Abstract
The article examines the problem of intensive changes in education, in particular those related to the criteria for evaluating the quality of education and child development. This applies to all branches of education, both individually (pre-school, primary, higher, after-school, art), and in joint interaction with each other. The problem of significant updating of the diagnostic toolkit is identified, which will allow in the first stages of the child’s development to direct and align its development in the early stages of ontogenesis. The interdependence of the effectiveness of the toolkit, the psychophysiological features of the modern child, the awareness of his needs and the definition of modern educational tasks have also been determined. The method that allows you to direct and align the child’s development at the early stages of ontogenesis is demonstrated. The model of modern education needs balanced, thorough, theoretical and methodological foundations and analysis of constructive practical experience.
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