2025, 6

Main aspects of parents’ choice of digital games for the development of older preschoolers

2025, 6 p. 8-18

Background. The use of digital games in the family microenvironment can be associated with both the discovery of new educational resources and the emergence of risks in children’s development during the preschool stage. Therefore, the issue of parents choosing educational digital games for preschoolers is important and relevant, but remains understudied.

Objectives. The study aimed to identify and analyze the main aspects of parents’ choice of digital games for the development of older preschool-age children.

Sample. The study involved 153 parents (M_age = 38.32, SD = 4.73; 132 mothers, 21 fathers; 91.5% with higher education) of older preschool children (M_age = 6.28, SD = 0.75; 67 boys, 86 girls) living in Moscow.

Methods. Parents were surveyed using a specially designed questionnaire, which included questions about their preferences for digital games for their children’s development. Qualitative and quantitative analysis methods were used to process the data (Jamovi 1.6.23 statistical package).

Results. Parents’ choice of educational digital games is characterized by a variability in the information and opinions they consider. Most parents cited one to three significant factors for their choice. An analysis of the specifics of their choices revealed three groups of parents. In Group I, parents’ experience and knowledge were the determining factors in their choice. In Group II, parents considered expert recommendations, their child’s opinion, their child’s age, and the advice of friends and acquaintances. Parents in Group III always considered their child’s age when making their choice, often relying on their experience and knowledge.

Conclusions. The results of the study confirm the importance and need to study the phenomenon of digital parenthood and develop recommendations for parents on the choice and use of digital games for the development of older preschoolers.

Keywords: digitalization parents preschoolers digital games development aspects of choice senior preschool age

DOI: 10.24412/2782-4519-2025-19-6-8-18

On the problem of individualizing early artistic development

2025, 6 p. 19-29

Melik-Pashayev A.A. , Novlyanskaya Z.N.

Background. The problem of developing a child’s individuality, as opposed to simply considering individual and typological characteristics, remains under-researched in pedagogy and psychology. The task of helping a child develop a unique personality that does not have a ready-made cultural model is particularly difficult, which requires a fundamentally different approach fr om an adult.

Objective. To investigate the specifics of the manifestation and development of individuality in the early artistic and pre-artistic activities of a child, and to determine the role of adults in supporting this process.

Methods. The article uses a theoretical analysis of key concepts (“individuality”, “self-development zone”), as well as an analysis of specific cases – real-life examples of children’s creativity and interaction with adults

Sample. The study is based on observations of children’s early artistic and pre-artistic activity in natural situations.

Results. The authors show that individuality is not a derivative of individual and typological features, but an original integrity that possesses the “inner energy of the soul.” Child development includes two tasks: mastering universal human culture and discovering one’s own unique potential. In the latter case, the adult does not act as a mentor in the zone of proximal development, but as a companion in the “zone of self-development”, wh ere goals are not culturally determined and require intuitive understanding. Examples are provided demonstrating how seemingly inconspicuous manifestations of children’s activity can be the first sprouts of creative individuality.

Conclusions. Contemporary research and practice in the field of children’s writing demonstrate the effectiveness of an individualized approach, when the teacher supports the realization of each child’s idea. This approach allows preschoolers to simultaneously master cultural norms and discover their creative potential through the creation of unique works.

Keywords: individuality individualization of development pre-artistic creativity development self-development impressing

DOI: 10.24412/2782-4519-2025-19-6-19-29

Peculiarities of the life position of parents of preschool children: a comparison of the opinions of those “married” and “divorced”

2025, 6 p. 30-41

Kalashnikova Е.А. , Sobkin V.S.

Background. Contemporary Russian society is experiencing significant changes in family structure: divorce rates are rising, the proportion of single-parent families is increasing, and perceptions of marriage and parenthood are transforming. Under these conditions, parents’ attitudes — their values, outlook on the future, and perception of threats — directly influence the development of preschool children and the stability of the family as a social institution. Research into these characteristics, particularly among divorced mothers, is essential for developing family support measures and improving the quality of preschool education.

Objectives. To identify the features of the influence of socio-demographic and socio-stratification factors on various components of the “life position” of parents of preschool children.

Sample. A total of 42 865 parents of preschool children aged 2 to 7 participated in an anonymous questionnaire survey using a specially developed author’s questionnaire. For the purpose of the main hypothesis, subsamples of fathers (1 313 respondents), married mothers (34 199), and officially divorced mothers (2 535) were specifically identified.

Methods. Survey data were processed using the SPSS 21 and StatSoft Statistica 7.0 statistical software packages. All differences in respondents’ responses discussed in the article are statistically significant at a p≤0.05 level. To study the interrelations of the components of «life position», the method of factor analysis was used (the method of extracting Principal Components with Varimaks axes rotation with Kaiser normalization).

Results. Four substantive factors were identified that determine the characteristics of the «life position» of parents of preschool-aged children: F1 «doubt in professional success — parenting (focus on the child)»; F2 «personal success — marriage»; F3 «focus on physical well-being — life pessimism» and F4 «Value of social life». The results showed that the life position of a divorced mother is significantly distorted: compared to the traditional maternal position, both parental and marital orientations are altered.

Conclusions. The data obtained show fundamentally different attitudes of fathers and mothers towards the importance of implementing the parental function in raising a preschool child. The breakdown of a family («divorce») in the presence of a preschool-age child causes the mother to develop a negative attitude towards marriage as a traditional value.

Keywords: parents of preschoolers parenthood marriage life position life values social threats emotional assessment of prospects gender and age characteristics social stratification factors

DOI: 10.24412/2782-4519-2025-19-6-30-41

Comparative analysis of parents’ and preschool teachers’ assessments and practices in fostering preschoolers’ social competence

2025, 6 p. 42-53

Zemlyanskaya E.N. , Emelyanova E.L.

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.

Keywords: social competence socialisation preschool age joint activities of parents and teachers developmental methods educational practices emotion coaching

DOI: 10.24412/2782-4519-2025-19-6-42-53

Features of adaptation of preschoolers who survived the consequences of hostilities

2025, 6 p. 54-66

Fayzullina K.A. , Ulyanina О.А. , Yurchuk O.L. , Nikiforova E.A.

Background. The study of the adaptation of preschool children who have experienced the consequences of hostilities, taking into account the psychotraumatic impact of an extreme situation, is due to the increased vulnerability of the psyche and the lack of development of constructive coping and adaptation mechanisms in children of this age.

Objectives. To analyze theoretical and empirical studies/approaches devoted to assessing the impact of traumatic events on the psychoemotional development of preschool children.

Sample. The theoretical analysis involved analyzing 55 sources, including 38 domestic and 17 foreign, published between 1977 and 2025. The chronological coverage is as follows: contemporary research (2021–2025) — 38%, research from the last 10 years (2016–2025) — 55%. The selection of sources was based on the scientific significance of the publications, their methodological validity, and the relevance of the problem being studied for this study.

Methods. A retrospective and contextual analysis of foreign and domestic studies devoted to the problem of adaptation of preschoolers who survived the consequences of hostilities.

Results. The article presents a study of the impact of traumatic events associated with the consequences of military operations, leading to adaptation disorders in preschool children. The consequences of the effects of hostilities on preschool children have been identified, which include acute stress, fear, attachment to a significant adult, regressive phenomena, and psychosomatic disorders. The specifics of adaptation processes under conditions of extreme influences on the preschool child’s psyche are characterized by the need for a deep transformation of previously formed behavioral patterns. This transformation becomes possible only within the framework of psychological and pedagogical support, taking into account the individual psychophysiological characteristics of children, their current state of mental health, and the specifics of traumatic experience.

Conclusions. The study revealed the significant impact of the effects of military conflict on the psyche of preschoolers, leading to adaptation disorders and the development of traumatic experiences. Effective adaptation of these children requires comprehensive psychological and pedagogical support, including remedial work with both the preschoolers themselves and significant adults. The effectiveness of support is enhanced by the systematic use of forms and methods, the effectiveness of which has been confirmed by experimental studies in working with children who have experienced the effects of military conflict.

Keywords: preschoolers adaptation maladaptation psychological and pedagogical support traumatic situation consequences of hostilities

DOI: 10.24412/2782-4519-2025-19-6-54-66

Organization of methodological support for the implementation of the regional component in the system of additional professional education of preschool teachers in the Amur Region

2025, 6 p. 67-80

Shevchenko V.S.

Background. In the context of social and economic transformations, the need for high-quality preschool education adapted to regional specifics is growing. The Amur Region, which has unique natural and ethnocultural resources, requires teachers to possess the competencies to effectively implement the regional component. However, the insufficient development of methodological support in the continuing professional education (CPE) system creates barriers to its high-quality implementation. The relevance of the study is determined by the need to create and test effective methodological tools for integrating regional content into teacher training.

Objective. To substantiate the need to introduce methodological recommendations for the implementation of the regional component as an effective way of methodological support for kindergarten teachers in the CPE system.

Sample. The study involved 7 regional internship sites (the “We Teach and We Are Taught” network) and 176 preschool organizations in the Amur region.

Methods. The study was based on an analysis of educational programs; observation of internships with recording of practical interactions between participants; and study of protocols of pedagogical councils. As well as monitoring the quality assessment of the “Implementation of the Regional Component of Preschool Education” area in preschool educational institutions in the Amur Region in 2025.

Results. The effectiveness of methodological recommendations for the implementation of the regional component was confirmed: internship sites not only integrated local history material, but also became competence centers that spread experience through networking.

Conclusions. The developed methodological recommendations for implementing the regional component in preschool education in the Amur Region provide a systematic, practice-oriented, and theoretically sound approach to enhancing teachers’ professional competencies and the quality of the educational process. As a result of their application, a transition has been achieved from a fragmented inclusion of regional content to a holistic, sustainable practice, demonstrating the high effectiveness and potential for scaling up this experience.

Keywords: regional component additional vocational education preschool education professional competencies methodological support internship sites networking

DOI: 10.24412/2782-4519-2025-19-6-67-80

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