Sleptsova I.F. The Quality of Preschool Education as a Unity of the Educational Process, Structure and Outcome

Received: 09/28/2017

DOI: 10.24411/1997-9657-2018-00003

Keywords: quality of education individualization socialization goals outcome

Sleptsova I.F. The Quality of Preschool Education as a Unity of the Educational Process, Structure and Outcome // Preschool Education Today. 2018. Issue 12, Vol. 1(83). pp. 30–37. (in Russian)

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

2018, 1

Irina F. Sleptsova
Cand. Sci. (Pedagogy), Associate Professor of the Department of Integrated Safety and Health Care of the Moscow Region State Educational Educational Institution "Corporate University of Educational Development", corresponding member of the MANPO, Head of the Department of Preschool and Primary Education of the ANO DPO "Institute for the Development of Educational Technologies (IROT)", Moscow, Russian Federation

Abstract

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.

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