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Background. The discussion focuses on the interiorization fr om the perspective of the interaction between a child and culture. The relevance of addressing the problem of interiorization is determined by the need to overcome the simplified understanding of this process, both in educational practice and in developmental psychology. Assessing interiorization as a key concept in L.S. Vygotsky’s cultural-historical psychology as a dialectical process makes it possible to see the contradictions in the interaction between the child and culture.

Objective. The discursive component of the text concerns the drama of child development, in which culture poses risks to agency. The aim of the discussion is to identify the resources of the child-culture interaction that create conditions for the development of agency.

Results. The theoretical provisions of the cultural-historical concept regarding interiorization as a process underlying the interaction between a child and culture are considered. The limitations and risks caused by the simplification of the interiorization process as a transfer from the external (cultural) to the internal (mental) are revealed. The dialectics in the process of interiorization lies in the opposition of the positions of the object and the subject, which can potentially be formed in the interaction between the child and culture. The drama in this interaction arises in a situation wh ere culture is presented not as an imperative, but as an initiation, since in this case the child becomes a subject who exercises their freedom and choice.

Conclusions. During the discussion, interiorization is presented as a complex process of appropriating culture and generating meanings, in which the necessary condition for maintaining the child’s position as a subject is the expression of their will and the possibility of making a choice.

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.

Relevance (context) of the subject of the article. The socio-cultural environment plays an important role in shaping the personality of boys and girls. In communication and interaction with significant adults, moral values and attitudes are developed, and such properties of personality as initiative, activity, independence, responsibility, which form the basis of the child’s subjectivity, are formed.

The aim of the study. On the example of studying initiative in the younger preschool, senior preschool and younger school ages to reveal the specific features of its manifestation among boys and girls in the situation of interaction with parents and teachers.

Description of the research progress. Initiative was investigated by obtaining a scale assessment from parents of preschool and primary school age children, and educational specialists working with these children. The evaluation criteria were such indicators of initiative as emotional, communicative, creative, and cognitive. The experiment involved 165 parents of preschool and primary school-age children and 88 educational specialists.

Research results. Based on the results of processing the data of parental and pedagogical answers, groups according to the degree of initiative in the preschool, senior preschool and junior school ages were identified: “low initiative”, “medium initiative”, “high initiative” and the psychological characteristics of the behavior of children with different degrees of its expression were presented. A gradual decrease in the indicators of initiative from preschool to junior school age was revealed. Differences in displays of initiative by boys and girls of the senior preschool and younger school age under learning conditions were revealed. The results of the study allow the conclusion that boys in the classes at pre-school educational institutions and at school require emotional support of their own actions, assistance in implementing the initiatives in the area of their manifestation, directing the initiative to comprehension of the tasks set by the adult and achievement of results to a greater extent than the girls.

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.

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.

Background. The trends of developing child friendly urban environment result in designing of play areas in places which are not specifically made for children: train stations, cafes, shopping centers, etc. The design of such places requires research of children’s behavior, understanding and experience of using play equipment and materials. This article deals with children’s play spaces in trains and at railway stations in Moscow.

The purpose of the study is to highlight the principles of organizing play environment and equipment at train stations, airports, in trains.

Play spaces at the railway stations and toy`s sets for kids in trains were analyzed according to the basis criteria of the examination of play spaces and toys. Based on the data obtained, the principles of organizing space were proposed, taking into account the special conditions in traveling (a large number of people, rush, small space, children of different ages, etc.).

Research results. The study showed that play spaces at railway stations are unsuitable for children’s age needs: they are like copies of typical street playgrounds, include the same equipment, designed for kids aged just 2-5 years and mostly for movement and not for the role play. In trains play spaces are better adapted for cognitive and productive activities of children, while play and motor activity are ignored. Play sets are also designed for age 3-6 and require significant changing. This analysis allows us to identify 3 key principles of organizing children’s space in trips. Creating a children’s space, it is necessary to consider the duration of trips, the capacity and possibility of a place, age specific of play, speech and other activities of children. It is also important to focus on the features of age and remember that adults are the mandatory companions of the child in traveling. This study can serve as a basis for a more detailed and large-scale study of the issue of children’s spaces, as well as a general guideline for evaluating and designing such play spaces.

This paper presents the results of the national research dedicated to the comprehensive study of the developing environment in early childhood educational organizations of the Republic of Uzbekistan. It also reveals the main directions of its study in the context of the conceptual ideas of the Public Curriculum of the Republic of Uzbekistan, identifies factors that can improve the quality of design of developing environment in early childhood educational organizations.

The purpose of the study was to analyze key indicators for assessing the quality of the developing of environment in early childhood organizations in Uzbekistan in the context of modernization of the early childhood education system of the Republic of Uzbekistan.

The main method of research is a comparative analysis of existing approaches to the design of the developing of environment of early childhood organizations in Uzbekistan. The subject of the analysis is a phenomenon of the environment, assessing the understanding of its significance and content for the development of early childhood and preschool children, and identifying key factors that determine its quality.

The results of the study contain a systematic analysis of the quality of the developing of environment of early childhood organizations in Uzbekistan, identify trends in changes in the understanding of the environment as a condition and means of development of children before school, and identify key parameters of the quality of the environment, consistent with cultural and historical values, national and regional traditions, features due to nature, climate, and the specifics of industrial life of the area.

The research makes it possible to identify existing practices in the design of development of the environment in early childhood educational organizations, to propose an artistic and aesthetic approach to the design and filling of the early childhood organization’s space, and to understand the characteristics of the development of the environment in regard of the national preschool education system, as well as identify its innovative trends.

Introduction. The article presents the results of the theoretical retrospective analysis of the problem of developing a methodology for the humanitarian research of childhood in the scientific school of the Pedagogical Institute of Preschool Education (1918-1925) and the Department of Preschool Pedagogy of the Herzen State Pedagogical University. The purpose of the study is to analyze and summarize the scientific and theoretical approaches that formed the basis of modern methodology of humanitarian research of pre-school childhood.

The key ideas of the study was considering child as a subject focused on the adult world, and the socialization culture of the preschool child on the basis of the unity of the emotional-sensual world, cognition and activity.

Results. Article provides description and generalization of scientific and theoretical approaches, which formed the basis of preschool pedagogy as a branch of pedagogical science and methods of preschool education, developed by the Herzen State Pedagogical University. Approaches to the renewal of preschool education are presented taking into account modern knowledge about the phenomenon of childhood.

Conclusion. The concept of methodology of the humanitarian study of modern childhood makes it possible to study childhood and design interaction with the child, focused on its subject development.

Background. In the context of the implementation of the Federal Educational Program for Preschool Education, many kindergarten teachers face difficulties in organizing a developing environment, which leads to tension and disagreements within the team. Studying the teachers’ attitudes towards this issue will not only reveal the professional aspects of improving the quality of the educational environment, but also identify areas for working with teaching staff.

Objectives. Identification of the essence and contradictions in the attitude of preschool teachers towards the organization of a developing material and spatial environment.

Sample. The study involved 28 respondents aged 25 to 65, including teachers and specialists from preschool educational institutions in the Ivanovo region.

Methods. The study was based on discursive design and qualitative content analysis of pedagogical essays that expressed the author’s position on the main issues of creating a developing environment in a kindergarten. The analysis of the essays’ content was conducted based on four aspects of the organization of the subject space, including approaches to zoning, the composition and content of corners (activity centers), aesthetic design, and the possibility of children’s participation in changing the space.

Results. It has been revealed that determining approaches to zoning the group’s space presents a particular challenge for modern educators, as they must choose between a clear division of the environment into play areas or a “dispersed” arrangement of materials. Educators have expressed a desire to increase the diversity of the play areas, with a trend towards moving away from unpopular play centers and encouraging children’s initiative and creating conditions for their activities. A separate issue is the difference in approaches to understanding the aesthetics of a kindergarten between educators and supervisors, which can hinder the collaborative creative work of educators and children within the group’s physical space.

Conclusions. The essence of teachers’ attitude to the organization of the developing environment is expressed in the contradiction between the need to comply with formal requirements, which are expressed in the structuredness of the space and its external attractiveness, and the importance of providing conditions for the child’s initiative and activity. Improving professional training and working with pedagogical teams can be carried out by transforming professional values from a superficial understanding of the environment as a system of “correct” corners to the formation of a holistic image of the environment as a space for the developing interaction between the teacher and the child.

Background. Changing requirements to the level of professional competence of preschool teachers, related to the new priorities in the educational system, entail the necessity of qualitatively different provision of resources, the key role in which is played by the internal resources of the subject of activity.

Objectives. The aim is to identify peculiarities of interaction of cognitive and personal resources of teachers of the institutions with different level of quality of education.

Sample. 526 teaching teams (leader, senior teacher and two or three teachers) participated in the first stage, the second stage (study of cognitive and personal resources) was attended by 117 teachers.

Methods. The following methods were used in the study: the method of diagnosing the resourcefulness of professional thinking (I.V. Serafimovich, E.A. Medvedeva, N.V. Surina); the questionnaire of emotional intelligence EmIn by D.V. Lyusin (Lyusin, 2006); methods for studying subjective well-being (Osin, Leontiev, 2020, p. 136): the emotional aspect of well-being is the subjective happiness scale (Lyubomirsky, Lepper, 1999, adapted by E.N. Osin, D.A. Leontiev, short version (Osin, Leontiev, 2008), and the cognitive aspect is the life satisfaction scale (Diener et al., 1985; adapted and validated by D.A. Leontiev and E.N. Osin, (Osin, Leontiev, 2008).

Results. Positive interrelations of cognitive and personal resources have been established. Institutions with high quality are characterized with balanced uniformity, the institutions with medium quality are characterized with unbalanced focus. Differences in the personal resources’ components among teachers from various organizations were not identified, but there are some in the reflexive component of cognitive resources (teachers working in the organizations with high quality of education have higher level). It is shown that the organizations with medium quality have feeble circumstantiation and development of directions: correctional and developmental work with children with disabilities, ways to support children’s initiative and independence (age-appropriate), conditions for creating a developing subject-spatial environment (transformability, variability, multifunctionality); application of methods of modern planning of educational activities.

Conclusions. The use of research data is related to the possibilities of organizing continuous informal education of teachers of preschool educational organizations through the actualization of cognitive and personal resources, taking into account the deficiencies in the work of educational organizations in building immediate and distant development prospects.