Anna V. Khitrova

Pre-school education is the first stage in the Russian educational system, which is not mandatory according to the main federal law. At the same time, the government, represented by executive authorities, does everything necessary to ensure that as many children as possible attend pre-school institutions. The environment created in the preschool organization plays an important role in the development of preschoolers, unlocking their potential, which assumes a comfortable space for children that meets the needs and demands of each child. It is possible to solve this task through the design of a nurturing legal environment in the preschool institution. Therefore, we consider it necessary and appropriate to study the issue of modeling this type of environment in the activities of a preschool organization. This fact allows us to designate the aim of the article, which consists in substantiating the specifics of creating a nurturing legal environment in the conditions of a preschool educational organization. The spatial-subject approach as a methodological basis contributes to the development of a logically sound and consistent system of legal education for preschoolers, the result of which is the developed legal education. The authors’ idea of this system corresponds to the traditional understanding of the educational environment organization as a whole, but with some reservation that the educational environment is the core of the system, its fundamental basis, responsible for the development of the child's personality. The theoretical significance and novelty of the study lies in the description of the substantive content of the nurturing legal environment, a comparative analysis of approaches to its organization, and a generalization of pedagogical experience in this field. The practical significance of the article lies in substantiating the author's model of a nurturing legal environment in a preschool educational organization, which will further help both the authors and the scientific community engaged in this issue to systematize and diversify the work on involving educational entities in the educational process.

Specialized training today is designed to solve a number of pressing and urgent problems, one of which is to increase the motivation of young people for future professional activity, the formation of key competences and practical skills necessary for its implementation. Career guidance and self-determination of schoolchildren seem to contribute to this but, as the practical work in specialized psychological and pedagogical classes shows, this is far from the real case. It is worth noting that career guidance and self-determination are focused on the elimination of particular problems, and are part of the overall work on the organization of specialized training, which, however, in our opinion, is much broader than it may seem at first glance. Therefore, the aspect of studying the system of education in specialized classes seems to us particularly important. This circumstance makes it possible to formulate the purpose of the article, which is to describe the model of teaching in specialized psychological and pedagogical classes. The system activity-oriented approach, as a fundamental principle of education, allows us to build an appropriate model of a teacher's activity in organizing training in classes of psychological and pedagogical orientation. The practical involvement of high school students in active pedagogical activity contributes to the formation of motivational, personal, behavioral spheres, as evidenced by their qualitative changes. The proposed training model differs significantly from the traditional vision of building a pre-professional education. The author's interpretation is based on an integrated approach that allows to reach all students through involvement in project, research, and practical activities. Schoolchildren already at the stage of special training try on the roles of educator, teacher, instructor, researcher. The theoretical significance of the article lies in the description of the model of training in specialized psychological and pedagogical classes; comparative analysis of approaches to the organization of pre-professional and vocational education in domestic and foreign practice; generalization of the modern system of specialized training. The practical significance of the article consists in substantiating the author's model of teaching in specialized psychological and pedagogical classes (the case of Yevpatoria schools), which will help both the authors and the scientific community deal in the future with issues of specializing to diversify the types and forms of involvement of the pedagogically interested generation in future professional activities.