Contemporary Issues preschool education / V.V. Rubtsov, E.G. Yudina // Psychological science and education. - 2010. - No. 3. - P. 5-19.
Modern problems of preschool education
V. Rubtsov Doctor of Psychology, Professor, Academician of the Russian Academy of Education, Director of the Psychological Institute of the Russian Academy of Education, Rector of the Moscow City Psychological and Pedagogical University
E.G. Yudin Candidate of Psychological Sciences, Head of the Laboratory of Psychological Problems of Teacher Training, Moscow City Psychological and Pedagogical University
The article is devoted to the problems of early childhood education and training (ECCE), which will be discussed at the UNESCO World Conference on September 27-29, 2010. The authors identify and analyze the key, from their point of view, current trends in the development of preschool education in different countries, offer and justify their view of the problems arising in this context. The article analyzes two opposite models of early childhood education, shows the main consequences of the implementation of each of the existing approaches. Particular attention is paid to the construction of a unified system of pre-school and primary school education. From the point of view of the authors, it is the point of "junction" of these two educational levels that is critical and in many respects a test for determining the "face" of the entire national system of early childhood education in different countries. A general analysis of existing preschool education programs and their impact on the development of children of this age is presented. The authors emphasize the importance and special role of personality-oriented interaction between adults and children, as well as games in the context of developing preschool education. The problems associated with the training of teachers to work with young children are touched upon.
Key words: preschool education, two models of ECCE, continuity of preschool education and school, “framework” and “outline” programs, developmental program for ECCE, game, training of preschool teachers.
On September 27-29, 2010, Moscow will host the UNESCO World Conference on Early Childhood Education and Education. As the name implies, it will be dedicated to the problems of education of preschool children (from birth to 7-8 years old). The processes associated with the development of young children have recently attracted great interest around the world. In accordance with the UN Convention on the Rights of the Child, the issue of child development early age(ECCE) is interdisciplinary. It includes health, nutrition, education, social sciences, economics, and child protection and social welfare.
UNESCO proposes the following definition for education at this age: “Early Childhood Education (ECCE) is an activity that promotes the survival, growth, development and learning of children, including aspects of their health, nutrition and hygiene, speech, physical, socio-personal and artistic and aesthetic development - starting from the birth of a child and ending with his admission to primary school in the framework of formal and informal, formal and non-formal education. The ECD approach, which is mainly aimed at achieving a normal standard of living for young children in the early years, is also important from an adult developmental perspective. It aims to help them become healthy, socially and environmentally responsible, intellectually competent and economically productive.
In this context, priority is given to efforts to ensure the right of children of this age to an organized, systematic education; the main effort of the international community to ensure the conditions for the realization of this right is directed to the establishment of ECCE systems in developing countries. Modern research shows that the actualization of the educational resource in such countries, even without making significant sociocultural changes, can seriously affect the developmental potential of young children (see, for example:). It should be noted, however, that in developed countries there are problems with the organization of systemic preschool education; We will touch on some of them in this article.
The fact that the first World Conference dedicated to the education of young children will take place in Russia is not accidental. Systemic education in most developed countries (mainly in Europe and the USA) traditionally began at the age of 7–8; early education was never considered the domain of organized government efforts and was the concern of the family. As a result, systemic preschool education has so far been absent in the educational system of most developed countries, which, at best, provided the family with a certain market of educational services. In recent decades, the concept of disparate educational services, mainly related to childcare and care, has been gradually replaced by an understanding of the role of this period in the development of the child and, consequently, the need for preschool education as an important part of the national education system.
In Russia, traditionally, since the 1920s, there has been a state-funded system of mass (albeit optional) education of preschool children, the construction of which is now being considered in many developed and developing countries. It should be recognized that preschool education in the USSR was mainly focused on the interests of the system, and not on the interests of the child, so it needed to be reformed, especially in the area of program content. However, the undoubted advantage of education at preschool age was its systemic nature, as well as its real universal accessibility, based on public funding. For the international community, the Russian experience of building such a system, corrected with the help of its substantive reform, may turn out to be useful. In addition, in Russia, the priority of early education of children is declared in the context of the national project of the Russian Federation "Education".
Current trends in increasing state attention to early education in Russia create favorable opportunities for the creation and promotion of innovative mechanisms for preschool and primary school education of children and for the exchange of experience in such transformations among interested countries.
Modern preschool education: setting priorities
So, in the modern education systems of most developed countries, early education has recently been given increasing importance. Awareness of the importance of systematic education of children from the earliest age (from a few months) to 7-8 years (usually the age at which children enter school) is based on the results of numerous studies and the practice of some countries. In particular, this is evidenced by the recently extremely popular data obtained in the study of the effectiveness of the international educational program "High / Scope" (see graph).
Rice. Return on investment in human capital in education
These data show the effectiveness of financial investments in different educational levels in terms of their payback for society and for each person, and the measurements were made throughout the entire life cycle of a person. The graph shows that the highest efficiency is typical for preschool education programs, i.e. The more seriously pre-school education is financed in the country, the better life results people demonstrate throughout their lives. These data caused a deafening resonance all over the world and became almost a mandatory subject when discussing almost any issue related to education.
These data are certainly impressive: a modern study in the language of finance (one of the authors of this study is a laureate Nobel Prize in economics) confirms what progressive domestic and foreign psychology has always asserted. Namely, that in preschool childhood all the main parameters and characteristics of a person’s personality and psyche are laid, the direction and quality of the further development of his intellectual, emotional and physical abilities, interests and capabilities are largely determined. Ignoring the developmental features of a child at this age is fraught with serious, deep problems in his later life, including schooling immediately following preschool childhood.
Analysis of the current situation in the education of children of preschool and primary school age (international context)
When considering specific approaches to the construction of this system, it makes sense to pay attention to two opposing tendencies when answering the questions: “What should be the education of young children? What should they be taught before they go to school?” These trends are now present in most developed countries and give rise to two opposite models of the organization of preschool education in relation to the school. It is the point of "junction" of two educational levels - preschool and primary school - that turned out to be critical and in many respects serves as a test for determining the "face" of the entire national system of early childhood education in different countries.
The first model is a direct and formal consequence of a change in attitudes towards early education: it becomes a priority. Studies (including the above) show that in the period of child development up to 7 years, the child is extremely receptive, interested and open to new experiences, to learning about the world. In the conditions of modern dynamically changing life, which dictates a high rate of education, when every year is “in the account”, there is a temptation to use the time a child lives before school and intensify his education at the expense of preschool age.
Supporters of this position seek to "shift" the school a year or two earlier, using forced "coaching" of children, systematic and ever earlier teaching of reading, writing, counting, etc. There is an illusion that this kind of teaching young children in the future will ensure their success in mastering school curriculum and professional advancement. However, numerous domestic and foreign studies show that, on the contrary, the practice of too early forced teaching of knowledge and skills to children inevitably leads to the disappearance of learning motivation and, as a result, to the emergence of school maladaptation and school neuroses. Psychologists are well aware of how difficult (sometimes impossible) it is to deal with these problems once they have already arisen.
With this approach, fragments (sometimes quite significant) borrowed from the school curriculum appear in the content of preschool education. At the same time, the primary school curriculum and teacher training usually do not change, and children often have to study the first grade curriculum twice. Teaching methods in this case also have a "school" character: frontal classes in individual items, verbal methods of teaching, systematic control over the assimilation of knowledge and skills, etc. Thus, an artificial acceleration of the development of the child is carried out, the "maturing" of preschool education. This practice of accelerating the development of children then finds its continuation in the conditions schooling. The intensity of the learning process in primary school, the premature formation of a number of learning skills (for example, cursive writing, fluent reading, etc.) not only does not contribute to their formation, but hinders development or leads to the assimilation of irrational ways of implementing these basic school skills. Along with this, the purposeful formation of educational (leading) activities in elementary school, as a rule, is out of sight of the authors of programs and practitioners.
As a result, not only are the original goals of the intensification of early education not being achieved; moreover, it significantly slows down, bringing a lot of negative side effects, among which the loss of interest in learning by children is not the most undesirable from the point of view of the further development of the child. Significant obstacles arise in ensuring real continuity and prospects in the education system. In this case, the continuity between preschool and primary school age is determined not by whether the future schoolchild has developed abilities (expressed as modern language- competencies) necessary for the implementation of new activities, whether its prerequisites are formed, and by the presence or absence of certain knowledge in academic subjects.
It must be admitted that it is precisely this approach - it can be conditionally designated as narrowly pragmatic, focused on the needs of the system, and not the child himself - to early childhood education that has recently spread in many countries, but it is subjected to constant massive criticism from the scientific and educational community in these countries. The main arguments of such criticism are accumulated in the fundamental national school of cultural-historical psychology, which is associated primarily with the name of L.S. Vygotsky, as well as with the names of D.B. Elkonina, V.V. Davydova, A.V. Zaporozhets, A.R. Luria, A.N. Leontiev and many others. In particular, D.B. Elkonin, back in the 80s of the last century, remarked on this subject:
“The transition to the next, higher stage of development is prepared and determined by how fully the previous period has been lived, by how much those internal contradictions have matured that can be resolved through such a transition. If it is done before these contradictions have matured - artificially forced, not taking into account objective factors, then the formation of the child's personality will significantly suffer, and the damage may be irreparable.
Cultural-historical psychology in the last few years has been at the center of interest from the international scientific and educational community. Research conducted within the framework of this school, as well as many years of experience in the application of developments in the field of education, show that the availability of knowledge in itself does not determine the success of education, it is much more important that the child is able to independently acquire and apply them.
The school of cultural-historical psychology places special emphasis on the child's assimilation in the process of education of culturally developed means that organize and normalize the entire process. child development. The process of mastering these means by a child is independent, creative, but must be organized in a special way. A very important argument is the indication of the psychologists of the L.S. Vygotsky on the peculiarities of preschool childhood, on the specific requirements for the organization of education at this age. There are age limits, beyond which we willy-nilly expose the child to psychological abuse that is incompatible with the concept of modern education.
Does this mean that a child of preschool age should not be taught? Does this mean that the specificity of preschool childhood consists in living this period fundamentally outside the organized education system? The answer to these questions is: of course not.
From the point of view of cultural-historical psychology, a completely different approach is needed to education in general and to building continuity between preschool and primary school education in particular. Here we are dealing with a fundamentally different model of the organization of preschool education. This approach, in contrast to the previous one, does not prioritize the interests of the education system, the teacher, or even the student himself in some distant future, as the system understands it; it is focused on the specific, real interests of the child and his family. This approach is sometimes called student-centered or child-centered, and since it is aimed at the age-appropriate development of each child, it provides a developing type of education, which is built according to its own laws for each age.
Developing education takes into account both age and individual characteristics, interests and inclinations of each child and is based on the child's mastery of culturally developed means of activity, different types of which become leading at different age periods of the child's development. Thus, the idea of the laws of child development in each age period is also based on what means are adequate for a particular age.
Developmental educational program at preschool age
The term "developing education" has become quite widespread in the Russian educational context; nevertheless, it seems to us that its content needs special comments. Without setting here the task of a complete clarification of this rather complicated term, we note only one circumstance that seems important in the context under consideration. This circumstance is connected with the distinction between developing and any other education in the eyes of practical teachers - teachers and kindergarten teachers. Despite the fairly large literature that discusses what developmental education is, practice shows that for educators working with children, this distinction is very vague. At the same time, it is in their hands that the possibilities of implementing developmental education for each child at school or in kindergarten are in their hands.
When answering the question of how developmental education differs from any other, it is important to define developmental education as a type of education that not only has a developmental effect (this may be true for any type of education), but, being focused on each child, puts its main the purpose of its development, real promotion. In the system of developing education, knowledge, skills and habits perform the function not so much of independent goals as means in the process of child development. That is, the teacher (educator) sets the task not so much to teach the child this or that knowledge or skills, but to ensure his development with the help of these knowledge and skills.
This does not mean that preschool children should not be taught. Russian education is strong precisely because of its traditions of early education of the child, which is largely based on serious education. However, the main efforts of the teacher should be aimed at ensuring that the knowledge gained by the child really has a developing effect - and it is for this child. The sincere interest of the child, his involvement, curiosity and initiative are obvious indicators that the process of development is underway, and not just “training” on certain knowledge.
Thus, setting the goal of development in modern educational systems implies a special emphasis on the individualization of education, which is one of the basic principles of the developmental preschool program. On the other hand, it is equally important to ensure the variability of education, which creates an adequate psychological and pedagogical context for the development of children and the creative nature of the activities of teachers. Creating psychological and pedagogical conditions for the development of children in accordance with their abilities and interests involves providing them with a wide choice of activities and subject areas. Thus, as a second basic principle, the pre-school education program should provide children with real choice. The third principle is also connected with this principle: the absence of rigid objectivity, since it is in the integrated content (for example, the project type) that children are free to make a wide choice and show their as yet unstructured interests and creative abilities.
The problems associated with the individualization of education necessarily entail the whole range of issues related to the age specificity of education at different levels. In this regard, the principle of self-worth of each age acquires special significance, which can be revealed through a double requirement for the content and methods of education:
- ensuring the full realization of the capabilities of a child of a certain age;
- reliance on the achievements of the previous stage of development.
The specifics of education in preschool age
The principle of self-worth of each age gives an idea of what is meant by the specifics of education at preschool age. An attempt to fill preschool education with school content at the beginning of the 21st century is all the more perplexing because even in the last century, domestic and foreign scientists have convincingly shown the inadmissibility and inefficiency of artificially accelerating the development of a child. However, it is important, without replacing the tasks of preschool age with school ones, at the same time not to underestimate the possibilities of a preschool child, avoiding both artificial acceleration and artificial slowing down of his development. So, in order to create a developing age-appropriate preschool educational program, you need to know exactly:
- the main tasks of development at this age;
- real opportunities and interests of a preschool child.
Classical psychological research and research in recent years provide an answer to the first question. The main achievement of preschool age is the development of the basis of the child's personal culture, his emotional well-being, the development of individual abilities and inclinations, the development of his independence, initiative, creativity, arbitrariness, curiosity, responsibility, communicative and intellectual competence. These and other qualities of the child's personality allow him to enter the next - junior school - age interested and motivated to learn, bypassing the stresses and crushing disappointments of the transition period.
As for the real possibilities and interests of a preschool child, they vary depending on the individual inclinations of the child, which must be taken into account, but they also have age specifics. This specificity is determined by the fact that the main (in terms of the domestic psychological theory of activity - leading) activity of a preschool child is play. This fact, on the one hand, is well known to teachers, and on the other hand, has a specific interpretation in modern education.
Game as a context of development in preschool age
An essential indicator in the analysis of preschool programs is their content. In particular, in Russia, in connection with the principle of the absence of rigid objectivity in the content of preschool education, the content of preschool education is differentiated not according to the subject principle, but according to the directions of development of children:
- physical;
- cognitive-speech;
- social and personal;
- artistic and aesthetic development.
Thanks to this division, programs can be based on specific preschool content technologies that are not subject-based, but, for example, project-based or thematic. These programs appeared in Russia at the end of the 20th century and are perceived in the domestic educational space as modern, innovative, while in foreign educational systems they have been found since the beginning of the last century. At the same time, there are preschool programs based on the subject principle, which, from the point of view of the authors, provides all these areas of development. These are, for example, programs of preschool education traditional for Russia, although programs used abroad can also be built on this principle.
Within the framework of the two approaches to preschool education we have considered, there are different educational programs, the general specificity of which is determined precisely by the differences in these approaches. First of all, this means that in preschool education in different countries there are programs focused on the teacher (educator) and programs focused on the child. We have already described the last of these two above (in our terms, these are developmental programs). In the educational process, built according to a teacher-oriented program, it is the teacher (in kindergarten - the educator) who is the central figure. The initiative and own activity in such an educational process usually belongs to the educator, training is based on the pattern of action that the educator demonstrates. The child is assigned the role of “tabula rasa” (blank slate), which the teacher fills, as a rule, in one way for all children, regardless of their individual differences. The content of education is fixed and does not depend on the inclinations of the children or on the specific situation in the group.
In world practice, there are other differences between educational programs, and some of them are more related to preschool programs. In particular, there are so-called "framework" programs and programs in which the "knowledge" and "skill" content of education is developed in detail, prescribing certain forms and methods of conducting classes. These programs can be conditionally called "outline", not only because they are accompanied by detailed outlines of classes and methods for conducting them, but also because they generally orient the teacher to reproduce (in the extreme case - step by step) these notes and prescribed methods. The planning of classes with children in such programs also reflects its concise nature, takes place in the subject logic and is usually repeated from year to year for children of a certain age. The so-called “passport” age is considered the age of children, and not psychological age, educational results are recorded by reproducing ZUNs in the form prescribed by the program.
“Framework” programs are so named because they set only the “framework” of the educational process by introducing some essential principles and foundations for building the educational process. They can also be accompanied by methodological recommendations for teachers, but these recommendations are much more free in nature and, in extreme cases, can represent some “arsenal” of possible methods and techniques for solving those educational tasks that the teacher has set for himself. Planning is usually at the center of such programs, since it is adapted to the specific situation in the class (group) and is focused on each child. The plan reflects the development tasks set by the teacher and specific steps to solve them, usually planned on the basis of observing children and tracking the development of each child. Such programs fully allow for groups of different ages and follow not so much the passport age of children as their real interests and abilities.
Of course, the extreme embodiment of "outline" programs is not so common in modern preschool education. Usually a real preschool program is a cross between a framework program and a summary program. However, in Russian preschool education there is a historical example of a synopsis program, which is focused on the teacher. An example is the "Standard program of education and upbringing in kindergarten", according to which, until 1991, all preschool institutions in Russia worked. At that time it was a unified educational program approved by federal level; at present, with certain changes, it is also used in Russian kindergartens.
For the Model Program, methodological recommendations, a calendar plan of classes, detailed notes and scenarios for conducting each lesson, which mainly took place in the form of a school lesson, were developed. All these recommendations completely ignored the individual characteristics of children and were focused on the acquisition of subject knowledge or the skills necessary in everyday life (for example, self-service skills). The style of the program was very rigid and prescriptive: it was customary to address small children by their last names, the nature of emotional support was determined only by the personality of the teacher, the daily routine was strictly defined for different age groups. In accordance with this program, a lesson planning system was also built - detailed, branched, based only on knowledge intended for assimilation in a particular lesson.
The main indicator of the quality of work of both an individual teacher and the kindergarten as a whole was the amount of knowledge, skills and abilities that children had to demonstrate during inspections. For example, reading speed, ability to count within one or two dozen, knowledge about wild and domestic animals, etc. It should be noted that the tradition of testing children for this kind of knowledge and skills is currently preserved in Russia in many cases when children move to primary school. The subject of such checks is usually the school, but this practice, of course, also affects the programs of kindergartens - mainly through the requirements of parents to prepare children for school, “coaching” them for certain knowledge and skills.
Accordingly, the entire system of teacher training was organized: in teacher training schools and higher education institutions, students were taught to implement the Model Program. Of course, how the program will be implemented depends to a large extent on the teacher who works on it. This is true for any program. It was quite possible to find fragments of the practice of working according to the "standard" program, in which the teacher took into account the interests of the children, since this was precisely what corresponded to his inner conviction. However, it is quite obvious that the program and the preparation of teachers for work on it seriously affect what kind of educational process will be “launched”.
It should be noted, however, that teacher-oriented programs certainly have some merit. In particular, the Model Program for Preschool Education was oriented (and in many cases achieved) to ensure a good stock of knowledge, skills and abilities in children. At the same time, as a side effect of such “accumulation”, there was a cognitive (knowledge) education of children, especially those of them who belong to the so-called “cognitive” type. However, the development of the personality of children - their initiative, independence, responsibility, willingness to make their own decisions - which, as has been shown, is the main task of the preschool period, lagged behind sharply.
A teacher-oriented program can be both abstract and framework; As far as a child-oriented program is concerned, it is hardly possible that it is accompanied by detailed content prescribed for implementation. This is impossible by definition: a child-centered educational process is built “here and now”, depending on the specific developmental situation of each child. Thus, the personality-oriented program is of a framework nature, relying only on the known age-related features of the development of preschool children. Some of these programs have a large "arsenal" of educational methods and techniques, the decision on the use of which is made by the teacher based on the specific situation. Others rely more on the creative abilities of the teacher (educator), who, together with the children, comes up with specific content learning. But one way or another, programs aimed at the child cannot have a rigid content that is mandatory for all children.
How to prepare teachers for the developmental education of young children?
In the system of developing education, knowledge, skills and abilities perform the function not so much of independent goals as means in the process of child development. The specificity of developmental education makes special requirements to the activities of the teacher: he becomes the main figure in the educational process. With this approach, the role of the teacher in the education of children of preschool and primary school age changes dramatically: his task is not so much to teach the child this or that knowledge or skills, but to ensure the development of the child with the help of these knowledge and skills.
It is the teacher, depending on the individual context of the development of each child, who selects the material and offers it to the child, using this or that situation for its further advancement. The teacher builds the individual content of education for each child and together with him in the process of personality-oriented interaction. In the context of the interaction of teachers with children, the development of the child's personality, as well as his competence in certain subject areas, actually takes place. Knowledge and skills in a certain sense "serve" this interaction, making it adequate to the situation of the child's development.
With this approach, it is teachers working in preschool institutions and at school that largely determine not only the momentary context of the development of the child and his family, but also his future life. It takes enough high level the competence of teachers and other practitioners of preschool and primary school education in the field of developmental psychology of children of this age, as well as in personality-oriented, developing technologies for educating these children, in particular, in technologies for ensuring an individual approach to each child.
At the same time, educators and practical educational psychologists in our country (and, as studies show, in many other countries) for the most part do not meet these requirements. Their knowledge of the age patterns of children's development, of the psychological characteristics of development, is replete with serious gaps, which are often filled with mythological ideas about child development. Organization needed professional development teachers based on the promotion of theoretical ideas and educational technologies developed within the framework of cultural-historical psychology.
In this regard, the project of the federal State standard, developed on the basis of the Moscow City Psychological and Pedagogical University. The preparation of a preschool teacher who is able to organize the “zone of proximal development” of the child, take into account the peculiarities of child development in communication with the child, who has competencies in relation to the forms and methods of interaction with different categories of children from infancy to school, is a special task and direction in the preparation of this standard.
Goals, objectives and conditions for the developmental education of young children
The psychological guidelines for the development of a preschool child, analyzed by us, determine the goals of education at this age:
- protection and strengthening of the physical and mental health of children (including their emotional well-being);
- Preservation and support of the individuality of the child;
- development of the child as a subject of relations with people, the world and himself.
These goals can be achieved by creating certain psychological and pedagogical conditions:
- personality-oriented interaction of adults with children;
- full communication of the child with peers, older and younger children;
- developing pedagogical technologies focused on the specifics of age and based on the assimilation of cultural means of activity at a certain age;
- object-spatial environment that stimulates the communicative, playful, cognitive, physical and other types of activity of the child, organized depending on the age specificity of his development;
- the possibility of choosing for all subjects of education (teachers, children and their parents) educational programs, pedagogical technologies, materials and culturally developed means of activity.
Thus, we have identified the main trends in the development of early childhood education in different countries. The scope of one article does not allow us to give a detailed analysis of all important topics related to ECCE, and even just list them; However, we have tried in general terms identify the key, in our opinion, problems specific to this area. It seems clear to us that many of these problems have international roots and are more related to the setting of priorities in the ECCE system than to the peculiarities of national educational systems in different countries. Turning to the classics of domestic and foreign psychology, it is easy to see that many of the problems we have considered were discussed in their works decades ago. We can conclude from this that many of these problems fall into the category of so-called "eternal", which, however, does not relieve the international community of the need to solve them "here and now". The First UNESCO World Conference on ECCE, which is a sign of the increased attention of A.V. Selected psychological works: In 2 vols. M., 1986.
Current problems of preschool education
V.V. Rubtsov, Doctor in Psychology, member of the Russian Academy of Education, the head of the Psychological Institute of the Russian Academy of Education, the rector of the Moscow State University of Psychology and Education
E.G. Yudina Ph. D. in Psychology, leading researcher, the head of Psychological issues of teachers’ training Laboratory of the Moscow State University of Psychology and Education
The paper deals with early childhood care and education (ECCE) issues to be discussed at the UNESCO World Conference on 27–29 September 2010. The authors recognize and analyze key trends in the development of preschool education in different countries and offer a well-substantiated approach to the related issues. The paper studies two opposite models of education in early childhood and shows major implications of each of the existing approaches. A special emphasis is laid on the development of a unified comprehensive system of preschool and primary school education. The authors firmly believe that the “junction point” between those two education stages is a critical and, in many respects, a testing element for the entire national system of early childhood education in different countries. A general analysis of current preschool education programs is provided and their impact on the age-specific development of children is discussed. The authors emphasize the significance and a special role of child-centered interaction between adults and children as well as play as a part of the development-oriented preschool education. The training of teachers for early childhood education is also discussed.
Keywords: preschool education, two models of early childhood care and education, continuity of preschool and school education, “frame” and “curriculum” programs, development-oriented program of early childhood care and education, play, training of preschool teachers.
“Global Monitoring Report. Strong foundation: early childhood care and education. EFA Global Monitoring Report, 2007, p. 18.
There.
For a more detailed presentation of the rights of young children, see: "General Comment 7. Implementing Child Rights in Early Childhood (Fortieth session, 2005)", U.N. Doc. CRC/C/GC/7/Rev.1 (2006). http://www1.umn.edu/humanrts/crc/crc_general_comments.htm
In the post-Soviet period, certain steps towards such reforms were made; from our point of view, many of them can be considered successful.
The assessment of the quality of education is an extremely important topic in modern ECCE systems in different countries. It is clear that the approach to assessing the quality of education determines what the ECCE system itself is oriented towards and what specific tasks it faces. The scope of the article does not allow us to conduct a serious analysis of this problem, which it deserves, so here we only point to it as one of the central priorities of the modern system of early childhood education.
The project of the Federal State Educational Standard of Higher Professional Education in the direction of training "Psychological and Pedagogical Education", developed at the Moscow State University of Psychology and Education.
The content of this section is largely based on the "Concept of the content of continuing education (pre-school and primary) // Content of education in the twelve-year school." M., 2000 . This text was prepared by a team of leading experts - psychologists and teachers - and was supposed to form the basis of specific practical developments in building lifelong preschool and primary school education. Some of the materials included in this concept were later used to solve certain management problems; however, in general, the concept is waiting to be applied. From our point of view, it contains both theoretical approaches and a description of practical steps to build a system of developing lifelong preschool and primary education.
Elena Sergeeva
Modern problems in the education system and ways to solve them
Modern problems in the education system and ways to solve them.
IN last years V preschool education system fundamental changes are taking place, it is being improved and developed. The main indicator of innovation is a progressive start in development. education compared to established traditions and mass practice. It becomes clear that the requirements for the teacher are also changing. There is a new task of revising the nature of the interaction of the teacher with children in the pedagogical process of preschool educational institutions and elementary schools. In this regard, a number of problems. So, as teachers stated to the child and clearly demonstrated certain knowledge. There is an exaggeration of the role of the intellectual dominant, the rights of the child to all-round harmonious development were violated. This leads to the fact that a child comes to school, as a rule, having a low threshold "school age", and generally not ready to learn. Today, in the 21st century, society is making new demands on education. The idea of self-development of the personality, its readiness for independent activity is put forward to the fore. The functions of the teacher are changing. Now he is no longer an informer, but an organizer of intellectual search, emotional experience and practical action.
Development and education for no one
cannot be given or communicated. Any,
whoever wishes to join them must
to achieve this by one's own activity,
by one's own efforts, by one's own efforts.
A. Diesterweg
That is why the central idea is: Formation of learning activities - the ability to learn. New paradigm education requires a subject - subject relations. The formation of the intellectual activity of the individual, the development of its creative potential. The development of training has a competence-based approach. Competence is understood as the willingness to apply, use knowledge, skills and common ways actions learned in the learning process. Competence is knowledge in action.
stand out: - personal competence
Communicative
intellectual
general cultural
Social
The foundations of these competencies in children are formed at different levels. education and are laid at preschool age, elementary school, which forms cognitive activity and creativity in children. And the teacher requires the ability to create problem situations, wake child's active position educational process.
The teacher should teach children to acquire knowledge. Master the universal learning activities every child should.
Revision of the nature of interaction with children, this is an ambiguous, multifaceted task associated with the teacher's attitudes and the need to change them, which involves awareness modern goals of education.
preschool education under these conditions, it is designed to ensure the creation of the main basic foundation for the development of the child's personality, which gives him the opportunity to successfully master various types of activities and basic methods "mining" knowledge. The means of child development, for the realization of this important goal, are pedagogical technologies, which must necessarily include such indicators How: the development of curiosity - the basis of the cognitive activity of a preschooler; development of the ability to independently solve creative (mental, artistic) and other tasks that allow you to be successful in various activities; development of creative imagination as directions for the intellectual and personal development of the child; development of communication - the ability to communicate with adults and peers.
If at preschool age these basic foundations are not implemented and are replaced by compulsory education, the child becomes passive and incapable of self-development. To prevent this from happening, the kindergarten teacher needs to know well the characteristics of preschool children and train them in specific activities that are as close to their natural characteristics as playing, visual activity, design, music, theater, etc., within which, with an integrated approach, the most effective development all aspects of a preschooler's personality.
October 17, 2013 issued an order of the Ministry education and science Russian Federation 1155 "On approval of the federal educational preschool standard. Where are the new requirements for the structure of the main general education preschool programs education.
The program determines the content and organization educational process for preschool children and is aimed at the formation of a common culture, the development of physical, intellectual and personal qualities, the formation of prerequisites learning activities providing social success, maintaining and strengthening the health of preschool children, correcting deficiencies in physical and (or) mental development of children.
The program should:
comply with the principle of developing education whose purpose is the development of the child;
combine the principles of scientific validity and practical applicability (the content of the program must comply with the main provisions developmental psychology And preschool pedagogy, while being able to implement in mass practice preschool education);
meet the criteria of completeness, necessity and sufficiency (to allow solving the set goals and objectives only on the basis of the necessary and sufficient material, as close as possible to a reasonable "minimum");
ensure the unity of educational, developmental and training goals and objectives of the process education preschool children, in the process of implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;
be built taking into account the principle of integration educational areas in accordance with the age capabilities and characteristics of the pupils, the specifics and capabilities educational areas;
be based on the complex-thematic principle of construction educational process;
provide for solution of software educational tasks in the joint activities of an adult and children and independent activities of children not only within the framework of direct educational activities , but also when conducting regime moments in accordance with the specifics of preschool education;
assume construction educational process on age-appropriate forms of work with children. The main form of work with children of preschool age and the leading activity for them is the game.
The principle of variability proclaimed today in education presents us, educators the opportunity to choose any programs and technologies, including copyright ones. To organize the pedagogical process, which increases his responsibility for the effectiveness of his pedagogical impact on the child. Today the program will help a lot with this. "Harmony of Development", the author of which is the head of the Department of Pedagogy of Childhood and modern educational Technologies of the Leningrad State University named after. A. S. Pushkina Diana Ivanovna Vorobieva. This program is unique, it is distinguished by the concept of intellectual and artistic development of the individual, primarily by means of visual arts and visual activity.
Diana Ivanovna managed to develop a program for truly harmonious development of the personality of a preschooler, while avoiding the danger of fragmentation, the surface of excessive didacticism, which is typical for personality development programs. The depth and integrity of the program is largely ensured by the fact that, based on the theory of L. S. Vygotsky on the cultural and historical development of the psyche, the author singles out creative activity as the central link and the leading means of mastering human culture. At the same time, skills development pictorial activity is by no means an end in itself and a criterion of development. Art activities are used primarily for the development systems relations to the world of nature, people, objects and phenomena surrounding the child, i.e. precisely for the development of the personality (which Russian psychology defines as system relations of a person to the world around him, to people, to himself, to his activity).
I would especially like to emphasize: the program clearly shows that the child is not a passive object of influence and a product of the teacher's activity, but an active subject of activity. The image of a child, which is supposed to be developed using the program under consideration, determines the basic principle implemented in program: less to show and explain, more to encourage active perception, reflection, productive communication with adults and peers. The ideology, methodology and content of the program are aimed at developing in children a joyful feeling of their growing opportunities for active knowledge, creation and transformations of reality(including himself as a child).
Literature
1. Program "Harmony of Development" D. I. Vorobiev.
2. Pedagogy P.I. piddly, V. I. Zagvyazinsky, L. I. Malenkova, A. F. Menyaev, V. M. Polonsky.
3. Pedagogy Bordovskaya, A. Rean.
Raising and educating a child correctly, at the present, rapidly changing time, is a difficult and very laborious process. A modern teacher, in his direct work with children in a preschool educational institution, is faced with new problems of teaching and educating children of senior preschool age, which practically did not exist a decade ago.
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Actual problems of modern
preschool education
Place of work: GBDOU No. 31
Kirovsky district
Saint Petersburg
“Childhood is that great time of life,
when the foundation is laid for the whole future
moral person."
N. Shelgunov
Raising and educating a child correctly, at the present, rapidly changing time, is a difficult and very laborious process. A modern teacher, in his direct work with children in a preschool educational institution, is faced with new problems of teaching and educating children of senior preschool age, which practically did not exist a decade ago. In my work with children of senior preschool age, in independent role-playing games: "Family", "Shop" and simply in the communication of children among themselves, as well as with their parents, one can often hear such phrases:
Mom, give me a lot of money, I'll buy myself a tablet and won't bother you;
Mom, let's go for a walk, shall we? - Here, you will go to kindergarten, there you will work up in the morning and in the evening;
Mom, take me home early, are you home? - Better play in the garden until evening, otherwise at home you will again go crazy yourself and drive others;
Mom, I want to go to dad? - At the weekend you will go to your father's family, let him study with you;
Dad, teach me how to cut with scissors? - In kindergarten and at school you will be taught everything.
From here it is possible to identify three main problems of modern society, which, one way or another, are reflected in children, in their play activities, communication with each other and with their parents. Today,The socio-economic changes taking place in the world have actualized the rapid development of information technology, science and technology in general. "Technosphere" is the term most often used to describe modern civilization, the level of development of technology and scientific methods for transforming reality, which determine the main factor in the development of society. We can safely say that today every family has a computer, laptop, tablet, smartphone, game consoles and other types of gadgets. From hereproblem number onecan be defined as:reducing the time for parents to communicate with children.
Support and support for educators, in the introduction to the world of children, should be parents. No wonder there is a saying: "The most difficult thing in working with children is working with adults." The destruction and crisis of the family,low level of moral culture of the majority of modern parents.Many parents do not have such a concept as "responsibility" for the upbringing of their child. You will truly remember the words of V. G. Belinsky “How many parents are around, and few fathers and mothers!”.The accelerated rhythm of life, the desire to earn more money, the lack of free time - these are the main reasons for the decline in family values.Parents want to see their child independent too early, hence the child is often left to himself, there is no one from the adults to talk to him, play, go for a walk. It happens that there is no one to pick up the child in the evening from the kindergarten, as the parents disappear at work, and the grandparents live in another city. Then paid nannies, girlfriends, who, by and large, do not need other people's children, help out. And, the most offensive, both to the child and the educator, that everyone understands this, but they can’t help in any way.
Many parents specifically give their children gadgets. The reasons and goals for this may be different:
Carve out some time for yourself;
For the development of the child through special developing and educational children's games and programs;
While waiting in line;
Suppression of tantrums and whims of children.
If gadgets occupy the entire consciousness of a child, then we can talk about an emerging addiction. Close communication between the child and parents is relegated to the background, the child prefers to spend time with a tablet or computer. The child does not know what to do with himself in his free time, toys are of little interest to him, there is no desire to communicate with peers. Computer games are dominated by unnatural brightness of colors, loud music that excites the nervous system, repeated actions, little meaningful progress forward with the obligatory overcoming of all obstacles. Such games of modern children do not require the ability to talk, negotiate and cooperate.
From here problem number twocan be defined asloss of social and moral guidelines.This is caused, first of all, by the fact that modern Russian society is faced with the problem of lack of spirituality, cynicism, and the predominance of the pragmatic goal-setting of the younger generation. But the socio-moral development and education of preschool children is the basis of all foundations. From what parents and teachers invested in a child at preschool age, it will depend on what he himself will achieve in the future, how he will build his relations with the outside world. wonderful short and capacious words of the great teacher A. Makarenko: “... He educates everything: people, things, phenomena, but first of all and for the longest time - people. Of these, parents and teachers come first. Working as a teacher of preschool education, it is necessary to put a deeper meaning into these words.Increasingly, one unwittingly has to hear from the lips of children and adolescents extremely disrespectful and offensive words addressed to parents, teachers, pensioners and just passers-by. It seems to me that today's youth is somewhat more embittered, indifferent to the people around them, their feelings. In order to prevent the decline of the morality of society, it is necessary, first of all, to pay attention to very young children - preschoolers, try not to miss the fertile time to educate their pure souls, invest in them and try to preserve all the brightest, best accumulated by human experience.
An important issue today ispolitical orientation problem.The state, called upon to perform an important function in the education and upbringing of people, does not have a clear ideological position today and allows surrogates and products of Western mass culture to dominate. Mass media and information are called upon to perform the function not only of informative, entertaining, but also educative and enlightening. And from TV screens we watch American blockbusters and Chinese cartoons with unpronounceable names of heroes, and disproportionate body shapes, and on shop windows we see and buy children, at their request, transforming robots and zombies. The imposition of such toys on store shelves causes many people who think about the present and future of their children, wariness and fear.
The relevance of the above problems can be combined into one big problem - the problem of social and moral education, which is associated with the fact that in modern world a person lives and develops, surrounded by a variety of sources of strong influence on him, both positive and negative, which daily fall on the immature intellect and feelings of the child. As you know, it is impossible to live in society and be free from society. No matter how high demands are placed on a preschool institution, the problems of social and moral education cannot be solved only within the framework of preschool education.
In approved by order of the Ministry of Education and Science of the Russian Federation
dated October 17, 2013 N 1155, the federal state educational standard (FSES) for preschool education includes a number of mandatory requirements for preschool education, which are based on the basic principles:
1) support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in general development a person, an understanding of what is happening with the child now, this period is a period of preparation for the next period;
2) the personality-developing and humanistic nature of the interaction between adults (parents (legal representatives), teachers and children);
3) respect for the personality of the child;
4) implementation of the Program in forms specific for children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.
The proposed options for solving existing problems are closely intertwined with the educational program of preschool education in accordance with the Federal State Educational Standard.
I see the ways to solve the above problems in combining efforts and unity of goals and objectives between parents and teachers in the social and moral education of preschoolers who are learning to live in the present, rapidly changing time. It is at the preschool stage of childhood that the main basis for human development is laid. And what adults today's preschoolers will become depends on the joint daily work of parents and teachers.
I. One of the important points of education is the choice of a trusting, partnership style of communication between adults and children. collaboration technologies,pedagogical support, and individualization of the child, as new values of education, are especially relevant. The technologies of student-centered education and upbringing in two main models of the organization of the educational process - the joint activity of the teacher and children and the independent activity of the child - are brought to the fore. A student-centered approach to the child is based on pedagogical support aimed at creating favorable conditions for the development of the individuality of each child. At the same time, the training takes into account the character, temperament, the level of already acquired knowledge and skills, as well as the degree of formation of the skills and abilities necessary for further training and development.
Pedagogical support is aimed at creating conditions, a set of supportive efforts, long-term unobtrusive development assistance, emphasizing the independence of children in order to:
Help build confidence
Reinforce the positive beginning in the personality,
Keep from what hinders development.
In order to include preschoolers in society and acquire social and communicative skills in modern education and upbringing, it is a priority to use such student-centered learning technologies as:
- multilevel training,
- modular training,
- developmental education,
- Collaborative learning,
- project method,
- Collective learning.
Socialization and individualization in a growing person are necessary for the development of a child's personality. Children are born with many different potentials, and each child has a different purpose. So variably using all the components - help, protection, assistance, interaction, pedagogical support is provided to each child throughout the entire time of his stay in a preschool institution (during regime moments, on walks, in catering, in play activities, direct educational activities).
II. I propose, in the conditions of a preschool educational institution, in the joint activities of a teacher with children, regardless of the conduct of direct organized activities, to devote more time to conversations, didactic and plot-role-playing games with prioritization of social, moral, family values.
Include short-term and long-term projects in the educational process.
Project topics can be varied:
- "Traditional Russian toy",
- "The health of the nation is in our hands"
- "The latest developments of Russian scientists and their contribution to world science"
In order to realize the possibilities of their country, the pride to be born and live in Russia, modern patriotic education
- "Our friendly family"
To unite children, parents and teachers-mentors in social and communicative training and education of older preschoolers.
Weekend family walks, with visits to cinemas, museums, exhibitions.
Working with parents, both for project and other activities, can be used in an unconventional form of communication. Sometimes, due to lack of free time, parents and educators do not have the opportunity to stop, talk, discuss emerging issues and problems of a preschooler. Therefore, it is necessary to look for other ways of communication with parents.
- For this, special sites of kindergarten groups are created, where at any time convenient for parents they can go and get acquainted with the updated information on the site - announcements, homework, recommendations, read the advice of teachers, see photos of their children's playing and educational activities.
- It is advisable to have cells of the "mailbox" for mini-consultations, questions and answers from teachers and parents about the intermediate results of education and upbringing of children.
III. You can use in the practice of preschool education the Concept and program of social and communicative development and social education of preschoolers “On the Road of Kindness”, developed by the Perm Doctor of Pedagogical Sciences Kolomiychenko Lyudmila Vladimirovna.
In the Federal State Educational Standard, social and communicative development is considered as one of the educational areas. The purpose of social education of preschool children is the formation of the basis of social culture, manifested in the totality of relations (humane - to people, careful - to cultural assets as the results of human labor, respectful - to the history of the family, kindergarten, country, tolerant - to everything else in a person : age, gender, nationality, physical abilities, etc.).
Program Kolomiichenko L.V. "The way of kindness" is aimed at achieving the targets of social and communicative development, declared in the Federal State Educational Standard, and is represented by certain types of social culture (moral and ethical, gender, folk, national, ethnic, legal). The program is quite accessible for perception and assimilation by children, is compilative - it combines various sections of the educational process, partial (in relation to complex programs), open - allowing variability in its application. The implementation of the program "The Way of Kindness" is carried out throughout the entire preschool age (from 3 to 7 years). Its content is presented in four sections: "Man among people", "Man in history", "Man in culture", "Man in his land". The technology for implementing the program is represented by block-thematic plans and abstracts that provide for the use of various means, methods and forms of social education, the optimal combination of specific types of children's activities, and the inclusion of elements of a developing environment. At the end of each section of the program, depending on the age period, indicators of social and communicative development are given, which make it possible to determine its general level.
We use most of the topics from the proposed blocks in our work with children when organizing direct educational activities for social and communicative development. So in the past academic year with kids preparatory group I and the second teacher of the group held open classes on the following topics:
“Traditional Russian Cuisine”, “Heroes of the Russian Land”, “Inventions and Achievements of Mankind”, “Rules of Safe Behavior. Useful and bad habits"," Etiquette and its history ". In the course of preparing and conducting classes, we slightly changed the proposed games, adapted them to the characteristics and interests of children, and also used them in a variety of ways, taking into account our hometown. In general, the outlines of the program of social and communicative development and social education of preschoolers “On the Way of Kindness” proposed by the author can help in solving the identified problems of raising children.
In the upbringing of preschool children, a special place is occupied by the choice and reading of books. It is important to introduce children to the right book in terms of content, and not dwell on a bright cover that attracts the attention of children. Parents who read books themselves set an example and instill a love of reading in their children from an early age.
In conversations and discussions with the parent committee about the choice, acquisition and benefits of educational games, not only for kindergarten, but also at home, we speak parent meetings. Now there is a huge selection of educational games in stores, you only need time and money to choose games in accordance with the age and interests of children.
Raising a child by personal example, introducing him to feasible work, diverse Team work with a child, learning through explanations, positive motivation - these are the foundations of education, which our ancestors relied on and which are still relevant today.
After all, we, adults, are called upon to educate and produce in life an independent, hardworking, diversified, courageous, strong-willed, communicative, kind, attentive person.
You should just love your children, listen to their desires, problems, statements. You need to become a true friend for the child, who is not afraid to talk about his experiences and difficulties. And then, I believe, people will become kinder, more responsive, they will look into each other's eyes, and not at the phone, smile, and not frown - but you need to start with yourself and small children.
In conclusion, it can be said that modern system education can be effective only when creating favorable socio-pedagogical conditions, among which the humanization of the educational process, taking into account social and ethnic conditioning, motivation for moral patriotic behavior and effective management are decisive.Social education of preschoolers through student-centered learning with the use of pedagogical support tactics requires further study, development and implementation in the practice of preschool educational institutions.
Bibliography
- Education and socialization of personality: Materials of regional pedagogical readings. - Nizhny Novgorod: Nizhny Novgorod Humanitarian Center. - 2011. - 259p. Dubensky Yu.P. Course of lectures on pedagogy.
- Danilyuk A. Ya., Kondakov A. M., Tishkov V. A. The concept of spiritual and moral development and education of a citizen of Russia - M .: Education, 2010.
- Kolomiychenko L.V. On the road to kindness: The concept and program of social and communicative development and social education of preschool children. - M.: TC Sphere, 2015. - 160 p.
Irina Morozova
Preschool education in the field of social problems in Russia
From September 1, 2013 preschool education becomes a separate level of the training system, and, accordingly, on the quality education a lot depends on the preschool educational institution, therefore it is considered as the most important socio-forming factor.
On present stage system development preschool education significant change: preschool the institution acquires a new status, its functions change (it becomes a priority, based on the economic and social situation, the function of protecting the life and health of children is set, since the number of general morbidity of children is growing, the number of children born with pathologies is increasing, indications of accidents with preschoolers. traditional function preschool institutions - preparing children for school - is relegated to the background). The structure of the system is changing preschool education: different types, kinds are created preschool institutions; the contingent of children who attend preschool institutions; a different view of the state and society on the processes of education and training, socialization children with special needs of mental and physical development.
As a rule, any changes in any issue do not go smoothly without encountering certain obstacles and difficulties, modern development preschool education is no exception.
Despite the fact that each subject of the Russian Federation has its own policy preschool education, caused by a number of local social, cultural, economic and natural factors, let's talk about those problems relating to almost all preschool educational institutions of Russia.
In the 90s, kindergartens were completely closed and their buildings were leased to commercial structures and organizations. On January 1, 2007, a law on a new form of state support for families with children - maternity or family capital - comes into force in the Russian Federation. The combination of these factors leads to problem number 1: insufficient number of kindergartens and their congestion.
Russian the authorities are enthusiastically talking about the increase in the birth rate in the country. But at the same time, the state does not think too much about the upcoming problems of young parents with which they will face in a few years. The lack of kindergartens is so great that the sad joke - to enroll a child in a kindergarten immediately after birth, is already too late, is real. Data from the Ministry of Health and Social Development show that more than one million families do not have the opportunity to place their children in state-run children's preschool institutions because there are not enough places. Parents can only discuss private kindergartens, but most families do not have enough money to pay for a place for their child in a private preschool educational institution.
In the meantime, attending kindergarten is the most important socializing factor for the child, and preschool education should cover as many children as possible. Due to the fact that groups in kindergartens are overloaded, preschool educational institutions cannot fully meet the necessary pedagogical, material, technical and sanitary standards.
Problem #2.
Insufficient funding.
This includes:
Insufficient equipment of kindergartens;
Obsolescence of the material and technical base;
The inability to provide in some preschool institutions a worthy level of educational and methodological base;
Lack of computers and internet connection in some preschools.
The problem of financing preschool educational institutions is also quite tangible for parents. Many complain about exorbitant fees, that for free education has to pay, to the fact that the financing of a kindergarten falls almost entirely on the shoulders of the parents, and for many families such a financial burden is unbearable.
It turns out that kindergarten is no longer a necessity, but a luxury that wealthy or well-connected people can afford. Of course, in a normally functioning system preschool education such a situation is absolutely unacceptable.
Problem #3.
Lack of early development groups.
Not all kindergartens provide groups for children from 2 months. While the number of divorces is growing, the number of single mothers, when they are forced to go to work as early as possible. Early exit of mothers to work is caused not only by material necessity, but often also by the terms of the employment contract.
Problem #4.
Family crisis.
Many researchers today ascertain the crisis of the family, note its inability to provide the necessary conditions for education, socialization of children. sharpness problems family education
is associated with a drop in the value of parenthood, the prevalence of single-parent families, an increase in the number of families,
experiencing financial difficulties, classified as social risk. Modern parents are often reluctant to delve into child problems, inharmonious style of education, the transfer of one's own personal and psychological problems for children.
Nearly a third of small Russians- more than 400 thousand - are born out of wedlock annually, every seventh baby
brought up in an incomplete family. Russia has become a country of working grandmothers, so they also cannot properly
take care of the upbringing of grandchildren.
As a result, the family does not fulfill its main functions as an institution. socialization of preschoolers:
Caring for the health, physical, mental, spiritual and moral development of children;
Ensuring that their rights and interests are respected; upbringing on the basis of unconditional parental love, recognition of the child as a valuable person, etc.
Against the background of progressive dysfunction of the family, the role of educational institution, personality of the teacher.
Problem #5.
Lack of teaching staff, low wages and lack of adequate education for teachers.
A difficult job, along with a low salary, makes the profession absolutely unprestigious and unattractive.
The shortage of staff leads to the hiring of unskilled professionals who have neither a diploma nor basic skills to communicate with babies. This has an extremely negative effect on the development of children, because the foundation of the psyche is laid at the age of 2 to 5 years.
Problem #6.
inaccessibility preschool education for children with disabilities.
The lack of complete objective information about the need for educational services for children with handicapped health;
network failure preschool institutions(specialized institutions and groups based on existing kindergartens capable of providing services for children with disabilities, special educational needs;
Lack of education in all employees preschool educational institutions with a special attitude towards children with disabilities, lack of special training, qualifications for teachers to work with this category of children;
Unwillingness of parents to take their child to a special correctional institution (group);
Lack of specialists (medical workers, defectologists, etc.) the required profile and qualifications;
Lack of well-established regulatory and financial mechanisms to ensure the work of specialized groups;
Lack of partnerships with health authorities and social protection.
The most priority and logical direction of the decision problems of accessibility of preschool education conditioned by the health of children, there is an integrated (inclusive) education. This is a process of joint education healthy children and children with disabilities, establishing between children different groups, categories of closer relationships in the process of their education and upbringing in one group (kindergarten). But such a decision Problems may not always be realized due to the presence of unprofessional and untrained teachers, the lack of proper funding and equipment for kindergartens.
So way, the contradiction remains between the real status, capabilities, purpose preschool education and requirements from the state (expectations from society, demand and opportunities from the family).
Bibliography:
1. State report of the Ministry of Health and social Development of the Russian Federation dated November 17, 2011 "On the situation of children in Russian Federation» (2008-2009).
2. Derkunskaya V. A. Raising a culture of children's health preschool age // Increasing the professional competence of a preschool teacher. Issue 4 / ed. L. L. Timofeeva. - M.: Pedagogical Society Russia, 2013.
3. Mayer A. A., Timofeeva L. L. "growing pains" contemporary preschool education: system crisis or systemic crisis // Quality management preschool education: theory and practice / ed. N. V. Miklyaeva. Collective monograph. - M.: MGPU, 2013.
4. Maslow A. Motivation and personality. - St. Petersburg: Eurasia, 1999.
5. Order of the Ministry education and Science of the Russian Federation dated July 20, 2011 No. 2151 “On approval and implementation of federal state requirements for the conditions for the implementation of the main general education program
preschool education».
Article 43 of the Constitution of the Russian Federation, adopted in 1993, guarantees citizens of the Russian Federation "general accessibility and free of charge preschool, basic general and secondary vocational education in state or municipal educational institutions ". In accordance with the Law of the Russian Federation "On Education" as amended by Federal Law No. 12-FZ of January 13, 1996 (clause 3, article 5), the state ". guarantees to citizens the general availability and free of charge of primary general, basic general, secondary (complete) general education and primary vocational education. ". For more than ten years, there has been an obvious contradiction between the Constitution of the Russian Federation, which is the fundamental law of Russia, and the Law of the Russian Federation "On Education" in terms of state guarantees of the rights of citizens in the field of education. officials of all levels as to optional education (as opposed to general education, and optional not from the point of view that a preschool child has the right to receive education, both in a preschool educational institution and in a family, but from the point of view of that authorities are not required to make preschool educational services available to the public.
Thus, despite the change legislative framework, the situation in education in general, and in preschool education in particular, can now be characterized as a crisis. Any crisis gives rise to an urgent need to reform something. According to the Federal Law "On Education" as amended by Federal Law No. 122-FZ of August 22, 2004, the solution of strategic problems of education is still within the competence of the Russian Federation.
Preschool education as the first stage of education, on which the foundations of a social personality and the most important institution of family support are laid, over the past 10 years, has gone through a difficult path of fitting into new realities. The initial sharp decline in enrollment in pre-school education had stabilized by 1995. Currently, about 55% of children attend kindergartens (for example, in the Scandinavian countries, such children are about 90%).
As many years of research show, the full development of the child occurs if there are two components of his life - a full-fledged family and a kindergarten. The family provides the necessary intimate and personal relationships for the child, the formation of a sense of security, trust and openness to the world. At the same time, the family itself needs support, which the kindergarten is designed to provide - parents can work and study without feeling guilty that the child is abandoned at this time, they can be sure that the child is in comfortable conditions , eats normally, teachers are engaged with him. In addition, the system of preschool education has traditionally treated parental fees in a differentiated way, low-income families received benefits, that is, they received targeted support; today, unfortunately, this happens only in certain regions. It's obvious that modern conditions tradition of differentiated parental fee should be saved.
And what does kindergarten give the child himself? The main advantage of the kindergarten is the presence of a children's community, thanks to which a space for the child's social experience is created. Only in the conditions of the children's community does the child know himself in comparison with others, appropriates ways of communication and interaction that are adequate different situations, overcomes its inherent egocentrism (focus on oneself, perception of the environment exclusively from one's own.
At present, the system of preschool education itself has also changed. Differentiation of preschool educational institutions by types and categories has been introduced. To the previously existing only type - “kindergarten”, new ones were added - a kindergarten with priority implementation of the intellectual or artistic, aesthetic, or physical development of pupils, a kindergarten for children with disabilities in physical and mental development, care and rehabilitation, a child development center, etc. On the one hand, this allows parents to choose an educational institution that meets their needs, on the other hand, most of these types (with the exception of correctional ones for children with serious health problems) do not meet the patterns of child development.
The organization of work with young children in modern conditions makes special demands on the professionalism and personal qualities of teachers. At the same time, today young specialists who have received an education practically do not go to work in kindergartens. The reason for this is not just small, but a meager salary that does not reach the subsistence level. The work of a teacher in a kindergarten, who is responsible for the life and health of children, conducting multifaceted educational work, requires a huge expenditure of mental and physical strength. And only such teachers will be able to adequately raise children. From this follows a brief conclusion: worthy teachers - worthy salaries.
In accordance with the Concept for the Modernization of Russian Education, it is planned to introduce shared financing, which implies that the state pays only for a fixed amount of educational services for kindergartens. However, the specificity of education in a preschool institution is that, unlike school, it is carried out throughout the day and is not limited to training sessions (it is necessary to teach the child to wash their hands, eat properly, behave politely in different situations, be neat, play and cooperate with other children and much more). Therefore, it is practically impossible to reduce the educational services of preschool institutions to 3-4 hours. Equally unacceptable is the separation of parental payment for the maintenance of the child (mainly food, which many children now need so much) and budgetary financing of education.
The development of young children largely depends on the subject environment surrounding them (toys, manuals, materials for drawing, modeling, construction, books, musical instruments, physical education equipment, etc.). Solving the problems of organizing various forms of coverage of children with preschool education, decent wages for teachers, accessibility of a quality kindergarten for all children requires separate budget funding at the federal and regional levels.
Starting from 2000, it was possible to achieve an outstripping increase in expenditures on education and science compared to general economic indicators. This created the prerequisites for institutional restructuring in the field of education, primarily related to the modernization of the structure and content of general and vocational education, improving its quality, the effectiveness of managing the educational system, and the entry of the Russian Federation into the global educational space. In particular, the quality of the implementation of the educational program is considered first of all. One of the significant factors in this indicator is the implementation of an experimental program in the preschool educational institution, subject to the justification of the goal and methods, as well as the evidence of the productivity of the experiment.
Education in Russia is traditionally considered a costly area. In different periods of the modern history of the city, attempts were made to change the situation, to turn the education sector into an investment one. However, in fact, the economic foundation of education did not create sufficient infrastructure to attract investment.
On the other hand, attempts to directly transfer market economic regulatory mechanisms to the education sector were often unsuccessful due to the fact that the effect of investments was measured exclusively in monetary terms. An educational institution as a payback project or a project that brings profit in monetary terms has not become a mass phenomenon.
Most clearly, such disproportions were traced in preschool education in many Russian cities, including Irkutsk. In the context of the demographic decline, a decrease in preschool educational institutions naturally occurred. Moreover, the number of pre-school educational institutions of the city currently available hardly corresponds to the real demand of the population for educational services for the education of pre-school children.
The network of departmental kindergartens has practically disappeared, although in large cities, for example, in Moscow, many of them were transferred to municipal ownership and kept for children. In general, in Russia there is a trend of re-profiling former departmental kindergartens and selling their buildings.
Already today, a number of preschool education institutions in many other regions of Russia have made the transition to new organizational and legal forms. Such a transition became possible due to the objective fact of the growing demand on the part of parents to receive, in addition to budgetary services, also additional educational services. The actual demand for individual educational programs and preferential conditions in preschool educational institutions is quite high today. Parents are ready to order and pay preferential conditions and additional programs pre-school education outside the budget service.
The high quality of preschool education with an increase in the coverage of preschool children can be ensured by establishing horizontal links between educational institutions of various levels and types. At the municipal level, resource centers for preschool education are being created that provide methodological support to preschool educational institutions in the respective territory.
While variability is a requirement for the variety of services provided, accessibility of education is a requirement for the breadth of the network, its ability to cover the maximum number of children. The implementation of the principle of accessibility when building a network of institutions implementing preschool educational programs means the need to build a network in such a way as to optimally take into account both the educational needs of children and the spatial proximity of institutions to the place where children live. Educational services can be provided not only by traditional kindergartens, but also by other educational institutions that implement preschool educational programs. The task of developing a network of educational institutions implementing preschool education programs is to ensure that the range of services and their quality correspond to modern ideas about the quality of preschool education and are optimal.
Thus, building a network of preschool educational institutions involves the institutionalization, along with traditional kindergartens, of such forms of preschool educational institutions as
Groups of joint short-term stay of a child and a parent (“child-parent”, “nursery with mother”, “play support center”, “adaptation group”, etc., organized on the basis of kindergartens, at centers children's creativity, in special centers for working with young children or at psychological and pedagogical centers;
Home education groups (“child and nanny”, “tutor groups”, “family groups”, “mini-kindergarten”, etc., organized by parents at home or in residential apartments specially rented for this purpose;
Groups of short-term stay of a child in a kindergarten, or in another educational institution, or organization in which a preschool education program is being implemented;
Adaptation groups for children of refugees and internally displaced persons.
The optimal distribution of material resources within the preschool educational network is aimed at the rational use of those resources that exist in the network of current preschool educational institutions - equipment, premises, sports facilities, park areas, etc. At the regional level, it is necessary to develop regulatory documents regulating the use of these resources by preschool educational institutions of the network . At the municipal level, it is necessary to develop guidelines for preparing these resources for use by the preschool educational network.
The optimal distribution of personnel resources within the preschool educational network involves the most effective use the potential of methodologists, psychologists, speech therapists, teachers of foreign languages, educators-experimenters, senior educators to improve the quality of education in the network as a whole. The development of a network of preschool education involves the emergence of small kindergartens, home groups, parent groups, etc.
The resource of network development is innovation activity. At the regional and municipal levels, it is planned to adopt regulatory documents and guidance materials aimed at developing innovative activities in the network of preschool educational institutions / organizations and its expert support.
The problem of general accessibility of preschool education for all categories of citizens should also be addressed today through the use of internal reserves of the education system, including the development of various forms of preschool education, as well as a more flexible system of regimes for children in preschools.
It should be noted that the network of short-stay groups is developing not in spite of and not instead of traditional full-time preschool institutions, but along with them. Along with the traditional modes of functioning of preschool educational institutions (12-hour and round-the-clock modes of stay for children, since 2000, 10-hour and 14-hour modes have also been used (in many cases, the 14-hour mode is most preferable for parents and is less expensive than round-the-clock This makes it possible to increase the availability of preschool education for various categories of citizens.
In addition, at present, in parallel with the development of traditional forms of preschool education, new models are being tested: preschool groups based on general educational institutions, preschool groups based on institutions additional education, as well as the systematic education of preschool children in the context of family education.
Thus, we can conclude that the effectiveness of the development of a network of educational institutions will be achieved only if the approach to the development (modernization) process is comprehensive.
It is much more important to take into account the needs of the modern family in various forms of organizing the functioning of preschool institutions. An increase in the number of groups for young children is required (from 2 months to 3 years, groups with round-the-clock and evening stay of children, holidays and days off, short-stay groups (2-3 times a week for 3-4 hours), etc.
It is much more expedient that all public preschool institutions correspond to one “good” category, which ensures the full-fledged upbringing and development of children. And parents with special needs (although it is not a fact that this is useful for the child) could use the services of non-state preschool institutions. The only problem is that these institutions, as a rule, need special control from the state (this is evidenced by for example, the experience of France, where such control is the most important task of the inspectorate service in education).
In view of the foregoing, as well as the fact that in the last 10-15 years there has been a virtual total "municipalization" of institutions
preschool education (mass transition of kindergartens from various departments to municipal ownership, the solution of issues of survival, functioning and development of the preschool education system currently depends mainly on local governments.
It is the local governments in the municipality (city, district) that must create certain organizational and pedagogical conditions that will allow the municipal system of preschool education to get out of the crisis and move into a state of normal, stable functioning and development.
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Material security of preschool education in the Russian Federation at the present stage. Abstract. Read text online -
foundations healthy lifestyle life
artistic and creative development
the role of family and public education in the development of the personality of a preschooler
the problem of professional activity of teachers and pedagogical management in the conditions of preschool educational institutions
provision, financing and acquisition of preschool educational institutions
legal regulation of preschool educational activities
2. Problems associated with the process of financing DOs
2.1 Financing of DOs
Based on a number of facts listed in the first chapter, the conclusion is that the financing of preschool education from the state is necessary for the implementation of educational programs within the described process, for keeping children in preschool, ensuring a comfortable stay, which, in turn, has a positive effect on the process development of the child as a person becomes obvious. Also an important aspect in the course of the financing process is the involvement of personnel in the field of distance education, the possibility of improving their qualifications, and compliance with legal norms.
Analyzing various sources of information, we can conclude that the state is the guarantor of the general availability and free of charge preschool education in municipal and state preschool educational institutions. At the same time, the state does not guarantee the free maintenance of pupils in preschool educational institutions, which becomes the responsibility of regional authorities and parents.
During the discussions, at a certain stage (2008), the government came to the conclusion that the financing of DOs should be per capita. This decision was fixed within the framework of the education development program in 2006-2010. "Extended testing in preschool educational institutions of new financial and economic mechanisms: regulatory equity financing, a new system of remuneration, rationalization of the calculation and collection of parental fees, state-public forms of management."
The financing process has a special focus (goal) and calculation methodology, and also has characteristic implementation principles.
2.1.1 Objectives of DO funding
The main purpose of financing preschool education is to provide preschoolers and the staff of preschool educational institutions with the resources necessary for the implementation of the activities of the latter, whose constitutional rights must be taken into account and observed.
The preschool educational institution should be equipped with household items (furniture, electrical appliances, utensils, etc.), items necessary for the implementation of educational programs (didactic materials, etc.) and gaming activities; should be able to comply with sanitary standards, conduct special classes(musical, physical education classes, etc.); should be equipped with premises for cultural events, medical activities.
Also, part of the funds from the funding goes to the salaries of the entire staff of the preschool educational institution.
Summarizing the above, we can conclude that funding is aimed at meeting the needs of the parties in the framework of the DO process.
An important condition for the development of the DL system is the optimization of financing for DOs of any legal form and form of ownership, which can be achieved based on the principles of a narrative-per capita approach.
2.1.2 Funding principles
Based on the information presented in the guidelines for the introduction of normative per capita financing of preschool educational institutions, it is possible to single out the principles based on which normative per capita financing is carried out, implementing educational programs in the preschool educational institution system.
Principles:
transparency in planning expenses for financing preschool educational institutions
objectivity of distribution of funds in the system of subsidiaries
normative method of cost planning and formula distribution of funds
clear definition of the boundaries of responsibility of budgets for financing preschool educational institutions
stimulating the development of preschool educational institutions and improving the quality of education
ensuring the financial and economic independence of the preschool educational institution
From the formulation of the current principles for the implementation of normative per capita financing, it follows that the costs should be transparent, clearly calculated, distributed objectively, that is, in equal number between all subjects of DO.
2.1.3 The procedure for the implementation of financing
One of the functions of the state, as a certain institution, is a social function, which is characterized by the support of the social sphere by the state and which includes the financing of DOs.
Based on the information enshrined in the Budget Code and the Constitution of the Russian Federation, it can be concluded that the cost of maintaining children in a preschool educational institution and the implementation of educational programs in preschool education should be made at the expense of the local budget. If there is a lack of financial resources in the local budget, they are allocated from the federal budget or from the budget of the subject of the Federation in order to compensate for additional expenses.
preschool education institution funding
This technique has three levels:
Regional
The regional funding standard (RNF) is the minimum allowable amount of financial resources necessary for the implementation of the main general educational program of preschool education in institutions of a given region per one pupil per year, taking into account differences in the cost of the provided preschool education service depending on the location of the institution (urban and rural areas), the focus of the educational program, the type of institution.
The regional standard depends on the "category" of pupils of the preschool educational institution (conditionally healthy children; children attending health-improving groups, etc.).
When calculating the regional standard, the expenses for the implementation of the main general education program (subject to its compliance with established standards), partial wages, improvement of the gaming environment (visual aids, etc.), household needs, technical means that contribute to training and education are taken into account. This level does not take into account the costs of public maintenance of buildings, which are carried out by the local budget.
Municipal
At this level, the mechanism for using the funding standards for preschool educational institutions that implement the general educational program is determined. The funds received are spent on food, utilities and major repairs of the premises.
Level of educational institution
This level implies the independence of the preschool educational institution in spending the funds received.
DOW independently in:
distribution of the allocated funds according to the cost items of the estimate of the preschool educational institution, taking into account the regulatory legal acts adopted in the constituent entity of the Russian Federation and the municipality
setting the staffing and wages of employees
determining the base and incentive part of the payroll fund
determining the ratio of the wage fund of pedagogical, educational and auxiliary and administrative and economic personnel
the distribution of the incentive part of wages
The independent capabilities of the preschool educational institution listed above should not contradict the norms established at the regional and federal levels.
There are formulas for calculating the normative - per capita financing at each level
2.2 Problems
The problems associated with the process of financing DOs are obvious not only to an ordinary citizen, but also to a high-ranking official. As Prime Minister of the Russian Federation in April 2011, V.V. Putin noted that a huge number of children (namely 1.7 million people) are waiting in line to get into kindergarten and use the state services provided in this area: " We know that this is primarily a regional problem, but we are ready to support those regions that are actively solving it." In this statement, V.V. Putin proposed to increase funding for subsidiaries by 2 times (up to 1 billion rubles).
Conducting research on the problem of lack of places in preschools, HSE experts came to the conclusion that the most acute reason for this trend is the low funding and investment unattractiveness of the field of preschools, which subsequently contributes to the outflow of personnel whose activities are directly aimed at raising and maintaining children in preschools.
Kindergartens are more staffed by management personnel (directors, heads, etc.) than by educators and nannies who interact directly with children throughout the day.
The next conclusion of HSE experts is that the development of preschool educational institutions is hindered by estimated funding, which, by definition, is inaccurate, preventing the full implementation of planned projects. According to representatives of regional authorities, funding for preschool education is increasing every year, while directors of preschool educational institutions argue that funding increases only after adjusting for inflation, that is, it remains practically unchanged, since the price indicators for necessary services also increase.
There is also a shortage of municipal funds, especially in areas far from the center.
The lack of premises for sports, music halls, offices for the work of psychologists, speech therapists predetermines the lack of completeness of the educational and educational process within a certain preschool educational institution, which violates the constitutional rights of citizens of the Russian Federation (namely, the right to receive free, high-quality education).
Based on the statistics of the material security of urban and rural preschool educational institutions, published on the Rossiyskaya Gazeta website, it can be concluded that the material security of urban and rural preschool educational institutions differs significantly, with respect to each point of comparison.
Material security of the preschool educational institution (in percent):
- catering department: city - 100; village - 96.5
- medical office: city - 100; With. - 80
- music hall: city - 95.7; With. - 78.8
- swimming pool: city - 12; With. - 3.5
- rooms for classes with a speech therapist: city - 60; With. - 37.6
- Internet access: city - 50; With. - 18.5
In the conditions of scientific and technological progress, the state is trying to carry out widespread computerization, introducing information technologies into all spheres of human activity, where they are relevant. Therefore, according to the new standards, each educator must provide the attestation commission with their attestation work in electronic form.
In large cities, this is not a big problem than in the provinces, where all preschool educational institutions may have only one personal computer with Internet access (and sometimes without it), which is located in the office of the head or methodologist. At the same time, courses for educators, which provide free training in the use of a PC, are not provided. Therefore, in the course of educational activities, information technologies are not used.
Conclusion
Summarizing the above, we can conclude that at the present stage of development, the DO system is undergoing certain difficulties regarding the material security and staffing of the DO, which can be overcome by attracting people from NGOs and organizing sponsorship from large and medium-sized businesses.
Representatives of large businesses can help by opening kindergartens for employees of their own enterprises, providing employment for both sectors.
While assistance from medium-sized businesses may be to provide financial assistance when carrying out any events in the system of preschool educational institutions of a certain city.
One way or another, the question of how to finance DOs will remain open on the agenda for a long time to come.
Bibliographic list
1. Dictionary of social pedagogy: Proc. allowance for students. Higher textbook establishments /Aut.-comp. L. V. Mardakhaev. - M.: Publishing Center "Academy", 2012. - 368s.
Dictionary of education and pedagogy / V. M. Polonsky. - M.: Higher. school, 2010. - 512 p.
Pedagogical Encyclopedic Dictionary / Ch.ed. B. M. Bim-Bad; Editorial staff: M. M. Bezrukikh, V. A. Bolotov, L. S. Glebova, etc. - M.: Great Russian Encyclopedia, 2012. - 528 p.: ill.
Preschool education in Russia. Collection of existing legal documents and scientific and methodological materials. Moscow: AST Publishing House, 1997 - 336 p.
Problems of preschool education at the present stage: Sat. scientific articles. Issue. 8; in 2 hours / ed. O. V. Dybina. - Togliatti: TSU, 2010. - Part 1. - 292 p. / Part 2. - 296 p.
Actual problems of preschool education: Vseros. interuniversity scientific practical conf. - Chelyabinsk: Publishing House of ChGPU, 2009. - 320 p.
Model regulation on a preschool educational institution No. 22946 of 01/26/2012
Ministry of Education and Science of the Russian Federation. Department of State Policy in Education. Letter dated December 1, 2008 № 03-2782 On the introduction of normative per capita financing of preschool educational institutions.
Russian Pedagogical Encyclopedia. M .: Scientific publishing house "Big Russian Encyclopedia", 2009.
Quality of preschool education
Temirbulatova Sabina Rafailovna,
student of the Bashkir State Agrarian University, Ufa.
This article touches upon one of the urgent problems at the present stage - the quality of preschool education. The article also discusses the types and kinds of preschool institutions.
Keywords: preschool educational institutions, preschool education, current problems of preschool educational institutions.
The main task of the state educational policy The Russian Federation in the context of the modernization of the education system is to ensure the modern quality of education, including preschool. This question to a greater extent causes a discussion about the quality of preschool education and, of course, issues this issue can be called unresolved to date.
This is the hardest problem. It is connected with unresolved issues of standardization, correlation of the content, volume, quality of educational services with the needs of the child, family and school. The solution of these problems today should be a priority, since the attitude of the state and society to the system of preschool education as a whole depends on them.
The quality of preschool education as a whole is a multidimensional synthetic concept. It is this versatility that determines the approaches and sets the logic for the formation of the information base for its assessment. The problem of quality in pedagogical research is being developed in the following areas: the concept of education quality, methods for assessing the quality of education, methods for assessing the quality of education, the integrity of the system and the quality of education, the interaction of the levels of education and its quality, the factors that determine the quality of education, the market environment and the quality of education, the mechanism education quality management, information technology, education monitoring and quality, education quality management system.
The most pressing problems of preschool education:
- improving the quality of preschool education;
- a mandatory minimum content of educational programs for preschool children in terms of preparing children for schooling;
- a system for assessing the quality of preschool education at the stage of a child's transition to school;
- ensuring continuity in the content of education between preschool and primary levels;
- equalization of children's starting opportunities during the transition to schooling as a scientific and practical problem;
- ways to achieve the physical and mental health of the child.
Types and types of educational institutions:
- Preschool educational institutions (DOE).
- Kindergarten.
- Kindergarten with the priority implementation of one or more areas of development of pupils.
- Kindergarten of a compensating type with the priority implementation of a qualified correction of deviations in the physical and mental development of pupils.
- Kindergarten supervision, care and rehabilitation with priority implementation of sanitary, preventive and health-improving measures and procedures.
- Primary school - kindergarten.
- Progymnasium with the priority implementation of one or more areas of development of pupils and students: intellectual, artistic and aesthetic, cultural and recreational.
- Primary school is a compensatory kind of kindergarten.
- Child Development Center - a kindergarten with the implementation of physical and mental development, correction and rehabilitation of pupils.
- Educational institutions for children of preschool and primary school education.
The main trends in the change in the species diversity of preschool educational institutions in recent years have been an increase in the number of kindergartens with the priority implementation of various areas of development of pupils: sports and recreation, artistic and aesthetic, intellectual and ethno-cultural development and education of preschoolers.
According to the results of state accreditation, each preschool institution (both state and non-state) receives a certificate of the established form, according to which it is assigned the appropriate category.
And of course, therefore, the quality of the preschool educational institution depends on the factors of the internal environment:
1) on the quality of work of educators;
2) from the relations that have developed in the team;
3) from the conditions that the leader creates for the creative search for new methods and forms of work with children;
4) from an objective assessment of the performance of each employee.
The most traditional for modern methods of assessing the quality of preschool education are quality indicators educational conditions. In particular, the quality of the implementation of the educational program is considered first of all. Modern preschool education provides for any child of preschool age the level of development that would allow him to be successful in primary school and at subsequent levels of education. Not only the administration should participate in this process, providing quality control, but also all subjects of the educational process.
Literature
1. The program of education and training in kindergarten / otv. ed. M. A. Vasil'eva. M., 1985.
2. Erofeeva T. I. Study of approaches to the organization of variable education for preschool children (on the basis of teaching mathematics) // Problems of preschool education: mater. scientific conf. M., 1994. S. 34 - 37.
3. Paramonova L. A., Protasova E. Yu. Preschool and primary education abroad: history and modernity: textbook. allowance. M., 2001.
4. Loginova L. G. Technology of certification and accreditation of institutions of additional education for children: a collection of scientific, methodological and instructive materials./L. G. Loginova. – M.: ARKTI, 2002. – 200 p.
5. Tretyakov P. I., Belaya K. Yu. Preschool educational institution: management by results./P. I. Tretyakov, K. Yu. Belaya. – 2nd edition, revised and enlarged. - M: TC Sphere, 2007. - 240 p.
Received December 20, 2013
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Modern problems of preschool education,
Phase I Call"
(awakening of existing knowledge of interest in obtaining new information)
Pay attention to the topic title Modern problems of preschool education, trends in its development and directions of reform(on the screen)
and answer the question: Is this question relevant for college graduates? Why?
Frontal conversation
1. When did a unified program for kindergartens appear in our country?
In the early 60s. 20th century a unified a comprehensive program for educating children in kindergarten, one hundred which was a mandatory document in the work of preschool educational institutions of the USSR. The leading research institutes of preschool education of the country and the leading departments of preschool pedagogy worked on the content of this program.
2. What are the advantages of the Soviet system of preschool education?
And although Soviet preschool education was focused on the demands of the system, it had its own advantages: systemic character, general availability, public funding.
3. What changes took place in the late 80s and early 90s of the last century?
On the threshold of the 21st century, The concept of preschool education, the authors of which were teachers Davydov V. and Petrovsky V..
This Concept contains the basic principles of preschool education in Russia:
- humanization(education of the humanistic orientation of the personality of a preschooler, the basics of citizenship, diligence, respect for human rights and freedoms, love for the family, nature).
- Developmental nature of education(orientation to the personality of the child, preservation and strengthening of his health, installation on mastering the ways of thinking and activity, development of speech).
- Deideologization of preschool education(the priority of universal human values, the rejection of the ideological orientation of the content of the educational programs of the kindergarten).
- Differentiation and individualization of education and training(development of the child in accordance with his inclinations, interests, abilities and capabilities).
- A variety of variable or alternative preschool education programs have emerged.
Today we will get acquainted with the issues that concern every preschool teacher, parents of preschoolers, scientists, officials who are directly related to preschool education. Modern problems of preschool education, trends in its development and directions of reform.
Phase II Understanding the content" (getting new information)
Getting acquainted with a number of today's materials, try to analyze the information according to the PMI methodology (plus-minus-interesting). (See Appendix 2)
It is used in the technology "Development of critical thinking"
We learn to work with information, to analyze various aspects of phenomena.
Edward de Bono Edward de Bono; genus. May 19, 1933, Malta) - British psychologist and writer, expert in the field of creative thinking, doctor of medicine, creator of the concept of "out-of-the-box thinking".
Students keep a brief record of the material, make notes on the tablets according to the PMI method (plus-minus-interesting)
Topic: Modern problems of preschool education, trends in its development and directions for reform
1. Modern problems of preschool education. Let's discuss the problems first. Please advise, I think that all these problems are familiar to you:
1. Given the gradually improving demographic situation in the country, the demand for kindergarten services is constantly growing. In large cities of Russia there is a clear shortage of preschool educational institutions.
There are not enough places in preschool educational institutions. Parents enroll their child in kindergarten immediately after birth, and this is not always a guarantee that he will get there.
At present, 400,000 children in Russia are waiting for their turn to enter a kindergarten. Before the state, first of all, it is worth the task of accessibility of preschool education for all segments of the population.
2. The need of preschool educational institutions for qualified teaching staff . The administration of the preschool educational institution is forced to reduce the requirements for staff in terms of their vocational training and experience with children.
3. Currently, in the Russian Federation, increase in the number of children with disabilities: twice as compared to 2002, "children with special educational needs" should not be isolated in society, hence the need for inclusive education.
4. The features of the sociocultural environment are changing modern society-This multiculturalism, multinationality, polyethnicity. Therefore, it is necessary to build multicultural educational environment of preschool educational institutions, creation of a multicultural educational space; it is necessary to look for new technologies for the upbringing and development of children, including children who do not speak Russian well enough.
5. The need for diversification**(assignment to students - the concept is entered in the plate "PMI", column "Interesting".look it up in a dictionary), i.e., sufficient variety of types and types of institutions, educational services and approaches to their implementation in order to meet the diverse and versatile needs of participants in the educational process in preschool educational institutions.
6. Transition of most preschools from operating mode to search mode and to development mode. The need for a raise methodological competence preschool teachers , students pedagogical educational institutions.
7. Currently changes in the social order of parents, their requirements for the services provided preschool institutions. If for many decades health care and childcare for many parents were considered as the main areas of work of kindergartens, today more and more requirements are placed on the educational programs of basic and additional education.
8. Continuity between preschool and junior school age is often determined by the presence or absence of certain knowledge in academic subjects. This leads to early learning for children.
It must be admitted that it is precisely this approach that can be conditionally designated as narrowly pragmatic, oriented towards the needs of the system, and not the child himself. Modern pedagogical research shows that the main problem of preschool education is the loss of vivacity, the attractiveness of the process of cognition. The number of preschool children who do not want to go to school is increasing; the positive motivation for classes has decreased, the performance of children is falling.
9. Educators are embarrassed by the absence rigid objectivity, necessity integration educational areas. But it is only in integrated content that preschool children are free to make wide choices and express their as yet unstructured interests and creativity.
10. Strong in Russian pedagogy the emphasis has usually been on game forms and methods of teaching children, and not on free play. However, it is very important for development to be played by a child, not an adult. What if it was just a game, and not its imitation.
11. Informatization of preschool education- the process is objective and inevitable. In kindergartens, a new educational environment, there are high-tech information tools for teaching and developing preschoolers, the interest of teachers and preschool education specialists in these technologies and the possibilities of using them in their professional activities is growing.
However, not all teachers are ICT-savvy. This complicates the use of ICT in working with children or makes it impossible for a modern channel of communication with parents and other members of the pedagogical community.
2. Trends in the development of preschool education at the present stage
The development of preschool education is one of the priority goals for the development of Russian education at the present stage.
For lining up variable education it is necessary, first of all, determine the invariant, i.e. obligatory essential core of the content of education. In his capacity are standards. In what direction was work carried out in the field of preschool education?
1. "Federal state requirements for the structure of the main general educational program of preschool education" Published: March 5, 2010 in "RG" - Federal issue No. 5125 Effective: March 16, 2010
2. "Federal state requirements for the conditions for the implementation of the main general educational program of preschool education" Published: November 21, 2011 in "RG" - Federal issue No. 5637 Effective: December 2, 2011
Federal Law "On Education in the Russian Federation". Adopted by the State Duma on December 21, 2012 Approved by the Federation Council on December 26, 2012 entered into force on September 1, 2013.
The enactment of the Federal Law "On Education in the Russian Federation" marked new stage in the development of the domestic system of preschool education. Pre-school education received the status of the first stage of education, which required a change in the regulatory framework for its implementation.
On the one hand, this recognition of the importance of early childhood education in the development of the child, on the other hand, increasing the requirements for preschool education, including through the adoption of the federal state educational standard for preschool education .
4. The most important innovation of a fundamental nature is the creation of the Federal State Educational Standard for Preschool Education (FSES DO) - a document that has no analogues in Russian history.
The development of the standard was carried out with January 30, 2013 year by a working group of leading experts in the field of preschool education under the leadership of the director of the Federal Institute for the Development of Education Alexander Asmolov.
June 2013 year, the GEF project of preschool education was presented to the public public discussion. Over 300 comments and suggestions received on the draft standard were considered at a meeting of the Council of the Ministry of Education and Science of the Russian Federation on Federal State Educational Standards on July 3, 2013.
In accordance with the decision of the Council, the draft Federal State Educational Standard for preschool education was finalized and submitted for reconsideration. Based on the conclusions of 11 expert organizations and the recommendation of the working group of general education Council of the Ministry of Education and Science of the Russian Federation on Federal State Educational Standards On August 28, 2013, he decided to approve the Federal State Educational Standard for preschool education.
Introduction of GEF DO into practice will require the implementation of a number of activities, determining their nature and sequence. It is obvious that there should be developed "road maps"* at the level of the country, regions, specific institutions, including both material and technical equipment, and methodological support for the modernization of the system of preschool education.
The assignment for students is to find out the meaning of the concept of "Roadmap" (Internet http://ru.wikipedia.org) The concept is entered in the "PMI" plate, the "Interesting" column. (See Appendix 3)
At the same time, the effectiveness of the implementation of all measures will be largely determined by understanding the content of the Federal State Educational Standard, understanding and accepting the ideas of the authors of this document.
Viewing a fragment of the presentation in the international multimedia press center RIA Novosti of the project of the Federal State Educational Standard for Preschool Education.http://pressria.ru/media/20130614/601783488.html June 14, 2013
Today you will get acquainted with the latest version of the Federal State Educational Standard, which, according to experts, was approved on August 28.
Please choose on which information carrier it is more convenient for you to work - on paper or in electronic form. The teacher offers materials - the draft Federal State Educational Standard on paper or on the website http://minobrnauki.rf.pdf.
Questions for familiarization with the Federal State Educational Standard of preschool education:
1. The main components of the educational standard, structure (use the abbreviations GEF DO, OOP DO).
2. Basic values of Russian preschool education.
3. Principles of preschool education.
More details on the site ext.spb.ru
