2019, 6
This article analyzes the attitude of respondents to the profession of Early Childhood Education Teacher. Respondents were preschool teachers (n = 203) and parents of preschoolers (n = 706). The basis for the empirical study was the Kazan Center for Social and Humanitarian Education, which is being implemented within the framework of the experimental site of FEDI RANEPA. The study was conducted over September and October 2018. A questionnaire method was used to collect information. The research has shown that to be recognized as a professional, significant for the progressive development of society, the early childhood education teacher fulfills his/her social order, but is assessed by public opinion as a person who does not have the opportunity to rise to a high level in the social hierarchy. Despite the fact that the respondents, i.e. the teachers of early childhood educational institutions belong to the low-income strata of the Russian society and the absence of a high socio-economic status, their ideas about their profession are generally positive. The authors suggest that the positive interpretation of the external assessment of their profession by the respondents is a mechanism for conscious increase of professionalism. An early childhood education teacher is a creative profession and a positive self-esteem of the prestige of the work in the field of early childhood education work can be linked to the processes of self-actualization and self-realization. On the other hand, overestimated perceptions of the prestige of the profession help early childhood education teachers to form their symbolic capital.
Responding parents demonstrate trust in public early childhood educational institutions, which is defined by paternalistic orientation of parents in relations with teachers and administration of preschool educational institution and is interpreted by the authors as loyalty of respondents to government. The authors note that the prestige of the profession of an early childhood education teacher has different meanings for its bearers, for those who use educational services, and for society as a whole.
This article analyzes the development of public and government requirements to definition of duration of work of kindergartens for all period of existence of system of early childhood education in Russia. The results of the monitoring of the attitude of preschool teachers to the introduction of “family schedules” in modern kindergartens, reflecting the advantages and risks of innovation associated with meeting the needs of families in the baby-sitting, as well as the successful solution of educational problems by the joint efforts of the family and kindergarten are presented. The article describes the possibilities of the current regulatory framework for creation of variable working hours of early childhood educational organizations.
The purpose of the study is to determine the reasons and nature of changes in the operation of early childhood institutions in a historical retrospective. The research was based on the experience of the first Russian kindergartens, legal framework defining the work of early childhood institutions during the XX century and at the present stage of development of early childhood education, the results of the survey of 3415 teachers of preschool groups of 22 regions of the Russian Federation, and review of the studies related to the problem under study. The results of the retrospective analysis of the reasons for the change in the duration of work of Russian early childhood institutions during the whole period of their existence, have been presented. It has been revealed that the work regime was determined by the goals of the kindergarten to ensure the full development and upbringing of the child in different historical periods and reflected the leading trends in the country’s social and economic development and the State’s desire to involve women in active social and productive life. This ensured the normative approval of the variation in the work schedules of kindergartens (pre-school groups) depending on the location, needs and demands of families, which is a distinctive feature of modern public early childhood education. Based on the results of the monitoring of teachers’ opinions on the increase in the time of stay of children in kindergarten, possible risks associated with the reduction of the time of communication between parents and children were identified. Today some parents tend to increase the working hours of the kindergarten as they are not ready to communicate with the child, because of their own parent’s failure. The desire of parents to “build up” the schedule of work of the kindergarten, to correlate it with personal needs is often associated with a lack of understanding of the essence of educational work. Tendencies of interaction of teachers with families in order to draw attention of parents to the importance of dialogue with the child have been defined.
Relevance of this paper is connected with the search for conditions for the development of creative potential in childhood, ensuring readiness for schooling, creating prerequisites for productive learning activities, reducing emotional stress, improving communication skills. The purpose of this theoretical study is to describe various multidimensional approaches to the analysis of the possibilities of creative solution of preschool children’s problems. This paper analyses research on the role of imagination and creativity in children’s mental development.
Two main directions have been identified, which combine, on the one hand, the study of factors influencing the development of children’s creative achievements and, on the other hand, the development of education science approaches that boost creativity. The studies used in the metacognitive analysis show that the creative potential of preschool children is associated with a high level of social behavior, play, creation of a paracosm, language skills, creative storytelling and bilingualism. Development of imagination and creativity of the child can be provided by means of the effective educational program which is connected with use of play creative practices, the constructive educational focused activity, application of Internet technologies, mobile apps, a multicultural basis of the joint decision of problems, perspective planning, perfection of oral and written speech. The received results have shown that various factors and educational sciences approaches positively influence development of creative imagination and creativity. Therefore, it is recommended to continue empirical research aimed at finding possible links between the level of development of verbal generalization, verbal thinking and creative imagination of the child. It is necessary for a competent management of development of creative imagination and creativity in preschool age.