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Background. Preserving the self-worth of preschool childhood, maximizing the use of age characteristics for the cognitive and personal development of a child is an extremely important task of modern psychology and pedagogy. Right now, when many parents are trying to teach their kids to read and count, starting at the age of three, or even earlier, when gadgets, the Internet and Artificial Intelligence become part of our lives, the task of finding methods and educational work that would ensure the cognitive development of preschoolers while maintaining forms specific to this age is becoming urgent.

Objective. Scientific understanding of the works of L.A. Venger, the study of the relationship of biographical events with research ideas, the identification of areas of creative potential in the current situation of the development of psychology and pedagogy.

Methods. A retrospective analysis of L.A. Venger’s biography and work in the aspects of his contribution to the development of theory and practice of preschool education.

Results. The study of L.A. Venger’s scientific heritage revealed the specifics of his understanding of the development of abilities in preschool childhood. Being a consistent advocate of cultural and historical theory and working within its framework, the scientist considered the cognitive development of preschoolers through the prism of the development of various types of general abilities. Thus, following his teacher A.V. Zaporozhets, Leonid Abramovich considered sensory abilities as perceptual actions that are acquired by a child in the process of mastering sensory standards. The development of cognitive abilities occurs through the mastery and use of visual-figurative models (diagrams, drawings, plans, etc.). The development of creative abilities occurs on the basis of mastering actions with images, while speech means are added at the older preschool age. The undoubted merit of L.A. Venger is that the mechanisms for the development of each type of ability were described in detail, not only the means were described, but the ontogenesis of the corresponding actions was revealed. Educational systems based on these mechanisms have gained recognition in the pedagogical community, and diagnostic systems in the psychological community. At the same time, the issue of developing preschoolers’ abilities at the present stage is important for further study, in the context of childhood, which often takes place with an excessive presence of gadgets, but is not saturated with games and specific productive activities of children.

Conclusions. The concept of developing abilities presented in L.A. Venger’s research contributes to solving such fundamental problems of psychology as the relationship between learning and development; preserving the self-worth of preschool childhood in conditions of adequate educational work; developing the child’s imagination and creativity. L.A. Venger’s ideas undoubtedly remain relevant, and his work is continued by his followers and students.

Background. In modern conditions, attention to the quality of education at all levels, especially in preschool institutions, is becoming increasingly important. The quality of preschool education directly affects the development of children, their social and emotional skills and readiness for learning. The assessment of the quality of educational services in kindergartens not only helps to identify weak areas and improve processes, but also provides transparency for parents and managers.

Objective. To collect and analyze information on the quality of preschool education, followed by substantiation of recommendations for making management decisions to improve the quality of preschool education.

Sample. The study was carried out on the basis of preschool educational organizations of the Khabarovsk Territory: 87 municipal kindergartens implementing preschool education programs attended by more than 31 thousand children. The study involved 2.284 teachers of preschool educational organizations and 36.908 parents (legal representatives) of pupils.

Methods. During the experimental work, the following methods were used: analysis of the Concept of Monitoring the Quality of Preschool Education in the Russian Federation; personnel questionnaires; parent survey; survey based on questionnaires created by N.L. Karabanova; diagnosing children using the tasks of the program “OT ROZHDENIYA DO SHKOLY” (“FROM BIRTH TO SCHOOL”) edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva for diagnosing educational areas for children aged 6-7; observation; a methodology for examining children compiled using child development charts for the program “OT ROZHDENIYA DO SHKOLY”, preparatory for school group (6-7 years) by N.E. Veraksa, A.N. Veraksa.

Results. Diagnosis of children in preschool educational institutions by educational areas allowed us to rank the results as follows: more than 60% of children have above-average social and communicative development, more than half of the children have above-average cognitive, physical and speech development, artistic and aesthetic development of the majority is at an average level. According to the survey results, 90.8% of parents believe that preschool education is available. 81.1% of parents are completely satisfied with them of the child (children) staying in kindergarten, 16.8% are rather satisfied than not. 78.2% believe that children in kindergarten can receive the necessary development and preparation for school (15.1% believe that they will receive it rather than not).

Conclusions. The results of the monitoring should serve as a basis for the development and implementation of management decisions aimed at optimizing the educational process and creating favorable conditions for the learning and development of pupils. This implies taking into account the individual characteristics and needs of each child, as well as adjusting educational programs and methods in accordance with their level of development. In this way, we will be able to improve the quality of preschool education, providing equal opportunities and conditions for realizing the potential of all children.

The relevance of the subject of the article. The approval and implementation of the Federal Educational Program of Preschool Education is currently a particularly relevant and significant problem for the preschool education system, since it is aimed at creating in Russia a unified educational space for the upbringing and education of children from birth to admission to a general education organization, providing equal, high-quality conditions for preschool education, regardless of the child's place of residence.

The purpose of the article. To characterize the formation and development of the idea of programming in Russian preschool education and education, to reveal the features of the Federal Educational Program of Preschool Education as a regulatory document defining the vector of development of the modern system of domestic preschool education.

Description of the research progress. The purpose of the study was to identify the formation and development of education and training programs in kindergartens, to describe the specifics of the Federal Educational Program of Preschool Education. The study analyzed the program documents defining the content of preschool education and training at different historical stages. Its structural components were characterized, the content of the target, content, organizational sections was disclosed, the extensions and clarifications introduced into the Federal Program for the first time were highlighted.

Research results. A generalized retrospective analysis of the experience of developing and implementing preschool education programs from 1918 to our days is presented, and the ways of transforming the idea of programming in preschool education are outlined. An analytical review of preschool education programs revealed a sequence of expanding the content of preschool education, the emergence of new sections in their structure, justified by a change in educational paradigms, the introduction of new approaches, achievements of science and practice. The Federal Educational Program defines the basic volume and content of preschool education that are uniform for the Russian Federation and are mastered by students in organizations that carry out educational activities according to educational programs of preschool education, allows them to realize the fundamental functions of preschool education. It was developed in accordance with the Federal Educational Standard of Preschool Education, takes into account the traditions and scientific and theoretical foundations of domestic preschool education, the experience of creating and implementing educational programs of preschool education.

Conclusion. The Federal Program is the successor to the best traditions of domestic preschool education, includes educational and methodological documentation that defines the goals, objectives, content of educational and pedagogical work with children of infant, early and preschool age in modern conditions. The Federal Program ensures the unity of the content of education in all organizations engaged in educational activities for preschool education, creates conditions for the formation of traditional Russian values in children, and preserves the possibility of developing the variability of preschool education.

Relevance (context) of the subject of the article. The role of the play in preschool age is a priority. At the same time, the predominance of the cognitive dominant in educational standards has an adverse effect on the full living of a child of preschool childhood. When discussing the problem of standardization of education, special attention is paid to the forecasts of D.B. Elkonin, that did not loose their importance today regarding the reform of education in general and preschool education in particular. It is noted that the idea of “high standards of education”, implemented through the introduction of programs for the early development of intellectual skills in children and their preparation for the use of high technologies in the future, simplifies the development of a preschooler.

Organization of the research. The purpose of the study was to determine the presence of ontogenetically successive types of play in the system of additional education of preschoolers. The research method was a content analysis of the content of advertising products for services offered by institutions of additional education for children of early and preschool age. More than 500 advertisements have been analyzed. The analysis showed that the list of proposals is dominated by areas focused on the knowledge component, many of which prevent the formation of age-related neoplasms.

Research results. The results of an analytical study of the services offered by institutions of additional education for young and preschool children indicate the dominance of the school preparation service, the implementation of which begins from 2–3 years of age. The ratio of “developing” services for children offered by extracurricular institutions is shown, in which there is completely no orientation to the leading type of activity of a preschooler – the play. It is indicated that the implementation of both basic and additional education for preschool children in modern conditions is carried out with the predominant use of school forms and teaching aids.

Conclusions. The analysis showed that the use of school forms, methods and techniques when teaching preschoolers in preschool and additional education institutions outside the reliance on the leading type of activity deprives children of a full-fledged childhood. Limited by the framework of educational and other standards, preschool childhood today is deprived of the means to construct the image of adulthood, the image of the social future and the prospects of one’s own individual formation.