Innovative vectors for shaping the foundations of Russian civic identity in the preschool period: the role of modern civic identity formation practices in preschool education

Introduction. The issue of shaping civic identity is becoming particularly relevant in the conditions of global challenges associated with the digitalisation and the transformation of social institutions, starting from the earliest stages of socialisation. The preschool age, being a sensitive period for the assimilation of value orientations, lays the foundation for the child’s future awareness of their belonging to society and the state. However, in practice, this potential is not fully realised. The relevance of the study is accounted for by the growing contradiction between the declared goals of patriotic and civic education, enshrined in the Federal State Educational Standard for Preschool Education, and the real conditions for their realisation. The aim of this work is to analyse the vectors for overcoming the dissonance between the requirements of the Federal State Educational Standard for Preschool Education and actual practice, including the proto-civic identity concept, adapted digital tools, and networked resource integration models. Materials and methods. The methodological basis is represented by a systemic approach that considers the formation of civic identity as a complex process (cognitive, emotional/value-based, and activity-based) in the context of macrosocial challenges (digitalisation, multiculturalism). Structural/functional and comparative/contrastive methods were used to analyse the components of identity, innovative practices, and differences in Russian (Asmolov, Kolomiichenko) and foreign (Barrett, Banks) concepts, with an emphasis on Russian specifics. Critical analysis was applied to a wide range of sources: theoretical works on psychology of identity, regulatory documents (Federal State Educational Standard for Preschool Education), empirical studies, and descriptions of contemporary pedagogical practices (project-based, digital, museum-based). KEYWORDS Results. A persistent dissonance has been revealed between the preschool age sensitivity to the formation of proto-civic qualities and the systemic barriers to the realisation of the above. Regional cases (VR reconstructions, digital regional studies, gamified platforms) reveal the resources of adapted digitalisation as a system-forming element, provided that it has a triadic impact on the components of identity and maintains a balance with real social experience. The prospects for minimising the gap are related with the development of the proto-civic identity concept, the integration of digital simulators into teacher training, the creation of networked resource centres, and the transformation of family involvement. Conclusion. The realisation of the researched vectors will ensure the continuity of preschool and primary education, transforming declarative attitudes into an effective model that meets the challenges of the digital age while preserving the anthropological integrity of child development