All articles

The article deals with issues related to the assessment of the quality of early childhood and preschool education. Testing of approaches shows the efficacy of the assessment of structure in union with the educational process and the educational outcome. According to the Federal State Educational Standard for Preschool Education the quality of educational process is correlated to the curriculum, methods and techniques of positive socialization, models for the organization of educational activity, the concept of social partnership and network interaction between institutions etc. The quality of education is a way of achieving the goals of the Federal State Educational Standard for Preschool Education: positive socialization, the individualization of education, support for children’s initiatives. The system of evaluation for preschool education quality is based on the pedagogical structure for the individualization of education - conditions of support and encouragement as well as the design of possibilities. The achievement of the targets as a result of the implementation of the Program is directly connected to the creation of a social situation for the development of the child. The solution to the problem of the quality of education is reflected in educational initiatives that focus on strengthening the position of professional development for teachers. The tools, indicators and criteria for the quality assessment must take into account the specifics of the early childhood and preschool periods.

The article is devoted to study of value-goal orientations of senior preschool aged children’s parents and their connection with the implemented style of social-role interaction between a parent and a child. Particular attention is paid to the analysis of the following issues: determination of significance of various life values for parents; identification of priorities in parental responsibilities; characterization of parents’ goals in the development of the child’s personal qualities; identification of connection between the parents’ value-goal orientations and the style of social-role interaction with the child (“normative-controlling” and “democratic”); consideration of life values, goals and responsibilities of upbringing with styles of interaction with the child, depending on the social-role position of the parent (paternal and maternal). Following article is based on the materials of a sociological survey of 486 parents of senior preschool aged children attending kindergartens in Moscow. The questionnaire used in the research was developed by the group of the Center for the Sociology of Education of the Russian Academy of Education; the respondents were given a wide range of questions related to their life values, perception of their future, the characteristics of parent-child relationship, etc. The conducted study revealed characteristics of the parents’ value-goal orientations depending on the demographic (sex, age) and socio-stratification (income level, level of education, two or one-parent family) factors. The dynamics of changes in value-goal orientations of parents over the past 20 years has been shown on the basis of comparison of the following research results with the results of monitoring studies held in 1997 and 2007. The obtained data made it possible to reveal the peculiarities of the value-goal orientations of fathers, married and unmarried mothers, depending on the styles of social-role interaction with the child: “normative-controlling” and “democratic”.