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The reason of the research problem. The authors present the basics of designing educational programs in preschool educational organizations, taking into account the actualization of the content and orientation of educational activities in accordance with the Federal Educational Program of Preschool Education, including the Federal Working Program of Education. The article substantiates the need to update the preschool education programs in order to rethink traditional values by teachers as key guidelines for educational work.

Tasks and methods of research. Special attention is paid to the scientific substantiation of the place and role of education in modern education, the design of program documents based on the value orientations of educational activities. On the basis of a comparative analysis, the terms are disclosed and the foundations of education are described – "way of life", "educational environment", "communities". Based on the analysis of the documents of the preschool educational institution and the products of educational activities, examples of the description of the way of preschool educational organization are given. Options for modeling and designing educational activities in the context of social and pedagogical partnership between an educational organization and a family are presented.

Data and results of the study. The article reveals the purpose, meaning and general philosophy of the educational organization, its mission, principles of life and upbringing in kindergarten, the image of the kindergarten, its features, symbols, image. Practical examples are presented of describing the way of life and communities through the presentation of program data that reveal the relationship between children and educating adults (parents, teachers, etc.), which is reflected in the rules, traditions and rituals, norms of etiquette in preschool. Emphasis is placed on the presentation of the developing subject-spatial environment, reflecting the image and values of the ECСE. Working data is presented on the description of the socio-cultural context that determines the essence and specifics of the educational environment. A novel of scientific and methodological support for the implementation of the Federal Working Program of Education - a practical guide to " To the Educator about education " is given.

Conclusion. The presented model of the organization of educational activity in a modern kindergarten reveals interrelated components: values as the purpose and essence of education; stages of educational work, meaningful formats of interaction of participants in educational relations. The practical guide "To the Educator about education" proposed by the authors focuses on the implementation of a pedagogical model that will help the leaders and educators of preschool educational institutions competently organize educational work aimed at introducing children to the values of Russian society in accordance with the Federal Educational Standard of Preschool Education.

Introduction. This paper describes results of an integrated multivariate research project, provisionally called “Artifacts of Childhood”, that studied sociological and pedagogical tendencies connected with correlation between the values of the modern adult’s and child’s worlds. The purpose of this study was to look into the specifics of the modern attitude to the childhood, the child’s values-based attitude towards the adult’s world, and to develop an understanding of the value determinants of the child’s social and personal development.

Methods. Research methods were based on Adlerian conceptual model of a deliberate and purposeful changing of parenting styles (A. Adler); the concept of a cultural-historical development (L. S. Vygotsky, A. N. Leontiev) of the child’s personality in the course of mastering the knowledge of previous generations with guidance from an adult (N. F. Radionova); understanding of the child as the subject of child’s activities (T. I. Babayeva, A. G. Gogoberidze and others).

Results. Authors defined essential and structural characteristics of the value‑based attitude of children towards the adult’s world, and established pedagogical determinants that ensure the development of the values-based attitude to the childhood period. Authors received actual data on the interaction between the preschool and the family in the course of shaping the value orientation of adults and modern preschoolers.

The article is devoted to study of value-goal orientations of senior preschool aged children’s parents and their connection with the implemented style of social-role interaction between a parent and a child. Particular attention is paid to the analysis of the following issues: determination of significance of various life values for parents; identification of priorities in parental responsibilities; characterization of parents’ goals in the development of the child’s personal qualities; identification of connection between the parents’ value-goal orientations and the style of social-role interaction with the child (“normative-controlling” and “democratic”); consideration of life values, goals and responsibilities of upbringing with styles of interaction with the child, depending on the social-role position of the parent (paternal and maternal). Following article is based on the materials of a sociological survey of 486 parents of senior preschool aged children attending kindergartens in Moscow. The questionnaire used in the research was developed by the group of the Center for the Sociology of Education of the Russian Academy of Education; the respondents were given a wide range of questions related to their life values, perception of their future, the characteristics of parent-child relationship, etc. The conducted study revealed characteristics of the parents’ value-goal orientations depending on the demographic (sex, age) and socio-stratification (income level, level of education, two or one-parent family) factors. The dynamics of changes in value-goal orientations of parents over the past 20 years has been shown on the basis of comparison of the following research results with the results of monitoring studies held in 1997 and 2007. The obtained data made it possible to reveal the peculiarities of the value-goal orientations of fathers, married and unmarried mothers, depending on the styles of social-role interaction with the child: “normative-controlling” and “democratic”.

Background. In the context of a shortage of teaching staff in preschool education, the importance of studying the specifics of a teacher’s professional identity is increasing as a condition for developing management mechanisms to increase the prestige of the profession and the quality of teacher training.

Objectives. In the course of the research, the specifics of the professional identity of a preschool teacher are revealed as his personal attitude to the moment of reality associated with a sense of professional success.

Sample. The study involved 119 respondents aged 25 to 65 years, teachers and specialists of preschool educational organizations in the Ivanovo region.

Methods. The research is based on a discursive design using high-quality content analysis of pedagogical essays on the topic “Pedagogical insight or the moment when I felt that I was a good teacher.” The analysis of the essay content was carried out on the basis of a three-component structure of professional identity, including cognitive, emotional and behavioral components.

Results. It is revealed that teachers identify their profession and its importance with conducting classes and direct interaction with preschoolers. A tendency has been revealed to shift the focus of the cognitive component from the realization of professional activity to choosing a profession, solving personal problems and self-improvement. The behavioral component manifested itself in the teachers’ increased concern for the mood of children, the desire to entertain and please them, which determines the choice of methods and means of work. The emotional component is a contradiction between the pleasure of communicating with children when working in preschool education and doubts about the importance of the chosen profession and the correctness of their actions.

Conclusions. The value of a child’s vivid emotions is a factor that regulates the teacher’s choice of methods and means of work in favor of entertainment formats and orientation towards the external expression of positive emotions by children as a result of interaction with the teacher. The improvement of professional training and work with teaching staff can be carried out through the training of monitoring the development of children and pedagogical reflection. Further research requires identifying the nature of the influence of the ratio of the levels of development of the components of professional identity on the style and quality of the teacher’s work.

Background. Despite the amount of research on emotion understanding, the relationship between value orientations of domains and the development of emotion understanding abilities in preschoolers remains unexplored. Understanding these connections is important for developing effective programs to support emotional development and create conditions for the harmonious formation of values in younger preschoolers.

Objectives. A study of the correlation of value orientations and the level of emotion comprehension in children of primary preschool age.

Sample. The sample consisted of 321 children aged 40 to 67 months (M = 54.61; SD = 4.42) who attended secondary kindergarten groups in the following Russian cities: Moscow (24.3% of the sample), Sochi (4.4% of the sample), Tatarstan (47% of the sample), Barnaul (24.3% of the sample). The sample included 46.7% of boys.

Methods. To study the child’s value orientations, the “Three Wishes” technique (Prizhozhan, Tolstykh, 2005; Veraksa, 2012) was used. The “Test of Emotion Comprehension” method (Pons, Harris, 2000; Veraksa et al., 2021) was used to assess the ability to understand emotions in preschoolers.

Results. It was found that egocentricity of desires in young preschool children is one of the key features of their mental development. Value orientations of preschool children are largely associated with material goods. Children’s inability to invent desires and social desirability are associated with a low level of understanding of emotions. Communicative values positively correlate with children’s understanding of mental causes of emotions, while status values are associated with understanding of external causes of emotions and the general level of understanding of emotions.

Conclusions. The results of the study show a relationship between the ability to understand emotions and value orientations in young preschoolers: in children with a more developed understanding of emotions, material, communicative and status values predominate, while children with a less developed understanding of emotions demonstrate social desirability in their desires or are unable to formulate them at all.

Background. The implementation of the task of introducing children to the traditional moral values of the Russian people, socio-cultural norms and cultural traditions of their families is highlighted among the priorities in the new Federal Educational Program for Preschool Education. Therefore, the development of methods for studying the cultural traditions of the modern family is an important practical aid to specialists in enriching partnerships with parents.

Objective. To study family traditions in the families of pupils and to analyze current aspects of interaction between preschool educational institutions and families in matters of increasing the spiritual and moral potential of young families.

Sampling. The study involved 47 teachers and 230 parents of children of early and preschool age from preschool groups of educational institutions in Moscow.

Methods. The research was carried out on the basis of a questionnaire developed by the authorsto study the traditions of upbringing in the modern family, as well as in the educational practice of preschool teachers and their interaction with parents.

Results. A qualitative and quantitative description of the data obtained using questionnaires separately for teachers and parents is presented, as well as summary tables for processing quantitative and qualitative data. The most significant results of the sociological survey related to the views and attitudes of the generation of young parents and current teachers to various aspects of the multifaceted problem of preserving and using family traditions in the spiritual and moral education of preschoolers are analyzed and summarized. The methodology of sociological survey on the study of family traditions in the practice of parental education and educational practice of teachers in communication with children and cooperation with parents was developed. A comparative analysis of the results of the survey of teachers and parents was made on a number of issues. The most relevant areas of cooperation with families to popularize family traditions are highlighted.

Conclusions. The approbation of the methodology for studying family traditions makes it possible to further extend its use beyond the Moscow region. It is important for educators to actively involve young families in the revival of traditions, keep calendars of family events and chronicles in order to form closer ties between generations and promote positive socialization of children.