The characteristics of tolerance in structure of ideological culture are discussed (on basis of self-esteem analysis) in this article. The features of ideological and cultural tolerance for individual societies and for a specific individual have been identified in connection with a number of contradictions between religious and secular education, religious and scientific explanations of world, national and universal values, between the pragmatic aspirations mass consciousness and the high purposes of life, preached the philosophy and art, multi-directional influences of family, school, media, etc, aggravated in new cultural and educational conditions. The self-assessment result of certain personality features in relation to individual ideal as per Budassi method has been provided in the experimental study section experimental study section. Experimental work has been performed on basis of Abai Kazakh National Pedagogical University (Almaty, Kazakhstan). The given research involved 133 persons, they figured out their self-esteem using method established by S.A.Budassi. The purpose of the method was to identify the quantitative expression of the self-esteem level.

The readiness of preschool teachers to ensure children’s digital safety (DS) is currently one of the overarching challenges for early childhood education (ECE) systems. Unfortunately, developing countries, particularly Kazakhstan, do not necessarily possess the required resources to run preschool educational programs to ensure children’s DS. This study explores pre-service early childhood educators’ (PSECEs) cognitive, affective, and behavioral attitudes toward supporting DS of preschool children. It also considered PSECEs perceptions of their role and responsibility in supporting preschool children’s DS and their readiness to address these issues in their future professional practice. The research adopted a cross-sectional mixed-methods design without instructional intervention. The study was carried out at the Abai Kazakh National Pedagogical University in Almaty, Kazakhstan, with 344 participants in the experiment. The findings highlight the interrelated nature of cognitive, affective, and behavioral components of study participants’ attitudes. Study participants had strong affective engagement. However, the results revealed a noticeable imbalance between emotional concern and practical readiness. This research highlighted that DS content in preschool teacher education programs has not kept up to date with global digital advances. Consequently, there is a need to adopt coherent content of practice-oriented approaches to DS in preschool teacher education programs. This paper further extends the body of theory on PSECEs attitudes toward supporting DS of preschool children and provides new insights into the educator candidates’ cognitive, affective, and behavioral attitudes.

The purpose of this study is to determine pre-service early childhood teachers’ views and perceived competency levels regarding neurolinguistic-based science, technology, engineering, arts, and mathematics (STEAM) applications in phonemic skills instruction, and to examine whether these perceptions differ significantly according to demographic (gender, age, and grade level) and professional/experiential (having received phonemic awareness training, STEAM experience, and familiarity with the concept of neurolinguistic programming [NLP]) variables. Adopting a descriptive survey design, one of the quantitative research methods, the study group consisted of 179 pre-service teachers enrolled in an early childhood education undergraduate program at one university in Kazakhstan. The research data were collected through a demographic information form, a structured views questionnaire, and a data collection tool measuring pre-service teachers’ perceived competency. The findings show that participants’ overall perceived competency was high. However, 36.9% of participants regarded phonemic awareness as a naturally developing process and 31.3% viewed STEAM as unrelated to language skills, which may indicate conceptual gaps; and although 41.9% stated that the art component made phoneme discrimination more concrete, 53.6% considered art either unrelated to phonemic awareness or merely entertaining. Perceived competency did not differ significantly by gender or age, whereas third-year pre-service teachers reported lower perceived competency than first- and second-year students; a “reality shock” after practicum is a possible but untested explanation, as practicum was not measured. In addition, pre-service teachers who had previously received phonemic awareness training, who had STEAM experience, and who were familiar with the concept of NLP reported significantly higher perceived competency. The findings suggest that teacher educators may consider adding applied, STEAM-integrated phonemic awareness modules supported by microteaching, including a critical examination of the evidence on NLP and learning-styles claims. The findings are limited by self-report data and a single-university convenience sample.

Зерттеуде нейропедагогиканың жаңа мүмкіндіктері мен оны оқытудың мақсаттары, міндеттері және ерекшеліктері қарастырылған. Мектепке дейінгі білім беру жүйесінде нейропедагогиканың білім беру теориясы мен практикасы үшін қосатын жаңа білім саласы негізінде ғылыми дамуының қажеттілігі атап өтіледі. Нейропедагогиканы зерттеуші ғалымдардың еңбектері негізінде оның даму және оқу тәжірибесіне ену тарихы, нейроғылымдар аясындағы соңғы деректер, нейробілім нәтижелерінің негізінде балалардың жеке ерекшеліктерін ескеру мүмкіндіктері баяндалады. Баланың танымдық және жеке дамуына бағытталған білім беру үдерісін ұйымдастыру үшін маңызды нейропедагогиканың негізгі идеялары сипатталады. Нейропедагогика мидың атқаратын рөлін қарастыратындықтан, оқу үдерісінде тікелей баланың танымдық және жеке тұлғалық дамуына бағытталғандығы туралы айтылып, нейропедагогиканың негізгі параметрлерге жауап берудегі маңыздылығына талдау жасалған. Нейропедагогика ми туралы басқа ғылымдармен байланысын ескере отырып, мидың білім мен дамудағы психологиялық үдерістерін ұйымдастыруда теориялық және практикалық білімді қолдану мүмкіндіктерін қарастыруға мүмкіндік береді. Мақаланың тәжірибелік бөлімінде нейропедагогикалық жаттығулар негізінде бағдарлама құрылып, оның тиімділігін анықтау мақсатында диагностика жүргізілді. Бағдарламаның тиімділігі эксперименттік және бақылау топтарындағы тәрбиеленушілердің когнитивті, әлеуметтік, эмоционалды даму деңгейімен анықталды. Кілтті сөздер: нейропедагогика, мектепке дейінгі білім, нейроғылым, танымдық дамуы, оқыту үдерісі, мектепке дейінгі ұйым.

The purpose of this article is to explore the possibilities of Reggio pedagogy and identify ways to implement it through project work aimed at supporting the individual development of each child in an inclusive environment. The article aims to demonstrate the effectiveness of the Reggio methodology adapted to the needs of inclusive education, as well as to unlock the potential of children with different abilities and needs. The main form of the article is to support the personal development of children in an inclusive educational environment. In these environments, the role of the Reggio methodology is explored, aimed at developing creative and cognitive abilities, taking into account the special needs of each child. There are also some special features. This is an approach aimed primarily at children. In Reggio's pedagogy, the Child is the main character of the educational process. The interests and ideas of children are the basis of project work, which allows them to develop their creative and cognitive abilities. The role of the environment: according to Reggio's methodology, the educational environment is the “third teacher”. The surrounding space is specially organized to encourage children's abilities for research, creativity and communication. In an inclusive environment, this approach helps to take into account the specifics of each child. In the process of writing an article, the project method allows children to explore their ideas and work in a team or individually. This method develops children's social skills in an inclusive environment, improving their interaction with each other. Partnership between parents and educators is an integral part of the process of supporting child development. This attitude is of particular importance in inclusive education.

Subject-development environments play a crucial role in early childhood education by fostering cognitive, social, and emotional growth. This study investigates the effectiveness of a structured training program in enhancing preschool educators' self-efficacy in designing such environments. A quasi-experimental design was employed, incorporating both a control group and an intervention group. The study involved 160 participants from Abai Kazakh National Pedagogical University who engaged in a targeted structured training program combining theoretical instruction with hands-on activities. Findings indicate that the structured training program significantly improved educators' self-efficacy, with experimental group participants demonstrating significantly higher post-test scores across all measured areas compared to the control group. Based on these results, integrating the structured training program into preschool teacher preparation and existing curricula is recommended to enhance early childhood education practices.