This article examines contemporary technologies and methodological approaches for developing social motivation in preschool-aged children. Social motivation, defined as the intrinsic drive to engage with others, understand social cues, and participate in collective activities, serves as a fundamental component of child development and school readiness. The research analyzes the theoretical foundations of social motivation formation, explores age-specific characteristics of preschoolers that influence motivational development, and presents evidence-based pedagogical technologies for fostering prosocial behaviors, cooperative skills, and interpersonal competencies. Through systematic analysis of both traditional and innovative approaches including play-based learning, project methods, storytelling techniques, digital technologies, and socio-dramatic activities, this study demonstrates that intentional implementation of structured motivational technologies significantly enhances children's social-emotional development, peer relationships, and readiness for formal education. The article provides practical recommendations for educators, psychologists, and parents working with preschool children in various educational settings.

social motivation, preschool children, pedagogical technologies, socialization, emotional development, early childhood education, prosocial behavior, cooperative learning

Bandura, A. (1977). Social learning theory. Prentice Hall.

Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). Merrill/Prentice Hall.

Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. Basic Books.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children's social and emotional competence: A randomized trial of the preschool "PATHS" curriculum. The Journal of Primary Prevention, 28(2), 67-91.

Edwards, C., Gandini, L., & Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). Praeger.

Gibbs, J. (2006). Reaching all by creating tribes learning communities. CenterSource Systems.

Gray, C. (1994). The new social story book. Future Horizons.

Kopaysinovna, K. S. (2022). Age-related Characteristics and Teacher's Skills of Introducing Artistic Works to Preschool Children. Berlin Studies Transnational Journal of Science and Humanities, 2(1.5 Pedagogical sciences).

Tomasello, M. (2019). Becoming human: A theory of ontogeny. Harvard University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wellman, H. M. (2014). Making minds: How theory of mind develops. Oxford University Press.

Wentzel, K. R., & Miele, D. B. (Eds.). (2016). Handbook of motivation at school (2nd ed.). Routledge.

Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872.