2016, 9
2016, 9
p. 24–33
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400
The recent years have seen pre-school become part of general education. This change has been enshrined in law and is reflected in the way pre-school departments in primary schools are organized and financed. The wellbeing of preschool departments in territorial educational complexes depends on the number of parents involved. What remains to be seen however, is the priorities they have. Do they perceive early childhood education as part and parcel of general education? Do they really need pre-school education, and what exactly do they expect to get from it? Research into parental needs showed that most parents choose a pre-school department solely on the consideration of its convenient location. They see care and supervision as being the main goal of pre-school education. Parents’ satisfaction is associated with the friendly and individualized attitude the teacher displays towards a child. Three groups of parents were identified in terms of choices, objectives and satisfaction factors.
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2016, 9
p. 34–41
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572
This paper considers the issue of cooperation between the family and pre-school teachers during a child’s transition from kindergarten to primary school as a factor contributing to the child’s greater psychological readiness for school. For this purpose, the materials of a nationwide survey called Monitoring the Economics of Education: Early Childhood Education were used to analyze the degree of harmonization of parents’ and preschool teachers’ ideas of kindergarten and issues related to preparations for the transition to school. It is showed that teachers and parents, as well as parents themselves have different perceptions of a good kindergarten, the objectives of education and ways of preparing their child for school, many of the differences stemming from their level of education among other things.
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2016, 9
p. 42–51
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334
The article presents correctional methods for forming storytelling ability in preschool children with mental retardation. This skill is developed by implementing an educational program called Speech Development. Preschool pedagogy offers a variety of methods to teach how to tell stories, but those tend to disregard the specifics of speech and cognitive development in such a preschool group as mentally retarded children. The proposed method is based on P. Galperin’s principle of gradual formation of mental actions and suggests dividing the storytelling learning process into steps and sub-steps by providing each child with assistance he or she needs at each stage (sub-stage). This approach to the skills formation may have a positive effect on correctional and pedagogical work. The method involves teaching storytelling based on picture stories and descriptive stories.
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2016, 9
p. 52–59
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570
The article deals with the issue of enhancing the educational correctional competence of parents who have children with special educational needs. The author reveals the rationale behind it and identifies the challenges that organizing cooperation between preschool educational institutions and the family involves. Author examines the terms and conditions of parents’ participation as legal representatives in educational activities. The articles lists types of educational activities aimed at implementing the pre-school educational program in line with the professional standards. It provides research data which helps to identify four scenarios of parents’ response to the news that their child has developmental issues. The article gives a brief description of parents’ possible reactions to experts’ conclusion about their child’s special development or health limitations. The author describes different levels of parental motivation and their willingness to cooperate with experts. Author also provides some insights into why parents are little motivated to actively participate in the pedagogical correction process. The article gives guidelines for interaction with the family of a child who has speech disorders. It provides references to literature on planning cooperation between a preschool and a family that has a child with speech disorders.
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2016, 9
p. 60–67
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563
The article presents an analytical review of the systems of external independent evaluation of preschool education quality in the United States and Singapore. Special attention is given to the specifics of National Association for the Education of Young Children (NAEYC) as well as programs like STARS (Pennsylvania, USA) and SPARK (Singapore). The key characteristics of external quality assessment in these countries include voluntary participation, the presence of a PR component (so that parents understand how to navigate in a variety of kindergartens), support of leadership qualities and training managers within organizations, the use of standardized rating scales (e.g., ECERS-R), which have been recognized by the international community and focus more on evaluating environmental performance rather than children’s results. So the review of the foreign practices of organizing pre-school education quality assessment helps us to better understand how to form our national system of independent expert examination of pre-school education in the most productive way. This is all the more relevant now that Russia is engaged in laying down a new regulatory framework and elaborating a social mandate for high quality educational services.
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2016, 9
p. 68–79
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312
The appropriateness of early childhood foreign language education is occasionally a debatable subject among parents, educators, public education administrators and policymakers. A large body of research has been done on this subject and conclusions sometimes appear contradictory. This article first reviews briefly the importance of learning a foreign language, and the advantages of bilingualism. Second, it compiles empirical evidence that concerns early foreign language education of children living in a native language speaking environment and suggests answers to questions regarding the developmentally appropriate timing to start providing foreign language education services.
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