Keyword: «preschool education»

The reasons and features of the active entry of robotics into preschool education, its didactic capabilities and the tasks of learning and development solved with its help are considered: fine motor skills through working with small parts of construction sets; simple mathematical skills and counting: even at the level of selecting parts for a robot, you have to deal with beams of different lengths, comparing parts by size and counting within 10-15; design skills, familiarity with the basics of mechanics and propaedeutics of engi-neering education; team work: the robot is usually done by two or three people; presentation skills: when a project is completed, you need to talk about it.

The relevance of the study is determined by the need for scientific and methodological support for the process of designing the subject-spatial environment of children's educational centers at Russian universities in order to provide additional educational services. The opening of such centers is often complicated by the lack of a clear understanding of the substantive and structural-functional content of the subject-spatial environment, developed, on the one hand, on the basis of the regulatory requirements of the Federal State Educational Standard for preschool education, and on the other hand, taking into account the educational needs of preschool children, parents (legal representatives) and requirements in the field of additional education. The aim of the article is to disseminate the experience of creating a subject-spatial environment of an educational center for preschoolers working at the Mordovian State Pedagogical University named after M. E. Evseviev and to determine its key characteristics that influence the efficiency and optimal functioning of this system. Systemic, integrated, activity-based, anthropological, ecological, environmental approaches serve as the methodological basis of the research in the article. We proceed from the results of fundamental and applied research on the design and development of the subject-spatial environment of educational organizations and kindergartens. The key methods are theoretical analysis of regulatory documents and sources, modeling, theoretical and comparative analysis. The results obtained provide the opportunity to reveal the specific features of the construction of the subject-spatial environment of the educational center at a pedagogical university (saturation, variability and transformability, accessibility, safety and multifunctionality). The theoretical significance of the study consists in identifying methodological approaches and principles, specifics of constructing the subject-spatial environment of the educational center at the university. The practical significance consists in the possibility of using the experience of the Mordovian State Pedagogical University named after M. E. Evseviev in creating and developing this environment in the conditions of a pedagogical university.

The article presents an analysis of modern methods of teaching and educating preschoolers. An overview of innovative methods is being conducted, as well as an assessment of the impact of these innovations on the formation of an effective educational environment for young children. The authors consider the prospects of using electronic learning tools for preschool children, and also reflect on possible directions and prospects for development in the field of preschool education. This article provides valuable coverage of key aspects contributing to the evolution of preschool education in modern society.

The article examines the general aspects of the use of digital technologies in preschool educational institutions. The potential of ICT and the results of using multimedia tools in pedagogical work with young children are discussed. Examples are given.

The purpose of the article is to identify pedagogical conditions that effectively influence the upbringing of emotional responsiveness in children aged 5-6 through ethical conversation. Various techniques aimed at fostering emotional responsiveness to peers in children are analyzed. The possibilities of ethical conversation in fostering emotional responsiveness to peers in older preschool children have also been studied.