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Psychological Science and Education
2025. Vol. 30, no. 6, 182–193
doi:10.17759/pse.2025300611
ISSN: 1814-2052 / 2311-7273 (online)

On the issue of the safety of the developing subject-spatial environment of a preschool educational organization

 
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Abstract

Context and relevance. Developing the subject-spatial environment (RPPS) as one of the components of the educational environment should be safe for students. However, the safety requirements concern only the preservation of children's life and health. At the same time, a very important psychological aspect of the RPPS and its security is overlooked. Objective. To consider the possibility of raising questions regarding the psychological aspect of the security of the developing object-spatial environment. Hypothesis. Addressing issues related to the psychological safety of child development within the preschool education system requires the establishment of scientifically supported criteria, which will help clarify the regulatory and legal aspects of governing children's development in the subject environment of a preschool institution. Methods and materials. Analysis of psychological and pedagogical works on the issues of the structure and organization of the developing subject environment in preschool organizations, as well as regulatory legal documents governing the activities of preschool organizations within the context of children's psychological safety. Results. A deficit of regulatory and scientific basis has been identified for addressing the issues of psychological safety in the spatial environment of a preschool educational organization. Overcoming existing difficulties in ensuring psychological safety is associated with the need to develop scientifically justified criteria for favorable conditions for a child's development within the preschool's educational environment. Conclusions. The identification and scientific substantiation of the safety criteria of the psychological aspect of the RPPS will allow preschool educational organizations to successfully solve the tasks of building and preserving a subject environment that will provide opportunities for the development of children

General Information

Keywords: preschool education, subject-spatial environment, development, safety

Journal rubric: "Discussions and Discourses

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2025300611

Funding. The article was prepared within the framework of the execution of state assignment No. 073-00070-25-03 for 2025 "Psychological, pedagogical and organizational conditions for the comprehensive safety of the educational environment of a modern preschool educational organization".

Received 23.07.2025

Revised 18.11.2025

Accepted

Published

For citation: Paramonova, M.Y., Krichevtsova, E.I., Nikiforova, O.V., Burlakova, I.A. (2025). On the issue of the safety of the developing subject-spatial environment of a preschool educational organization. Psychological Science and Education, 30(6), 182–193. (In Russ.). https://doi.org/10.17759/pse.2025300611

© Paramonova M.Y., Krichevtsova E.I., Nikiforova O.V., Burlakova I.A., 2025

License: CC BY-NC 4.0

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Information About the Authors

Margarita Y. Paramonova, Candidate of Science (Education), Head of the Laboratory for the Development of Preschool Education, Institute of Child Development, Health and Adaptation, Dean of the Department of Preschool Pedagogy and Psychology, Moscow State Pedagogical University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-1178-3912, e-mail: paramonova.mu@mail.ru

Ekaterina I. Krichevtsova, Candidate of Science (Education), Leading Researcher at the Laboratory of Preschool Education, Institute of Child Development, Health and Adaptation, Associate Professor of the Chair of Preschool Pedagogy, Department of Preschool Pedagogy and Psychology, Moscow Pedagogical State University, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0007-0710-7715, e-mail: ekrichevtsova@gmail.com

Olga V. Nikiforova, Candidate of Science (Education), Leading Researcher at the Laboratory of Preschool Education, Institute of Child Development, Health and Adaptation, Associate Professor of the Department of Preschool Pedagogy, Faculty of Preschool Pedagogy and Psychology, Moscow Pedagogical State University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-0226-6841, e-mail: nikiforova-ov@yandex.ru

Irina A. Burlakova, Candidate of Science (Psychology), Professor, Head of the Preschool Pedagogy and Psychology Chair, Department of Educational Psychology, Moscow State University of Psychology and Education, Leading Researcher, Laboratory of Preschool Education, Institute of Child Development, Health and Adaptation (Federal State Scientific Institution IRZAR), Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-0313-7518, e-mail: iaburlakova@mail.ru

Contribution of the authors

Margarita Yu. Paramonova – research planning, monitoring of research.

Ekaterina I. Krichevtsova – research planning; selection and analysis of sources; writing and registration of the manuscript.

Olga V. Nikiforova – research planning; selection and analysis of sources; writing and design of the manuscript.

Irina A. Burlakova – the idea of research, writing a manuscript.

All the authors participated in the discussion of the results and agreed on the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

The article does not include empirical data.

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