2020, 2
This paper is devoted to the analysis of the concept of “inclusion”, the existing problems and challenges of the implementation of inclusive education in the world, in particular through the example of the development of inclusion and the implementation of inclusive and socio-psychological practices in the education system in Germany. It describes the system of services for persons with disabilities, based on the classification by ICF, which is a standard and instrument of the World Health Organization, where disability is not considered as a property of a person, but a social phenomenon. The research is aimed at the organization of an inclusive environment, which does not exist in isolation, does not belong to a particular area of education, but is a natural part of society, and a general pedagogical concept. Ways of developing inclusion and inclusive education in particular are considered with regard to the history and mentality of countries, where the global community has moved away from a narrow view of inclusion as interaction with people with disabilities, and towards a broad acceptance of inclusion, where societies are diverse, with no segregation on the basis of diversity, from language and religion to disability, development and gender philosophy, which is the ideological basis for inclusion.
Inclusion as a special, progressive worldview is the emotional maturity of society, a well-thought-out structure of interaction between the child’s family and society and with other families, schools and other social institutions. The existing problems in the implementation of inclusive approaches in education in Russian practice are considered, in particular, the issues of human resources potential. The key principles of remedial and inclusive education, including in Russian educational practice, based on research by Lev Vygotsky, are presented.
The relevance of the study has been determined by necessity of actualization in modern conditions of development of non-public sector of early childhood education which will allow partially to solve problems of shortage of places in early childhood educational institution, will expand possibilities of realization by citizens of the right to accessible and qualitative education. In order to achieve the goal, the following methods have been used: content analysis of documents, the method of collecting and structuring information, the structural method of presentation of the material. The article analyzes the legal framework governing educational activities in early childhood educational institutions of the non-public sector. In this article, results of legal regulation of the relations connected with realization of educational programs of early childhood education and rendering of services on supervision and care of children of early childhood age by private educational organizations and individual businessmen are reflected.
The best Russian and international practices in the implementation of early childhood education programs, which scored the highest number of points according to the used criteria and indicators of analysis, are also presented: the legal framework for the provision of practice, the substantive justification of the availability and quality of early childhood education, methodological approaches to ensure accessibility and quality of early childhood education, description and analysis of existing practices to support the non-public sector in early childhood education, organizations.
It has been established that the development of a legal framework regulating the educational activities in a non-public sector of early childhood education institution and the usage of best Russian and international practices will make the non-public sector of early childhood education a powerful tool both in meeting parental demands for early childhood education and in eliminating the queue for enrollment into the early childhood education organizations.
This paper presents the results of the national research dedicated to the comprehensive study of the developing environment in early childhood educational organizations of the Republic of Uzbekistan. It also reveals the main directions of its study in the context of the conceptual ideas of the Public Curriculum of the Republic of Uzbekistan, identifies factors that can improve the quality of design of developing environment in early childhood educational organizations.
The purpose of the study was to analyze key indicators for assessing the quality of the developing of environment in early childhood organizations in Uzbekistan in the context of modernization of the early childhood education system of the Republic of Uzbekistan.
The main method of research is a comparative analysis of existing approaches to the design of the developing of environment of early childhood organizations in Uzbekistan. The subject of the analysis is a phenomenon of the environment, assessing the understanding of its significance and content for the development of early childhood and preschool children, and identifying key factors that determine its quality.
The results of the study contain a systematic analysis of the quality of the developing of environment of early childhood organizations in Uzbekistan, identify trends in changes in the understanding of the environment as a condition and means of development of children before school, and identify key parameters of the quality of the environment, consistent with cultural and historical values, national and regional traditions, features due to nature, climate, and the specifics of industrial life of the area.
The research makes it possible to identify existing practices in the design of development of the environment in early childhood educational organizations, to propose an artistic and aesthetic approach to the design and filling of the early childhood organization’s space, and to understand the characteristics of the development of the environment in regard of the national preschool education system, as well as identify its innovative trends.
This paper provides an empirical account of the complex nature of early childhood teachers’ work with growing accountability demands for collecting, reporting, and using child assessment data in the U.S. context. Particularly, this paper focuses on preschool teachers’ experience of changes in their roles and pedagogical work in implementing a criterion-referenced, commercial online child assessment system. In doing so, this paper draws on data from a qualitative research study conducted at four Head Start sites that included semi-structured, individual interviews with six teachers and five child development specialists during three different assessment checkpoint periods; multiple observations of four Head Start classrooms for five months; and an analysis of related documents. The findings from this paper highlight that the use of commercial online childhood assessment system increased and expanded teacher work with additional responsibilities and concomitant change in assessment, curriculum, and pedagogy, as well as their views of themselves as professionals.