Modern Pre-School Education from the Standpoint of Self-Worth Childhood

Rais F Shaikhelislamov,Alma Zh Murzalinova,Rezida K Shaekhova

doi:10.15823/p.2016.08

Rais F Shaikhelislamov, Alma Zh Murzalinova + Show 1 more

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https://doi.org/10.15823/p.2016.08

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Journal: Pedagogika	Publication Date: Apr 22, 2016
Citations: 3	License type: CC BY 4.0

Affiliation: Kazan Federal University

Abstract

Relevance of the studied problem is due to the reforming of the Russia education system that have begun in according to which the pre-school system is the first stage of general education and in this regard at the stage of practical implementation of reforms there is a risk of self-worth loss as the preschool period of development of the foundations of human culture in specific children’s activities. The purpose of the article is the theoretical justification of transition of childhood phenomenon from the information paradigm to the cultural-historical one, in refinement of “early childhood education” category in the context of the FSES, in disclosure of the idea of preschool self-worth. Leading approach to the theoretical justification of the author’s position is a cultural-historical system-activity approach. During the research process there are emerged number of important results: revealed and systematized the conditions for ensuring the childhood self-worth in the process of transformation of the system of preschool education into the stage of general education; was conducted the theoretical study of the need to preserve the specificity of preschool age as a basis for the formation of a full-fledged personality. Overall results of the study can help to solve the problem of formation the state educational policy aimed at improving the social status of preschool children, and may also be useful for developers of teaching materials of vocational and further education in the field of early childhood education.

Highlights

The Ministry of Education and Science of the Russian Federation approved the Federal State Educational Standard of preschool education two years ago, it’s importance cannot be overestimated
Relevance of the studied problem is due to the reforming of the Russia education system that have begun in according to which the pre-school system is the first stage of general education and in this regard at the stage of practical implementation of reforms there is a risk of self-worth loss as the preschool period of development of the foundations of human culture in specific children’s activities
The purpose of the article is the theoretical justification of transition of childhood phenomenon from the information paradigm to the cultural-historical one, in refinement of “early childhood education” category in the context of the FSES, in disclosure of the idea of preschool self-worth

Summary

Introduction

The Ministry of Education and Science of the Russian Federation approved the Federal State Educational Standard of preschool education two years ago, it’s importance cannot be overestimated (the order of the Ministry of Education of the Russian Federation No 1155, 2013). In contrast to the official interpretation of the category “education” the earlier understanding of education is associated with the creation of the “image of man” (Ozhegov, 1984) otherwise the individual who encompasses all human qualities, and as a social being – all the qualities of the person. From the above it follows that preschool education is creating an image of a person in the preschool years, in which the foundations of personal culture and way of life are predetermined in the individual. It should be noted that the culture in the context of pre-school education is already formed personal experience of people, and their creativity, which develop during the process of diverse creative activities at all age levels and the possibility of determining the mental development of those who takes possession of this culture

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