2026, 1

Parents’ opinion about the play preferences of their children in age 2–7

p. 4-20

Sokolova M.S. , Ryabkova I.A. , Lvova N.V.

Background. The family environment plays a decisive role in shaping a child’s cultural orientations, including play activity. However, parents’ perceptions of play may not align with its subjective meaning for the child. In this context, it is essential to understand how adults notice, interpret, and evaluate their children’s play, as they are the ones who create the conditions for the development of this activity.

Objective. To identify the characteristics of parental perceptions of play preferences among toddlers and preschoolers, depending on the family’s sociocultural status (parents’ education level and family structure) and the child’s gender and age.

Sample. The study involved 42.530 parents (aged 18–56) of children aged 2 to 7 years from various regions of the Russian Federation, including 41.234 women and 1,296 men.

Methods. A parental questionnaire survey was conducted as part of the study. A questionnaire designed to study parents’ perceptions of children’s gaming preferences was used to collect data. It was developed under the supervision of V.S. Sobkin at the Center for Sociology of Education of the Russian Academy of Education in 1997 and modified in 2025. Respondents were asked to sel ect up to five types of play their child preferred fr om a list of twelve categories. Additional sociodemographic data about the family were also collected. Data analysis employed methods of mathematical statistics, including frequency analysis, Pearson’s chi-square (c²) test, and exploratory factor analysis (principal component method with Varimax rotation), using SPSS Statistics 27.

Results. The findings revealed differences in how parents perceive the play preferences of preschool-aged boys and girls, depending on family structure and parental education level. Two bipolar factors emerged in parental perception of children’s play types: “Creative Self-Expression vs. Spatial Exploration” and “Independent Rule-Following vs. Adult Supervision,” along with one unipolar factor: “Child’s Investigative Stance.”

Conclusions. The data highlight specific patterns in how parents perceive their children’s play. These perceptions are shaped by parental gender stereotypes: creative and emotionally expressive forms of activity are more frequently attributed to girls, while physically active and constructive types of play are associated with boys. This polarization appears as early as toddlerhood and persists throughout the preschool years. Moreover, parents’ ability to recognize manifestations of initiative, imagination, and investigative interest in their child’s play is linked to their level of education.

Keywords: perception of play parents early age preschool age play parents’ educational level family status parent-child relationships

DOI: 10.24412/2782-4519-2026-20-1-4-20

Social and personal readiness for school as assessed by parents and teachers: identifying critical areas

p. 21-33

Marushenko Yu. M. , Emelyanova E.L.

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.

Keywords: social readiness for school personal readiness for school emotional regulation self-regulation social-emotional skills school adaptation continuity of preschool and primary education parents’ opinions teachers’ opinions

DOI: 10.24412/2782-4519-2026-20-1-21-33

Training of preschool education teachers: Challenges, risks and vectors of transformation

2026, 1 p. 34-47

Shukshina S.E. , Borisova M.M.

Background. The current stage of social development, characterized by digitalization, cultural diversity, and a changing philosophy of childhood, places new demands on preschool teacher education. A growing contradiction is evident between the upd ated goals and objectives of preschool education and the real state of teacher preparation in higher and vocational institutions, which demonstrates inertia and insufficient readiness to adapt to rapidly changing conditions, as well as the quality of teacher training. This leads to a systemic crisis in both human resources and educational content.

Objectives. The purpose of the study is to conduct a multidimensional analysis of the current challenges facing preschool teacher education, to identify systemic and latent risks, and to substantiate conceptual and practice-oriented directions for its modernization in light of contemporary transformations.

Methods. The research employs a se t of complementary methods: theoretical analysis of psychological, pedagogical, and methodological literature; analysis of regulatory and legal documents; and systemic and comparative analysis of existing models and practices of teacher preparation. This approach made it possible to examine the problem in a multifaceted and interdisciplinary context.

Results. Three key clusters of challenges were identified and systematized: digital (the need for a fundamental shift in pedagogical thinking under conditions of digitalization and AI integration; widening intergenerational gaps), socio-communicative (family partnership, work in multicultural and inclusive environments), and professional (contradictions of the new paradigm, lack of practice-oriented preparation, and low professional prestige). A model of key preschool teacher competencies was proposed, encompassing both professional and metaprofessional levels. Vectors of transformation of the teacher education system were outlined. The proposed measures are comprehensive and aimed at the simultaneous transformation of content, technologies, and organizational-economic foundations.

Conclusions. Overcoming the identified challenges requires a radical revision of the preschool teacher education paradigm, including a rethinking of the professional ideal of the educator. The teacher of the future is envisioned as a “meta-specialist” — a reflective practitioner, mediator, and architect of educational environments, capable of acting effectively under conditions of uncertainty and rapid change.

Keywords: preschool teacher professional and supra-professional competencies systemic crisis professional risks transformation of pedagogical education teacher training process

DOI: 10.24412/2782-4519-2026-20-1-34-47

Fundamentals of the concept of prevention of risks of disintegration and conflicts in the peer community in preschool education

2026, 1 p. 48-59

Mayer A.A.

Background. Contemporary psychological and pedagogical research examines peer interaction development from socio-psychological and socio-pedagogical perspectives. In early childhood education, fostering humane feelings and relationships can serve as a significant mechanism for preventing risks of disintegration and conflict within peer groups.

Objective. To develop a conceptual framework for the prevention of disintegration and conflict in peer communities, grounded in theoretical justification and empirical identification of factors influencing the socio-psychological climate in preschool groups.

Sample. The study involved 1,567 early childhood educators from 38 regions of the Russian Federation and 7,377 parents from 49 regions. Systematic observations were conducted in 50 preschool institutions across 21 regions. A total of 239 observation protocols from groups of children aged 2 to 7 years were processed and analyzed.

Methods. The research employed: theoretical analysis and operationalization of key concepts; surveys of educators and parents using specially designed questionnaires; systematic observation of child interactions in preschool settings; and both qualitative and quantitative analysis of the collected data.

Results. The study systematized the primary factors affecting peer relationship formation and substantiated the axiological (value-based) component of a conceptual framework for preventing disintegration and conflict risks within peer communities through the cultivation of friendliness and collectivism in early childhood education.

Conclusions. A comprehensive conceptual framework was developed to mitigate risks of disintegration and conflict among young children. This framework outlines specific approaches, principles, and directions for educational practice aimed at nurturing humane feelings and relationships that promote friendliness, compassion, humanism, collectivism, and mutual support in preschool peer interactions.

Keywords: conceptual framework prevention risk of disintegration conflict peer community early childhood education friendliness collectivism

DOI: 10.24412/2782-4519-2026-20-1-48-59

The level of preschool children’s aspirations in motor and play activities as an indicator of personal health potential

2026, 1 p. 60-69

Voloshina L.N. , Savelyeva T.V. , Galimskaya O.G. , Panasenko K.E.

Background. The level of preschool children’s aspirations in motor and play activities is considered as one of the indicators of the personal potential of health, reflecting the child’s desire and activity in achieving goals, his readiness for productive activities, and the choice of adequate means of health creation. This is very important in fulfilling the order of the state and society to educate the younger generation, who are ready to take responsibility for their choices, their health and the health of others, and who are able to exercise a healthy lifestyle.

Objectives. Identification of the level of preschool children’s aspirations in motor and play activities as one of the indicators for assessing personal health potential.

Sample. The experimental study involved 97 children (46 boys, 51 girls) aged 6-7 years attending preschool educational institutions in Belgorod and the Belgorod region.

Methods. When assessing the level of ambition, a modified version of G.A. Uruntaeva’s methodology “Studying the Level of Children’s Ambition in Motor and Play Activities” was used (Uruntaeva, 2025).

Results. The analysis and generalization of the results showed that 43,3% of preschoolers aged 6-7 show an optimal (adequate) level of development of aspirations. A moderate (indifferent) level was found in 47,4% of preschoolers, an underestimated (insufficient) level in 3,0%, and an overestimated (inadequate) level in 6,3% of preschoolers.

Conclusions. The theoretical analysis of scientific literature and research data allowed us to determine the focus of developing the personal health potential of senior preschoolers in motor and game activities, which is to foster self-confidence, freedom from anxiety and fears, optimism, and the ability to set and achieve goals. To achieve this, we need scientific recommendations and developments that address the issue of stimulating physical activity, developing determination, and fostering independence in children through motor and game activities.

Keywords: health-related personal potential level of aspirations motor-play activity preschool children health promotion

DOI: 10.24412/2782-4519-2026-20-1-60-69

Comparative analysis of preschool education standardization in China and Russia: Stages, structure, and challenges

2026, 1 p. 70-80

Gegentana

Background. In the context of globalization, the standardization of preschool education has become a key tool for improving educational quality. Possessing distinct socio-cultural characteristics and having undergone numerous reforms throughout their history, China and Russia demonstrate unique pathways in standardizing preschool education, yet face similar challenges such as excessive uniformity and adaptation difficulties. Using comparative analysis, this study identifies similarities and differences in the development of theory and practice between the two countries, offering a cross-cultural perspective for optimizing international educational policy, particularly in the context of balancing globalization and localization in developing nations.

Objectives. To systematically compare the stages, structural features, and current challenges of preschool education standardization in China and Russia, paying special attention to the interplay of socio-economic transformations and cultural traditions in shaping standards, as well as to analyze differences in the selection and implementation of educational policy instruments.

Sample. Selected regulatory and policy documents, academic publications, and practical examples from China (2001-2020) and Russia (1990-2020), including the cities of Beijing, Shanghai, Moscow, St. Petersburg, and Kazan, with regional coverage extending to other cities and nearby villages.

Methods. The literature analysis method was applied to systematize regulatory documents and scholarly works, the comparative method was used to contrast standards based on objectives, curricula, and assessment, and case-study analysis was employed for an in-depth examination of the effectiveness of educational standards implementation in selected kindergartens. The research was supplemented with quantitative data on the distribution of educational resources.

Results. China is characterized by a subject-oriented approach and centralized control, emphasizing educational accessibility but facing a tendency towards “schoolification.” The Russian education system focuses on play-based methods and institutional autonomy; however, this creates regional inequality in resource distribution. Both countries encounter an imbalance between the standardization of approaches and educational flexibility, uneven distribution of educational resources, and differences in the use of technologies in education.

Conclusions. Standardizing preschool education requires maintaining a balance between unification and diversity in the educational process content, integrating cultural traditions with international experience. It is also necessary to enhance the effectiveness of educational policy through flexible educational standards and the equitable distribution of educational resources. As a solution, a model of “core competencies + space for development” is proposed, along with strengthening professional support for teachers and creating mechanisms for interregional resource sharing.

Keywords: standardization of preschool education comparative analysis of China and Russia educational policy cultural adaptability balance of educational resources

DOI: 10.24412/2782-4519-2026-20-1-70-80

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