Elena Romanova

The preservation and promotion of human health is one of the complex and important issues that has not lost its significance from antiquity to the present time. The task of protecting the young generation is also important for modern civilized society, since the future of the nation is determined by the condition of health and quality of life of new members of society. According to the Research Institute of Hygiene and Prevention of Diseases of Children, Adolescents and Youth, the health status of preschoolers has degraded sharply over the past decades. A healthy lifestyle plays a leading role in a variety of factors affecting the physical development and health of children. It should be noted that this problem is recognized at the government level in the field of education: for example, issues of health preservation and measures to improve the condition of children's health are necessarily reflected in the Law "On Education", the National Doctrine of Education of the Russian Federation, in the Concept of Modernization of Russian Education for the period up to 2025, in the Federal State Educational Standards of preschool education, the Federal Target Program for the Development of Education up to 2025, etc. However, despite the implementation of federal legislation on the issue of health promotion, the search for a solution to the problem of initiating preschoolers into a healthy lifestyle remains relevant due to the fact that most teachers of preschool educational organizations do not consider the physical development of children as a priority goal of their professional activities. The purpose of our research is as follows: to theoretically substantiate and experimentally test the model of building up the competence of teachers of preschool educational organizations in the field of initiating preschoolers into a healthy lifestyle. The theoretical significance of the study consists in the fact that the idea of the specifics of the professional competence of an educator in terms of initiating preschoolers into a healthy lifestyle has been expanded, the components of the professional competence of a teacher of a preschool educational organization in the field of initiating pre-school students into a healthy lifestyle have been identified; optimal diagnostic tools for building up the professional competence in the field of initiating preschoolers into a healthy lifestyle have been selected and developed; a theoretical model of building up the teacher's professional competence in the field of initiating preschoolers into a healthy lifestyle is constructed; a comparative analysis of the manifestation of the professional competence components among young and experienced teachers of a preschool educational organization in the field of a healthy lifestyle of preschoolers is made. The practical significance of the study is due to the fact that the developed diagnostic program for building up the professional competence of a teacher of a preschool educational organization in the field of initiating preschoolers into a healthy lifestyle and the technology of its implementation can be used by educators of preschool educational organizations. The presented materials can form the basis for the development of methodological recommendations for teachers. The results obtained in the study can be widely used in the work of the methodological branch of education, in the work of professional methodological associations.

In Russia with its multinational population, the relevance of theoretical and practical study of the conditions for multicultural education of children in preschool educational organizations is due to the need to develop the national community of Russian citizens. The problem of the formation of ethnic tolerance and interethnic communication takes an important place among many problems associated with preschool education. The renewal of modern Russian education should be accompanied everywhere by an intensive search for ways to improve the pedagogical process in a multicultural educational environment. Pre-school education, aimed at solving the problem of the formation of ethnic tolerance among older preschoolers in a multicultural educational environment, is an integral part of this process. The modern system of Russian education needs now teachers who are able to resolve interethnic related conflicts in order to eliminate national isolation, interethnic tension and to prevent the aggravation of ethnic phobias among preschool children, which directly depends on the formation of ethnic tolerance between peers by teachers in preschool educational organizations. This factor determines the importance of teachers' readiness to develop ethnic tolerance in older preschoolers. The purpose of our research is to work out and test in practice a model of the readiness of the future teacher of preschool education to develop ethnic tolerance in older preschoolers. Research methods: theoretical (analysis of psychological and pedagogical literature), empirical (experiment). The theoretical significance of the study lies in the fact that it reveals the importance of the development of ethnic tolerance in older preschool children; clarifies the concept of teachers' readiness for the development of ethnic tolerance; describes the structure and content characteristics of the readiness of the future teacher of preschool education for the development of ethnic tolerance; a model is developed to increase the level of readiness of future preschool education teachers for the development of ethnic tolerance among older preschool children. The practical significance is in determining the psychological and pedagogical conditions for the formation of the readiness of future preschool education teachers to develop ethnic tolerance in older preschoolers. The developed model can be used in the process of professional development of teaching staff through institutes of advanced training.

Stress is an integral part of every person's life. It is considered not only as a social, but also as an organizational problem that can affect all spheres of human life. The urgency of addressing the problem of stress control in pedagogical activity is determined by a number of contradictions between scientific and theoretical development of the problem of stress management and existing practical-technical situation with this phenomenon in pedagogical universities, and between the current level of stress in the academic environment and the lack of knowledge about how to control it. The purpose of this article is the theoretical justification and experimental verification of the effectiveness of the stress control model in pedagogical activity. Research methods: theoretical (analysis of psychological and pedagogical literature), empirical (experiment), methods of mathematical statistics (to assess the reliability of differences between samples, the G – test of signs and Student’s t-test by were used; to identify the relationships between the data, correlation analysis was used). Stress management in the academic environment of a pedagogical university involves the integration of three criteria: personal characteristics (increased resilience, lack of self-destructive personality traits); professionally significant motivational and value orientations of the individual (formation of positive motivation, the most pronounced type of organizational culture among most part of employees); properties and conditions associated with professional activity (increasing job satisfaction, increasing the level of efficiency, developing the absence of addictions to emergency situations, reducing the current level of stress, changing the individual pattern of stress factors). The main factors of stress control in pedagogical activity are stimulating teachers to study the specifics of stress, developing personal responsibility of each employee for his/her stress resistance, increasing external positive motivation, job satisfaction, and conducting relaxation classes. The theoretical significance of the study is to clarify, supplement and systematize the scientific concepts of stress management in pedagogical activity; to identify and describe the stress factors in the academic environment of the university. The practical significance lies in the substantiation of the criteria and indicators of stress management in the academic environment of the university, which are reflected in the structural and content model of stress control.