All articles

Additional instruction of preschool age children is a highly relevant direction in preschool institution development and is regarded as a most important element of the educational space. The author considers the issue of organizing internal quality assessment system of the services provided. A special role in this process is to be played by the head of a preschool educational organization. In his/her work all of the head’s managerial functions are equally important, excluding or poorly executing one of them is bound to have a domino effect on running the whole organization. The purpose of internal quality assessment system of paid educational services provided is to ensure the rights of customer and child to receive such services at an appropriate level. The author dwells on internal quality assessment system of granting additional paid educational services as she speaks about forms, methods, types of quality assessment procedures adopted in a preschool educational institution, citing an example of how to draw up documents to register the quality assessment of additional services.

The article reveals one of the modern additional education facets in physical education of preschool children aimed at acquisition of physical skills in karate. History of karate, styles of karate, description of the stages of child assignments and workshops degrees are described. The influence of karate on the physical development of preschool children is delineated. Description of the structure of classes with elements of karate for preschool children is given; the basic elements of the karate techniques are described; contraindications to karate lessons are identified.

Background. In the context of social and economic transformations, the need for high-quality preschool education adapted to regional specifics is growing. The Amur Region, which has unique natural and ethnocultural resources, requires teachers to possess the competencies to effectively implement the regional component. However, the insufficient development of methodological support in the continuing professional education (CPE) system creates barriers to its high-quality implementation. The relevance of the study is determined by the need to create and test effective methodological tools for integrating regional content into teacher training.

Objective. To substantiate the need to introduce methodological recommendations for the implementation of the regional component as an effective way of methodological support for kindergarten teachers in the CPE system.

Sample. The study involved 7 regional internship sites (the “We Teach and We Are Taught” network) and 176 preschool organizations in the Amur region.

Methods. The study was based on an analysis of educational programs; observation of internships with recording of practical interactions between participants; and study of protocols of pedagogical councils. As well as monitoring the quality assessment of the “Implementation of the Regional Component of Preschool Education” area in preschool educational institutions in the Amur Region in 2025.

Results. The effectiveness of methodological recommendations for the implementation of the regional component was confirmed: internship sites not only integrated local history material, but also became competence centers that spread experience through networking.

Conclusions. The developed methodological recommendations for implementing the regional component in preschool education in the Amur Region provide a systematic, practice-oriented, and theoretically sound approach to enhancing teachers’ professional competencies and the quality of the educational process. As a result of their application, a transition has been achieved from a fragmented inclusion of regional content to a holistic, sustainable practice, demonstrating the high effectiveness and potential for scaling up this experience.