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students, data bases and electronic banks of development of extra-curricular education. A noticeable path is the improvement ofresource provision ofextra-curricular education (development of programs and technologies, equipment with media technologies, advancement of the staff of the system ofextra-curricular education) [4, p.86].
Summarizing the above said, it should be emphasized that the solution of tasks objectively
set before the Russian extra-curricular education for children requires cooperation of resources at intra-departmental and inter-departmental levels, attraction of highly qualified specialists from different areas of science, culture, sports, update of program field and material and technical base in accordance with constantly changing needs of the population and innovative economy of Russia.
References:
1. Builova L. N. Modern problems of development of extra-curricular education for children in the context of ideas of continuous education/Development of the education system — ensuring the future. In 3 books. B1.: mono-graph/[authors: Artemyev A. A., Bechvaya M. R., Bogomolova I. S. and others.]. Odessa: KUPRIENKO S. V., 2013 169 p.
2. Builova L. N., Klenova N. V. How to organize extra-curricular education for children in school? Practical manual. M.: ARKTI, 2005. p. 280.
3. State program of the Russian Federation «Development of education» for 2013-2020. [Electronic resource]. URL: http://минобрнауки.рф/документы/3409/файл/2228/13.05.15-Госпрограмма-Развитие_ образования_ 2013-2020.pdf
4. Concept of development of extra-curricular education for children in the Russian Federation (first version). Project. [Electronic resource]. URL: http://минобрнауки.рф/документы/4090/файл/3024/концепция ДО_10.04.14.doc
5. Decree of the President of the Russian Federation as of May 7, 2012 № 599 «About measures for realization of the state policy in the sphere of education and science»
6. Federal law «About education in the Russian Federation» as of December 29, 2012 N 273-ФЗ
Burshit Irina Evgenievna Candidate of Pedagogic Sciences Taganrog State Pedagogical Institute named after A. P. Chekhov, Taganrog E-mail: burshit_ie@mail.ru
Pedagogical conditions of quality assurance for preschool education by realization of federal state requirements
Abstract: In this paper the regional experience of year long preschool educational institution offers to children who don’t visit educational facilities. The main purpose of Russian educational system’s reformation is quality assurance of study that meets the requirements of innovation development country, the personal needs and society. The important condition of this quality assurance becomes the guaranteeing of education’s continuity.
Keywords: preschool education, education quality, short-term groups, competence, complex comprehensive program.
In present-day world preschool childhood is a special national resource that allowed to solve complex social and economical problems of state development.
There are many stages of human progress. But what age is the most difficult and vulnerable? Many scientists and pedagogues-practitioners consider that transition period from preschool to school time is the most important and complex.
Therefore the government and society should support children of this period. However, more than 50% Russian children of preschool age are out of public preschool education. It means that this transition period for big quantity of children becomes difficult and hard.
Today the most important priority of education in Russia is quality assurance of education and also preschool education. The certain conditions should be
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created in order to achieve efficiency. The first-priority condition is supply of continuity.
There are several problems of modern preschool education that are connected with objective and subjective reasons. These reasons don’t allow the succession and continuity of two educational stages. The main reasons are;
—“shortage of preschool educational institutions. Therefore the big quantity of children become out of preschool preparing system;
—“insufficient quantity of skilled specialists in the preschool institutions that can carry out the qualitative preparation for children to school and use the traditional and innovation programs;
— increase of children who have development deviation;
— lack of correction and pedagogical assistance to children with special needs;
— insufficient quantity of year long preschool educational program for the short-term groups by comprehensive schools.
Let’s discuss the problem how in modern conditions we can solve the tasks of education continuity?
The active usage of other types of educational facilities can compensate lack of preschool educational institutions. For example, centers of child development, short-term groups by comprehensive schools, child centers of gaming support. The main condition is creation the appropriate study and material foundation, subject and developed environment, playing place in these institutions
We offer to examine the analysis of activity of shortterm groups by Chekhov Gymnasium in Taganrog that are functional within the framework of region Centre of pedagogical preparation by the program of preschool education “Preschool child. Adaptation. Development”. This example indicates that named problems could be solved.
This centre carries out the educational, educative, diagnostic, correction and development functions.
Now the parents take an interest in qualitative preschool education of children. We can see that 76% of children, who visit the centre, live in different residential district and also in countryside.
In order to create the conditions of successful realization of educational continuity it is necessary to answer two questions:
— Who is a teacher?
— How the children are taught?
There differs in the system of preschool education should be carried out on conditions that pedagogues
are ready to work with 5-6-year-old children subject to their opportunities and needs. Due quality of preschool education can be provided by leading preparation of pedagogues to new kind of activity.
However it appears pointed problem of personnel assurance of preschool education. The cause of this problem is absence of necessary pedagogical education. We can see the tendency that in the short-term groups by comprehensive school come pedagogues without special education. This fact impedes the rise of quality of preschool education.
For analysis of modern situation of preschool education were conducted several researches, such as opinion poll of parents of 1st year pupils of five schools in Taganrog, diagnostics of readiness level of 1st year pupils to study, analysis of preschool children’s workbooks that studied in the short-term groups by comprehensive schools. There data show that:
— in the most cases in the short-term groups by comprehensive schools there is duplication of education programs of first class with dominance of school kind studying;
— absence of constant pedagogical staff in preschool groups (usually the teachers work in these groups and then take children to 1st class.). This tendency doesn’t allow pedagogues getting the high professional competence;
— by preparation of preschool children to study at school the attention of pedagogues and parents directs to knowledge preparation, forming of especial studying skills and actions. It may adversely affect on physical and mental feels of children;
— the school pedagogues fell the lack of understanding and unacceptance of gaming and spontaneous behavior patterns. These behavior patterns for 6-7-year -old children prevail over other activities.
In order to solve the tasks ofsuccession and continuity between two educational stages the pedagogue should have necessary technological skills. These skills allow the preschool child to become full and interested member of all kinds of activity. The pedagogue who works in preschool institution should have sound knowledge in the psychology of preschool child, can sort in modern educational concepts, have the new technologies of gaming, creative, cognitive children’s activity, the methods of development ofpreschool child motivational sphere, can create the cooperation relations between children and their parents.
Therefore in our Centre we take the next steps:
1 part:
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— constant qualification rise of pedagogues (2/3 pedagogical staff along with basic pedagogical education got second higher education: psychological, logopedic etc. Also all employees pass the preschool education’s extension courses.);
— study and preparation ofpedagogues by program “Preschool child. Adaptation. Development" that work in preschool institutions. In 2011-2012 32 pedagogues and 11 students of Taganrog State Pedagogical Institute named after A. P. Chekhov studied at special courses;
— holding of seminars, round tables, conferences in order to discussing of actual questions of development, upbringing and study children, that are out of preschool education.
— holding of individual and group consultation;
— conducting of master-classes;
— attraction of volunteers from students of Pedagogical Institute for work in the short-term groups;
2 part:
— systematic educational and preventive work with parents;
Every parent wants to see their child happy now and in future. The happy child is physically healthy, mentally and aesthetically developed child who have different practical skills that can help in future life, achieve success, be loved. But parents of children who don’t visit kindergartens quickly forget one important personal quality. It is an ability that helps to build positive interrelations with world around. This ability consists of skill of understanding other people, their feelings, moods, personal children’s feelings, skill of control their emotions, express them so that others understand them correctly and using social right forms.
We understand that different skills, mental new formations, specific psychological skills of child don’t appear of its own accord. They appear if the special environment and the special system ofchild’s relationship are created. All of these form wish, need and intellectual readiness. They are needed by child in connection with systems of relation with world, other people, him/herself that these qualities or processes get value.
If in proper time the conditions weren’t created in which preschool child could develop special qualities, the different problems at study, in communication, psychological development appear when children become pupils.
We offer the efficient relationship system of cooperation with parents and pedagogues. This system consists of individual and group consultations, seminars, parents’ meetings, meetings with specialist, information
about upbringing and development children, parent’s stand, workbooks, child-parent’s lessons.
The important condition of preschool education’s efficiency is trust, mutual understanding, structural cooperation with parents. All information that children study in attendance should be repeated at home. It is possible in conditions of only close cooperation between parents and pedagogues. The social effect of our Centre is the change of parent’s role. They stop to be observers and to become active helpers.
The next question is “How the children are taught?”
In the judgment of the specialists the special program of upbringing and study is necessary to children who don’t visit preschool educational institutions. This program should provide the base ofchildren development and give the opportunity of usage of different, varied pedagogical technologies.
The federal state requirements (preschool education) and federal state educational standard (primary education) are the single theoretical and methodological base — system and action approach that considers:
— upbringing and development ofpersonal qualities that are competent to requirements of information society, innovation economy;
— forming of readiness to self-development and continuous education;
— active study and cognitive activity of pupils;
— creation of educational process subject to individual, age, psychological and physiological features of pupils.
Thereby the goal of preschool preparation is creation of preconditions for smooth step to development of metasubject, subject and personal results.
We conductedthe researchinwhichthe teachers ofprimary classes in Rostov region took part (in 2011-326 people, in 2012-268people). The results of this research are the children who don’t visit preschool educational institutions feel considerable difficulties ofadaptation to study at school. The respondents (in 2011-85%, in 2012-89%) pointed that children, who visit preschool educational institutions and school of early development and children, who don’t visit preschool educational institutions, they enter differently in new social situation such as entrance in the 1st class. It depends on differs ofpreschool time.
In 2011 the 78% and in 2012 82% of questioned people pointed that because of lack of communication with “strange” people, unsystematic acquisition of knowledge and insight about around world children who don’t visit preschool educational institutions can’t use their potential opportunities.
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The most quantity of respondents note that children, who visit preschool educational institutions and children who don’t, come with different levels of social, personal and intellectual preparation to the end of adaptation time (end of 1st term — beginning of 2d term).
The following features are typical for children who don’t visit preschool educational institutions: the low social status, low self-appraisal, higher uneasiness. At the primary school children who have these abnormalities should spend large number of strength, energy, physical and emotional health for creation of relations with coeval and adults, forming of appropriate self-appraisal etc.
The poll of teachers in primary classes and longstanding psychological and pedagogical monitoring that is conducted at the 1st class show that there are three main groups of “domestic” children’s difficulties:
1. Inability of communication;
2. Unequal (low or too high) self-appraisal;
3. Emotional trouble, instability of emotional sphere.
Many children who don’t visit preschool educational institutions haven’t experience of communication because they spend much time with the same adult. Often TV programs and computer games substitute communication. As a result of this the damage causes to social, personal and emotional development. Inability of communication for children who don’t visit preschool educational institutions is a 1st group of possible school difficulties.
Incongruity self-appraisal is a next group of difficulties that prevent to the forming of child’s readiness to school. The researches of M. M. Bezrukih and longstanding experience of work in the short-term groups show that normal selfappraisal is a rarity among modern children [1].
On the one hand, it connects with impossibility for children have a wide communication with same age children (the lack of conditions for forming of selfappraisal in child group via gaming activity) and strange adults (the lack of conditions for right estimation of child’s actions).
On the other hand, it connects with widespread approach to forming of preparation to school when stress
lay only on development of intellectual field. Now the pedagogues and psychologists consider that child’s selfappraisal, his/her relation by him/herself and personal perception mainly define his/her school behavior and school results. Data of many researches show that bad school results, disinterestedness in study, low motivation and bad behavior ride from negative personal relation and low self-appraisal. The self-reliance contributes to success. Hence the special attention should be devoted to the forming of adequate self-appraisal when the teaching and educational process is formed for children who are out of preschool education.
The Emotional trouble is a third group of “domestic” children’s difficulties. The emotional steadiness, emotional well-being of older preschool child is decrease of impulsive reactions, ability ofovercoming the feeling of school anxiety, the special level of emotional steadiness.
The domestic scientists, psychologists, pedagogues (L. S. Visotskij, M. V. Korepanova, E. E. Kravcova etc) in their researches showed that often abnormalities of emotional sphere become more negative for study then abnormalities of cognitive process [2-4].
Therefore by the development of educational courses “Preschool child. Adaptation. Development” took into account risks that trouble the forming of child’s readiness to school who don’t visit preschool educational institutions.
The program “Preschool child. Adaptation. Development” is complex because the work on every lesson includes the developing exercises for child communication skills, child arbitrary regulation, development of emotional and upbringing sphere but by the obligatory usage of cognitive part. This program is used by pedagogues in the educational institutions in the 6 cities and in the 4 territories of Rostov region.
Therefore the actual problem for parents and schools can be solved using the new approach. This modern method carries out the development of complex social, intellectual, personal and physical qualities of child. The achievement of named conditions allows to provide the smooth and painless step of preschool child to the pupil.
References:
1. Bezrukih M. M. Is a child ready to school? - M. Ventana - Graf, 2002.
2. Vigotskij L. S.. Educational psychology. - M., 1991.
3. Korepanova M. V. The theory and practice of formation and development of fancy “I” of preschool child: monograph/M. V. Korepanova. - Volgograd: Peremena, 2001. - 240 p.
4. Kravcova E. E. Psychological problems of children readiness to study at school. 1991. - 152 p.
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