As a result of the analysis of articles from the journal “Preschool Education”, a reference diagram is drawn up that reflects main directions humanization of pedagogical work in preschool educational institutions:

changes in forms of communication with children (transition from authoritarian forms of interaction to person-oriented communication);

rejection of excessive ideologization of educational work in preschool educational institutions, changing the forms and organization of training sessions, reducing their number;

saturating children's lives with classical and modern music, works of fine art, using the best examples of children's literature;

change of organization subject environment and living space in the group room in order to ensure free independent activity and creativity of children.

3. Comparative analysis of educational programs.

When completing this task, students prepare a presentation of one of the educational programs. The message should include:

theoretical foundations (conceptual provisions) of the program being studied. Development objectives, education and training of preschool children;

principles of program construction;

structure of the program, characteristics of its main components.

methodological support of the program, its characteristics;

distinctive features of the program being studied;

subjective assessment of the merits and controversial positions of the program.

Complex and partial programs used in the practice of preschool educational institutions are analyzed.

4. Essay on the topic “The problem of personnel training and ways to solve them.” List of additional literature

The concept of preschool education // Preschool education. - 1989. - No. 5.

Model regulations on preschool educational institutions / Preschool education in Russia. - M., 1997. - P. 148-155.

Sample charter of a preschool educational institution / Preschool education in Russia. - M., 1997. - P. 156-168.

Model agreement between preschool educational institution and parents / Preschool education in Russia. - M., 1997. - P. 168-172.

Mikhailenko, N. Preschool education: guidelines and requirements for updating the content / N. Mikhailenko, N. Korotkova // Preschool education. - 1992. - No. 5-6.

Mikhailenko, N. Model of organizing the educational process in senior groups of kindergarten / N. Mikhailenko // Preschool education. - 1995. - No. 9.

Andreeva, V. Problems of updating the preschool education system at the present stage / V. Andreeva, R. Sterkina // Preschool education. -1991. - No. 11.

Modern educational programs for preschool institutions / ed. T. I. Erofeva. - M., 1999.

Topic: “The role of the family in the socialization of the child”

Plan:

1. Types of families and the child’s comfort in them

Subjective assessment of a child’s comfort in different types of families. Determination of the main components of comfort:

respect for the child’s personality;

taking into account the individual and age characteristics of the child;

full communication with adults.

organization of the subject-spatial environment of a child’s life;

2. Functions of a modern family

Based on literature and one’s own experience, it is necessary to identify the problems of the modern family and show the interconnection of the functions it performs.

3. Discussion “Problems of orphanages, abandoned children, children from disadvantaged families and ways to solve them”

When preparing a debate, students need to study the literature on the problem, prepare short reports on various issues of the socio-demographic situation in the Russian Federation. The debate is held in the form of a “round table”, where each participant speaks on the topic and suggests ways to solve a particular problem.

4. Factors that determine the nature and duration of children’s adaptation to new conditions . Prepare abstracts of a report for parents of children entering preschool educational institutions:

organization of the child’s life in the family during the period of his adaptation to the conditions of the preschool educational institution;

unity of requirements for the child from teachers and parents, etc.

Listening and discussing reports that help parents facilitate the process of adaptation of the child to the preschool educational institution. The reports are prepared as material for the “Parents’ Corner”.

INTRODUCTION

Relevance. Modern scientific research increasingly notes a tendency to increase the duration of childhood. This phenomenon is explained by the need for childhood to prepare a person for entering complex social life - gaining experience, mastering social emotions, ideas, and various types of activities.

The child is socialized in the process of various activities, mastering an extensive fund of cultural information, skills and abilities, developing integrative qualities; in the process of communicating with people of different ages; within various social groups, expanding the system of social connections and relationships, assimilating social symbols, attitudes, values; in the process of performing various social tasks, learning behavioral patterns. That is why, as N.F. notes. Golovanov, to master social experience means not just to assimilate the sum of information, knowledge, skills, but to master the method of activity and communication, the result of which it is.

The main integrative component of the mechanism for the formation of social experience is activity. Moreover, the accumulation of social experience is possible only in those types of activities that correspond to certain pedagogical conditions:

1) reproduce life situations, rely on childhood impressions of everyday life;

2) arouse the child’s personal interest and his understanding of the social significance of the results of his activities;

3) offer the child active action associated with planning and discussing various options for participation, with responsibility, self-control and assessment;

4) assume mutual assistance, create a need for cooperation.

It is this aspect that is decisive in identifying the degree of relevance of the topic being studied - the topic is “alive” and is actively developing.

Activities that meet these conditions should become a system-forming factor in the integration of the educational process in preschool educational institutions.

Goal of the work: the role of integrative qualities in the development of a preschooler and how didactic games influence their formation.

Objectives of the work are:

· consider the preschool education system as a whole;

· study the problems of preschool education at the present stage;

· consider new requirements for the process of preschool education;

· identify the role of didactic games in the process of developing children’s integrative qualities preschool age.

Work structure corresponds to the objectives and consists of an introduction, two chapters, a conclusion and a list of references.

PRESCHOOL EDUCATION: PROBLEMS AND PROSPECTS

Problems of preschool education at the present stage

The changes that have occurred in the field of preschool education over the past 15-20 years have become extensive and largely irreversible. It can be stated that all this has not yet led to the structuring of the preschool education system, to its reasonable reorganization into new system preschool education.

Changing the status of preschool education is a global trend. Russia here has the advantage that preschool institutions, with the exception of institutions for children from 2 months to 3 years, have been under the jurisdiction of educational authorities for several decades, not authorities social protection or healthcare.

Today, an attempt is being made to transform the once unified system of “public preschool education,” which has turned into a loose collection of preschool educational institutions with many equally loose forms educational activities, into a genuine system of preschool education as a full and integral stage of general education. This means the actual recognition that a preschool child needs not only care and guardianship, but also education, training, and development.

To ensure the quality of preschool education carried out in state and municipal educational institutions that implement the basic general education program of preschool education, it is important to develop uniform requirements for the living conditions of children, as well as uniform requirements for the organization and content of the educational process.

The main task and, accordingly, the main subject of discussion at the current stage of development of Russian preschool education is experience in the field of management of preschool educational institutions from the standpoint of quality and accessibility.

The problem of universal accessibility of preschool education is being solved today through the use of internal reserves of the education system, development various forms preschool education, as well as a more flexible system of modes of stay for children in preschool educational institutions.

There are many problems in a modern preschool educational institution.

The huge educational resource that early and preschool childhood carries with it is currently used only to a small extent, however, any attempts to take this redoubt “at once” bring nothing but harm and disappointment.

A frivolous attitude towards preschool age results in children, at best, irretrievably lost opportunities, and at worst, a deformation of the logic of their entire subsequent life path. The latter option, in particular, inevitably occurs in cases of transfer of school teaching methods to preschool institutions. Unfortunately, in our reality, developmental deformations are so frequent that ordinary consciousness is already perceived as individual variations of the norm.

Preschool age is a period for the formation in the process of play forms of activity of such abilities as imagination, communication, self-organization, which are so necessary for further education at school.

It is well known in psychology and pedagogy that preschool childhood is not a preparatory stage for school life, but a valuable age period in its own right. During this period, the foundations of humanity in a person are laid - such universal abilities and properties as creative imagination, imaginative thinking, orientation to the position of another person, the ability to manage one’s behavior, “social” emotions and many others. The development of abilities takes place within the framework of specifically “preschool” activities - games, active perception of fairy tales, various forms artistic creativity, design, etc. The replacement of “preschool” types of activities with “school” ones can result in underdevelopment of these abilities and properties, the place of which will be taken by reading, writing and counting skills.

A preschooler can acquire quite complex knowledge, skills and abilities. But often this happens outside and apart from educational activities and therefore does not characterize its features in any way. School life is not limited to mastering educational content. It involves the child entering a new system of relationships with other people - teachers and peers, which are built on special laws. School readiness should be understood not only as the child’s achievement of a certain level of intellectual development, but also as the acquisition of a broad and meaningful orientation in a new social situation development taking place within educational activities. For this, the necessary prerequisites must be created, which arise in “preschool” activities.

In reforming domestic education, it is important to have an adequate understanding of its background and current state. Otherwise, it is easy to repeat, as happens among us, old mistakes, mistaking them for new revelations. Let's try to outline its outline.

After the October Revolution, preschool education became part of the state public education system. In the 20s In the last century, there were three types of preschool institutions in the USSR - orphanages for orphans, children's centers serving the children of factory workers, and kindergartens. Preschool institutions accepted children from 3 to 8 years old. The goal of preschool institutions was declared to be to prepare the child to master a materialistic worldview, as well as to develop collectivist skills. Much attention was paid to free children's play with the guiding role of the teacher.

In 1927-28 For the first time, the question of establishing unity in the work of all preschool institutions was raised. The objectives of preschool education are the formation of emotions and behavior in accordance with the requirements of communist morality, instilling work skills, strengthening the health of children, as well as their acquisition of some basic knowledge. These requirements were reflected in the first program of 1932.

In 1936 After sharp criticism from the party of the work of preschool institutions, accused of overestimating the role of the environment in the upbringing of children, the task was set to make the teacher a central figure in the preschool institution. It was this line, which resulted in a limitation of the child’s initiative and independence, recorded in the “program of education in kindergarten” (1962), which received the main development in the “Program of education and training in kindergarten”, in which activities not only a child, but also a teacher. The core of the process was the training program, and the kindergarten, in its fundamental orientation in its work, approached the school, which was fundamentally contrary to the nature and tasks of preschool age. The situation was partly mitigated by psychologists, under whose influence the ideology of development and protection of mental health gradually took possession of the consciousness of educators.

In the 1990s The coverage of children in public preschool education institutions in the Russian Federation was approximately 70%. At the same time, about 1 million applications from parents for admission of children to preschool institutions were not satisfied. In addition, a powerful infrastructure was created in the form of an industry that produced children's clothing, books, toys and other necessary equipment. And, what is very important, serious scientific (medical, pedagogical and psychological) support for preschool education was established. All these factors played a decisive role during the period of the beginning of perestroika, when domestic education, in principle, turned out to be quite ready for a meaningful implementation of the long-overdue reform.

In 1989 The “Concept of Preschool Education” was created, which identified the key positions for updating the kindergarten. The implementation of this concept required the creation of a legal framework. In 1996"temporary regulations on preschool institutions", which defined as the main functions of a preschool institution the protection and strengthening of the physical and mental health of children, ensuring their intellectual and personal development, caring for the emotional well-being of each child. Adopted in 1992 The law of the Russian Federation "On Education" determined legal status preschool educational institutions, their functions and responsibilities .

Today, the main shift that developed countries are making in the field of early, preschool and school education is associated with the idea of ​​its humanization. A similar process, launched in the 90s in our country, today threatens to choke. And this despite the fact that in foreign scientific and methodological literature on this issue it is difficult to find a serious publication in which, among the main premises, the works of the founder of the domestic psychological and pedagogical school L.S. Vygotsky, published in the 20-30s of the last century.

Today, preschool psychology and developmental pedagogy have come close to a milestone beyond which significant opportunities for further advancement open up. For domestic science, they are associated, first of all, with studies of personality, communication and objective action, which are carried out in the context of a deeper understanding of the age-related rhythms of development. The results of ongoing research already allow us to count on a tangible increase in the efficiency of the preschool educational process while simultaneously reducing those negative trends in the field of physical and mental health of children that have been observed recently.

“Modern problems of preschool education,
trends in its development and directions of reform"

in the discipline "Theoretical foundations of preschool education"

Ivanova Natalya Nikolaevna,
teacher of St. Petersburg State Pedagogical Educational Institution "Pedagogical College No. 8"

General professional discipline OP.05. “Theoretical foundations of preschool education” (Professional cycle of academic disciplines).

Section 1. Domestic experience in preschool education

Topic 1.3. Contemporary issues preschool education, trends in its development and directions of reform.

Number of hours: 3

Lesson type: learning new material

Form of training organization: combined lesson

Technology“Development of critical thinking” (see Appendix 1)

The purpose of the lesson: Understand modern problems of preschool education, navigate the trends in its development and directions of reform;

Tasks:

Didactic:

· To introduce the problems of preschool education in modern Russia;

· Show the trends of its development in the light of the Law on Education of the Russian Federation and the Federal State Standard for Preschool Education.

Educational:

· Understand the essence and social significance of your future profession, show sustained interest in it (GC 1).

· Carry out professional activities in conditions of updating its goals, content, and changing technologies (OK 9).

· Conduct professional activities in compliance with the legal norms governing them (OK 11).

Educational:

· Use information and communication technologies to improve professional activities (OK 5).

· Search, analyze and evaluate information necessary to set and solve professional problems, professional and personal development (OK 4).

· Independently determine the tasks of professional and personal development, engage in self-education, and consciously plan advanced training. (OK 8).

Means of education:

· A set of documents, including on electronic media. Law of the Russian Federation “On Education” 2012; Federal State Educational Standard for Preschool Education 2013 (draft). Forms for reflection "PMI".

Technical training aids:

· Computers with licensed software;

· Multimedia installation.

Forms of work: frontal, steam room, individual.

Technological map of the lesson

Information Support:

1. Federal Law of the Russian Federation of December 29, 2012 N 273-FZ “On Education in the Russian Federation” published: December 1, 2012 (in “RG” - Federal Issue No. 5976)

2. Russian education Federal portalMinistry of Education and Science of the Russian Federation http://www.edu.ru/

3. Education Committee of St. Petersburg http://www.educom.spb.ru

Lesson notes

Phase I " Call"

(awakening existing knowledge and interest in obtaining new information)

Pay attention to the title of the lesson topic Modern problems of preschool education, trends in its development and directions for reform(on the screen)

and answer the question:
. Is this question relevant for college graduates?
. Why?

Repetition of material:

Frontal conversation

1.When did a unified program for kindergartens appear in our country?

In the early 60s. XX century a single comprehensive program for raising children in kindergarten, one hundred which was a mandatory document in the work of preschool educational institutions of the USSR. The country's leading research institutes of preschool education and leading departments of preschool pedagogy worked on the content of this program.

2.What are the advantages of the Soviet preschool education system?

And although Soviet preschool education was focused on the needs of the system, it had its own advantages: systemic nature, general accessibility, government funding.

3.What changes occurred in the late 80s and early 90s of the last century?

At the threshold of the 21st century there arose 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(nurturing the humanistic orientation of the preschooler’s personality, the fundamentals of citizenship, hard work, respect for human rights and freedoms, love for family and nature).

· Developmental nature of education(focus on the child’s personality, preserving and strengthening his health, focus on mastering ways of thinking and acting, developing speech).

· Deideologization of preschool education(priority of universal human values, rejection of the ideological orientation of the content of kindergarten educational programs).

· 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 preschool children, scientists, and officials who are directly related to preschool education. Modern problems of preschool education, trends in its development and directions of reform.

II phase " Understanding the content" (receiving new information)

Getting acquainted with a number of today's materials, try to analyze the information using the PMI method (plus-minus-interesting). (See Appendix 2)

It is used in the technology “Development of critical thinking”

We learn to work with information, analyze various aspects of phenomena.

Questions for familiarization with the Federal State Educational Standard for preschool education:

1. The main components of the educational standard, structure (use the abbreviations FSES DO, OOP DO).

2. Basic values ​​of Russian preschool education.

3. Principles of preschool education.

5. Tasks.

6. The standard is the basis for development…

7. Requirements established by the standard.

8. Educational areas.

9. Types of activities for preschool children.

10. Aspects educational environment for a preschool child.

11. Forms of organization of the educational process.

12. Requirements for psychological and pedagogical conditions of implementation
basic educational program of preschool education.

13. Requirements for a developing subject-spatial environment.

14. Targets of preschool education.

Introducing students to the text of the Federal State Educational Standard for preschool education 2013. Analysis of the document. - 45 minutes

III phase " Reflection" (comprehension, birth of new directions)

Offers to unite in pairs to design a common PMI sign.

Listening to student responses and correcting conclusions.

Assignment for independent work. Visualization of the Federal State Educational Standard of Preparatory Education: performing a presentation in the programs “PowerPoint”, “Prezi” or in schematic drawings in a notebook. Due date: October 10, 2013

Annex 1

Technology "Development of critical thinking"

The purpose of this technology is development of students’ thinking skills, necessary not only in studies, but also in everyday life (the ability to make informed decisions, work with information, analyze various aspects of phenomena, etc.).

This technology is based on a three-phase lesson structure

Technological stages

Objectives of each stage of technology:

1.Update students' existing knowledge and meanings in connection with the material being studied

Awaken cognitive interest in the material being studied

Help students themselves determine the direction in studying the topic

2.Help actively perceive the material being studied

Help relate old knowledge to new knowledge

3. Help students to independently summarize the material being studied

Help independently determine directions for further study of the material

Forms and means:

· data collection

· text analysis

· comparison of alternative points of view

· collective discussion

· different types of pair and group work

· discussions

directs students' efforts in a certain direction

· confronts different judgments

Creates conditions that encourage independent decision-making

Gives students the opportunity to draw their own conclusions

· prepares new cognitive situations within existing ones

Appendix 2

Edward de Bono(English) Edward de Bono; genus. 19 May, Malta) - British psychologist and writer, expert in the field of creative thinking, doctor of medicine. Creator of the concept " non-standard thinking».

1. "Plus"(+) We write down those facts that can answer the question “What is good?”

2. "Minus" (-) We write down all those facts and thoughts that can answer the question “What’s wrong with this?”

3. “What's so interesting about this?” (?) recording various facts and thoughts of interest to a person.

Appendix 3

Clarification of concepts

* Road map- this is a visual representation of a step-by-step scenario for the development of a certain object. In American culture, the term “Road map” in one of the figurative senses means “a plan on how to move forward”, plans for the future, for the future; visual representation of the development scenario.

**Diversification Back

You have no rights to post comments

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

GAPOU JSC "Astrakhan Social Pedagogical College"

Message

In the academic discipline "Theoretical foundations of preschool education"

On the topic: “Current problems of preschool education”

Completed by the student:

OSO 1st year 10 Z/D group

Shelkovnikova A.Yu

The undoubted 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 in preschool age that all the foundations of a child’s personality are laid and the quality of further physical and psychological development is determined. If you ignore the peculiarities of a child’s development at this age, this may adversely affect his future life.

Let's pay attention to the child's communication. Communication is a big problem. Communication must include the ability to listen and hear, the ability to come into contact with adult peers, the ability to express one’s thoughts, and understand speech. But full communication is impossible without communication skills, which need to be developed from childhood in the process of role-playing games. But despite all the advantages of role-playing games, not all educators devote proper time to activities. And it often happens that the teacher conducts a plot- role-playing game only at the request of the children.

I would also like to consider the topic of family. Today there are a large number of single-parent families raising children. This is where situations arise. When a parent has no time to care for his child, he is left to the mercy of fate. Majority modern parents do not want to cooperate with preschool educational institutions citing employment reasons.

And there are a lot of such problems in modern education, such as problems of developing voluntary memory, problems of teaching GCD. And it all depends on the methods. It is necessary to introduce new technologies and techniques.

I want to go directly to the most modern education. Listing 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 teacher and adults independently work with children. 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 child is in kindergarten for a longer period of 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 children with knowledge and skills can lead to the disappearance of learning motivation. And it can often happen that a child studies the first grade program twice.

From this it can be concluded that the effect of the above is to slow down the goal of early education. Bringing with it negative effects, such as, for example, children losing interest in learning, problems arise with continuity in the education system between preschool educational institutions and primary schools. I would like to add that the child’s knowledge does not determine the success of learning; it is much more important that the child independently obtains and applies it.

The second is that education is based on the interests of the child himself and the interests of his family, i.e. his legal representatives. The personality-oriented approach is aimed at a developmental 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 teacher can see this line in developmental education. And not every child can achieve the goals of developmental education due to some reasons. It can be noted that such education has both a developmental effect and developmental promotion. If the child is active and inquisitive, we can assume that a development process is underway.

First of all, there are not enough places in preschool educational institutions. Currently, there is an increase in the number of children with disabilities who should not be isolated in society, hence the need for inclusive education.

Modern preschool education is the very first public-state form in which it is carried out professionally pedagogical work with the younger generation. Psychologists say that the fundamental qualities of a person’s personality are formed in the first years of life. The positive experience and basis for the successful development of the child laid down in preschool age. And naturally, the process of modernization of the education system in the Russian Federation also affected preschool education. First of all, it should be noted that in recent years there have been significant changes in the regulatory framework.

Today, attempts are being made to move from declarations, from sweet words about the importance of childhood, from the formula “children are our future” that has been heard for many years, to making childhood an independent stage of development for which the state is responsible.

In the context of the new educational policy, the core of which is a humanitarian orientation, both in the content of education and in the methods of teaching, the strategy and tactics for the development of preschool education have been determined, reflected in the concept of the development of preschool education. The “Concept” reasonably puts forward the leading goals: satisfying the requests of parents for the education of their children from 0 to 7 years old and improving the quality of preschool education. It is by satisfying the educational requests of parents for the development, training and education of their child that it is possible to ensure an improvement in the quality of preschool education.

The preschool education system today is a multifunctional variable network of preschool educational institutions, oriented to the needs of society and family, providing a diverse range of educational services taking into account the age and individual characteristics of the child. Various types of preschool institutions have been formed throughout the country: kindergartens for supervision and health improvement, compensatory ones. A general developmental kindergarten with a priority focus, child development centers, a combined kindergarten, etc. Thus, a modern preschool institution as a type of education system includes various types that have their own distinctive features (usually associated with the model of the educational process, the basis of which is the educational program).

One of the most pressing problems is the influence of the modern family on the development of human potential in the preschool period of childhood; teachers have given a definition to the new concept of the “child who has not finished playing” syndrome. Very often we observe how modern young mothers and fathers of children who have not finished playing make up for lost time by playing family. The family is the main source of self-knowledge, socialization, and moral development of the individual. Meanwhile, in many families there is a loss of interest in raising children, and sometimes laws protecting the rights of the child are simply required. The reasons for this are poverty, parents’ employment, transformation of gender relations and parental roles. Modern research notes that the dominant position in the family is occupied by the working mother, who earns money for the family and is responsible for raising children. In particular, the family becomes a real participant in the educational process. Analysis of trends occurring in modern Russian life allows us to record the following family problems.

A feature of modern society is differentiation as a sharp stratification of the population into social groups and, as a consequence, the emergence of very rich and very poor families, and therefore socially unprotected parents and children’s needs for clothing, household items, and a complete diet. Parents do not have sufficient funds to bear additional costs for the upbringing and education of children, for organizing their leisure and recreation, and for paying for the services of preschool and other children's institutions.

The study of the phenomenon of family dysfunction allows us to note the increase in recent years of alienation between parents and children; in some cases, parents withdraw themselves from their children, do not perform educational functions, focusing mainly on intra-family relationships. Some parents believe that their main task is to ensure that the child is supported in the family, to create conditions for his life, and education should be handled by kindergarten and school. This approach reveals the inertia of the old idea of ​​the priority of public education over family education.

At the stage of modernization and development of education, we need to talk about childhood as a whole, and not just about preschool education. Why? The development of preschool institutions and the elimination of queues for kindergartens are certainly important measures in solving the problems of a comprehensive preschool education system. But when they say that every child should enter the world of education already in childhood, it is often forgotten that childhood is not limited to the system of preschool institutions, where the child can receive this or that support. Childhood is ensured - and this is the main thing - with the support of the family as a key institution for the development and socialization of the child.

The new standard is aimed at the development of preschool education in the Russian Federation at the same time it works for the development of a small child. And the main task of kindergartens is to create conditions in which children develop, they are interested, and in the end the child lives a happy life. education psychological preschool

Posted on Allbest.ru

Similar documents

Features of the organization of preschool education in the USA. Infant education program in China. The procedure for visiting preschool institutions in France. Reasons for the poor development of kindergartens in Germany. Goals of preschool education in Japan.

presentation, added 05/10/2014


Features of the state policy of the Russian Federation on the maintenance and upbringing of children in preschool educational institutions. Main types of educational institutions. Directions for improving the system of raising children in preschool educational institutions.

thesis, added 04/20/2012


Classification of preschool educational institutions in accordance with their focus. Institutions of preschool and general education, their main types. Institutions of additional and special education. Characteristics of copyright schools, stages of activity.

test, added 06/09/2010


Main indicators in the preschool education system in the Krasnoyarsk Territory, prospects for its development. The problem of accessibility of preschool education. Implementation of comprehensive, partial educational programs and correctional programs.

abstract, added 07/22/2010


Analysis of the regulatory framework of the preschool education system. Main types of preschool educational formations. Providing children with childcare facilities. Study of the organization of providing public and free primary education.

thesis, added 01/24/2018


Studying the problem of organizing children's labor in nature. The purpose and objectives of environmental education for preschool children. Work on caring for indoor plants in a corner of nature, as one of the means of environmental education for preschool children.

course work, added 11/26/2010


Principles of state policy in the field of education. General information about educational institutions, their main types and typology. Characteristics of certain types of educational institutions. Features of preschool and general education institutions.

course work, added 09/23/2014


History of the formation and development of the preschool education system in the USA: the emergence of the first kindergartens, types of preschool institutions, characteristics of educational programs. Organization of the spatial environment in American kindergartens, daily routine, nutrition.

thesis, added 12/08/2013


The essence of multicultural education, its goals. Specifics of multicultural education of preschool children. Conditions for the implementation of multicultural education in preschool groups of secondary school No. 1. A modern model of cooperation between a kindergarten and a family.

training manual, added 04/08/2014


Problems of the education system - a complex of institutions, standards, programs, characteristics used in the education process. Classification of education systems. Problems of education coming from students and teachers. Sociological survey of teachers.

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

In 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. Yudina Candidate of Psychological Sciences, Head of Laboratory psychological problems teacher training at Moscow City Psychological and Pedagogical University

The article is devoted to the problems of raising and teaching children younger age(ECCE), which will be discussed at the UNESCO World Conference on 27–29 September 2010. The authors identify and analyze the key, from their point of view, modern trends in the development of preschool education in different countries ah, they offer and justify their views on the problems arising in this context. The article analyzes two opposing models of early childhood education and shows the main consequences of the implementation of each of the existing approaches. Particular importance is given to building a unified system of preschool and primary school education. From the authors’ point of view, 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 developmental preschool education. Problems related to 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 “compendium” programs, ECCE development program, play, training of preschool teachers.

The UNESCO World Conference on Early Childhood Education and Care will take place in Moscow on September 27–29, 2010. As the name suggests, it will be devoted to the problems of education of preschool children (from birth to 7–8 years). Processes associated with the development of young children have recently attracted great interest throughout the world. In accordance with the UN Convention on the Rights of the Child, early childhood development (ECCE) is an interdisciplinary issue. It includes issues of health, nutrition, education, social sciences, economics, as well as child protection and social welfare.

UNESCO offers the following definition for education at this age: “Early childhood education - Early childhood care and learning (ECCE) - are activities that contribute to the survival, growth, development and learning of children, including aspects of their health, nutrition and hygiene - cognitive - speech, physical, social-personal and artistic development - starting from the birth of a child and ending with his entry into primary school within the framework of official and informal, formal and informal education.” The ECD approach, while primarily aimed at achieving a normal standard of living for young children in the early years, is also important in terms of adult development prospects. 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 organized, systematic education; The main efforts of the international community to ensure the conditions for the implementation of this right are aimed at creating ECCE systems in developing countries. Modern research shows that updating the educational resource in such countries, even without introducing 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 on the education of young children will take place in Russia is not accidental. Systematic education in most developed countries (mostly European countries and the USA) traditionally began at the age of 7–8 years; Early education was never considered an area of ​​organized government effort and was a matter of family concern. As a result, systematic preschool education was still absent from the educational system of most developed countries, which, at best, provided the family with some market for educational services. In recent decades, the concept of disparate educational services, mainly related to the supervision and care of a child, has gradually been 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 20s of the last century, there has been a state-funded system of mass (albeit optional) education for preschool children, the construction of which is now being considered in many both 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 reform, especially in the field of program content. Nevertheless, the undoubted advantage of education in preschool age was its systematic nature, as well as its actual universal accessibility, based on state funding. The Russian experience in building such a system, adjusted through its meaningful reform, may prove useful to the international community. In addition, in Russia the priority of early childhood education is declared in the context of the Russian national project “Education”.

Modern trends in increasing attention from the state in relation 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 of such transformations among interested countries.

Modern preschool education: setting priorities

So, in 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 a very early age (from several months) to 7–8 years (usually the age when children enter school) is based on the results of numerous studies and in the practice of some countries. In particular, this is evidenced by the recently extremely popular data obtained in a 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 return on society and for each individual, and measurements were made throughout the entire human life cycle. The graph shows that the highest efficiency is typical for preschool education programs, i.e. The more heavily a country finances preschool education, the better life outcomes people demonstrate throughout their lives. These data caused a deafening resonance throughout 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 laureate in economics) confirms what progressive domestic and foreign psychology has always asserted. Namely, that in preschool childhood all the basic parameters and characteristics of a person’s personality and psyche are laid down, the direction and quality of the further development of his intellectual, emotional and physical abilities, interests and opportunities. Ignoring the developmental characteristics of a child at this age is fraught with serious, deep problems in his future life, including in school education immediately following preschool childhood.

Analysis of the current situation in the education of preschool and primary school children (international context)

When considering specific approaches to building this system, it makes sense to pay attention to two opposing trends when answering the questions: “What should the education of young children be like? What should they be taught before they go to school? These trends are now present in most developed countries and give rise to two opposing models of organizing preschool education in relation to 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 attitude towards early education: it becomes a priority. Research (including the above) shows that during the developmental period of a child up to 7 years old, the child is extremely receptive, interested and open to new experiences and to learning about the world. In the conditions of modern dynamically changing life, which dictates a high pace of education, when every year counts, 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 strive to “shift” school a year or two earlier, using forced “training” of children, systematic and increasingly earlier teaching of reading, writing, counting, etc. There is an illusion that this kind of training for young children will ensure their success in mastering school curriculum and in professional advancement. However, numerous domestic and foreign studies show that, on the contrary, the practice of forcing children to learn knowledge, skills and abilities too early inevitably leads to the disappearance of learning motivation and, as a consequence, to the emergence of school maladaptation and school neuroses. Psychologists are well aware of how difficult (and sometimes impossible) it is to cope with these problems once they have already arisen.

With this approach, fragments (sometimes quite significant) appear in the content of preschool education, borrowed from the school curriculum. However, the primary school curriculum and teacher training usually do not change, and children often have to study the first grade curriculum twice. The teaching methods in this case are also of a “school” nature: frontal classes in individual subjects, verbal teaching methods, systematic monitoring of the acquisition of knowledge and skills, etc. Thus, an artificial acceleration of the child’s development is carried out, the “maturing” of preschool education. This practice of accelerating the development of children then finds its continuation in the conditions schooling. The intensity of the learning process in primary school, the premature formation of a number of educational skills (for example, cursive writing, fluent reading, etc.) not only do not contribute to their formation, but inhibit development or lead to the adoption 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 beyond the sight of program authors and practitioners.

As a result, not only are the original goals of intensifying early education not achieved; Moreover, it slows down significantly, bringing a lot of negative side effects, among which children’s loss of interest in learning is not the most undesirable from the point of view of the child’s further development. Significant obstacles arise in ensuring real continuity and future prospects in the education system. In this case, continuity between preschool and primary school age is determined not by whether the future schoolchild has developed the abilities (in modern language - competencies) necessary to carry out a new activity, whether its prerequisites have been formed, but by the presence or absence of certain knowledge about educational subjects.

It must be admitted that it is precisely this approach - it can be conditionally described as narrowly pragmatic, focused on the needs of the system, and not the child himself - to the early education of children has recently spread in many countries, however, it is subject to constant massive criticism from scientific and educational community of these countries. The main arguments of such criticism are accumulated in the fundamental Russian school of cultural-historical psychology, which is associated, first of all, 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. Leontyev and many others. In particular, D.B. Elkonin remarked on this matter back in the 80s of the last century:

“The transition to the next, higher stage of development is prepared and determined by how fully the previous period has been lived, how mature those internal contradictions are that can be resolved through such a transition. If it is carried out before these contradictions have matured, artificially forced, without 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 has been in the center of interest from the international scientific and educational community over the past few years. Research conducted within this school, as well as many years of experience in applying developments in the field of education, show that the presence of knowledge in itself does not determine the success of learning; it is much more important that the child is able to obtain and apply it independently.

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 of child development. The process of a child mastering these means is independent and creative in nature, but must be organized in a special way. A very important argument is the indication of psychologists from the school of 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, by crossing which we, willy-nilly, subject the child to psychological violence that is incompatible with the concept of modern education.

Does this mean that a preschool child does not need to 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 organizing 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 person-centered or child-centered, and since it is aimed at the age-appropriate development of each child, it provides a developmental type of education, which is built according to its own laws for each age.

Developmental education takes into account both age-related and individual characteristics, interests and inclinations of each child and is based on the child’s mastery of culturally developed means of activity, different types of which become leading at different age periods of the child’s development. Thus, the idea of ​​the laws of child development in each age period is also based on what means are adequate for a particular age.

Developmental educational program for preschool age

The term “developmental education” has become quite widespread in the Russian educational context; however, it seems to us that its content requires special comments. Without setting out here the task of completely clarifying this rather complex term, we will note only one circumstance that seems important in the context under consideration. This circumstance is associated with the distinction between developmental and any other education in the eyes of practical teachers - teachers and kindergarten teachers. Despite a fairly large literature discussing what developmental education is, practice shows that for teachers 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 in school or 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, has its main the goal is its development, real advancement. In the system of developmental education, knowledge, skills and abilities serve not so much as independent goals, but rather 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 this knowledge and skills.

This does not mean that preschool children do not need to be taught. Russian education is strong precisely because of its traditions of early childhood education, which is largely based on serious training. However, the main efforts of the teacher should be aimed at ensuring that the knowledge acquired by the child actually has a developmental effect - and specifically for this child. The child’s frank interest, involvement, curiosity and initiative are obvious indicators that a development process is underway, and not just “training” in certain knowledge.

Thus, setting development goals in modern educational systems requires a special emphasis on the individualization of education, which is one of the main principles of the developmental preschool program. On the other hand, it is no less 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 core principle, the early childhood education program must provide children with real choice. The third principle is also connected with this principle: the absence of rigid objectivity, since it is in integrated content (for example, 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 a whole range of issues relating to the age-specific specifics of education at different levels. In this regard, the principle of the intrinsic value of each age, which can be revealed through a double requirement for the content and methods of education, acquires special significance:

• ensuring the full realization of the capabilities of a child of a certain age;
• reliance on the achievements of the previous stage of development.

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 in preschool age. The attempt to fill education in preschool age with school content at the beginning of the 21st century is all the more puzzling because even in the last century, domestic and foreign scientists convincingly showed the inadmissibility and ineffectiveness of artificially accelerating a child’s development. However, it is important, without replacing the tasks of preschool age with school ones, at the same time not to underestimate the capabilities of a preschool child, avoiding both artificial acceleration and artificial slowdown of his development. So, in order to create a developmental, age-appropriate preschool educational program, you need to know exactly:

1. main developmental tasks at this age;
2. real capabilities and interests of a preschool child.

Classic psychological studies and research recent years give the 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 a child’s personality allow him to enter the next – primary school – age interested and motivated to learn, avoiding the stress and crushing disappointments of the transition period.

As for the real capabilities 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 specificities. 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, has a specific interpretation in modern education.

Play as a context of development in preschool age

An essential indicator when analyzing preschool programs is their content. In particular, in Russia, in connection with the principle of the absence of strict subject matter in the content of preschool education, the content of preschool education is differentiated not according to the subject principle, but according to the areas of children’s development:

• physical;
• cognitive-speech;
• social and personal;
• artistic and aesthetic development.

Thanks to this division, programs can rely on specifically preschool technologies for content that is not subject-specific, but, for example, project-based or thematic in nature. These programs appeared in Russia at the end of the twentieth century and in the domestic educational space are perceived as modern and innovative, while in foreign educational systems they have been found since the beginning of the last century. At the same time, there are preschool programs based on the subject principle, which, from the authors’ point of view, provides all these areas of development. These are, for example, traditional preschool education programs for Russia, although programs used abroad can also be built on this principle.

Within the framework of the two approaches to preschool education that we have considered, there are different educational programs, the general specifics of which are determined precisely by the differences in these approaches. First of all, this means that in preschool education in different countries, teacher-oriented programs and child-oriented programs are practiced. 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 - teacher) who is the central figure. The initiative and own activity in such an educational process usually belongs to the educator; learning is based on the pattern of action that the educator demonstrates. The child is assigned the role of a “tabula rasa” (blank slate), which the teacher fills out, as a rule, in the same way for all children, regardless of their individual differences. The content of education is fixed and does not depend either 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 relevant specifically to preschool programs. In particular, a distinction is made between 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 conditionally be called “note-based”, not only because they are accompanied by detailed lesson notes and methods for conducting them, but also because they generally guide the teacher to reproduce (in the extreme case, step-by-step) these notes and prescribed methods. Planning activities with children in this kind of program also reflects its note-based nature, occurs in subject logic and is usually repeated from year to year for children of a certain age. The age of children is considered to be the so-called “passport” age, and not psychological age; educational results are recorded by reproducing educational skills in the form prescribed by the program.

“Framework” programs are so named because they set only the “framework” of the educational process by introducing some essential principles and foundations for building the educational process. They can also be accompanied by methodological recommendations for teachers, but these recommendations are much more free in nature and, in extreme cases, can represent a certain “arsenal” of possible methods and techniques for solving the educational tasks that the teacher has set for himself. Planning is usually at the center of such programs, since it can be tailored to the specific situation in the class (group) and focused on each child. The plan reflects the development goals set by the teacher and specific steps to solve them, usually planned based on observation of children and tracking the development of each child. Such programs fully allow mixed age groups and follow not so much the children’s passport age as their real interests and capabilities.

Of course, the extreme embodiment of “note-based” programs is not very common in modern preschool education. Usually 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 note-taking program, which is aimed at the teacher. An example is the “Standard program of training and education in kindergarten,” according to which all preschool institutions in Russia operated until 1991. At that time, it was a unified educational program approved at the federal level; Currently, with certain modifications, it is also used in Russian kindergartens.

Methodological recommendations were developed for the Model Program, calendar plan classes, detailed notes and scenarios for each lesson, which was mainly held in the form of a school lesson. All these recommendations completely ignored the individual characteristics of children and were focused on mastering subject knowledge or skills necessary in everyday life (for example, self-service skills). The style of the program was very strict and prescriptive: it was customary to address young children by their last name, the nature of emotional support was determined only by the personality of the teacher, the daily routine was strictly defined for different age groups. In accordance with this program, a lesson planning system was built - detailed, ramified, based only on knowledge intended to be acquired in a specific 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 tens, knowledge about wild and domestic animals, etc. It should be noted that the tradition of testing children for this kind of knowledge and skills has now been preserved in Russia in many cases when children enter primary school. The subject of such inspections is usually the school, but this practice, of course, also affects kindergarten programs - mainly through the demands of parents to prepare their children for school, “training” them in certain knowledge and skills.

The entire system of training teachers was organized accordingly: in teacher training colleges and universities, 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 to work on it seriously influence what kind of educational process will be “launched”.

It should be noted, however, that teacher-oriented programs certainly have certain advantages. In particular, the Model Preschool Education Program was focused (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 this “accumulation”, the cognitive (knowledge) education of children took place, especially those of them who belong to the so-called “cognitive” type. However, the development of children's personality - their initiative, independence, responsibility, willingness to make their own decisions - which has been shown to be the main task of the preschool period, has lagged sharply.

A teacher-oriented program can be either note-based or framework-based; As for a child-oriented program, it is hardly possible for it to be accompanied by detailed content prescribed for implementation. This is impossible by definition: the child-centered educational process is built “here and now,” depending on the specific developmental situation of each child. Thus, the person-centered program is of a framework nature, relying only on known age characteristics development of preschool children. Some of these programs have a large “arsenal” educational methods and techniques, the decision to use which is made by the teacher based on a specific situation. Others rely more on the creative capabilities of the teacher (educator), who together with the children comes up with specific learning content. But one way or another, child-oriented programs cannot have strict content that is mandatory for all children.

How to prepare teachers for the developmental education of young children?

In the system of developmental education, knowledge, skills and abilities serve not so much as independent goals, but rather as means in the process of child development. The specifics of developmental education make 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 child’s development with the help of this 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 his further advancement. The teacher builds individual educational content 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 occurs. 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 schools who largely determine not only the immediate context of the development of the child and his family, but also his future life. It takes enough high level the competence of teachers and other practitioners of preschool and primary school education in the field of developmental psychology of children of this age, as well as in personality-oriented, developmental technologies for the education of these children, in particular, in technologies for ensuring an individual approach to each child.

At the same time, teachers and practical educational psychologists in our country (and, as research shows, in many other countries) for the most part do not meet these requirements. Their knowledge about the age-related patterns of child development and the psychological characteristics of development is replete with serious gaps, which are often filled with mythological ideas about child development. Organization needed professional development teachers, based on the promotion of theoretical ideas and educational technologies developed within the framework of cultural-historical psychology.

In this regard, the draft federal State standard, developed on the basis of the Moscow City Psychological and Pedagogical University, is of undoubted theoretical and practical interest. The preparation of a preschool teacher who is able to organize the “zone of proximal development” of a child, to take into account the peculiarities of child development in communication with the child, and who has competencies regarding the forms and methods of interaction with different categories of children from infancy to school, is a special task and direction of preparation of this standard.

Goals, objectives and conditions of developmental education for young children

The psychological guidelines for the development of a preschool child that we analyzed determine the goals of education at this age:

• protecting and strengthening the physical and mental health of children (including their emotional well-being);
• Preservation and support of the child’s individuality;
• development of the child as a subject of relationships with people, the world and himself.

These goals can be achieved by creating certain psychological and pedagogical conditions:

• personality-oriented interaction between adults and 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;
• a subject-spatial environment that stimulates the child’s communicative, playful, cognitive, physical and other types of activity, organized depending on the age specifics of his development;
• the opportunity for all subjects of education (teachers, children and their parents) to choose 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 provide a detailed analysis of all important topics related to ECCE issues, or even simply list them; however, we have tried to outline in general terms the key, in our opinion, problems characteristic of this area. It seems clear to us that many of these problems have international roots and are related more to the setting of priorities in the ECCE system than to the characteristics of national educational systems in different countries. Turning to the classics of domestic and foreign psychology, it is easy to notice that many of the problems we 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 from 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 strongly 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 World Monitoring Report, 2007, p. 18.
Right there.
For a more detailed introduction to 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 reform were made; from our point of view, many of them can be considered successful.
Assessing the quality of education is an extremely important topic in modern ECCE systems in different countries. It is quite obvious that the approach to assessing the quality of education determines what the ECCE system itself is focused on and what specific tasks it faces. The scope of this article does not allow us to conduct the serious analysis of this problem that it deserves, so here we only point to it as one of the central priorities of the modern early childhood education system.
Project of the Federal State Educational Standard for Higher Professional Education in the field 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 lifelong education (preschool and primary level) // Content of education in a 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 for specific practical developments for building continuous preschool and primary school education. Some materials included in this concept were later used to solve certain management problems; however, the overall 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 developmental continuous preschool and primary education.