Doronova T.N., Doronov S.G. Implementation of the Federal State Standard for Early Childhood Education

Received: 03/14/2019

DOI: 10.24411/1997-9657-2019-10046

Keywords: Federal State Educational Standard state policy in the sphere of education training of specialists in the sphere of early childhood education subject and spatial environment accessibility of early childhood education

To cite this article:

Doronova T.N., Doronov S.G. (2019). Implementation of the federal state standard for early childhood education. Preschool Education Today. 3:13, 36–45 (in Russian). DOI: 10.24411/1997-9657-2018-10046

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

2019, 3

Sergey G. Doronov
Center for Socialization and Personalization of Children’s Education of the Federal Institute for Educational Development of the Russian Presidential Academy of National Economy and Public Administration, Moscow, Russia

Tatyana N. Doronova
Center for Socialization and Personalization of Children’s Education of the Federal Institute for Educational Development of the Russian Presidential Academy of National Economy and Public Administration, Moscow, Russia

Abstract

In this paper, a number of topical issues for contemporary Russian early childhood education are considered. These topical issues have been connected with implementation of the Federal State Standard of Early Childhood Education (hereinafter – the Standard); preparation of specialists in the sphere of early childhood education; creation of subject and spatial environment. The subject of standardization has been the relations in the field of education, arising from the implementation of the educational program of early childhood education. The main purpose of educational activities regulated by the Standard is the development of personality, motivation and abilities of children in various activities and achievement of targets of early childhood education. The reports of the departmental ministry testify to the favorable situation in all main spheres including writing the principal educational programs, training specialists in the sphere of early childhood education, creation of subject and spatial environment. The authors analyzed the changes that have occurred in early childhood education since the introduction of the Standard and showed that the reforms in the field of domestic early childhood education are far from being completed. The main reason for this situation is that the text of the Standard does not contain substantive characteristics of early childhood education, which could be used as a guideline for writing educational programs and designing the subject and spatial environment.

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