PhD in Pedagogy, Associate Professor of Preschool Pedagogy Department, Institute of Childhood, Herzen State Pedagogical University, St. Petersburg, Russia
Introduction. The article presents the results of a theoretical and practical study of the history of the museum collection of the Department of Preschool Pedagogy, Herzen State Pedagogical University. Particular attention is paid to the creation of motivation for students to master the pedagogical profession and to realize its value in society.
The purpose of the study is to describe the history of the creation of the unique museum collection of authentic materials by F. Froebel and M. Montessori, the rationale for using the potential of collections in the education of a modern teacher.
The result of the study was a description of the museum’s potential for organizing the research work of teachers, students, undergraduates and post-graduates of the Department of Preschool Pedagogy Department, Herzen State Pedagogical University. The possibilities of the museum collection for acquaintance with the history of the formation of the profession “kindergarten teacher” are described. Analysis of the legacy of M. Montessori and F. Frobel leads to a conclusion about the modernity and relevance of the ideas of the educators and their reinvention into the practice of the kindergarten of the XXI century.
Conclusion. The presented description of the authentic museum collections of materials by F. Frobel and M. Montessori of the Department of Preschool Pedagogy, the explanation of the potential possibilities of their use in the educational process of the pedagogical university reveals one of the ways to solve the urgent problem of higher professional education in creating motivation for students to master the pedagogical profession. An excursion into history allows young and experienced teachers to rethink the modern theory and practice of preschool education.
Introduction. This paper describes results of an integrated multivariate research project, provisionally called “Artifacts of Childhood”, that studied sociological and pedagogical tendencies connected with correlation between the values of the modern adult’s and child’s worlds. The purpose of this study was to look into the specifics of the modern attitude to the childhood, the child’s values-based attitude towards the adult’s world, and to develop an understanding of the value determinants of the child’s social and personal development.
Methods. Research methods were based on Adlerian conceptual model of a deliberate and purposeful changing of parenting styles (A. Adler); the concept of a cultural-historical development (L. S. Vygotsky, A. N. Leontiev) of the child’s personality in the course of mastering the knowledge of previous generations with guidance from an adult (N. F. Radionova); understanding of the child as the subject of child’s activities (T. I. Babayeva, A. G. Gogoberidze and others).
Results. Authors defined essential and structural characteristics of the value‑based attitude of children towards the adult’s world, and established pedagogical determinants that ensure the development of the values-based attitude to the childhood period. Authors received actual data on the interaction between the preschool and the family in the course of shaping the value orientation of adults and modern preschoolers.
Background. Participants in the educational process in Russia have encountered difficulties in organizing work distantly. There were various difficulties, not all teachers were ready to develop new models of communication with parents and pupils in the context of using available means for distant work. The distant format of work has particularly exposed the issues of interaction and participation of parents in the educational process.
Aim. This study was conducted with the aim of understanding how a preschool teacher can use the potential of distant forms of developmental interaction for children and accompanying parents.
Description of the research progress. The research was aimed at introduction of viable distant practices to support and accompany parents in the education of preschool children.
The research results were:
• assessment of the real experience of educators on educational online platforms and the potential for self-development of educational online resources;
• identification of the most common problems that arise in the process of organizing distance forms of pedagogical interaction;
• development of online resources in the context of the most popular and necessary areas, in particular related to helping parents in organizing developmental leisure activities with children at home education;
• pilot testing followed by professional expertise of developed online resources for preschoolers and their parents.
Conclusions. The article presents the results of a multifactorial study that examined the current social demand for a quick and high-quality transition to distant forms, accompanied by the parents of preschoolers. A completely new format of distant practice was organized for students studying at the bachelor’s level in the direction of “Pedagogical Education” as a result.
The results of the study can be used by regional education authorities to identify the most effective practices for improving the quality of the teacher’s professional activity in the framework of distant education of preschool children in the context of family education. The developed tracks of distant educational technology for designing an online resource include methodological products ready for distribution among the pedagogical community in the context of distance preschool education..