Quality Of Psychologic And Pedagogic Conditions Of Preschool Education In Russian Regions

Abstract

The paper presents results of a comparative study of psychologic and pedagogic conditions of pre-school education in several regions of Russian Federation. The psychologic and pedagogic conditions are considered as key factors of development and education of pre-school children. The study of these conditions is an essential component of an assessment of quality of pre-school education in Russian Federation. The research method comprised the main characteristics of the psychologic and pedagogic conditions of pre-school education: presence of full-time educating psychologists in a pre-school educational institution; presence of full-time educating logopedists and defectologists in a pre-school educational institution; use of a practice of the involvement in the educational process of educators from the institutions of additional education, culture and sport; availability of special equipped rooms and places for educational activity of children; availability of special equipped rooms and places for gaming activity of children; application of computers and digital resources in the course of education; number of offered additional educational services; the requirement of supplied additional educational services. The findings of this study allowed a realization of a comparative study of psychologic and pedagogic conditions of pre-school education in several regions of Russian Federation and to identify common dynamics of individual characteristics over the past few years. The resulting information is open and available to managers and specialists of pre-school education, to parents of pre-school children, as well as to the general public.