Sobkin V.S., Khalutina Yu.A. Parents of Preschool Children and Their Attitude to the Educational Process in Kindergarten: Satisfaction, Stance on Quality and the Effectiveness of Education

DOI: 10.24411/1997-9657-2018-00001

Keywords: preschooler parent kindergarten satisfaction with the educational process stance on the quality of education stance on efficiency of teaching

To cite this article:

Sobkin V.S., Khalutina Y.A. Parents of Preschool Children and Their Attitude to the Educational Process in Kindergarten: Satisfaction, Stance on Quality and the Effectiveness of Education // Preschool Education Today. 2018. Issue 12, Vol. 1(83). pp. 6–18 (in Russian)

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

2018, 1

Yulia A. Khalutina
Researcher, Institute of the Education Management, Russian Academy of Education (Moscow, Russia)

Vladimir S. Sobkin
Dr. Sci. (Psychology), Professor, Academician of RAE, Head of The Center for Socio-Cultural Problems of Modern Education, The Federal Scientific Center for Psychological and Interdisciplinary Research, Moscow, Russian Federation

Abstract

The following article is devoted to the study of parents’ attitude to the content and forms of the educational process in preschool institutions. Particular attention is paid to the analysis of the following three aspects: an assessment of parents’ overall satisfaction with the educational process; an assessment of the parental stance on the quality of education in kindergarten; the parental stance on the efficiency of teaching and development of the child’s personality in kindergarten. The article is based on a questionnaire 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 attitude to the system of preschool education, their life values, characteristics of child-parent relations, etc. The article analyzes the particularities of parents’ attitudes toward the educational process in preschool institutions, depending on the influence of socio-demographic (sex, age) and socio-stratification (financial status, level of education, two or one-parent family) factors. The results reveal the clear domination of positive parental characterization of the content and form of classes conducted in the kindergartens of Moscow, as well as positive characterization of the professional qualifications of the teachers. The received materials also testify that the overwhelming majority of modern parents of preschool children highly appreciate the quality of the child’s education in kindergarten in various directions (development of speech, literacy, development of elementary mathematical representations, formation of ideas about nature, design, aesthetic development, physical culture, patriotic education). The data given in the article allows us to conclude that parents with low material status tend to estimate the positive influence of the kindergarten on the development of their child significantly below those of other social classes.

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