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Background. Currently, key aspects of children’s mental development remain insufficiently studied in psychological science and educational practice, among which the problem of the relationship between speech and thinking stands out. Despite considerable attention to this area, an in-depth study of a number of classical works makes it possible to identify works that were previously underestimated and are now gaining special importance due to their important conclusions and prospects for further research. Such works include a monograph that presents a study of the relationship between words and images in solving various tasks for preschoolers, carried out by psychologists under the guidance of L.A. Venger.

Objective. Analysis of the results of an experimental study conducted by a research team led by L.A. Venger in the late 1990s and devoted to the study of the genesis and mechanisms of interaction between verbal and figurative components of thinking in preschool age.

Methods. Analysis of scientific literature, review and presentation of the initial data and results of the study of the relationship between words and images in the process of solving mental tasks by preschool children.

Results. The study showed that in preschool age, thinking is mediated primarily by images and visual models, and speech performs auxiliary, guiding and expressive functions, but is not the main means of solving cognitive problems. It was established that the word can become a mediating means only when solving logical problems that require conceptual analysis and planning, which is typical for senior preschool age. Figurative and verbal thinking develop in parallel and independently of each other, but with specially organized training, close relationships are formed between them.

Conclusions. The data of the presented study strongly suggests that speech performs mainly an auxiliary role when using visual models in solving mental tasks (generating an image, drawing on past experience, designating visual means of solving problems, etc.). The word can perform a mediating function by the older preschool age when solving tasks by children where it is necessary to establish hierarchical relationships between generalizations and generalized speech planning. The study of the problem of the relationship between image and word in solving cognitive tasks by preschool children not only provided answers to some important psychological questions on the complex topic of the relationship between speech and thinking, but also outlined further lines of study of this problem.

The relevance of research. The article presents the results of the development of the Draft Concept for the Development of Preschool Education until 2030. The characteristics of the theoretical foundations, the key problems of the current situation are given, on the basis of which the goals, objectives, principles and mechanisms for implementing the main provisions of the Concept are determined.

Organization of the study. The purpose of the study was to determine the theoretical and methodological foundations for the formation of a strategy for the development of preschool education in the Russian Federation and to develop the Concept for the Development of Preschool Education until 2030 as a document reflecting the policy in the field of preschool education in the Russian Federation. In the course of the study, the current state and problems of the domestic preschool education system were analyzed, the aim and key tasks were determined, on the basis of which, in turn, the mechanisms, stages and activities to achieve the stated prospects were specified.

Research results. As a result of the study, the proposed Draft Concept for the Development of Preschool Education until 2030 includes 4 areas of its implementation improving the regulatory and organizational and methodological support of the pre-school system; improving the availability and quality of pre-school education; development of material and technical support and infrastructure of pre-school education. Each of the designated areas includes a set of ongoing activities that already have an active status at the moment (implementation stage 2023-2025), as well as assuming a promising solution at the stage 2025-2030.

Conclusions. The Draft Concept defines priority areas and key growth points for the domestic preschool education system. The proposed Draft Concept for the development of preschool education is the basis for developing a regional agenda for the development of preschool education in the constituent entities of the Russian Federation, designing programs for the development of preschool educational organizations, professional educational organizations, organizations of additional professional education that train teachers for the preschool education system.

Relevance (context) of the article. The analysis of the sources shows the effect of the P. Ya. Galperin’s theory of step-by-step development of intellectual activity. Relevance of the study is evident both at the level of fundamental general psychological mechanisms of intellectual processes, and at the level of educational technology development. P. Ya. Galperin’s theory has found its usage in developing methods for correctional and educational work in teaching children with disabilities.

The purpose of this paper is to show relevance of P. Ya. Galperin’s theory implementation, when developing methods in correctional education to form intellectual activity in preschoolers with intellectual disabilities.

Description of the research. The thesis reveals gradual development of intellectual activity in preschoolers with intellectual disabilities. There is an author’s method of forming intellectual activity in preschool children with intellectual disabilities. This method is presented on the example of actions of assigning the subject to the standard of form and direct quantitative counting. It is used in preparing children for school. This study is implemented in the educational field Intellectual Development. It is possible to use this method in the future to ensure preschool education of children with intellectual disabilities.

Findings. The research studied formation of a perceptive ability to match a particular object’s properties with the set standards of form and the ability to make direct quantitative calculations when using the method based on P. Ya. Galperin’s theory. The study revealed that, though the tasks at each stage of learning were getting more and more complicated, the intellectual activity acquirement was progressing. This is shown through preschoolers with intellectual impairments being more independent from an adult’s help and being able to shift to a more ‘reduced’ action according to P. Ya. Galperin. The distinguished gradual development of intellectual activity (first shifting from conceiving the task to acquiring the intellectual action in the tangible and physical way, second shifting to handling the observed objects without motor actions involved, finally shifting to prospective planning of the action) has proven to be effective when assisting a child in forming various intellectual actions, such as objective figure modeling, objects size-ranking, comparison, qualitative division, etc.

Conclusion. The method of forming intellectual skills in preschoolers with intellectual disabilities, built on the principle of gradual development of intellectual activity can be widely used in correctional, developmental and educational work. This study is possible to go beyond the actual intellectual development and be used in other educational areas of preschool education of this group of children.