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The article describes the findings of the historic-theoretical study of research methods utilized by preschool teachers in terms of analysis of understandings about their specificity in the national psychological and pedagogical science. The aim of this study is to uncover the strategies for studying children through observations and comparison forms of the documentations of results conducted by the preschool teachers. The analysis was performed beginning from the preschool teacher’s diary designated by research team under the guidance of

O. Dyachenko to the maps of development for the modern curriculums of preschool education (“Beginnings”, “From the Birth to School”, “World of Explorations” etc.). The main method of the study is a problem analyses, that allowed defining the goals and tasks of the use of the diaries and development maps as tools of documentation and analyses of results through observation; rules and choice of developmental milestones in children for the diaries and maps; methods of filling them up, analyzing and interpreting data. Directions for the improvement of design, implementation and analysis of the diaries and development maps children are identified. The conditions for effective interaction between preschool teacher, psychologist and other specialists through implementing of strategies for exploration of children are discussed. The objectives for the development of professional competences in preschool teachers in the area of pedagogical diagnostic are given.

This paper reports on an interview study with directors of Head Start and child care programs who are collaborating with local education authorities to provide publicly funded preschool in New Jersey, USA. A standardized interview protocol was utilized with 98 directors chosen to represent a range of center types from across the three main regions of the state. Interviews were conducted over the phone. The study examined the kinds of preparation that these directors received for their work as program leaders, the areas that these directors identified as strengths and weaknesses, and the kinds of professional development that they perceived as necessary to perform their jobs well. Results indicate that given the wide range of qualifications and work experiences among directors in this mixed service delivery system, targeted professional development focusing on both administration and early childhood content is needed. These findings suggest that policy makers and administrators of preschool programs should conduct needs assessments of their preschool directors and school leaders to ensure that professional development opportunities address different levels of experience and expertise appropriate for leaders working in these systems. Because of the complexity of leading programs with mixed sources of funding and policy mandates, it is also suggested that competencies be articulated for preschool leaders and that institutions of higher education develop early childhood leadership preparation programs.

This paper reports on an interview study with directors of Head Start and child care programs who are collaborating with local education authorities to provide publicly funded preschool in New Jersey, USA. A standardized interview protocol was utilized with 98 directors chosen to represent a range of center types from across the three main regions of the state. Interviews were conducted over the phone. The study examined the kinds of preparation that these directors received for their work as program leaders, the areas that these directors identified as strengths and weaknesses, and the kinds of professional development that they perceived as necessary to perform their jobs well. Results indicate that given the wide range of qualifications and work experiences among directors in this mixed service delivery system, targeted professional development focusing on both administration and early childhood content is needed. These findings suggest that policy makers and administrators of preschool programs should conduct needs assessments of their preschool directors and school leaders to ensure that professional development opportunities address different levels of experience and expertise appropriate for leaders working in these systems. Because of the complexity of leading programs with mixed sources of funding and policy mandates, it is also suggested that competencies be articulated for preschool leaders and that institutions of higher education develop early childhood leadership preparation programs.

Background. Modern parents form the public opinion about a preschool educational organization and about each preschool teacher. However, very often the influence of parents on the reputation of a kindergarten is underestimated, which leads to unfavorable consequences for the kindergarten. In this regard, it is extremely important to know how preschool teachers look like to parents, the requirements and requests of parents in order to maintain the competitiveness of the kindergarten.

Objectives. The aim of the study is to identify current problems in the interaction between parents and preschool teachers, to analyze the attitude of modern parents towards preschool teachers, and to develop recommendations for optimizing cooperation between participants in the educational process.

Sample. The study involved 210 respondents — parents of different ages and genders from different regions of Russia, whose children attend preschool educational institutions aged from 2 months to 7 years.

Methods. The following methods are used in the study: a scientific and theoretical analysis of publications on the research problem, a questionnaire conducted with the help of an outsourcing company, generalization and systematization of the obtained data, content analysis of the content of parents’ statements about the professional activities of preschool teachers.

Results. 177 statements by parents about the professional activities of kindergarten teachers were analyzed according to the following parameters: attitude towards parents, attitude towards children, attitude towards professional development. Based on the parents’ opinions the current problems in the interaction between parents and preschool teachers were identified: lack or insufficient information for parents, lack or insufficient number of joint events for children-adult communities, inability of preschool teachers to interact with different categories of families. 144 statements of modern parents about their own attitude towards preschool teachers were also analyzed in the study. It was found that parents often have a biased attitude towards preschool teachers and make unreasonably high demands on preschool teachers.

Conclusions. The study allowed to identify the main problems in the interaction of parents and preschool teachers, positive trends in modern preschool education, and also to record the unfriendly attitude of modern parents to preschool teachers. The results obtained indicate the need for careful preparation of prospective preschool teachers for cooperation with parents.