociality. The basis and driving force of the social development of the individual is joint activity, in which the individual assimilates social roles. The article reveals the initial provisions about the child as a subject of children’s activities and behavior in preschool age, methods of social development of preschoolers.

Conclusions. The study allows us to see the need for changes in the implementation of social development in preschool education. Important aspects of the transformations, based on the concept of the child’s development as a subject during preschool childhood, are updating the content of social development in preschool education, types of children’s activities, the development of new forms and methods of interaction between the teacher and children. Among the methods and technologies of social development, the leading should be active and interactive, in which the child acts as a subject. For this purpose, a heuristic, productive educational environment should be created in preschool educational organizations.

The article is of a theoretical pattern and summarizes the scientific statements and research of recent studies. The theoretical provisions and the program document, which substantiate the content and guide of the development of special preschool education are presented.

The relevance of the article consists in the analysis of modern preschool education for children with cerebral palsy. The article describes the mental and physical characteristics of children with cerebral palsy of preschool age, which indicate special educational needs and the need for special correctional and developmental work. The provisions on the psychodiagnostics of children with cerebral palsy are given; the principles for drawing up an individual educational route are shown. On the basis of materials of Russian studies and recommendations, the variants of educational programs that are prescribed for children with disorders of the musculoskeletal system of various severity are presented. The article also contains material on the international experience for organization of preschool education for children with cerebral palsy. Using the example of Polish preschool education, an approach is shown that includes general and special technologies and directions for teaching children. On the basis of the regulations on education in the United States, the organizational and pedagogical conditions for preschool children with cerebral palsy are shown. The author of the article considers individual educational plans that regulate the upbringing and education of children with special educational needs. The article presents a North American study that found a correlation between the mobility of children and their socialization. The results of this study and practical recommendations are presented: the overall social activity of a child in a group depends on his/her motor abilities and the development of interaction (as communication skills and interaction with other children). In conclusion, based on a comparative analysis, the similarity of the scientific positions in Russia and other countries regarding the content of preschool education for children with cerebral palsy is shown. The role of preschool institutions in the development and socialization of children with cerebral palsy has been substantiated.

Paper describes the main approaches to the social and personal development of children of preschool age. The main attention has been paid to the fact that a kindergarten group, as a genetically early stage of social organization, creates the necessary conditions for the development of children’s contacts in the process of an independent and joint activity, the acquisition of communication skills with peers “on equal terms” in a variety of educational situations necessary for the development of a child’s personality.

The methodological basis of the study is the concept of child development as a subject of a child activity and behavior (T.I. Babaeva, A.G. Gogoberidze). Theoretical analysis of psychological and pedagogical literature on the problem of the social and personal development of a child, analysis of PhD dissertations, defended at the Early Childhood Education Department of the A.I. Herzen State Pedagogical University of Russia from the second half of the 20th century to the present was applied as an objective analytical tool.

The main directions of social and personal development of preschoolers, the personal characteristics in the interaction of preschool children with peers have been described. The indicators and conditions for the development and upbringing of the independence of preschool children have been revealed.

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.

Background. The article highlights the problem of communication and socialization of older preschool children with severe speech impairments and with normal speech development, attending preparatory groups of combined kindergartens for school. In recent years, in kindergartens, groups of a combined orientation that are inclusive are increasingly functioning, which necessitates the search for effective ways of psychological and pedagogical work.

Objectives. The purpose of the work is to study the state of communication of preschoolers 6–7 years old with severe speech impairments in comparison with peers with normal speech development, in relation to indicators of their socialization in inclusive educational conditions.

Sample. In total, the study involved 60 children aged 6–7 years who attended preparatory groups of a combined orientation of Irkutsk kindergarten No. 153. Of these, 30 preschoolers had normal speech development and the same number with severe speech impairments.

Methods. The following methods were used in the study: “Studying communication and the nature of interpersonal relationships” (Aizman et al., 1994); the method of expert scale assessment of the development of social forms of behavior in older preschoolers by A.M. Shchetinina and L.V. Kirs (Shchetinina, 2000).

Results. It was found that children aged 6–7 years with speech disorders have significantly lower communication and socialization rates than their peers with normal speech ontogenesis. It was shown that studying the level of communication of preschool children can serve both as a reliable indicator of their preschool socialization and a basis for determining the conditions of psychological support for children with severe speech disorders in an inclusive environment.

Conclusions. Data were obtained on the communication of preschoolers studying in inclusive conditions. Firstly, the constant communication of 6–7-year-old children with normal speech development with peers with severe speech disorders in conditions of inclusion does not influence their communicative and social development. Secondly, despite the fact that severe speech disorders in children aged 6-7 years cause imperfection in the formation of communication skills and, in general, their socialization, an increase in the frequency of communication with peers has a positive effect on their social development for all preschoolers.