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Background. A successful transition from preschool to primary school education is determined not so much by cognitive readiness as by the child’s social and personal readiness: the ability to self-regulate, engage in constructive interaction within a group, and fulfill new social roles. At this stage, social skills become a key resource for school adaptation. However, the expectations of adults (family and school) may diverge, and the subjective assessment of a child’s skill development may not meet the level of required standards.

Objective. To conduct a comparative analysis of the importance ratings of social skills by parents and primary school teachers; to identify the skills perceived by parents as least developed; to establish which skills necessary for school are most often insufficiently developed in children at the start of their education.

Sample. The study involved 80 primary school teachers (assessing skill importance) and two groups of parents: 510 individuals assessed the importance of skills, and 1,269 individuals assessed the level of their child’s skill development.

Methods. A cross-sectional, multi-informant survey was conducted. Skill importance was rated on a 1–5 scale (5 – “very important”), and skill development was rated on a 1–5 scale (5 – “describes the child extremely accurately”). The analysis included descriptive statistics; group comparisons using Welch’s t-test and effect size estimates (Cohen’s d); Spearman’s correlation analysis (r); calculation of the difference (imbalance) between importance and development levels; identification of “critical zones” based on importance-performance analysis (IPA).

Results. Teachers, on average, rated social skills as more important (M=3.96) than parents did (M=3.87), with statistically significant differences found for 15 out of 18 skills. The greatest discrepancies in priorities were identified for emotional regulation and responsibility for personal belongings (higher among teachers), as well as for the ability to ask clarifying questions, express needs, and demonstrate learning motivation (higher among parents). According to parental assessments, the least developed skills in children are emotional regulation (M=3.03), persistence (M=3.36), and adaptability (M=3.40). The maximum gap between high importance and low development, noted by both groups, was recorded for the skill of emotional regulation. Common “critical zones” for both parents and teachers were the skills of peaceful conflict resolution and active listening.

Conclusions. The results emphasize the need to enhance practices in preschool age aimed at developing self-regulation, resilience to difficulties, and skills of constructive interaction. The discrepancies between school and family expectations require not merely informing parents but jointly designing the content of educational continuity. Preschool institutions can initiate dialogue with primary school teachers, including through joint diagnostic and preventive measures.

Introduction. The article presents the results of the analysis of the stages of the formation of the system of training teachers of preschool education at the Herzen State Pedagogical University. The purpose of the analysis is to reveal the historical stages and distinctive features of the St. Petersburg model of training teacher of preschool education from the period of existence of the Pedagogical Institute of Preschool Education to the modern stage of modernization of teacher education in Russia.

The result of the study was a description of the four stages of the formation of the St. Petersburg model for the preparation of the teacher of preschool education in the conditions of higher education, including: the stage of training in the conditions of functioning of the Pedagogical Institute of Preschool Education (1918-1925); stage of registration of preschool pedagogy and methods of preschool education as educational disciplines and content core of teacher training (1926-1992); stage of level and variable training of the teacher of preschool education (1992-2013); the stage of development of new practice-oriented models for the training of bachelors and masters in the profile of “pre-school education” (2014 – to the present-day).

Conclusion. The study allows to characterize the essential, distinctive features of the St. Petersburg model of training teacher for pre-school education, to identify promising areas of development, features of educational programs for the training of teachers of preschool education.

The article is devoted to the elaboration of a methodological guidance for environmental education of preschool children. It provides a theoretical analysis of issues in preschool institution guidance, in general, and environmental education, in particular. It explains the need for a new approach – “analytical and corrective interaction” (ACI) – in the methodological guidance of environmental education in a preschool center aiming at care-givers’ professional and personal self-development, enhancing their environmental culture and its formation of the latter in children. It discloses the essence, content and procedural algorithm of analytical and corrective interaction, the specificity and sequence of its implementation stages. The article discusses the results of testing the new approach to methodical guidance, specific features of ACI implementation in practice, the content of a methodologist’s activity, the nature of his management, which determines the efficiency of interaction, manifestations of teachers in the process of experimentation. It shows this unique methodology of environmental education as a relatively new trend in preschool pedagogy which forms the basis of a system of working with children and which should be communicated to kindergarten teachers in the process of analytical and corrective interaction. The results of the study make it possible to determine the effectiveness of ACI research and experimental testing. The article is addressed to environmentalists, methodologists of preschool educational institutions, students and teachers at teacher training institutions and researchers.

The Federal State Educational Standard of Preschool Education ratified by the Order of the Ministry of Education and Science of the Russian Federation dated 17.10.2013 No. 1155 came into force on 1st January, 2014. Order of the Federal Service for the Supervision of Education and Science (Rosobrnadzor) dated 07.02.2014 N 01-52-22/05-382 pointed out the unacceptability of requirements from preschool education organizations immediately making the statutory documents and programs in accordance with the Federal State Educational Standard of Preschool Education. The interim period has been set to 1st January, 2016. In the article the author reflects upon results of accomplished work at this period of time and determines, states and characterizes arising problems. The need of minimize emerging negative issues in time is also emphasized. The author offers different solutions of the situation.

Background. The current stage of preschool education development is characterized by the active implementation of artificial intelligence (AI) technologies. Despite the understanding of the indispensability of personal communication between teacher and child, AI tools can optimize the professional activities of educators, freeing them from routine tasks and providing data for personalized learning. However, there is a lack of empirical data on the practical application of AI assistants directly in the work of educators in kindergarten groups.

Objective. To test and evaluate the effectiveness of integrating AI assistants into the educational process of preschool educational institutions in Kazan to personalize learning and optimize the professional activities of teachers.

Sample. The study involved 180 children aged 5 to 7 years (60 preschoolers aged 5-6 and 120 children aged 6-7), 24 teachers (educators and kindergarten specialists), and 180 parents (legal guardians of the children participating in the experiment) from six municipal kindergartens in Kazan.

Methods. The study was conducted using an experimental design and included four stages (preparatory, training, main, and evaluation). A combination of diagnostic methods was used: assessment of teachers’ digital competence (surveys and interviews), analysis of the individualization of the educational process, pedagogical assessment of children’s development (speech, cognition, socialization, emotional-volitional sphere), and parental surveys. Statistical data processing was performed using the Student’s t-test, Mann-Whitney U-test, Pearson’s c² test, variance and correlation analysis, and Cohen’s d coefficient for effect size assessment.

Results. AI assistants were integrated into the educational process of kindergartens. A significant increase in the digital competence of teachers in the experimental group was observed, and a reduction in the time teachers spent on recordkeeping was found due to the use of a digital platform with AI analytics. Statistically significant differences in the cognitive and speech development of children in the experimental group compared to the control group were found. A strong positive correlation was found between the use of robotic assistants and the development of social skills, as well as between specialized AI platforms and personalized learning. Positive trends in parental attitudes toward the implementation of AI were also recorded.

Conclusions. The integration of AI assistants allows for the optimization of educators’ work and the personalization of educational trajectories without replacing the role of the teacher. Key conditions for successful implementation include data security, technological reliability, and the critical selection of tools (taking into account the risks of commercial support, as in the case of the Moxie robot). AI assistants should not be viewed as a replacement for the teacher, but as a tool that enhances their capabilities and allows them to see the child more deeply, without replacing human warmth and understanding.

Background. Against the backdrop of rapid socio‑cultural change, the development of social competence in preschool children has become a key task of education. Despite broad recognition of its importance, empirical data indicate a low level of social competence in many children, which predicts later difficulties with adaptation and learning. This creates the need to analyse existing barriers and practices among the primary agents of socialisation—parents and educators.

Objective. To identify and compare parents’ and preschool teachers’ assessments, practices and perceived barriers in developing preschoolers’ social competence, in order to outline directions for optimising their collaborative efforts.

Sample. The study involved 178 parents of preschool children and 57 teachers from preschool educational institutions in Yuzhno‑Sakhalinsk.

Methods. The study was conducted as a cross‑sectional, multi‑informant survey. A specially designed questionnaire was used; to monitor data validity, it included fictitious, non‑existent methods.

Results. Parents and teachers showed a high degree of agreement in identifying the most difficult components of social competence: “anticipating the consequences of one’s actions”, “taking account of other people’s feelings” and “admitting rule‑breaking and correcting one’s behaviour”. This convergence reflects the objective difficulty of fostering metacognitive and reflective functions. At the same time, there were marked differences in the practical toolbox. Teachers actively employ structured techniques (role play with explicit rules – 72.6%, peer mediation and social stories – 47.4% each), whereas parents more often use emotion coaching (17.2% versus 5.3% among teachers), which can be explained by differences in interaction contexts. A key finding was the documented gap between declared knowledge and actual behaviour: 25.9% of parents and 18.1% of teachers reported using non‑existent methods, and 46.6% of parents and 26.3% of teachers chose ineffective strategies at least once in scenario‑based tasks. This points to insufficient operational competence and susceptibility to “pseudo‑scientific” rhetoric.

Conclusions. There is an objective consensus between parents and teachers regarding the core difficulties in developing preschoolers’ social competence. However, coordination of efforts between family and preschool institutions is hampered by differences in methodological resources and by the gap between declarative knowledge and everyday practice. To increase the effectiveness of work in this area, targeted measures are needed to provide methodological support for parents and to adapt evidence‑based practices (such as emotion coaching) to the realities of preschool groups.

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.

The purpose of the article is to show the results of a study on the diagnosis and development of historical memory among future teachers of preschool organizations studying in Russian regions with state national-Russian bilingualism. The empirical basis of the study was the pedagogical departments of the universities of Tatarstan, Chuvashia, and Mari El. In the course of diagnosing the level of development of historical memory among future teachers, it was found that more than half of them do not have historical memory, a third of students admit that they are not ready to form historical memory in their future students in educational institutions, many have a poor understanding of events that have historical significance for the country are lost in the concepts of a large and small Motherland characteristic of a bilingual environment.

The problem is that universities practically do not conduct diagnostic monitoring of the development of historical memory; many teachers ignore these issues when students master worldview and communication modules; there is no effective strategy for the formation of historical memory as a basic basis for the education of patriotism and citizenship in classes in the disciplines of the general cultural block. In total, 1886 students and 12 university teachers took part in experiments (diagnostic and formative) over 5 years (2019–2023).

The research methods used were questionnaires, testing, pedagogical observation, pedagogical experiment, generalization of research results at interregional scientific and practical conferences, and mathematical data processing.

The main results of the study were problem areas in the formation (unformation) of students’ historical memory in the conditions of state national-Russian bilingualism, a pedagogical strategy for the development of historical memory in the process of mastering the disciplines of the general cultural block, and methodological recommendations for the formation of historical memory in bilingual regions.

Conclusions. In universities with state national-Russian bilingualism, it is necessary to carry out diagnostic monitoring of the development of students’ historical memory, identify problem areas of this development, and design pedagogical strategies for patriotic education based on the data obtained. Promising areas of pedagogical research can be models, technologies, means of forming historical memory when mastering disciplines of both general cultural and professional blocks, as well as the formation of historical memory in the conditions of scientific research or teaching practice.