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Introduction. The article is devoted to the problem of assessing the process and the result of understanding a child by a preschool teacher.

The purpose of the study is to develop and initial approbation an algorithm for self-analysis and expert assessment of the teacher’s understanding of a child as a practical tool for overcoming difficulties in interacting with the child and planning educational activities with him.

The methodological basis of the study was the system-activity and competence-based approaches to the consideration of the teacher’s activity for the knowledge of a preschooler, qualitative (ideographic) and subjective approaches to psycho-diagnostics.

As a result of the research, a step-by-step algorithm for analyzing the teacher’s understanding of the child has been developed. At the first stage, the teacher answers questions compiled in the form of a non-standardized self-report for reflecting the shape of a preschooler in educational activities. The sequence of questions is built in the following logic: identifying the child’s characteristics as perceived by the teacher, comparing them with each other, and then correlating them with the specifics of educational activity with the child, setting tasks for his further understanding in professional and pedagogical activity.

At the second stage, the expert evaluates the teacher’s answers, identifying difficulties in understanding the child and determining the directions for improving his professional training or methodological support. The teacher analyzes the answers in the aspects of, firstly, the manifestation of the social perception and the operational-technical component of gnostic competencies; secondly, their compliance with the criteria and indicators in the content of the information received about the child. At the third stage, the expert together with the teachers discuss and analyze their answers to clarify the shape of the child, make changes in the planning of educational activities and determine the directions for further development of gnostic competencies of teachers.

Conclusions. The three-stage algorithm of reflection and analysis of the child’s shape is developed.

This article describes a longitudinal study on the perception of the world by senior preschool children carried out in Moscow as an example of the modern approach to the analysis of psychological characteristics of early childhood. Studies over the course of recent decades have seen young children as active and full-fledged participants in the research process and were eager to listen and to hear the child’s voice. New methodological approaches were developed, such as phenomenological, narrative, “mosaic”, and others. New diagnostic techniques that use these approaches have been created. Conditions for effective research involving younger children were studied, and reliable and adequate information was obtained from them. The Moscow longitudinal study was launched in 1992, at the beginning of fundamental social and economic reforms in Russia. It was aimed to analyze the impact of changes in the country on the views of senior preschool children. The study involved six-year-olds attending preschools in Moscow. Using a structural approach, each child was interviewed about their views on their life, themselves, as well as the latest developments in Russia and in the world. Six surveys have been completed to date. Each survey was associated with significant social, economic, and political changes in Russia. The research was continued in 2016-2017. The qualitative analysis as its main research method, which allows researchers to see children’s life through their own eyes, assess new opportunities and risks for their development in the modern world was implemented. This is the only Russian study that covers more than two decades which not only reveals the characteristics of the attitudes of children in a particular social environment but also documents the changes in these characteristics.

This article describes the findings of research on children’s preferences for interaction in relation to a change in one facial measure - increasing the distance between the inner corners of the eyes (Orbital Hypertelorism Syndrome). This modification has perceptive (related to the processing of the face as a specific object of perception), socio-psychological (related to eye contact between people) and clinical (related to genetic diseases) meanings. The hypothesis for the expected reduction in positive perceptions of faces with symptoms of orbital hypertelorism was formulated on the basis of the documented negative attitude to children with facial abnormalities (cleft lip and palate). Preschoolers (n=140) were shown pictures of children and women with both increased and normal distance between their eyes. Preschoolers expressed their willingness to play with the children and to interact with an adult as an educator choosing one of the options: consent, refuse, or indefinite answer (experiment 1); consent or refuse (experiment 2). The results did not confirm the hypothesis. Rather, the indefinite answer was the primary choice for the perception of the pictures in all three groups: boys, girls, and adult women with the facial features (experiment 1). Comparison of positive and negative answers (experiment 2) showed an equal willingness to interact with people regardless of the symptoms of orbital hypertelorism. The obtained results are interpreted as a reaction to the novelty of an atypical face, which deviates from average measures. The findings are discussed in a broad social context, including short-term contacts with strangers and special needs children with atypical facial features.

Background. Social perceptions of the administrators of educational institutions about the psychological characteristics of the educational environment are a key factor influencing the effectiveness of the system of interaction in the team. The organizational and managerial component of the educational environment is of primary importance in the formation of a psychologically safe kindergarten educational environment that promotes the maintenance of the emotional well-being of all its subjects.

Objective. Theoretical and empirical substantiation of the development of a program of social and psychological support for kindergarten managers, as well as an assessment of its effectiveness.

Sample. The study involved 111 kindergarten managers from seven cities of Russia. 72 people participated in the formative experiment: directors, deputy directors and senior preschool teachers aged 35 to 70 years.

Methods. The study used survey and diagnostic (questionnaires, surveys) methods, observations, and a formative experiment. The content analysis of the associations of managers was carried out using the methodology of P. Verges (Vergès, 1992).

Results. The study shows that the administrator is a key link in ensuring psychological safety in an educational institution, which emphasizes the importance of identifying and adjusting social perceptions about creating safe learning conditions. These perceptions play a significant role in shaping the organizational and managerial component of the educational environment of a preschool educational institution. The study defines the structure of social perceptions of preschool educational institution directors before and after participating in the program of socio-psychological support. The content of these perceptions was also revealed and described, and then the changes that occurred as a result of the formative experiment were analyzed.

Conclusions. The program of social and psychological support, including five semantic blocks: diagnostic, informational, educational, formative, reflexive and analytical, is an effective tool for forming social perceptions of preschool educational institution heads about the principles of organizing a psychologically safe educational environment in a kindergarten.