Current problems and prospects of preschool education.

Current problems and prospects of preschool education.

Ismailova Mahabat Saylaubekovna

Nursery-garden No. 21 “Akbota” in Kokshetau

Educator

Current problems and prospects of preschool education.

Priority of education for preschool children. The overall provision of children with preschool, primary and secondary education remains a very pressing issue for most of the world. This is due to the fact that preschool and school education (upbringing, training and development) is the main social basis for the moral, cultural, professional and socio-political acquisition of a person, for the adaptation of the individual to a higher civilization, for the readiness to ensure one’s own personal well-being in the social class multi-layered and morally diverse society.

The development of fully functioning children's organizations and secondary schools with methodologically and pedagogically ensured continuity between them, while simultaneously resolving the issue of providing highly qualified pedagogical teachers, educational and methodological base and means also remains a problem of global importance. At the same time, the requirement of the time is compliance with the Constitution, and the legislative acts of the state state that kindergarten and school are secondary social institutions. Only a socially valuable person will become the creator of the progress of the post-industrial and information society, and not its destructor and inhibitory factor. The timely cultural and educational development of each child is becoming a particularly important aspect of the policy of modern Kazakhstani society, which is actively involved in global processes and at the same time carrying out multilateral internal national transformations.

Preschool education is the most important period for every child. It is in preschool age that all the basic personality traits are formed in a child, and the quality of his further physical and mental development is determined. If you ignore the peculiarities of a child’s development at this age, this may adversely affect his future life. Preschool childhood is not preparation for school, but an independent period of human development. The development of any child is unique. Education is built taking into account the interests of the child himself and the interests of his family, i.e. his legal representatives. The student-centered approach is aimed at a developmental type of education. It takes into account age and individual characteristics and focuses on the interests of each child. But I would like to note that not every educator can see these features in a child’s developmental education and not every child can achieve the goals of developmental education due to certain reasons. The teacher must set a goal - to ensure development with the help of knowledge and skills in the development of the child. If the child is quite active and inquisitive, we can assume that the child is developing. It follows from this that there are problems in modern education. Without communication and society, it is impossible to develop the communicative side of a child’s personality. Without the cooperation of parents and kindergarten, the full development of the child is impossible. It is necessary for parents to work in such a way that they try to be with the child throughout preschool age, help him develop and achieve the desired results. More effective teaching is one that involves a person-centered approach, but everything depends on the educator, on his goals, what the educator puts in the foreground, what is in the background, it depends on the teachers whether problems in modern education will be solved or not. The educational process, built not only on the basis of organized educational activities, but also through the implementation of scientific, experimental and creative activities based on the interests of children, makes it possible to make the life of children in kindergarten lively and rich, and their learning motivated and of high quality. The new generation standards define the following priorities:

• personal development of each child;
• implementation of continuity between kindergarten and school;
• the use of new approaches to software and methodological support for education and preschool age;
• recognizing the importance of family and community in raising children.

The new standard contributes to the modernization of preschool education through transformation into an institution that meets the needs of different segments of society, the establishment of dialogic cooperation and partnership with the family, democratization of the pedagogical process, transparency of relations with the community and in the teaching staff.

New approaches to software and methodological support, the creation of a subject-developmental environment provide for the development of the child’s key competencies in the educational areas of “Health”, “Cognition”, “Communication”, “Creativity”, “Society”, creating opportunities for unlocking the potential of each child. Thanks to the new standard, the preschool organization will carry out the harmonious development of children on the basis of general cultural, national values, creating the necessary prerequisites for education in primary school, such as a high level of cognitive, emotional, physical and social development.

The standard makes special demands on the status of a teacher who shapes the child’s social and spiritual qualities that promote self-realization and success, readiness for creative and critical thinking, and an orientation towards respect for cultural values, both universal and national. Great expectations are placed on the professional teacher and his responsibility for the quality of the results of his work.

In recent years, fundamental changes have been taking place in the preschool education system; it is being improved and developed. Preschool education in these conditions is intended to ensure the creation of the basic foundation for the development of a child’s personality, which gives him the opportunity to successfully master different types of activities and the main methods of “acquiring” knowledge.

The means of child development to achieve this important goal are pedagogical technologies, which must necessarily include such indicators as: the development of curiosity - the basis of the cognitive activity of a preschooler; developing the ability to independently solve creative (mental, artistic) and other tasks that allow one to be successful in various types of activities; development of creative imagination as a direction of the child’s intellectual and personal development; development of communication – the ability to communicate with adults and peers.

In preschool age, these basic principles are not realized and are replaced by forced education, the child becomes passive and incapable of self-development. To prevent this from happening, a kindergarten teacher needs to know well the characteristics of preschool children and teach them in specific types of activities that are close to their natural characteristics, such as play, visual arts, design, music, drama, etc., within the framework of which , subject to an integrated approach, the most effective development of all aspects of the preschooler’s personality occurs.

What problems exist in preschool education?

Like any complex system, preschool education, unfortunately, is a reservoir for many problems. To eliminate them, a deep reform of this system is necessary, which should be carried out in a timely and gradual manner.

Perhaps the main problem today is the lack of places in existing public kindergartens. The queue often stretches for years. The presence of preschool education centers and private kindergartens improves the situation to some extent. But they cannot solve the problem globally.

Another problem of preschool education is the lack of qualified personnel. Everyone knows what the salary level is for employees of child care institutions. This reason explains the reluctance of young promising specialists to work in kindergartens. Therefore, people with non-core or insufficient education are often hired, who, as a result, have low qualifications. There are also frequent situations when a teacher goes to work in his profession due to current circumstances (for example, to place his own child in a kindergarten), and then an insufficient level of wages can cause the teacher to neglect his duties. Unfortunately, this situation is not uncommon today. The situation is different in private kindergartens (which can be found, for example, through the preschool education website). Private preschool institutions employ only qualified specialists. A decent salary makes the position attractive to applicants, so management has the opportunity to choose the best candidate. This is one of the reasons explaining the high quality of preschool education in private kindergartens. Describing the problems of preschool education, one cannot help but dwell on the issue of continuity of education.

This problem is quite relevant at all stages of the educational process. The reasons for this phenomenon can be attributed to many factors. The main thing, of course, is the discrepancy between the requirements. In theory, it is believed that a first-grader should be more disciplined, assiduous, and efficient than a preschooler, but since a child cannot master all the required qualities in an instant. In addition, many primary educational institutions put forward extremely high demands on the quality of preschool education. A first-grader is often required not only to know the alphabet, but also to be able to read and count. However, teaching reading and writing is simply not included in the kindergarten curriculum. To avoid such problems, parents should familiarize themselves not only with the kindergarten program, but also with the requirements of the school to which they plan to send their child. If a discrepancy is detected, it is necessary to organize additional classes for the child at a children's center, or use the services of a tutor, or engage in the child's education independently. The situation can be further complicated by the child’s psychological unpreparedness for school, stress when changing the team and environment. A transition to a new education system that is smoother for a child occurs if preschool education includes classes to prepare for school.

Today, society needs graduates who are able to overcome life and production challenges and who are ready for their further life path. That is why the problem of preparing a graduate of such a level, who is capable of solving a problem situation, is relevant, to find several ways to solve it, choosing the most optimal one from the impact on preschool practice. The list of qualities required by a modern teacher includes: equipping with a certain arsenal of teaching strategies, knowledge and the availability of opportunities for combining different pedagogical approaches. This conclusion was drawn from a comparative analysis of an innovative learning environment.

To solve problems, the procedure for preparing and adopting reforms changes accordingly. In the past, they were developed, as a rule, in the quiet of ministerial offices by narrow groups of high-ranking officials. Now research centers and major scientists—economists, sociologists, psychologists, and teachers—are involved in preparing reforms. Reform plans are discussed in parliaments and at representative international forums. The reforms are multifaceted. They provide for a structural restructuring of the education system, updating all its links, from kindergartens to universities, modernizing the content and methods of educational work, and establishing new forms of communication between education and the world of work.

Literature:

1. Law of the Republic of Kazakhstan “On Education” No. 319-III dated July 27, 2007.

2. State Educational Standard of the Republic of Kazakhstan “Pre-school education and training” State compulsory standard of pre-school education and training (PPRK dated August 23, 2012 No. 1080).

3. State program for the development of education of the Republic of Kazakhstan for 2011–2022.

4. Model curriculum for preschool education and training of children from 1 to 5 (6) years old dated December 20, 2012 No. 557 (Appendix 1).

5. Grebeshova S.V. Current problems of modern preschool education // Young scientist. - 2016. - No. 13.3. — P. 29-30. — URL https://moluch.ru/archive/117/32377/ (date of access: 05/25/2019).

Experts named the main problems of preschool education in Russia

“Ignoring the developmental characteristics of a child at a young age is fraught with serious, deep problems in his future life, including in schooling immediately following the preschool period,” the study authors remind. “We all come from childhood, our future stands on it, as on the foundation.

However, the reliability of this “foundation,” as follows from the RANEPA report, raises serious concerns.

First of all, preschool education is still inaccessible to a significant part of Russian society. The queue of those wishing to get the coveted place in kindergarten at the beginning of the next school year, that is, already two to three months after the report on success, was reduced to nothing by the end of the school year, practically returning to its previous levels. This is understandable, because the number of applicants is constantly growing due to the “children of the baby boom” of the late 2000s, and the number of kindergartens has been declining until recently. Thus, according to the Federal State Statistics Service, only from 2008 to 2013 it decreased by more than 1000 units - from 45.6 thousand in 2008 to 44.3 thousand in 2013, while the number of pupils increased by 800 thousand.

Worse than that. “In an effort to eliminate queues, many municipalities solve the issue by filling groups. Due to their desire to report on indicators of increased coverage in some regions (for example, in North Ossetia), the number of children in a group per qualified teacher reaches 50 people, the report notes. “As a result, the lives and health of children are at risk, the working conditions of teachers have become extremely difficult - overloaded teachers barely have time to dress the children for a walk. In several regions, an outflow of teaching staff from kindergartens has been recorded.”

At the same time, “if children aged 2.5 years and older still have the opportunity to be in municipal preschool institutions, then children of toddler age (from two months and older) are almost completely deprived of this opportunity. There were only 1.3 thousand children under 1 year old in the preschool education system in 2012, and in 2013 the situation worsened. The practice of reducing nursery groups for the sake of additional places for the “main contingent” - preschoolers 3-7 years old - has developed not only in Zelenograd and Moscow, but also in many regions of Russia,” the researchers state.

The problem could be partially solved by private kindergartens through state subsidies. We already have such experience. But there is no way to implement it: the matter is stifled by the unreasonably stringent requirements of the State Fire Inspectorate and the Medical Sanitary Service. And as a result, actual bans on the opening of kindergartens in vacated premises of residential buildings, and officially approved kindergartens, according to the observations of researchers, “turn into faceless, almost sterile premises, where there is no place on the walls for children’s creativity, written communication with parents, photographs and posters, although not a single case of fire for this reason has been recorded anywhere.”

A separate problem is the teaching staff. In modern education, based on variability and diversity, the figure of the teacher becomes central. But in order to realize his right to academic freedom, he must have the appropriate competencies and must understand exactly how to build the educational process in conditions of variability. And in our kindergartens, the report notes, “usually people work who are trained according to an outdated model or who have no professional training at all. The social status of the profession is still low. And the level of salaries of preschool teachers, which are the lowest in education, in no way corresponds to the highest responsibility for the fate of the child.”

And in the last few years, according to researchers, a new problem has appeared: “In the preschool education system, kindergartens have become strictly focused on preparing children for school, which usually means only learning to read, count and write, although the most important thing is the child’s motivation and interest to schooling. The practice of compulsory education of children too early inevitably leads to the disappearance of educational motivation, and as a consequence, to the emergence of school maladjustment and school neuroses.”

The situation with preschool education is indeed difficult, Lyudmila Rzhanitsyna, chief researcher at the Institute of Economics of the Russian Academy of Sciences, confirmed to MK:

— Regional authorities report to the president that all children are enrolled in kindergartens. But this is not true! Even in Moscow, kindergartens are accepted only from the age of two and a half. And mommy is legally required to go to work a year later, and if desired, 8 months after giving birth. The issue of teacher qualifications has not been resolved either. And the salaries of teachers, despite the presidential decrees, are below low! So for now there is nothing to brag about.

Problems of modern preschool educationmaterial on the topic

Introduction

Undoubtedly, the system of modern preschool education is very important and relevant. Currently, there are also problems of modern education. I would like to note that it is in preschool age that all the basic personality traits are formed in a child and the quality of his further physical and mental development is determined. If you ignore the peculiarities of a child’s development at this age, this may adversely affect his future life.

1 Solving communication problems in preschoolers.

Let's pay attention to the child's communication. Currently, both in our country and abroad, there is an increase in interest in the problem of communication. The humanistic transformations taking place in all spheres of our society and Russian education actualize the need to rethink the essence of the education process, to search for new approaches to the education of preschoolers that contribute to the fullest development of children. Communication must include the ability to hear and listen, the ability to come into contact with peers and adults, the ability to express one’s thoughts, and understand speech. Preschool age is a particularly important period in education. It is the age of initial formation of the child’s personality. At this time, rather complex relationships arise in the child’s communication with peers, which significantly influence the development of his personality.

M.I. Lisina in her book “Problems of Ontogenesis and Communication” writes that “Communication is a necessary condition for the mental development of a child. The need for communication early becomes his basic social need. Communication with peers plays a vital role in the life of a preschooler. It is a condition for the formation of social qualities of a child’s personality, the manifestation and development of the principles of collective relationships between children.”

Many domestic and foreign researchers have addressed the problem of children's dysfunction in interpersonal relationships in preschool age: L.S. Vygotsky, D.B. Elkonin, A.V. Zaporozhets, Ya.L. Kolominsky, V.N. Myasishchev, A.P. Usova, A.S. Spivakovskaya, V.S. Mukhina, N.Ya. Mikhailenko, M.I. Lisina, T.A. Repina, A. Maslov, A. Bandura, I.I. Thompson, D.E. May et al.

The focus of research is on internal conflicts that lead to psychological isolation from peers and the child’s exclusion from the life and activities of the preschool group. Therefore, timely diagnosis and subsequent correction of children's relationships becomes relevant at the present stage of development of the children's team.

But full communication is impossible without communication skills, which need to be developed from childhood, for example, in the process of role-playing games. But despite all the advantages of role-playing games, not all educators devote adequate time to this type of activity. And it often happens that the teacher conducts a role-playing game only at the request of the children. Preschool childhood is a large period of a child’s life.

Living conditions at this time are rapidly expanding: the boundaries of the family are expanding to the limits of the street, city, and country. The child discovers the world of human relationships, different types of activities and social functions. He feels a strong desire to be involved in adult life, to actively participate in it, which, of course, is not yet available to him. He strives for independence. From this contradiction a role-playing game is born - an independent activity of children that models the life of adults.

The leading activity in preschool age is play. It has a significant impact on the development of the child. In the game, children learn to fully communicate with each other.

Role-playing, or as it is sometimes called, creative play, appears in preschool age. This is an activity in which children take on the roles of adults and, in a general form, in play conditions, reproduce the activities of adults and the relationships between them. A child, choosing and playing a certain role, has a corresponding image - mother, doctor, driver, pirate - and patterns of his actions. The imaginative game plan is so important that without it the game simply cannot exist. But although life in play takes place in the form of ideas, it is emotionally rich and becomes his real life for the child.

Play is the leading activity in preschool age; it has a significant impact on the development of the child. In play, the child learns the meaning of human activity, begins to understand and navigate the reasons for certain people’s actions. By learning the system of human relations, he begins to realize his place in it. The game stimulates the development of the child’s cognitive sphere. By acting out fragments of real adult life, the child discovers new facets of the reality around him.

The child’s reflection of the surrounding reality occurs in the process of his active life, by taking on a certain role. Fulfilling the role he has taken on, the child strives to imitate those adults, elders or peers whose images have been preserved in his experience. When a child chooses a certain role, he also has an image corresponding to this role - a doctor, a mother, a daughter, a driver. The child’s play actions also follow from this image.

Fulfilling the role he has taken on, the preschooler repeatedly returns to the prototype of what the world around him is, gets used to it, gets to know it, “grows” into it gradually, without coercion, voluntarily. The arbitrariness of children's actions is a characteristic feature of role-playing creative games. During the game, the child, as it were, leaves the subordination of the adult and acts independently, freely expressing his feelings and desires. Imagination and fantasy help the child fill gaps in knowledge about the environment and replace the objects necessary for play. Creative role-playing game in this case is a kind of bridge that allows the child to move from reality to the realm of fantasy and vice versa, each time starting from real life. The motive that encourages a child to play activities is the child’s internal need for active participation in the lives of adults.

In role-playing play, children reflect their surrounding world and its diversity; they can reproduce scenes from family life, relationships between adults, work activities, and so on.

There are two types of relationships in the game - gaming and real. Game relationships are relationships based on plot and role, real relationships are relationships between children as partners, comrades who perform a common task. In playing together, children learn the language of communication, mutual understanding, mutual assistance, and learn to subordinate their actions to the actions of other players. Game is one of the indispensable means of uniting a children's team.

First of all, play as a preschooler’s leading activity is the basis for the formation of knowledge about an important layer of human culture - relationships between people.

In addition, the game not only helps to copy scenes from life, but also teaches children communication skills and establishing communication with each other.

Any game is subject to some rules - therefore, gaming activities also help children learn to adhere to some rules.

Gaming activity influences the formation of arbitrariness of all mental processes - from elementary to the most complex. Thus, voluntary behavior, voluntary attention and memory begin to develop in the game. When playing, children concentrate better and remember more than when given direct instructions from an adult. The conscious goal - to concentrate, to remember something, to restrain impulsive movement - is most easily identified by a child in play.

In games, the creative imagination of a child is manifested, who learns to operate with objects and toys as symbols of phenomena in the surrounding life, comes up with various combinations of transformations, through the role he takes on, leaves the circle of familiar everyday life and feels like an active “participant in the life of adults” (D. B. Elkonin) .

In games, the child not only reflects the life around him, but also rebuilds it, creates the desired future. As L. S. Vygotsky wrote in his works, “a child’s play is not a simple memory of what he has experienced, but a creative processing of experienced impressions, combining them and building from them a new reality that meets the needs and drives of the child himself.”

In play, all aspects of a child’s personality are formed in unity and interaction.

In addition, in the game, performing different roles, the child takes on different points of view and begins to see an object from different sides. This contributes to the development of the most important mental ability of a person, which allows him to imagine a different view and a different point of view. Play has a great influence on the mental development of a preschooler. Acting with substitute objects, the child begins to operate in a conceivable, conventional space. The substitute object becomes a support for thinking.

Often the game serves as an occasion for imparting new knowledge to preschoolers and broadening their horizons. With the development of interest in the work of adults, in public life, in the heroic deeds of people, children begin to have their first dreams of a future profession and a desire to imitate their favorite heroes. All this makes play an important means of creating the direction of a child’s personality, which begins to take shape in preschool childhood.

Learning activities begin to take shape within the game. The teaching is introduced by the teacher, it does not appear directly from the game. A preschooler begins to learn by playing. He treats learning as a kind of game with certain roles and rules. By following these rules, he masters elementary educational actions.

2. The role of the teacher in organizing role-playing games.

What should a modern teacher pay attention to?

Firstly, the fact that play is a favorite activity of preschoolers. And no matter how important classes and preparation for school are, the nature of a child requires the fulfillment of the need for play.

Secondly, the gaming subculture of preschoolers has changed, and their favorite roles and plots have changed. Consequently, the gaming subculture of children must be studied and its features taken into account in the pedagogical process.

In the game, as in any activity of children, the teacher plays a leading role. In the game, adults teach children a lot and shape their moral qualities.

The teacher's advice and suggestions support the children's interest in the game and help bring it to the end. This is important for developing perseverance, focus, and communication skills in preschoolers. Children with unstable interests, impatient, and too active especially need such support. We must try to convince them that difficulties can be overcome, and try to increase their faith in their own strength.

By influencing the content of the game, the teacher thereby influences the relationships between children.

Participation in the game of an adult contributes to the emergence of the first manifestations of role-playing behavior and communication. The teacher encourages the girl, silently feeding the doll, to speak out with questions: “Is this your daughter? What is her name? Does she like porridge? etc.

In this case, communication is, as it were, woven into a new objective activity for the child. Direct contact between a child and an adult is mediated by an object and actions with it. All this is expressed in such products of the child’s mental development as objective activity, preparation for mastering speech and the beginning of the first stage in the development of the child’s active speech.

How to teach a child to play role-playing games?

Play is the main activity of preschool age. It is not for nothing that they call her “the leader” - it is thanks to the game that the child comprehends the surrounding world of objects and people, and “grows” into the community of adults. The child must master this activity and get enough of it, so that by school age he no longer confuses educational motivation with gaming motivation, distinguishes when it is necessary to fulfill requirements, and when only to imitate their understanding.

After mastering an objective action, the child learns to play. A preschooler's play goes through several stages.

The first is a role-playing game, when a child simply likens himself to someone, calling him mom, dad, bear, hare, Baba Yaga, etc.

The second is a plot game, in which he plays out stories that have a beginning, development and end, stories that may not end one day and continue the next.

And finally, the third stage is playing with rules, when the child not only acts according to the logic of the plot, but is able to develop and accept a system of restrictions (norms and rules) that apply to everyone.

The first two stages contribute to the disclosure of the child’s creative potential, his artistry, spontaneity, the latter serves productive and easy communication for the child, his socialization. The tendency to play activities is not inherent in all people and depends on the characteristics of temperament. Children who are shy and overly inhibited sometimes prefer intellectual activities, sports or computer games. But this is an inadequate replacement. How to accustom them to traditional games?

First, start playing with the child yourself. Remember and tell how you, your parents played, and what games exist.

Secondly, come up with or invite an intermediary - a doll, a neighbor's child, or the child's brother or sister who willingly takes part in the game. Just make sure that this intermediary does not turn out to be overly active and does not “kill” your baby.

Thirdly, at the same time encourage all possible manifestations of initiative and imagination in the child - let him come up with new words, images, associations, new games and new roles. If he is shy and does not have the proper artistry, let him be a director or critic.

Theatrical performances that combine elements of puppet theater or mask shows are very useful - for shy children, the fact that no one sees their faces or recognizes them is of particular importance.

3.Recommendations.

Pedagogical recommendations.

1. Teachers should try not to take up the time allocated for play with other activities.

2. Create a gaming environment in accordance with age characteristics, taking into account the level of development of children; the gaming environment should be dynamic. The attributes of the role-playing game should be located in a place easily accessible to children. Sometimes attributes are formed in a specially established order, and sometimes children are given the opportunity to create a playing environment on their own.

3. An effective method of guiding the games of children of primary preschool age is the direct participation of the teacher in the children’s play in the main roles, and initially it is recommended to use individual play with a given child, and at the end of the fourth year of life it is recommended to use the teacher’s play with a subgroup of children.

4. In guiding children, indirect leadership techniques occupy a large place, so as not to interfere with the child’s ability to play independently, because Only independent role-playing play contributes to the development of the child to the greatest extent and teaches him to communicate with peers.

5. Management of the game should be based on the results of observation of children’s independent role-playing play and their communication during the game.

6. The teacher should put the child in the position of an “adult” as often as possible. This contributes to the development of independence in children and the ability to communicate.

4.Conclusion

Preschool childhood is a period of learning about the world of human relationships. The child models them in a role-playing game, which becomes his leading activity. While playing, he learns to communicate with his peers. The game is dynamic where the management is aimed at its gradual formation, taking into account those factors that ensure the timely development of gaming activity at all age levels. Here it is very important to rely on the child’s personal experience. Game actions formed on its basis acquire a special emotional overtones. Otherwise, learning to play becomes mechanical.

Play is the most favorite and natural activity of younger preschoolers. The teacher’s task is to make play the content of children’s lives, to reveal to children the diversity of the world of play.

Communication through role-playing games leads to the development of self-knowledge. Mastering the rules and norms of relationships. Formation of selective relationships, readiness for school.

Play is one of the complex and controversial concepts of philosophy and psychology: there are still debates about what it is needed for, what tasks the presence of this “excess” in human existence performs. It is in the game that something new is created that did not exist before. This also applies to children's games. What is “lost” then turns into reality. One of the main children's needs is communication. If it is not enough, then the child’s development is distorted. Play with your children - it's so fun and useful.

A teacher is not only a profession whose essence is to provide knowledge. This is a high mission, the purpose of which is the creation of Personality, the affirmation of man in man! Educator - reveals talents, awakens curiosity, teaches hard work, perseverance, determination, kindness, responsiveness and love. In essence, the teacher introduces the child into life, into human society. The education of the teacher, his erudition, will help create a role model for his little charges. Thus, the teacher’s personality must be distinguished by enviable impeccability.

Bibliography:

1. Anikeeva N.P. Education through play. M.: Education, 1987.
2. Vygotsky L.S. Play and its role in the mental development of a child. // Questions of psychology. 1996. No. 6.
3. Krasnoshchekova N.V. Editor: Morozova O. “Plot-role-playing games for preschool children” School of Development, Publisher: Phoenix, 2010
4. Lisina M.I. Communication, personality and the child’s psyche. Moscow - Voronezh, 1997.
5. Lisina M.I. Problems of ontogenesis of communication. M., 1986.
6. Lyublinskaya A.A. Child psychology: A textbook for students of pedagogical institutes. – M.: Education, 1971.
7. Ed. Zaporozhets A.V., Lisina M.I. (Development of communication in preschoolers)

1. Supplement to the magazine “Preschool teacher” Games with children 3-4 years old Methodological recommendations Creative Moscow 2008
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Abstract “Modern problems and trends in the development of preschool pedagogy”

ABSTRACT

in the discipline "Theoretical foundations of preschool education"

on the topic: “Modern problems and trends in the development of preschool pedagogy”

INTRODUCTION

1. Preschool pedagogy at the present stage……………………………3
2. Modern trends in the development of preschool education…………….. 9

Literature……………………………………………………………………………………….14

1. Preschool pedagogy at the present stage

The formation of the Soviet system of preschool education and pedagogical thought is closely connected with the revolutionary events of 1917 and the period of the civil war. The development of preschool education occurs in difficult conditions of hunger and devastation, and is associated with the employment of women in public life and production activities.

Most of the organizers of preschool education during this period did not have practical experience; the theory of the issue was not developed in connection with the new time and goals of educating the younger generation. The theory of preschool education intuitively developed, a search was made for methods of working with children, and Russian and foreign experience was analyzed. Caring for the health of mother and child. his upbringing were declared a state matter. Royal palaces, mansions, furniture and other valuables were transferred to kindergartens, and children were provided with food. The Children's Protection Council was created under the People's Commissariat for Education

, other voluntary societies emerge.
, institutes of motherhood and childhood
were created for the first time , and the country's first
pediatric institute
. Kindergartens and nurseries are opening everywhere.

In November 1917, preschool education was included in the unified system of public education by decree of the Council of People's Commissars. A.V. Lunacharsky (People's Commissar of Education) allocated a preschool department, the head of which was D.A. Lazurkina. Congresses, conferences, and meetings on issues of preschool education were held. A serious problem was the lack of specially trained personnel. Short-term courses for training teachers were opened, lectures were held on site with visiting instructors. The preschool department attracted pre-revolutionary specialists to work - L.K. Shleger, S.T. Shatsky, E.A. Flerin, E.I. Tikheev, A.P. Usov, E.I. Radin and others.

In 1918, the Institute of Preschool Education was opened under the leadership of Konstantin Nikolaevich Kornilov in Moscow. At the same time, the Central Museum of Preschool Education was opened, the director of which was Professor Efim Aronovich Arkin (1873-1948). He studied the anatomical and physiological characteristics of children, paid great attention to issues of physical education and hygiene in preschool age, and considered the problems of family education. His book “Raising a Child in a Family” is still read by specialists. The commission led by E.A. Arkina analyzed the games

, recommended for preschoolers, has developed samples of equipment for preschool premises.

Pedagogical work and the development of methods for the kindergarten were carried out by the head of the museum’s pedagogical department, Evgenia Aleksandrovna Flerina.

. She conducted research work in kindergarten, paid special attention to issues of children's visual activities, did a lot of work on training personnel for kindergartens, and gave lectures at the Institute of Preschool Education.

An experimental kindergarten was opened in Petrograd by E.I. Tikheeva, who was also a teacher at the Petrograd Institute of Preschool Education. Her methods of speech development, methods of sensory education, didactic materials and clear guidelines on the content and methods of teaching preschoolers, and the program for raising and teaching children in kindergarten were valuable.

In April 1919, the 1st All-Russian Congress on Preschool Education

. The main type of preschool institution was recognized as a kindergarten with a 6-hour stay for children (during the mother’s work). In the same year, “Instructions for managing a hearth and kindergarten” were summarized. The central place in them was occupied by the issues of organizing the kindergarten environment and ensuring the activity of preschoolers.

In pedagogical theory, the “idea of ​​free education” was often heard; there were many other theories. As a result, an instruction appeared - to analyze teaching experience, not to transfer it into practice without adaptation and taking into account the positive and negative aspects.

After the civil war, during the period of industrialization, the number of kindergartens increased. Industrial development required extending the opening hours of preschool institutions.

From 1921-1930 New types of preschool institutions are emerging

1. Orphanages – for children of preschool and school age.

2. Kindergartens with a 6-hour stay for children.

3. Children's outbreaks with an 8-10-hour period of stay for children. Since the mid-20s, they became the main ones and were called “kindergarten”.

4. Children's rooms at housing departments with a 6-hour stay for children. were supported by housing authorities.

5. Preschool institutions on a cooperative basis. The leading conditions for the organization were: the presence of at least 10 children, a specialist in preschool education.

6. Children's playgrounds are usually summer institutions. The duration of stay for children is from 6-8 hours. Necessary requirements are good territory, premises for classes and storage of equipment.

7. Children's rooms at clubs with a number of children of at least 20-25 people, the necessary equipment, and the presence of a separate room.

8. Transitional or “zero groups” worked 4 hours a day. Their task is to prepare children for school. The intended number of children is no more than 20 people.

In preschool institutions, the norm was set for 15 children, but due to difficult conditions, up to 25 were allowed. Kindergartens worked according to the methods of F. Frebel and M. Montessori. E.I. Tikheeva, according to the theory of free education. There were preschool institutions that combined a number of techniques. Gradually, in theory and practice, there was a selection and justification of the tasks, content, forms, methods and means of preschool education.

By the beginning of the 30s, the first draft of a training and education program in kindergarten

.
In 1934, the 1st program “Programs and internal daily routine” was approved.
In the same year,
the first guide for educators on working with the program was released.
A significant contribution to the development of the theory and practice of preschool education in the first half of the 20th century was made by Nadezhda Konstantinovna Krupskaya (1869-1939)

.
She devoted a significant number of articles to issues of theory and organization of preschool
education, was an active participant in the congress on preschool education, and took part in the development of regulatory documents. The development of a network of preschool institutions was considered an important political matter, since it gives women the opportunity to participate in social and industrial life. She paid a lot of attention to the development of kindergartens in national republics, since kindergartens could destroy the remnants of national hostility and religious prejudices.

One of the main functions of kindergarten N.K. Krupskaya believed in the comprehensive education of children, the organization of a full, bright, joyful life for children together. She considered the game as a need of the child’s body and a means of developing physical, volitional, and moral qualities. An important task of the kindergarten was the development of children's abilities, which will continue at school. She denied the leading role of heredity in the development of a child, pointing to education and taking into account age characteristics in this process. She recommended organizing children's parties and activities to develop aesthetic and moral feelings. She attached particular importance to children's books and highlighted the requirements for them from an aesthetic and didactic point of view, which at that time were of a progressive nature. Determined the importance of teachers knowing the age-related capabilities of children. N.K. Krupskaya pointed to the role of a child’s feasible social labor in education “in the spirit of communist morality.” In kindergarten, socio-political education should be present in a form accessible to children.

N.K. Krupskaya argued for the need for contact between the kindergarten and the family and substantiated the role of pedagogical propaganda among parents. Its role in generalizing and analyzing existing pedagogical experience is significant. She considered all parts of education in kindergarten, analyzed the content and methods of working with children, and goals.

Anton Semenovich Makarenko (1888-1939) made a significant contribution to the theory of labor and family education

. He also examined in detail the issues of organizing children's games, gave a classification of children's toys, and analyzed the content of children's games. He is the author of the theory of collective education, revealed the stages of development of the team, and the ways in which teachers work in it.

In 1944, the USSR Academy of Pedagogical Sciences was formed. In parallel, psychological research is being conducted by L.S. Vygotsky, Luria, S.L. Rubinstein about the laws of development of the psyche and mental processes.

After the Great Patriotic War, the development of the system of preschool education and pedagogical science continues. In 1960, the Research Institute of Preschool Education was founded under the leadership of A.V. Zaporozhets.

In 1962,
the “Program for the Education and Training of Children in Kindergarten” was adopted,
developed on the basis of many years of pedagogical research.

During this period, various manuals, methodological manuals for educators, and new programs for kindergartens (comprehensive and based on methods) were published. In the 50s, N.A. worked on the development of various problems of preschool education. Vetlugina, A.M. Leushina, R.I. Zhukovskaya, D.V. Mendzheritskaya, E.I. Radina, A.P. Usova, B.I. Khachapuridze et al.

Private methods have been developed:

— methods of speech development (E.I. Tikheyeva, F.N. Blekher, E.Yu. Shabad, etc.);

— methodology for organizing artistic activities (E.I. Flerina, A.A. Volkova, N.A. Sakulina, etc.);

— methods of musical education (N.A. Metlov, T.S. Babajan);

— familiarization with the environment (R.M. Bass, A.A. Bystrov, A.M. Stepanova, etc.);

— FEMP (M.Ya. Morozova, M. Bleher, etc.).

Along with the achievements of preschool education, serious distortions were observed in preschool pedagogy, as there was an alienation of Soviet preschool pedagogy from the world theory and practice of preschool education, and positive pedagogical experience (Russian and foreign) was not sufficiently analyzed and used.

In 1984, a resolution was adopted “On further improvement of public preschool education and preparation of children for school.” Thanks to this resolution, a “nursery-kindergarten” complex appears. In the same year, a correction was made and the “Program for the Education and Training of Children in Kindergarten” was published, edited by M.I. Vasilyeva, who still works in the preschool education system.

In 1989, the Concept of Preschool Education was published, recommending types of interaction with children, types of activities and areas of work in kindergarten. The standard regulations on a preschool institution determine the recommended types of preschool institutions: rental, family, mixed (state-cooperative). Part-time children's stay, cooperative, evening groups, Sunday groups and holiday groups, departmental, established by enterprises.

In the 90s of the 20th century, programs for the education and upbringing of children appeared, which constituted an alternative to the M.I. Education and Training Program. Vasilyeva.

20th century in foreign preschool pedagogy

closely related to the development of psychology. Psychological approaches to the problems of preschool childhood determined various directions and specific aspects of the development of pedagogical theory and practice of preschool education. The main directions of psychology during this period were cognitive (J. Piaget), behaviorist (B. Skinner, A. Bandura), psychoanalytic (E. Erikson), humanistic (C. Rogers, A. Maslow, etc.).

Various models of preschool education

:

• The academic model is the goal of preparing for school. Education is carried out through the formation of specific skills and abilities necessary for schooling.
• Intellectual model - based on the free search activity of children in a developmental environment, intensive verbal interaction of the child with adults and peers.
• The Parental Effectiveness Model is aimed at facilitating and assisting parents in creating a nurturing home environment.
• The traditional model (the most common), combining mental, social and emotional development in the educational system while developing creative abilities and caring for the strengthening of physical health.

There were also mixed models that combined features of several models. The models are accompanied by the development of a significant number of proprietary preschool education programs. There were special social programs that considered ways to raise and develop children from different social strata of the population - primarily discriminated against (low-income, large families, blacks, etc.). These models were studied and analyzed in Russia, and individual rational ideas were used.

At the present stage, preschool education in Russia

became the first link in the education system, which is regulated by the draft state standard and various educational programs. Today, in the preschool education system there are preschool institutions: care and health improvement, combined preschool institutions, sanatoriums, development centers, groups of short-term stays for children, kindergarten-school complexes, etc. Preschool institutions operate on both a state and commercial basis. Along with preschool institutions, there is a system of individual education and training of preschoolers in a family environment with the help of professional tutors.

The search for ways to develop preschool education, the selection of content, effective forms, methods and means of teaching and raising children is constantly being carried out in theory and practice. For this purpose, there are scientific centers and laboratories. Discussions continue about the goals of the preschool educational institution, its functions, and various possibilities for organizing other types of preschool educational institutions that effectively implement educational goals are being considered. The process of constructing and putting into practice educational programs for preschool educational institutions is underway.

1. Modern trends in the development of preschool education

The ongoing transformations in the preschool education system are due to the objective need for changes that are adequate to social development and the evolution of the educational system, which is reflected in the awareness of the pedagogical community of the need for serious changes in the functioning of the institution.

The search and development of innovations that contribute to qualitative changes in the activities of preschool educational institutions is the main mechanism for optimizing the development of the preschool education system.

Current trends in the development of preschool education.

The transformation of preschool education into preschool education reflects a global development trend. V.T. Kudryavtsev notes that in Russia preschool education is subordinate to educational management structures: this actually indicates that a preschool child needs upbringing, training and development. Thus, preschool education becomes the initial, integral and full-fledged stage of the educational system as a whole, as defined by the Law “On Education”.

Today, we can confidently state the fact of the formal or substantive transition of the majority of preschool educational institutions to the search mode, which is a transitional stage on the path to qualitative changes and the transfer of preschool educational institutions to the development mode.

Another aspect is related to the qualitative characteristics of this transition: the extent to which innovations correspond to the urgent needs and opportunities in preschool educational institutions. Therefore, the issue of identifying current problems in the development of preschool institutions becomes the most important.

According to V.T. Kudryavtsev, the situation that currently exists in preschool education can be called moderately critical due to the lack of intelligible strategies and doctrine for the development of preschool education as a distinct, strictly defined system of social, organizational, economic, financial, psychological, pedagogical and other priorities. These priorities should determine a realistic program of action for the historically foreseeable period. Many years of confusion associated with the development of the state standard for preschool education indicate the significance of this problem.

As a result, preschool educational institutions are forced to focus on “exemplary requirements”, consistent with the traditional administrative spirit. According to the scientist, the actions taken by preschool education workers to increase budget funding, open a number of experimental sites with additional funding for their activities (every year this becomes more and more difficult), hold meetings to exchange experience, etc., are ineffective, so far the main problem has not been solved.

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

establishes the priority of personal development of subjects (parents, teachers, children), the centering of the educational process on the values ​​of human development, orientation towards the comprehensive and harmonious formation of personality, and the transfer of the subject to the position of self-managed development. The humanization of education, according to V.A. Slastenin, is a process aimed at developing the individual as a subject of creative activity, which “constitutes the most important characteristic of the lifestyle of teachers and students, which presupposes the establishment of truly human (humane) relations between them in the pedagogical process” and is a key component pedagogical thinking, focused on the idea of ​​personal development.

The leading direction in the humanization of education is considered to be the self-determination of the individual in culture, its familiarization with national and cultural traditions, enriched with modern ideas. Humanization is manifested in increased attention to the personality of each child as the highest value of society, in the formation of a citizen with high intellectual, moral and physical qualities (Table 1.2.).

Democratization

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

Diversification

presupposes the necessary and sufficient variety of types and types of institutions, services and approaches to their implementation in order to satisfy the requests of participants in the educational process in preschool educational institutions.

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

— human conformity (unity of cultural and natural conformity);

— integrity of the pedagogical process and complexity of goals;

— activity and equal partnership in pedagogical interaction of all subjects of the pedagogical process.

Modernization of preschool educational institution management involves a variety of types and technologies of management that ensure an integrated and comprehensive impact of the control system on the managed preschool educational institution system within the framework of motivational and program-targeted approaches to co-management, reflexive management and self-government.

Indicators of a qualitative transformation of preschool educational institutions management are, first of all, new principles:

— democratization and humanization;

— consistency and integrity of management;

— centralization/decentralization;

— the relationship and division of strategic, tactical and operational levels of management and the corresponding types of management (traditional, reflexive, self-government);

— unity of command and collegiality;

— objectivity and completeness of information in making management decisions.

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

— combination of innovative programs with existing ones;

— coexistence of representatives of various pedagogical concepts;

— split in the teaching community;

— inconsistency of new types of educational institutions with the requirements of parents;

— the need for new scientific and methodological support;

— the need for new teaching staff;

— adaptation of innovations to specific conditions;

— the problem of change, optimization, replacement of innovations;

— the problem of reproducing innovativeness and creating conditions conducive to this.

V.T. Kudryavtsev identifies four leading

directions of innovations of preschool educational institutions:

1. Consideration of preschool education as not a preparatory stage for school, but a relatively independent, valuable, developing and developmental system aimed at amplifying (enriching) child development through the opportunities that are inherent in preschool activities (the creative nature of play, active perception of fairy tales, various productive activities, etc.). By cultivating creativity in and outside the classroom, we thereby contribute not only to the general psychological maturation of the child, but also to the creation of the foundation for full school readiness based on the development of creative capabilities and intellectual strength of students. It is enough just to be attentive to the main psychological feature of preschool age - productive or creative imagination, which should develop in all the variety of children's activities. The development of imagination is associated with the acquisition of humanity in the broadest sense of the word by introducing the child to culture. Therefore, educational programs aimed at developing the imagination of preschoolers are needed.

2. Approval of humane subject-subject relations in the process of equal-partner interaction and cooperation of children and adults through dialogue in the pedagogical process.

3. Development of communication between practitioners and theorists in the field of innovation.

4. Extensive search and experimental activities, organized from the perspective of a research approach.

Literature:

1. Bolotina L.R., Komarova T.S., Baranov S.P. Preschool pedagogy. – M., 1997.
2. Preschool pedagogy. In 2 hours / Ed. V.I Loginova, P.G. Samorukova. – M., 1988.
3. Dragunova O.V. Preschool pedagogy: Part 1. – Cheboksary, 2003.
4. History of preschool pedagogy / Ed. L.N. Litvina. – M., 1989.
5. Kozlova S.A., Kulikova T.A. Preschool pedagogy. – M., 2001.
6. Fundamentals of preschool pedagogy / Ed. A.V. Zaporozhets, T.A. Markova. – M., 1980.
7. Pedagogy: pedagogical theories, systems, technologies / Ed. S.A. Smirnova. – M., 1998.