Current problems of dhows at the present stage. Problems of preschool education at the present stage
PROBLEMS OF DEVELOPMENT MANAGEMENT
PRESCHOOL EDUCATIONAL INSTITUTIONS
The changing social and political environment has an impact on all institutions of life and, above all, on education and culture, the goals of life are transformed, and accordingly there are changes in educational needs. In new political, socio-economic and socio-cultural conditions, the development of new approaches to education management in general is required, with the development of the education system, in particular, the role and place of management of the preschool education system is being rethought.
The existing system of preschool education in Russia is a huge achievement, a national treasure. It is characterized by the following provisions:
- preschool education is the first stage of the general pedagogical system, at the same time, any preschool educational institution can be considered as an independent socio-pedagogical system;
- it is characterized by certain properties: purposefulness, integrity, polystructurality, controllability, interconnection and interaction of components, openness, connection with the environment;
- its transformation and development is largely determined by how effectively all its links are managed and, first of all, the introduction of the latest scientific and pedagogical achievements in the field of management into the practice of a preschool educational institution (DOU).
Being a state-public institution, a kindergarten is created by society to fulfill specific goals and therefore fulfills its social order. The Law of the Russian Federation “On Education” establishes that the network of preschool educational institutions operates “for the education of preschool children, the protection and strengthening of their physical and mental health, the development of individual abilities and the necessary correction of developmental disorders of these children.”
A feature of the reform of modern Russia is the focus on modernizing the education system. The Ministry of Education is implementing a program to modernize education. A preschool educational institution has its own distinct specifics: goals, team structure, types and content of information and communication processes. Therefore, today it is impossible to provide favorable conditions for the creative work of preschool educational institutions without targeted and scientifically based management.
The current stage of modernization of the Russian education system proclaims its accessibility, quality and efficiency as the main priorities. The implementation of these priorities in educational institutions is impossible without structural changes in the management system.
Such requirements are imposed on a modern preschool institution that increasing the level of management of the preschool educational institution becomes an objective necessity and an essential aspect of its further development. Leaders are obliged to respond flexibly and quickly to the demands of society, and in a constantly changing difficult economic situation, find ways to survive, stabilize and develop.
The creation of an effective mechanism for managing the education system largely depends on a predictive approach to the development of education in modern large and medium-sized cities, on the qualitative characteristics of management personnel who have productive ways of solving management problems facing the municipal education system.
The practice of forming a new management system for preschool education necessitates the development of scientific foundations for optimizing this activity. Of particular importance is the development of the scientific foundations of a program-targeted approach to managing the development of the preschool education system.
First of all, the application of a program-targeted approach concerns the process of managing preschool education at the municipal level, determining its goals and objectives, functions and powers. The activities of preschool education authorities involve the formation of a wide network of multidirectional flows and connections between the preschool education system and other areas of activity of the municipal community. It should include both vertical connections that ensure controllability of the preschool educational system while maintaining the possibility of dynamic and flexible adaptation to changing conditions; and - horizontal, facilitating the regulation of relations through coordination within a single space of management activities.
Solving the problem of effectively managing the development of preschool education at the municipal level requires, in our opinion, the creation of a rational algorithm for organizing the management of preschool education, highlighting the functions of the governing body and building a predictive model based on them, where the practice of involving the regional expert intellectual community should work locally.
This approach has a number of advantages, namely:
- identification and constant support of main and intermediate management goals as results;
- the formation of mobile specialized organized structures in combination with an organizational management mechanism aimed at developing a management system and solving specific problems;
- a comprehensive combination of all types of resource provision;
- involvement of all management subjects in achieving tasks aimed at developing the entire preschool education system in general and its subsystems in particular.
The priority directions for the development of the preschool education system are improving the quality of preschool education in the context of educational policy; development of alternative forms of preschool education. In addition to traditional forms of preschool education, in the context of municipal education, measures are being implemented aimed at managing the process of dissemination of innovations, including the replacement of preschool education services with private educational services and public-private partnership services, and an approximate legal framework for organizing variable forms of preschool education is being developed. .
The priority models of a variable form of preschool education are non-state (private) and autonomous preschool educational institutions, tutoring, and family groups. In terms of demographic indicators, the increase in the birth rate significantly actualizes the problem of shortage of places in existing preschool educational institutions for this period and remains the most pressing problem.
In order to ensure the comprehensive development of children who do not attend preschool educational institutions and the development of alternative forms of preschool education, project work on the creation of a small-format family kindergarten is being updated, s whose objectives are:
Ensuring accessibility of preschool education regardless of place of residence, health status, or social status of families;
Stimulating the creation of a system of educational services that provides support for family education.
These activities should open up prospects for the development of alternative forms of child care, including home and family care.
INTRODUCTION
Relevance. Modern scientific research increasingly notes a tendency to increase the duration of childhood. This phenomenon is explained by the need for childhood to prepare a person for entering complex social life - gaining experience, mastering social emotions, ideas, and various types of activities.
The child is socialized in the process of various activities, mastering an extensive fund of cultural information, skills and abilities, developing integrative qualities; in the process of communicating with people of different ages; within various social groups, expanding the system of social connections and relationships, assimilating social symbols, attitudes, values; in the process of performing various social tasks, learning behavioral patterns. That is why, as N.F. notes. Golovanov, to master social experience means not just to assimilate the sum of information, knowledge, skills, but to master the method of activity and communication, the result of which it is.
The main integrative component of the mechanism for the formation of social experience is activity. Moreover, the accumulation of social experience is possible only in those types of activities that correspond to certain pedagogical conditions:
1) reproduce life situations, rely on childhood impressions of everyday life;
2) arouse the child’s personal interest and his understanding of the social significance of the results of his activities;
3) offer the child active action associated with planning and discussing various options for participation, with responsibility, self-control and assessment;
4) assume mutual assistance, create a need for cooperation.
It is this aspect that is decisive in identifying the degree of relevance of the topic being studied - the topic is “alive” and is actively developing.
Activities that meet these conditions should become a system-forming factor in the integration of the educational process in preschool educational institutions.
Goal of the work: the role of integrative qualities in the development of a preschooler and how didactic games influence their formation.
Objectives of the work are:
· consider the preschool education system as a whole;
· study the problems of preschool education at the present stage;
· consider new requirements for the process of preschool education;
· identify the role of didactic games in the process of developing the integrative qualities of preschool children.
Work structure corresponds to the objectives and consists of an introduction, two chapters, a conclusion and a list of references.
PRESCHOOL EDUCATION: PROBLEMS AND PROSPECTS
Problems of preschool education at the present stage
The changes that have occurred in the field of preschool education over the past 15-20 years have become extensive and largely irreversible. It can be stated that all this has not yet led to the structuring of the preschool education system, to its reasonable reorganization into a new system of preschool education.
Changing the status of preschool education is a global trend. Russia has the advantage here that preschool institutions, with the exception of institutions for children from 2 months to 3 years, have been under the jurisdiction of educational authorities for several decades, and not social protection or health authorities.
Today, an attempt is being made to transform the once unified system of “public preschool education,” which has turned into a loose set of preschool educational institutions with many equally loose forms of educational activity, into a genuine system of preschool education as a full-fledged and integral stage of general education. This means the actual recognition that a preschool child needs not only care and guardianship, but also education, training, and development.
To ensure the quality of preschool education carried out in state and municipal educational institutions that implement the basic general education program of preschool education, it is important to develop uniform requirements for the living conditions of children, as well as uniform requirements for the organization and content of the educational process.
The main task and, accordingly, the main subject of discussion at the current stage of development of Russian preschool education is experience in the field of management of preschool educational institutions from the standpoint of quality and accessibility.
The problem of universal accessibility of preschool education is being solved today through the use of internal reserves of the education system, the development of various forms of preschool education, as well as a more flexible system of modes of stay for children in preschool educational institutions.
There are many problems in a modern preschool educational institution.
The huge educational resource that early and preschool childhood carries with it is currently used only to a small extent, however, any attempts to take this redoubt “at once” bring nothing but harm and disappointment.
A frivolous attitude towards preschool age results in children, at best, irretrievably lost opportunities, and at worst, a deformation of the logic of their entire subsequent life path. The latter option, in particular, inevitably occurs in cases of transfer of school teaching methods to preschool institutions. Unfortunately, in our reality, developmental deformations are so frequent that ordinary consciousness is already perceived as individual variations of the norm.
Preschool age is a period for the formation in the process of play forms of activity of such abilities as imagination, communication, self-organization, which are so necessary for further education at school.
It is well known in psychology and pedagogy that preschool childhood is not a preparatory stage for school life, but a valuable age period in its own right. During this period, the foundations of humanity in a person are laid - such universal abilities and properties as creative imagination, imaginative thinking, orientation to the position of another person, the ability to manage one’s behavior, “social” emotions and many others. The development of abilities takes place within the framework of specifically “preschool” types of activities - games, active perception of fairy tales, various forms of artistic creativity, design, etc. the replacement of “preschool” types of activities with “school” ones can result in underdevelopment of these abilities and properties, the place of which will be taken by reading skills, letters and bills.
A preschooler can acquire quite complex knowledge, skills and abilities. But often this happens outside and apart from educational activities and therefore does not characterize its features in any way. School life is not limited to mastering educational content. It involves the child entering a new system of relationships with other people - teachers and peers, which are built on special laws. School readiness should be understood not only as the child’s achievement of a certain level of intellectual development, but also as the acquisition of a broad and meaningful orientation in a new social situation of development that takes shape within educational activities. For this, the necessary prerequisites must be created, which arise in “preschool” activities.
In reforming domestic education, it is important to have an adequate understanding of its background and current state. Otherwise, it is easy to repeat, as happens among us, old mistakes, mistaking them for new revelations. Let's try to outline its outline.
After the October Revolution, preschool education became part of the state public education system. In the 20s In the last century, there were three types of preschool institutions in the USSR - orphanages for orphans, children's centers serving the children of factory workers, and kindergartens. Preschool institutions accepted children from 3 to 8 years old. The goal of preschool institutions was declared to be to prepare the child to master a materialistic worldview, as well as to develop collectivist skills. Much attention was paid to free children's play with the guiding role of the teacher.
In 1927-28 For the first time, the question of establishing unity in the work of all preschool institutions was raised. The objectives of preschool education are the formation of emotions and behavior in accordance with the requirements of communist morality, instilling work skills, strengthening the health of children, as well as their acquisition of some basic knowledge. These requirements were reflected in the first program of 1932.
In 1936 After sharp criticism from the party of the work of preschool institutions, accused of overestimating the role of the environment in the upbringing of children, the task was set to make the teacher a central figure in the preschool institution. It was this line, which resulted in a limitation of the child’s initiative and independence, recorded in the “program of education in kindergarten” (1962), which received the main development in the “Program of education and training in kindergarten”, in which activities not only a child, but also a teacher. The core of the process was the training program, and the kindergarten, in its fundamental orientation in its work, approached the school, which was fundamentally contrary to the nature and tasks of preschool age. The situation was partly mitigated by psychologists, under whose influence the ideology of development and protection of mental health gradually took possession of the consciousness of educators.
In the 1990s The coverage of children in public preschool education institutions in the Russian Federation was approximately 70%. At the same time, about 1 million applications from parents for admission of children to preschool institutions were not satisfied. In addition, a powerful infrastructure was created in the form of an industry that produced children's clothing, books, toys and other necessary equipment. And, what is very important, serious scientific (medical, pedagogical and psychological) support for preschool education was established. All these factors played a decisive role during the period of the beginning of perestroika, when domestic education, in principle, turned out to be quite ready for a meaningful implementation of the long-overdue reform.
In 1989 The “Concept of Preschool Education” was created, which identified the key positions for updating the kindergarten. The implementation of this concept required the creation of a legal framework. In 1996 a “temporary regulation on preschool institutions” was adopted, which defined as the main functions of a preschool institution the protection and strengthening of the physical and mental health of children, ensuring their intellectual and personal development, and caring for the emotional well-being of each child. Accepted in 1992 The Law of the Russian Federation "On Education" determined the legal status of preschool educational institutions, their functions and responsibilities .
Today, the main shift that developed countries are making in the field of early, preschool and school education is associated with the idea of its humanization. A similar process, launched in the 90s in our country, today threatens to choke. And this despite the fact that in foreign scientific and methodological literature on this issue it is difficult to find a serious publication in which, among the main premises, the works of the founder of the domestic psychological and pedagogical school L.S. Vygotsky, published in the 20-30s of the last century.
Today, preschool psychology and developmental pedagogy have come close to a milestone beyond which significant opportunities for further advancement open up. For domestic science, they are associated, first of all, with studies of personality, communication and objective action, which are carried out in the context of a deeper understanding of the age-related rhythms of development. The results of ongoing research already allow us to count on a tangible increase in the effectiveness of the preschool educational process while simultaneously reducing those negative trends in the field of physical and mental health of children that have been observed recently.
Irina Morozova
Preschool education in the field of social problems in Russia
From September 1, 2013 preschool education becomes a separate level of the training system, and, accordingly, from the quality education a lot depends on a preschool educational institution, so it is considered as the most important socio-forming factor.
At the present stage of system development preschool education significant change: preschool the institution acquires a new status, its functions change (it becomes a priority based on economic and social situation, the function of protecting the life and health of children is set, since the number of general morbidity among children is growing, the number of children born with pathologies is increasing, and evidence of accidents with preschoolers. Traditional function preschool institutions - preparing children for school - is relegated to the background). The structure of the system is changing preschool education: different types, types are created preschool institutions; the number of children who attend has changed preschool institutions; a different view of the state and society on the processes of education and training, socialization children with mental and physical developmental disabilities.
As a rule, any changes in any issue do not go smoothly, without encountering certain obstacles and difficulties, modern development preschool education is no exception.
Despite the fact that each subject of the Russian Federation forms its own policy preschool education, due to a number of local social, cultural, economic and natural factors, let's talk about those problems relating to almost everyone preschool educational institutions in Russia.
In the 90s, kindergartens were closed en masse and their buildings were rented out to commercial structures and organizations. On January 1, 2007, a law on a new form of state support for families with children - maternal or family capital - came into force in the Russian Federation. The combination of these factors leads to problem #1: insufficient number of kindergartens and their overload.
Russian The authorities speak with enthusiasm about the increase in the birth rate in the country. But at the same time, the state does not think too much about the upcoming problems of young parents, which they will face in a few years. The lack of kindergartens is so great that the sad joke that it is already too late to enroll a child in kindergarten immediately after birth is real. Data from the Ministry of Health and Social Development show that more than one million families do not have the opportunity to place their children in public kindergartens. preschool institutions because there are not enough places. Parents can only discuss private kindergartens, but most families do not have enough money to pay for a place for their child in a private one preschool educational institution.
In the meantime, attending kindergarten is essential socializing factor for the child, and preschool education should cover as many children as possible. Due to the fact that groups in kindergartens are overloaded, preschool educational institutions cannot fully meet the necessary pedagogical, material, technical and sanitary standards.
Problem #2.
Insufficient funding.
This includes:
Insufficient equipment of kindergartens;
Obsolescence of the material and technical base;
Inability to provide in some preschool institutions have a decent level of educational and methodological base;
Lack of computers and Internet connections in some preschool educational institutions.
The problem of financing preschool educational institutions is also quite noticeable for parents. Many people complain about exorbitantly huge fees, about what kind of free education comes at a cost, the fact that financing a kindergarten falls almost entirely on the shoulders of parents, and for many families such a financial burden is unbearable.
It turns out that kindergarten is no longer a necessity, but a luxury that wealthy or well-connected people can afford. Of course, in a normally functioning system preschool education This situation is absolutely unacceptable.
Problem #3.
Lack of early development groups.
Not all kindergartens provide groups for children from 2 months. At a time when the number of divorces is growing, the number of single mothers is forced to go to work as early as possible. The early departure of mothers to work is determined not only by material necessity, but often also by the terms of the employment contract.
Problem #4.
Family crisis.
Many researchers today state the crisis of the family, note its inability to provide the necessary conditions for education, socialization of children. Acuity problems family education
associated with a decline in the value of parenthood, the predominance of single-parent families, an increase in the number of families,
experiencing financial difficulties, classified as social risk. Modern parents often have a reluctance to delve into child problems, inharmonious parenting style, transfer of one’s own personal and psychological problems for children.
Almost a third of small Russians- more than 400 thousand - are born out of wedlock every year, every seventh baby
brought up in a single-parent family. Russia has become a country of working grandmothers, so they, too, cannot properly
least involved in raising grandchildren.
As a result, the family does not fulfill its main functions as an institution socialization of preschoolers:
Caring for the health, physical, mental, spiritual and moral development of children;
Ensuring compliance with their rights and interests; education based on unconditional parental love, recognition of the child as a valuable person, etc.
Against the backdrop of progressive family dysfunction, the role of educational institution, personality of the teacher.
Problem #5.
Lack of teaching staff, low wages and lack of proper education from teachers.
Difficult work along with low salaries makes the profession absolutely unprestigious and unattractive.
The shortage of personnel leads to the hiring of unqualified specialists who have neither a diploma nor basic communication skills with children. This has an extremely negative impact on the development of children, because the foundation of the psyche is laid between the ages of 2 and 5 years.
Problem #6.
Unavailability preschool education for children with disabilities.
Lack of complete objective information about the need for educational services for children with disabilities;
Network insufficiency preschool institutions(specialized institutions and groups based on existing kindergartens capable of providing services for children with disabilities, special educational needs;
Lack of training among all workers preschool educational institutions with special treatment for children with disabilities, lack of special training and qualifications for teachers to work with this category of children;
Parents' reluctance to take their child to a special correctional institution (group);
Lack of specialists (medical workers, speech pathologists, etc.) required profile and qualifications;
Lack of well-established regulatory and financial mechanisms to ensure the work of specialized groups;
Lack of partnerships with health authorities and social protection.
The most priority and logical direction of solution problems of accessibility of preschool education conditioned by children’s health, is an integrated (inclusive) education. It's a collaborative process education healthy children and children with disabilities, the establishment between children of different groups, categories of closer relationships in the process of their training and upbringing in the same group (kindergarten). But this decision Problems cannot always be realized due to the presence of unprofessional and untrained teachers, lack of proper funding and equipment for kindergartens.
So way, there remains a contradiction between the real status, capabilities, purpose preschool education and requirements from the state (expectations from society, demand and opportunities from the family).
Bibliography:
1. State report of the Ministry of Health and social Development of the Russian Federation dated November 17, 2011 "On the situation of children in Russian Federation» (2008-2009).
2. Derkunskaya V. A. Cultivating a culture of children’s health preschool age // Increasing the professional competence of a preschool teacher. Issue 4 / ed. L. L. Timofeeva. - M.: Pedagogical Society Russia, 2013.
3. Mayer A. A., Timofeeva L. L. "Growing Pains" modern preschool education: system crisis or systemic crisis // Quality management preschool education: theory and practice / ed. N.V. Miklyaeva. Collective monograph. - M.: MGPU, 2013.
4. Maslow A. Motivation and personality. - St. Petersburg: Eurasia, 1999.
5. Order of the Ministry education and science of the Russian Federation dated July 20, 2011 No. 2151 “On approval and implementation of federal state requirements for the conditions for the implementation of the main general education program
preschool education».
Galina Vasilyeva
Preschool education in modern Russia: problems and development prospects
In Article 43 of the Constitution Russian Federation, adopted in 1993, citizens of the Russian Federation are guaranteed “publicly accessible and free preschool, basic general and secondary vocational education in state or municipal educational institutions". In accordance with the Law of the Russian Federation "On education"as amended by Federal Law dated January 13, 1996 12-FZ (Clause 3 Article 5) the state " guarantees to citizens universal access and free access to primary general, basic general, secondary (full) general education and initial professional education. "For more than ten years there has been an obvious contradiction between the Constitution Russian Federation, which is the fundamental law Russia, and the Law Russian Federation"About education"regarding state guarantees of citizens' rights in the region education. Such a legal conflict gave rise to a corresponding attitude towards preschool education on the part of officials at all levels as to non-compulsory education(unlike the general education, and not necessarily from the point of view that the child is preschooler is entitled to receive education, as in conditions preschool educational institution, and in a family setting, but from the point of view that authorities are not obliged to ensure public accessibility preschool educational services.
So way, despite changes in the legislative framework, the situation in education in general, and in preschool education especially, can currently be described as a crisis. Any crisis creates an urgent need to reform something. According to the Federal Law "On education"as amended by Federal Law of August 22, 2004 122 - Federal Law, decision of strategic education problems still falls within the purview Russian Federation.
Preschool education as the first step education, on which the foundations of social personality and the most important institution of family support are laid, over the past 10 years has gone through a difficult path of fitting into new realities. Initial sharp decline in child enrollment preschool education had stabilized by 1995. Currently, about 55% of children attend kindergartens (for example, in Scandinavian countries, such children are about 90%).
As many years of research show, full development child's birth occurs subject to the presence of two components of his life - a full-fledged family and a kindergarten. The family provides the intimate and personal relationships necessary for the child, the formation of a sense of security, trust and openness to the world. At the same time, the family itself needs support, which the kindergarten is designed to provide to it - parents can work and study without feeling guilty that the child is abandoned at this time, they can be sure that the child is in comfortable conditions , eats normally, teachers work with him. Moreover, the system preschool education traditionally had a differentiated approach to parental pay, low-income families received benefits, i.e., they were provided with targeted support; today, unfortunately, this happens only in certain regions. It's obvious that modern conditions, the tradition of differentiated parental pay must be preserved.
What does kindergarten give to the child himself? The main advantage of a kindergarten 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 get to know himself in comparison with others, adopt methods of communication and interaction that are adequate to various situations, and overcome his inherent egocentrism (focus on himself, perceiving the environment exclusively from his own.
The system itself has now changed. preschool education. Differentiation introduced preschool educational institutions by types and categories. To the previously existing only type - “kindergarten”, new ones were added - kindergarten with priority implementation of intellectual or artistic-aesthetic, or physical development of pupils, kindergarten for children with physical and mental disabilities development, care and wellness center child development, etc.. On the one hand, this allows parents to choose educational institution, corresponding to their needs, on the other hand, most of these types (with the exception of correctional ones - for children with serious health problems) do not meet the laws of children's development.
Organization of work with young children in modern conditions places special demands on the professionalism and personal qualities of teachers. At the same time, today young specialists who have received education, practically do not go to work in kindergartens. The reason for this is not just small, but meager wages that do not reach the subsistence level. The work of a teacher in a kindergarten, responsible for the life and health of children, conducting multifaceted educational work, requires enormous expenditure of mental and physical strength. And only such teachers will be able to raise children with dignity. This leads to a short conclusion: Decent teachers get a decent salary.
In accordance with the Modernization Concept Russian education it is planned to introduce shared financing, which involves payment by the state only of a fixed amount educational services of kindergartens. However, the specifics education in preschool institution is that, unlike school, it is carried out throughout the day and is not limited to educational activities (it is necessary to teach the child to wash hands, eat correctly, behave politely in different situations, be neat, play and cooperate with others children and much more). That's why preschool educational services institutions to reduce to 3-4 hours is almost impossible. Equally unacceptable is the division of parental payments for child support. (mainly nutrition, which many children so need now) and budget financing education.
Development small children largely depend on the subject environment around them (toys, manuals, materials for drawing, modeling, design, books, musical instruments, physical education equipment, etc.). Solution problems organizing various forms of reaching children preschool education, decent wages for teachers, and the availability of quality kindergarten for all children require separate budget funding at the federal and regional levels.
Since 2000, it has been possible to achieve an increase in costs for education and science. This created the preconditions for institutional restructuring in the field education, primarily related to the modernization of the structure and content of general and professional education, improving its quality, management efficiency educational system, occurrences Russian Federations to the world educational space. In particular, the quality of implementation is considered first educational program. One of the significant factors in this indicator is the implementation of an experimental program in a preschool educational institution, subject to justification of the purpose and methods, as well as evidence of the productivity of the experiment.
Sphere education in Russia traditionally considered a costly area. At different periods of the city’s recent history, attempts were made to change the situation, to transform the sphere education in investment. However, in essence, the economic foundation education did not create sufficient infrastructure to attract investment.
On the other hand, attempts to directly transfer market economic regulatory mechanisms to the sphere of education often turned out to be unsuccessful due to the fact that the effect of the investment was measured exclusively in monetary terms. Educational establishment as a payback project or a project that generates profit in monetary terms has not become a mass phenomenon.
Such disproportions were most clearly visible in preschool education in many Russian cities, including in Irkutsk. In conditions of demographic decline, it is natural how there was a decline in preschool educational institutions. Moreover, the number of currently available preschool educational institutions of the city hardly corresponds to the real demand of the population for educational services for the education of preschool children.
The network of departmental kindergartens has practically disappeared, although in large cities, for example, in Moscow, many of them were transferred to municipal ownership and preserved for children. Overall Russia There is a tendency to repurpose former departmental kindergartens and sell their buildings.
Already today a number of institutions preschool education many other regions Russia made the transition to new organizational and legal forms. This transition became possible due to the objective fact of growing demand from parents to receive, in addition to the budget service, additional educational services. Actual demand for customized educational programs and preferential conditions in preschool educational institutions today are quite high. Parents are ready to order and pay for preferential conditions and additional programs preschool education outside the budget service.
High quality preschool education with increasing coverage of children preschool age can be ensured by establishing horizontal connections between educational institutions of various levels and types. Resource centers are being created at the municipal level preschool education providing methodological support preschool educational institutions of the relevant territory.
While variability is a requirement for diversity services provided, availability education– requirement for the breadth of the network, its ability to reach the maximum number of children. Implementation of the principle of accessibility when building a network of institutions implementing , means the need to build the network in such a way way in order to optimally take into account educational needs of children, and the spatial proximity of institutions to the children’s place of residence. Educational services can be provided not only by traditional kindergartens, but also by others educational institutions, implementing preschool educational programs. Task development of a network of educational institutions implementing programs preschool education, is to ensure that the range of services and their quality correspond modern ideas about quality preschool education and were optimal.
So way, network construction preschool educational institutions involves institutionalization along with traditional kindergartens of such forms preschool educational institutes as
Groups of joint short-term stay of a child and a parent ( "child-parent", "nursery with mom", "game support center", "adaptation group" etc., organized on the basis of kindergartens, at children's creativity centers, in special centers for working with young children or at psychological and pedagogical centers;
Home-based groups education("child and nanny", "governer groups", "family groups", "mini-kindergarten" etc., organized by parents at home or in residential apartments specially rented for this purpose;
Groups for short-term stay of a child in kindergarten or other educational institution, or organizations in which the program is implemented preschool education;
Adaptation groups for children of refugees and internally displaced persons.
Optimal distribution of material resources inside preschool educational network is aimed at the rational use of those resources that exist in the network of current preschool educational institutions - equipment, premises, sports facilities, park areas, etc. At the regional level, it is necessary to develop regulatory documents regulating the use of these resources preschool educational institutes of the network. At the municipal level, it is necessary to develop methodological recommendations for preparing these resources for use preschool educational network.
Optimal distribution of human resources within preschool educational network involves the most effective use of the potential of methodologists, psychologists, speech therapists, foreign language teachers, experimental educators, senior educators to improve the quality online education in general. Development of a preschool education network involves the emergence of small kindergartens, home-based groups, parent groups, etc.
Resource development networks is an innovative activity. At the regional and municipal levels, it is expected to adopt normative documents and instructional materials aimed at development innovation activity on the network preschool educational institutions/organizations and its expert support.
The problem of universal accessibility of preschool education for all categories of citizens should be resolved today also through the use of internal reserves of the system education, including 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-stay groups develops not contrary to and not instead of traditional preschool full-time institutions, and with them. Along with traditional operating modes preschool educational institutions(12-hour and 24-hour 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-hour mode). This allows for increased accessibility preschool education for various categories of citizens.
In addition, currently, in parallel with 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 based on additional institutions education, as well as systematic preschool education age in the context of family education.
So way, we can conclude that the efficiency development of a network of educational institutions will be achieved only if the approach to the process is comprehensive development(modernization).
It is much more important to take into account the needs modern families in various forms of organization of functioning preschool institutions. It is necessary to increase the number of groups for young children (from 2 months to 3 years, groups with round-the-clock and evening stays for children, holidays and weekends, short-stay groups (2-3 times a week for 3-4 hours) and etc.
Much more expedient so that all government preschool institutions corresponded to one “good” category, providing full education and child development. 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-governmental 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 in the last 10-15 years there has been virtually a total “municipalization” of institutions
preschool education(mass transition of kindergartens from various departments to municipal ownership, solving issues of survival, functioning and development of the preschool education system currently depends mainly on local governments.
It is the local government bodies in the municipal education(city, region) certain organizational and pedagogical conditions must be created that will allow the municipal system preschool education get out of the crisis state and move into a state of normal, stable functioning and development.
Article 43 of the Constitution of the Russian Federation, adopted in 1993, guarantees citizens of the Russian Federation “public access and free preschool, basic general and secondary vocational education in state or municipal educational institutions.” In accordance with the Law of the Russian Federation “On Education” as amended by Federal Law No. 12-FZ of January 13, 1996 (clause Z. Article 5), the state “guarantees to citizens universal access and free primary general, basic general, secondary (complete) general education and primary vocational education." For more than ten years, there has been an obvious contradiction between the Constitution of the Russian Federation, which is the basic law of Russia, and the Law of the Russian Federation “On Education” in terms of state guarantees of the rights of citizens in the field of education. Such a legal conflict gave rise to a corresponding attitude towards preschool education on the part of officials at all levels as an optional education (in contrast to general education, and optional not from the point of view that a preschool child has the right to receive education, as in the conditions of a preschool educational institution, and in a family setting, but from the point of view that authorities are not obliged to ensure the general availability of preschool educational services.
Thus, despite the change in the legislative framework, the situation in education in general, and in preschool education especially, can currently be described as a crisis. Any crisis creates an urgent need to reform something. According to the Federal Law “On Education”, as amended by Federal Law No. 122-FZ of August 22, 2004, solving strategic problems of education remains within the competence of the Russian Federation.
Preschool education, as the first stage of education, at which the foundations of a social personality and the most important institution of family support are laid, over the past 10 years has gone through a difficult path of fitting into new realities. The initial sharp decline in preschool enrollment had stabilized by 1995. Currently, about 55% of children attend kindergartens (for example, in Scandinavian countries, such children are about 90%).
As many years of research have shown, the full development of a child occurs subject to the presence of two components of his life - a full-fledged family and a kindergarten. The family provides the intimate and personal relationships necessary for the child, the formation of a sense of security, trust and openness to the world. At the same time, the family itself needs support, which the kindergarten is designed to provide to it - parents can work and study without feeling guilty that the child is abandoned at this time, they can be sure that the child is in comfortable conditions , eats normally, teachers work with him. In addition, the preschool education system has traditionally taken a differentiated approach to parental fees; low-income families received benefits, i.e., they received targeted support; today, unfortunately, this happens only in certain regions. It is obvious that in modern conditions the tradition of differentiated parental pay must be preserved.
What does kindergarten give to the child himself? The main advantage of a kindergarten 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 get to know himself in comparison with others, adopt methods of communication and interaction that are adequate to various situations, and overcome his inherent egocentrism (focus on himself, perceiving the environment exclusively from his own.
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 child development center, etc. On the one hand, this allows parents to choose an educational institution that meets their needs, on the other hand, most of these types (with the exception of correctional ones for children with serious health problems) do not meet the laws of child development.
Organization of work with young children in modern conditions places special demands on the professionalism and personal qualities of teachers. At the same time, today young specialists who have received an education practically do not go to work in kindergartens. The reason for this is not just small, but meager wages that do not reach the subsistence level. The work of a teacher in a kindergarten, responsible for the life and health of children, conducting multifaceted educational work, requires enormous expenditure of mental and physical strength. And only such teachers will be able to raise children with dignity. This leads to a short conclusion: worthy teachers get a decent salary.
In accordance with the Concept for the Modernization of Russian Education, it is planned to introduce shared financing, which involves the state paying only a fixed volume of educational services of kindergartens. However, the specificity of education in a preschool institution is that, unlike school, it is carried out throughout the day and is not limited to 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. Equally unacceptable is the separation of parental payment for child support (mainly food, which many children so need now) and budget funding for education.
The development of young children largely depends on the subject environment around them (toys, manuals, materials for drawing, modeling, design, books, musical instruments, physical education equipment, etc.). Solving the problems of organizing various forms of coverage of children with preschool education, decent wages for teachers, and the availability of quality kindergarten for all children requires separate budget funding at the federal and regional levels.
Since 2000, it has been possible to achieve an increase in spending on education and science that is faster than general economic indicators. This created the prerequisites for institutional restructuring in the field of education, primarily concerning the modernization of the structure and content of general and vocational education, improving its quality, the effectiveness of management of the educational system, and the entry of the Russian Federation into the global educational space. In particular, the quality of implementation of the educational program is first considered. One of the significant factors in this indicator is the implementation of an experimental program in a preschool educational institution, subject to justification of the purpose and methods, as well as evidence of the productivity of the experiment.
The education sector in Russia is traditionally considered a costly area. At different periods of the city’s recent history, attempts were made to change the situation, to turn the education sector into an investment one. However, in essence, the economic foundation of education did not create sufficient infrastructure to attract investment.
On the other hand, attempts to directly transfer market economic regulatory mechanisms to the education sector were often unsuccessful due to the fact that the effect of investments was measured exclusively in monetary terms. An educational institution as a profitable project or a project that brings profit in monetary terms has not become a mass phenomenon.
Such disproportions were most clearly visible in preschool education in many Russian cities, including Irkutsk. In the context of demographic decline, a natural decline in preschool educational institutions occurred. Moreover, the number of preschool educational institutions available in the city today hardly corresponds to the real demand of the population for educational services for the education of preschool children.
The network of departmental kindergartens has practically disappeared, although in large cities, for example, in Moscow, many of them were transferred to municipal ownership and preserved for children. In general, across Russia there is a trend of repurposing former departmental kindergartens and selling their buildings.
Already today, a number of preschool education institutions in many other regions of Russia have made the transition to new organizational and legal forms. This transition became possible due to the objective fact of growing demand from parents to receive, in addition to budget services, additional educational services. The actual demand for individual educational programs and preferential conditions in preschool educational institutions is quite high today. Parents are ready to order and pay for preferential conditions and additional preschool education programs outside the budget service.
High quality of preschool education while increasing the enrollment of preschool children can be ensured by establishing horizontal connections between educational institutions of various levels and types. At the municipal level, preschool education resource centers are being created to provide methodological support to preschool educational institutions in the corresponding territory.
While variability is a requirement for the variety of services provided, accessibility of education is a requirement for the breadth of the network, its ability to reach the maximum number of children. Implementing the principle of accessibility when building a network of institutions implementing preschool educational programs means the need to build the network in such a way as to optimally take into account both the educational needs of children and the spatial proximity of institutions to the children’s place of residence. Educational services can be provided not only by traditional kindergartens, but also by other educational institutions that implement preschool educational programs. The task of developing a network of educational institutions that implement preschool education programs is to ensure that the range of services and their quality correspond to modern ideas about the quality of preschool education and are optimal.
Thus, building a network of preschool educational institutions involves the institutionalization, along with traditional kindergartens, of such forms of preschool educational institutions as
Groups of joint short-term stay of a child and a parent (“child-parent”, “nursery with mother”, “play support center”, “adaptation group”, etc., organized on the basis of kindergartens, at children’s creativity centers, in special centers for working with children of early age or at psychological and pedagogical centers;
Home-based education groups (“child and nanny”, “tutor’s groups”, “family groups”, “mini-kindergarten”, etc., organized by parents at home or in residential apartments specially rented for this purpose;
Groups for short-term stay of a child in a kindergarten, or in another educational institution, or an organization that implements a preschool education program;
Adaptation groups for children of refugees and internally displaced persons.
The optimal distribution of material resources within the preschool educational network is aimed at the rational use of those resources that exist in the network of current preschool educational institutions - equipment, premises, sports facilities, park areas, etc. At the regional level, it is necessary to develop regulatory documents regulating the use of these resources by preschool educational institutions of the network . At the municipal level, it is necessary to develop methodological recommendations for preparing these resources for use by the preschool educational network.
The optimal distribution of human resources within a preschool educational network involves the most effective use of the potential of methodologists, psychologists, speech therapists, foreign language teachers, experimental teachers, and senior educators to improve the quality of education in the network as a whole. The development of a preschool education network involves the emergence of small kindergartens, home-based groups, parent groups, etc.
The resource for network development is innovation. At the regional and municipal levels, it is expected to adopt regulatory documents and instructional materials aimed at developing innovative activities in the network of preschool educational institutions/organizations and its expert support.
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 the round-the-clock mode) 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 (modernization) process.
It is much more important to take into account the needs of the modern family in various forms of organizing the functioning of preschool institutions. It is necessary to increase the number of groups for young children (from 2 months to 3 years, groups with round-the-clock and evening stays for children, holidays and weekends, short-term groups (2-3 times a week for 3-4 hours), etc.
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 useful for the child) could use the services of non-state preschool institutions. The only problem is that these institutions, as a rule, need special control from the state (this is evidenced by for example, the experience of France, where such control is the most important task of the inspectorate service in education).
Taking into account the above, as well as the fact that in the last 10-15 years there has been virtually a total “municipalization” of institutions
preschool education (mass transition of kindergartens from various departments to municipal ownership; solving issues of survival, functioning and development of the preschool education system currently depends mainly on 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.
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Material security of preschool education in the Russian Federation at the present stage. Abstract. Read the text online -
formation of the foundations of a healthy lifestyle
artistic and creative development
the role of family and public education in the development of the personality of a preschooler
the problem of professional activities of teachers and pedagogical management in preschool educational institutions
provision, financing and staffing of preschool educational institutions
legal regulation of preschool educational activities
2. Problems associated with the process of financing subsidiaries
2.1 Financing of subsidiaries
Based on a number of facts listed in the first chapter, the conclusion is that funding for preschool educational institutions from the state is necessary for the implementation of educational programs within the framework of the described process, for maintaining children in preschool educational institutions, ensuring a comfortable stay, which, in turn, has a beneficial effect on the process the development of the child as a person becomes obvious. Another important aspect during the financing process is the attraction of personnel to the field of FE, the possibility of improving their qualifications, and compliance with legal norms.
Analyzing various sources of information, we can conclude that the state is the guarantor of universal access and free preschool education in municipal and state preschool educational institutions. At the same time, the state does not guarantee free maintenance of pupils in preschool educational institutions, which becomes the responsibility of regional authorities and parents.
During the discussions, at a certain stage (2008) the government came to the conclusion that financing of subsidiaries should be normative - per capita. This decision was recorded within the framework of the education development program in 2006-2010. “Expanded testing in preschool educational institutions of new financial and economic mechanisms: regulatory share financing, a new wage system, rationalization of the calculation and collection of parental fees, state and public forms of management.”
The financing process has a special focus (goal) and calculation methodology, and also has characteristic implementation principles.
2.1.1 Objectives of financing subsidiaries
The main purpose of financing preschool education is to provide preschoolers and preschool staff with the resources necessary to implement the activities of the latter, whose constitutional rights must be taken into account and respected.
The preschool educational institution must be equipped with household items (furniture, electrical appliances, dishes, etc.), items necessary for the implementation of educational programs (didactic materials, etc.) and play activities; must be able to comply with sanitary standards, conduct special classes (music, physical education classes, etc.); must be equipped with premises for holding cultural events and carrying out medical activities.
Also, part of the funding goes to the salaries of the entire staff of the preschool educational institution.
Summarizing the above, we can conclude that funding is aimed at meeting the needs of the parties within the framework of the DL process.
An important condition for the development of the preschool system is the optimization of the financing of preschool educational institutions of any organizational, legal form and form of ownership, which can be achieved based on the principles of a normative per capita approach.
2.1.2 Funding principles
Based on the information presented in the methodological recommendations for the introduction of normative per capita financing of preschool educational institutions, it is possible to highlight the principles on the basis of which normative per capita financing is carried out, implementing educational programs in the preschool educational institution system.
Principles:
transparency of planning expenses for financing preschool educational institutions
objectivity of distribution of funds in the subsidiaries system
standard method of cost planning and formulaic distribution of funds
clear definition of the boundaries of budget responsibility for financing preschool educational institutions
stimulating the development of preschool educational institutions and improving the quality of education
ensuring the financial and economic independence of preschool educational institutions
From the formulation of the current principles for the implementation of normative per capita financing, it follows that expenses must be transparent, clearly calculated, and distributed objectively, that is, in equal quantities among all subsidiaries.
2.1.3 Procedure for implementing financing
One of the functions of the state, as a certain institution, is a social function, which is characterized by support for the social sphere from the state and which includes the financing of educational institutions.
Based on the information enshrined in the Budget Code and the Constitution of the Russian Federation, we can conclude that expenses for maintaining children in preschool educational institutions and the implementation of educational programs in preschool educational institutions should be made at the expense of the local budget. If there is a lack of financial resources in the local budget, they are allocated from the federal budget or from the budget of a constituent entity of the Federation in order to compensate for additional expenses.
preschool education institution financing
This technique has three levels:
Regional
The regional funding standard (RFF) is the minimum acceptable amount of financial resources required for the implementation of the basic general education program of preschool education in institutions of a given region, per one pupil per year, taking into account differences in the cost of the provision of preschool education services depending on the location of the institution (urban and rural areas), the focus of the educational program, the type of institution.
The regional standard depends on the “category” of preschool children (conditionally healthy children; children attending recreational groups, etc.).
When calculating the regional standard, the costs of implementing the basic general education program (if it complies with established standards), partial remuneration, improvement of the gaming environment (visual aids, etc.), economic needs, and technical means conducive to learning and education are taken into account. At this level, the costs of communal maintenance of buildings, which are carried out by the local budget, are not taken into account.
Municipal
At this level, the mechanism for using funding standards for preschool educational institutions that implement the general educational program is determined. The funds received are spent on food, utilities and major repairs of the premises.
Level of educational institution
This level implies the independence of the preschool educational institution in spending the funds received.
Preschool educational institution independently in:
distribution of allocated funds according to expense items of the preschool educational institution’s estimate, taking into account the regulations adopted in the constituent entity of the Russian Federation and municipal formation
establishing staffing schedules and wages for employees
determining the basic and incentive parts of the wage fund
determining the ratio of the wage fund for teaching, teaching, support and administrative personnel
the procedure for distributing the incentive part of wages
The independent capabilities of preschool educational institutions listed above should not contradict the standards established at the regional and federal levels.
There are formulas for calculating normative per capita financing at each level
2.2 Problems
The problems accompanying the process of financing subsidiaries are obvious not only to the ordinary citizen, but also to high-ranking officials. As Prime Minister of the Russian Federation in April 2011, V.V. Putin noted that a huge number of children (namely 1.7 million people) are waiting in line to get into kindergarten and take advantage of the state services provided in this area: " We know that this is, first of all, a regional problem. But we are ready to support those regions that are actively solving it." In this statement, V.V. Putin proposed increasing funding for subsidiaries by 2 times (up to 1 billion rubles).
Carrying out research into the problem of lack of places in preschool educational institutions, HSE experts came to the conclusion that the most pressing reason for this trend is low funding and the unattractiveness of investment in the preschool education sector, which subsequently contributes to the outflow of personnel whose activities are directly aimed at raising and maintaining children in preschool educational institutions.
Kindergartens are staffed to a greater extent with management personnel (directors, heads, etc.) rather than with teachers and nannies who directly interact with children throughout the day.
The next conclusion of HSE experts is that the development of preschool educational institutions is hampered by estimated funding, which by definition is inaccurate and does not make it possible to fully implement planned projects. According to representatives of regional authorities, funding for preschool education increases every year, while preschool directors claim that funding increases only when adjusted for inflation, that is, it remains practically unchanged, since price indicators for necessary services also increase.
There is also a lack of municipal funds, especially in areas remote from the center.
The lack of premises for sports, music halls, offices for the work of psychologists, speech therapists predetermines the lack of completeness of the educational and educational process within a certain preschool educational institution, which violates the constitutional rights of citizens of the Russian Federation (namely, the right to receive a free, high-quality education).
Based on statistics on the material security of urban and rural preschool educational institutions, published on the website of the Russian Newspaper, we can conclude that the material security of urban and rural preschool educational institutions varies significantly with respect to each point of comparison.
Material security of the preschool educational institution (in percent):
- catering department: city - 100; village - 96.5
- medical office: city - 100; With. - 80
- music hall: city - 95.7; With. - 78.8
- swimming pool: g. - 12; With. - 3.5
- rooms for classes with a speech therapist: g. - 60; With. - 37.6
- Internet connection: g. - 50; With. - 18.5
In the conditions of scientific and technological progress, the state is trying to carry out widespread computerization, introducing information technologies into all spheres of human activity where they are appropriate. Therefore, according to the new standards, each teacher must provide the certification commission with his certification work in electronic form.
In large cities this is not a big problem than in the provinces, where all preschool educational institutions may have only one personal computer with Internet access (and sometimes without it), which is located in the office of the head or methodologist. At the same time, there are no courses for educators that provide free training in using a PC. Therefore, information technologies are not used in educational activities.
Conclusion
Summarizing the above, we can conclude that at the present stage of development, the preschool system is undergoing certain difficulties regarding the material security and staffing of preschool educational institutions, which can be overcome by attracting people from non-profit organizations and organizing sponsorship from large and medium-sized businesses.
Representatives of large businesses can provide assistance by opening kindergartens for employees of their own enterprises, providing employment to both sectors.
While assistance from representatives of medium-sized businesses may consist of providing financial assistance in carrying out any activities in the preschool educational institution system of a certain city.
One way or another, the question of ways to finance subsidiaries will remain open on the agenda for a long time.
Bibliography
1. Dictionary of social pedagogy: Textbook. aid for students Higher textbook establishments /Auth.-comp. L. V. Mardakhaev. - M.: Publishing center "Academy", 2012. - 368 p.
Dictionary of education and pedagogy/V. M. Polonsky. - M.: Higher. school, 2010. - 512 p.
Pedagogical encyclopedic dictionary/Ed. B. M. Bim-Bad; Editorial team: M. M. Bezrukikh, V. A. Bolotov, L. S. Glebova and others - M.: Great Russian Encyclopedia, 2012. - 528 pp.: ill.
Preschool education in Russia. Collection of current regulatory documents and scientific and methodological materials. M.: AST Publishing House, 1997 - 336 p.
Problems of preschool education at the present stage: collection. scientific articles. Vol. 8; in 2 parts / ed. O. V. Dybina. - Togliatti: TSU, 2010. - Part 1. - 292 p. / Part 2. - 296 p.
Current problems of preschool education: All-Russian. intercollegiate scientific practical conf. - Chelyabinsk: ChSPU Publishing House, 2009. - 320 p.
Model regulation on preschool educational institution No. 22946 dated January 26, 2012
Ministry of Education and Science of the Russian Federation. Department of State Policy in Education. Letter dated December 1, 2008 No. 03-2782 On the introduction of regulatory per capita financing of preschool educational institutions.
Russian pedagogical encyclopedia. M.: Scientific publishing house "Big Russian Encyclopedia", 2009.
Quality of preschool education
Temirbulatova Sabina Rafailovna,
student of the Bashkir State Agrarian University, Ufa.
This article touches on one of the pressing problems at the present stage - the quality of preschool education. The article also discusses the types and types of preschool institutions.
Keywords: preschool educational institutions, preschool education, current problems of preschool educational institutions.
The main task of the state educational policy of the Russian Federation in the context of modernization of the education system is to ensure modern quality of education, including preschool. This question largely raises a debate about the quality of preschool education and, of course, the problems of this issue can be called unresolved to date.
This is a very difficult problem. It is associated with unresolved issues of standardization, correlation of the content, volume, quality of educational services with the needs of the child, family and school. The solution to these particular problems today should be a priority, since the attitude of the state and society to the preschool education system as a whole depends on them.
The quality of preschool education as a whole is a multidimensional synthetic concept. It is this versatility that determines the approaches and sets the logic for the formation of the information base for its assessment. The problem of quality in pedagogical research is developed in the following areas: the concept of quality of education, methods of assessing the quality of education, methods of assessing the quality of education, the integrity of the system and the quality of education, the interaction of levels of education and its quality, factors determining the quality of education, the market environment and the quality of education, the mechanism education quality management, information technology, monitoring and quality of education, education quality management system.
The most pressing problems of preschool education:
- improving the quality of preschool education;
- mandatory minimum content of educational programs for preschool children in terms of preparing children for school;
- a system for assessing the quality of preschool education at the stage of a child’s transition to school;
- ensuring continuity in the content of education between preschool and primary levels;
- equalizing the starting opportunities of children during the transition to school as a scientific and practical problem;
- ways to achieve the child’s physical and mental health.
Types and types of educational institutions:
- Preschool educational institutions (DOU).
- Kindergarten.
- A kindergarten with priority implementation of one or several areas of development of pupils.
- A compensatory kindergarten with priority implementation of qualified correction of deviations in the physical and mental development of pupils.
- A kindergarten for supervision, care and health improvement with priority implementation of sanitary, hygienic, preventive and health-improving measures and procedures.
- Primary school - kindergarten.
- A pro-gymnasium with priority implementation of one or several areas of development of pupils and students: intellectual, artistic and aesthetic, cultural and recreational.
- Primary school is a compensatory kindergarten.
- Child Development Center - a kindergarten that provides physical and mental development, correction and rehabilitation of pupils.
- Educational institutions for preschool and primary school children.
The main trends in changes in the species diversity of preschool educational institutions in recent years have been the increase in the number of kindergartens with priority implementation of various areas of development of pupils: physical education and health, artistic and aesthetic, intellectual and ethnocultural development and education of preschool children.
Based on the results of state accreditation, each preschool institution (both state and non-state) receives a certificate of the established form, according to which it is assigned the appropriate category.
And of course, therefore, the quality of preschool educational institutions depends on internal environmental factors:
1) on the quality of work of educators;
2) from the relationships that have developed in the team;
3) on the conditions that the leader creates for the creative search for new methods and forms of working with children;
4) from an objective assessment of the performance of each employee.
The most traditional for modern methods of assessing the quality of preschool education are indicators of the quality of educational conditions. In particular, the quality of implementation of the educational program is first considered. Modern preschool education provides for any child of preschool age the level of development that would allow him to be successful in studying in primary school and at subsequent levels of education. Not only the administration should participate in this process, ensuring quality control, but also all subjects of the educational process.
Literature
1. Education and training program in kindergarten / resp. ed. M. A. Vasilyeva. M., 1985.
2. Erofeeva T. I. Study of approaches to the organization of variable education for preschool children (based on teaching mathematics) // Problems of preschool education: material. scientific conf. M., 1994. S. 34 - 37.
3. Paramonova L. A., Protasova E. Yu. Preschool and primary education abroad: history and modernity: textbook. allowance. M., 2001.
4. Loginova L. G. Technology of certification and accreditation of institutions of additional education for children: a collection of scientific, methodological and instructional materials./L. G. Loginova. – M.: ARKTI, 2002. – 200 p.
5. Tretyakov P.I., Belaya K.Yu. Preschool educational institution: management based on results./P. I. Tretyakov, K. Yu. Belaya. – 2nd edition, revised and expanded. – M,: TC Sfera, 2007. – 240 p.
Received by the editor on December 20, 2013.
2006-2015 © Journal of scientific publications of graduate students and doctoral students. All materials posted on this site are protected by copyright. When using site materials, an active link to the source is required.
Modern problems of preschool education,
Phase I " Call"
(awakening existing knowledge and interest in obtaining new information)
Pay attention to the title of the lesson topic Modern problems of preschool education, trends in its development and directions for reform(on the screen)
and answer the question: Is this question relevant to college graduates? Why?
Frontal conversation
1. When did a unified program for kindergartens appear in our country?
In the early 60s. XX century a single comprehensive program for raising children in kindergarten, one hundred which was a mandatory document in the work of preschool educational institutions of the USSR. The country's leading research institutes of preschool education and leading departments of preschool pedagogy worked on the content of this program.
2. What are the advantages of the Soviet preschool education system?
And although Soviet preschool education was focused on the needs of the system, it had its own advantages: systemic nature, general accessibility, government funding.
3. What changes took place in the late 80s and early 90s of the last century?
At the threshold of the 21st century there arose The concept of preschool education, the authors of which were teachers Davydov V. and Petrovsky V..
This Concept contains the basic principles of preschool education in Russia:
- Humanization(nurturing the humanistic orientation of the preschooler’s personality, the basics of citizenship, hard work, respect for human rights and freedoms, love for family and nature).
- Developmental nature of education(focus on the child’s personality, preserving and strengthening his health, focus on mastering ways of thinking and acting, developing speech).
- Deideologization of preschool education(priority of universal human values, rejection of the ideological orientation of the content of kindergarten educational programs).
- Differentiation and individualization of education and training(development of the child in accordance with his inclinations, interests, abilities and capabilities).
- A variety of variable or alternative preschool education programs have emerged.
Today we will get acquainted with the issues that concern every preschool teacher, parents of preschool children, scientists, and officials who are directly related to preschool education. Modern problems of preschool education, trends in its development and directions of reform.
II phase " Understanding the content" (receiving new information)
Getting acquainted with a number of today's materials, try to analyze the information using the PMI method (plus-minus-interesting). (See Appendix 2)
It is used in the technology “Development of critical thinking”
We learn to work with information, analyze various aspects of phenomena.
Edward de Bono Edward de Bono; genus. 19 May 1933, Malta) - British psychologist and writer, expert in the field of creative thinking, doctor of medicine, creator of the concept of “out-of-the-box thinking”.
Students keep a brief record of the material, make notes on tablets using the PMI method (plus-minus-interesting)
Topic: Modern problems of preschool education, trends in its development and directions for reform
1. Modern problems of preschool education. First of all, let's discuss the problems. Please advise, I think that all these problems are familiar to you:
1. Considering the gradually improving demographic situation in the country, the demand for kindergarten services is constantly growing. In large cities of Russia there is a clear shortage of preschool educational institutions.
There are not enough places in preschool educational institutions. Parents enroll their child in kindergarten immediately after birth, and this is not always a guarantee that he will get there.
Currently in Russia, 400 thousand children are waiting in line to be admitted to kindergarten. The state, first of all, faces the task of preschool accessibility education for all segments of the population.
2. The need of preschool educational institutions for qualified teaching staff. The administration of preschool educational institutions is forced to reduce the requirements for staff in terms of their professional training and experience working with children.
3. Currently in the Russian Federation it is recorded increase in the number of children with disabilities: twice as much as in 2002, “children with special educational needs” should not be isolated in society, hence the need for inclusive education.
4. Features of the sociocultural environment are changing modern society-This multiculturalism, multinationality, multiethnicity. Therefore, it is necessary to construct multicultural educational environment of preschool educational institutions, creation of a multicultural educational space; It is necessary to look for new technologies for the upbringing and development of children, including for children who do not speak Russian well enough.
5. The need for diversification**(task for students - the concept is entered in the “PMI” plate, in the “Interesting” column.look in the dictionary), i.e. sufficient variety of types and types of institutions, educational services and approaches to their implementation in order to satisfy the diverse and diverse requests of participants in the educational process in preschool educational institutions.
6. Transfer of the majority of preschool educational institutions from the operating mode to the search mode and to the development mode. Need for enhancement methodological competence preschool teachers , students pedagogical educational institutions.
7. Currently the social order of parents is changing, their requirements for services provided by preschool institutions. If for many decades health care and childcare were considered by many parents as the main areas of work of kindergartens, today more and more demands are placed on educational programs of basic and additional education.
8. Continuity between preschool and primary school age is often determined by the presence or absence of certain knowledge in academic subjects. This leads to early learning for children.
It must be admitted that this is precisely the approach - it can be conditionally described as narrowly pragmatic, focused on the needs of the system, and not the child himself. Modern pedagogical research shows that the main problem of preschool education is the loss of liveliness and attractiveness of the learning process. The number of preschoolers who do not want to go to school is increasing; Positive motivation for classes has decreased, and children’s academic performance is falling.
9. Teachers are embarrassed by the absence rigid objectivity, necessity integration educational areas. But only in integrated content are preschool children free to make a wide choice and demonstrate your as yet unstructured interests and creative abilities.
10. In domestic pedagogy, strong the emphasis was usually placed on play forms and methods of teaching children, and not on free play. However, it is very important for development so that it is the child who plays, not the adult. So that it would be a game, and not an imitation of it.
11. Informatization of preschool education- the process is objective and inevitable. A new educational environment is being formed in kindergartens, high-tech information tools for the training and development of preschoolers are appearing. The interest of teachers and preschool education specialists in these technologies and the possibilities of using them in their professional activities is growing.
However, not all teachers are proficient in ICT. This makes it difficult to use ICT in working with children or makes it impossible to have a modern channel of communication with parents and other members of the teaching community.
2. Trends in the development of preschool education at the present stage
The development of preschool education is one of the priority goals for the development of Russian education at the present stage.
To line up variative education it is necessary, first of all, determine the invariant, i.e. mandatory essential core of education content. In his capacity are standards. In what direction was work carried out in the field of preschool education?
1. “Federal state requirements for the structure of the basic general education program of preschool education” Published: March 5, 2010 in “RG” - Federal issue No. 5125 Enters into force: March 16, 2010
2. “Federal state requirements for the conditions for the implementation of the basic general educational program of preschool education” Published: November 21, 2011 in “RG” - Federal issue No. 5637 Enters into force: December 2, 2011
Federal Law “On Education in the Russian Federation”. Adopted by the State Duma on December 21, 2012 Approved by the Federation Council on December 26, 2012 entered into force on September 1, 2013.
The entry into force of the Federal Law “On Education in the Russian Federation” marked new stage in the development of the domestic preschool education system. Preschool education received the status of the first stage of education, which required a change in the regulatory framework for its implementation.
On the one hand, this recognition of the importance of preschool education in the development of the child, on the other hand, increasing the requirements for preschool education, including through the adoption of the federal state educational standard for preschool education .
4. The most important innovation of a fundamental nature is the creation of the Federal State Educational Standard for Preschool Education (FSES DO) - a document that has no analogues in Russian history.
The development of the standard was carried out with January 30, 2013 year by a working group of leading experts in the field of preschool education under the leadership of the Director of the Federal Institute for Educational Development Alexander Asmolov.
In June 2013 year, the Federal State Educational Standards project for preschool education was presented to a wide audience public discussion. Over 300 comments and proposals received on the draft standard were considered at a meeting of the Council of the Ministry of Education and Science of the Russian Federation on Federal State Educational Standards on July 3, 2013.
In accordance with the decision of the Council, the draft Federal State Educational Standard for preschool education was finalized and submitted for re-consideration. Based on the conclusions of 11 expert organizations and the recommendations of the general education working group, the Council of the Ministry of Education and Science of the Russian Federation on federal state educational standards On August 28, 2013, I decided to approve the Federal State Educational Standard for preschool education.
Introduction of the Federal State Educational Standard into practice will require the implementation of a number of activities, determining their nature and sequence. It is obvious that must be developed "road maps"* at the level of the country, regions, specific institutions, including both material and technical equipment, so methodological support for the modernization of the preschool education system.
The task for students is to find out the meaning of the concept “Road Map” (Internet http://ru.wikipedia.org) The concept is entered in the “PMI” plate, in the “Interesting” column. (See Appendix 3)
At the same time, the effectiveness of the implementation of all measures will be largely determined understanding the content of the Federal State Educational Standard for Education, understanding and accepting the ideas of the authors of this document.
View a fragment of a presentation in the international multimedia press center RIA News of the project of the Federal State Educational Standard for Preschool Education. http://pressria.ru/media/20130614/601783488.html June 14, 2013
Today you will get acquainted with the latest version of the Federal State Educational Standards project, which, according to experts, was approved on August 28.
Please choose which storage medium is more convenient for you to work on - paper or electronic. The teacher offers materials - the Federal State Educational Standards project on paper or on the website http://Ministry of Education and Science.rf.pdf.
Questions for familiarization with the Federal State Educational Standard for preschool education:
1. The main components of the educational standard, structure (use the abbreviations FSES DO, OOP DO).
2. Basic values of Russian preschool education.
3. Principles of preschool education.
More details on the website ext.spb.ru