Preschool Education System Research Articles

Preschool Education System in Egypt and the United States of America (A Comparative Study)

The main objective of this study was to compare and shed the light on the different issues of preschool education system and the preparation of preschool teachers in Egypt and the United States of America in order that Egypt could improve its preschool education system according to its progress, challenges, objectives and teachers' preparation. The study discussed that preschool education means educating young children before primary school in a formal setting, such as preschools, nursery schools or kindergarten environments. As known that children of today are the leaders and future policy makers of tomorrow so any shortcomings in their care and education would affect negatively their nations' future. preschools are the first institutions established for educating and taking care of young children aged from 3-6 years old. Moreover, preschool teachers have a great influence on creating the children's psychological and educational attitudes, they provide them with reading and writing skills and help them to be ready for later learning and formal education. Therefore; it is necessary to have highly qualified teachers in educational, psychological and academic fields needed in this sensitive stage. The study followed the comparative and descriptive research method, and it concluded with some recommendations to explore alternative ways for improving the Egyptian preschool education system.

Updating and Building of Health-Saving Capacity of the Municipal Preschool Education System

Updating and Building of Health-Saving Capacity of the Municipal Preschool Education System

МОДЕЛЬ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОГО ЗАБЕЗПЕЧЕННЯ УПРАВЛІННЯ ЯКІСТЮ ДОШКІЛЬНОЇ ОСВІТИ

The article analyzes various trends in the construction of a model of information and communication maintenance of education quality management in modern preschool education institutions, in accordance with the International Educational Standards. The authors have developed and tested the model of information and communication maintenance of modern preschool education institutions quality management which provides the awareness on all subjects of the management process with the problems of management, information and communication maintenance, the most preferable forms and methods of interaction in the team, team work, the establishment of cross-sectoral links in the management of preschool education institutions educational activities. Approbation was carried out on the example of preschool education institutions in Kyiv. The presented tools included the analysis of the relevant theoretical and methodological sources, as well as generalization of the teacher's experience in teaching "Management in the system of preschool education" to students of National Pedagogical University named after M.P . Dragomanov. The emphasis is placed on the importance of effective mechanisms of interaction in the educational space, which are followed and supported by information flows, and bring together both the direct participants of the educational process and the social environment with the educational institution, and form an integral system. Main attention is paid to identify the factors that encumber the creation of a fully-fledged information and communication maintenance of the management of preschool education; new approaches in overcoming or minimizing a number of difficulties that arise in the educational process are substantiated. The authors have substantiated the importance of the creation and functioning of the multidisciplinary team; revealed the features of planning of collective actions in the aspect of management of educational institutions; specified the process of coordination of the activities and characterized the control system for their implementation.

ДОШКІЛЬНЕ МУЗИЧНЕ ВИХОВАННЯ: ОСОБИСТІСНО ОРІЄНТОВАНИЙ ПІДХІД

The article deals with the theoretical aspect of personally oriented preschool musical education. The concept of personally oriented technologies is highlighted. The purpose of personally oriented technologies is considered, which is to maintain and develop the child’s natural qualities, individual abilities; to assist in the development of its subjectivity, sociality, cultural identity, creative self-realization. The approaches of foreign scientists-teachers, in particular M. Montessori, R. Steiner, K. Orf on the person-oriented technologies of education and upbringing, as well as the possibility of using them in modern preschool music education, are analyzed. Music education for preschoolers is considered an important means of forming their personality and comprehensive development. The principles and features of personally oriented preschool musical education are highlighted. It is precisely in the preschool age that the foundations of musical education and aesthetic attitude towards life are laid. It is determined that the use of personally oriented technologies in the system of pre-school music education contributes to the development of emotional sensitivity and musical abilities of children, as well as the perception of music as a specific language of human communication. The feature of preschool musical education is the creation of pedagogical conditions for the awakening and activation of creative impulses in children for the knowledge of the world of art. An important task of preschool musical education is the harmonious development of children in harmony with the surrounding world, which contributes to the formation of a self-confident personality.

Modern professional training of future educators in Ukraine's preschool education system

Modern professional training of future educators in Ukraine's preschool education system

ХУДОЖНЯ ПРАЦЯ ЯК ЗАСІБ ФОРМУВАННЯ ПРЕДМЕТНО-ПРАКТИЧНОЇ КОМПЕТЕНТНОСТІ У ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

In this article contemporary scholarly thoughts about the significance of artistic labor for the development of preschool children are considered. According to the scientific researches it is clarified that contents of artistic labor for preschool children have considerably expanded in the modern system of preschool education of Ukraine during the last 20 years, it is connected with a large amount of new materials which are accessible for children, attention of teachers and parents, increased opportunities of ideas exchanging with the help of the Internet and new educational tendencies. The concept of artistic labor and its development during the last 30 years has been analyzed. Factors of influence on extension contents of artistic labor of preschool children are clarified. It is discovered that conception about surrounding subject, natural and social world becomes the basis for creative activity of children. That is why forming of the subject and practical competence is a necessary condition for development of artistic and creative abilities of preschool children. It is important to acquaint children with different kinds of artistic creativity, to enrich their knowledge about materials and their properties, the possibilities of intended use, to develop skills and abilities of working with different kinds of materials, aesthetic taste, a positive attitude towards artistic activity, culture of work. Features of the use of artistic labor in order to form the subject and practical competence of preschool children are considered. The tasks of subject and practical activity, which can be solved on classes on artistic labor, are given.

Управління якістю сучасної дошкільної освіти

The relevance of the material set out in the article, due to the system quality management is a new paradigm of management in the field of preschool education; promotion of quality in a number of priorities of the preschool education system. Therefore, the purpose of the article is to identify actual problems in the quality management of modern preschool education. Preschool education is a holistic process aimed at ensuring the diverse development of preschool children in accordance with her abilities, interests, values, individual, psychic and physical characteristics etc. It is proved that the quality of preschool education is a characteristic of education, determined by a set of properties that contribute to meeting the educational needs of a child and meet the interests of society and the state. It has been established that the quality of modern preschool education is an important step in the strategy of any preschool education institution; the implementation of quality is possible only through a specific step-by-step plan for achieving it, which includes: the goal of achieving preschool education, the tasks and methods by which goals and objectives will be realized.

Formation of the future preschool educators’ information culture

The article deals with the problem regarding the formation of the future preschool educators’ information culture. It is substantiated that the information culture is a necessary condition for the modern education and subsequent successful professional activity of an educator in preschool educational institutions. It has been proved that under conditions of widespread use of modern information and communication technologies in the educational process of preschool educational institutions, the requirements to the future educators’ professional training are greatly expanded, and therefore the need to form the preschool educators’ information culture is originated from the real needs of renewing the preschool education system. The essence of the notion «preschool educator’s information culture» has been considered. It has been proved that the information culture of the future educator of a preschool educational institution is a qualitatively new form of the educator’s mental activity organization based on the use of information tools, which allows improving professional activities in preschool educational institutions. It has been substantiated that the definition of the «information culture» is multidimensional and diverse and is considered as a special type, as a subsystem of the preschool educator’s professional culture. The structure of the educator’s information culture is a synthesis of structural components (cognitive, axiological, behavioural) ensuring in their interaction the integrity and functioning of this type of culture. The necessity to develop the designated culture has been scientifically grounded and the formation peculiarities of the future preschool educators’ information culture have been revealed. The methodology aimed at forming future educators’ information culture while studying «Introduction to the specialty and basics of Pedagogy», «Preschool Pedagogy and the History of Preschool Pedagogy», «New information technologies in Preschool Education», «Computer technologies used in the work with children», professional methods, the bachelor curriculum in the specialty 012 Pre-school education has been proposed. The proficiency indicators of the educator’s information culture have been determined. The proficiency (development) levels of the future educators’ information culture have been specified: sufficient, intermediate, low. The tools and methods for diagnosing the proficiency levels of the future preschool educators’ information culture have been proposed. The results of diagnosing the proficiency levels of the future preschool educators’ information culture have been presented. The analysis of the experimental work shows the effectiveness of the developed methodology aimed at the formation of the future educators’ information culture according to all the selected components.

Fundamentals methodology of formation cyber competences at security sector experts and Ukraine defense

The analysis of the existing systems of training military specialists in cybersecurity issues for the national security and defense spheres in a number of leading countries of the world (USA, UK, Canada, Germany, Poland) was conducted. An analysis of the cybersecurity education system of the US population was also conducted. Data is provided about main educational institutions in these countries where military cybersecurity experts are successfully trained, as well as the training programs offered by the US Department of Homeland Security to train children in the system of pre-school and school education, their parents, teachers and other. The data shows system and programs for the preparation of cybersecurity bachelors in higher educational institutions of the United States. Analyzed the prerequisites, stages of formation and the current state of the training system in Ukraine of cybersecurity specialists. It was determined that the standards for training military specialists in higher education institutions of the security and defense sector of Ukraine did not sufficiently take into account their competence in the cybersecurity basics. The analysis of the basic concepts in the professional-competence approach to the training of cybersecurity specialists has been carried out. The main provisions of the methodology for the development of an integrated system of improving cyber-education of the population and training of specialists in cybersecurity issues for the security and defense sector of Ukraine are proposed. It has been shown that raising the level of population education in cybersecurity issues in Ukraine should begin with pre-school education, as well as introduce a permanent school cyber-education system, which will make it possible to better prepare a child for adulthood in a modern high-tech society. Clarified requirements for cybersecurity education in higher education. In accordance with the best foreign experience, it was suggested that the main efforts in training cybersecurity experts for the security and defense sector should be focused on integrating the scientific, pedagogical and material-technical potentials on a single basis, by forming higher military schools (higher education institutions with specific learning conditions) a new type in the form of an integrated teaching and research and experimental test complex.

THE OPTIMISATION OF PARENTING PERSONAL POTENTIAL AS AN ASPECT OF SUPPORT FOR FAMILIES OF CHILDREN WITH MOVEMENT DISORDERS

Introduction. In the system of preschool education, parents are full participants of the learning process. It is highly problematic to provide the efficiency of the educational process without involving parents, especially, in the case of younger children with special healthcare needs (CSHCN). Successful psychological and pedagogical guidance to children with movement disorders is hardly possible without the participation of the closest people. The future of children directly depends on the psychological state of their parents and their ability to provide the necessary assistance. Nevertheless, the majority of preventive measures intended for the socialisation of “special” children and their adaptation in the society does not affect the personal issues of adult family members.The aim of the research was to present the results of psychological and pedagogical experiment directed to the transformative components of personal potential of parents of preschool children with movement disorders during their preparation for education at the comprehensive school.Methodology and research methods. In the course of the research, the following psychological approaches were used: the questionnaire developed by N. P. Fetiskin “Diagnostics of realisation of the needs for self-development”; S. Maddi’s Hardiness Survey adapted by D. A. Leontiev; N. N. Melnikova’s Adaptive Behavior Strategies questionnaire; K. Shreiner’s Express Diagnostics of the Stress Level. Mathematical processing of empirical data was carried out using the software statistica 12.0 with the application of the Mann–Whitney U-test and the Wilcoxon T-test.Results and scientific novelty. The motivational, behavioural and emotional components of personal potential in parents of children with movement disorders were identified. In the course of the first stage of the research, it was revealed that parents of children with movement disorders choose disadaptive behavioural strategies. The majority of parents experience a constant fatigue and stress, the need for self-development is on the low level. Frequently, families of children with movement disorders are in the situation of stigmatisation that considerably becomes aggravated and amplifies at the stage of preparation for schooling. The developed technology of the psychological and pedagogical support for families will allow optimising components of parenting personal potential and achieving an optimal level of the family social and psychological adaptability when preparing children for entry into schools. The approbation of technology showed considerable positive changes in the parents of experimental group when choosing the strategy of behaviour and attitude towards their children. Moreover, essential positive transformations of motivational and emotional components of personal potentials were identified in the majority of adult participants.Practical significance. The findings obtained and the conclusions drawn by the authors will be very useful to designing psychological and pedagogical activity in educational institutions. The implementation into practice of the proposed psycho-diagnostic complex will help to develop evidence-based approaches and recommendations for the interaction of educational institutions with adult members of families of children with movement disorders at the stage of preparation for school.

중국 유아교육 제도 개혁의 조치와 발전 추세

2010년 유치원 입학난 문제가 본격적으로 나타남과 함께 중국 유아교육의 제도 개혁도 시작되었다. 유치원 운영은 “공립유치원을 이상적인 모델이자 기본적인 틀로 삼고, 민영 유치원을 주요 부분”으로 하는 체제에서 “공립 유치원을 위주로 하되 공립과 민영 유치원을 병행”하는 체제로 바뀌었다. 관리 체제는 “지방 책임, 각 급1 관리”에서 “성급(省级) 총괄, 현 주도”로 구체화되었고, 재정 지원 체제는 정부의 재정 투자에 있어 주도적 책임을 부각시켰으며, 교사 집단 구축에 있어서는 교사의 지위를 명확히 하고 교사의 수와 질을 보장하며 각종 대우를 개선하는 것을 강조하였다. 향후 중국은 계속해서 “보편수혜성” 유아교육을 개혁 발전의 목표로 삼을 것이고, 유아교육 발전에서의 정부의 주도적인 책임을 강조 · 구현하며, 유아교사의 전문직 종사자로서의 신분을 보다 확고하게 할 것이다.

Features of preschoolers’ gender education

The paper emphasizes the importance of gender education of preschool children, determined by changes in the sociocultural background, by shifting the emphasis in peoples value orientations. The preschool age is characterized by intense physiological maturation of the body and psyche development. Besides, the childs personality is formed exactly in the preschool age, the potential for successful further life is created. A great role in the gender education of preschoolers is played by socium and norms of social behavior, the value orientations that prevail in it at a given time. In this connection, the system of preschool education faces the problem of assimilating the childs social experience, meaningful for the life in society, and the adoption of the existing system of values. The mediator in the communication of the preschool child and the socium is the teacher of the pre-school educational organization, who must understand that the anatomo-morphological and physiological characteristics of the child of preschool age form only the first level of the hierarchical ladder of adulthood and entry into the society A big role in the gender socialization of preschool children is assigned to parents, because in the process of monitoring the behavior of their parents, the child develops certain behavioral stereotypes feminically and masculinely colored. The gender socialization of preschool children is greatly influenced by peers.

The Use of TPVS Methods in Working with Preschoolers Using ICT Technologies

It is noted that information and communication technologies play an important role in ensuring the quality of education. The basic principles and methods of the theory of solving inventive tasks are revealed. The expediency of using the blog for working with children of preschool age using the technology of the theory of solving inventive tasks is considered. Attention is drawn to the following: at the present stage, a new educational system is being formed in Ukraine, aimed at entering the world of information and education space, and the system of preschool education does not remain. The methods of the theory of solving inventive problems in work with children of preschool age and their use with the help of information and communication technologies are substantiated. The methods of the theory of solving inventive tasks are described in detail, thanks to which a teacher with children can find a logical way out of any situation, and a pet-competently solve their problems. Described as methods of the theory of solving inventive tasks can be used in working with children of preschool age by connecting to the work of information cognitive technologies. The purpose of using the technology of the theory of solving inventive tasks in the institution of preschool education is revealed. The expediency of using the blog for working with children of preschool age on the technology of the theory of solving inventive tasks is determined. Examples of using the blog on the technology of the theory of solving inventive tasks with children of preschool age are given.

Typization of administrative districts of Dnipropetrovsk region on the level of development of pre-school education (by methods of modeling of the trajectory of motion of sociogeosystems and cluster analysis)

The simulation of the trajectory of the development of the educational component of district sociogeosystems in a multidimensional normalized space on the example of the subsystem of preschool education (in six indicators) was conducted on average for 2008-2017. According to the results of simulation of the development trajectory of the subsystem of pre-school education of district sociogeosystems based on the analysis of the coherence of their development trajectories with the optimal trajectory and the coherence of the development trajectory between the district sociogeosystems, it was established that the trajectories of the movement of the Apostolovsky, Solonyansky and Verkhnodniprovsky districts were closest to the point of maximal development. The most distant from it were the trajectories of development of Vasylkivsky, Pavlogradsky, Petrykivskyi districts. The average indicators of the rejection of the path through the sociogeosystems of the districts of the Dnipropetrovsk region have been calculated, and it has been established that only nine districts of the region (Vasylkivsky, Dnipropetrovsk, Krynichansky, Nikopolsky, Novomoskovsk, Pavlohradsky, Pokrovsky, Synelnikovsky, Tomakivsky) have positive meanings, the other thirteen districts are negative, indicating the inconsistency in the educational component of district sociogeosystems of the Dnipropetrovsk region. The highest index of distance from the origin of the specified time interval has the Apostolovsky district. High rates are characteristic for Pokrovsky, Krivoy Rog, Solonyansky districts. Low rates have Vasylkivsky, Petrykivsky, Pavlogradsky areas that lag behind in the development of the educational system of preschool education from other administrative units of the region. It was clarified that the districts of the Dnipropetrovsk region have been unevenly developed. Most progressed in the Vasylkivsky district, a little behind him trajectories of growth of Petrikivsky, Tomakivsky and Yurievsky districts. The grouping of administrative regions of the Dnipropetrovsk region on the basis of cluster analysis allowed allocating five groups (clusters) of subsystems of pre-school education according to the similarity of their territorial organization.

From obsolete to contemporary preschool education (experiences in Serbia)

The aim of the article is to contribute to research on the history of early childhood education in Serbia and to advance understanding of neoliberal influences in this region. The article covers the key events that have changed educational practices in Serbia over a period of 150 years. This article offers an overview of the history of preschool education in Serbia and an analysis of the processes of democratization and of the change in the system of preschool education in Serbia that occurred in phases at the turn of this century. The article emphasizes that the qualitative base for the ongoing reform was the good legacy of the previous system, including the existence of the concept and practice of integrated care for children, planned introduction of models for curriculum development and the tradition of exchanging information and organizing professional gatherings of staff. The article identifies possibilities for further development of the quality of preschool education based on a new concept of diversified programs of preschool education, which takes into account contemporary theories about childhood and early childhood education and relevant international and national documents, as well as traditional Serbian concepts of preschool education.

ПЕДАГОГІЧНИЙ МОНІТОРИНГ ЯК ТЕХНОЛОГІЯ УПРАВЛІННЯ ЯКІСТЮ ДОШКІЛЬНОЇ ОСВІТИ

The article shows problematic issues of preschool education qualities; the essence and peculiarities of pedagogical monitoring as a technology of quality management education are considered. The pedagogical monitoring is continuous, long-term observation, control and evaluation of educational process and self-management as well as forecasting the dynamics of its development by analyzing the received data. Pedagogical monitoring refers the technology of educational activity; it focused on obtaining objective information of the course and results of the educational process, forecasting its development and management. The objects of monitoring can be both separate subsystems of education, as well as various aspects and processes taking place in this system: the content of education, educational process and its results, the quality of teachers’ activities, quality of management, the quality of mastering of academic disciplines, the formation of personal qualities of graduates. The main purpose of monitoring is to promptly identify all changes taking place in the field of education and predict further ways of developing the education system. Based on monitoring data it becomes possible to carry out correction of the activity of various sections of the functioning of the educational system, and increase the skill of teachers. The article highlights the process of organization and application of monitoring in the system of preschool education.

Модель формування готовності вихователів до роботи з дітьми в умовах спеціальних груп закладів дошкільної освіти

The article is devoted to the actual problem of preschool special (corrective) education – providing quality educational services for children who have special educational needs in the system of modern preschool education. It is dedicated into the problem of using interactive methods for educators’ readiness to work with the children who have special educational needs. The actual problem of education is highlighted; it is provision of equal rights and opportunities for preschool children who have violations in psychophysical development. The aim of the article is to present the results of the research on the model of the formation educators’ readiness in special groups of preschool education institutions to provide correctional and developmental services (assistance). The essence of methodical work, goals and tasks regarding the readiness of educators to work with the children who have special educational needs are determined. It is emphasized on the need to create appropriate conditions for the development, education, upbringing, early rehabilitation and socialization of children who have special educational needs. The introduction of interactive adult learning methods opens up new opportunities for educators: to share experiences and ideas; to save time; to refine already existing content; to create conditions for mastering of new content, new pedagogical and professional innovative technologies; actualization of the creative potential of educators working with children who have special educational needs. The article presents the results of the research, which are aimed at substantiating the influence of interactive lessons on the formation of the readiness of educators to work with children in conditions of special groups of preschool education. The goals and objectives of using of interactive technologies in pedagogical practice and methodical work with educators working with the children who have special educational needs are defined.

An Exploration of Life Skills Programme on Pre-School Children in Embu West, Kenya

The Life Skills Programme, which is one of the newest programmes in the Kenya Preschool educational system wasexplored to establish the impact it had on the lives of preschool children in Embu West, Kenya. A primary school thatis perceived as having well-disciplined children was purposively selected. The sample consisted of 39 students, 43preschool teachers and 31 parents. The data collection methods included use of a questionnaire, interviews,observations and a documentary analysis. A content analysis was used to examine the data collected. A main findingwas that, teachers and parents seemed to cherish the Life Skills Programme as a subject that enabled children to acquirerelevant skills for their growth, development and survival. Another finding was an indication of a link between childrenwho had mastered the life skills and academic performance. The study recommended the need to develop clear policyand supervisory guidelines to allow the effective implementation of the Life Skills Programme to benefit all children.

Pre-School Educational Institutions and Family Interaction in the System of Pre-School Education in Ukraine and Poland

AbstractThe problem of the relationship between a child's institution and a family that acquires a new social significance has been considered. It has been defined that for the current level and pace of civilization development, cooperation with the pupils’ families goes beyond the educators’ implementation of the traditional social order for supervision, education and training of children. Parents themselves show an increasing desire not to passively observe the process of raising their child in a preschool institution, but to be an active participant. The cooperation of parents and educators as partners in the child's upbringing is a stable and expressive tendency of modern preschool functioning. It has been substantiated that modern teachers of pre-school establishments need a thorough preparation that will allow them not only to implement innovative approaches to the education and child's upbringing, but also to involve parents in this process, create conditions for fruitful constructive cooperation with the family. Polish experience can serve as an important source for future teachers to prepare for cooperation with the child's family on a qualitatively new level. In Poland there are peculiar standards of good quality work of kindergarten, including fruitful cooperation between parents and teachers. Integration of a kindergarten with the child's home is a necessity of modern preschool education in the context of caring for a child. It has been established that the use of the “partnership” concept, which means social intercourse based on the equality and voluntariness of partners, is traditionally used in relation to the work of a pre-school institution with parents in Poland. The conditions of the partnership of a preschool institution and a family in the child’s upbringing have been revealed, its basic principles (mutual trust, mutual recognition of rights and competence, integration of actions, mutual loyalty) have been analyzed.

The \u201ccompetent child\u201d in times of crisis: a synthesis of Foucauldian with critical discourse analysis in Greek pre-school curricula

Late modern children usually have school experiences from a very young age. Therefore, official educational discourses have the potential to shape their everyday life and subjectivity. The objective of this article is to explore the forms of knowledge that were produced around early childhood and schooling by the two most recent curricula of the Greek pre-school educational system in an era of crisis. In this framework, a discourse analytical approach is proposed which combines Foucauldian with critical discourse analysis. From the analysis, it appears that both curricula actively engage in the discursive struggle for hegemony in society, producing a specific understanding of childhood and schooling. In particular, according to the analysis, both curricula echo a neo-liberal discourse, which could exert a specific ideological power upon young children’s subjectivity. However, it was found that the most recent curriculum is even more focused on the neo-liberal ideological project. This conceptual shift could be understood in the current context of the hegemony of the neo-liberal ideology in the social field. Moreover, it was found that both curricula contain several child-oriented elements, crafting the image of “the competent child”. However, these elements could probably function as a subtle instrument for further achieving the aims of the neo-liberal hegemonic discourse for antagonism and entrepreneurship. As children do not passively receive the content addressed to them, future research on the relationship between representations and subjective experiences is deemed necessary.