Litvinenko N.V., Sharycheva M.E.
DEVELOPMENT AMPLIFICATION OF THE PRESCHOOL AGE CHILDRENTHROUGH MODERN EDUCATIONAL TECHNOLOGIES ^{[№ 3 ' 2019]}
One of the fundamental principles of modern preschool education is the principle of amplification (enrichment) of child development. However, its effective implementation requires taking into account the current trends in the development of preschool children such as reduced cognitive activity, thinking indicators, fine hand motor skills, arbitrariness, communicative competence, an increase, on the one hand, the number of children with disabilities, and on the other hand, the number of gifted children. They should be taken into account by each teacher in their activities aimed at creating favorable conditions for the development of children in accordance with age and individual inclinations, development of abilities and potential of each child as a subject of relationships with himself, other children, adults and the world.
On the basis of a complex of methods (analysis of scientific literature, comparison, synthesis, synthesis and expert evaluation), we identified opportunities in enriching the children’s development of such modern pedagogical technologies as the technology of project activities; research technology; portfolio; health-saving technologies; student-centered technology; information and communication technology; gaming technology; characterizes scientific approaches to the concepts of “technology”, “pedagogical technology”, outlines the main methodological requirements for pedagogical technologies (conceptual, systematic, manageable and reproducing a system of actions), defines their structure, including the conceptual basis, the content component and the procedural part.
Analysis of the scientific literature and practice of modern preschool education suggests that the success of a preschool organization teacher in amplifying child development is determined by the implementation of a set of pedagogical technologies that ensure the variability and diversity of organizational forms of preschool education, taking into account the educational needs, abilities and health status of children.

Litvinenko N.V., Gasilina M.A.
THE PROBLEM OF MALADAPTATION FACTORS OF 6–7 YEARS OLD CHILDREN TO EDUCATIONAL ENVIRONMENT OF PRESCHOOL ORGANIZATION ^{[№ 5 ' 2018]}
As shown by the results of modern research and analysis of the pedagogical practice of educational organizations, the number of children with manifestations of maladaptation to the educational environment has now increased. Scientists note that the occurrence of manifestations of the maladjustment of children to the educational environment is influenced by certain factors-causes. According to numerous studies, the factors of students' maladaptation to the educational environment of the school have been studied quite well. The factors of maladaptation and its manifestations in children to the educational environment of a pre-school organization have been studied to a lesser degree. As a result of the analysis of psychological and pedagogical literature devoted to the problem of maladaptation, it was revealed that the main factors of maladaptation and its manifestations in children are: age of the child, health status and level of development of the preschooler, experience of his communication with peers and adults, gender of the child, parental relationship.
On the basis of theoretical analysis (analysis of scientific literature, generalization, synthesis) and the results of observations of teachers of preschool organizations in our study identified the main groups of factors that have a significant impact on the occurrence of manifestations of maladaptation of older preschool children to the educational environment of the preschool organization. The main factors contributing to maladaptation and its manifestations in 6–7 years old children include: age factor, organization of the educational process in the preparatory group, family.
We correlated the selected age factor with the age characteristics of children of preschool age, with the social situation of their development, the crisis of 7 years, neoplasms, the change of leading activities. The second factor related to the peculiarities of the organization of the educational process in the preparatory group was correlated with the educational activities and style of pedagogical communication. The third factor is associated with the educational attitude of the parents and the style of education in the family.
Thus, the consideration of selected factors (age factor, organization of the educational process in the preparatory group, family) allows the teacher to think out a system of measures, activities and actions, including effective forms, methods, technologies and tools for working with older preschoolers with manifestations of disadaptation.

Litvinenko N.V., Gasilina M.A.
DIAGNOSTICS OF DDADAPTATION OF CHILDREN OF SENIOR PRESCHOOL AGE TO EDUCATIONAL ENVIRONMENT OF PRESCHOOL ORGANIZATION ^{[№ 11 ' 2017]}
Currently, both practice teachers and scientists record the growth of manifestations of disadaptation in modern children. The analysis of the scientific literature allows us to state that this negative tendency is caused by a sharp decrease in the cognitive development of preschool children, their vigor, desire to actively act, a narrowing of the development level of the story-role game, which leads to underdevelopment of the child’s motivational and needful sphere, as well as his will and arbitrariness. These features of the development of modern preschool children determine its sensitivity to adverse environmental effects, especially in the period of the age crisis of 6-7 years, when there is a change in the social situation of development, the leading type of activity. In our study, the manifestations of disadaptation were revealed in the sphere of relations “child-peer”, “child-adult”, in the behavioral, emotional and personal spheres. For this purpose, a number of indicators were used, such as acceptance in a group of peers and the nature of relationships with peers and adults; social adequacy of behavior, adoption of social norms and rules by the child; self-esteem and the student’s internal position; level of anxiety and aggression. On the basis of quantitative and qualitative treatment of the diagnostic results, groups of children with manifestations of maladaptation of a certain type (a group of people dezadaptized according to the personality type and a group of people dezadaptized according to the emotional type) were identified. It was found that the senior preschoolers with manifestations of disadaptation on a personal type are distinguished by a low level of the formation of educational motivation and the severity of such symptom complexes as a low level of normative behavior; low level of formation of the student’s internal position; A disturbing and aggressive trend in communicating with peers and adults. Children 6-7 years, dezadaptirovannye by emotional type, characterized by the optimal level of formation of educational motivation, high levels of anxiety, inadequate behavior; the manifestation of internal tension, fear and anxiety associated with schooling; aggression and anxiety in communicating with peers and adults; negative attitude towards adults.

Litvinenko N.V.
PUPILS’ ADAPTATION AT CRITICAL PERIODS OF DEVELOPMENT AS A SUBJECT OF PSYCHOLOGICAL-PEDAGOGICAL RESEARCH ^{[№ 10 ' 2006]}
Theoretical and practical importance of the problem of social-psychological adaptation of pupils at critical periods of development characterized with sudden changes of social development situation and qualitative rebuilding of adaptable personality structure are revealed in this article and own strategy of given problem research is proved here.