Current problems and prospects of preschool education.
Ismailova Mahabat Saylaubekovna
Nursery-garden No. 21 “Akbota” in Kokshetau
Educator
Current problems and prospects of preschool education.
Priority of education for preschool children. The overall provision of children with preschool, primary and secondary education remains a very pressing issue for most of the world. This is due to the fact that preschool and school education (upbringing, training and development) is the main social basis for the moral, cultural, professional and socio-political acquisition of a person, for the adaptation of the individual to a higher civilization, for the readiness to ensure one’s own personal well-being in the social class multi-layered and morally diverse society.
The development of fully functioning children's organizations and secondary schools with methodologically and pedagogically ensured continuity between them, while simultaneously resolving the issue of providing highly qualified pedagogical teachers, educational and methodological base and means also remains a problem of global importance. At the same time, the requirement of the time is compliance with the Constitution, and the legislative acts of the state state that kindergarten and school are secondary social institutions. Only a socially valuable person will become the creator of the progress of the post-industrial and information society, and not its destructor and inhibitory factor. The timely cultural and educational development of each child is becoming a particularly important aspect of the policy of modern Kazakhstani society, which is actively involved in global processes and at the same time carrying out multilateral internal national transformations.
Preschool education is the most important period for every child. It is in preschool age that all the basic personality traits are formed in a child, and the quality of his further physical and mental development is determined. If you ignore the peculiarities of a child’s development at this age, this may adversely affect his future life. Preschool childhood is not preparation for school, but an independent period of human development. The development of any child is unique. Education is built taking into account the interests of the child himself and the interests of his family, i.e. his legal representatives. The student-centered approach is aimed at a developmental type of education. It takes into account age and individual characteristics and focuses on the interests of each child. But I would like to note that not every educator can see these features in a child’s developmental education and not every child can achieve the goals of developmental education due to certain reasons. The teacher must set a goal - to ensure development with the help of knowledge and skills in the development of the child. If the child is quite active and inquisitive, we can assume that the child is developing. It follows from this that there are problems in modern education. Without communication and society, it is impossible to develop the communicative side of a child’s personality. Without the cooperation of parents and kindergarten, the full development of the child is impossible. It is necessary for parents to work in such a way that they try to be with the child throughout preschool age, help him develop and achieve the desired results. More effective teaching is one that involves a person-centered approach, but everything depends on the educator, on his goals, what the educator puts in the foreground, what is in the background, it depends on the teachers whether problems in modern education will be solved or not. The educational process, built not only on the basis of organized educational activities, but also through the implementation of scientific, experimental and creative activities based on the interests of children, makes it possible to make the life of children in kindergarten lively and rich, and their learning motivated and of high quality. The new generation standards define the following priorities:
- personal development of each child;
- implementation of continuity between kindergarten and school;
- the use of new approaches to software and methodological support for education and preschool age;
- recognizing the importance of family and community in raising children.
The new standard contributes to the modernization of preschool education through transformation into an institution that meets the needs of different segments of society, the establishment of dialogic cooperation and partnership with the family, democratization of the pedagogical process, transparency of relations with the community and in the teaching staff.
New approaches to software and methodological support, the creation of a subject-developmental environment provide for the development of the child’s key competencies in the educational areas of “Health”, “Cognition”, “Communication”, “Creativity”, “Society”, creating opportunities for unlocking the potential of each child. Thanks to the new standard, the preschool organization will carry out the harmonious development of children on the basis of general cultural, national values, creating the necessary prerequisites for education in primary school, such as a high level of cognitive, emotional, physical and social development.
The standard makes special demands on the status of a teacher who shapes the child’s social and spiritual qualities that promote self-realization and success, readiness for creative and critical thinking, and an orientation towards respect for cultural values, both universal and national. Great expectations are placed on the professional teacher and his responsibility for the quality of the results of his work.
In recent years, fundamental changes have been taking place in the preschool education system; it is being improved and developed. Preschool education in these conditions is intended to ensure the creation of the basic foundation for the development of a child’s personality, which gives him the opportunity to successfully master different types of activities and the main methods of “acquiring” knowledge.
The means of child development to achieve this important goal are pedagogical technologies, which must necessarily include such indicators as: the development of curiosity - the basis of the cognitive activity of a preschooler; developing the ability to independently solve creative (mental, artistic) and other tasks that allow one to be successful in various types of activities; development of creative imagination as a direction of the child’s intellectual and personal development; development of communication – the ability to communicate with adults and peers.
In preschool age, these basic principles are not realized and are replaced by forced education, the child becomes passive and incapable of self-development. To prevent this from happening, a kindergarten teacher needs to know well the characteristics of preschool children and teach them in specific types of activities that are close to their natural characteristics, such as play, visual arts, design, music, drama, etc., within the framework of which , subject to an integrated approach, the most effective development of all aspects of the preschooler’s personality occurs.
What problems exist in preschool education?
Like any complex system, preschool education, unfortunately, is a reservoir for many problems. To eliminate them, a deep reform of this system is necessary, which should be carried out in a timely and gradual manner.
Perhaps the main problem today is the lack of places in existing public kindergartens. The queue often stretches for years. The presence of preschool education centers and private kindergartens improves the situation to some extent. But they cannot solve the problem globally.
Another problem of preschool education is the lack of qualified personnel. Everyone knows what the salary level is for employees of child care institutions. This reason explains the reluctance of young promising specialists to work in kindergartens. Therefore, people with non-core or insufficient education are often hired, who, as a result, have low qualifications. There are also frequent situations when a teacher goes to work in his profession due to current circumstances (for example, to place his own child in a kindergarten), and then an insufficient level of wages can cause the teacher to neglect his duties. Unfortunately, this situation is not uncommon today. The situation is different in private kindergartens (which can be found, for example, through the preschool education website). Private preschool institutions employ only qualified specialists. A decent salary makes the position attractive to applicants, so management has the opportunity to choose the best candidate. This is one of the reasons explaining the high quality of preschool education in private kindergartens. Describing the problems of preschool education, one cannot help but dwell on the issue of continuity of education.
This problem is quite relevant at all stages of the educational process. The reasons for this phenomenon can be attributed to many factors. The main thing, of course, is the discrepancy between the requirements. In theory, it is believed that a first-grader should be more disciplined, assiduous, and efficient than a preschooler, but since a child cannot master all the required qualities in an instant. In addition, many primary educational institutions put forward extremely high demands on the quality of preschool education. A first-grader is often required not only to know the alphabet, but also to be able to read and count. However, teaching reading and writing is simply not included in the kindergarten curriculum. To avoid such problems, parents should familiarize themselves not only with the kindergarten program, but also with the requirements of the school to which they plan to send their child. If a discrepancy is detected, it is necessary to organize additional classes for the child at a children's center, or use the services of a tutor, or engage in the child's education independently. The situation can be further complicated by the child’s psychological unpreparedness for school, stress when changing the team and environment. A transition to a new education system that is smoother for a child occurs if preschool education includes classes to prepare for school.
Today, society needs graduates who are able to overcome life and production challenges and who are ready for their further life path. That is why the problem of preparing a graduate of such a level, who is capable of solving a problem situation, is relevant, to find several ways to solve it, choosing the most optimal one from the impact on preschool practice. The list of qualities required by a modern teacher includes: equipping with a certain arsenal of teaching strategies, knowledge and the availability of opportunities for combining different pedagogical approaches. This conclusion was drawn from a comparative analysis of an innovative learning environment.
To solve problems, the procedure for preparing and adopting reforms changes accordingly. In the past, they were developed, as a rule, in the quiet of ministerial offices by narrow groups of high-ranking officials. Now research centers and major scientists—economists, sociologists, psychologists, and teachers—are involved in preparing reforms. Reform plans are discussed in parliaments and at representative international forums. The reforms are multifaceted. They provide for a structural restructuring of the education system, updating all its links, from kindergartens to universities, modernizing the content and methods of educational work, and establishing new forms of communication between education and the world of work.
Literature:
1. Law of the Republic of Kazakhstan “On Education” No. 319-III dated July 27, 2007.
2. State Educational Standard of the Republic of Kazakhstan “Pre-school education and training” State compulsory standard of pre-school education and training (PPRK dated August 23, 2012 No. 1080).
3. State program for the development of education of the Republic of Kazakhstan for 2011–2022.
4. Model curriculum for preschool education and training of children from 1 to 5 (6) years old dated December 20, 2012 No. 557 (Appendix 1).
5. Grebeshova S.V. Current problems of modern preschool education // Young scientist. - 2016. - No. 13.3. — P. 29-30. — URL https://moluch.ru/archive/117/32377/ (date of access: 05/25/2019).
