Problems of modern preschool education table. Educational portal. Preschool education: problems and prospects
Take a break from childhood
Despite the efforts of the authorities, pre-school education in Russia remains inaccessible to a large part of the population; 50 children are stuffed into groups, and the teachers do not have time to dress and undress them; reinforced concrete norms of firefighters and hygienists turn kindergartens into sterile, but featureless boxes; educational programs are extremely overorganized, and kids are getting ready for school instead of games. This is the essence of the memorandum on the state of affairs in the preschool education system, which was at the disposal of MK, prepared by specialists from the Russian Academy of National Economy and the State Service under the President (RANEPA).
Ignoring the characteristics of a child's development at a young age is fraught with serious, deep problems in his later life, including in schooling, following immediately after the preschool period, the authors of the study remind. foundation.
However, the reliability of this "foundation", as follows from the memorandum of the RANEPA, raises serious concerns.
First of all, preschool education is still inaccessible to a significant part of Russian society. Reduced by the end of the academic year, the queue of those wishing to get the coveted place in the kindergarten at the beginning of the next academic year, that is, already two or three months after the report on success, is practically returning to its previous indicators. This is understandable, because the number of applicants due to the “baby boom children” of the late 2000s is constantly growing, and the number of kindergartens has been declining until recently. So, according to the Federal State Statistics Service, only from 2008 to 2013 it decreased by more than 1000 units - from 45.6 thousand in 2008 to 44.3 thousand in 2013, while the number of pupils increased by 800 thousand.
Even worse. “In an effort to eliminate the queues, many municipalities solve the issue by filling the groups. Due to their desire to report on the increase in enrollment in some regions (for example, in North Ossetia), the number of children in the group per qualified teacher reaches 50 people, the report notes. - As a result, the life and health of children were threatened, the working conditions of teachers became extremely difficult - overworked educators barely have time to dress the children for a walk. In several regions, an outflow of teaching staff from kindergartens was recorded.
At the same time, “if children aged 2.5 years still have the opportunity to be in municipal preschool institutions, then children of toddler age (from two months and older) are almost completely deprived of such an opportunity. There were only 1.3 thousand children under 1 year old in the system of preschool education in 2012, and in 2013 the situation worsened. The practice of reduction nursery groups for the sake of additional places for the "main contingent" - preschoolers aged 3–7 years - has been developed not only in Zelenograd and in, but also in many regions, "the researchers state.
Partially, the problem could be solved by private kindergartens at the expense of state subsidies. There is already such experience. But there is no way to realize it: the unjustifiably stringent requirements of the State Fire Supervision Service and the Medical and Sanitary Service are strangling the matter. And as a result, actual bans on opening kindergartens in the vacated premises of residential buildings, and even officially permitted kindergartens, according to researchers, “turn into faceless, almost sterile rooms, where there is no place on the walls for children's creativity, written communication with parents, photographs and posters, although not a single case of fire for this reason has been recorded anywhere.”
Another problem is teaching staff. In modern education, based on variability and diversity, the figure of the teacher becomes central. But in order to exercise his right to academic freedom, he must have the appropriate competencies, he must understand how to build the educational process in terms of variability. And in our kindergartens, the report notes, “they usually work with people trained according to an outdated model or who have no professional training at all. social status professions is still low. Yes, and wages preschool teachers, which are the lowest in education, does not in any way correspond to the highest responsibility for the fate of the child.
And in the last few years, according to researchers, a new problem has appeared: “In the system of preschool education, a strict orientation of kindergartens to prepare children for school has arisen, which usually means only teaching reading, counting and writing, although the most important thing is the child’s motivation, interest to schooling. The practice of forced education of children too early inevitably leads to the disappearance of educational motivation, and as a result, to the emergence of school maladjustment and school neuroses.
The situation with preschool education is indeed difficult, Lyudmila Rzhanitsyna, chief researcher at the Institute of Economics of the Russian Academy of Sciences, confirmed to MK:
Regional authorities report to the president that all children are covered by kindergartens. But this is not true! In kindergartens, even in Moscow, they take only from two and a half years. And mom, according to the law, goes to work in a year, and if desired, even 8 months after giving birth. The issue with the qualifications of teaching staff has not been resolved either. And the salaries of educators, despite the decrees of the president, are below the low! So there is nothing to brag about.
Actual problems of modern preschool education
Undoubtedly, the system of modern preschool education is very important and relevant. Currently, there are also problems of modern education. I would like to note that it is at preschool age that a child develops all the main personality traits and determines the quality of his further physical and mental development. mental development. If you ignore the features of the development of a child at this age, then this may adversely affect his future life.
Let's pay attention to the communication of the child. Communication is a big problem. Communication should include the ability to hear and listen, the ability to get in touch with peers and adults, the ability to express one's thoughts, understand speech. But full-fledged communication is impossible without communicative skills, which must be developed from childhood in the process of a role-playing game. But despite all the advantages of the role-playing game, not all educators devote due time to this type of activity. And it often happens that the teacher spends role-playing game only at the request of the children.
I would also like to consider the topic - family. To date a large number of incomplete families where children are brought up. This is where situations come from. When a parent has no time to take care of his child, he is left to the mercy of fate. Most modern parents do not want to cooperate with the preschool educational institution, referring to employment.
And there are a lot of such problems in modern education, such as the problems of the development of arbitrary memory, the problems of learning GCD. And it all comes down to technique. It is necessary to introduce new technologies and methods.
I want to go directly to the most modern education. Enumerating the problems of education, I would like to find out what modern education should be like. I propose to consider several completely different lines of modern education.
The first is that the educator and adults build work with children on their own. Before school, a child absorbs information like a “sponge”, the child is often active in learning new things, and is interested in new things. Hence, adults have a desire to take advantage of this period and slightly shift the time when the child will go to school, for a year or a couple of years. And these cases are twofold. In the first case, the adult wants to leave the child in kindergarten for more time. In the second case, the parent insists that the child needs to go to school earlier, paying attention only to his physiological readiness for school and completely forgetting about his psychological readiness for school. This shows that the practice of early education of ZUN children can lead to the disappearance of learning motivation. And it can often be that the child studies the first grade program twice.
From this we can conclude that the result of the above is to slow down the goal of early education. Bringing negative effects, such as, for example, the loss of children's interest in learning, there are problems with the continuity in the education system between preschool and primary school. I would like to add. That the presence of a child's knowledge does not determine the success of learning, it is much more important that the child independently obtain and apply them.
The second is that education is built on the interests of the child himself and the interests of his family, that is, his legal representatives. The student-centered approach is aimed at developing the type of education. It takes into account age and individual characteristics, focuses on the interests of each child. But I would like to note that not every educator can see this line in developing education. And not for every child it is possible to realize the goals of developmental education due to some reasons. It can be seen that such education has both a developing effect and development or promotion. The educator should set a goal - to ensure development with the help of this knowledge and skills. If the child is active and inquisitive, it can be assumed that the development process is underway.
In order to achieve new educational results in their work with children preschool age I use health-saving technologies
The health of the nation is one of the most urgent problems of modern society. The problem of optimizing health and physical development children in preschool educational institutions in the current socio-economic conditions of the development of society is such that a serious issue is the unsatisfactory state of health and physical development of a significant part of preschool children.
Children's health indicators require the adoption of effective measures to improve their health.
The implementation of health-saving technologies in preschool educational institutions is becoming effective tool preservation and promotion of children's health, if:
The state of health of the child and his individual psychophysiological characteristics are taken into account when choosing forms, methods and means of education.
Health-saving technologies are a system of measures that includes the interconnection and interaction of all factors of the educational environment aimed at preserving the health of a child at all stages of learning and development.
Applying such methods as: dynamic pauses, outdoor and sports games, relaxation, gymnastics: finger, for the eyes, breathing; physical education classes, healthy lifestyle classes, self-massage, thereby increasing the effectiveness of the educational process, forming value orientations in pupils aimed at maintaining and strengthening health.
The introduction of health-saving technologies contributes to raising a child's interest in the learning process, increases cognitive activity and, most importantly, improves the psycho-emotional well-being and health of children. Helps to reduce morbidity, increase the level of physical fitness, the formation of a conscious need for management healthy lifestyle life.
So, summing up the above, I would like to say that there are problems in education, and in particular in modern education, and they are obvious. Without communication, it is impossible to develop the communicative side of the child's personality, which can further lead to unfavorable sociogenesis. Without the cooperation of parents with a preschool educational institution, the full development of the child is impossible. It is necessary to influence parents in such a way that they try to be with the child throughout the preschool age, help him. As for several lines of education, I would like to add that they are completely opposite, but often encountered. Of course, more effective learning is the one that takes place in a student-centered style, but it all depends on the educator, on his goals, what the educator takes first and second. And it depends on adults whether problems in modern education will be solved or not.
PROBLEMS OF DEVELOPMENT MANAGEMENT
PRESCHOOL EDUCATIONAL INSTITUTIONS
The changing social and political environment has an impact on all institutions of life and, above all, on education and culture, the goals of life activity are being transformed, and accordingly there are changes in educational needs. In the new political, socio-economic and socio-cultural conditions, the development of new approaches to the management of education in general is required, with the development of the education system, in particular, there is a rethinking of the role and place of management of the preschool education system.
The existing system of preschool education in Russia is a great achievement, a national treasure. It is characterized by the following provisions:
- preschool education is the first stage of the general pedagogical system, at the same time, any preschool educational institution can be considered as an independent socio-pedagogical system;
- it is characterized by certain properties: purposefulness, integrity, polystructurality, controllability, interconnection and interaction of components, openness, connection with the environment;
- its transformation and development is largely determined by how effectively the management of all its links is carried out and, first of all, the introduction of the latest scientific and pedagogical achievements in the field of management into the practice of a preschool educational institution (DOE).
As a public institution, Kindergarten is created by society to fulfill specific goals and therefore fulfills its social order. law Russian Federation“On Education” establishes that the network of preschool educational institutions operates “for the education of preschool children, the protection and strengthening of their physical and mental health development of individual abilities and the necessary correction of developmental disorders in these children.
A feature of the reform of modern Russia is the focus on the modernization of the education system. The Ministry of Education is implementing a program to modernize education. A preschool educational institution has its own pronounced specifics: goals, team structure, types and content of information and communication processes. Therefore, today it is impossible to provide favorable conditions for creative work the collective of the preschool educational institution without purposeful and scientifically based management.
The current stage of modernization of the Russian education system proclaims its accessibility, quality and efficiency as the main priorities. Implementation of these priorities in educational institutions is impossible without structural changes in the management system.
Such requirements are imposed on a modern preschool institution that raising the level of management of a preschool educational institution becomes an objective necessity and an essential aspect of its further development. Leaders are obliged to respond flexibly and quickly to the demands of society, in a constantly changing difficult economic situation, to find ways to survive, stabilize and develop.
The creation of an effective mechanism for managing the education system largely depends on a predictive approach to the development of education in the conditions of modern large and medium-sized cities, on the qualitative characteristics of managerial personnel who have productive ways of solving managerial problems facing the municipal education system.
The practice of forming a new preschool education management system necessitates the development of scientific foundations for optimizing this activity. Of particular importance is the development of the scientific foundations of the program-targeted approach to managing the development of the preschool education system.
First of all, the application of the program-target approach concerns the process of managing preschool education at the municipal level, determining its goals and objectives, functions and powers. The activities of the governing bodies of preschool education involve the formation of a wide network of multidirectional flows and links between the system of preschool education and other areas of activity of the municipal community. It should include both vertical links that ensure the controllability of the preschool educational system while maintaining the possibility of dynamic and flexible adaptation to changing conditions; and - horizontal, contributing to the regulation of relations through coordination within a single space of management activities.
The solution of the problem of effective management of the development of preschool education at the municipal level requires, in our opinion, the creation of a rational algorithm for organizing the management of preschool education, the allocation of the functions of the governing body and the construction of a prognostic model on their basis, where the practice of attracting regional expert intellectual community should work on the ground.
This approach has a number of advantages, namely:
- allocation and constant support of the main and intermediate goals of management as results;
- the formation of mobile specialized organized structures in combination with an organizational management mechanism, with the aim of developing a management system and solving specific problems;
- complex combination of all types of resource support;
- involvement of all subjects of management in the achievement of tasks aimed at the development of the entire system of preschool education in general and its subsystems in particular.
The priority areas for the development of the system of preschool education are to improve the quality of preschool education in the context of educational policy; development of alternative forms of preschool education. In addition to the traditional forms of preschool education, in the conditions of the municipality, measures are being taken to manage the process of dissemination of innovations, including the replacement of preschool education services with private educational services and public-private partnership services, and an exemplary regulatory framework is being developed for organizing variable forms of preschool education. .
The priority models of the variable form of preschool education are non-state (private) and autonomous preschool educational institutions, tutorship, and family groups. In terms of demographic indicators, the growth in the birth rate significantly actualizes the problem of shortage of places in existing preschool educational institutions for this period and remains the most acute problem.
In order to ensure the comprehensive development of children who do not attend preschool educational institutions, and the development of alternative forms of preschool education, project work is being updated to create a small-format family kindergarten, h whose tasks are:
Ensuring the availability of preschool education, regardless of place of residence, health status, social status of families;
Stimulating the creation of a system of educational services that provides support for family education.
These activities should open prospects for the development of alternative forms of child support, including home and family.
Modern problems of 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, modern tendencies in the development of preschool education in different countries ah, they offer and substantiate their view of the problems that arise 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 ECCE models, continuity of preschool education and school, “framework” and “outline” programs, ECCE development program, game, preschool teacher training.
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 early childhood development (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 noticeable sociocultural changes, can seriously affect the development 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: modern research in the language of finance (one of the authors of this study is a Nobel Prize winner 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 characteristics of a child's development at this age is fraught with serious, deep problems in his later life, including schooling, following immediately after 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 “on 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 education of young children will ensure their success in mastering the school curriculum and in professional advancement in the future. 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 educational motivation and, as a result, to the emergence of school maladjustment 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 subjects, verbal teaching methods, systematic control over the assimilation of knowledge and skills, etc. Thus, an artificial acceleration of the child's development, "maturing" of preschool education is carried out. This practice of accelerating the development of children then finds its continuation in the conditions of 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 do not contribute to their formation, but hinder development or lead 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 student has developed the abilities (in modern terms, competencies) necessary for the implementation of a new activity, whether its prerequisites have been formed, but by the presence or absence of certain knowledge on educational 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 which become leading in different age periods of child 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.
Classic psychological research and research 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 subject principle, which, from the point of view of the authors, provides all these directions 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 given 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 of a much looser 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 at the federal level; at present, with certain changes, it is also used in Russian kindergartens.
Methodological recommendations were developed for the Model Program, calendar plan classes, detailed notes, scenarios for each lesson, mostly in the form of a school lesson. 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 rigidly 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, a student-centered program is of a framework nature, relying only on well-known age features 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 the specific content of education. 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 developing education makes special demands on 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. This requires a sufficiently high level of 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 providing 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. It is necessary to organize the professional development of teachers based on the promotion of theoretical ideas and educational technologies developed within the framework of cultural and 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; nevertheless, we have tried to outline in general terms 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 taken; 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.
Article 43 of the Constitution of the Russian Federation, adopted in 1993, guarantees citizens of the Russian Federation "the availability and free of charge of 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. Such a legal conflict gave rise to a corresponding attitude towards preschool education on the part of officials at all levels as an optional education (in contrast to general education, and not mandatory from the point of view that a preschool child has the right to receive education, as in the conditions of a preschool educational institution, and in the context of the family, but in terms of the fact that the authorities are not obliged to ensure the general availability of preschool educational services.
Thus, despite the change in the legislative framework, the situation in education in general, and in preschool education in particular, can currently 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 preschool education traditionally differentiated approach to parental fees, low-income families received benefits, i.e., they received targeted support, today this happens, unfortunately, only in certain regions. Obviously, in modern conditions, the 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 a children's community does a child know himself in comparison with others, appropriate ways of communication and interaction that are adequate to various situations, overcome his inherent egocentrism (focus on himself, perception of the environment exclusively from his 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 recent history cities, 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 for preferential terms and additional preschool education programs outside the budgetary 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 for 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-based 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 operating modes 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 on the basis of general educational institutions, preschool groups on the basis of institutions of 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 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 -
formation of the foundations of a healthy lifestyle
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 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 activity; must 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, and distributed objectively, that is, in equal amounts among all subsidiaries.
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 countryside), 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
scheduling and wages workers
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 shortage of places in kindergartens, 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 preschool education, 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 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 website Rossiyskaya Gazeta, we can conclude 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 appropriate. Therefore, according to the new standards, each educator must provide the certification commission with their certification work in in electronic format.
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 experiencing 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 by 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: M. M. Bezrukikh, V. A. Bolotov, L. S. Glebova and others - 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. eight; 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 of the Russian Federation in the context of the modernization of the education system is to ensure the modern quality of education, including preschool. This issue to a greater extent causes a discussion about the quality of preschool education and, of course, the problems of 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 of assessing the quality of education, methods of assessing the quality of education, the integrity of the system and the quality of education, the interaction of levels of education and its quality, 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 that's why preschool quality 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 indicators of the quality of 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
2006-2015 © Journal of scientific publications of graduate and doctoral students. All materials posted on this site are protected by copyright. When using site materials, an active link to the source is required.
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) is a British psychologist and writer, an expert in the field of creative thinking, an MD, the 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 professional training and experience in working 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-it 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 by preschool institutions. If for many decades health care and childcare were considered for many parents as the main areas of work of kindergartens, today more and more requirements are placed on educational programs basic and additional education.
8. Continuity between preschool and primary 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 preschool education - the loss of liveliness, 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, need 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 Creative skills .
10. Strong in Russian pedagogy the emphasis was usually placed on the 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. A new educational environment is being formed in kindergartens, high-tech information tools for teaching and developing preschoolers are emerging, and 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 recommendations working group General Education Council of the Ministry of Education and Science of the Russian Federation for 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