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.

The article presents an iterative process of studying the search for ways to improve the effectiveness of education in the field of life safety and one of its results is a structural and functional model for the formation of a safety culture in children of preschool and primary school age. The parameters and criteria for evaluating the effectiveness of educational activities aimed at the formation of a safety culture at the levels of preschool and primary general education are identified. The description and results of diagnostic measures carried out as part of experimental work on approbation of the author’s model are given. The conclusion is made about its effectiveness, the revealed regularities.

The purpose of the article is to substantiate the important role of folk musical instruments in Chinese preschool musical education, as well as the need to prepare students — future kindergarten teachers in China, to use Chinese folk musical instruments in introducing preschoolers to Chinese folk music. Based on the analysis and generalization of theoretical and scientific-methodical sources, as well as Russian experience, the article reveals the potential of early education of children in elementary music playing on simple Chinese folk musical instruments in the development of their musicality.

The article presents specific approaches in semantic reading teaching among preschoolers. Special attention is given to uphold the necessity of skills development for further semantic analysis, as well as to inquire into the principles of semantic reading teaching and selecting texts for reading in preschool. The authors describe general methodological approaches to the development of a system of questions and tasks for texts based on various types of reading.