The article is dedicated to the 85th anniversary of the Institute of Regional Development of the Penza Region and analyzes its evolution from an institution engaged in retraining and advanced training of teachers to a multidisciplinary center for the development of the region. Initially, the Institute was designed to provide retraining and advanced training of teaching staff, which was especially important during the formation of the Soviet education system. Over time, the tasks of the Institute expanded, covering new areas of training specialists for the field of education. Today, it develops and implements innovative educational programs aimed at improving the professional level of teachers, educators and heads of educational institutions. The Institute’s specialists monitor and evaluate the effectiveness of regional education development programs. The Institute actively introduces modern educational technologies and methods, contributing to improving the quality of education and patriotic education of young people in the region. The role of the Institute in conducting scientific research, in the implementation of large-scale projects aimed at studying and preserving the historical and cultural heritage of the Penza Region is considered. Today, the Institute is a modern scientific and educational center with a powerful human resources potential and a developed material and technical base. The priority areas of work at present are: targeted advanced training for identified deficiencies and the formation of school teams, as well as the technology of automated assessment of students’ personal results when planning educational work.

The article describes the work experience of preschool educational organizations in the Krasnodar Region, which are the basis for the consultation centers. The article presents practical materials of preschool organizations developed within the framework of the project, non-conventional forms of work with families, ensuring that parents of preschool children receive high-quality psychological, pedagogical, methodological and advisory assistance free of charge. The experience of the region in developing and using a platform for assessing the quality of services provided is presented.

The article focuses on analyzing the experience of implementing practice-oriented teacher training projects within the framework of the "third mission" of a pedagogical university. Particular attention is given to the "Turnkey School Teaching Teams" project, which is aimed at addressing the pressing challenges of Russian education policy, such as staffing schools with qualified personnel and improving the quality of teacher professional training. The research aims to develop an innovative model for preparing teaching teams that can shorten the adaptation period and increase their effectiveness. The project is based on axiological and competency-based methodological approaches, Bloom’s taxonomy, and the concept of a sociocultural educational environment. The uniqueness of the project lies in its emphasis on forming cohesive teams of pedagogical university graduates, prepared for collaborative work in educational institutions, within the framework of joint project activities between the university and the regional education system. The results of the project’s implementation have shown that integrating practice-oriented training with personalized support for young specialists facilitates their successful professional adaptation.

The article explores the role of ethnopsycholinguistic factors in shaping the national and cultural specificity of language communication among primary school children. It examines language as a key element of ethnic identity, reflecting cognitive, cultural, and social aspects of personal development. The study presents the methodological program “Native Word: Traditions and Modernity”, aimed at developing ethnocultural communicative competence through the study of nationally marked vocabulary, folklore, and children’s literature. The results of the study will be useful for primary school teachers, Russian language and literature teachers, school methodologists and psychologists, as well as other researchers and practitioners.

The article examines the influence of modern gaming technologies on the development of oral and written speech of younger schoolchildren in philological lessons. The substantiation of the relationship between the level of attention development and the level of formation of speech skills in elementary school students is presented. The paper presents various types of games used in pedagogical practice, describes their structure and the tasks they are designed to solve in the learning process. Special attention is paid to the importance of gaming technologies as a means of making the learning process more interactive and exciting. The article provides examples of specific exercises for the development of oral and written speech. It is noted that many of these exercises also contribute to the development of voluntary attention. The results of a study are presented, where, using the Pearson correlation coefficient, a moderate positive relationship was found between the level of attention and the level of writing in younger schoolchildren. In conclusion, it is emphasized that speech development is a key aspect of a child’s mental development, and game technology and attention play an important role in this process, making learning effective and exciting.

This article is devoted to the urgent problem of the formation of basic formal business style skills in younger schoolchildren using the example of the genre of instruction. The importance of mastering this genre in the modern world for the daily and educational activities of students is emphasized. The linguistic and stylistic features of instructional texts and their potential in familiarizing schoolchildren with the elements of the official business style are analyzed. The article also provides methodological recommendations and specific examples of exercises aimed at step-by-step formation of skills to analyze, interpret and create instructional texts, including the use of game forms of work. The author pays special attention to considering the age characteristics of younger schoolchildren when selecting materials and organizing the educational process. The conclusion is made about the linguistic and didactic potential of the instruction genre in the development of communicative and cognitive abilities of younger schoolchildren. This article will be useful for primary school teachers, teachers working with children, and students of higher educational institutions in the pedagogical field.