Preschool education is the first structured education a child encounters when entering adulthood. It covers the time period from birth to the age of six, when the child starts school.
The importance of learning from an early age
This period is very important and responsible; during this short time, the child actively masters all areas: educational, sensitive, intellectual, interaction, mental.
Such rapid and fundamental changes help the child master all new areas of life. Thanks to this breakthrough, the child is actively involved in the educational process.
Drawing lessons in kindergarten
Today, the niche of educational institutions of preschool education is actively developing, only state kindergartens are not able to provide all the interests of children and parents.
Today, creative schools, studios, and clubs offer various areas of work with children, including dance, gymnastics, rhythmics, theater arts, foreign languages, and preparation for school. Approaches to teaching a child are also evolving.
It is very important to develop the child’s speech, senses, motor skills, and horizons.
Homeschooling with parents
An important stage in organizing preschool education is planning activities. The educational process should be structured in such a way as not to overload the child and leave a keen interest. Modern pedagogy strengthens the assertion that the learning process for a small child should be exciting and dynamic; only with the child’s keen interest can significant results be achieved.
Children have extremely unstable attention, because of this, the process of their learning is very labor-intensive, requiring special skills and enormous effort. There are few methodological materials on the development of preschool children, this is due to the individual approach to learning in a group of children. Another point of view is the frequent change of the leading concept of teaching. Views on the education of preschool children changed very rapidly; in fact, each era made adjustments to the curriculum of kindergartens.
Lesson lessons for preschoolers
It is impossible to apply a classroom-based teaching system to preschool children. At this age, attention is not yet stable; children are not able to spend hours on end studying a single subject. Although for teaching schoolchildren such a system is quite justified.
From the very beginning of the development of preschool didactics, the principles of educating young children did not differ from ideas about educating older children. But it is logical that a small child cannot learn according to the pattern of older schoolchildren.
In kindergarten, the process of learning and education go parallel to each other.
During the education of children, it is necessary to adhere to certain principles.
Scientific principle
Real knowledge must be provided while teaching a young child. You cannot simplify the material to the point of being schematic or distort it. A child remembers all information between the ages of 2 and 7 years. If the base is incorrectly formed, the child’s ideas will be greatly distorted.
The principle of science in the study of nature
In the process of teaching a child, specific ideas and knowledge about the world around him should be formed. All knowledge acquired should not conflict with the school curriculum. Didactics deals with this problem when teaching children of primary preschool age. She tries to prepare educational material in such a way that it is understandable to young children, but has a correct scientific basis. A thorough study of the curriculum for preschool children helps to create a powerful base on which it will be easier to string all school material.
Features of the scientific approach in the process of education are the formation in children of a unified picture of the world and a correct understanding of the laws of nature. It is very difficult to indicate the age of a child when basic concepts of the universe are formed. Many representatives of preschool education are inclined to believe that these basics should be an integral part of the education process.
From a very early age, children need to form correct ideas about the world around them, based on modern scientific knowledge.
Demographic changes
They create the opportunity to achieve greater inclusion and social justice. In the United States, the number of children attending culturally and linguistically diverse educational programs has increased in recent years. Since the beginning of the century, over a ten-year period, the number of Latinos in the country has increased by 43%, the number of Asians has increased by the same 43%, African Americans have increased by 12.3% and the non-Hispanic white population has increased by 4.9%. As a result, the number of preschool children learning English in some parts of the country has increased by 300–400% in ten years.
According to available data, in 2015, 48% of children under 6 lived in low-income households, 25% of whom were at risk of poverty. As a rule, such children began education much later than their peers who grew up in wealthy families. The diversity of family structures with a preschool child has also increased. Since the beginning of the century, the number of unmarried mothers has increased, and the number of two-parent families has decreased. In addition, due to the diversity of educational programs, the level of preparation of children starting to attend school varied.
Thus, the dynamic nature of demographic change requires greater social inclusion and a more equitable distribution of resources.
The principle of visibility
All parents have knowledge about this principle; the feasibility of its use in young children has existed since the development of pedagogy. To learn something new, a child needs to see a picture, perhaps tactilely feel the unknown. Thus, the knowledge of a preschool child is quickly and naturally integrated into his picture of perception.
Such features are confirmed by the fact that children try to present any narrative story as a figurative series. Based on simple actions and the ability to work with objects, it is easier for preschool children to form more complex mental operations - analysis, reasoning, comparison, counting.
Through visual images for the child, the formation of mental activity occurs. To learn to count mentally, you need to practice counting many times on real objects. Studies of the learning process of children prove that the child receives basic information through visual and auditory perception. These senses are the main focus when working with preschool children.
The principle of clarity – the child perceives information better
In the case of perception of visual information, all information quickly enters the brain. While auditory perception is somewhat extended in time.
The principle of visibility for children in kindergarten is the enrichment and expansion of the child’s sensory experience and his knowledge about the world. Kids perceive natural objects: dummies of fruits and vegetables, building models, diagrams, panels of plants, stuffed animals. The characteristics of young children of preschool age are the ability to perceive diagrams, drawings, illustrations, and on this the ability to build many principles of teaching and upbringing.
The principle of visualization is used when consolidating connections between new and old knowledge and when studying new material.
The following requirements for visual materials are provided:
- realism, all objects must be as close as possible to real objects, have similarities;
- decent artistic design, educators and parents should purchase or make layouts of the highest possible quality.
Should a child be able to read when going to school?
And, perhaps, the most discussed and worrying question for parents is whether a child should be able to read when going to school? In the criteria for assessing children's knowledge, according to the preschool training program, a child may be interested in reading, make his first attempts in this direction - these are monosyllabic words (house, smoke, etc.), because the main emphasis is on sound-letter analysis of words, and not for the reading itself. It should be oriented on the page of a book, album and notebook. Confidently perform graphic tasks while coordinating your movements and, importantly, must be able to sit correctly at the table, hold a pencil, pen in your hand, know the letters, hear the sounds in a word, and this is the basis for reading and competent writing.
Knowledge of sounds, letters, the ability to merge sounds into syllables, basic logic and counting tasks, sufficient vocabulary, developed oral speech and no writing - this is, in general terms, the list of what a child should be able to do after graduating from a preschool educational institution. All this, according to the Sure Start program, should be taught in kindergarten. But even if learning takes place at home, parents can take it into account and develop their child on their own.
However, it should be remembered that along with the intellectual, great attention should be paid to the personal development of the preschooler, namely the development of feelings and emotions, which will allow him to develop harmoniously.
Of course, when a child goes to kindergarten, this process is much easier - among friends, and even in a playful way, adapting to society and mastering knowledge is much easier. Therefore, it is very important that parents take an active part in the development of their children: reading books together, retelling their content, discussing problems both personal and social, active games in the fresh air.
With this approach, the school curriculum will certainly be tough for the future student. And the desire of parents to develop their child’s personal skills beyond what the Sure Start program suggests deserves respect.
Accessibility principle
All educational material must be understandable to the child and appropriate to his age and development. Features of teaching a young child is the assimilation of simple and understandable material. If the knowledge is too complex and ornate, then the percentage of children assimilating it sharply decreases.
The main difficulty in implementing this principle is determining the child’s readiness to master knowledge. This is not always determined by age; all children are individual. Before starting the education process, the teacher must diagnose the child’s level of knowledge.
Tasks must be accessible to the child
Just 15 years ago, there was an unspoken ban on teaching children writing and literacy until the child was five years old. Today there are many preschool educational institutions that accept children of even younger ages to prepare for school. The ideas of modern parents and teachers have changed; the pace and intensity of the workload of a first-grader leaves no chance for delay. We will learn the results of such a race for knowledge in a few years, when we analyze the level of knowledge, mental development and health status of current first-graders.
Teaching foreign languages can begin at the age of 3
Do not confuse accessibility with ease; tasks that are too simple will not cause effort and mental stress, and there will be no basis for subsequent knowledge.
It is important to create a situation of success in which solving a difficult but feasible task will bring joy and satisfaction.
Preschool education in different countries
Although the benefits of preschool education are clear, statistics show that more than 175 million children around the world do not receive it. This is approximately half of the total number of preschool children on the planet.
The least attention is paid to preschool education in poor countries where the population has low income.
Only one child out of five is involved in educational programs for preschool children. However, this training is not effective due to poorly qualified teachers and inappropriate curricula. As a result, children are deprived of the opportunity to fully develop their potential, which negatively affects the future of the country.
According to available data, children are most involved in the preschool education system in European countries (France, Germany, Great Britain, Norway, Italy, Spain, Iceland), as well as in Australia and Brazil. In these countries this figure is 95% or more. Things are a little worse in countries such as Russia, China, the USA, Poland, Argentina, where the figure varies from 70% to 89%. The situation in African countries is very bad. On average, less than 25% of children receive preschool education there. Exceptions to the rule are Ghana, Algeria, Angola and Kenya. Here the figure is not so far from the European one. Saudi Arabia is something of an exception. Despite the fact that the income in this country is above average, very few children are involved in preschool education - just under 25%, which is approximately the same as in African countries.
Figure adapted from a report by the UNESCO Institute for Statistics
In Russia, from 2015 to 2021, the number of children attending preschool education institutions increased by 6.9% and amounted to 7.64 million people. It is noted that this is primarily due to the surge in birth rates that occurred in the 2010s. In addition, the range of educational services for preschoolers expanded. However, experts predict that by 2024 the number of children receiving preschool education will decrease to approximately 5.9 million people, which is due to a drop in the birth rate in recent years.
In the 2000s, there was an increase in attention to preschool education on the part of many states. China and Poland have traditionally had a detailed and centrally regulated training program. However, in the 2000s, countries began to move towards decentralization and diversity of education. For example, in Poland, teachers were able to choose between eight curricula recommended by the Ministry of Education. France has focused on language development, including second language learning. Finland has moved the preschool program for 6-year-olds into the core curriculum for early childhood education and care from birth to 6 years. In 2003, the Danish government introduced a plan for working with preschoolers. At about the same time, similar actions were taken in Germany. That is, at the beginning of the 21st century, governments began to pay serious attention to the education of young children, which is confirmed by the widespread introduction and change of curricula.
In recent years, in developed countries with high incomes, more than 50% of children under 3 years of age have been involved in the preschool education system. These countries include Denmark, Iceland, Israel, New Zealand, the Netherlands, Luxembourg, and Norway.
In Turkey and Mexico this figure is below 5%. Although numbers vary widely between countries, since 2010 the total number of children involved has increased from 26% to 34% in 7 years. The growth is especially noticeable in European countries.
The principle of active participation in the learning process
Features of the principle - only the knowledge that has aroused the child’s interest and active participation in its assimilation is acquired. If the child does not care about what is happening, then information received from the outside will pass by and not be perceived by the brain.
The child must take part in learning
While working with children, the teacher must provide techniques that activate interest in knowledge and thinking. The fact that the child receives information chewed up in detail, the assimilation of which does not require his time and energy, has a negative impact. It may seem simple and understandable, but the lack of personal involvement makes it distant and uninteresting. There needs to be a balance in the parenting process.
Cognition should be the solution of practical problems, activity, independence. The basis of such ideas is the indicative-exploratory reflex.
How and why is preschool education changing?
The field of preschool education is changing rapidly around the world, driven by both negative and positive trends. These include increased attention to early childhood development, an increase in the number of professional teachers, research to identify shortcomings in existing educational systems and improve curricula, and increased public and private funding.
An overemphasis on literacy and mathematics skills is seen as a negative factor, which negatively affects the balance of the approach to learning. Topics such as social, emotional development and professionalism are often neglected in universities and colleges. As a result, future teachers are not competent enough to work with children. Another problem is the uneven distribution of priorities by parents, which is why the expansion of opportunities in preschool organizations does not receive proper support. In addition, educational programs adopted for reasons of expediency and efficiency deprive the child of the opportunity to explore the world around him independently and express his opinions.
Based on the research conducted, conclusions can be drawn about which factors most influence changes in the preschool education system.
The principle of sequential learning
This principle of education calls for learning to go from easy to difficult, from simple to complex. All the child’s knowledge should be based on previous experience. The amount of new knowledge is determined by the teacher who works with the child. Time, efficiency of assimilation, and the child’s age in the process of learning should be guidelines.
The principle of consistency as an example
Theory and practice must be inseparable from each other. All knowledge must be supported by practice. This is very interesting and difficult at the same time; it is not always possible to fully implement the knowledge that a small child has received.
The principle of an individual approach to each child and taking into account age characteristics
Children of preschool age differ greatly in their speed of perception, speed of thinking, perseverance, diligence, and behavior. All these signs are formed thanks to physiological and mental abilities, methods of education, living conditions, and the preparedness of the teacher and parents.
You can identify the main characteristics of a baby by constantly observing the child, noticing his behavior in various situations. For older children, you can organize collective conversations that will help identify the child’s characteristics, the degree of knowledge acquisition, and character. Even at a young age, you can identify leadership qualities, curiosity, and the ability to come to the rescue.
Such diagnosis is very important; at an early age, negative character traits and mental characteristics are easier to correct. Checking the entire children's team can identify children who quickly grasp educational material and on whom you can rely in the learning process.
Classes taking into account age characteristics
It is very important in the process of education to take into account the physiological and anatomical characteristics of the child. The teacher must be familiar with the health status of each child. At the same time, tactfully and gently adjust the learning process for maximum efficiency. If a child has problems, for example, with hearing or vision, then he must be seated in the first desks for better perception.
Teaching reading according to Zaitsev
- If a child has restrictions on physical activity, then it is necessary to inform the physical education teacher.
- If a child is very impulsive or even aggressive, then in the process of education it is necessary to develop will and tolerance.
- If a child has only recently joined a children’s group, then the child’s speech speed and vocabulary are limited. Therefore, when the child answers, it is necessary not only for the teacher to be patient, but also to teach this to all children.
- There are children who are not used to working mentally. They prefer to spend time in games and active entertainment. When working with such children, it is necessary to include intellectual tasks in physical activity. Mono show the benefits of active mental activity in games and competitions.
Kindergarten education
Andreeva Yulia
Kindergarten education
Kindergarten education
Education in preschool age is a systematic, planned, purposeful process of developing children’s cognitive abilities, equipping them with a system of basic knowledge, developing skills and abilities to the extent provided for by the “ Kindergarten ”
.
Education plays a leading role in the mental education of preschool children, since in the course of it all the tasks of mental education are comprehensively solved. It provides for the consistent communication of knowledge to children, its clarification and systematization, the development of cognitive processes and mental activity. Training promotes the development of observation, curiosity and such qualities of the mind as inquisitiveness, intelligence, and criticality.
Training is also necessary for the successful implementation of physical, moral, labor and aesthetic education. In kindergarten, children are taught cultural and hygienic skills, basic movements, they learn the rules of cultural behavior, they develop moral qualities, labor, visual, constructive, musical skills.
Education in kindergarten is an important prerequisite for successful learning at school, not only because children master a system of knowledge, skills, and abilities, but also because they form the foundations of educational activities.
Soviet scientists have developed a theory of learning for preschool children. Alexandra Platonovna Usova made a great contribution to the development of Soviet preschool didactics. In her research, she showed the role of educational work in the educational process of a kindergarten , gave a description of the educational activity of preschoolers and the characteristics of its formation, and revealed the content and methodology of teaching in the classroom .
Education in kindergarten differs from school education in content, organizational forms and methods. At school, students are equipped with the basics of scientific knowledge. The task of the kindergarten is to give preschoolers scientifically reliable, but elementary knowledge about surrounding objects and phenomena. The amount of knowledge and skills that preschoolers master is insignificant compared to school, but this knowledge and skills are of great importance for the further development of the child. V. F. Odoevsky called education in preschool age “a science before any science”
.
The content of education in kindergarten includes familiarization with surrounding objects, with the simplest connections and relationships between them, with the immediate causes of observed phenomena.
Its purpose is to transfer to children not only knowledge and skills, but also the very methods of mastering them. The organizational forms of education in kindergarten and school . The main form of preschool education is an activity that differs from a school lesson in duration, structure, and level of requirements placed on children. In kindergarten, homework is not assigned and grades are not given; verification of acquired knowledge is carried out in the process of communicating new ones.
Preschool education also differs in methods. Visual methods occupy a large place, didactic games and gaming techniques are widely used. The acquisition of new material occurs mainly in the process of active actions: practical manipulations with objects, various games, drawing, design. However, as in school, education in kindergarten is programmatic in nature: it is mandatory for the teacher to fully implement the program, assimilate knowledge and skills by all children. In the learning , he relies on the same didactic principles.
Learning is a two-way process. It is successful only with the active participation of both the teacher and the children. The teacher plays a leading role: he not only communicates new material, but also achieves its assimilation, actively influences the cognitive activity of children, and directs it.
Preschool education is oral , pre-book, as V.F. Odoevsky and K.D. Ushinsky called it. A child acquires knowledge and skills from adults. This places great demands on their speech, both in content and form. The teacher must also have various skills in drawing, designing, singing, rhythmic movements, etc., since demonstration is often used in teaching preschoolers.
The result of learning is expressed both in the acquisition of knowledge, abilities and skills, and in the change in the child’s personality that occurs during educational activities.
Educational activity is an independent activity of a child to acquire knowledge, skills, and methods of action. It proceeds under the guidance of a teacher. The educational activity of a preschooler is characterized by the fact that he understands the task assigned to him, is able to choose the necessary ways and means for its implementation, as well as ensure self-monitoring of the progress of the task and self-checking the results of his work. The main components of educational activity are, therefore, the acceptance of a task, the choice of ways and means for its implementation and adherence to them, self-control and self-test. Each of these components requires the child to have appropriate skills.
So, in order to accept the task, preschoolers must be able to listen and hear the teacher, look and see what he shows, follow his instructions in mastering cognitive content, skills, and techniques.
In order for a child to be able to choose ways and means to achieve a set goal and be able to follow them, it is necessary to know possible ways and means, and to be able to think through a work plan; act on it. During the work, he must show active mental interest, initiative and organization, act independently, and achieve certain results in completing the task.
As noted above, one of the components of educational activity is self-control, i.e. the ability to compare one’s actions, statements, judgments with what is being taught . Self-control is an important point for children to develop attentiveness to the work process itself and the ability to make changes in the way they act. As a result, the child asks questions, asks to explain something again, retell it, etc. During the work, children begin to control their actions and critically evaluate its results. The teacher analyzes children's work and compares what each child has done with the sample. Children thoughtfully and with great interest compare their work with the standard and usually do not make mistakes in assessing it, often noticing even minor discrepancies. The emergence of self-control is a significant change in the child’s behavior and consciousness associated with learning . He begins to act independently, relying on demonstration and explanation, and does not resort to the example of his neighbor, which is sometimes incorrect. Concentration and independence appear: the learning process disciplines . All this gives the behavior of preschoolers a more organized character and makes them more well-mannered.
Educational activities are formed gradually. Based on the research of A.P. Usova, she identified three levels of development of educational activities. The highest, first level is characterized by the fact that children listen to the teacher’s instructions, are actively guided by them in their work, correctly evaluate what has been done and ask questions about what is not clear, and achieve the desired results. At this level, children act consciously and do not resort to mechanical imitation. In this case, we can assume that the educational activity of preschoolers is basically formed.
The second level is weaker. The existing signs of educational activity are unstable. At the same time, children can already learn : they listen to instructions, adhere to them in their work, when performing a task they tend to imitate each other, they exercise self-control by comparing their results with the results of others.
The third level is the lowest. It is characterized by purely external general discipline in the classroom, but children are not yet able to learn : they listen to instructions, but do not seem to hear them, are not guided by them in their work, do not achieve results, and are not sensitive to evaluation.
Research and practice show that children more successfully master educational activities during the learning process in the classroom , quickly assimilate the requirements placed on them if learning certain knowledge, skills and abilities (for example, learning to read and write , forming elementary mathematical concepts) begins in a timely manner, with taking into account the age characteristics and capabilities of children.
In preschool age, especially in younger children, the role of play motivation in learning and the formation of educational activities is great. “The cat wants milk, let’s make bowls for it.”
,
“Let’s build a house for the nesting doll
,” “Let’s tell
(read)
a poem to the doll,” says the teacher, and the children willingly get down to business.
The teacher must gradually form in children cognitive motives for learning activities, that is, interest not only in the final result, but also in the very process of acquiring knowledge, in the ways of performing actions, so that they receive satisfaction from acquiring new knowledge and skills. Didactic principles are the basic principles that guide the teacher when organizing training . The term “didactic”
comes from the Greek word
“didaktikos”
, which means
“instructive”
.
Didactic principles were first formulated by the outstanding Czech teacher Jan Amos Comenius in the book “The Great Didactics, or How to Teach Everyone Everything”
, written in the 17th century.
Even then, Comenius put forward the principle of accessibility, systematicity and consistency of teaching , concentricity, visibility, activity, etc. Subsequently, didactic principles were developed by the founder of Russian pedagogy K. D. Ushinsky;
based on the achievements of physiology and psychology of the second half of the 19th century. the great teacher gave scientific substantiation of didactic principles. Soviet pedagogy puts forward the following didactic principles, which form the basis for teaching preschool children.
The principle of developmental education . In order for training to successfully solve the problems facing it, it must be developmental. The idea of developmental education was put forward by the prominent Soviet psychologist L. S. Vygotsky. Its essence lies in the fact that training should not be oriented towards an already achieved level, but always be ahead of it, get ahead a little, so that the student needs to make an effort to master new material. In this regard, L. S. Vygotsky defined two levels of mental development: the first is the current level of preparedness, which is characterized by what tasks the student can perform independently; the second is the “zone of proximal development”
- something that a child copes with with a little help from an adult.
The teacher, guided by the principle of developmental education , gives children tasks at a sufficiently high level of difficulty so that their completion requires some effort and active mental activity.
The principle of educational teaching . Soviet pedagogy clearly defined this principle, based on Lenin’s position on the partisanship of school and education . The task of education is not just to give knowledge, but also to form through it the correct attitude towards life, towards the surrounding reality, towards work, towards people. Training and education as processes are inseparable.
When determining the content of the lesson, the teacher also outlines educational tasks that must be solved during the lesson. For example, planning a lesson on “How people learn about each other”
, the teacher sets an educational task - to clarify and systematize children’s knowledge about what means of communication people use to learn about each other, what objects are needed in order to write and send a letter. Together with the teacher, the children compose a letter to a sick friend, select the most beautiful drawings for him, thus showing care and attention.
The kids watch the work of the nanny, learn what her work is, how much effort she gives to them; the teacher strives to make children want to help the nanny and treat her work with care, i.e. educational and educational tasks are solved at the same time.
The principle of accessibility of training . Education is only effective when it is feasible and accessible to children. teaching and its methods must be accessible. For the first time, This principle underlies the design of curriculum. The program for preschoolers provides, first of all, for the study of those objects and phenomena that directly surround the child, familiarization with them proceeds from close to distant. So, first, children get acquainted with what is directly in the group room, then in kindergarten , in its surroundings, in their hometown, village, and only then with the concepts of “our Motherland”
,
"capital of the Soviet Union"
.
The principle of accessibility presupposes compliance with the measure of difficulty in holding new material, the correct ratio of difficult and easy. Access to learning is ensured by relying on children’s existing knowledge and specific presentation of the material.
The principle of systematicity and consistency presupposes such a logical order of studying the material so that new knowledge is based on previously acquired knowledge. This is exactly how the material is arranged in the program. This principle must also be observed in the practical organization of training . The teacher distributes the study of program material in classes in such a way as to ensure its consistent complication from lesson to lesson, the connection of subsequent material with the previous one, which helps to clarify and strengthen knowledge. For example, drawing on the theme “Autumn in the garden ”
preceded by observations of autumn nature in the
kindergarten area and in the park , conversations about autumn, reading poems.
Based on the consistent accumulation of knowledge about surrounding phenomena, the teacher forms generalized concepts in children. So, during the fall, children and their teacher observe changes in nature every day. In a general conversation, which is held at the end of the season, the teacher leads the children to a conclusion about the characteristic features of autumn, its differences from other seasons.
In a preparatory group for school, a child must acquire a certain range of knowledge about the work of adults: work for the benefit of society is an honorable and necessary thing; Those who have particularly distinguished themselves in their work are awarded prizes, certificates, orders, and medals. To prepare children to understand the social significance of work, the teacher, starting from the younger group, consistently introduces the types of work activities of adults that are understandable to them, each time emphasizing how important the work of a cook, postman, builder, collective farmer, teacher, etc. is for people, how Those who work conscientiously are respected in our country. Based on the knowledge accumulated by children, the teacher forms a generalized idea of the importance of human labor for society.
The principle of the relationship between training and development
These two processes are interconnected and continuous, but at the same time they require patience. Just yesterday the baby couldn’t do anything, but today he is mastering different skills. All this is natural and natural. If at any stage in your training there are difficulties, you just need to be patient and move forward.
The relationship between learning and development in preschoolers
It is very important to awaken in a child a desire for independent knowledge, then the child himself will strive to learn new and interesting things.
Be sure to praise your child and create a situation of success - this is the surest incentive. Love children, then you will certainly succeed. leave a comment
Teacher training
It is noted that in conditions where the population is becoming increasingly multinational, it is much more difficult to provide high-quality training. The problem of their preparation is quite acute, since the learning process largely depends on this. Preschool educational institutions are, in fact, the first educators of children outside the home. These organizations are faced with the task of identifying the child’s strengths and unlocking his potential. For preschool children, education is often their first experience interacting with people from different cultures, religions, languages and families. It is important for faculty to guide this interaction as the world is trending towards increasing demographic diversity. The experience of communicating with people of other nationalities at a young age shapes the attitude towards such people in adulthood. In addition, high-quality early education and care lays the foundation for children to develop ideas of freedom and democracy in everyday life and in the educational process itself.
Researchers believe teachers should:
- have an understanding of both typical and atypical child development. The latter should include an understanding of how social, political and environmental factors may influence children;
- understand each curriculum content area, which should also include awareness of relevant national, state, and local standards;
- understand and acknowledge cultural, linguistic and socio-economic differences between children. This leads to teachers responding more appropriately to students' unique strengths;
- be aware of the consequences associated with risk factors that may affect children's ability to learn;
- be guided by the results of scientific work related to the education of young children, and adjust the curriculum and teaching model in accordance with the data of the conducted research.
