Modern preschool education system

Definition 1

The preschool education system is a complex of educational institutions, training programs, management frameworks, patterns and principles for the implementation of educational activities at the preschool age stage of personality development.

The preschool education system plays a key role in the development of the personalities of the younger generation. Therefore, careful organization of training at this level and the construction of an optimal system focused on the implementation of the concept of education at the current stage of development of the social environment and meeting the needs of society for educational services are required.

Figure 1. Preschool education system in the Russian Federation. Author24 - online exchange of student work

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Model of a modern preschool education system

At the present stage of development of society, the preschool education system includes the following blocks, the functioning and development of which are interconnected and interdependent:

Principles of building preschool education. Currently, the preschool education system is based on the following principles:
- The principle of dynamism. It involves the dynamic development of educational and upbringing processes in accordance with the progress of society and the intensity of its processes;
The principle of flexibility. It involves a quick response to changes occurring in society, the needs of society for education and the needs of the individual;
The principle of integrity of the educational process. It is associated with the orientation of educational programs of various types and types towards the development of the personality of each individual child.
Preschool education programs. They are characterized by the variability of their content and directions of development while focusing on common educational goals and objectives.
Pedagogical technologies used in the preschool education system. They are related to the implementation of preschool education programs and the implementation of an individual approach to each pupil. Therefore, pedagogical technologies are characterized by variability, flexibility and dynamic use.
Subject-developing spatial environment. It is a necessary condition for the full development of the younger generation, and therefore, an important component of the preschool education system, without which its full and productive functioning is impossible.
Teaching staff. The qualifications of modern preschool teachers require their continuous professional growth and development. This is necessary for the implementation of variable educational programs in the preschool educational system and the use of variable pedagogical technologies.

Finished works on a similar topic

Course work Modern system of preschool education 420 ₽ Abstract Modern system of preschool education 230 ₽ Examination Modern system of preschool education 240 ₽

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The modern model of preschool education involves the use of variable educational programs that determine the content of the preschool stage of education, the focus of activities, the degree of complexity and guarantee the full and comprehensive development of the younger generation.

The main educational program of a preschool educational institution determines the specifics of building the life activities of children within the walls of a preschool institution, focused on the comprehensive development of each pupil. This is implemented through the inclusion of varied children’s activities in the educational program, presented in the following forms:

Classes of different directions are a form of educational activity for preschoolers.
Unregulated types of activity are a form of work that is not included in the regulations of the preschool educational institution.
Free time – providing children with independent time, socializing in groups, playing and interacting with peers.

At the present stage of development of society, the model of preschool education is based on public-private partnership in the provision of educational services. This means that there are preschool-type educational institutions under the jurisdiction of state authorities, and there are private preschool institutions. Each institution has the right to use its own educational program, adapting to the needs of different families.

Figure 2. Features of modern preschool education. Author24 - online exchange of student work

Directions for the development of preschool educational organizations in modern educational conditions

The socio-economic transformations that have occurred in Russian society have led to serious changes in the education system in general and in the preschool level in particular. Currently, the problems of preschool education have become particularly relevant. There is increasing interest in preschool educational organizations as a social institution.

A preschool educational organization is an educational organization that carries out educational activities according to educational programs of preschool education, as well as supervision and care of children as its main goal [5].

A preschool educational organization is one of the types of educational institutions that implements general educational programs for preschool education, and also provides education, training, supervision, and care for children aged from 2 months to 7 years. The main goal of a preschool educational organization is to realize the right of every child to high-quality and accessible education, providing equal starting conditions for the full physical and mental development of children as the basis for their successful education at school.

The main objectives of a preschool institution in the Russian Federation are, in accordance with the Model Regulations on a Preschool Educational Institution:

– protecting the lives and promoting the health of children;

– ensuring the intellectual, personal and physical development of preschool children;

– implementation of the necessary correction of deviations in the development of children;

– introducing preschool children to universal human values;

– interaction with the families of pupils to ensure their full development.

Changes in legislation, the implementation of the Federal State Educational Standard for Preschool Education, the Professional Standard “Teacher”, as well as increased requirements of society demonstrate the need to develop the system of preschool organizations.

The State Program of the Russian Federation “Development of Education” and the National Project “Demography” for 2019–2024 sets a number of activities related to the development of preschool educational organizations, which include [1]:

Conclusion of agreements with the highest executive bodies of state power of the constituent entities of the Russian Federation on the provision of funds for financial support of measures to create additional places for children aged from zero to three years and from one and a half to three years. This can be carried out through the construction of buildings (extensions to the building), acquisition (purchase) of buildings (extensions to the building) and premises of preschool organizations;
Development of Methodological Recommendations for the development and implementation of advanced training programs for specialists (teaching and management staff of preschool educational institutions) organizing and ensuring the implementation of educational programs for preschool education and supervision and care of preschool children;
Approval of the list of teaching and educational means necessary for the implementation of educational programs of preschool education that meet modern conditions;
Creation of additional places, including providing the necessary conditions for the stay of children with disabilities and children with disabilities, in organizations carrying out educational activities in educational programs of preschool education, for children under the age of three years.

State policy in the field of preschool education considers ensuring accessibility of preschool education for children under three years of age as development vectors; the priority measure for creating additional places is the construction of buildings (extensions to the building), acquisition (purchase) of buildings (extensions to the building) and premises of preschool organizations.

The National Project “Education” for 2019–2024 indicates the need to provide comprehensive psychological, pedagogical and informational and educational support to parents, the creation of conditions for the early development of children aged zero to three years, the implementation of programs of psychological, pedagogical, methodological and advisory assistance parents of children who receive preschool education in the family. One of the institutions providing this type of support may also be a preschool educational organization [2].

Sinitsa A.L. points out that there is a clear need to develop a system of preschool educational organizations, since currently the population’s satisfaction with the level of development of the kindergarten network is low. It defines development vectors with such characteristics as [4]:

– the presence of a developed network of preschool educational organizations, which has a sufficient number of places for everyone who wants to attend kindergartens;

– efficiency of placement of preschool educational organizations;

– the level of quality of services provided by a preschool educational organization (do parents have the opportunity to choose the institution whose level of services seems acceptable to them: work schedule, amount of payment, staff qualifications, etc.);

– age factor (the ability to send a child to a preschool institution at an age that suits or is necessary for parents).

Thus, at the moment, the priority directions for the development of a preschool educational organization are: the creation of additional places in kindergartens at the ages of zero to three years and from one and a half to three years; improving the quality of educational services (expanding the range of tools that facilitate the implementation of preschool education programs, training personnel in the field of preschool education, implementing advanced training and professional training programs for workers in the field of preschool education); providing places in preschool educational organizations for children with disabilities and disabled children.

Literature:

National project "Demography". URL: https://government.ru/info/35559/ (date of access: 09/10/2019).
National project "Education". URL: https://edu.gov.ru/national-project (access date: 09/10/2019).
Order of the Ministry of Education and Science of Russia dated October 17, 2013 N 1155 “On approval of the federal state educational standard for preschool education” (Registered with the Ministry of Justice of Russia on November 14, 2013 N 30384)
Sinitsa Arseniy Leonidovich Problems and prospects for the development of the system of preschool educational organizations in the Russian Federation // Vestn. Volume. state un-ta. Economy. 2021. No. 40. URL: https://cyberleninka.ru/article/n/problemy-i-perspektivy-razvitiya-sistemy-doshkolnyh-obrazovatelnyh-organizatsiy-v-rossiyskoy-federatsii (date of access: 09/05/2019).
Federal Law of December 29, 2012 N 273-FZ (as amended on March 2, 2016) “On Education in the Russian Federation.”

Variability of preschool education programs

The modern education system is represented by six types of preschool educational institutions, therefore, educational programs aimed at preschool educational institutions are presented in various options. At the same time, the Federal State Educational Standards for Educational Institutions have been established, regulating the implementation of educational programs of preschool educational institutions and putting forward requirements for their development.

All preschool education programs are divided into two types:

Comprehensive programs are general developmental programs focused on the implementation of education in all main areas of child development: physical, social, speech, moral, cognitive, artistic and aesthetic, communicative, personal. These programs include activities to reveal the child’s basic abilities, activate his creative potential, cognitive abilities and develop special types of children’s activities characteristic of a specific age group: subject, play, art, theater, music, design.
Partial programs are specialized programs focused on the development of preschool children in a specific area. These could be health conservation programs, remedial education programs, environmental and patriotic development programs, programs for mastering non-standard activities (early reading, handicrafts, cooking, etc.).

Notes from kindergarten. Preschool education reform

Where preschool education in Russia is heading.

Preschool education, like secondary and higher education, leads to paid education. I will try to tell you what it looks like “in real life”, based on observations of the last 10 years and my own experience of working in preschool institutions in Moscow. What is the most convenient way to destroy? Modernize! The first thing that was done in Moscow was a “safety net”, laying indisputable foundations for the need for “restructuring and modernization” of the preschool education system, unique in its effectiveness, created in the USSR. In accordance with the Memorandum of Cooperation between UNESCO and the City of Moscow dated November 16, 2007, UNESCO and the Moscow Department of Education launched a joint pilot project in the field of early childhood care and education (ECCE) entitled “Moscow Education: from infancy to school” " The project aims to implement the first goal of the Education for All program and is linked to related services and programs for children under 6 years of age. It is designed for 5 years (2008-2012) and includes a number of small projects, each of which has its own scientific director. I’ll write about how this project was implemented sometime later. The fact is that I worked in one of the Resource Centers (they were created on the basis of kindergartens) of this project as a deputy head of a preschool educational institution and a methodologist for experimental work (UNESCO). Now I want to outline the essence in a few sentences. They beautifully stated the goal: “Preserving the unique experience of preschool education in Russia,” and created 17 Resource Centers in areas of development in order to show, systematize and pass on the experience. After 2.5 years of intensive, hard work on the ground, the first World Conference on Early Childhood Care and Education was held in September 2010. The decision of the “conference” was stated in one sentence by the head of our kindergarten: “Oh, they say that in Africa black children are dying of hunger, and you are here to work with the children...” That’s it. The uniqueness that UNESCO will protect has not been “proven”... Then everything goes according to plan. See what parents are most concerned about in order of ranking: 1. The life of the child. 2. Child's health. 3. Child development. In order for parents to want to pay a lot for kindergarten, it is necessary to make things really bad in the state kindergarten. And as the second stage, improving conditions in the state garden should be paid additionally, as “an addition to the main pizza.” We started with the simplest thing - the development of children (point 3). It is very easy to create destruction in this matter, because parents understand little about how to do it, they trust teachers in the old fashioned way and simply do not want to think about this issue any more than they should. It seems like they are working with children. Some new techniques are good. They are developing in a European way – great. For little money they offered additional choreography - wonderful. They will prepare you for school, plus what they give in the kindergarten - we will pay. Moreover, this (almost) guarantees a place in the chosen school. So, little by little they teach parents to pay, but the constant change of programs, technologies, the introduction of variability destroys one system, does not allow the construction of another system, “rolling out” it and, as a result, the entire preschool education is destroyed. There is pressure on education with the help of juvenile technologies, the legal education of children, tolerance, etc. are actively promoted. As a result, which perpetuates chaos, unsystematicity and optionality of education and upbringing at the state level - the Federal State Educational Standards for preschool education, which were mentioned above. Parents can still cope with the lack of classes, but in parallel, an attack is being carried out on other significant points mentioned above. The health and life of children (in the sense of its preservation, safety) - points 2 and 1. In the understanding of the average parent, health is the nutrition and absence of illnesses of the child.

Nutrition. Over the past 5 years, the nutrition of children in kindergartens has been neglected! 20-day menu, 24-day menu, 10-day menu. Menu according to Kon, menu according to Tobias, etc. First they made the menu “indigestible”. For example, carrots were added to cottage cheese casserole. The orange color, thinner consistency and taste combined discouraged children from eating this dish. Or a salad of squid, green onions, green apple, green peas and all seasoned with vegetable oil. And it’s almost not salty either. Even with mayonnaise, it is difficult for an adult to eat, and the children simply looked at this dish in bewilderment. Or boiled vegetables: Brussels sprouts, cauliflower, broccoli. No oil, almost no salt. And that's the side dish. Or boiled tongue. Would you say it's delicious? Maybe you, adult aesthetes, like it. What about the children? It is difficult for them to explain why they eat this strange “black meat”. And from this perspective it’s all. Occasionally normal dishes slipped through: chicken soup, cutlet, hedgehog, buckwheat, rice, pasta. That's all. And you won’t find fault! Rolling their eyes, all the nutritionists breathily talk about the usefulness of this menu. And the children are hungry, well, they are not used to eating such foods and in such a combination! Target? And the goal is simple. To prove to their parents that they tried hard for them, they didn’t spare money on tongue and squid, but they are bad, uncultured, and don’t know how to eat properly. It turns out that the parents themselves “asked” for “simpler” feeding. Next, it was necessary to be taken aback by this simplicity, to convey to parents the awareness of how poorly they can feed in kindergarten. Spent what? Modernization! Introduced an innovative menu! All foods that could be saturated with artificial vitamins were saturated. Bread, yogurt, kefir, milk, butter, sweets. Fortified mixtures were added to the compotes before distribution. A huge number of instant drinks (jelly, etc.) have appeared. Instead of eggs - melange. These are whites and yolks, separated in production and packaged in bottles. They are stored for a long time thanks to the large number of different “Es”. The first semi-finished products appeared (dumplings, dumplings, cheesecakes, meatballs, fish cutlets). All these innovations were accompanied by “shows and feedings” of parents, distribution of “discount” cards from companies producing these semi-finished products, round tables “On the benefits of healthy food,” etc. But the children were covered in allergic rashes, cineliotes and were hungry, their stomachs hurt from the irregularity of a “healthy” diet. There was a revolt of parents. Rallies, demonstrations, picketing up to Moscow. The authorities “accommodated” and removed all the nasty things (convenience foods and vitamins), did as they asked: simple and clear. What's the problem, you ask? Immediately after the “rebellion,” while parents were “licking their wounds” and treating their children for gastritis, allergies, etc., reforms were carried out in kindergartens. Previously, meals were prepared by the garden's full-time cooks, but now the organization of meals has been outsourced to third-party organizations - food factories. And the menu was made very simple and cheap, now, on the contrary, there is only pasta and potatoes. And the portions have become smaller, and the quality of the products has become worse. But the parents remain silent, the children are almost full and okay. At least they don't get sick. And they constantly tell all mothers and grandmothers that there is no money “for red caviar.” And they convince you that the money they, the parents, pay for the garden is pennies. And such a successful law “On Education” was adopted. It now has a new concept: supervision and care. You can take money for supervision and care; education in Russia is free according to the Constitution. And when you don’t like the food again, in order to improve the quality of food, you can raise the price... So, what else needs to be ruined in the child care system? Yeah, it’s very clear in kindergarten. So, now all bed linen, towels, etc. Dry cleaned. And before, in kindergarten they washed them in washing machines, as they got dirty, with baby powder, ironed them with love... And in the near future - there are already such experimental initiatives - nannies will be removed from the garden, cleaning companies will maintain cleanliness. And there will be one nanny for several groups to deliver food to the group. So, we are approaching safety, or rather danger to life. Everyone has heard, even probably those who don’t have children, how difficult it is to find places in kindergarten in Moscow? Right. The standard is 2 square meters per person (more in the cemetery). This means that there are many children, one teacher, one nanny (and even that one will soon be removed), it is physically impossible to keep an eye on the children properly. There is not enough space, they fight simply because they are cramped. What about the injury? To the doctors? But they are not there. All! They were sent to the department of clinics, and there are such rates, workloads and salaries that few people want to work for pennies. The nurse is now no longer “sitting” in the kindergarten, which means from 8 to 16, the kindergarten is open from 7 to 19.00. In the remaining time, it is better not to get injured. And you can completely forget about special care (physical therapy, physiotherapy, massage). At the same time, specialists (speech therapist, speech pathologist, psychologist) are being removed as a “luxury item”. And now several cases of fatalities in kindergartens have already been circulated in the media! Are you scared, parents? To summarize: in a state kindergarten they do not teach, do not educate, do not treat, do not feed normally, the life and health of the child is at risk. In parallel, a network of non-state educational institutions (NOUs) is developing - they have the green light. And subsidies, and tax breaks, and SanPin rewritten in a “convenient” way. For those mothers who want to stay at home with their children, it is planned to extend the opportunity to do this up to 5 years (currently up to 3). What's next, you asked? Will it continue to be the same as in cheap municipal, state, etc. kindergartens in the USA, Europe, Israel, etc.? There, after all, children are no longer fed (parents provide food from home in bags or boxes), there is no longer bed linen (there are rugs on which you can sleep in any convenient place in the room), you can come there with a fever, cough and runny nose. And there are no free classes, this is harmful. They don’t even remember about the nurse there anymore; maybe there was one once, but they took him to another department. Left just a little bit. Maybe not tomorrow or the day after tomorrow, but if you meekly follow the “Western-style reformers,” I think that beds and hot food will become superfluous in the “storage room called kindergarten.” Kulchitskaya Anna.

PROGRAM FOR MODERNIZING REGIONAL PRESCHOOL EDUCATION SYSTEMS

The problem of accessibility and quality of kindergartens is one of the most acute for Russians. According to the statistics of citizens' appeals to the Russian Government over the past year, 1,384 complaints were devoted to this topic (second place after complaints about the unified state exam - 1,895 complaints). Over the past two decades, the country has experienced a significant shortage of places in kindergartens, and the problem of qualifications of preschool teachers is no less acute.

In this regard, a qualitative change in the preschool education system has been declared a priority area of the social block of the Government’s work.

Modernization of preschool education will be carried out in three directions:

— eliminating the waiting list for kindergartens.

Target:

ensure 100% availability of preschool education for all children from three to seven years of age who need it by 2021 (clause 1 “c” of Decree of the President of the Russian Federation of May 7, 2012 No. 599).

Solution:

construction of new modern kindergarten buildings and development of variable forms of preschool education.
According to an analysis of the priority list for preschool institutions, taking into account demographic calculations, during 2013–2015 it is necessary to create about 1.2 million places
in preschool institutions, which will ensure 100% availability of preschool education for children aged three to seven years by 2021.

Currently in Russia there are 7.8 million children from three to seven years old (of which 366 thousand children did not receive a place in kindergartens). In 2021, there will be 8.7 million preschool children in Russia.

— formation of new requirements for the qualifications of teachers and staff of preschool institutions.

Target:

advanced training of preschool teachers.

Solution:

development of a professional standard for teachers of the preschool education system, increasing teachers' salaries.

— introduction of a new standard of preschool education.

Target:

ensure the quality of preschool education provided to preschool children in various varied forms.

Solution:

development of a new federal state educational standard (hereinafter referred to as the Federal State Educational Standard) for preschool education.

Subjects of the Russian Federation have developed and submitted to the Russian Ministry of Education and Science regional sets of measures for the modernization of preschool education, the so-called road maps.

As part of the implementation of road maps of the constituent entities of the Russian Federation, it is planned to introduce 755 thousand new places during 2013–2015

, including:

1) 357 thousand places due to variable forms

preschool education and preschool education services, including those sold by non-governmental organizations (private, family kindergartens);

2) 398 thousand places through
adaptation, reconstruction and construction of new buildings
of state (municipal) preschool educational institutions.

For the implementation of these measures, additional allocations in the amount of about 222 billion rubles are provided in the consolidated budgets of the constituent entities of the Russian Federation for 2013–2015.

To cover all the needs for 1.2 million places, an additional 433 thousand new places need to be introduced in the next three years. For these purposes, during 2013, two tranches of 50 billion rubles each are allocated from the federal budget.

The Ministry of Education and Science has developed a draft resolution of the Government of the Russian Federation “On the procedure for the provision and distribution of subsidies from the federal budget to the budgets of the constituent entities of the Russian Federation for the modernization of regional preschool education systems.”

Subsidies will be provided to constituent entities of the Russian Federation in the presence of a set of measures (road maps) agreed upon with the Ministry of Education and Science of the Russian Federation, providing for 100% availability of preschool education for children aged three to seven years by 2016 and including:

1) the obligation to co-finance from regional budgets activities for the construction and reconstruction of new kindergarten buildings;

2) availability of developed design and estimate documentation for the construction of new facilities;

3) allocation of land plots for kindergartens under construction;

4) the use of architectural designs that provide for the possibility of multifunctional use of buildings of preschool institutions for various educational needs, in particular, the possibility of quick and low-cost repurposing of these buildings for primary schools;

5) the availability of measures to support and develop the non-state sector of preschool education;

6) availability of a schedule for increasing wages for teaching staff of educational organizations implementing the basic general education program of preschool education, located on the territory of a constituent entity of the Russian Federation.

The total amount of planned funds for the development of preschool education in 2013–2015 is more than 1 trillion rubles, including 280 billion rubles of additional allocations from the federal budget (including 100 billion rubles in 2013).