Abstract
We center on the issues of contemporary preschool education, priority objectives, educational environment quality and the problems of assessing its quality. We describe and substantiate different approaches used in assessing education quality. We pay attention to the description of ECERS-R methods “Scale for comprehensive assessment of education quality in preschool educational institutions”, the latest version of which has been pre-adapted and tested in Russian regions. We also analyze the experience of using this technique in other countries. We show that the ECERS-R method is not only highly reliable, but also plays an important role in preschoolers development, as the method tool has a high level of elaboration and is based on humanistic pedagogy ideas. In the context of contemporary Russian education, this technique is relevant, since the evaluation criteria given in it (sub-scales and indicators in the ECERS-R scale tools) have a direct analogy with the educational areas described in the Federal State Educational Standard of Preschool Education.
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