Chesnokova O.B., Subbotsky E.V. Psychologist in preschool education: the English way

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Keywords: early childhood education child development education school readiness psychologist teacher child care developmental education

To cite this article:

Chesnokova O.B., Subbotsky E.V. Psychologist in preschool education: the English way // Preschool Education Today. 2013, Issue 1 - p. 60–69.

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2013, 1

Olga B. Chesnokova
PhD in Psychology, Associate Professor of Department of Developmental Psychology of Lomonosov Moscow State University (Moscow, Russia)

Eugene V. Subbotsky
Dr. Sci. (Psychol.), Reader (emeritus) in Developmental Psychology, Lancaster University, Lancaster, United Kingdom, Moscow, Russian Federation; London, United Kingdom

Abstract

The article describes the English system of preschool education. The analysis of the strengths and weaknesses of England’s dual model of education is provided. A well-designed structure of preschool education is not limited to the mastery of knowledge and skills, and aims to develop different aspects of the child. The educational tasks include the development of creativity and formation of eagerness to learn. During various discussions the range of problems arising in front of professional team of psychologists working in pre-school and primary education is outlined. The psychologists’ working task is defined based on inspection’s reports on current issues, whereas there are no psychologists on the staff. Therefore, these tasks are often directed to other specialists, commonly to the specially trained teachers. There has developed an effective system of preschool education, which is designed to increase the availability of care for all children, but the implementation of this mechanism is highly dependent on certain conditions.