Preschool Special Education Research Articles

The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder

Much research exists supporting the efficacy of naturalistic behavioral interventions on increasing social communication skills for children with autism spectrum disorder (ASD); however, these evidence-based interventions are not consistently utilized in preschool classrooms. Prelinguistic Milieu Teaching was used to teach early intentional communication (i.e., purposeful and coordinated use of vocalizations, gestures, and eye contact) to three preschool students with or at risk for ASD. The present study extends prior research demonstrating the effects of PMT in increasing intentional communication through implementation in a preschool special education classroom, measurement of collateral gains related to PMT targets, and measurement of maintenance and generalization of gains. Results indicate students increased their rates of intentional communication upon introduction of PMT. These gains maintained over time for two students. Present study results have implications for future research and practice regarding the efficacy and feasibility of implementing PMT in preschool classrooms.

Проблема національно-патріотичного виховання дошкільників у працях Алли Богуш (за період 1990 – 2018 роки)

The article is dedicated to the problem of national and patriotic education of children in the works of Alla Bogush. The purpose of the article is to carry out a qualitative analysis of Alla Bogush’s scientific and methodical works and articles which were published between 1990 and 2018. The tasks of the scientific research were as follows: 1) to analyze the works of Alla Bohush in the aspect of national and patriotic education; 2) to determine the direction of implementation of the investigated problem in the scientist’s works; 3) to actualize Alla Bohush’s creative heritage in modern educational practical training. The scientific and methodical works of the academician Alla Bohush in the aspect of national and patriotic education can be divided into three areas: firstly, the works of the scientist in which the issues regarding the national and patriotic education of children have been revealed; secondly, the scientist’s works which were dedicated to the heritage of famous educators; and thirdly, the works in which the issues of training students in implementing the national and patriotic education into preschool institutions have been revealed. The main idea of all the works of Alla Bohush is the image of the native word as one of the means of national self-identification, the concept of «speech personality» and its role in the formation of a nation-conscious citizen of Ukraine. The criteria of patriotic upbringing of the youth with their indicators (information and knowledge, motivation and society-oriented, productive and activity-based) have been given in the article. Keywords: Alla Bohush, national and patriotic education, preschool-aged children, future specialists of preschool education, scientific and methodical works, articles.

Психолого-педагогічний супровід професійної підготовки майбутніх фахівців закладів дошкільної освіти

The article reveals the essence of the concept “support” and its place in the professional training intended for future specialists of preschool education institutions (PSEI). The types of support have been determined, to be more precise: psychological, pedagogical, communicative, speech-centred, methodological, social, monitoring, etc. It has been concluded that the overall purpose of the psychological and pedagogical support in the educational process is to ensure the full development of the future specialist of a preschool education institution (the subject). The psychological and pedagogical support is widely used in the process of professional training intended for future preschool teachers. It has been substantiated that the tasks of the psychological and pedagogical support are fulfilled in the unity of the scientific-theoretical, methodological and practical components of the training aimed at future teachers of the PSEIs, which is reflected in the curricula. The leading role in the professional training belongs to the cycle of the disciplines aimed at profession-oriented and practical training as well as pedagogical practice, the latter being the main component and the result signalising about the professional readiness of the future PSEI specialists. While conducting the questionnaire aimed at studying and improving the professional training within the process of pedagogical practice, we came to the conclusion that it is necessary to use psychological and pedagogical support, enhancing the humanistic-personal communication of the teacher in the process of studying in institutions of higher education, which testifies to the high motivation of modern students to pedagogical activities, their desire to professional self-improvement and self-development, the orientation to the enrichment of professional competence in the latest scientific achievements, as well as the realization of their own scientific and methodological research. The psychological and pedagogical support for the professional training intended for the future professionals of PSEIs is used to outline and form a positive profession- and person-oriented “I”, confidence in his / her own abilities, creative development, independence in making positive decisions, etc. Keywords: support, psychological and pedagogical support, methodological and speech support, professional training, future specialists of preschool education.

Аналіз чинників розвитку культури самовираження майбутніх вихователів ЗДО у художній діяльності

Стаття присвячена висвітленню однієї із актуальних проблем сучасної вищої педагогічної освіти – підготовці фахівців дошкільної освіти, оскільки на сьогодні певною мірою саме від них буде залежатиме осучаснення підходів до освітнього процесу на першій освітній ланці. Увага зосереджується на таких ключових питаннях як особистісно-професійне становлення майбутнього фахівця, розвиток культури самовираження молодої людини на основі аналізу наукових праць з філософії, психології та педагогіки. У публікації окреслені основні аспекти науково-дослідної діяльності у означеному напрямі, а саме: визначено мету та першочергові завдання, передбачено науково-обгрунтовані шляхи вирішення проблеми. Досліджуване явище кваліфікується як особливості (відмінні від інших людей властивості особистості), способи (систематизовану сукупність дій, використаних для досягнення мети), результати (проміжні та кінцеві продукти) самоорганізованої професійної діяльності. На основі аналізу психолого-педагогічної літератури розглядаються структурні компоненти (когнітивний, емоційно-ціннісний, поведінковий). Визначаються критерії та показники оцінки міри сформованості культури самовираження, роль яких виконують властивості особистості майбутніх фахівців дошкільної освіти, що відповідають основним векторам педагогічної діяльності (діловому, аксіологічному, комунікативному, перетворювальному та на цій основі визначається типологія сформованості досліджуваного явища. Зокрема, значний акцент надається аналізу важливих чинників розвитку культури самовираження майбутніх фахівців дошкільної освіти; висвітленню організаційно-педагогічних умов, ефективних форм, методів та прийомів; окреслюються перспективи наукової розвідки. Зазначається також, що концепція дослідження забезпечується єдністю методологічного, теоретичного та методичного аспектів.

“You Still Have to Try It!”: Helping Picky Eaters in Classroom Groups

Many teachers struggle with implementing self-help eating goals for children with autism spectrum disorder (ASD). No group programs exist to target this important problem. We used findings from applied behavior analysis research and adapted single-subject interventions into a group-based eating program. In describing the program using two vignettes, children in two preschool special education classrooms are introduced to a character called “Esther the Eater” and then taught to expand their eating choices. The program is designed to be routine, fun, and classroom-friendly to help children with ASD try new foods.

Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program

BackgroundThis study was a follow up pilot study to investigate whether the mobile app Map4speech (Law, Neihart, & Dutt, 2018), originally developed for parent training, could also increase intervention fidelity among preschool special educators. MethodA multiple baseline design was conducted with four preschool teachers to examine the effects of the mobile-app-enabled program in improving their intervention fidelity in naturalistic developmental behavioral intervention (NDBI) for young children with ASD. ResultsResults indicated that teachers who participated in the post training intervention attained high intervention fidelity of implementation (84–97%) compared to their baseline percentage of intervention fidelity (42–54%). Teachers’ acceptability of mobile-app-enabled training program was moderate, between 60–70%. Results indicated that mobile-app-enabled training can be a promising means to raise teachers’ intervention fidelity in autism intervention. Results also highlighted the usefulness and importance of having an effective andragogical framework in mobile learning design to produce lasting change of intervention behaviors. ConclusionsTechnology-enabled training has the potential to serve as an innovative solution to the shortage of ASD professional training.

Емоційна компетентність майбутнього фахівця дошкільної освіти: суть та умови формування

The article substantiates the essence of emotional competence as an integral characteristic of the personality of a future specialist in preschool education, which is attested by his ability to perceive, differentiate and respond adequately to emotional information; control and regulate emotions (own and other people), block negative; to regulate relations with others, to show empathy to them, ability to put oneself in their place; to understand the motives of their behavior, to use pedagogical reflexion. They acted as criteria for assessing the type of emotional competence of future teachers of pre-school education. Stability, intensity, modality, orientation of emotions and balance of the above manifestations were taken into account. There are four types of emotional competence of the subjects - balanced, individualistic oriented, socially oriented and non-manifested. It has been established that only a quarter of experimental group students are of balanced design type; the remaining three-quarters of the subjects are characterized by an imbalance of dominant signs of emotional competence or the inability to identify outside their internal experiences and indifferent attitudes to processes, events, and situations. This actualized the necessity of organizing a system of educational and educational work aimed at improving self-knowledge, self-regulation and emotional behavior of future specialists in pre-school education. The effectiveness of pedagogical conditions for optimization of educational process, improvement of indicators of cognitive, emotional-value and behavioral components of the investigated phenomenon is developed and determined, which include: promotion of students' awareness of themselves as objects of personal and professional growth; development of the ability to analyze their own positive and negative experiences; Exercise in the ability to independently come out of crisis situations, overcome obstacles to the goal, maintain an emotional balance, maintain a positive state of health; the formation of skills for effective prognosis, regulatory flexibility, manifestation of emotional susceptibility and responsiveness.

NATURAL DISCIPLINES AS A MEANS OF FORMING THE SPIRITUAL VALUES IN FUTURE SPECIALISTS OF PRESCHOOL EDUCATION

The urgency of the problem of the formation of the spiritual values of future teachers lies in the need to create new axiological foundations of spirituality in education (in particular, preschool), since the value system established in the past has largely ceased to function. The appeal of pedagogical science to the spiritual values of the national identity of the Ukrainian people, the reinterpretation of values in modern conditions and the transformation of a hierarchy of values is a logical and logical phenomenon. Such an approach will contribute to the development of future educators' skills in assessing their own spiritual values and anticipating the process of their formation in children of preschool age, the formation of the experience of spiritual assessment activities. The purpose of the article is to determine the most important directions in the study of the problem of the formation of spiritual values of future educators of children of preschool age in the process of studying the disciplines of the natural science cycle. In the process of performing tasks, due to the purpose of the article, the methods of scientific and pedagogical research were used: a method of analyzing scientific sources on the research problem; methods of analysis and synthesis in determining the goals and objectives of the study; method of content analysis of regulatory documents. The programme for training preschool education specialists provides for the introduction of disciplines in the natural science cycle in stages. Students study, «Fundamentals of natural science with the methodology», «Technology of environmental education for preschoolers», «Technology of teaching disciplines of the natural science cycle». Thus, in the process of studying the discipline «Methods of familiarization with nature and environmental education of preschoolers (with a practical work in natural science)», students receive basic knowledge of methods and techniques for familiarizing preschoolers with nature, acquire the ability to grow plants at the site of pre-school education, the device corners of nature and the like that. Taking into account the content of the modern system of knowledge about the features of development and upbringing of children of preschool age and the features of the organization of the educational process, the discipline «Basics of natural science with methodology» consists of two parts: the foundation of natural science and the methodology of familiarization with nature. Discipline is considered as a component of the content of bachelor of pre-school education training and is built on the relevant theoretical, scientific foundations and practical training. The main principle of constructing educational material for the course is environmental, the essence of which in constant emphasis is on identifying relationships in nature, establishing those dependencies and laws of nature that should guide people in their behavior. It is this that determines the formation of the moral qualities of the personality of the future teacher, which are based on the love of his native land, the desire to protect it.

Toilet training of preschoolers with disabilities: The perspectives of teacher aides

To examine toilet-training (TT) challenges among children with developmental disabilities(DD), as perceived by teacher aides working in special education preschools, the TT practices they adopt, and their perspectives on TT and parental cooperation. A qualitative phenomenological approach was adopted to analyze in-depth interviews conducted with 10 teacher aides, working in special education preschools. Interviews were audio-recorded, transcribed, and analyzed by three researchers according to 20 categories, organized into the themes that emerged from the data. Three themes emerged from the data analysis: (1) The TT process is much more complex for children with DD than for typically developing children. (2) The central role played by teacher aides in the TT process and the TT approaches they adopt. (3) The degree to which the child's family is involved in and cooperates with the preschool staff in the context of TT. TT among children with DD requires a graded and child-specific mediation process, including the parents and the educational staff. Teacher aides are revealed as an excellent resource for information about the child under their care. From the rich interviews, we obtained: principles and practical guidance as to how to provide gradual tailor-made TT for children with DD; principles to enhance parents' engagement in TT; and appropriate TT outcomes. The ecological theoretical frameworks used to shed light on the teacher aides' and the context role as significant mediators in TT. The study lays the groundwork for further research on TT among children with DD.

Modifying a behavior intervention plan according to classroom aides acceptability ratings: effects on treatment integrity and challenging behavior

This study evaluated the effects of an acceptability questionnaire on classroom aides' treatment integrity during implementation of behavioral intervention plans, using a multiple-probe-baseline across-participants design. Four classroom aides in a special education preschool classroom rarely used procedures recommended to manage the challenging behavior of a four-year-old boy with autism spectrum disorder (ASD) during baseline. After using the questionnaire results to create a functionally equivalent behavior intervention plan that was comprised of components the aides rated as more acceptable, three of the four aides greatly improved their use of the procedures and an ancillary reduction in the child’s challenging behavior was observed. Overall, results suggest that including staff acceptance measures during the intervention selection process may bolster subsequent intervention integrity.

Parent Perspectives of Desired and Experienced Child and Family Practices in the Early Elementary Grades

Knowledge of the types of school-based practices parents consider important for their children and themselves are the foundations for improving school-family relationships. Surveys were used to determine parents’ (1) desire for family-centered practices, individualized and developmentally appropriate child practices, and integrated and coordinated child and family practices in the early elementary grades, (2) the extent to which parents and their children experienced desired practices, (3) barriers and solutions to use of the practices, and (4) strategies and recommendations for promoting increased use of desired practices. Participants were parents of children with disabilities or developmental delays who previously participated in early intervention or preschool special education programs, or both, where the children were currently enrolled in grades K through 3 at the time data collection occurred. Findings indicated that the desire for targeted practices varied depending on the types of practices, the parents and children minimally experienced desired practices, and that barriers and solutions tended to be related to family-school relationships. Implications for improving school-family relationships and practices are described. Keywords : Family-centered, developmentally appropriate, inclusion, integrated, coordinated, desired practices, experienced practices, barriers, solutions DOI : 10.7176/JEP/10-15-05 Publication date :May 31 st 2019

Axiological dimensions of preschool teacher training in Ukraine

<p>Aksjologiczne wzorce kształcenia specjalistów edukacji przedszkolnej są ustalane według współczesnych wymagań odnoszących się do edukacji przedszkolnej, zmierzającej w kierunku ideału, tzn. obrazu dziecka-przedszkolaka. Kształtowanie orientacji specjalistycznej przyszłego pedagoga powinna realizować edukacja zawodowo-pedagogiczna. Na jej treść mają wpływ wytyczne europejskie oraz humanistyczne walory zawodu nauczycielskiego. Istotne jest, aby kształcenie i doskonalenie zawodowe pedagogów miało charakter interdyscyplinarny i by było realizowane nie tylko w oparciu o wiedzę psychologiczną i pedagogiczną, ale też filozoficzną, socjologiczną, medyczną. Ponieważ kwestia dotyczy wychowania dziecka, ważne jest aby treści edukacji pedagogicznej wzbogacić zarówno wiedzą o nim (dziecku), jak i wskazówkami pozwalającymi praktycznie z tej wiedzy korzystać. Duże znaczenie odgrywają tu szkolenia, rozeznanie środowiska i inne czynniki, na podstawie których przyszli specjaliści mogą budować swoją działalność zawodową.</p>

COMPARISON OF SPECIAL EDUCATION PRESCHOOL PROGRAM AND INCLUSIVE PRESCHOOL PROGRAM FOR MATH ACHIEVEMENT

Transition period from preschool years to school years is a time of rapid changes in children’s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. Keywords: children with intellectual disability, inclusive education preschool programs, math abilities, quasi-experimental design, school readiness, special education preschool programs.

ФОРМУВАННЯ ПРОФЕСІЙНИХ ЗДІБНОСТЕЙМАЙБУТНІХ ПЕДАГОГІВ ДОШКІЛЬНОЇОСВІТИВ УМОВАХ ЄВРОІНТЕГРАЦІЇ

The article reveals the problem of the formation of professional abilities of future preschool teachers in the context of European integration. The state of the problem under study in modern theory and practice is analyzed; clarified the features of the formation of professional abilities of future preschool teachers; the professional abilities of students -future preschool teachers in the process of educational activity are characterized. Possible ways of intensifying the movement of the modern professional educational system into the European educational and scientific community and promising areas for further research are identified. Exploring the problem of forming the readiness of future specialists in pre-school education to carry out professional activity in the context of European integration, one of the factors is: the transition from productive ideas to a real change of educational space, the implementation of effective retraining of future pre-school teachers, to technologically and methodically update the educational process, to raise the quality of education, to rely on the intrinsic motivation of future pre-school teachers. We have found out that the specificity of professional activity requires the teacher of higher education institution to have certain knowledge and skills, in particular, knowledge of forms and methods of implementation; possessing a system of advanced competencies in the field of technology of modeling, designing and realization of pedagogical process on the basis of features and values orientations of students; changes in traditional technology of interaction with students. During the preparation of the student-future specialist in pre-school education for the organization of professional activity, it is assumed that the teacher as a subject of the specified activity of a complex of special abilities, among which are analytical, communicative, research, reflexive, presentation abilities. They are in the skill to effectively carry out their professional activities and teach students; to activate their cognitive activity by posing educational problems; organize research activities of different levels of independence according to the individuality of each student.

Informisanost roditelja o oblastima rada stručnih saradnika u predškolskim ustanovama

This paper presents a study on the awareness of parents (N=736) of the areas of professional activity of early childhood education specialists in preschools. The study used the rating scale method and a five-point rating scale (PAESP - the Professional Activities of Education Specialists in Preschools), constructed for the purposes of this research. The data obtained were processed using the SPSS program, and are presented in textual and tabular form. The results indicate that parents are partially acquainted with preschool professionals' areas of activity. With regard to age, the findings suggest that younger parents tend to be better informed; they also suggest an inverse relationship between parents' education level and their level of awareness of preschool professionals' areas of activity, with university educated parents being less aware of the possibility of consulting preschool education specialists in order to obtain information about the means and methods used in education compared to parents with secondary or tertiary level education. The implications of the research point to the need for informing parents about the areas of activity of education specialists in preschools through a systematic approach aimed at supporting the development of preschool children.

СТРУКТУРНО-ПРОЦЕСУАЛЬНА МОДЕЛЬ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ

The article describes the theoretical and methodological aspects of the development of a structural-processual model for the development of information and communication competency of future specialists in preschool education. It consists of a set of interconnected blocks (methodological, target-oriented, operational, and productive). The model has been implemented at the information-orientated, cognitive-developmental, activity-transformational and creative stages. The authors identify that at the information-orientation stage prospective specialists of preschool education acquire theoretical knowledge that reflects their awareness of information and communication technologies and scientific and methodological bases of implementation the latter in kindergartens. It is emphasized that the cognitive development stage involves intensive creation of knowledge and skills for searching, processing, transmission and preservation of information that forms the information and communication basis for future professional activity in a kindergarten due to introduction of the educational discipline "ICT in working with children” into the university curricula of preschool specialists’ training. At the activity-transformation stage, there is greater involvement of students in individual and collective educational and research activities using computer software. It allows to visualize information figuratively and vividly both during preschool specialists’ training and while working with preschool children. At the creative stage, the development of information and communication competency of future preschool teachers involves testing of the acquired experience on using ICT during the teaching practice in a kindergarten. The article presents scientific considerations of the national and foreign scholars on the essential characteristics of the concept "information and communication competency". Terminological analysis of the concepts of "modeling" and "model" has been carried out.

МЕТОДОЛОГІЧНІ ПІДХОДИ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ

The article substantiates the methodological approaches that reflect the interrelation and interconditionality of phenomena and processes of formation of the information and communication competence of future specialists in preschool education, namely: system- and activity-based, personally-oriented, integrative, environmental and competence-based. The authors have determined that the personally-oriented approach presupposes that each student must fulfill as much as possible all their individual traits in their diversity and uniqueness; the integrative approach contributes to overcoming the contradictions between the principle of unity of knowledge and its division into fundamental and special ones, as well as those between the ever-increasing amount of knowledge and the limited school time to learn it; the environmental approach promotes the creation of the informational and communication environment of a higher educational institution which influences the formation of informational and communication competence of future specialists in preschool education and is an influential factor for introducing the innovations in the educational process and gives students an opportunity to choose free the content and form of activity; the competence-based approach defines the ability of a future specialist in preschool education to apply the information and communication technologies in the educational process, use information, be flexible and adapt in a changing information space in accordance with their own needs and requirements of the modern society. It has been established that the process of formation of the information and communication competence of future specialists in preschool education is conditioned by a special organization of the teaching and educational process at a higher educational institution which ensures the unity, interrelation, consideration and development of the professional and information and communication components in future specialists in preschool education, with proper purposefulness, the relevant gradual organization and procedural and content-related support. The authors have also presented the definition of information and communication environment of a higher educational institution.

ФОРМУВАННЯ КОМПЕТЕНТНОСТІ ВИХОВАТЕЛЯ ЗАКЛАДІВ ДОШКІЛЬНОЇ ОСВІТИ В ПРОЦЕСІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ

The article analyzes the peculiarities of vocational training of preschool education specialists, the main priority of which is the combination of personal and activity approaches. A modern institution of higher pedagogical education should train a student who will work with children of preschool age, actively participate in social life, create conditions for the development of a person who can not only assess the situation and adapt to social changes, but also think in an original and non-standard way and generate and implement ideas, develop ways of positive transformation, initiative and autonomy, and creativity.The etymology and meaning of the term “competence” have been clarified, which gives grounds to return in the interpretation of this definition to the European understanding of the most basic two meanings of the word: the legal and psychological ones, since nowadays there is no simple unambiguous interpretation on this issue.It was found out that the professional competence of the pre-school educator involves a combination of professional and personal qualities necessary for successful pedagogical activity. A professionally competent teacher is the one who carries out the pedagogical activity and pedagogical communication at high level, and achieves continuously high results in teaching and upbringing of preschoolers.The process of development of professional competence is characterized as a bloom of creative individuality, formation of susceptibility to pedagogical innovations, ability to adapt to changes in the pedagogical environment.It has been proved that the formation of the professional competence of the future teacher of pre-school establishments occurs during the study at an institution of higher pedagogical education. It is important to choose such an institution, which would train the teachers with the necessary luggage of competencies.The components of the professional competence, namely the key, basic and special ones, have been singled out.

The Outcomes of Professional Development on AAC Use in Preschool Classrooms

The purpose of this qualitative study was to describe early childhood special education service providers' perceptions of the use of alternative and augmentative communication (AAC) in their preschool classrooms as a result of participation in MELD (Multimodal Early Language Development) AAC professional development. MELD is a multicounty project that provides professional development to support service providers to meet the needs of preschool children with complex communication needs. Results indicate, in general, that the service providers felt the professional development met their individual needs to be successful in embedding the use of AAC in each of their preschool special education classrooms. The study extends past research about the components needed in effective early childhood professional development that results in teacher implementation of new instructional strategies to include the use of AAC strategies and adds new information about the context that may be needed. That context includes a positive and supportive relationship between coaches and service providers and a recognition of positive changes in the behavior of children by service providers. Implications for providing professional development and for future research are discussed.

PECULIARITIES OF THE DEVELOPMENT OF CHILDREN’S PASSIONARY QUALITIES AT PRE-SCHOOL EDUCATIONAL INSTITUTIONS

The meaning of the term “passionarity of preschooler” has been defined in the article. Forms and methods of the development of children’s passionary qualities at pre-school educational institutions have been determuned. Passionarity of preschooler has been explained as a complex of personal qualities (vitality, initiativeness, stubbornness, internal irresistible aspiration for activity) which provide the dominance in a preschooler group, the ability to communicate from the position of the fighter and the winner, to implement non-standard behavior in the game during the specially organized or independent activities. It has been proved that in the conditions of decrease of person’s activity, scientists and pedagogical workers pay more attention to the education of children who have passionary qualities and who are a vivid contrast to passive children. The pedagogy classics’ (such as S. Rusova and A. Makarenko) approaches concerning the education of active children with developed militant instinct have been analyzed. Whether a child will become a leader, guide, builder, or rebel, destroyer, radical; the creator of the system or its small screw, – it all depends on the direction of educational influences of pre-school education specialists, the integration of their efforts with parents. The diagnostic tools to define preschoolers’ inclination to manifest the passionarity have been developed. Based on the analysis of the speech content, such types of personality have been determined: passionary (too energetic), persistent (moderately energetic) and subpassionary (energy-deficient). Passionarity is diagnosed by determining in the speech frequent occurrence of great number of words corresponding to a passionary personality. The correctness of the result is checked and supported by the analysis of the game activity and the manifestations of the child’s emotions. Passionary children are active, cheerful, lively, energetic, inquisitive, emotional. The following peculiarities of the development of the children’s passionaty qualities at pre-school educational institutions have been found out: creation of environment of love, kindness and trust; integration of parents and education specialists’ efforts; directing preschoolers to do good things for the closest people; balancing the interests of the preschooler and the team; the respect for rules and order based on the principles of humanism, mutual respect, justice; organization of many-sided activities (educational, recreational, artistic, etc.); the implementation of game pedagogy and pedagogy of emotional experiences. The expediency of creating the children’s media products for the passionary children has been shown. The necessity of partnership with parents in the formation of a passionary child has been substantiated. The appropriate recommendations for parents have been developed.