2023, 4

The relevance of the subject of the article. The approval and implementation of the Federal Educational Program of Preschool Education is currently a particularly relevant and significant problem for the preschool education system, since it is aimed at creating in Russia a unified educational space for the upbringing and education of children from birth to admission to a general education organization, providing equal, high-quality conditions for preschool education, regardless of the child's place of residence.

The purpose of the article. To characterize the formation and development of the idea of programming in Russian preschool education and education, to reveal the features of the Federal Educational Program of Preschool Education as a regulatory document defining the vector of development of the modern system of domestic preschool education.

Description of the research progress. The purpose of the study was to identify the formation and development of education and training programs in kindergartens, to describe the specifics of the Federal Educational Program of Preschool Education. The study analyzed the program documents defining the content of preschool education and training at different historical stages. Its structural components were characterized, the content of the target, content, organizational sections was disclosed, the extensions and clarifications introduced into the Federal Program for the first time were highlighted.

Research results. A generalized retrospective analysis of the experience of developing and implementing preschool education programs from 1918 to our days is presented, and the ways of transforming the idea of programming in preschool education are outlined. An analytical review of preschool education programs revealed a sequence of expanding the content of preschool education, the emergence of new sections in their structure, justified by a change in educational paradigms, the introduction of new approaches, achievements of science and practice. The Federal Educational Program defines the basic volume and content of preschool education that are uniform for the Russian Federation and are mastered by students in organizations that carry out educational activities according to educational programs of preschool education, allows them to realize the fundamental functions of preschool education. It was developed in accordance with the Federal Educational Standard of Preschool Education, takes into account the traditions and scientific and theoretical foundations of domestic preschool education, the experience of creating and implementing educational programs of preschool education.

Conclusion. The Federal Program is the successor to the best traditions of domestic preschool education, includes educational and methodological documentation that defines the goals, objectives, content of educational and pedagogical work with children of infant, early and preschool age in modern conditions. The Federal Program ensures the unity of the content of education in all organizations engaged in educational activities for preschool education, creates conditions for the formation of traditional Russian values in children, and preserves the possibility of developing the variability of preschool education.

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.

The relevance of research. The topic of education transformation is extremely relevant today, since in the last 10-20 years the approach to the role of preschool education (upbringing and education) of young children around the world has changed globally. As a result, many countries have revised approaches to preschool education, it has taken the place that this level of education deserves for the development of competitiveness of countries (Komarova, 2018). This forced the world community to reconsider its approaches to education and hold a series of congresses, conferences and symposiums dedicated to the transformation of national education systems. All the changes were the result of long-term (some were conducted since the 1960s) experiments and studies of educators and psychologists from different countries. Thus, today's transformation of the pedagogy of young children (from 0 to 8 years old) has become the result of largest scientific research (Komarova, Tishchenko, 2023). The article is devoted to the study of how the program documents changed in Russia and what studies preceded it. This is especially important today, when the program documents of the preschool education system have been radically changed three times over the past 10 years.

The purpose of the study: to present and analyze the logic of the emergence of various documents of the system of preschool education in Russia, in the creation of which great scientists were involved, what problems of preschool education and how they solved, how justified these decisions were for creating conditions for survival, upbringing and human development.

Description of the research progress. The study was based on the analysis of materials from four groups of sources. The first group consists of archival materials covering the period from 1900 to 1975, related to the activities of N.P. Sakulina and from 1908 to 2020, related to the activities of T.S. Komarova. Archival sources also include Reports of the Research Institute of Preschool Education of the Academy of Pedagogical Sciences on scientific activities prepared by T.S. Komarova as Deputy Director for Science of the Research Institute of Preschool Education for the USSR Academy of Sciences; records of T.S. Komarova about the stay of American psychologists, including Uri Bronfenbrenner at the International Psychological Congress in Moscow. The first group includes materials from meetings on the preparation of the Concept for the Development of the Preschool Education System (2022–2023) by I.I. Komarova. The second group consists of books and articles devoted to research on the history of the formation of the preschool education system in the Russian Empire, the Soviet Union and the Russian Federation. These materials were used earlier in the development of a course and a methodological manual for the State Academy of Education. The third group includes studies carried out by international research groups and international institutes on the formation of educational policy for young children (Komarova, Chabrova, 2022). This group also includes foreign dissertations devoted to the study of the Soviet experience after the publication of Bronfenbrenner's book on the Preschool Education Program in the USSR (Bronfenbrenner, 1976). The fourth group of sources is the program documents themselves, which regulate the state policy regarding preschool education and preschool education in Russia, from the middle of the 19th century to the present.

Research results. As a result of the study, material on the state of ECCE in Russia, its relationship with trends in various countries of the world was systematized. The analysis of sources allowed us to establish the continuity of different stages in the development of Russian preschool pedagogy and psychology, its orientation towards the scientific base and practical logic.

Conclusion. The world education system is changing before our eyes, and it is changing radically. The needs of these changes have been felt by most countries of the world. These changes lead to changes in educational policy, access to education, the emergence of new objects and subjects of education, the formation of a new structure of the sciences of education, pedagogy and psychology as scientific disciplines with their own assessment system, etc.

Reason of the conducted study. The article presents a generalized view of the problem of applying uniform requirements to the organization of education and upbringing of preschoolers with developmental disabilities. The authors draw attention to the wide differentiation of special educational needs within the category of “children of early and preschool age with disabilities”, associated with the psychophysical characteristics and the social situation of each child's development.

Methods. The article attempts to illustrate the specifics of the structural content of the federal adapted educational program for preschool education (FAOP DO) and the conditions for its implementation. The methodological foundations for the development of targeted adapted education and training programs, as well as targets reflecting the desired results of the personal development of different nosological groups of children, are considered.

Research progress. The authors analyze typical professional difficulties and requests of specialists involved in the development of training and upbringing programs for children with disabilities based on many years of research, including on the topic “Clinical, psychological and pedagogical research of a modern child with disabilities and disabilities”. More than 800 specialists from 51 subjects of the Russian Federation took part in this study.

Results. Various methodological approaches to the development of Federal Adapted Educational Program are systematized. The dynamics of mastering the list of possible results, which is determined by the quality and consistency in the organization of special educational conditions, is discussed.

Conclusions. As recommendations, it is proposed to pay attention to the content and forms of implementation of additional professional educational programs of pedagogical and non-pedagogical workers of a single multidisciplinary team. For the first time, the analysis of the variable structure of the Federal Adapted Educational Program was carried out on the basis of the general principles of including different nosological groups of preschool children in the educational environment.

The relevance of research. The article broadly discusses the issue of education of parents (legal representatives) of children of early and preschool age. The problem of parental education has been relevant for more than a century. During this period, it has been transformed from a simple transmission of information and the elimination of parental illiteracy in matters of health, development, and upbringing of children to an activity that is one of the measures of state support for parents, a way to form a generation of conscious and competent parents.

Organization of the study. The purpose of the study was to develop the content side of the education of parents (legal representatives) of children attending preschool educational organizations. The authors of the article propose to trace the dynamics of society’s approaches to educating parents, reveal the key features of the phenomenon of modern parenthood. Modern parents, living in the age of wide access to information, continue to experience difficulties in family education. However, their needs are no longer connected with information, but with help in a critical analysis of information, selection of the one that will help their educational practice, formation competent and effective parenting skills.

Research results. The implementation of the tasks of psychological and pedagogical support and assistance in the development of competent parenthood is facilitated by the educational activities of teachers of preschool educational organizations. The article contains a brief description of the developed Education Program for parents (legal representatives) of preschool children attending preschool educational organizations. The program was developed by the Laboratory of Preschool Education of the Federal State Budgetary Scientific Institution Institute of Developmental Physiology of the Russian Academy of Education by order of the Ministry of Education of the Russian Federation as part of the development of state support measures in terms of the preparation and implementation of educational programs for parents of children attending preschool educational organizations (in pursuance of paragraph 3 of the list of instructions of the President of the Russian Federation dated June 14, 2022 No. Pr-1049GS following the meeting of the Presidium of the State Council of the Russian Federation on May 25, 2022).

Conclusions. The Education Program for parents (legal representatives) of preschool children attending preschool educational organizations contains content that can serve as a guide for preschool teachers in educational activities.

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.

The relevance of the article. Relevance. In today’s rapidly developing world, where sustainability and environmental awareness have become major global issues, special attention should be paid to early childhood education and the promotion of sustainable values. One of the key tools in this process is high-quality children’s media content.

Research objectives. The article examines the importance of high-quality content in children’s media to promote sustainable values and improve early childhood development. The necessity of creating high-quality content in the media for young children is discussed, high-quality content is determined and evaluated, and how it can raise awareness and cause changes in social behavior is investigated.

Research progress. The article takes a case study approach and analyzes Kozalak Preschool, an animated series created by the author of the article that models sustainable practices and encourages children to connect with nature. The series, created as part of the Increasing Quality of and Access to Early Childhood Education Services Project (ECE) in Turkey and serves as an example of how quality content can promote sustainable behavior and support early childhood development.

Conclusions. High-quality content serves as a powerful tool for promoting sustainable development and shaping a more optimistic future. Through the integration of educational elements, positive role modeling, socio-emotional learning and an emphasis on environmental awareness, children’s media can help young minds become catalysts for change. By cultivating an understanding of sustainable development and strengthening commitment to environmental protection, high-quality content in children’s media can have a long-term impact on their development and inspire them to become active defenders of our planet.