The article briefly analyzes the life path in science and the professional activities of the prominent educational psychologist N. V. Kuzmina. She is the founder of such an innovative field of human science as acmeology for the development of professionalism of adult specialists. She implemented this innovative discipline based on the study of the work of such main subjects of the education system as a kindergarten teacher, a school teacher, a master of industrial training, a teacher and a university dean. The article is the first to analyze, from the standpoint of subject-activity and institutional-personological approaches, the outstanding role of N. V. Kuzmina in studying the development of abilities, pedagogical talent and talent of teachers in the education system. The decisive creative contribution of N.V. Kuzmina and her scientific school to the creation of the foundations and development of acmeology technologies in modern human science is shown.

The article presents the results of a study of cognitive styles “utility/field dependence” and “reflexivity/impulsivity” in older preschoolers. The interrelation of cognitive styles with nonverbal and verbal intelligence in the senior preschool age is described.

The article reviews the views of various authors on the relationship between anxiety and self-awareness in ontogeny. An interpretation of the influence of the features of the development of self-consciousness on the level of anxiety in children from the standpoint of culturalhistorical psychology is proposed.

В статье представлены результаты эмпирического исследования особенностей взаимосвязи ценностных ориентаций студентов и их экзистенциальной идентичности в контексте жизненного выбора. Показано, что ведущие ценностные ориентации студентов разного пола и возраста и предпочитаемые ими экзистенциальные роли в своем взаимодействии выступают в качестве факторов выбора той или иной жизненной стратегии.

The article describes and analyzes the most important stages of the pedagogical and scientific activity of the academician and vice-president of the Russian Academy of Education, chairman of the expert council of the Higher Attestation Commission on psychology and pedagogy, David Iosifovich Feldshtein (1929–2015). The emphasis is on his pedagogical and organizational skills, as well as his studies of developmental psychology, considered in a cultural and historical context.

The article presents the results of a comparative historical study of the role of institutional factors of education in the content of the social situation of the development of Soviet and modern primary school students. As an objective component of the social situation of the development of schoolchildren, the laws on education corresponding to the historical period regulating the relationship between family and school were considered. The parameters of the subjective component of the social situation of development were motivational preferences, self-esteem and the level of claims, anxiety of younger schoolchildren. It is shown that the modality of institutional factors has a significant impact both on the educational environment itself and on the child’s attitude to the new system of social relations for him.

The article talks about the use of artificial intelligence in education. An analysis of research in the field of artificial intelligence at different levels of education is given. The results of a survey of students on the subject of their use of chatbots are given. A possible application of it in the field of preschool education in the study of Russian and other folk tales, as well as their joint composition with children, using artificial intelligence resources that are freely available on the Internet, is revealed.

Статья подготовлена в рамках реализации программы «Приоритет-2030», стратегический проект «Новая среда жизни», проект «Социогуманитарное конструирование будущего: мегаполис для поколения Z (цифровой сервис-технология “Мega-Z”)». Актуальность статьи обусловлена таким важным личностным вопросом для обучающихся школы в старших классах, как профессиональное самоопределение. Цель статьи заключается в описании исследования, направленного на выявление возможности применения коучинговых технологий в профессиональном самоопределении обучающихся старших классов общеобразовательных организаций. Авторами сформулировано положение о том, что профессиональное самоопределение обучающихся старших классов будет более эффективным при выборе в качестве мишеней психологического сопровождения познания обучающимися своих интересов, склонностей, способностей, отношения к определенному виду профессиональной деятельности. А эффективным методом психологического сопровождения может быть коучинг. Описаны показатели профессионального самоопределения современных обучающихся старших классов города Москвы. Доказано, что специально организованная программа психологического сопровождения профессионального самоопределения с помощью коучинговых методов позволяет повысить самопознание старших подростков и достигнуть значимого корреляционного согласования между эмоционально-потребностной и когнитивной, деятельностно-практическими сферами в профессиональном самоопределении старших подростков. Статья предназначена для психологов, работающих с проблемами профессионального самоопределения обучающихся старших классов.

A theoretical analysis of the sources in which the question of the formation of national culture in Russia is raised is carried out. It is concluded that Russian culture is a consolidating factor in the conditions of multicultural interaction. The concepts of “value orientations” and “value attitude” are considered and their hierarchy is determined. The role of the cultural and historical context in the process of introducing preschool children to national culture is emphasized. The emphasis is placed on the connection of interest and the formation of a value attitude to national culture. The ways of forming a value attitude to national culture in older preschool children are considered.

The article reviews the views of various authors on the structural components, origins and mechanisms of self-consciousness development in ontogenesis. Interpretation of the process of development of self-consciousness in early age from the position of cultural-historical psychology is offered.

The article discusses the concept of “cyberbullying”, how common is this phenomenon, what are its consequences for the physical and mental health of the younger generation. The modern generation of teenagers master the Internet space early enough. Now the Internet space is the natural habitat of teenagers, which has both a positive and negative impact on the process of socialization. Acts of cyber aggression most often occur in social networks and messengers. Cyberbullying can go beyond the boundaries of the Internet into real life in the form of other manifestations of bullying, when the aggressor and the object of bullying are in the same school, in the same district or city and pose a serious threat to the psychological health of a teenager’s personality. To solve the problem of bullying and cyberbullying in the adolescent environment, the main directions of socal and psychological support in educational institutions should be: improving the psychological and pedagogical competence of teachers in the prevention of bullying and cyberbullying; individual consultations of children and adolescents by school psychologists; formation of positive relationships of teenagers in school collectives; legal education of children and parents regarding responsibility for participation in bullying; creation of an information security service in an educational organization.

The article presents the sociocultural language environment of the Republic of Sakha (Yakutia), also it provides legal acts on the language policy of the Russian Federation and the Republic of Sakha (Yakutia). The polylingual education of preschool children in the Republic of Sakha are built on by two models: The model “Tyl uyata — The language nest” provides for the organization of a monolingual educational environment throughout the preschool age. In this case is necessity to involve to a second language from the middle group of the kindergarten with specially organized activity, which contributes to a clear separation of languages. The model “Biir kihi — biir tyl — One person — one language” is characterized by the principle of parallel teaching of two languages to children from early preschool age. The model “Tyl uyatyttan tyllanyy — Teaching a second language based on the native language” — the complete acquisition of one (native) language by a child is used as the foundation for learning a second and third language for the development of successful bilingual education. A monolingual educational environment is organized until the full development of the child’s speech.

The article proposes a model of the “subject of one’s own activity” as the highest level of development of students’ subjectivity; the totality of subjectivity in cognition, action, communication, as well as reflexivity. Psychological mechanisms of realization of the activity content of education by means of research and project activities of students are considered. The functions of reflexive types of activity are defined — research, project work, construction, organizational management and strategizing in the formation of psychological neoplasms of students at different age stages. Five stages of the formation of students’ subjectivity in the practice of scientific and practical education have been established, the leading mechanisms of the development of subjectivity through inclusion in a motivating educational environment have been identified.

The article presents the results of an empirical study of the characteristics of voluntary activity in preschool children with disabilities. The study involved 35 children, 20 children with disabilities and 15 children of the normotypical comparison group. The study was carried out using a complex of psychodiagnostic and neuropsychological techniques aimed at identifying the functional formation of the components included in the structure of voluntary activity and executive functions. It was found that in children with disabilities, along with a specific profile of primary neurocognitive deficit, there are features of voluntary activity that are specific to different groups of disabilities and differ from the group of normative development. A methodological complex has been selected for the study of the components of voluntary activity and executive functions in preschool age.

The article discusses the features of school anxiety of modern children aged 8–9 years, provides the results of the analysis of indicators for individual factors of school anxiety. The relationship between the features of the manifestation of school anxiety and the level of educational motivation of younger schoolchildren was found.

The paper presents results of an empirical study of psychological lifespan in early adolescence. The paper primarily focuses on the connecting component of the psychological lifespan structure, which is responsible for maintaining cohesion between the past, the present, and the future. The relevance of the study comes from the possibility to utilize knowledge of psychological lifespan in early adolescence to increase effectiveness of professional training. The empirical study involved freshman and sophomore students. The study revealed that psychological lifespan specifics at this age are related to the degree of wellbeing experienced in the past, rather than to the actual choice of profession. Young people with the negative or almost positive past do not make plans about the future, whereas those who have earlier experienced and eventually overcome difficulties plan their future consciously.

The article examines the psychological features of work in a preschool educational institution, emphasizes the importance of research on the level of subjective control among employees of a preschool educational institution. The results of an empirical study of the level of subjective control of teachers of a preschool educational institution are presented. The results of the study showed that the external locus of control prevails among employees of a preschool educational organization. Achievements, family and interpersonal relationships are the most internalized among the other scales. The scale of industrial relations is the most external. The level of subjective control has no statistically significant differences depending on the age of the subjects. The prospects for further research are outlined.

Empirical examination of notation about parental behavior in student age is presented. In contrast to freshmen, the graduates have more mature and realistic notion about parental behavior. which shows a certain degree of psychological readiness to fulfil parental functions.

The problem of constructing methodological tools and an extremely limited number of methods for locus of control studying in older preschoolers is discussed. It determines the shortage of studies of locus of control characteristics at the age of preschoolers. The locus of control is considered to be a universal personal characteristic in relationships, actions, activities. Over the half-century period of locus of control studying its influence on many structures of personal development has been determined, including its connection with motivational, cognitive, communicative and other social components of personality. This knowledge indicates the important functional role of the locus of control both in the general structure of personality and in the dynamics of a person’s age-related development, starting from the moment of its manifestation in older preschool age. Therefore, studies of locus of control in older preschoolers are of particular value. This paper presents the review of psychological tools and techniques, existing in the psychological practice world, designed for the locus of control studying in older preschoolers. The main characteristics of these techniques, criteria and approaches to their development are considered as well as an adaptive version of the Stanford scale questionnaire for locus of control studying “SPIES” is presented for the first time in author’s translation. The questionnaire “SPIES” is unknown to a wide range of Russian psychologists, but it is considered as rather perspective for working with older preschoolers.

The subject of the study is to find a solution to the dilemma of comprehensive mental and mental development of bilingual children at the stage of their personal formation. The aim of the work is to substantiate a theoretical and methodological approach to the support of bilingual children in a preschool educational organization, considering age-related development features using the sensory integration method. The publication discusses theoretical issues of bilingualism, age-related futures of the development of a bilingual child, and suggests methods of working with bilingual children using sensory integration and provides an example of such work. The article presents a general scientific systematic approach to the psychological and pedagogical support of bilingual children study, its stages and developmental work on each of them.