No abstract

The purpose of the present study is to identify the extent to which the family influences the development features of the child and to delineate his normative development in the preschool years. The conventional boundaries of the child's normative development are determined by the family and sociocultural and socio-psychological background. Viewed in the context of a kindergarten, normative development is considered to be the child's optimal state for its full-fledged adaptation to the conditions of a preschool institution and acquisition of the educational program. When rendering psychological and pedagogical support to the parents, pupils and teachers of the kindergartens of Yekaterinburg, it has been revealed that it is possible to classify families in terms of their perception of a child's development. Those are socially adaptive families, families expecting too much from a preschool child, and families with the indifferent attitude to the peculiarities of the child's development. The children of the last two family groups often encounter psychophysical health problems, difficulties in communicating with peers and adults, various behavioral disorders and personality development challenges. Such families need psychologicalpedagogical support in raising the parental psychological culture to optimize their liaison with the child.Lectures, seminars and trainings as well as individual and group consultations and discussions can be ultimately useful to them. Kindergarten teachers assume that the child's normative development is promoted by a "normative" family. In this, active, friendly and supportive parents are interested in the development of their child, while understanding the particulars of the child's age and personality.

Аннотация. В современных условиях всеобщей информатизации большинство детей старшего дошкольного возраста активно использует гаджеты и имеет доступ в Интернет. Однако только менее четверти родителей обеспокоены проблемой цифровой безопасности. Поэтому вопросы обучения кибербезопасности в процессе цифрового воспитания детей дошкольного возраста, законодательного регулирования обеспечения безопасности и развития детей в информационном пространстве являются актуальными для современного дошкольного образования. Работа проводилась на базе районного методического объединения педагогов-психологов Ленинского района г. Екатеринбурга. В процессе данного исследования использовались наблюдение, анализ информации, полученной в ходе консультирования и психологических обследований, анкетирование, беседы, опросы педагогов и специалистов по взаимодействию с родителями в детском саду. В результате были выявлены проблемы цифровой компетентности у всех участников воспитательно-образовательного процесса и определено влияние родителей на формирование цифровой грамотности детей. Особо отмечается новая позиция «освобождения» современного родителя от ребенка с помощью гаджетов, что вызывает необходимость психологической поддержки семьи в вопросах регулирования безопасного общения ребенка с цифровыми технологиями. Главной задачей работы с родителями является формирование у них представлений об основных проблемах свободного взаимодействия ребенка с информационными технологиями и о необходимости контроля за получением ребенком цифровой информации. Ключевые слова: кибербезопасность, дошкольный возраст, взаимодействие с родителями.

This paper considers the family as the basic condition for the mental health of a child when adapting to kindergarten. The specific features of the intrafamilial conditions and factors shaping the mental health of a preschool child are shown. Scientific data on the regularities of a child’s passage through the adaptation period and the important role of the family for the dynamics of the adaptation process are provided. Analysis of empirical evidence of long-term interaction with families of pupils attending kindergartens of the Leninsky District of Ekaterinburg served to find out the influence of new social relations on the emotional well-being of a child and its parents upon admission to kindergarten. The intrafamilial problems deteriorating the psychophysical health of a child and complicating its adaptation to kindergarten are revealed. It is shown that these problems lead to emotional instability, developmental delay, as well as the troubled behavior and communication of a child. The peculiarities of how the adaptation period affects the parents are considered when parents reassess their attitude towards parenthood and their child in the process of the socialassessment and new social conditions. The specific activities of the teaching staff when interacting with the child’s family members for the sake of maintaining and strengthening the child’s mental health are outlined. An analysis of the various forms and techniques of communication between teachers and specialists of preschoolinstitutions dedicated to the psychological and pedagogical support of the family for raising the psychological awareness of parents is provided. The participation of parents in the interaction with teachers encourages their further active interaction, and such an active participation forms the background for maintaining and strengthening the mental health of a child while adapting to kindergarten. Keywords: family, mental health, adaptation to kindergarten.

The article examines the psychological and pedagogical characteristics of a first grader as a continuity problem indicator between preschool and primary school education levels. The increase in the number of children with special educational needs, inclusion, and modernization of education put children, teachers, and parents in new socio-psychological conditions in which kindergarten graduates may have difficulties in passing the educational route. In preschool and school educational organizations, there are differences in the assessment of the child's psychophysical development specifics, there is a mismatch in the leading education and training lines. The authors show that the continuity problem is currently very relevant and contains problems of an organizational and methodological nature, sharing responsibility problems between a child, family, society, and educational organizations, as well as cooperation problems of all participants in the children transition from one education stage to another. According to the research data, more than a third of future first-graders may fall into the risk group for possible school maladjustment. More than half of children have impaired hand-to-eye coordination and a high level of anxiety. The revealed relative disadvantage indicators of the children's psychophysical development indicate the need for meaningful cooperation between kindergarten teachers, educational institutions, and parents to create conditions for success in the continuity of various stages for adequate readiness for school for each child. The main areas of interaction can be the kindergarten teachers-psychologists training in early prevention of school maladjustment, psychological and pedagogical education of parents of future first-graders on school readiness, and increasing the kindergarten teachers competence in working with children with special educational needs.