All about preschool education or preparing your child for school correctly

Preparing a child for school is not the only task that needs to be addressed in preschool age. It is important to lay the foundations of education and correctly direct the vector of personality formation. After all, a child’s future achievements or his problems with others and himself begin at a very early stage in his life.

From the material you will learn how a child is prepared at school, what problems can be encountered in the process of preschool education, and how the psychological characteristics of a child affect his learning. We will present age-appropriate methods of education and socialization.

Content

• How to prepare your child for school?
• Features of the development of a preschool child
• Features of the education of preschool children
• Basic preschool education programs for children
• Modern problems of preschool education
• Additional preschool education as a guarantee of the harmonious development of a child
• The role of dynamic toys in the development of a preschool child
• Play as a context of development in preschool age
• Structure and options for story-based play for preschoolers
• Computer games in the life of a preschooler
• Let's draw a conclusion or instead of a conclusion

Author's methods of preschool education

The issue of finding effective methods of teaching and raising preschool children always remains relevant. Today the most popular methods are:

1 Nikitin’s methodology, which provides for the development of preschool children in the most natural conditions, with an emphasis on stimulating creativity, involving parents in the educational process and ensuring a sufficient level of physical activity for the child.

1. Maria Montessori's method, which involves creating for a child an environment that will help him independently explore the world, obtain a variety of information about surrounding objects and phenomena, attaches great importance to sensory development, learning to read, the formation of mathematical knowledge, and stimulation of speech development.
2. Glen Doman's method is based on the assertion that a child should learn about the world by becoming familiar with facts.

Any technique aimed at the development of preschool children, with the right approach, can bring results. However, their use should not contradict the interests and needs of the child, his individual characteristics.

How to prepare your child for school?

The development of a child in the process of preschool education is monitored not only by specialists, but also by parents. They are the ones who care most about how to properly prepare their child for school. There are a number of criteria by which one can judge the degree of preparation of a child for the beginning of the educational process.

• Reading. Many children develop differently, so not everyone can master reading skills. Therefore, in order for your child not to seem like a black sheep, you need to make every effort to develop fluent reading not only of syllables, but also of words.
• Letter. It is desirable that the child can write or simply rewrite a word or simple phrase in letters.
• Check. A significant bonus at school will be the child’s ability to consciously count to ten.
• Seasons. Knowing the seasons and days of the week is another indicator of a child’s readiness for school.
• Independence. Of course, this concept is flexible. However, on the threshold of September 1, the child must be able to get dressed, put on shoes, put his things in their places, and clean up after himself. Such skills will be of great use to him at school.
• Colors and shapes. It would be great if your child could distinguish colors and simple geometric shapes.

In achieving such goals, it is possible to use the possibilities of additional preschool education for children. Attending sections and clubs will help your child socialize faster and understand that he will have to live in society. Thus, he will be ready for school not only mentally, but also morally.

Features of the development of a preschool child

The education of preschool children is a very important process in which priorities must be set correctly. To do this, it is necessary to know and understand the developmental features of a preschool child.

• Preschoolers experience a transition from visually effective to visually figurative thinking. Such thinking is based on perception, cognition and sensations.
• Preschool children's analysis skills are elementary, but generalization has not very significant features. As thinking develops, the child’s speech develops.
• Grammatically correct oral speech is formed in the process of communication with adults. By the age of 7, the child already speaks well and expresses his thoughts.
• An older preschooler can maintain attention on a certain type of activity for 15-20 minutes. At the same time, he can independently control it, and also direct it at all kinds of objects.
• Preschoolers can remember the necessary information not only mechanically, but also meaningfully. They turn to simple memorization only if it is difficult for them to understand the material.
• The imagination of a child of this age is reproductive - that is, he reproduces everything that he saw during the day in vivid images.

Educational programs for preschool education of children are built on these features. This is necessary to know when forming the personality of a child of this age.

Photo source: https://www.shutterstock.com/

Preschool education system

1. The role of preschool institutions

We saw above that due to certain conditions, especially those associated with the development of modern culture, the family ceases to be a proper educational environment. Therefore, in its place are family surrogates in the form of a preschool education system. This system is a creation of the 19th century; it received its most successful design in the form of kindergartens created by Froebel.

Family education turns out to be insufficient for the following reasons. Firstly, a small number of children in families (one or two) creates a certain limitation and narrowness in the family environment. It is natural for a child to live among little ones, which is reflected in the law of mutual child attraction. The children's environment is very important for a child, which is why sometimes a kindergarten becomes more valuable to a child than a family. The kindergarten makes up for the shortcomings of the family by giving children the lively children's atmosphere they need. In addition, kindergarten turns out to be very convenient for parents if both or one of them works outside the family.

Then, the family atmosphere becomes closed and stuffy for the child with excessive care and tenderness of the parents towards the child. Children feel stuffy around their mother, and it is not at all surprising if children are drawn away from the family. This

100

is experienced very hard by parents; parents do not know how to reconcile family education with the work of kindergartens and clubs. However, no matter how perfect the work of kindergartens is, many examples clearly show that nothing can replace a family corner for children. If the family is replaced by a kindergarten, it is only due to the difficult living conditions of the modern family, where it is sometimes difficult for a child to even play innocent pranks.

In kindergarten, the child’s personality develops greatly. Some kindergartens in the growth of a child’s personality pay great attention to the development of his sensations and perceptions (for example, in Belgium, Decroli gardens or in Italy - Montessori). In the kindergarten system, however, it is very easy to slip away from the main task to secondary trifles. Therefore, it is especially important to remember here that the main thing in education lies, of course, in the spiritual area. There is no need to be afraid that the child does not know something - the emphasis of preschool education on sensory education is wrong. It should be noted that modern preschool systems, taking this circumstance into account, are gradually moving towards the development of the spiritual side.

The physical development that kindergarten provides is also very important. All hygiene requirements are of great importance for a child’s life (washing hands before eating, cleaning clothes, sometimes in kindergartens baths are provided for children). Added to this is the physical training of the child, which is extremely useful for children. Constant periodic supervision of a doctor over the health of children (teeth, eyes, chest, etc.) is also very valuable, since

101

just like in a family, a child sees a doctor only when he is sick. Physical development is much more successful under the supervision of a doctor. Here everything must be taken into account: changes in weight, height, heart activity - all these concerns about the child make up for the shortcomings of the family.

We got acquainted with the reasons why the development of preschool institutions in modern living conditions is extremely high. In Russia (before the war), not much attention was devoted to preschool education - there were only three institutes (St. Petersburg, Moscow, Kyiv) for training kindergarten workers: now in Soviet Russia they pay more attention to this.

The pedagogical system of kindergartens is so deep and valuable that under its influence reform is also taking place in secondary schools. We can say that the light of pedagogy comes from kindergarten. Preschool education has one extremely important characteristic feature - the flexibility of the system and the scope for creativity of the teacher. The first thing that distinguishes the kindergarten system from the school and gives it special value is the absence of a program imposed on it. This does not mean that it does not exist at all - it exists, and it cannot be said that it is devoid of certainty; but the important thing here is that it provides a lot of freedom to the teacher. The school has certain requirements and frameworks, which are completely absent in the kindergarten program. This full opportunity to adapt the activities of the kindergarten to pedagogical moments is very important. The second is the unity of teaching and education. The work of a people's teacher also has this characteristic.

102

ity, but it takes place in completely different conditions - there his position is forced and often very difficult, since he has to teach in several classes, constantly worrying about fulfilling the program assigned to him. The unity of teaching and education for a kindergarten teacher is of a different nature: it strongly resembles a family.

Third, something that comes from Froebel is the possibility of teaching a child to various types of creativity. This is one of the main lines of work of the kindergarten, bringing the child into life through educational and educational means.

Usually, excursions are the basis of work in kindergarten. Before the excursion, a preliminary explanation is given (to prepare attention) and on the spot an acquaintance with the subject is made “not with the eyes, but with the hands,” both in the broad and literal sense. This is a very important psychological moment in the process of perception; it facilitates synthesis, as we mentioned in the description of the “principle of visualization.” This is valuable not only for children, but also for adults, which is taken into account in modern secondary and higher education.

Excursions have great educational value, which is also taken into account by religious pedagogy (pilgrimages). It is very important to prepare the technical side of excursions, to calculate the material given to children on excursions so that it does not burden their attention too much, so that there is no distraction created by the subject itself. After the excursion is over, the material has been received, it is necessary to assimilate it - this is what subsequent work in kindergarten consists of.

103

Arriving at kindergarten, children sketch what they saw - this is one of the powerful means for developing accuracy of perception. Then, after drawing, the children are usually offered modeling on the same day, which is much more difficult, since the process of formation of the object is largely reflected here. Modeling refines perception and more clearly reveals the structure of a thing, attention is manifested and developed in it. For children, modeling is not only fun, but also a work of the soul, which is why they treat this educational tool with great interest.

After modeling, the children are given the same theme of the excursion in singing: a song is sung on a theme taken from the excursion. Singing is of enormous importance in the development of children - it was not for nothing that Rachinsky put church singing in first place in his school. Every kindergarten director should therefore be able to sing. How expressive singing is, we see from the fact that a person participates in singing with his whole being, this is a complete tension of all forces. It should be noted that a person’s personality is especially characteristic in the voice; this is one of the ways to penetrate a person. Singing is the most perfect and accessible way for everyone to express their feelings. Children can sing without exception, even in the absence of hearing, which can be developed (especially through rhythmic education according to the Dalcroze system).

Following the singing, children can be offered dramatization, rhythmic movements, and dancing as ways to creatively convey what has sunk into the child’s soul during the excursion. The conclusion of the working day can be a fairy tale on the same topic.

104

When talking about drawing, it should be noted that kindergartens have abandoned the outdated system of teaching drawing from elements that have no meaning, for example, curved lines. Now children are asked to start drawing an object as a whole and, with the whole in mind, they are gradually taught to master its individual aspects (just as we move from living speech to grammar when learning a language).

The importance of rhythm in education is extremely great, both as a means of developing grace, dexterity, coordination of movements, and even more so as a factor in overall development.

Manual labor, so developed in kindergartens, has the basic idea of ​​teaching how to create the necessary objects from any material. In this area, children show extraordinary talent, since inventions and technical skills are easier for them than for adults.

The kindergarten day goes by extremely quickly thanks to the ease of the system, which promotes absorption. This ease of perception is also explained by the unity of the plot with a variety of forms of teaching. Children find it so easy and interesting in kindergarten that they usually do not want to go home in the evening; It is easy for them in kindergarten not because there is no work there, but because this work is interesting and captures the child’s inner world. The work of a kindergarten, while it is undoubtedly easy, turns out to be very durable and more fruitful than the work of a school: children who have been in kindergarten usually turn out to be more developed. With great acuity of perception, children in kindergarten acquire a lot of knowledge. It's all pushing up

105

requirements for kindergarten managers, why their preparation for this work must be very lengthy.

In view of the particular success of kindergartens, their system should be transferred to the lower grades of high school or, in other words, it is necessary to divide the current high school, and its younger age, up to 12-13 years old (before puberty), should be added to the system kindergarten education.

2. Development of the kindergarten system and the tasks of the kindergarten

The idea of ​​kindergartens was first expressed by Froebel. For pedagogical reasons, he assessed the significance of the game as basic and central. The main form of child labor is play. However, it is necessary to distinguish between the concepts of play and playfulness. Play for a child is serious, it is even work for him, in which there is - and this is especially important - complete scope for imagination, giving the game the character of plasticity. The interweaving of imagination and real material constitutes its nature. Froebel develops the idea of ​​play further: by selecting games we introduce the child to various forms (geometric, numerical, verbal), and through play the child learns these forms. At one time, Froebel's system in the narrow sense - his "gifts" (figures) - played a big role, but then became outdated, replaced by more successfully selected material for children's work.

A very important stage in the development of kindergartens is associated with the Italian Montessori doctor

106

(Montessori, 1870–1952). Working initially with handicapped children, she developed the world of their perceptions (mainly sensory) and then transferred the methods she developed to work with normal children (in the “Children’s House” she created). In education, she devotes a huge place to the development of sensory material, and from this side, Montessori’s pedagogical ideas are of great value. The big drawback of her system is that it does not develop the child’s imagination and his emotional sphere. The failure to grasp what emotional life is, characteristic of Montessori, is one-sided and therefore incorrect.

Now in America and partly in Europe they are freeing themselves from the extremes inherent in Montessori, and are beginning to pay attention to the emotional side of the child, to the culture of expressing internal movements and to the development of creative imagination. This trend has not yet become strong, and therefore unexpected variations sometimes emerge from it.

The expression “preschool education” is not very successful, since kindergarten is a good primary school: in the older group, literacy and arithmetic are studied. It's just early school for little kids. The view of some parents who send their children to kindergarten in order to occupy them with something is wrong - they receive upbringing and education there.

The tasks of kindergarten are great. Firstly, the child continues to develop physically at this time. Here, examination of the child and periodic medical observation are of great importance.

107

denition. In childhood, due to oversight, curvature of bones, spine, and chest easily occurs: some children do not know how to sit and walk correctly. It is necessary to monitor the functioning of the lungs, the development of muscles, the development of the heart, as well as careful attention to the development of individual organs - their uneven development was already mentioned above. Often the heart develops more slowly, and during the period of slowness the child should not be allowed to make a lot of movements. Disorder of the kidneys after a sore throat or scrofula, improper secretion of the glands are diseases that are quite common in children. It is especially important to monitor the normal functioning of the senses (vision, hearing). It is extremely important to select nutrition in accordance with certain abnormalities in the body; they can be easily eliminated under the supervision of a doctor. From this side, the kindergarten is a conductor of hygiene in society. One can neglect body hygiene and health out of asceticism, but, in our opinion, such an attitude towards the body is insolence towards God, Who gave reason so that a person could keep his body in order. Ascetic views, of course, cannot justify ignorance in any way - these are two different things. Kindergarten provides knowledge of hygiene in a very simple and convenient form.

Rhythmic exercises are of great importance in the educational impact of kindergarten. Although in childhood there is still no sexual anxiety, the assimilation of rhythm, the habit of it, gives the child what will later become the main means of spiritualizing the dark movements associated with sex.

108

We must remember that early childhood is the best time to introduce the beginnings of rhythm into a child’s soul and accustom it to it. The later this is done, the less results will be.

Rhythm can naturally be a transition to dance. The issue of children's dances is very difficult to resolve. The main thing here is the meaningfulness of the rhythmic movements. Children's dance should be illustrative and should depict some kind of fairy tale plot. The best thing is to take a fairy tale and illustrate it in motion, since in this case we will study the elements not separately, but in their meaningful whole. The child needs to be given a whole drawing, the rhythm will not be born on its own. And here it is necessary to teach not the rhythm of individual movements, but the rhythm in the depiction of a whole plot (dance).

Children have a great love for rhythm, but persistent arrhythmia is very common. The sense of rhythm in dancing, mastery of space, the feeling of lightness while jumping on a horse - all this conveys some kind of inspiration and gives genuine inner strength. The very life of the body provides creative tension, which dancing also provides. The body here is turned into an instrument of the soul. The point is no longer about the beauty of movements, but about the discovery of new human strength: the body here not only does not languish, but from it is born something that inspires.

The pedagogical power of rhythm is extremely great, and if methods for its assimilation have not yet been found, then the general path of teaching rhythm is correct. Chastity grows stronger on the basis of rhythm - such was the pre-Christian view of the Greeks, to whose souls the ideal of chastity and aversion from the dirt of the floor was revealed (see the famous tragedy

109

Euripides "Phaedra", where Hippolytus is the bearer of chastity). In their minds, rhythm was such a powerful means that it served to tame the “elements” (the myth of Orpheus).

We hope that in Christian society the view of dancing will change over time, that a brighter view will be developed that will ennoble dance and return to it the educational power that is inherent in it. Gymnastics also helps develop the motor system: running imparts mobility, agility, and coordination to the body. Generally speaking, body culture should not be treated carelessly. For Holy Scripture, the body is hierarchically subordinate to the spirit, but this subordination does not justify a careless or disdainful attitude towards it.

Already in kindergarten, thus, two main principles are laid on which further education is built: expression, rhythm - and through their development the path to hierarchical harmony opens. The whole topic of education (before puberty) is, so to speak, the preparation of the “rear”, that is, the development of creative abilities into which the forces of gender could go the right way. It is necessary to prepare ways where a teenager can direct painful languor. Therefore, rhythm is only the beginning of mastering those techniques on which our main assistance to adolescents during puberty should be based.

The topic raised is of particular importance due to the fact that after six to six and a half years, a deep break occurs in the creative development of the child, a second childhood begins. The previous creative attitude towards the world is replaced by

110

This means adaptation, obedience, and a general weakening of creative activity. During this turning point, the school must prepare ways for differentiated creative expression of the child’s life in order to save and protect the very possibility of expressing what appears at the bottom of the soul. If a child has excess energy, then in second childhood it decreases and goes more into external activity. This shows the extinction of the child’s creative power.

The entire kindergarten system is connected precisely with the strengthening and development of children's creativity. Drawing, so common in kindergarten, is accessible and interesting to all children, as is modeling. Singing, music, fairy tales, performances, dancing, rhythm - all this exclusively attracts children. All types of art should become accessible to children in kindergarten. In this regard, kindergarten pedagogy shows us new ways.

Here we can ask the question: where is the place for education? It certainly exists, it accompanies everything that is given to the child in kindergarten, and precisely because it is given not in the center, but along the way, it is absorbed more easily.

In the field of preschool education, the topic of religious upbringing and religious education is new, since the establishment of a kindergarten provided little opportunity for their implementation. In the West, given the dogmatic poverty of Protestantism (lack of veneration of icons and saints) in the field of preschool religious education, the path of general religious development of the child remains the most accessible. Thus, one famous teacher says:

111

“Children need to be instilled with a religious feeling through a love of nature.” This point of view, which speaks of the need to develop the necessary religious feeling in children, is one-sided and incomplete. Another Catholic psychologist also emphasizes the special importance of developing in children a religious sense of the mystical life. It cannot be denied here that it is true that in childhood the development of prayers (this main conductor of mystical life) is very easy. However, this ease entails a simplified attitude towards God and His help, which often turns into dangerous religious utilitarianism: if God does not fulfill the prayers of a child, then rebellion and doubt sometimes occur in the latter’s soul. But still, the simplicity and ease with which a child gets accustomed to prayerful and mystical communication with God justifies both Catholic and Protestant pedagogy in this regard.

Prayer for children is naturally simple - they pray with complete ease, which is almost unnoticeable in adults, for all people, sometimes even for animals. It should be noted, however, that in such prayer, while simplicity predominates, there is no humility. Love for God develops in children easily and simply, but this simplicity comes at the expense of what parents and teachers do not control: the special spirituality of childhood influences here, which then begins to weaken and become clouded. Therefore, one should not be seduced by the simplicity of religious development in small children, but must prepare something that, during a period of spiritual tarnishing, could protect and strengthen religious life.

112

Without denying the ease of a child’s prayerful communication with God and, therefore, the desirability of the child’s development in this direction, it is also necessary to use ritual material and take into account the importance of the role of images in the religious maturation of the child. Our Orthodox services are not very easy for children; it is rare that a child does not get bored in Church due to the length of the service and lack of understanding of it. Therefore, we need to welcome special children's services, slightly shortened, and arranged in such a way that the children themselves take part in them (even if only a little). There is a custom (though not everywhere) to bring small children into the altar to participate in the service: bring out a candle, a lectern, etc. This is very good, because in this case the child has a completely different feeling from the service. Not passive, but active stay in the temple, of course, contributes to a more vivid perception of religious material. The participation of children in religious processions and various religious processions is very useful, since this experience, which is quite appropriate for their age, remains for a long time in their religious and poetic understanding.

Extreme significance must be recognized for religious images and, above all, the image of Christ the Savior. Icons as images of Christ, the Mother of God, and saints are close, understandable, and necessary for children. An icon above a child’s crib and a cross on the chest are not decorations, but spiritual protection. For us, the pectoral cross is a symbol and an opportunity for us to return to Christ. For a child, if there is still no such deep symbolic meaning in this, then at least

113

a personal icon (for example, a gift from a mother upon entering school) has a “cherished” meaning. Doesn't this mean, however, that for a child an icon is the same as a talisman for a pagan? There is a certain psychological closeness here, but the child’s religious life is not limited to the fact that he has an icon; he also has many other things that free him from the magical view of the icon.

If a child has his own room, then, of course, you should strive to ensure that the child creates a corner with icons and a lamp. This is especially important for preschool children. True, it may sometimes seem tempting to us if the child apparently treats it the same way as a collection of photographs - but this is tempting only for us; For a child there is a huge difference. A child needs to saturate his soul with religious images. During this period (preschool), children cannot express religious feelings except in something external, easier, therefore the external expression of religious feelings is correct and useful.

Pictures with religious content provide a lot for a child. It is a great pity that we Russians do not have the vast material in this regard that the Christian West is rich in.

Should children learn religious ideas in kindergarten? It seems to us that it is not necessary, because ideas as ideas are incomprehensible and alien to children at this age. Therefore, if the idea of ​​God the Savior cannot be perceived by children as an idea, then the thought of the corresponding content

114

can be communicated to the child through the most living image of Christ. If God is incomprehensible to children as the Spirit, then, of course, it is more understandable as God the Father. Thus, moral subjects are more needed in religious education than purely dogmatic ones.

Not the catechism, but the life of the Savior - this is the topic for religious conversations with children. In this case, the narration of the life of the Savior in the words of the Gospel gives excellent results. With a good child's memory, the Gospel images conveyed by inspired words are preserved for a long time in the child's soul in this form. This is a benefit that is kept by the child throughout his life.

Children sometimes exhibit skepticism - elementary, but persistent. Usually it develops because the child does not see the fulfillment of his request to God. We ourselves are to blame for interfering with God in our discussions with children (“God will punish you if you don’t carry out my orders,” etc.) - we ourselves strengthen their simplified view of God’s attitude towards our lives. It is necessary not only to abstain from this, but also to teach children that we are not always worthy of God’s mercy towards us, that we must humble ourselves before His will.

115

Features of the education of preschool children

The development of a child in the process of preschool education directly depends on awareness of the characteristics of the educational process. Failure to comply with requirements and incorrect actions can only cause harm to a preschooler. It is worth considering education in three aspects: social, pedagogical and psychological.

• Social. In preschool age, the worldview of a little person is actively formed. He is already getting acquainted with what is good and what is bad, the first guidelines are being built in his mind. He will turn to them not only in his actions, but also in the process of choosing a future profession.
• Pedagogical. At preschool age, the child’s knowledge, skills and abilities are actively formed. He learns the most effective ways of learning activities and develops an environment of his interests. The first bricks of the foundation for lifelong education are being laid.
• Psychological. Preschool age is an important stage in the development of a child’s personality. Visual-figurative thinking is formed: the preschooler learns to analyze incoming information. Through the gradual development of abilities, creativity is formed as an integral element of activity.

The main preschool education programs for children are based precisely on these features. It is also important for parents to know them in order to properly raise their child together with specialists.

Basic preschool education programs for children

When sending their child to kindergarten, parents think: how will my son or daughter be taught? You need to know that the Ministry of Education has developed basic programs for preschool education for children.

Each of the programs should contribute to a correct and holistic pedagogical process, during which the child will develop as much as possible. At the same time, all educational programs for preschool education of children can be divided into comprehensive and partial.

• Complex programs are also called general developmental programs. They include all activities for the development of the child, as well as a combination of all types of activities. These include the programs “Rainbow”, “Krokha”, “Origins”, “Childhood”, “From Childhood to Adolescence” and many others.
• Partial programs are those that imply a narrow specialization. At the same time, education can be carried out effectively not only through the choice of one program, but also with the correct selection of partial programs. These include programs for physical development, environmental education, and the development of social skills.

Most programs are developed by prominent scientists or large teaching teams who know first-hand about the developmental characteristics of preschoolers.

Photo source: https://www.shutterstock.com/

Main tasks of preschool education

Kindergarten is the second social institution in a child’s life after the family. Education in kindergarten is aimed primarily at teaching children to live in society, developing the necessary skills of communication and interaction with people around them. For preschool children, communication with peers is a necessary component of harmonious development, because thanks to the developed effect of imitation, learning in a team allows you to master new knowledge and skills much faster. Many parents are frightened by the process of their child’s adaptation to kindergarten. However, the competent behavior of educators makes it possible to smooth out this process and carry it out as painlessly as possible, in contrast to the difficulties that await home children in the school community.

The tasks of preschool education in kindergarten include teaching the basic laws of communication: the child learns to seek a compromise between his desires and the interests of others, to defend his point of view and at the same time be able to restrain himself when resolving disputes. Under the supervision of a teacher, children acquire the first skills of independence, which form the basis for the child’s self-organization at home and, in the future, at school. It is especially valuable that in a children's group all these skills are formed in the most natural way - during play and in the process of communicating with other children.

Of course, kindergarten education does not in any way detract from the value of home education. However, given that modern families rarely have more than one child, kindergarten remains the most accessible source of communication and development in a team.

In addition to getting to know society, the goals of education in kindergarten are the mental, physical, moral and aesthetic development of the child. All these are necessary components for the formation of a full-fledged self-sufficient personality. The teacher’s task is to offer a wide variety of activities that will allow each student in the group to realize their potential. This could be drawing, designing and creating applications, music classes, physical education or gymnastics, and also, additionally, learning a foreign language, choreography and much more. In this way, conditions are created for the development of five basic personal potentials - cognitive, communicative, value-based, artistic and physical.

Modern problems of preschool education

The education of preschool children is not without problems. Despite the fact that not only parents, but also specialists are responsible for the formation of a child’s personality, the domestic preschool education system has a number of problems.

• Group occupancy. Everyone knows how difficult it is to register for kindergarten on time. As a rule, in preschool institutions many groups are simply overcrowded. Thus, kindergarten teachers are forced to devote little time to each child. It is known that a child who is not given full pedagogical attention is doomed to problems at school.
• Teaching staff. Despite its apparent simplicity, working in a kindergarten is very complex. A specialist must know not only educational methods, but also understand a large number of related areas. Overload at work, checks, low wages, stress - all this reduces the attractiveness of the profession, and also gives rise to ordinary apathy towards one’s work.
• Non-compliance with standards. The state allocates little money to maintain preschool education standards. Every teacher experiences problems acquiring didactic literature necessary for working with preschoolers.

The development of education for preschool children directly depends on how these problems are solved. At the same time, a lot depends not only on the leadership, but also on the parents themselves - after all, only in a caring society can a child develop and learn correctly.

Photo source: https://www.shutterstock.com/

Preschool education in Russia

Preschool education in Russia, namely the situation associated with preschool education in Russia can be called a crisis.

I believe that the main first problem is the universal availability of preschool education, which is currently not being implemented in this way. The growth in the number of places in preschool educational institutions is catastrophically behind the growth in the number of children. As we remember, the period of decline in the birth rate occurred in 1991 [1]. Then, many kindergarten buildings were transferred for long-term lease and at the full disposal of other departments or non-departmental organizations, which led to the fact that we now have to look for ways to provide places in preschool educational institutions for all needy preschool children. According to statistics, the reduction in the enrollment of children in the preschool education system in Russia was from 70% to 50%. This socio-economic situation forces us to pose new challenges to the preschool education system. Children entering school today have different starting opportunities, since almost half of them did not attend kindergarten and did not master educational programs. Most children enter first grade completely unprepared, so it can be difficult for them to take on a new position as a student. At school, different rules apply (relative to kindergarten), new demands are placed on the child, expectations arise - the child is not ready for all this. First of all, the children themselves, as well as their parents and teachers, “suffer” from this.

What does kindergarten give to the child himself? The main advantage of a preschool educational institution is the presence of a children's community, thanks to which a space of social experience for the child is created. Only in the conditions of a children's community does a child recognize himself in comparison with others, adopt methods of communication and interaction that are adequate to various situations, and overcome his inherent ego - Pavel Krusanov (“Dead Language”) [6, p. 23].

Preschool education in Russia is ensuring the intellectual, personal and physical development of a preschool child from 2 to 7 years old. The task of preschool education is to convey to the child the basic principles of culture and rules of behavior in society, as well as intellectual and aesthetic education.

Kindergarten is the first social institution that teaches children to live in society. It is in kindergarten that the child’s first independent contacts with the people around him take place; here he learns to communicate and interact. Communication with peers allows a child to quickly master new skills and acquire new knowledge, since the effect of imitation at an early age is very strong. Successful adaptation in a kindergarten or preschool education center is facilitated by educators whose goal is to help the child in any difficult situation.

For a long time, children who have not attended children's educational institutions often experience difficulties adapting to the school community. It is more difficult for them to start school than for kindergarten graduates, since they do not have sufficient communication skills. In addition, preschool education in kindergarten teaches the child strong-willed behavior and the ability to find compromises between his own desires and the desires of others. The child learns to protect his own interests without harming the interests of others. Also in kindergarten, children learn the basics of self-regulation. That is, the child learns to independently choose his own activity and devote a certain amount of time to the chosen activity. It is this skill that becomes the basis for a child’s organization at home and (in the future) at school. It is also extremely important that in kindergarten these qualities are formed naturally during the process of play, which is an integral part of the educational process. It is during games that the basic skills of independence, the ability to communicate and negotiate are formed.

Preschool education in kindergarten satisfies the child's needs for development and communication. Education at home, of course, can ensure that the child masters all self-service skills and acquires the knowledge necessary to prepare for school, but it is not able to teach the child how to live in a team. While it is the ability to find a common language with other people that is the key to a person’s success in adulthood.

Modern preschool education is focused on the development of the child’s personal qualities. Being in a group of peers allows the child to learn to communicate, defend his opinion and interests, and also take into account the interests and opinions of others. Children develop an idea of ​​the social structure, because it is in kindergarten that the first role-playing games, for example, “daughters and mothers,” take place.

Preschool education in kindergarten allows the child to form his own idea of ​​the world around him and his place in it. The child learns to evaluate his abilities and capabilities by comparing himself with his peers. That is, he develops an adequate self-perception. In addition to the communicative development of the child, the goals of preschool education include mental, moral, aesthetic and physical development. All these components are inseparable conditions for the formation of a full-fledged personality. Drawing, creating crafts and applications, designing, music and physical education classes - this is the minimum set that any kindergarten is ready to offer.

Currently, the preschool education system itself has changed. A differentiation of preschool educational institutions by types and categories has been introduced. To the previously existing only type - “kindergarten”, new ones were added - a kindergarten with priority implementation of the intellectual or artistic-aesthetic, or physical development of pupils, a kindergarten for children with disabilities in physical and mental development, supervision and health improvement, a kindergarten-development center child, etc. [5, p. 7] And there are also various additional clubs for preschool education. On the one hand, it is good that at least some conditions are created for preschoolers, and also allows parents to choose an educational institution that meets their needs, on the other hand, most of these types do not meet the laws of child development. And also the disadvantage of such additional institutions is that not every parent can support them financially, because such institutions charge more than in kindergartens. These additional institutions provide training for only 2–3 hours several times a week, and in kindergarten the child spends almost 12 hours. The specificity of education in a preschool institution is that, unlike additional education, it is carried out throughout the day and is not limited only to educational activities (it is necessary to teach the child to wash his hands, eat correctly, behave politely in different situations, be neat, play and cooperate with other children and much more). Therefore, it is almost impossible to reduce the educational services of preschool institutions to 3–4 hours.

The problem of universal accessibility of preschool education for all categories of citizens should also be solved today by using the internal reserves of the education system, including the development of various forms of preschool education, as well as a more flexible system of regimes for the stay of children in preschool educational institutions.

It should be noted that the network of short-term stay groups is developing not in spite of or instead of traditional full-day preschool institutions, but along with them. Along with the traditional modes of operation of preschool educational institutions (12-hour and round-the-clock modes of stay for children), since 2000, 10-hour and 14-hour modes have also been used (in many cases, the 14-hour mode is most preferable for parents and is less expensive than 24/7) []. This makes it possible to increase the availability of preschool education for various categories of citizens.

In addition, at present, in parallel with the development of traditional forms of preschool education, new models are being tested: preschool groups on the basis of general education institutions, preschool groups on the basis of additional education institutions, as well as the systematic education of preschool children in the context of family education.

Thus, we can conclude that the effectiveness of the development of a network of educational institutions will be achieved only if there is a comprehensive approach to the development process.

It is much more expedient for all state preschool institutions to correspond to one “good” category, ensuring the full upbringing and development of children. And parents who have special needs (although this is not a fact that this is beneficial for the child) could use the services of non-state preschool institutions. The only problem is that these institutions, as a rule, need special control from the state (this is evidenced, for example, by the experience of France, where such control is the most important task of the inspectorate service in education).

Taking into account the above, as well as the fact that recently there has been virtually a total “municipalization” of preschool education institutions (mass transfer of kindergartens from various departments to municipal ownership), the solution to the issues of survival, functioning and development of the preschool education system currently depends mainly from local governments.

It is the local government bodies in the municipality (city, district) that must create certain organizational and pedagogical conditions that will allow the municipal preschool education system to emerge from the crisis state and move into a state of normal, stable functioning and development.

“It’s sad if you spent your childhood without really seeing it.” Jodie Foster.

Literature:

1. Data from the Federal State Statistics Service / https://www/gks.ru/scripts/dbinet/dbinet.cgi

2. Information on the results of an experiment on organizing new forms of preschool education based on short-term (part-time) stay of pupils in kindergarten // https://www.ed.gov.ru/do-sch/rub/200,print.

3. Pakhomenko G. S. “The practice of providing paid educational services No. 7–2006;

4. Savitskaya E. V. Some results of the study of the system of preschool education // Issues of Education, 2004, No. 4.

5. Sheremetyeva A.V., article “Additional education in preschool educational institutions”, magazine “Management of Preschool Education” No. 5–2008.

6. “Quotes from Great Scientists,” ed. Makarevich A.S. - 2009

Additional preschool education as a guarantee of the harmonious development of a child

It's no secret that an ordinary kindergarten is not capable of fully shaping the future student. Therefore, today many parents are thinking about the issue of additional preschool education for their children. They are doing the right thing because this type of activity has a number of advantages.

• The child can fully develop his talents, while the choice of activities will be made freely.
• In preschool institutions of additional education, you can choose the mode and pace of mastering programs, as well as build planning and educational trajectories.
• A child can take part in various developmental programs in accordance with his interests, values ​​and inclinations.
• It is in additional education that a close connection with reality and practice is realized.
• Parents and their child can choose a coach and teacher based on information about his qualifications and area of ​​activity.

Additional education for preschool children is a kind of “social elevator” for the majority of children, who cannot obtain the full range of knowledge in full due to various reasons. Participation in clubs and sections will allow the child to compensate for this deficiency and develop his abilities to the maximum.

Photo source: https://www.shutterstock.com/

System of Russian preschool education, history, functions, tasks.

System of Russian preschool education, history, functions, tasks.

Both in Soviet times and now, most kindergartens are subordinate to the Ministry of Education and Science of the Russian Federation and, in accordance with the regulatory framework, have the right to carry out educational activities according to programs approved and recommended by the expert council on preschool education. These programs are based on the best traditions of domestic preschool pedagogy; they were developed by scientists - specialists in preschool education - with maximum consideration of the psychophysiological characteristics of preschool children. They do not, as in Israel, teach reading and writing from the age of five, but are based on children mastering age-specific content and socialization in the society of adults and peers. Even private and departmental kindergartens must carry out their activities in accordance with ministerial programs.

The education system in the Russian Federation is a combination of a system of continuous educational programs and state educational standards of various levels and orientations; networks of educational institutions of various organizational and legal forms, types and types that implement them; systems of educational authorities and institutions and enterprises subordinate to them

Preschool education is the first link in the Russian education system. This idea was written down back in 1918 in the “Regulations on a Unified Labor School.” From an early age, the child is guaranteed the right

on education, which, from the standpoint of the Convention on the Rights of the Child (1989), includes the following aspects:

• the opportunity to visit an educational institution;
• creating conditions for educational activities;
• educational content that prepares the child for conscious life in a free society in the spirit of understanding, peace, tolerance, equality of men and women, and friendship between peoples.
• relations between participants in the educational process based on respect for the human dignity of the child

The first free, “people's kindergarten” in Russia for children of citizens from the lower strata of the population was opened in 1866 at the charitable “Society of Cheap Apartments” in St. Petersburg. By the beginning of the twentieth century, a fairly large number of preschool institutions were opened in Russia, both paid for the intelligentsia and the emerging bourgeoisie, and free kindergartens, playgrounds, shelters, homes for children of the lower strata of the population, as well as for orphans.

The state system of preschool education in our country began after the adoption of the “Declaration on Preschool Education” on November 20, 1917. This document defined the principles of Soviet preschool education: free and accessible public education for preschool children. In Soviet times, all preschool educational institutions worked according to a single program, and teachers had to strictly fulfill all its requirements. There was practically no room left for teachers to be creative.

The first “Program of the work of a kindergarten” was published in 1934, and in 1938 the “Charter of a kindergarten” was published, which defined the tasks of work, structure and features of the functioning of preschool institutions, and the “Guide for kindergarten teachers”, which contained

guidelines for sections of work with children. By the 40s of the twentieth century, the network of preschool educational institutions had reached a fairly high level; more than two million pupils were covered by public education.

During the Soviet period, the country managed to create a very extensive scheme of preschool institutions, which accepted children from birth to seven years of age:

• Mothers brought their babies to the nursery at 2 months and there they stayed until they were three years old;
• the kindergarten accepted three-year-olds and raised them until the first grade, in which education began at the age of 7;
• Nursery-kindergartens combined both previous options, and there children grew up from infancy to school (1959). This was caused by the need to improve the organization of work of preschool institutions and, in particular, to establish continuity in the education of early and preschool children.

Preschool education was obliged to solve pressing problems in the social sphere:

• provide the family with comprehensive assistance in “raising” the child;
• create acceptable conditions for a woman-mother for her active life position.

In connection with the reform of the education system on the threshold of the 80s-90s, the “Concept of Preschool Education” arose. It outlines four basic principles that are fundamental for expert assessments of preschool education in Russia: humanization - nurturing the humanistic orientation of the preschooler’s personality, the foundations of citizenship, hard work, respect for human rights and freedoms, love for family, Motherland, nature; the developmental nature of education - focus on the child’s personality, preservation and strengthening of his health,

focus on mastering ways of thinking and activity, speech development, differentiation and individualization of education and training - the development of the child in accordance with his inclinations, interests, abilities and capabilities; de-ideologization of preschool education - priority of universal human values, rejection of the ideological orientation of the content of kindergarten educational programs

During the Great Patriotic War, the work of preschool education became extremely complicated. Many preschool institutions were destroyed. New preschool institutions were usually opened at evacuated enterprises. The time children spent in them was increased, and groups with round-the-clock stays for children became widespread. A new type of educational institutions arose - preschool boarding schools, in which children who had temporarily lost contact with their parents were brought up. Preschool orphanages have become widespread

As a result of a set of measures, by the end of the war the number of preschool institutions in the USSR and the number of places in them even exceeded the pre-war level.

Scientific and practical conferences, which began in the pre-war years, played an important role in the development of theoretical and methodological issues. In the period 1941-1945. 16 such conferences were held, devoted to various issues of the theory and practice of preschool education.

In December 1944 a new “Kindergarten Charter” was adopted, which covered in detail the most important issues in the activities of kindergartens and played a major role in the organization of preschool education in the post-war years. Of particular importance was the development of the “Manual for Kindergarten Teachers,” which contains programmatic and methodological instructions for working in various age groups, which contributed to the improvement of practical work.

The adoption of the new “Charter” and “Guidelines...”, the active use of which began after the end of the war, was evidence of the significant development of the theory and practice of preschool education in the USSR

In the post-war period, the development of the system of public preschool education continued, which, according to the thoughts of communist ideologists, was obliged to replace family education. In 1959, a new type of preschool educational institution appeared - a nursery-kindergarten, where, at the request of parents, children could be raised from two months to seven years. This was caused by the need to improve the organization of work of preschool institutions and, in particular, to establish continuity in the education of early and preschool children. In the early 60s, a comprehensive educational program in kindergarten was created, which became a single mandatory document in the work of preschool institutions in the country. Leading research institutes of preschool education of the Academy of Sciences of the USSR and leading departments of preschool pedagogy worked on the program. And in 1978, after making further changes, the program was called standard. It existed until 1984, when it was replaced by the Model Program of Education and Training in Kindergarten

It would not be an exaggeration to say that today the preschool stage is considered one of the main educational reserves.

In modern scientific and psychological understanding, childhood acts as a natural sequence of necessary stages of personality development.

In 1990, the coverage of children in preschool education institutions in the Russian Federation was approximately 70%. In 1989 it was created

“The Concept of Preschool Education,” which identified the key positions for updating the kindergarten. The implementation of this concept required the creation of a legal framework. In 1991, the “Temporary Regulations on

preschool institutions”, which defined as the main functions of preschool educational institutions the protection and strengthening of the physical health of children, ensuring their intellectual and personal development, caring for the emotional well-being of each child. The Law of the Russian Federation “On Education” adopted in 1992 determined the legal status of preschool educational institutions, their functions and responsibilities.

The changes that have occurred in the field of preschool education over the past 15 years have become extensive; they require the solution of specific problems laid down within the framework of the Federal Education Development Program.

April 10, 2010 V.V. Putin signed the Federal Law

“On approval of the Federal Education Development Program.” The main event for teachers and specialists of the preschool education system was the approval of the federal state educational standard for preschool education (order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155) - hereinafter referred to as the Federal State Educational Standard for Preschool Education, Standard)

The standard is not just a new document in the history of preschool education that regulates relations in the field of education that arise during the implementation of the educational program of preschool education (hereinafter referred to as the Program). Its novelty also lies in the fact that with the approval of the federal state educational standard for preschool education, according to the order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155, preschool education is recognized as a stage of general education, and previously, the activities carried out in this area were only preparatory stage of the general education system. Clause 1.4 of the Standard lists the basic principles of preschool education, which emphasizes that the construction of educational activities will be carried out on the basis of the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, such

Thus, there will be a gradual individualization of preschool education, where the child will be recognized as a full participant (subject) of educational relations

The basic principles of the standard are based on the concepts of domestic psychologists. The standard contains the basic requirements for the conditions for the implementation of the main educational program of preschool education, which include: requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the program, as well as for the developing subject-spatial environment, which contribute to the creation of a social development situation for participants in educational relations. And one of the conditions necessary for creating a social situation for the development of children is the construction of variable developmental education, focused on the level of development that is manifested in the child in joint activities with adults and more experienced peers, but is not updated in his individual activities (hereinafter referred to as the zone of proximal development child)

Thus, the great importance of the statement of the Standard is that preschool education is recognized as a compulsory stage of general education and the importance and uniqueness of the period of preschool childhood is recognized. In the letter of the Federal Service for Supervision in Education and Science (Rosobrnadzor) No. 01-52-22/05-382 dated 02/07/2014. Attention is also drawn to the inadmissibility of requirements from organizations carrying out educational activities in preschool education programs to immediately bring their statutory documents and educational programs into compliance with the Federal State Educational Standard for Education in conditions of an incomplete cycle of examination and the formation of a register of exemplary basic educational programs, which are designed to create a methodological basis for a full-fledged implementation of Federal State Educational Standards in the preschool education system

The function of an institution is understood as an interconnected focus of the activities of its employees, which is carried out on the basis of a system of social labor, mediated by a certain dependence and interconnection of goals, objectives, content, forms and methods of implementing activities, as well as control and final results. The following functions are identified that a preschool educational institution must perform: educational, educational, sociocultural, socialization function, social protection, social adaptation, career guidance.

The main functions of the federal state educational standard for preschool education should be the following:

• ensuring the right to quality preschool education.

It is the standard that is designed to ensure that every child, regardless of national, territorial, property and other differences, has the opportunity to achieve the necessary and sufficient level of development for subsequent successful learning at the next level of the Russian lifelong education system.

• maintaining a single educational space in conditions of content and organizational variability of preschool education.

The variability of preschool education as a generally positive phenomenon has a number of negative consequences, which can only be overcome through the determination of the federal state educational standard of preschool education, one of the purposes of which is the legal regulation of the content, conditions and results of preschool education to the extent that is mandatory for all institutions, implementing the basic general education program of preschool education.

• humanization of preschool education, focusing on the priority of universal human values, the life and health of the child, the free development of his personality in modern society and the state.
• improving the quality of preschool education.

The standard will set the lower acceptable limit of both the creation of conditions for the implementation of the educational process and the results of mastering the basic general education program.

• criteria-evaluative.

Since any standard, in the broad sense of the word, is a standard (sample) taken as the initial one for comparing objects and phenomena of the same order with it, therefore, one of the main functions of the Federal State Educational Standard is to be a guideline, a tool and at the same time a criterion for assessing the state and development preschool education systems.

• ensuring continuity with the federal state educational standard of general education, basic general education programs of general education.

Determining state requirements for the structure of the basic general education program for preschool and primary general education will ensure coordination of the goals, objectives and content of preschool and primary general education to implement a single line of development for children from 3 to 11 years old.

• optimization of educational resources.

The standard’s focus on streamlining and normalizing the preschool education system allows for optimization of the conditions of the educational process. Thus, the conditions for the implementation of the basic general education program must reflect the capabilities and guarantees of society and the state in organizing and providing publicly accessible and free preschool education

The main objectives of preschool education include: ensuring the emotional well-being of the child; maintaining and strengthening his psychophysical health; timely comprehensive development of each child; protecting children's health and nurturing the need for a healthy lifestyle, developing physical qualities and ensuring the normal state of health of the child; formation of basic personality qualities that ensure successful socialization of the child; creating in groups an atmosphere of humane and friendly attitude towards all students, which allows them to be raised sociable, kind, proactive, striving for independence and creativity; creative organization (creativity) of the educational process; respectful attitude towards the results of children's creativity.

The main factor influencing the development of a child’s personality is upbringing. Unlike heredity, upbringing is always purposeful and conscious. A special feature of education is that it always corresponds to the sociocultural values ​​of the people and society in which development takes place. In addition, education presupposes a system of influences on the individual - a single influence does not bring tangible results. In this case, the words of A.S. are appropriate. Makarenko: “I am confident in the completely limitless power of educational influence. I am sure that if a person is poorly brought up, then the educators are solely to blame. If a child is good, then he also owes this to his upbringing, to his childhood.”

In July 2009, the Organization for Economic Co-operation and Development (OECD) presented its first synthesis report, Education Today: The OECD Perspectives, which summarizes the most important results of specialized research in the field of education (conducted mainly since 2002, when a special OECD Education Directorate) and recommendations for policymakers based on them.

Preschool and early childhood education is becoming an increasing priority in many countries. This is reflected in the growing demand from parents for such services. On the one hand, they provide education at an appropriate level, and on the other, they provide solutions to problems across a wide social, economic and educational spectrum.

In most countries, although not all, the education process begins long before a child turns 5 years old. In general, in OECD countries, more than 2/3 of children aged 3-4 years (69.4%) participate in some kind of educational programs

Enrollment of children of this age in preschool education varies from 90% or higher in Belgium, Great Britain, Germany, Denmark, Iceland, Spain, Italy, New Zealand and France to less than ¼ in Ireland, Korea and less than 5% in Turkey. Pre-school enrollment for children aged 3 years in the European Union (EU27) was 73.9% in 2006, ranging from 1.7% in Ireland to 99.8% in Belgium (with no data available for Greece and the Netherlands). At the age of 4 years, this rate increases markedly, with an EU27 average of 86.8% and ranging from 41.2% in Poland to 100% in Belgium, Italy and France.

Preschool education has a number of features. Firstly, unlike secondary education, it is not compulsory, secondly, it plays a decisive role in a person’s further educational and life career, performing the function of equalizing the starting opportunities of children from different social groups and living in different territories, thirdly , the system performs two significantly different functions - child care and the actual education (development) of the child. In this regard, the issues of ensuring accessibility of preschool education and especially for children of senior preschool age come to the fore.

Since 2000, the number of births in Russia began to increase, and since 2005, the total number of children under the age of 7 began to increase, and this growth, although insignificant, will continue until 2022. However, the preschool education system was not ready to adequately respond to demographic changes, which resulted in a halt in growth and even a slight decline in education coverage in 2007.

The decline in coverage is caused primarily by the fact that the system, in its current form, is physically unable to increase enrollment in preschool education institutions - kindergartens, especially in large cities, are overcrowded, the waiting list for children is growing, and the relative capabilities of the system are decreasing

In recent years, the program documents of the Ministry of Education and Science have paid special attention to the education of children of senior preschool age, the so-called “pre-school education”: in essence, we are talking about the actual lengthening of the period of education due to an earlier start of education. This corresponds to global trends and reduces the gap between Russia and developed countries in the duration of education. The expected duration of study in OECD countries is on average 16.7 years, including 13.3 years in secondary education programs. In Russia, these figures are 14.3 and 10.4 years, respectively.

In 2006, the coverage of preschool education for children aged 3–6 years in the country as a whole reached 59.6%; in urban and rural areas this figure was 67.8 and 40.6%, respectively.

According to the 2002 Census, almost a quarter (23.1%) of all households raising children under 18 years old are single-parent households, but they may include other household members (relatives and non-relatives). When analyzing the need for preschool education services, it is important that 14% of parents from all households with children under 18 years of age

raise a child alone, i.e. such a household includes one parent and one or more children, none of the relatives or non-relatives live with them

In the study by T.A. Markova systematized the factors that determine the strength and stability of family education:

• Family upbringing is deeply emotional and intimate. The “conductor” of family education is the parental

love for children and reciprocal feelings (affection, trust, tenderness) of children to their parents;

• upbringing in a family is characterized by the constancy and duration of the educational influences of the mother, father, and other family members in the most

various life situations, their repetition from day to day;

the family has objective opportunities to include the child from the first years of life in a variety of activities (household, work, economic, educational in relation to other family members and himself)

Thus, the involvement of parents and other family members in the educational work of the kindergarten is necessary, first of all, for the children. The success of cooperation largely depends on the mutual attitudes of the family and the kindergarten. Teachers act as assistants for parents in this difficult task.

The role of dynamic toys in the development of a preschool child

A child learns about the world with the help of toys. Therefore, the child’s development in preschool education depends on their correct choice and understanding of the characteristics.

• Rocking toys. This is the familiar tumbler toy. Her resilience can simply delight a child. Imagine: he barely touches the toy and it swings over a small amplitude. The more effort, the closer the toy is to falling. The preschooler is interested in a fun game and develops with its help. A seemingly simple tumbler - it promotes maximum concentration of the child’s attention, develops his motor skills, and also improves the perception of shapes.
• Walking toys. This is practically a living embodiment of an animal that can be used during the production of fairy tales and performances. So, using the toy, the baby will develop his speech, train his memory, and also develop imaginative thinking. In addition, a sense of rhythm will develop: for example, a chicken stomps evenly and loudly, and the child repeats the movement after her.
• Kugelbahn - gurney. Such toys maximally develop the child’s understanding of the arrangement of objects. They help develop dexterity.

Basic preschool education programs for children contain elements of the use of toys. It is important not only for specialists, but also for parents to know how one or another type of object can influence the development of a child.

Photo source: https://www.shutterstock.com/

Modern preschool education: directions, problems, solutions

Verkhorobina Tatyana

Modern preschool education: directions, problems, solutions

MODERN PRESCHOOL EDUCATION – DIRECTIONS , PROBLEMS , SOLUTIONS .

Teacher of the first category Verkhorobina T.V.

(BDOU of Omsk “Kindergarten No. 90 of a combined type”

)

Nowadays, the system of modern preschool education is very important and relevant, practically all over the world; in recent years, there has been an exacerbation of problems associated with the upbringing, training and development of younger generations. Moreover, such problems are not only of a technical, technological or financial-economic nature, but rather of an essential nature, associated with the objective need to find new ways and means of organizing dialogue between generations, transferring accumulated cultural and historical experience, comprehensive improvement and development of human potential every country and every people.

Preschool education in the context of the Federal State Educational Standard is prescribed as a level of general education , at which the foundations of a social personality are laid in the education system as a whole . The Federal State for preschool education establishes a number of requirements for the conditions for the implementation of the main educational program of preschool education , primarily for psychological, pedagogical and personnel requirements. The key factor in the successful implementation of this Standard is still the teacher. The slogan “Personnel decides everything!”

- it is more relevant now than ever.
After all, practicing teachers will have to make a transition from the traditional educational process to an activity-based one.
The main goal of working with teachers is to increase their professional competence and effective methodological support in the context of the introduction and subsequent implementation of the Federal State for preschool education .

It is necessary to change the strategy and attitude towards human resources, provide support to employees by inviting specialists to provide psychological prevention of emotional burnout, conduct business games, as well as scientific and methodological education (at specially organized discussion clubs, round tables, workshops), etc.

It is necessary to introduce modern trends into , and not be afraid to use so-called corporate events, for example , joint trips to the theater, taking part in competitive sports games, etc.

It is necessary to revive the tradition of mentoring in order to form a core personnel in preschool educational institutions, aimed at improving the quality of education . The main issue in modern conditions is the effectiveness of the implementation of the Federal State Educational Standard. If the teacher himself is not successful and does not see prospects for development and his own growth, then the student will follow his example.

Another important area is working with the family - this is perhaps the most important aspect of organizing the educational process . In modern conditions of a kindergarten, one cannot do without support and mutual understanding, as well as the interaction and participation of parents (legal representatives)

direct inclusion in
educational activities .
As we already understand today, in order for parents to perceive education not only as a finished product, but to share responsibility in matters of raising children, it is necessary to actively include them in the development of the Development Program. The requirements for the development program themselves should be aimed at satisfying the request from three subjects of the educational process - the child , the teacher and the parents.

Most modern parents have a hard time making contact with preschool educational institutions, citing being busy. The teacher’s task is to interest parents and encourage them to interact. If we stand in the shoes of parents, we will see just as many problems that concern them . Preschool education has some specific features. For example, this area is affected by the lack of independence of the final consumer of services (child)

in choosing an institution that will provide these services.
Since parents are primarily interested in their child receiving preschool education problems in preschool education face to face . Parents are now much more demanding, and we must not lag behind modern reality . Today we need to follow the development of society and information, try to be ahead, ahead of many processes, and be able to direct the active potential of parents in the right direction in a timely manner.
Working with the family is perhaps the most important aspect of organizing the educational process . In modern kindergarten conditions, it is impossible to do without support and mutual understanding.

But we cannot look at the issue of working with parents one-sidedly, since in addition to improving material and technical conditions, parents are the first teachers for their children, and in this we see a partnership between the preschool educational institution and the family.

Thus a new level entails significant changes in the educational practice of the kindergarten. This process is an integral part of the modernization of education , which is currently a political and national task of Russian educational policy , aimed at ensuring the modern quality of education based on maintaining its fundamentality and compliance with the current and future needs of the individual, society and the state.

Literature:

1. Alekinova, O. V. Introduction and implementation of the Federal State Educational Standard for Education. Action plan / T. A. Andreenko, O. V. Alekinova // Management practice of preschool educational institutions. – 2014. – No. 02. – 44-62 p. 3. Bagramon, A. N. “The ABC of Communication”

Communicative training / A. N. Bagramon // Practice of preschool educational institution management. – 2013. – No. 05. – 75-79 p.

2. Doronova T. N. Right to education // preschool education - 2001 . No. 10, p. 2-6

Quality of preschool education : state, problems , prospects / Ministry of Education of the Russian Federation . - M.: GNOM and D, 2004. - 239 p. 3. The concept of preschool education/Edited by V.V. Davydov and V.A Petrovsky. //D. V. -1989-No. 5. 4. Mikhailenko N. Ya., Korotkova N. A. Guidelines and requirements for updating the content of preschool education . Methodological recommendations -M. ,1993

5. Sterkina R. Recommendations for the examination of educational programs for preschool educational institutions of the Russian Federation . — 7/D,V. No. 8-95 With. 2.

Play as a context of development in preschool age

“All the games are for you” - this is what adults will say when forcing their child to learn something new. However, not everyone knows that preschoolers and primary schoolchildren best remember information and develop their skills through play. Why is play so important for the development and education of preschool children?

• Play develops all children's cognitive processes.

• The game completely simulates the situation of a real society. It is in the gameplay that situations are created that are as close as possible to the real ones.

• Play is learning through fun. Here, knowledge is combined with education: children can learn material much better than learning “under pressure.”

• Thanks to the knowledge gained in the game, the child becomes familiar with the culture of the surrounding world.

• During the game, the child quickly assimilates social experience than would be the case during normal learning.

• Play helps develop the child’s will and thinking abilities. It is through the gameplay that he learns to overcome various difficulties.

• The game develops the child's thinking abilities. The gameplay requires solving incoming problems. At the same time, the preschooler must often use his imagination and not act only according to the model shown. This accelerates the child’s development in preschool education.

There are several types of games for preschoolers. Movable ones develop the child’s motor skills, role-playing ones help to understand the role in society. Board games help develop intelligence. Business games teach the basics of a certain profession, while didactic games allow you to better understand the world of adults.

Photo source: https://www.shutterstock.com/

Features of raising children in kindergarten

Raising preschool children is very different from subsequent education at school. Each age has its own laws according to which a child develops. In kindergarten, teachers are faced with a serious and very difficult task: to impart to children all the necessary skills and develop in them all those abilities that are impossible to do without at subsequent stages of development and education. To solve it, it is necessary to find the key for each child, to find the most suitable ways for him to present new information and learning. These can be explanations from the teacher, practical tasks or role-playing games, the main thing is that during the learning process the child has the opportunity to be independent and not just follow the instructions of the teacher. The use of various methods of education in kindergarten allows you to achieve the desired result and take into account the individual characteristics of children in the group.

One of the serious problems of preschool education is continuity between kindergarten and primary school. Traditionally, kindergartens are focused mainly on the general development of the child, while primary schools often place quite high demands on the quality of preschool education, expecting first-graders to possess the skills of mental arithmetic, reading and even writing. In addition, it is believed that schoolchildren are more disciplined and diligent than preschool children. In order to instill in children the necessary qualities, in recent years, raising children in kindergarten often includes special classes to prepare for school. Built according to the scheme of a school lesson, they psychologically prepare children for a new stage of learning. Such activities may include teaching basic arithmetic, writing and reading. At the request of parents and, as a rule, for a fee, the kindergarten management can offer foreign language classes and work with educational computer programs.

Structure and options for story-based play for preschoolers

The main preschool education programs for children offer various options for story-based games. Therefore, many parents ask a completely understandable and logical question: is it possible to play them at home, and not just in kindergarten? Answer: yes, you can. You just need to know the structure of the gameplay and the most common plots.

Types of plots

• A game in which there is only one character and one action in a certain situation.
• A game in which there are several heroes performing repeated actions.
• A game in which there are two characters that complement each other perfectly.
• A game in which there is not only the cooperation of the efforts of the characters, but also the relationships between them.

Game content

For the proper education of preschool children, you need to know that at the center of any game is the child, whose role is the dominant one. During the game, the child interacts with adults, objects, as well as his partners. In this case, the main driving mechanism of the game process is motive.

It is equally important to correctly determine the content of the game, as well as build its structure. This can be either a chain of interaction or various events organized by adult participants.

Photo source: https://www.shutterstock.com/

Computer games in the life of a preschooler

To play or not to play – that is the question for many parents. More precisely, whether to allow your child to play or not. After all, some educational programs for preschool education of children include the use of computer games.

Computer games - pros and cons

First, you should figure out why you should still allow your child to play on the computer.

• Colorful computer images allow you to better perceive the colors and shapes of objects.
• Logic games, of which there are many on specialized websites, can improve children's thinking. Such projects also improve intelligence, train logic and attention.
• Computer games, like regular games, allow the child to make decisions independently and coordinate their actions.

However, there are some arguments against computer games.

• The child is detached from reality because he is just pressing buttons.
• A preschooler may develop a gaming addiction and, as a result, problems with parents and problems in contacting other people.
• With prolonged involvement in games, the psychophysiological development of the senses does not occur correctly. For example, when you are oversaturated with bright images, the hearing sphere suffers significantly

Bottom line

It will not be possible to completely disown the use of a computer in a child’s development during preschool education. Games should still be used to improve the child’s development, but this should be done carefully and carefully, and also monitor play time.

Photo source: https://www.shutterstock.com/