Modern trends in preschool education

In accordance with the decision of the Council, the draft Federal State Educational Standard for preschool education was finalized and submitted for re-consideration. Based on the conclusions of 11 expert organizations and the recommendations of the working group of general education, the Council of the Ministry of Education and Science of the Russian Federation on federal state educational standards on August 28, 2013 decided to approve the Federal State Educational Standard for preschool education .

The introduction of the Federal State Educational Standard for Educational Education into practice will require the implementation of a number of activities, determining their nature and sequence.

Modern trends in the development of preschool education must first of all include:

Humanization of education – consideration of the child’s personality as the highest value of society, emphasis on the formation of a citizen with high intellectual, moral and physical qualities. And although the principle of humanization is one of the traditional general didactic principles, at the present stage of development of education its implementation is ensured by other conditions, first of all, the complexity of traditional and new trends in the functioning of the educational system.

Individualization as an effort is another traditional didactic principle of the need for an individual approach.

The implementation of this principle is manifested, first of all, in the organization of a personal-activity approach in education. The emergence of such an integrated, systematic approach to the upbringing and education of children is due not only to the natural development of pedagogical science, which, like any area of human activity, is characterized by a constant desire for progress, but also to the urgent crisis of the existing education system. A feature of this approach is the consideration of the learning process as a specific form of subjective-subjective relations between teacher and student. The very name of this approach emphasizes the relationship between its two main components: personal and activity.

The personal (or personality-oriented) approach assumes that the student with his individual psychological, age, gender and national characteristics is at the center of learning. Within the framework of this approach, training should be built taking into account the individual characteristics and “zone of proximal development” of the student. This consideration is manifested in the content of educational programs, forms of organization of the educational process and the nature of communication.

The essence of the activity component is that education contributes to the development of the individual only if it encourages him to take action. The significance of the activity and its result influences the effectiveness of a person’s mastery of universal human culture. When planning educational activities, it is necessary to take into account not only the general characteristics of the activity (objectivity, subjectivity, motivation, purposefulness, awareness), but also its structure (actions, operations) and components (subject, means, methods, product, result).

Preschool pedagogy in the education system at the present stage

Bibliographic description:

Toropova, N. D. Preschool pedagogy in the education system at the present stage / N. D. Toropova. — Text: immediate // Current issues of modern pedagogy: materials of the VIII International. scientific conf. (Samara, March 2016). - Samara: ASGARD Publishing House LLC, 2016. - P. 115-118. — URL: https://moluch.ru/conf/ped/archive/188/9795/ (access date: 01/18/2022).

Preschool pedagogy is a branch of pedagogy that studies the patterns of development, upbringing and elementary forms of education of children at the age before entering school.

Preschool pedagogy is the science of the patterns of development and personality formation of preschool children. Currently, it is developing didactics of preschool education, theory and methods of educating preschool children, international standards for preschool child development, theory and practice of professional training of specialists in preschool education and upbringing.

Preschool pedagogy is based on the methodology of general pedagogy. Its main objectives are: research into historical trends in the development of views on preschool childhood and preschool pedagogy; studying foreign experience in preschool education and upbringing; development of didactic foundations for preparing a child for school in different periods of preschool childhood; study of pedagogical patterns of formation and development of mental properties, cognitive and emotional-volitional processes in a child in preschool age; development of theoretical foundations for raising a preschool child in the process of learning, communication, and educational games; studying the ways and conditions for effective intellectual and physical development of preschool children;

The current state of the organization of preschool education in Russia.

For many parents, the main argument in favor of their child attending kindergarten is the fact that kindergarten today provides free continuous education and high-quality preparation for school, since it has the necessary specialists and professional teachers.

In a preschool institution, the foundations of a healthy lifestyle are laid, since the conditions necessary for the physical, mental, spiritual, moral and social development of children are created here.

The modern system of domestic preschool education is built on the principles of dynamism, variability of organized forms, flexible response to the needs of society and the individual, and is characterized by the emergence of new types of educational institutions for children and a variety of pedagogical services. Among the factors influencing the effectiveness and quality of education of children in a preschool educational institution, an important role belongs to the educational program. It is a guideline for the creative activity of educators: it determines the content of the educational process in a preschool educational institution, reflects the worldview, scientific and methodological concept of preschool education, and records its content in all main areas of child development.

The level of psychological and pedagogical literacy of parents has increased significantly. Their requirements for the education, upbringing and development of children in the preschool period have changed. Parents want to be active participants in the pedagogical process; they are ready to participate in the implementation of the preschool education program. Currently, parents are given the right to independently determine when their child starts school. As a result, some parents - supporters of the acceleration of child development - feel the need to intensively prepare their child for school from the age of 6.

At the present stage, the first place is not teaching a preschooler to read, write, count, foreign language, etc., but the formation of functional readiness for schooling and social maturity. Thus, in recent years, a new term “pre-school education” has come into use.

Among the latest legal documents in the field of education of preschool children, the Federal State Educational Standard for Preschool Education is the main one. The introduction of the Federal State Educational Standard for Preschool Education, based on a scientifically verified strategy for the modernization of preschool education, makes it possible to determine the importance of preschool education in the general continuous education system. It sets new coordinates for the development of preschool education and identifies criteria for its quality.

For the first time in the state, the theory of political child-centrism is proclaimed - when the adoption of any government decisions is associated with childhood. Let the child play enough, create a decent developmental environment for him, help him develop in it, while not being above the child, but together, next to him. Develop motivation in a child - “I want to find out!” Allowing children to speak, think independently, look for answers to questions, instill in children a thirst for discovery in acquiring knowledge - this is the main task of preschool education, which has now become the first stage of education.

In the Federal State Educational Standard for Education, special emphasis is placed on creating a system of conditions for the socialization and individualization of children as a “minimum program” and their development as a “maximum program,” while the condition for creating a developing educational environment is put forward as a mandatory condition.

A modern preschool teacher must be competent:

 in organizing events aimed at strengthening the health of pupils and their physical development;

 organization of various types of activities for students;

 interaction with parents (legal representatives) of students and employees of the educational organization;

 methodological support of the educational process;

 implementation of information and communication technologies;

 ensuring inclusive approaches in working with preschoolers with special educational needs, including those with disabilities.

The use of information and computer technologies in preschool education allows teachers to change the content, apply new non-traditional methods and organizational forms of teaching.

The opportunities provided by network electronic resources allow us to solve problems that are relevant for specialists in the preschool education system:

- additional information

- a variety of illustrative material

 the opportunity to disseminate new methodological ideas and teaching aids

 the ability to transmit and receive information in the process of working with parents if the child, for any reason, does not attend kindergarten.

The use of Internet resources allows teachers to take part in interregional and international conferences, webinars, seminars and competitions.

It is very important to form an information culture in children.

When using Information resources in working with preschoolers, it is necessary to be guided by the “Methodological Recommendations” on limiting in educational organizations students’ access to types of information distributed via the Internet that are harmful to the health and (or) development of children, and also do not correspond to the objectives of education.

One of the most important tasks of modern preschool pedagogy is caring for the health of the child. Modern society is increasingly placing demands on the physical, mental, and personal development of children. Preserve the health and intelligence of the nation at the present stage. There is an increasing need for preschool teachers to implement technologies aimed at preserving and strengthening the health and development of the psychophysical potential of preschool children, intensifying motor activity, which will ensure the successful adaptation of children to the multidirectional loads of school education. The implemented technologies help to form strong motivation for a healthy lifestyle among preschoolers, their parents, and teachers.

In the Federal State Educational Standard, preschool education reveals the essence of motor activity implemented in the direction of “Physical Development”. Health-saving technologies in the continuous physical education activities of preschoolers are aimed at solving the priority task of preserving, maintaining and enriching the subjects of the pedagogical process of preschool educational institutions and primary schools: children, teachers and parents. Modern health-saving technologies reflect two lines of health-improving and developmental work: introducing children to physical education; use of developmental forms of health-improving work with children. The goal of health-saving technologies in preschool education is to ensure a high level of real health for children and the education of physical education, which allows preschoolers to independently solve the problems of a healthy lifestyle and safe behavior.

Particular attention should be paid to the system of interaction between a preschool educational institution and a school in the context of continuous education.

Preparing a child for school begins long before he graduates from a preschool educational institution. The child's first teacher is the teacher. The Federal State Standard for Preschool Education defines a set of mandatory requirements for preschool education and determines the main guidelines for the implementation of the educational program.

The Program's targets serve as the basis for the continuity of preschool and primary general education.

In connection with the introduction of Federal State Standards for Preschool Education, cooperation between a preschool educational institution and a school is considered as an important condition for the effective preparation of children for the transition to student status. Therefore, it is necessary to develop a plan of specific activities, which should define goals, objectives, an organizational and methodological block containing a detailed list and description of targeted work with children, parents, social and medical institutions and the expected result.

In the process of interaction, the educator and teacher exchange pedagogical experience, find optimal methods, forms of work, etc. The educator provides detailed information about each child, about the characteristics of the development, upbringing and education of each child, his interests, individual characteristics, capabilities, character. The teacher introduces the features of the primary school program and the factors that impede easy adaptation to the conditions of a mass school.

A combined kindergarten and primary school base is being created. This allows for a continuous process of development, upbringing and education of the child, thereby ensuring continuity of the two stages of education.

One of the objectives of the “Federal State Standard of Preschool Education” is to ensure the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (continuity of the main educational programs of preschool and primary general education).

The Federal Law “On Education in the Russian Federation” notes that educational programs of preschool education are aimed, among other things, at achieving the necessary and sufficient level of development for children to successfully master educational programs of primary general education. That is, the problem of continuity can be solved successfully only with close cooperation and interaction between the educator and the teacher.

The development of education can be carried out on its own, but is effective only if it is managed and improved in management processes, based on a scientific approach.

Reform plays a significant role in improving education management. And this is the main factor in education management today.

The concept of “quality of preschool education” is analyzed based on three different aspects. In the national aspect, the quality of preschool education can be determined by the measure of its adequacy to the socio-economic conditions of society. Here, the quality of preschool education comes into contact with such aspects as the standard of living, the economic potential of the country, etc. In the social aspect, it is determined by the compliance of educational services with the real request of parents. The quality of preschool education in the pedagogical aspect may mean the implementation of the principle of variability in education, the transition to personality-oriented interaction between the teacher and children.

The concept of “quality” is multifaceted and is interpreted differently from the perspective of each participant:

 For children, this is learning in a fun way for them.

 For parents, this is the effective education of children, that is, training in programs that well prepared their children for school;

- For teachers, this is a positive assessment of their activities by the head of the preschool institution and parents.

The quality of education is in constant flux. Therefore, today it is very important to predict possible changes in quality, to investigate the reasons and nature of this change.

“Childhood” is preparation for the future life of a child, which is unique and of great importance in his development.

The period from birth to entry into school is the age of the most rapid physical and mental development of the child, the initial formation of mental and physical qualities necessary for a person throughout his life. In other words, educating a preschool child is like laying the foundation of a huge building. It is on this basis that character, skills, and abilities will be built and developed in the future. Of course, it is worth making sure that this foundation is strong and reliable.

Literature:

Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”
Order of the Ministry of Education and Science “On approval of the federal state standard of preschool education” dated October 17, 2013 No. 1155
Decree of the Government of the Russian Federation “On the national doctrine of education in the Russian Federation” dated October 4, 2000 No. 751
Burshit I.E. On the issue of continuity of developmental education.
Denyakina L. M. On the development of uniform requirements for the content of preschool education

Key terms
(automatically generated)
: preschool education, child, preschool educational institution, kindergarten, preschool pedagogy, preschool age, healthy lifestyle, primary school, primary general education, parent.

Current trends in modern education in preschool educational institutions article

Current trends in modern education in preschool educational institutions

Relevant trends of modern education in preschool educational institution

UDC 3 37.37.01/.09 37.02

This article discusses current trends in preschool educational institutions: smart learning, educational robotics, learning outside of class, educational games, social media, STEAM.

In this article modern trends in preschool educational institution are considered: smart training, educational robotics, training out of occupations, educational games, social media, STEAM.

Keywords: trends, education, technology, STEAM, smart learning, educational robotics, educational games, social media, training, classes.

Keywords: trends, education, technologies, STEAM, smart training, educational robotics, educational games, social media, training, occupations.

The 21st century is the century of globalization, new technologies and innovations, the century of new thinking and a new attitude to the changes taking place. The dynamism and interdependence of the ongoing changes dictate the need for a new approach to the education system. Trends in education are trends in its change.

Let us pay attention to the trends of the Federal State Educational Standard for Educational Education in order to correlate them with the possibilities of the considered educational trends[3].

1. The Federal State Educational Standard for Educational Education is based on a system-activity approach. It is necessary to individualize each child, regardless of his characteristics.

2. The main goal of the Federal State Educational Standard for Preschool Education is the full development of the individual based on the formation of universal educational actions, mastering and knowing the world (in the form of games, cognitive and research activities, creative activity).

3. The innovative nature of the standards is the requirements for the conditions for the implementation of education.

4. Educational areas, as well as activities outside the classroom, appear in the plans.

5. The Federal State Educational Standard for Education puts educational technology at the forefront. Over the past decade, the education system has been actively introducing pedagogical innovations and computer teaching methodologies in order to improve the quality of education and its results.

6. Value guidelines in the Federal State Educational Standard for Educational Education are shifted: from community and collectivism to individualization, from cognitive activity to socialization.

Over the past decade, the education system has been actively introducing pedagogical innovations and computer teaching methodologies in order to improve the quality of education and its results.

Smart learning is the first learning trend consisting of the merging of online distribution of software and content in the form of multimedia.

The main goal of Smart education is to create an environment that provides a high level of competitive education through the development of students’ knowledge and skills of modern society of the 21st century: cooperation, communication, social responsibility, the ability to think critically, quickly and efficiently solve problems [1, p.1 ].

The second trend is educational robotics, which takes a modern approach to introducing elements of technical creativity into the pedagogical process through the combination of design and programming.

Robotics classes provide opportunities for diversified development and formation of the most important competencies outlined in the new generation standards:

skills in conducting experimental research: putting forward hypotheses, searching for solutions, conducting observations and measurements, establishing cause-and-effect relationships, assessing the influence of individual factors, processing and analyzing results;
development of creative, imaginative, spatial, logical, critical thinking;
development of communicative competence: teamwork (in pairs, groups) to develop and implement ideas, plan and implement activities, develop vocabulary and communication skills.

Learning outside of class is the third trend. This is a format of learning through activities, which may include research and application of knowledge in practice. Such training can take place in the form of a game, a quest, geocaching, photo hunting, or a hike. At the same time, children and their parents are “immersed” in history, culture, and nature, since certain tasks are set and appear before them.

The fourth trend in modern education is social media. The social service Facebook, Google services and tools, the Wiki website, podcasts for distributing sound files or videos on the Internet, blogs, YouTube video hosting - all this can and should be used in the classroom.

In conducting leisure, entertainment, games, and matinees, multimedia tools perform a special task: they clearly convey the thematic content of the event, accompany it with sound and light effects, which certainly increases the quality level of the event.

The introduction of educational games into teaching is the fifth trend of our time. Serious educational games are created for a variety of educational areas. There is, for example, a game that simulates the process of climate change, or a medical game to solve an environmental problem, and the like.

One of the main trends in global education is STEAM. The sixth trend is a new educational technology that combines several subject areas as a tool for developing critical thinking, research competencies and group work skills.

The abbreviation STEAM stands for:

S – science,

T – technology,

E – engineering,

A – art,

M – mathematics.

Or natural sciences, technology, engineering, creativity, mathematics - disciplines that are becoming the most popular in the modern world. Instead of studying each of the five disciplines separately, STEAM integrates them into a single learning framework.

At the International Conference “STEAM forward”, which was held in 2014 in Jerusalem, the following statements were made: “Involving children in STEAM. This education should begin from a very early preschool age, and therefore it is necessary to introduce programs in kindergartens[5].”

An important feature of working with this technology is the collective work on the project. STEAM – allows you to use the right hemisphere of the brain, which is responsible for creativity, emotions, and feelings. There are many examples of successful design work using this technology.

And no matter how successful traditional methods of education and training may be, modern reality requires the search for new and effective forms.

Instill the skills of independent learning throughout life, teach interaction at different levels, develop independent and critical thinking - these and many other principles constitute the strategy for the development of modern educational technologies[4].

If we are preparing our children for later life, then we must allow them to use those tools that will still become part of their daily life in the future.

Bibliography:

1.Ten A.S. and others. Smart training in the system of advanced training for teachers. Toolkit. -Almaty: JSC NTsPK "Orleu". 2014. -112 p.

2. Case Thurlow. Ten trends in modern education URL: https://www.hse.ru/news/media/63841790.html

3.Trends of modern education. Features of educational trends

URL: https://sites.google.com/site/trendsofedu/fgos

4. The course “Modern educational technologies and SMART” is your guide to new opportunities for using ICT in the classroom. URL: https://edguru.ru/blog/edutrends/

5. Tamara Strelnikova. What is STEAM education?

URL: https://www.unikaz.asia/ru/content/chto-takoe-steam-obrazovanie

Current trends in the development of preschool pedagogy

Definition 1
Modern preschool pedagogy is a branch of pedagogical science that determines the procedure for the optimal organization of training and education of young children, taking into account the modern requirements of the socio-economic development of society.

The development of preschool pedagogy, like any scientific field, is directly related to the stage of social development, its dynamics and trends. Science cannot develop in isolation from society and its trends.

In this regard, the main directions of development of preschool pedagogy at the present stage are the following:

Pedagogy of development. This direction is based on shifting the emphasis to developmental education and upbringing of preschoolers. Training should not be routine and simple assimilation of theoretical information. Children need to be introduced to cultural values, develop their creative potential and be helped in its practical implementation. The child develops and, at the same time, gives rise to new forms of culture. The learning process involves relying on an interdisciplinary approach and creating a positive atmosphere that helps you learn and develop. Preschool education is carried out on the basis of a development program focused on cultural knowledge and assimilation of the culture of communication, behavior and activity, instilling aesthetic qualities of the individual. Education of the individual presupposes the need for its inclusion in the team and interaction with it. This opens up the possibility of resolving the problems of contrasting the individual with the social environment.
Pedagogy of personality-oriented development. This direction involves placing the individual, his needs and interests at the forefront of the learning process. For this purpose, training is based on an individual approach. You cannot focus on a certain standard that must be achieved. Each child is unique, has specific developmental characteristics, skills, abilities and capabilities. Also, the age dynamics of preschool children’s development are taken into account. Each stage of age development is characterized by different abilities and capabilities for perceiving and assimilating information. The child becomes a subject of development. His personality must be respected and valued. Training should exclude authoritarianism and be built on the basis of partnership and cooperation.
Humanitarian pedagogy. In this direction, the self-worth of childhood is a priority in the development of the child. Childhood is the stage through which a child enters the world of culture. The educational process is based on the development of the activity of the child’s personality, mastering independence skills, and performing independent actions in learning and work. There is a joint action of the humanitarian, cultural, subjective approach, which acts as a mechanism for the child to master cultural experience at the preschool stage of development.
The family is recognized as the main social institution necessary for the development of the child. Family education is recognized as the foundation on which personal development, the development of its basic qualities and the realization of creative potential are built.
The personality of the teacher is currently the basis for organizing quality teaching and education. It is subject to more stringent requirements. Teachers must continuously improve their skills and abilities, their qualifications and level of professionalism. Therefore, the state creates opportunities for continuous training and development of teachers, their personal growth. Policy in the field of education introduces teacher training programs, courses and internships, evening training, incentive payments are introduced for teachers engaged in self-education, attending courses and participating in additional training and advanced training programs.

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Main problems of preschool education and ways to solve them

Main problems of preschool education and ways to solve them

Inus Elvira Ernestovna

MBOU "Secondary School No. 4" preschool groups "Romashka"

One of the most pressing problems in the development of modern education is ensuring equal starting opportunities for children when entering school. In order to create favorable conditions for solving this problem, it is necessary to develop and improve existing forms of education for preschool children and introduce new forms of education.

Undoubtedly, the system of modern preschool education is very important and relevant. And there are a lot of such problems in modern education:

1.Insufficient funding:

— the material and technical base is outdated;

— modern educational and methodological base (toys, educational games, didactic material, etc.) is often replenished with the help of parents and sponsors, and is almost never replenished at state expense;

2. Overload of preschool educational institutions;

3. Social status of preschool education workers:

- low salary;

- teaching load (35 hours per week, and for a teacher - 18 hours);

- vacation (42 days, and for a teacher - 56 days)

Preschool education is an important component of the country’s social life.

A lot depends on the quality of education in preschool educational institutions, so preschool education is now considered as the most important socio-forming factor.

Many people have a question: why do we need a kindergarten? Let's try to answer it.

Kindergarten is needed by the child's parents.

This makes it possible to get a job, earn a salary and improve the well-being of your family. Therefore, they are confident that the child is under the supervision of experienced educators, well-fed and calm.

The child himself needs kindergarten in order to satisfy the need for communication; successfully socialize – learn to communicate both with peers and with adults; get prepared for school; learn to respond adequately to conflicts and sports situations; avoid “pedagogical neglect”.

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 a 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.

5) lack of a unified curriculum for teaching children in kindergarten.

What are the reasons for the difficulty of children adapting to primary school?

Experts believe that one of them is the discrepancy between children’s functional abilities and school requirements. And it’s not just about the level of mental development. Often, with normal development of intelligence, children experience temporary delays in the development of other functions that are very important for successful study.

The main thing, of course, is the discrepancy between the requirements for a child in the senior group of kindergarten and for a first-grader. A priori, it is believed that a first-grader should be more disciplined, diligent, and efficient than a preschooler. But 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.

The next problem is the lack of coordination between preschool education and school. School teachers do not accept the play form of learning, which prevails among first-grade children. This entails a stressful situation for the first-grader, concomitant diseases, imbalance in learning, and, as a rule, reluctance to attend school.

We can conclude that at the moment the main task of the development of the preschool education system is to create a stay for a preschool child in a system that optimally meets his interests, the interests of the family, in the relationship between the child, the family, and the teacher.

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 (for example, posted on the preschool education website), 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 smoother transition for the child to a new education system occurs if preschool education includes classes in preparation for school.

One of the main tasks of the state in the field of preschool education - ensuring its universal accessibility - still remains unresolved in full. There are many reasons that give rise to this situation: a shortage of available places in preschool institutions, the desire of parents to raise a child at home, the parents’ inability to pay for kindergarten, the presence of dysfunctional families and educationally neglected children, the presence of children with poor health, with chronic diseases that are contraindicated preschool mode. As a result, children come to school with different levels of development of personality traits necessary for successful adaptation to school. Therefore, children's institutions with short-term stays, partial stays in kindergartens and groups are needed.

Solutions:

-formation of effective budget policy in the field of preschool education;

-implementation of a new remuneration system that motivates to increase the volume and quality of work;

-creation of a competitive environment in the field of preschool education.

Thus _

, there remains a contradiction between the real status, opportunities, purpose of
preschool education
and requirements from the state (expectations from society, demand and opportunities from the family).

Bibliography

1. Mayer A. A., Timofeeva L. L. “Growing pains” of modern preschool education

: crisis of the system or systemic crisis // Quality management
of preschool education
: theory and practice / ed. N.V. Miklyaeva. Collective monograph. - M.: MGPU, 2013.

Internet resources:

https://moymalysh43.ru/pomoshch/problemy-dou-i-puti-ih-resheniya.html

https://nsportal.ru/

https://koma-oj.ru/

https://infourok.ru/problemi-doshkolnogo-obrazovaniya-i-puti-ih-resheniya-