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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.

Background. The value of the children’s game lies in its developing potential, which determines the need to support it by adults, especially parents. Research indicates that such support contributes to better developmental outcomes in children. Moreover, parents can retain a love for play throughout their lives. Adults inclined toward playfulness report higher life satisfaction and greater engagement in life. Parental playfulness fosters spontaneity and creativity in parent-child interactions. It can be hypothesized that positive childhood play experiences influence adults’ life satisfaction and their attitudes toward their children’s play.

Objective. Analysis of the relationship between life satisfaction and the attitude of their children to the game with memories of the game in childhood.

Sample. The study involved 282 participants (229 women, 53 men) aged 21 to 69.

Methods. The study employed the Satisfaction with Life Scale (SWLS) by Diener et al. (1985) in the Russian adaptation by D.A. Leontiev and E.N. Osin (Osin, Leontiev, 2008; 2020), along with an original questionnaire assessing memories of childhood play and attitudes toward children’s play.

Results. Overall life satisfaction scores showed no direct correlation with memories of childhood play. However, associations were found between specific SWLS subscales and play-related memories. Links were also identified between recollections of personal play experiences and attitudes toward children’s play.

Conclusions. Individuals with positive memories of supported play and playful interactions with adults in childhood reported higher life satisfaction and perceived themselves as more successful in key life domains. Positive childhood play experiences shape an understanding of play’s importance for children and influence parenting approaches. Adults with such experiences, as parents, are more likely to create conditions that foster similar play experiences for their own children.