Angelica Sanatareva
Modern tendencies preschool education

« Modern trends in preschool education»

The main task of the Russian educational policy in recent years has been providing modern quality of education while maintaining its fundamental nature and compliance with the current and future needs of the individual, society and the state. Priority in educational policies turn out to be the implementation of programs preschool education.

Pre-school education under the new law"About education in Russia» becomes the first level education and is regulated by federal documents that determine the vector of its further development.

Speaking of state of the art preschool education, I want to note that the pedagogical process covers all the main areas of child development (physical, cognitive, speech, artistic and aesthetic, social and communicative, the principle of complexity is observed, partial programs are used that combine various aspects of the pedagogical process. New, non-traditional types of content also appear work preschool educational institution: choreography and rhythm, learning new technologies fine arts, computer training, familiarization with the national culture, more emphasis is placed on creating conditions for independent experimentation and search activity of the children themselves. There is a transition to a different style of communication and play with the child - taking into account personality-oriented interaction.

One of the problems educational process in the preschool educational institution on the modern stage is the communication of the child. Communication should include the ability to hear and listen, the ability to get in touch with peers and adults, the ability to express one's thoughts, understand speech. But full-fledged communication is impossible without communication skills, which must be developed from childhood during the game, so we educators need to devote due time to this type of activity.

Important on contemporary stage is a decrease in the level of physical activity, which has a negative impact on the health of children. The need of children for physical activity is satisfied during their stay in the preschool educational institution only by 45--50%, even with three physical education classes a day. There is a close relationship between the level of morbidity and the level of physical activity of a person. It is important that the daily volume of the child's organized motor activity ranges from 30 to 40% of the waking time.

I also want to touch on the topic of family. To date, more families where children are raised are incomplete. This is where situations come from. When a parent has no time to take care of his child, he is left to the mercy of fate. Majority contemporary parents do not want to cooperate with the preschool educational institution, referring to employment. Without the cooperation of parents with a preschool educational institution, the full development of the child is impossible. We educators need to influence parents in such a way way so that they try to be with the child throughout preschool age helped him.

In terms of the implementation of the Federal State Educational Standard, special attention is paid to staffing and training of teachers preschool education. The main requirements for teachers are defined in the text of the Teacher's Professional Standard. The main figure capable of carrying out the set educational and educational tasks, becomes a teacher. And not just a teacher, but a specialist with a high level of professional competence.

One of the important conditions for the successful work of a teacher in modern educational the institution becomes a feeling not only of responsibility for their work, but also of inner freedom in work. We educators must become independent educated professionals taking full responsibility for everything we do, to become the center of the quality improvement process preschool education. The implementation of this task can contribute to the formation of professional growth and mobility of teachers to the new or updated content that appears in kindergarten, and also helps in the rapid development of new activities.

The professional growth of a teacher is the goal and process of the teacher acquiring knowledge, skills, methods of activity that allow him not to use any, but precisely the optimal way realize his mission, solve the tasks he faces in training, education, development, socialization and preservation of the health of pupils.

Continuous professional development of teachers has a direct impact on the growth of quality education, the development of creativity and giftedness in children, the formation of the personality as a whole.

Modern a teacher is a professional in his field, who knows how to process a lot of information, find all the most interesting, necessary and useful, and also present it to his pupils in an unusual and emotionally colored form. Important features contemporary teachers are permanent self-education, self-improvement, self-criticism, erudition, purposefulness and mastery of new modern technologies.

Modern The teacher must keep pace with the times. The requirements that our time makes are electronic didactic aids, educational programs should be widely used in all classes by the teacher. Usage contemporary electronic learning tools in the classroom activates attention and arouses interest in the material.

Modern a teacher is not only a person who has a large amount of knowledge and is constantly engaged in self-education but also a subtle psychologist. The teacher must be proficient in child psychology, understand the psychological state of the child and come to the rescue in time in difficult times. In my opinion, modern the teacher should work fruitfully with parents, involve them in the joint process of raising a child.

Related publications:

Continuity of preschool and primary education as one of the conditions for the transition to the GEF of primary education“Continuity of pre-school and primary education as one of the conditions for the transition to the GEF IEO” V. A. Sukhomlinsky: “The school should not contribute.

Modern methods of health saving of preschool children"Modern methods of health preservation of preschool children" According to the Federal State Educational Standard of one.

Modern approaches to the content of preschool education, taking into account the requirements of the Federal State Educational Standard up to“Whoever doesn’t know where he is heading will be very surprised if he gets to the wrong place” Mark Twain GEF DO is a regulatory legal act of the federal level that represents.

Modern approaches to hardening preschool children Health protection and promotion are priority tasks in modern society: my role as a teacher is to work together with my family.

Presentation of the Federal State Educational Standard of Preschool Education and the Federal State Educational Standard of Primary General Education: Problems of Continuity R&D: FSES DO and FSES LEO, continuity problems. 1 slide. As Lev Semyonovich Vygotsky said: “School education never.

Synopsis of a business game for teachers of preschool education "FGOS - Connoisseurs of Education" Purpose: To ensure that teachers of the preschool educational institution understand the content and features of the Federal State Educational Standard. Tasks: 1. To activate the mental activity of teachers.

Teachers' Council "Modern technologies as a tool for managing the quality of education" Pedagogical Council on the topic: "Modern technologies as a tool for managing the quality of education" Prepared by a senior educator:.

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Introduction

2. Analysis modern processes development of preschool education in the Russian Federation

2.1 General characteristics of the current state of preschool education in Russia

2.2 Trends and factors in the development of preschool education in Russia

2.3 Legal acts regulating the functioning of subjects of preschool education in the country

3. Prospects for the development of preschool education in Russia

3.1 Strategic directions for the development of preschool education in the country

3.2 Main directions public policy in the field of preschool education

Conclusion

List of sources used

Introduction

This course work is written on the topic: "Trends and prospects for the development of preschool education in the Russian Federation."

The relevance of the chosen research topic is determined by a number of circumstances:

firstly, the aggravation of the problems of the development of preschool education in the context of ongoing market transformations;

secondly, the close proximity of preschool education to every inhabitant of the country, the functioning of which directly affects the livelihoods of the country's population;

thirdly, the need to improve the legal regulation of education.

The purpose of the course work is to identify trends and justify the prospects for the development of preschool education, taking into account the current realities of the country's economic development.

Objectives of the course work:

1) to reveal the concept and characterize the essence and structure of preschool education as a type of economic activity;

2) to systematize the factors and conditions for the functioning and development of preschool education in the country;

3) present a system of indicators for assessing the state of preschool education at the macro level and, on their basis, identify trends and factors in the development of preschool education in Russia;

4) characterize the regulatory framework for the functioning of subjects of preschool education in the Russian Federation;

5) substantiate the strategic directions of development and outline the main directions of state policy in the field of preschool education.

The object of the study is preschool education as an activity carried out within the framework of the national economy.

The subject is trends, factors and prospects for the development of preschool education as a type of economic activity.

The information base of the course work includes: legal acts, statistical materials, works of leading domestic and foreign authors devoted to the problems of education, articles published in periodicals, as well as Internet resources.

The course work consists of an introduction, three chapters of the main text, a conclusion, a list of sources used, applications. The content of the work is set out on page 69 of typewritten text, and includes 3 figures, 3 tables. The list of references consists of 21 sources.

1. Theoretical aspects of the study of preschool education as a type of economic activity

1.1 Preschool education as a type of economic activity: concept, essence, structure

Education is one of the most important subsystems of the social sphere of the state, which ensures the process of obtaining by a person systematized knowledge, skills and abilities in order to use them effectively in professional activities. The education system is a complex socio-economic and scientific-technical complex of the national economy of Russia.

It is knowledge and education that today determine to a decisive extent the economic potential of the country, its position in international trade. Industries that produce knowledge for the immediate needs of the economy and production have long been referred to as the "knowledge industry", and more recently, education has been considered as a branch of the economy.

Consider the types of educational institutions according to the laws of the Russian Federation "On Education". According to the form of ownership, state (federal, regional and municipal) and non-state (private, public and religious) educational institutions are distinguished. The introduction of a group of institutions with regional ownership is determined by the Constitution of the Russian Federation, which provides for an administrative-territorial division into republics, territories and regions (89 regions).

Pre-school education is represented by pre-school educational institutions, which belong to the category of institutions implementing general educational programs. They can be governmental or non-governmental. About 80% of the preschool educational institution of the Russian Federation is owned by the state. It regulates the variety of educational services and the quality of education in them. The same situation is observed regarding the functioning of educational institutions for children of preschool and primary school age.

Table 1 presents the type and species diversity of these institutions.

Table 1 - Typical and species diversity of these preschool institutions

Preschool educational institutions (DOE)	Educational institutions for children of preschool and primary school education
Kindergarten.	Primary school - kindergarten.
Kindergarten with the priority implementation of one or more areas of development of pupils.	Progymnasium with the priority implementation of one or several areas of development of pupils and students: intellectual, artistic and aesthetic, cultural and recreational, etc.
Kindergarten of a compensating type with the priority implementation of a qualified correction of deviations in the physical and mental development of pupils.	The elementary school is a compensatory kind of kindergarten.
Kindergarten supervision, care and rehabilitation with priority implementation of sanitary, preventive and health-improving measures and procedures.
Kindergarten of a combined type (combined kindergarten may include general developmental, compensatory and recreational groups in various combinations)
Child Development Center - a kindergarten with the implementation of physical and mental development, correction and rehabilitation of pupils.

The main trends in the change in the species diversity of preschool educational institutions in recent years have been an increase in the number of kindergartens with the priority implementation of various areas of development of pupils: sports and recreation, artistic and aesthetic, intellectual and ethno-cultural development and education of preschoolers.

According to 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.

Below is a breakdown of each category:

Preschool institutions of category III - provide basic educational services in accordance with the requirements of the state educational standard on the basis of budget financing in the amount of the standard

Preschool institutions of the II category - provide their services in accordance with the requirements that exceed the state educational standard in a priority direction from the activity (type), and receive the right to additional funding from the local or departmental budget, as well as the right to a company name. By appointment, institutions are divided into the following types: general developmental; supervision, care and rehabilitation; compensatory; combined.

Preschool institutions of category I - provide the full range of educational services in accordance with criteria that exceed the requirements of the state educational standard. Such institutions are provided with additional funding from the local (departmental) budget and receive the right to a company name.

The presence of state and non-state educational institutions, their typical and species diversity, differentiation into categories ensures the formation of different models of medical, psychological and social support of the educational process and the development of new forms of preschool education, which contributes to the creation of an effective educational space in the infrastructure of each district of the educational district.

Important in the management system of a preschool educational institution is the creation of a mechanism that ensures the inclusion of all participants in the pedagogical process in management. Managerial activity by its nature is a research activity and is based on the selection and analysis of pedagogical and managerial information.

At present, a unique system of preschool education has developed in the Russian Federation, which provides a comprehensive, full-fledged education, training and development of preschool children. The multifunctional network of preschool education institutions provides a diverse range of educational services, taking into account the age and individual characteristics of the child's development and the needs of society. A preschool educational institution provides education, training and development, as well as supervision, care and rehabilitation of children aged 2 months to 7 years.

A preschool educational institution creates conditions for the realization of the right guaranteed to citizens of the Russian Federation to receive public and free preschool education (Paragraph 3 of Article 5 of the Law of the Russian Federation of July 10, 1992 No. 3266-1 "On Education", paragraph 2 of Article 26.3 of the Federal Law of October 6 1999 No. 184-FZ "On general principles organizations of legislative (representative) and executive bodies of state power of the constituent entities of the Russian Federation”).

The main tasks of a preschool educational institution are:

Protection of life and strengthening of the physical and mental health of children;

Providing cognitive-speech, social-personal, artistic-aesthetic and physical development of children;

Education taking into account the age categories of children of citizenship, respect for human rights and freedoms, love for the environment, Motherland, family;

Implementation of the necessary correction of deficiencies in the physical and (or) mental development of children;

Interaction with families of children to ensure the full development of children;

Providing advisory and methodological assistance to parents (legal representatives) on the upbringing, education and development of children.

The main structural unit of a preschool educational institution is a group of preschool children.

Groups can have a general developmental, compensatory, health-improving or combined orientation.

In general developmental groups, preschool education is carried out in accordance with the educational program of the educational institution, developed by it independently on the basis of an exemplary basic general educational program for preschool education and federal state requirements for the structure of the main general educational program for preschool education and the conditions for its implementation.

In groups of combined orientation, joint education of healthy children and children with disabilities is carried out in accordance with the educational program of the educational institution, developed by it independently on the basis of an exemplary basic general educational program for preschool education and federal state requirements for the structure of the main general educational program for preschool education and the conditions for its implementation, taking into account the peculiarities of psychophysical development and the capabilities of children.

Groups can include both children of the same age and children of different ages (different age groups).

Groups also differ in terms of the time of stay of children and function in full-day mode (12-hour stay), shortened day (10.5-hour stay), short-term stay (from 4 to 6 hours a day) and round-the-clock stay. Groups operate on a 5-day and 6-day basis working week. At the request of parents (legal representatives) it is possible to organize the work of groups also on weekends and holidays.

A preschool educational institution in its activities is guided by federal laws, decrees and orders of the President of the Russian Federation, decrees and orders of the Government of the Russian Federation, decisions of the relevant state or municipal authority in charge of education, this Model Regulation, the charter of a preschool educational institution (hereinafter referred to as the Charter) , an agreement concluded between a preschool educational institution and parents (legal representatives).

The language (languages) in which (which) education and upbringing is conducted in a preschool educational institution is determined by the founder and (or) the Charter.

A preschool educational institution, in order to fulfill its tasks, has the right to establish direct relations with enterprises, institutions and organizations, including foreign ones.

A preschool educational institution, as an independent legal entity in accordance with the legislation of the Russian Federation: the Constitution of the Russian Federation, the Law of the Russian Federation "On Education", the Regional Law "On Education", the Model Regulations on a preschool educational institution, is responsible for:

Performing the functions defined by the charter;

Implementation in full of the main general educational program of preschool education;

The quality of the implemented educational programs;

Compliance of the applied forms, methods and means of organizing the educational process with the age, psychophysiological characteristics, inclinations, abilities, interests and needs of children;

Life and health of children and employees of a preschool educational institution during the educational process.

In a preschool educational institution, the creation and implementation of the activities of organizational structures of political parties, socio-political and religious movements and organizations (associations) are not allowed. In state and municipal preschool educational institutions, education is secular.

A preschool educational institution is created by the founder and registered in the manner prescribed by the legislation of the Russian Federation (Law on state registration of legal entities and individual entrepreneurs No. 129-FZ of 08.08.2001).

The founder of the state preschool educational institution is the federal executive authorities and executive authorities of the constituent entities of the Russian Federation.

The founder of a municipal preschool educational institution is the local government.

Relations between the founder and the preschool educational institution are determined by an agreement concluded between them in accordance with the legislation of the Russian Federation.

The rights of a legal entity in terms of conducting statutory financial and economic activities arise for a preschool educational institution from the moment of its registration.

A preschool educational institution independently carries out financial and economic activities, may have an independent balance sheet and a personal account (account) opened in the prescribed manner, a seal of the established form, a stamp and letterheads with its name.

The right to conduct educational activities and receive benefits established by the legislation of the Russian Federation arises for a preschool educational institution from the moment a license (permit) is issued to it.

A preschool educational institution undergoes state accreditation in the manner prescribed by the Law of the Russian Federation "On Education".

A preschool educational institution may be created, reorganized and liquidated in the manner prescribed by the legislation of the Russian Federation.

The content of the educational process in a preschool educational institution is determined by the educational program of preschool education, developed, adopted and implemented by it independently in accordance with the federal state requirements for the structure of the main general educational program for preschool education and the conditions for its implementation, established by the federal executive body that performs the functions of developing state policy and legal regulation in the field of education, and taking into account the peculiarities of the psychophysical development and the capabilities of children.

According to modern scientific concepts, an educational product is an economic product. So, in the "Big Economic Dictionary" "economic product" is defined as "the result of human labor, economic activity, presented in a material form (material product), in a spiritual, informational form (intellectual product), or in the form of work and services performed .

It is also noted here that "an intellectual product is the result of a person's spiritual, mental, intellectual activity." The educational process includes not only “inventions, discoveries, patents, scientific reports and reports, projects, descriptions of technologies, literary, musical, works of art, works of art", but also the production of "an educated person", "specialist".

Since the educational and production process, like any production, involves the use of labor, technical means, materials, energy, various services, that is, the cost of money, the product produced has a value.

Another stumbling block in understanding the economic nature of education is the question of whether education can be considered a “commodity”? Can it be bought and sold? A commodity is a product of manufacture intended for sale. Many believe that education cannot be a sphere of sale and purchase, that is, trade (commerce).

The Big Economic Dictionary states that there are “non-material services, that is, aimed at meeting the needs of a person as an individual and as a member of society. These include the needs for education, medicine, means of communication, information, spiritual development, cultural leisure, social protection, external and internal security". Moreover, the concepts of “consumer services” are introduced - the results of activities that satisfy the personal needs of the population, but are not embodied in products, “consumer services can be tangible and intangible, market and non-market”; "services in the field of education - services provided by educational institutions in terms of their statutory entrepreneurial activity regardless of their organizational and legal forms: state, municipal, non-state (private, public and religious).

In relation to education, the goods are not only educational services, but also its graduates of an educational institution. In the sense that an educated person, who has the knowledge, skills and abilities that create his use value, can offer his services for sale, which can be bought by those who need them. These services are the object of sale, i.e., goods. Of course, it is not a person who is bought, but his knowledge, abilities, skill, talent.

Thus, education is an economic substance. But in the vocabulary of the workers of the Russian educational community there is a lack of an adequate economic interpretation of many categories, concepts, terms and, accordingly, an understanding of the real processes taking place in the field of education.

1.2 Factors and conditions for the functioning and development of preschool education in the country

Preschool education is a social institution that largely determines the path of development of society. Being associated with other social institutions and influenced by the basic social structures and the superstructure, it largely reflects all their socio-political and economic contradictions, despite its relative autonomy. In addition, preschool education, due to the specific features of its formation and functioning, turns out to be rather inert in the conditions of reform, which leads to certain, sometimes negative, social consequences.

So, the functioning and development of preschool education as a type of economic activity is influenced by factors of different quality and in different directions.

Limiting pre-school education as a type of economic activity within a single country, in no case can one abstract from the action of various external forces, since any sector of the national economy is always considered as the level of the world economic system. Consequently, the specificity of preschool education as a type of economic activity is determined not only by internal, but also by external factors. External factors are understood as factors that can influence the functioning of education as a type of economic activity from the outside; under internal - factors operating within the country, due to the peculiarities of its development and amenable to control by the state. Both categories of factors - external and internal - are interdependent.

Let us first consider the external factors of the functioning of education as a type of economic activity. They are summarized in four groups: economic, political, demographic, cultural.

Economic factors: international division of labor, which forms a certain image of the country's national education system; dominance of one country in the world educational space; the global economic situation affecting the functioning of the educational services market within the framework of the national economy.

External political factors can manifest themselves in a variety of forms: the announcement of an embargo on the provision of educational services; establishing or breaking diplomatic relations; granting (or not granting) the most favored nation treatment; foreign policy of states in relation to a given country.

Demographic factors in the world community are mainly associated with a change in the direction of labor migration flows (“brain drain”), which creates a threat of loss of personnel in the field of science and education in the country.

Cultural factors can influence education in the case of the expansion of the so-called mass culture, which, on the one hand, affects the content of education, the economic situation of the relevant industries (the decline of some income-generating industries of culture and art), and on the other hand, contributes to the outflow of foreign exchange resources related to the import of video and audio products.

The internal factors of the functioning of national education are also quite diverse and multifaceted.

Economic and geographical factors include: the economic and geographical position of the country, the analysis of which makes it possible to identify geographic features that affect the characteristics of the educational process and the content of education in a particular region, resettlement, informing the habitat as a whole. Among such geographical features of Russia are: the vastness of the space occupied by the country; uneven settlement and economic development of the territory; richness and diversity of natural conditions and natural resources; the multinational composition of the population and the ethnic mosaic of the territory, the presence, with the widespread settlement of Russians, of a large number of areas of compact residence of individual nationalities; strong territorial contrasts in the economic and social spheres; physical and geographical conditions (relief, climate, etc.). The natural uniqueness of Russia lies in the fact that it is the northernmost state in the world. Hence the need to adapt to natural conditions, which, in turn, affects the educational process and the entire education system of a particular region.

Actually economic factors: the structure of the country's economy (sectoral, market, territorial, etc.); the ratio of various forms and types of property (federal, regional, municipal, private, property of public organizations, etc.); state of infrastructure (industrial, social, market); the consolidated budget of the country, which gives an idea of the state of the revenue and expenditure parts of the budgets of all levels of the budget system, through which part of the value of GDP is redistributed; foreign economic relations states (foreign trade, export and import of educational services, migration of workers in education and science); investment activities; the standard of living of the population, i.e., the totality of the living conditions of the population of the country, corresponding to the level of its economic development.

Socio-demographic factors characterize the country's population as one of the most important elements of its educational potential. These include: demographic situation, affecting the functioning of the national economy, viewed through the prism of a number of demographic characteristics - age, gender, family size, income level, professional affiliation, education; employment; unemployment and employment of the population; level and quality of life of the population . The standard of living of the population is understood as the totality of the living conditions of the population of the country, corresponding to the level of its economic development. In addition, it can be considered as a system of quantitative and qualitative indicators that also reflect the state of the educational services sector; system of social protection of the population.

Socio-political factors in the functioning of education: the system of public security, the media.

Organizational and managerial factors. They play a very significant role, because they affect organizational structure education through such components as: the structure of educational authorities; control mechanism; goals and methods of management; development of targeted programs in the field of education; organization of strategic planning and forecasting of the development of national education.

Legal factors: the quality of the regulatory framework; factor of corruption in education; legal stability.

1.3 Indicators for assessing the state of preschool education in the country

A distinctive feature of the development of education in the world at present is the increased attention of the governments of most countries to the problems of its quality and efficiency. Many domestic and foreign specialists studying the dynamics of modern societies have long been convinced that the main resource for development in the 21st century will be "human capital". The high level of knowledge, culture, information equipment of citizens is now rightfully considered as the most important competitive advantage of some states over others.

The main task of the state educational policy of the Russian Federation in the context of the modernization of the education system is to ensure the modern quality of education, including preschool.

The question of the quality of preschool education can be called debatable, and the problem of its definition has not been resolved so far. Most researchers and practitioners consider the quality of preschool education at the level of an everyday concept, in the commonly used sense, as the usefulness and good quality of the object. Some researchers have attempted to determine the scope and content of this concept. For a rather long period, the opinion dominated that the quality of preschool education is determined by the conditions created for its implementation, that is, in fact, identical to 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 being developed in the following areas: the concept of education quality, methods for assessing the quality of education, methods for assessing the quality of education, the integrity of the system and the quality of education, the interaction of the levels of education and its quality, the factors that determine 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, etc.

As a result, the definition of the quality of preschool education results in a complex problem. It requires making additions and changes to the current legislation in the field of distance learning.

For the system of preschool education, the current legislation establishes not standards, but FGT: to the structure of the program and to the conditions for its implementation. There are no performance requirements. That is, we are not talking about the totality (integrity, consistency), but about a set of individual properties. Even from the point of view of formal logic, in this case it is hardly legitimate to talk about the quality of preschool education in general. This is only the quality of the conditions for the implementation of the educational process (the requirements for the structure of the main educational programs can also be attributed to the specified conditions). The system of preschool education is increasingly perceived in the public mind as a service sector for the care and supervision of preschool children, their upbringing, education and development.

The service is the result of direct interaction between the contractor and the consumer and the activities of the contractor to meet the needs of the consumer.

The assessment of the quality of the development process of any system is carried out on the basis of a comparison of its actual state with the necessary state. Without a clear understanding that there is a necessary state to which the system as a whole and each child individually must come as a result of the development process, the educational process cannot be either fully targeted or of high quality.

Thus, the quality of preschool education is the integration of:

1. Guaranteed implementation of minimum education standards, i.e. the quality of the educational process in a preschool educational institution, which allows the child, as a subject of the educational process, to achieve a guaranteed level of education that ensures the transition to the next educational level - primary school.

2. The ability of subjects of education to set goals in various contexts and achieve them:

The quality of the full, age-appropriate development of the child, the preservation of his health;

The qualities of professional and personal achievements of teachers of a preschool educational institution;

The quality of management of the system of preschool education;

3. Ability to meet the requirements and expectations of the main and indirect consumers and interested parties, i.e. the quality of the results of preschool education that meets the expectations and needs of consumers (primarily parents) and meets state standards.

4. Striving for improvement, i.e. striving not only for the real, but also for the potential quality of education in a preschool educational institution.

Therefore, the quality of preschool education is a generalized measure of the effectiveness of the activities of a preschool educational institution, which manifests itself in guaranteeing the level of educational services provided that meets the expectations and needs of consumers and complies with state standards.

The quality of preschool education is such an organization of the pedagogical process in kindergarten, in which the level of upbringing and development of each child increases in accordance with his personal age and physical characteristics in the process of education and training.

What determines the quality of DOE?

1. From the quality of the work of the educator

2. From the relationships that have developed in the team

3. From the conditions that the leader creates for the creative search for new methods and forms of work with children

4. From an objective assessment of the performance of each employee.

O.A. Safonova believes that the quality of education is an object of monitoring in a preschool institution, it is presented in the form of four blocks: the quality of the educational process (the elements of which are the content, organization, children, teachers, interaction between teachers and children); quality of resource provision (resources and conditions necessary for the educational process); quality of management; the quality of the results of the educational system in a preschool institution.

According to I.A. Rybalova quality management of educational

process in a preschool institution is considered as a purposeful, integrated and coordinated interaction of the control and managed subsystems in order to achieve the greatest compliance with the parameters of functioning, the development of the educational process and its results with the relevant requirements

Consequently, the quality of preschool education in an institution is a controlled process, it is the result of the activities of the entire teaching staff.

In this regard, the quality of education in a preschool institution is

the result of the team's activity, which is determined by the following positions:

How a child in an institution realizes his or her right to individual development in accordance with age-related capabilities and abilities;

How is the pedagogical process organized in kindergarten (mode, choice of programs and technologies, provision of benefits, a system for improving the professional growth of teachers through different forms methodical work, etc.);

What conditions are created in the preschool educational institution (educational environment focused on the inherent value of preschool childhood; positive microclimate in the team;

The incentive system for quality work, the creative orientation of the activities of the staff of the preschool educational institution and its leader; orientation to the educational needs and demands of the family; systematic collective discussion of the state of the educational process and the adoption of competent management decisions, etc.)

The quality of preschool education as a controlled process that is carried out:

Through the management of the entire pedagogical process and its components;

Through personal subjective aspects in the management system: the formation of a team and the regulation of the moral and psychological climate in it.

Factors affecting the quality of preschool education can be divided into two groups - internal and external.

1) Internal factors - those that are included in the very definition of the quality of preschool education. That is, to what extent the actual educational program, the conditions for its implementation and the results of its development correspond to the established requirements (what should be).

These factors are largely controllable and manageable.

For example, when establishing compliance with the basic general educational program of preschool education developed and implemented by an educational institution with federal state requirements for the structure of the main general educational program of preschool education (or GEF preschool education), it is necessary to take into account, in fact, the degree of its compliance (or simply compliance):

The principle of integration of educational areas;

The principle of developing education;

The complex-thematic principle of building the educational process;

The specifics of the conditions for the implementation of the educational process;

The type and priority areas of activity of the preschool educational institution;

The personality-oriented nature of education, etc.

Further, when establishing the compliance of the actual conditions for the implementation of the main general educational program of preschool education with the requirements for the conditions for the implementation of the main general educational program of preschool education (or GEF preschool education), it is necessary to take into account the degree of their compliance (in some cases, simply the presence) of the following:

Availability of personnel and the level of their qualifications;

Availability of the necessary regulatory framework;

The state of the subject-developing environment, etc.

When establishing the conformity of the actual results of the main general educational program of preschool education with the requirements for the planned results of mastering the main general educational program of preschool education (or the Federal State Educational Standard of preschool education), it is necessary to take into account the degree of formation (or simply the presence) of integrative qualities.

All of the above can be attributed both to the parameters characterizing the quality of preschool education, and to internal factors affecting its quality. The regulation of these factors is the competence, first of all, of the educational institutions themselves and their founders.

2) External factors - those that are associated with external circumstances or the environment external to preschool education. They affect to some extent the quality of preschool education, but are poorly controlled and regulated. Among them are:

Family influence;

Socio-economic factors (for example, a significant differentiation of the regions of the Russian Federation according to socio-economic conditions);

Competitive factors (presence or absence of competition);

Individual characteristics of children (both physical and psychological);

The level of development of children at the "entrance" to preschool education (the so-called initial data), etc.

It is necessary to take into account the influence of these factors when analyzing the results of assessing the quality of preschool education.

S.E. Shishov and V.A. Kalney consider the concept of "quality of education" most fully. They believe that the quality of education is social, psychological and pedagogical a category that determines the level and result of the education process in society and the individual; its compliance with the needs and expectations in the development and formation of personal and professional competence; a measure by which the conformity of the final result to the standard is revealed.

The quality of education is an integral concept that consists of individual indicators (personality, programs; technologies, means, etc.)

There are the following principles of education quality management:

Socioconformity;

diagnostic focus;

Structural and functional integrity;

natural conformity;

intensity;

Completeness.

In this regard, improving the quality of preschool education is possible due to the integrated use of the main methodological approaches to assessing the quality of preschool educational institutions (T. I. Alieva, M. V. Krulekht, L. A. Paramonova).

1. The axiological approach to assessment provides for an analysis of the values that are the basis for determining the structure and content of the system for assessing the quality of preschool education.

The basis of the modern state policy of the Russian Federation in the field of preschool education is the ideas of humanization, therefore, the main professional and pedagogical value in determining the indicators for assessing the quality of preschool education within the framework of this approach is the child. The degree of recognition of the self-worth of the child's personality, his right to development and the manifestation of individual abilities, the creation of conditions for his creative self-realization determine the rating scale of this approach to the quality of preschool education in preschool educational institutions.

2. The sociocultural approach to assessing the quality of education in a preschool educational institution is determined by the nature of the interaction of children with adults, with other children, with the object-spatial world. The level of independent behavior and its ability to solve everyday life situations are assessed; social competence in communicating with other children and adults.

In this regard, the sociocultural approach involves the organization of such an educational process in a preschool educational institution and the creation of such an educational environment there that:

The formation of the child's personality proceeded in the context of universal culture, taking into account the specific cultural conditions of human life

The definition of the content of preschool education was carried out at the level of the content of modern world culture;

The organization of the interaction of the child with the world of Culture was carried out at all levels (micro-, meso-, macro), as well as within all age subcultures (peers, older, younger).

Since the elements of the culture accumulated by humanity cannot be transferred to the child in a ready-made form through the developed norms and rules, then from the standpoint of this approach, the assessment considers the quality of the activity specially organized by the teacher for the development of the child's culture as a system of values, the organization of the child's life at the level of cultures. In this regard, when evaluating such an educational process in a preschool educational institution, special attention should be paid to the degree of acquaintance of children with the traditions of national culture (folk calendar, customs, rituals).

3. The competency-based approach is promising, because in the context of modern ideas about the purpose of education, key competencies are relevant for preschoolers and fix the degree of their readiness to be included in a new school life.

When assessing the quality of education within the framework of this approach, the degree of mastery of competencies is identified by direct observation of the behavior of children, which is supplemented by judgments about the circumstances in which the observations were made. At the same time, it is necessary to take into account the structural characteristics of the child's personality, including different types of competence (intellectual, linguistic, social and physical), as well as ways of behavior (arbitrariness, independence, initiative, creativity, ability to choose) and his attitude towards himself (image of himself). , level of self-esteem, the presence or absence of self-esteem).

The integrated application of the described approaches makes the problem of assessing and measuring the development of a child fundamentally solvable and allows parents (non-specialists) to be involved in assessing the quality of a preschool educational institution as independent subjects of assessment.

Indicators and criteria for the quality of preschool education in preschool educational institutions.

As the analysis of the literature has shown, there are various approaches to determining the totality of indicators of the quality of preschool education in preschool educational institutions.

Indicators for assessing the quality of preschool education:

Direct indicators of the mental development of children;

Indicators of the quality of educational conditions;

Indirect indicators of the mental development of children;

Health indicators of preschoolers.

A number of domestic researchers substantiated the position that four aspects have a special influence on the mental, physical, personal development of children in institutions: the nature of the organization of the object-spatial environment, the behavior of the educator, the type of educational program and the quantitative ratio of children and adults.

In other sources, the following are the main guidelines that determine the quality of modern preschool education: meeting the needs of the family and the child in the services of a preschool educational institution; well-being of the child in kindergarten; preservation and necessary correction of his health; choice of an educational program by an institution and its scientific and methodological support.

In general, the whole set of approaches to the selection of evaluation parameters can be reduced to the following five clusters:

1. Educational activities

2. Development environment

3. Psychological comfort of the child

4. Health-saving activities

5. Meeting the needs of the family

An analysis of the literature on management theory allows us to identify several provisions that must be taken into account when developing a technology for managing the quality of the educational process:

Quality is a complex concept that characterizes the effectiveness of all aspects of activity: strategy development, organization of the educational process, marketing, and others.

Quality management activities in a preschool educational institution cannot be effective after children have graduated from school (management by results), this activity should be carried out in the course of the educational process (management by process), if, of course, such a property of the process is taken into account as its irreversibility.

When assessing the quality of the upbringing and educational process, one should not be limited to fixing the presence in the group (in kindergarten) of well-trained, capable children, but it is necessary to see each child and evaluate the contribution of each grain pedagogical experience in the matter of its development.

Quality control should be provided not only by the administration, but by all subjects of the educational process.

When managing quality, it is important to focus not so much on control as on the training of performers and the formation of effective technology (for teachers - pedagogical, for managers - managerial).

2. Analysis of modern processes of development of preschool education in Russia

2.1 general characteristics of the current state of preschool education in Russia

Preschool education as the first stage of education, on 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 enrollment in pre-school education had stabilized by 1995. Currently, about 55% of children attend kindergartens (for example, in the Scandinavian countries, such children are about 90%). The main reasons for abandoning kindergarten are the inability of the parents to pay and, less often, the state of health of the child. At the same time, children, even in wealthy families who do not attend kindergartens, as a rule, do not receive proper education, educational functions are shifted to a TV or computer.

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 kept for children. In general, in Russia there is a tendency to re-profiling former departmental kindergartens and selling their buildings. As shown by many years of research, 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 necessary intimate and personal relationships 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 called upon to provide - parents can work and study, improve professionally and personally, 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 system of preschool education traditionally approached the parental fee differently, low-income families received benefits, i.e. their targeted support was carried out, today this happens, unfortunately, only in certain regions. Obviously, in modern conditions, the tradition of differentiated parental fees must be preserved. And what does kindergarten give the child himself?

The main advantage of the kindergarten is the presence of a children's community, thanks to which a space for the child's social experience is created. Only in the conditions of the children's community does the child know himself in comparison with others, appropriates ways of communication and interaction that are adequate different situations, overcomes his inherent egocentrism (focus on himself, perception of the environment exclusively from his own position). No one, even a very smart adult, can make up for this for him. Embedding oneself in the children's community is an important qualitative change in the development of the child, without which it is impossible to further unproblematic progress on the path of learning and social contacts. It is important that the kindergarten acts as a measure to prevent "pedagogical neglect", which is now often observed in children who do not attend preschool institutions. "Pedagogically neglected child” actually has no prospect of getting a good school education. Due to these circumstances, the efforts of the state and society are necessary to ensure the full coverage of various forms of preschool education of children at least from 4-5 years old with the aim of their full development, and not “training” for school.

At present, the system of preschool education itself has also changed. 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, care and rehabilitation, 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 patterns of child development. At preschool age, physical and mental functions are in their infancy, primary spiritual values, the child's intellect, his creativity, a wide sphere of interests, etc. are formed, and in this regard, it is unlawful to single out one or another priority line of development; specialization is absurd in relation to the preschooler and violates the child's right to the versatility and integrity of development.

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. Need to increase the number of groups for children early age(from 2 months to 3 years), groups with round-the-clock and evening stay of children, holidays and weekends, groups of short-term stay (2-3 times a week for 3-4 hours), etc. The presence of higher and lower categories assigned to preschool institutions different types based on the results of certification, initially puts children in unequal starting conditions for development and violates the rights of the child to receive an affordable and high-quality education. Because in institutions of the lowest category, appropriate and educational services. It is much more expedient that all public preschool institutions correspond to one “good” category, which ensures the full-fledged upbringing and development of children. And parents with special needs (although this is not a fact that this is good for the child) could use the services of non-state preschool institutions. The only problem is that these institutions, as a rule, need special control from the state (this is evidenced, for example, by the experience of France, where such control is the most important task of the inspection service in education).

The system of preschool education has also been updated in terms of content. Kindergartens now work not on a single basis, as it used to be, but on a whole range of new programs and pedagogical technologies created by teams and individual authors, which contributes to the development of initiative and creativity of teachers. At the same time, programs are often directly opposite in their fundamental approaches to the upbringing and development of children: in some, education prevails and little attention is paid to the independent activities of children and their upbringing, in others, education is denied, and all didactic tasks are solved only in the game, which destroys and the game itself as a leading activity at this age, and is not very effective in terms of teaching children. Many pedagogical technologies do not take into account the age characteristics of children, overestimate the requirements for them, overload children with various compulsory activities, which leads to disruption of the normal daily routine, to systematic fatigue and, as a result, deterioration in the already poor health of children. According to the Research Institute of Hygiene and Health Protection of Children and Adolescents of the Russian Academy of Medical Sciences, only 5-7% of preschoolers are healthy, up to 25% suffer from chronic diseases, and over 60% have functional abnormalities. All this is exacerbated by the excessive demands of the school for future first-graders. Often, parents, wishing to send their child to a prestigious school or gymnasium, are forced to take four to five-year-old children from kindergarten in the evening to additional classes organized by schools. Parents are afraid that their children, otherwise, will not pass the entrance test.

Program for the development of a preschool educational institution

Modern trends in the development of preschool education

The ongoing transformations in the system of preschool education are due to the objective need for an adequate change in social development and the development of the educational system, which is reflected in the awareness of the pedagogical community of the need for significant changes in the previous course of the functioning of the institution. The main mechanism for optimizing the development of the preschool education system is the search for and development of innovations that contribute to qualitative changes in the activities of a preschool educational institution (DOE), which is expressed in the transition of institutions to the development mode.

Today, we can confidently state the fact of the formal or meaningful transition of most preschool educational institutions to the search mode. This mode is transitional on the way to qualitative changes and the transfer of preschool educational institutions to the development mode. Another aspect is related to the qualitative features of this transition: to what extent the innovations implemented in the preschool educational institution correspond to the urgent needs and opportunities for its development, satisfy the interests and needs of children, parents, teachers, and contribute to the achievement of sustainable high development indicators. Therefore, the issue of determining actual problems in the development of preschool educational institutions becomes the most important.

The analysis of existing concepts, projects and programs in the field of preschool education allows us to identify a number of basic trends in the development of the system:

humanization- determines the primacy of the personal development of subjects (parents, teachers, children), the centering of the educational process on the values of human development, the orientation towards the comprehensive and harmonious development of the personality, the transfer of the subject to the position of self-managed development in the process of revealing the essential forces. The humanization of education is a process aimed at developing the personality as a subject of creative activity, which "is also the most important characteristic of the lifestyle of teachers and pupils, which involves the establishment of truly human (humane) relations between them in the pedagogical process" and is a key component of the new pedagogical thinking, focused around the idea of personality development. The leading direction of the humanization of education counts "self-determination of personality in culture", its familiarization with national and cultural traditions enriched with the human content of humanization - increased attention to the personality of each child as the highest social value of society, setting on the formation of a citizen with high intellectual, moral and physical qualities;

democratization is associated with the expansion of the rights and powers of the participants in the educational process, the focus on meeting the individual needs and requests of the subjects. This involves the creation of prerequisites for the development of activity, initiative and creativity of pupils and teachers, their interested interaction, as well as broad public participation in the management of preschool education;

diversification is defined as a necessary and sufficient variety of types and types of institutions, educational services and approaches to their implementation in order to meet the diverse and versatile needs of participants in the educational process in a preschool educational institution.

The projection of the identified foundations on the educational process in a preschool educational institution presents all its subsystems in a new way.
In this regard, a number of basic principles appear that ensure the implementation of these areas in the development process of the preschool educational institution and its participants:

The principle of human conformity (the unity of cultural and natural conformity);
- the principle of the integrity of the pedagogical process and the complexity of goals;
- the principle of activity and equal partnership in the pedagogical interaction of all subjects of the pedagogical process.

The modernization of the management of a preschool educational institution is associated with a variety of types and management technologies that provide a comprehensive and comprehensive impact of the management system on the managed system of preschool educational institutions within the framework of motivational and program-targeted approaches, motivational program-targeted management, co-management, reflexive management and self-government. Indicators of the qualitative transformation of the management of preschool educational institutions are primarily new principles:

Democratization and humanization;
- consistency and integrity of management;
- centralization/decentralization;
- interconnections and separation of strategic, tactical and operational levels of management and their respective types of management (traditional, reflexive, self-management);
- unity of command and collegiality;
- objectivity and completeness of information in making managerial decisions.

On the present stage There are a number of problems in the development of the innovation process in preschool educational institutions, in particular, such as:

combining innovative programs with existing ones in preschool educational institutions;

the split of the pedagogical community and the coexistence of representatives of various pedagogical concepts;

non-compliance of new types of preschool educational institutions with the expectations and requirements of parents;

the need for new scientific and methodological support for ongoing educational activities;

the need for new teaching staff;

adaptation of innovations to new conditions;

the problem of changing, optimizing, replacing innovations, the ability to get rid of outdated, pedagogically inappropriate in time;

the problem of the reproduction of innovation and the formation of conditions conducive to this.

Based on the analysis of existing concepts for the development of preschool education, the leading areas of innovation in preschool education include the assertion of humane subject-subject relations, the development of creative abilities, the intellectual powers of children; individual creative development the personality of the child; development of communication between practitioners and researchers in the field of innovation.

Change of paradigm settings modern education allows us to consider the development of a child as a process of his self-development, where education is a form of mental development of a preschooler, and development standards are transformed into an understanding of development as a norm (V.T. Kudryavtsev, 1999).

Accordingly, the main trends in the development of preschool education are associated with the installation of a full-fledged space for the development of the child and the organization of comprehensive support for the individual development of preschool children. A rich and safe life, eventfulness, connectedness of an adult and a child in the educational process, the priority of developing and educational tasks in preschool educational institutions contribute to the favorable socialization of children and lay the basic competencies of a preschooler in mastering the world and appropriating culture.

Part I. Preschool educational institution as an open developmental system

1.1. Structural and functional model of the activity of a preschool educational institution as an open and developing system

A preschool educational institution as a system is a complex socio-psycho-pedagogical education, consisting of a combination of: a) system-forming factors, b) structural and c) functional components, d) operating conditions.

a) system-forming factors are represented by the mission, concept and development program, partial programs that fix the set of leading ideas, the goal and result of the activities of the preschool educational institution;

b) the structural components are indicated by the control and managed systems, their composition (educators, parents, children), as well as the technologies of the activities of subjects at all levels of management regarding the implementation of program content in the preschool educational institution;

c) the functional components are determined by the appointment of managerial functions in the activities of the preschool educational institution (analytical-diagnostic, motivational-stimulating, planning and prognostic, organizational and executive, control and evaluation, regulatory and correctional) for the formation of interconnected activities in the system "teacher - child - parents" and relevant subsystems;

d) the conditions for the functioning of the preschool educational institution are determined by the existing spaces of its activity - medical-valeological, social, psychological and pedagogical environments, time frames and psychophysiological characteristics and capabilities of the participants in the educational process in the preschool educational institution.

Modern trends in the development of preschool education

The openness of a preschool educational institution as a system is determined on the basis of the development spaces that exist in the institution, as well as the dynamics of their changes.

The characteristics of the openness of a preschool educational institution can be the degree of non-equilibrium of its state (relatively stable, but not absolutely changeable), the mechanism of self-regulation and the nature of the reaction to changes. environment(adaptation or over-adaptive activity), the type and degree of regulation of the control system (traditional or innovative, the predominance of vertical or horizontal links), etc.

The main result of the functioning of an open system will be successful interaction with the society, mastering which the preschool educational institution itself becomes a powerful means of socialization of the individual. The comprehensive and harmonious development of the child's personality can be ensured by a complex impact on all aspects of his activity. The complex impact is based on a set of interconnected spaces for the development of subjects of education within a preschool institution.

The allocated spaces are necessary and currently sufficient for the majority of preschool educational institutions in order to ensure the required level of reproduction of the results of the innovative activities of the institution.

Modeling and designing the development process of a preschool educational institution

For the full development of an educational institution, it is necessary to build a project of its activities for the foreseeable future, taking into account the model of a preschool educational institution and the mechanism for the gradual transformation of its components.

At the same time, the model in our understanding will be the system of spaces of the preschool educational institution, fixing the development of the subjects of the educational process in interaction, as well as indicators of their interconnected activities.

The model presented in the diagram space for the development of a preschool educational institution performs criteria-diagnostic, planned-prognostic and developing-forming functions that allow optimal management of the institution's activities.

The space for the development of a preschool educational institution (DOE) consists of three interconnected spaces for the development of its subjects: educators, parents, and children. The main structural unit in the process of development of the preschool educational institution is the interaction of participants in the educational process in the system "teacher - child - parent". By describing the specifics of the functioning of this system, we come to understand the direction and purpose of the allocated spaces for the development of all subjects: parents form a social order at the level of social need, educators are direct implementers of educational services at the state level, children act as consumers of educational services provided by preschool educational institutions for training, education , personal development.

Space for the development of a preschool educational institution

The logic of the deployment of development processes in each of the spaces is to change the stages and levels of development: adaptation, integration, individualization. The identified stages, on the one hand, fix the continuity and quantitative transformation of changes, on the other hand, determine the levels that characterize the qualitative changes in a particular space of development of a preschool institution.

At the stage of adaptation, the actualization of the potential for development and self-development of teachers, parents, children is ensured, conditions are created for their transfer from the position of an object to the position of a subject of their own life activity.

The stage of integration is associated with the provision of development and self-development by means of interaction in the system "teacher - child - parent" in the form of co-creative productive activity and communication. The result of this stage is the transfer of teachers, parents, children from the position of the subject into the personal context of life fulfillment.

The stage of individualization is connected with the analysis of the degree of isolation of the personality of the teacher, parent, child in the corresponding integrated community and the determination of the development potential in the process of maximum disclosure of the individual essence of the subjects.

The logic of the deployment of socio-psychological and pedagogical support for the individual development of subjects in a preschool educational institution

Integration of the above spaces makes it possible to develop a mechanism for complex medical, social, psychological and pedagogical support of the individual path of development of each subject in logic:

a) the structural organization of the social order in the field of preschool education. If we single out the aspects of social ordering formed at different levels community development and development of the educational system, we will get federal, national-regional and intra-institutional (DOE) components, simultaneously representing the structural elements of the State Standard in the field of preschool education;

b) change of stages and levels of deployment of the subject's essential forces. Performance social development how the change of certain stages of the socialization of the subject allows you to fix the logic and direction of development of all subjects of the educational process in the preschool educational institution (adaptation, integration, individualization);

c) changing the leading types of management in the preschool educational institution. The selected types of management develop along the line “from simple to complex” - from the predominance of predominantly external influences to internal ones, from focusing on a collective prescription to the primacy of self-programming and managing one’s own development (traditional management, motivational program-targeted management, co-management, reflexive management, self-management) ;

d) changing the leading forms of interrelated activities of the subjects of the development process of the preschool educational institution. Fixed in such concepts as "impact", "interaction", "self-influence", the trajectory of the development of children, parents, teachers in joint activities appears to be the main mechanism for changing the forms and types of management proposed above.

1.2. Modes of life of a preschool educational institution

There are two main modes of operation of a preschool educational institution. Below are the main characteristics of each type and their distinctive features.

The activity of the preschool educational institution in the development mode is a purposeful, natural, continuous and irreversible process of the transition of the institution to a qualitatively new state, characterized by a multi-level organization, cultural and creative orientation and the use of an ever-expanding development potential.

The activity of the preschool educational institution in the mode of operation is the life process of the preschool educational institution, aimed at the stable maintenance of a certain state, characterized by cyclical repetition, reproduction of accumulated experience and the use of accumulated potential.

The table below allows you to determine the nature of the life of a particular institution based on the main indicators of the modes of development and functioning.

The main characteristics of the life modes of preschool educational institutions

Signs of the activity of the preschool educational institution in the development mode:

the relevance (significance and timeliness) of the ongoing work aimed at developing practical measures to solve a serious problem;

the involvement in the search activities of the majority of teachers, the innovative potential and climate of the team, as well as the balance of interests of all participants in innovative activities;

characteristics of the results: efficiency, productivity, optimality;

indicators of innovative development: sustainability, reproducibility;

qualitative transformation of the management system, all components of a holistic pedagogical process and the conditions for its implementation in a preschool educational institution.

Conditions for the development of preschool educational institutions and sources of development ideas:

a clear statement of the goal based on a comprehensive problem analysis;

the presence of a development concept;

availability of staffing, material and technical base, scientific and methodological support, resources for the forthcoming work;

a favorable socio-psychological climate in the team, the readiness of teachers to implement the development program, the satisfaction of the subjects with the current results of work, the balance of interests of all participants in the innovation process;

providing freedom of choice in solving tasks;

selection of pedagogically appropriate, optimal technologies innovative activity;

use of the educational potential of the society;

expansion of external relations, openness of the preschool educational institution;

organization of expedient management, optimal combination of types of management;

studying and using the positive experience of other preschool educational institutions, creating an innovation bank.

The logic of transferring the preschool educational institution to the development mode is associated with the implementation of the main functions of management, analysis, planning, organization, control and regulation of the transformation process.
A detailed analysis of the activities of a preschool educational institution according to the selected indicators allows us to present a set of interrelated criteria for assessing the current and potential level of its development. They are based on the understanding that the identified stages and levels of development of the institution as a whole and its individual spaces are determined by a single logic of the development of subjects.

A system of interrelated criteria for assessing the current and potential level of development of a preschool educational institution

Attention should be paid to the possibility of fixing the actual and potential development of the institution based on the proposed criteria. The logic for determining the identified levels of development fits into the scheme for describing the actual and ideal state of the preschool educational institution, as well as the system of steps to transfer the institution to the desired state by determining the achievable level of development of the preschool educational institution on the existing base, with the involvement of external modernization resources.

The use of such an algorithm makes it possible to identify problem areas in the functioning and development of a preschool educational institution, plan a system of actions and organize work to overcome the identified contradictions, determine the intermediate and final results of such activities, correct shortcomings in a timely manner, and also predict further lines of development of preschool educational institutions.

This format was used to develop a number of programs for the development of preschool educational institutions in Barnaul and proved to be a very productive form of developing basic ideas and determining directions for the development of institutions. An essential condition for its effective implementation is the maximum attraction or delegation of the initiative to the teaching staff. In fact, the consultant or project manager is facilitating the production of the maximum number of ideas based on the information about the state of the preschool institution that was collected at the analytical and diagnostic stage of the activity.

1.3. Programming the development of a preschool educational institution

DOW development program - a normative model of joint activity of a group or many groups of people, which determines: a) the initial state (mode) of a preschool educational institution, b) the image of the desired future (a qualitatively new state of the system), c) the composition and structure of actions to transform - transfer preschool educational institutions to a qualitatively new condition .

The development program is a regulatory document regulating the process of transferring a preschool educational institution from an actual state to a qualitative one. new level development.

Components development programs fix the goal and objectives, problem analysis with justification of the relevance, novelty and practical significance of the proposed project, initial scientific and theoretical prerequisites, indicators characterizing the success of achieving the goal, the timing and stages of the program implementation, performers, resource and information support, control over the progress of the program, analysis and correction of results.

The main requirements for the development program allow you to model a truly viable project:

1. Relevance and problematic.

2. Predictability (taking into account today's and tomorrow's conditions).

3. Rationality (correspondence of goals, objectives, content, technologies and results).

4. Realism.

5. Integrity.

6. Sensitivity to failures.

7. Personal, social, moral orientation.

8. Heuristic, experimental, innovative approach.

The source of the formation of the mission, strategy and tactics of the development of the institution is the problematic analysis of its activities.

Problem Analysis Algorithm

1. The initial state of the preschool educational institution is fixed: first of all, the results of the institution's activities for the reporting period are evaluated and an examination of the products obtained is carried out in order to determine the compliance of the achieved goals and objectives. Problematic fields are identified at the level of performance results.

2. The content and course of the educational process are analyzed in detail.

3. The conditions for the functioning of the preschool educational institution are analyzed.

The logic of problem analysis

For each of the problems identified in the process of analysis, a tree of goals is built - a system of steps to eliminate contradictions in each of the aspects of the institution's activities: conditions, process, result (see the following diagram).

Building a tree of goals for solving a specific problem

Explanation for the scheme: c - goals, Vc - the leading goal (I get), cA1 - the formation of motivational readiness (I want), cA2 - the formation of theoretical readiness (I can), cA3 - the formation of technological readiness (I do).

One of the forms of training and updating the skills of teachers in the field of designing and implementing an experimental program in a preschool educational institution can be a business game. Below is an example of using the contextual learning format in the process of innovation.

Didactic game "Program for the development of preschool educational institutions" *

The initial stage in the formation of the teacher's competence in the field of pedagogical innovation is considered the transfer of the subject from the state of unconscious incompetence to the state of conscious incompetence. The form of its implementation is a business game, which is carried out at the initial stage of preparation and development of a development program. The business game is aimed at updating/forming the skills to determine the logic and sequence of developing an experimental program for mastering innovation.

Purpose of the game: to master the algorithm for constructing an experimental program in a preschool educational institution.

The purpose of the game interaction: to develop a single decision in the subgroup regarding the sequence of stages in the development of the program.

The object of imitation in the game: a joint meeting of a temporary creative team of teachers of preschool education in order to develop a program for the development of preschool educational institutions.

Preliminary preparation is related to informing the participants about the essence and purpose of business game in the educational process, the basic rules, the competencies of the players and the presenter.

To organize the game, it is necessary to form several subgroups of 5-7 people (depending on the size and preparedness of the audience). Approximate set of roles: chairman (leader), generators of ideas, speaker, secretary, opponent, analyst.

The game takes place in several stages:

Stage I (3-5 minutes) preparatory: drawing up a flowchart (game format): (see table 4-7 columns, 17 lines), designation of column headings and filling in the first column "Program creation steps" of the table.

Stage II (5-7 minutes). Each individual in column 2 "Individual assessment" independently determines the order of the elements of the program: 1 - the first element, 2 - the next, ..., 15 - the last element of the program.

Stage III (10-15 minutes). In subgroups, teachers jointly determine the program development algorithm and make a group decision, which is recorded in the "Group assessment" column.

Stage IV (5-10 minutes). Speech by subgroups: the speaker fixes the logic of creating a development program determined by the group, opponents of other subgroups ask clarifying and problematic questions regarding the content of the speech.

Format of the business game "Program for the development of preschool educational institutions"

Stage V (10-15 minutes). Processing of results. The column "Correct answer" specifies the sequence of steps in the development of the program. After the first three columns are filled in, the following columns are calculated:

“Individual error”: subtract the value in the corresponding row of the “Correct answer” column from the value of the corresponding row of the “Individual assessment” column, place the difference without a minus sign in the corresponding row of the “Individual error” column (for example, according to performance criteria: 2 - 12 = 10);

"Group error": the same algorithm of actions - the difference in the values in the corresponding rows of the "Group assessment" and "Correct answer" columns is calculated and placed in the "Group error" column (for example, for the program topic: 1 - 1 = 0);

"Leadership": the "subtraction" action is performed with the values in the corresponding rows of the "Individual Error" and "Group Error" columns, the difference without the "minus" sign is placed in the "Leadership" column (for example, for the relevance of the program: 7 - 8 = 1) .

The last action is to calculate the sum for each of the last three columns "Individual error", "Group error", "Leadership", the value of which is placed in the corresponding column of the "Total" row.

Interpretation of the results: if you scored less than 60 points in the corresponding column "Individual error", "Group error" of the "Total" row, then this result is considered to be optimal. You are competent enough to design a development program either on an individual or group level.

The severity of leadership qualities is determined by the rating scale:

less than 20 points: you have pronounced leadership qualities;

20-30 points: you have a fairly high level of leadership;

31-40 points: you have the makings of a leader, but you do not strive to show them;

more than 40 points: you are characterized by a position of conformism.

Stage VI (10 minutes). The group discussion is intended to determine the main accents and priorities in the development of the program, to develop a common point of view on the sequence of steps in its creation.

Stage VII (10 minutes). Reflection of the results and the process of interaction in the game allows teachers to update their own meanings and values, to comprehend the proposed content of the game situation.

1.4. Algorithms for developing a development program for preschool educational institutions

Algorithmizing the process of developing and implementing the development program for the preschool educational institution makes it possible to alleviate the organizational costs of transferring the preschool educational institution to the development mode. The main point in choosing one or another algorithm is to resolve the issues of how the potential of the preschool educational institution allows you to determine the development strategy and identify what problems exist in the preschool educational institution that impede its transition to a qualitatively new level of life activity. Depending on the available answers, for example, to the first question, a strategy is chosen to deepen the problem analysis for an already defined development perspective. If the problems are more or less defined, and the strategy has not yet been formulated, then one should start by defining a development strategy, and then it is necessary to clarify and rank the problems in the preschool educational institution that make it difficult to achieve the indicated ideal goal (see Table 5).

Sample Format for Designing a Development Program

The proposed grounds for analyzing the activities of a preschool educational institution are the organizational basis for developing a development program using the algorithms below.

Algorithm 1 (managerial)

The process of developing a development program can be represented in the logic of management functions.

Analysis (analytical and diagnostic): diagnosis of the initial situation (fixing problems in the state of the preschool educational institution), search for directions and ideas for development (ideal model of the preschool educational institution), building a program to transfer the preschool educational institution to the development mode. Organizational work is aimed at determining the main methodological and methodological approaches to planning and implementing a development program; systematization and generalization of the internal experience of the activity of the preschool educational institution, coordination of the development program with the educational authorities.

Planning (planning and prognostic): determining the ideal model of the future system and the algorithm for transferring the preschool educational institution to the desired state - determining the available and additional resources for transferring the preschool educational institution to the development mode, developing indicators for monitoring the transfer of the preschool educational institution to the development mode; creation of an integrative basis for the activities of all specialists within the framework of pilot programs.

Organization (organizational and executive): creating conditions that ensure the efficiency and effectiveness of the work of all participants in the experiment, establishing cooperation with interested organizations, providing scientific and advisory support for the experiment: implementing experimental programs; involvement of parents, specialists of social institutions of childhood, teachers of preschool educational institutions and children in a single creative productive activity.

Control (control and adjustment): organization of current and final control (monitoring of the progress and results of the experiment); carrying out timely correction and regulation of the course of the experiment based on the data obtained; collection, processing and interpretation of data; organization of the reflexive activity of the participants in the experiment.

Generalization of the results of the experiment, their verification: substantiation of reliability and reliability. Preparation of a management decision on the course of the experiment, reviewing the work, guidelines teachers working in the mode of innovation, recommendations for the dissemination of experience. Dissemination of experience in the framework of new projects and programs in preschool educational institutions. Transfer of the preschool educational institution to the status of a methodological center on the stated problem of working with children from socially disadvantaged families.

Algorithm 2 (meaningful)

All work on the preparation of the development program is represented by 6 blocks:

1. Analytical block: preparation of an information statement on the state of the preschool educational institution in order to conduct a comprehensive analysis of its activities.
Structure and exemplary content references: a) general information about the institution (regulatory framework, founders; characteristics of the building, number of groups-sets; b) analysis of the social situation of development (information about the microdistrict, infrastructure, external relations); c) information about the group of pupils (number, gender and age characteristics, group size); d) information about the team of teachers (experience, qualifications, gender and age characteristics, special merits); e) analysis of the basic spaces of the preschool educational institution and the results of activities for the reporting period, identification of development prospects and problems; f) additional information (merits, traditions of the team).

2. Target block: formation of a set of ideas and development priorities, determination of development goals and objectives. As a rule, development targets are selected based on the definition of the mission of the preschool educational institution (its philosophy), as well as basic values based on the analysis of the social order and the specification of parents' requests for educational services of the preschool educational institution.

3. Content block: associated with the development of directions and content of innovation. The implementation of the set goal and the solution of the tasks identified in the previous block are associated with the specific content of the activity (what is being mastered, what changes occur due to the introduction of innovations, etc.).

4. Technological block: the scope of work is determined, the methods, forms, means of activity within the framework of the managing and executing programs are specified, the performers, time, place of activity and technologies of their work are indicated in detail.

5. The effective block fixes the expected result at the level of the measured indicators of goal achievement. The criteria for the effectiveness of activities for the transfer of preschool educational institutions to the development mode are determined, the qualitative indicators of the new state are described.

6. Expert block: in conclusion, the proposed project is subject to examination by experts - usually external specialists who are competent in the problem being developed. The results of the analysis can be drawn up in the form of a review of the program or an analytical note containing a conclusion on the feasibility, relevance and novelty, as well as the reality of the project proposed for implementation.

The publication of the article was made with the support of the Internet project "IN DEBT". By visiting the website of the Internet project "IN DEBT" at http://vdolg.info, you will find a convenient service that will help you borrow money at interest from a private person in a private bank in the shortest possible time. Thanks to the services of the site of the independent financial consultant "VDOLG", it has become really easy to get a loan or a cash loan, which allows you to make purchases or meet your urgent cash needs without waiting for a salary.

* In accordance with the psychological and pedagogical principles of design and the structure of the business game, the proposed format has been developed. Materials of the methodological manual were used: Bobrova M.P.. Didactic training of pedagogical staff of preschool institutions in the context of professional activity: Methodological guide. Barnaul: Publishing house of BSPU, 1997. S. 48-57.

Photo by A. Stepanov

UDK 373.21

A. A. Antonov

MODERN TRENDS IN PRESCHOOL EDUCATION

The main educational programs used in the educational process of a preschool educational institution both in Russia and in foreign countries are analyzed. The exceptional importance of the physical education of children and the need to find ways to further improve it are emphasized.

This article analyzes the basic educational programs used in the educational process at preschool education institutions both in Russia and abroad. The author emphasizes the exceptional importance of physical education of children and its further improvement.

Key words: preschool psychology, preschool educational institutions, preschool education.

Key words: child psychology, preschool education institutions, preschool education.

The main task of the Russian educational policy in recent years has been to ensure the modern quality of education while maintaining its fundamentality and compliance with the current and future needs of the individual, society and the state. To solve it, the Government of the Russian Federation and the Ministry of Education developed the "Concept for the modernization of Russian education for the period up to 2010"

The priorities in the educational policy of the first stage of modernization are the implementation of preschool education programs and the adoption of measures to improve the health of the younger generation.

Speaking about the current state of preschool education, it should be noted that, despite the difficulties it is experiencing, it has managed to maintain the best Russian traditions. The pedagogical process covers all the main areas of child development (physical education, familiarization with the outside world, artistic and aesthetic, etc.), a system of measures is provided for the protection and promotion of children's health, the principle of complexity is observed, partial programs are used that combine various aspects of the pedagogical process. There are also new, non-traditional types of content for the work of a preschool educational institution: choreography and rhythm, teaching a foreign language, new technologies of fine art, computer training, familiarization with national culture, more emphasis is placed on creating conditions for independent experimentation and search activity of the children themselves. There is a transition to a different style of communication and play with the child - taking into account personality-oriented interaction.

In today's educational space, a wide range of domestic programs are offered that implement different approaches to organizing the pedagogical process in a preschool educational institution. Each of them puts forward one or another priority of education: cognitive development, aesthetic, ecological. It is important to take into account that the activation of some areas of the child's development at the expense of others leads to the impoverishment of personal development and the deterioration of the physical and mental state of the preschooler. Despite this, among the trends in the educational process in preschool educational institutions at the present stage, there is a significant increase in the volume and intensity of cognitive activity. Additional classes are being introduced for the child, for example, foreign languages, computer training, ecology, life safety, etc. At the same time, there is no clear control and dosing of the teaching load, many preschool institutions do not have adequate pedagogical conditions and organizational and methodological approaches have not been developed that would allow compensate Negative influence increased intellectual loads. Innovations of this kind reduce the already insufficient, according to experts, level of physical activity and have a negative impact on the health of children. It is known that the need of children for physical activity is satisfied during their stay in the preschool educational institution only by 45 - 50% even with three physical education classes a day, and now in many preschool educational institutions their number has decreased to two, and sometimes even once a week.

In modern programs for preschool educational institutions, physical education is not a priority section. However, numerous previous studies have noted a close relationship between the level of morbidity and the level of human motor activity at various stages of ontogenesis. It has been established that the greatest effectiveness of the process of preschool education is achieved if the daily volume of organized motor

Bulletin of the Russian State University. I. Kant. 2010. Issue. 11. S. 22 - 27.

activity of the child is from 30 to 40% of the time of wakefulness. Orientation of the content of programs mainly on mental development children reduces the interest of teachers in the physical education of preschoolers.

Filippova S.O., having analyzed the content of domestic physical culture programs for preschoolers, came to the conclusion that these programs are focused more on the formation of basic motor skills in children and, to a lesser extent, on promoting the targeted development of motor qualities, they do not directly affect the systems and body functions of children and their health. In many programs, due attention is not paid to the development of physical qualities of preschool children, while a significant number of preschool children (28 - 40%) have a low and below average level of physical fitness, and as a result, indicators of the functions of the cardiovascular and respiratory systems indicate a decrease in reserve capabilities children's bodies.

The implementation of the concept of preserving the health of the child is presented in the domestic educational programs "Health", "Fundamentals of Safety for Preschool Children". "Rainbow", "Kindergarten - the house of joy", "Friendly guys", "Heritage" and "Golden Key" are mainly aimed at the social development of the child. Aesthetic development is embodied in the programs "Development", "Origins", "Childhood", the ideas about the need for the development of creativity are contained in "TRIZ". Some programs are of a highly specialized nature, for example: "Young Ecologist", "Preschooler and Economics", "Baby", "Planet of Childhood", "Synthesis", "Harmony", "Kid", "Children's Giftedness", "Start", etc. . P.

Along with domestic ones, foreign education systems are also used in our country: Montessori, Pilot School, Step by Step, the Green Door Center for Early Socialization of Children, etc. There is no doubt that they have accumulated positive experience, but its implementation by we need a preliminary in-depth study and a comparative evaluation of the effectiveness of programs. As practice shows, the use of programs of foreign authors in the educational process of preschool educational institutions is not always justified. The material in such programs is presented in a specific way: some have a fairly pronounced structure, others are more of a kind of philosophy, and still others are pedagogical technology. The Step by Step program (Georgetown University, Washington, USA) generally denies classes as a special form of teaching preschool children, and recommends building all education through play and independent activity children. Physical education is not included in this program. Organized motor activity of children is excluded from the daily routine in favor of independent. Therefore, the process of child development to a certain extent is spontaneously disordered and chaotic.

It should be noted that, despite the peculiarity of the ways of development of pedagogical science and practice, the systems of preschool education in various countries of the world are striving to resolve common problems. We are talking about determining the content, forms, means and methods that are most suitable for the harmonious psychophysical and social development of children.

An analysis of the literature showed that foreign programs of preschool education are mostly aimed at the integrated nature of the curriculum. Preschool programs in the UK, recognizing the inherent value of childhood, consider it as part of life, and not as preparation for learning at the next stage of life, the child is perceived as a holistic being, all aspects of whose development are interconnected. Therefore, training is not divided into subjects.

The requirements of the American National Association for the Education of Young Children in the United States also orient preschool institutions towards the development and education of the “child as a whole”: practice must correspond to the level of development of children, that is, the curriculum should not be divided into separate disciplines.

Continuing the conversation about the problems of educational programs for preschool educational institutions, one cannot fail to say that all of them are intended mainly for healthy children, the number of which, according to the data of the Research Institute for Hygiene and Health Protection of Children and Adolescents of the Scientific Center for Health of the Russian Academy of Medical Sciences, is only about 10%. When planning the pedagogical process in a preschool educational institution, the state of mental health, adaptive resources and the capabilities of children are practically not taken into account. The trend of deterioration in the health of preschool children necessitates physical education and health work directly in the conditions of the preschool educational institution, where the child is almost daily and where, therefore, it is possible to ensure the timeliness and regularity of impacts.

In the modern system of public preschool education, there have been qualitative changes associated with the emergence of diverse types and types of preschool educational institutions, distributed in different categories. In this regard, children brought up in such preschool educational institutions are provided with

not the same educational conditions. The third (lowest) category includes a kindergarten that implements the state educational standard (SES); to the second - with the excess of the GOS in one or several areas of development (intellectual, physical, aesthetic, etc.); to the first (highest) - with the excess of the State Educational Standard in all areas (Child Development Center). Children attending preschools of various categories are taught differently, including in the field of physical culture. Undoubtedly, the effectiveness of the implementation of the tasks and content of physical education largely depends on the quantity and quality of physical culture and sports equipment and inventory, on an adequate subject-spatial developing environment that provides versatile physical development. Today, a number of preschool educational institutions (mainly of the third category) have limited opportunities for improving the material and technical equipment of physical education, updating sports and gaming equipment and inventory, acquiring methodological support, and expanding the staffing table. Preschools of the first category have more opportunities. They are much better equipped with sports halls and playgrounds, swimming pools, equipment and inventory. Classes are conducted by specialists in physical education.

It should be noted that the preschool educational institution exceeding the standard for physical education also does not always give positive results. According to the theory of amplification, substantiated by A. V. Zaporozhets, the individual functions of the child do not develop independently and autonomously, but in interconnection, as properties of an integral personality. Work built on the basis of certain lines of development (intellectual, physical) can cause serious distortions in the personality of a preschooler. The way out is the reasonable integration of the motor and cognitive activity of the child at all stages of his education.

Currently, in the system of preschool education, there is a problem of mental overload experienced by children and a deteriorating state of health. This is due to a large number of various program areas and additional extra-curricular education, a decrease in physical activity. In the programs of preschool educational institutions for various academic disciplines due attention is not paid to the use of health-saving technologies, the integration of motor and cognitive activities of children. Despite the various developments offered today for preschool educational institutions, there are no such ones that would be responsible for the high need of children for motor activity, organized in accordance with the characteristics of the child's body.

Numerous studies conducted in our country and abroad testify to the indispensable contribution of purposeful physical education to the process of psychomotor, mental and emotional development of preschool children. Preschool age is a decisive period of a person's life in the formation of attitudes towards physical activity as an essential element. healthy style life. The foregoing emphasizes the exceptional importance of the physical education of children and the need to find ways to further improve it, taking into account the main trends in the development of preschool education in Russia. Improving the system of physical education of preschool children is a complex problem, the successful solution of which depends on its resource support: organizational, scientific and methodological, personnel, financial and material and technical.

Bibliography

1. The program of education and training in kindergarten / otv. ed. M. A. Vasil'eva. M., 1985.

2. Komkov A. G., Kirillova E. G. Organizational and pedagogical technology of formation of physical activity of schoolchildren // Physical culture: education, education, training. 2002. No. 1. S. 2 - 4.

3. Filippova S. O. On the issue of programs of physical culture and health work in preschool educational institutions / / Preschool education. 1999. No. 12. S. 36 - 38.

4. Solodkov A. S., Esina E. M. Physical and functional development of preschool children in St. Petersburg // Physical culture: education, education, training. 1999. No. 1-2. pp. 12-15.

5. Erofeeva T. I. Study of approaches to the organization of variable education for preschool children (on the basis of teaching mathematics) // Problems of preschool education: mater. scientific conf. M., 1994. S. 34 - 37.

6. Golovina O. V., Aizmana R. I. Influence of normalized physical load on the psychophysical development of a preschool child // Valeology. 1999. No. 1. S. 47-52.

7. Paramonova L. A., Protasova E. Yu. Preschool and primary education abroad: history and modernity: textbook. allowance. M., 2001.

8. Filippova S. O. Regional component of the state standard of education for preschoolers in the field of physical culture // Modern educational trends in physical culture. Sat. scientific tr. intl. scientific-practical. conf. SPb., 2000.

9. Kozlov I. M., Pravdov M. A., Nikiforov Yu. B. Physical culture and health of preschoolers // Physical culture, sport and health of the nation: mater. intl. congress. SPb., 1996.

Andrey Alexandrovich Antonov - Ph.D. ped. Sciences, Associate Professor, Shuya State Pedagogical University, e-mail: [email protected]

Dr. Andrey Antonov, Associate Professor, Shuya State Pedagogical University, e-mail: [email protected]

Program for the development of a preschool educational institution

Modern trends in the development of preschool education

The analysis of existing concepts, projects and programs in the field of preschool education allows us to identify a number of basic trends in the development of the system:

At the present stage, there are a number of problems in the development of the innovation process in preschool educational institutions, in particular, such as:

combining innovative programs with existing ones in preschool educational institutions;

the split of the pedagogical community and the coexistence of representatives of various pedagogical concepts;

non-compliance of new types of preschool educational institutions with the expectations and requirements of parents;

the need for new scientific and methodological support for ongoing educational activities;

the need for new teaching staff;

adaptation of innovations to new conditions;

the problem of changing, optimizing, replacing innovations, the ability to get rid of outdated, pedagogically inappropriate in time;

the problem of the reproduction of innovation and the formation of conditions conducive to this.

Based on the analysis of existing concepts for the development of preschool education, the leading areas of innovation in preschool education include the assertion of humane subject-subject relations, the development of creative abilities, the intellectual powers of children; individual creative development of the child's personality; development of communication between practitioners and researchers in the field of innovation.

The change in the paradigm settings of modern education makes it possible to consider the development of a child as a process of his self-development, where education is a form of mental development of a preschooler, and development standards are transformed into an understanding of development as a norm (V.T. Kudryavtsev, 1999).

Part I. Preschool educational institution as an open developmental system

1.1. Structural and functional model of the activity of a preschool educational institution as an open and developing system

Modern trends in the development of preschool education

The openness of a preschool educational institution as a system is determined on the basis of the development spaces that exist in the institution, as well as the dynamics of their changes.

The characteristics of the openness of a preschool educational institution can be the degree of non-equilibrium of its state (relatively stable, but not absolutely changeable), the mechanism of self-regulation and the nature of the reaction to environmental changes (adaptation or super-adaptive activity), the type and degree of regulation of the control system (traditional or innovative, the predominance of vertical or horizontal connections), etc.

Modeling and designing the development process of a preschool educational institution

Space for the development of a preschool educational institution

The logic of the deployment of socio-psychological and pedagogical support for the individual development of subjects in a preschool educational institution

a) the structural organization of the social order in the field of preschool education. If we single out aspects of the social order formed at different levels of social development and the development of the educational system, we will get federal, national-regional and intra-institutional (DOE) components, which simultaneously represent the structural elements of the State Standard in the field of preschool education;

b) change of stages and levels of deployment of the subject's essential forces. The representation of social development as a change in certain stages of the subject's socialization allows us to fix the logic and direction of the development of all subjects of the educational process in the preschool educational institution (adaptation, integration, individualization);