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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.

This article is devoted to assistance to parents in the moral upbringing of children of sociopaths, i.e. those who violate socially accepted norms of behavior. Many parents are afraid that their children will not be able to become socialized. The publication discusses ways of interacting with such children. A certain model of conscience is used, which includes a number of components.

These include: moral understanding, motivation management, inner voice, empathy and compassion. The process of forming these four components of a healthy conscience is described. The need for subtle and delicate interaction based on the ability to see the hidden motives of children’s behavior, which allows us to count on a positive forecast of their moral development, is shown.