Preschool Education System Research Articles

Познавателно съдържание за информационните и комуникационните технологии в програмните системи за предучилищното образование 2018/2019

The latest educational standard in the field of Design and Technology, reflected in Ordinance 5 of 2016, is the newly included content for “initial acquisition of knowledge about information and communication technologies”. It required almost complete restructuring of the cognitive content, as well as the discovery of a new core technique. Based on this requirement, this study examines teachers’ opinion on the acquisition of information and communication technologies by children in kindergarten, as well as the ways of reflecting and applying the same content in the most preferred preschool education systems approved by MОЕ, 2018/2019.

Design and Application of Preschool Education System Based on Mobile Application

With the rapid development of information technology in recent years, the country’s information reform in the field of education is advancing gradually. As the first link in the chain of lifelong education, the development of early childhood education informatization has become an essential component of the national education informatization construction. In order to better realize the gamification of early childhood education courses and strengthen the management and deepening of course resources, this paper analyzes the significance of the application of children’s games in teaching and the significance of the application of new media resources in children’s course games by combining the actual situation of education and the teaching advantages of new media resources. The paper studies the application of early childhood education teaching and the research on the development of gamification in early childhood education courses. In light of the fact that emerging preschool education products on the market cannot fully meet the requirements of preschool education informatization construction at the level of function and technology, this paper proposes a preschool education system based on mobile applications as well as a child-appropriate recommendation algorithm based on a multiattention mechanism. Experiments conducted on public data sets demonstrate that our algorithm is considerably superior to the benchmark algorithm.

PRESCHOOL EDUCATION IN RUSSIA AND MONGOLIA (ANALYTICAL ASPECT OF THE MODERN STATE)

The state of modern preschool education in Russia and Mongolia is discussed in this paper. It is pointed out that preschool education is an integral and full-fledged part of the state general education system in both countries. This paper notes that preschool education aims not only to prepare five- to six-year-old children for school education but also, more importantly, to develop a healthy personality and self-esteem in preschool children. It is concluded that the system of preschool education in Mongolia is still at a developing stage, while Russia has enough experience to expand and enrich the education system as a whole.

The Preschool Education System in Siberia: Current State and Problems of Development

ABSTRACT The article considers the development of the preschool education system and the standard of living of educators living in the Siberian Federal District (as measured by the purchasing power of their wages). Due to labor shortages, the Russian education system must make it possible for women with small children to enter the labor force. The Siberian Federal District was chosen because it plays an important role in Russia’s economy, while the selected time period allows us to consider the latest trends in the development of the education system. The study revealed that the number of preschool institutions has been decreasing, primarily due to political decisions and regional economic development. At the same time, the number of preschool children has been growing as a result of higher rural birth rates. This has led to increased group size in preschool institutions. Another issue is the low standard of living of teachers, although it is higher than the national average in the Siberian Federal District.

CHANGES IN THE SYSTEM OF PRESCHOOL EDUCATION

This article discusses the current state of the preschool education system. Kindergarten, educator, and parenting are thought to be integral and important. Changes in the pre-school education system are unique and predict future outcomes.

Профессиональные дефициты педагогов региональной системы дошкольного образования: современная теория и практика андрагогического образования

The processes of active renewal of modern preschool education have actualized the role of continuous and systematic improvement of the professional competencies of teachers, which creates a request for compensation for their professional deficits. To specify the real-life requests, it is necessary to organize a systemic monitoring of the professional deficits of teachers in the regional system of preschool education. In this regard, the purpose of the study is to theoretically substantiate the model for monitoring the professional deficits of teachers in the regional system of preschool education and to assess the level of needs for building competencies to implement the general pedagogical functions "education", "educational activity", "developing activity". The scientific novelty lies in the development and testing of a model for monitoring the professional deficits of teachers in the regional system of preschool education. As a result of approbation of monitoring tools, conclusions were drawn to improve the andrology education of teachers of preschool educational organizations in the Stavropol Territory.

Evaluating the effectiveness of using phytoncides to reduce microbial contamination of indoor air in order to minimize the risk of illnesses in preschool educational settings

Introduction. Due to the high prevalence of respiratory diseases in children attending pre-school educational settings, the problem of their prevention is especially important. Taking into account the fact that children spend between 6 and 8 hours a day in pre-school educational institutions, one of the risk factors of respiratory diseases is the microbial contamination of indoor air. The analysis of Russian and international scholarly literature revealed the positive impact of phytoncide properties of plants on the quality of indoor air and on the psycho-emotional state of a person, however, due to the lack of experimental evidence, the practices of using healing properties of plants in children's organized groups have not been widely adopted. The results of this study confirm that the rational placement of a certain range of plants in preschool classrooms can become a promising and low-cost direction in the structure of a health-saving approach in the modern system of preschool education. The purpose of the study is to evaluate the effectiveness of phytoncides of a particular range of plants and their placement in reducing microbial contamination of the air in pre-school education settings. Materials and Methods. To study the effect of phytoncide activity of plants the authors monitored the microbial contamination of air in preschool classrooms from two kindergartens in Novosibirsk, with the main focus on the leaf area of the established range of plants and conditions of their placement. For quantitative and qualitative analysis of air microflora composition we used standard differential-diagnostic nutrient media, methods of seeding and calculation of the proportion of total microbial count and facultative microflora. Air sampling points were located in the child's breathing zone (0.5, 1.5 and 3 m away from the plants at 0.8 m height). We monitored the effectiveness of phytoncide properties of plants on the risks of children's disease during the epidemiological rise based on attendance logs. The following theoretical research methods were used: formalization, generalization, comparison and system analysis. Results. It was found that phytoncides reduce microbiological insemination of preschool classrooms where a certain range of phytoncide plants were located. It was determined that the intensity of the phytoncide effect depends on the leaf surface area and their rational distribution, taking into account the effective radius of exposure. The study found a decrease in respiratory diseases among children at preschool educational settings where phytoncide plants were placed in the classrooms. Conclusions. The results of the study can be employed in recommendations for the use of a certain range of plants with pronounced phytoncide activity as one of the components of health-saving conditions in the modern education system.

IMPROVING THE PEDAGOGICAL AND PSYCHOLOGICAL COMPETENCE OF FIRST-YEAR CHILDREN IN PRESCHOOL EDUCATION

At a time when our rapidly developing country is undergoing great changes, the issue of radical reform of the pre-school education system has become a priority. On December 29, 2016, the publication of the Resolution of the President of the Republic of Uzbekistan No. PP-2707 "On measures to further improve the system of preschool education in 2017-2021" improvement, education of preschool children, formation of skills and abilities, as well as re-examination of state requirements for preparation for school education. Accordingly, educators and specialists have carefully studied the experience of foreign education and began to apply it in their pedagogical process.

Research on the Mining of Intangible Cultural Heritage Digital Resources in the Manual Online Teaching System of Preschool Education.

Our country's international status as a cultural power has been further enhanced, and the protection of intangible cultural heritage containing the essence of traditional culture is also gradually being carried out. In addition, with the rapid development of the digital environment, the public's cultural needs continue to grow, and the contradiction between the supply and demand of public digital cultural services continues to intensify. Converting intangible cultural heritage into digital form for protection and providing resource services for the public has become an important trend in the protection and inheritance of intangible cultural heritage at home and abroad, and it is also an inevitable requirement to solve the contradiction between supply and demand. Improving public cultural services is one of the key projects. At present, our country's research and practice of intangible cultural heritage digitization and services are also in progress, but there is no research on intangible cultural heritage digital resource services and system construction from the perspective of information service elements. Based on the digital resource service of intangible cultural heritage, the manual course is one of the main skill courses for preschool education majors. At this stage, the short class hours of manual courses, the lack of class hours, the low utilization rate of teaching materials, and the disconnection between the content and the needs of the kindergarten are all problems that need to be solved at present. Just relying on cross-references between schools, the manual knowledge and skills mastered by graduates are not comprehensive enough to complete the manual tasks assigned by the kindergarten. This paper implements the concept of intangible cultural heritage and hopes that by studying the manual knowledge and skills that today's kindergarten teachers need to possess, the content of existing manual courses can be adjusted in a targeted manner, so that the electronic culture dissemination of manual curriculum resources for preschool education is more reasonable, meeting the requirements of kindergarten teachers in terms of manual knowledge and skills.

Пріоритети якісного розвитку дошкільної освіти.

Further development of preschool education is associated with the introduction of innovative educational technologies, the use of modern methods and tools for the functioning of preschool institutions, improving their structure and strengthening the resource base. It is important to realize that the assessment of the quality of education in preschool institutions is a motivational tool for the implementation of these global trends. It confirms the critical importance and economic efficiency of the early development of children for their future life prospects from the point of view of pedagogy and psychophysiology. An independent assessment of the quality of curriculum is the most important means of informing society about making cardinal decisions about the future development of the preschool education system. The purpose of the article is to determine the conditions for creating an adequate environment for the development of the preschool contingent of children, taking into account the experience of foreign countries. The research methods are analog, tabular, variations for the analysis of quantitative changes in the value of the studied feature (budget costs). Novelty. The results obtained during the study, primarily on the development of subject-resource environment of preschool institutions, as well as the characteristics of scales for assessing the quality of preschool education provide an opportunity to improve the strategy of preschool education, adjust educational programs and improve the professional level of preschool teachers. The statistic contains the characteristic «Scales for a comprehensive assessment of the quality of education in preschool organizations». Analytical assessments of the basic components of educational robots for preschool mortgages. In order to use them to assess the quality of educational activities of preschool organizations, the emphasis is shifted from analyzing learning outcomes to determining the potential of the resource base of preschool institutions. In the absence of reliable guarantees from the state for obtaining high-quality preschool education, certain steps are proposed aimed at leveling the starting opportunities for access to education in modern preschool institutions.

The Curriculum Referred to Development and Learning Standards and the Correlation Between Them

The competencies set out in the Curriculum Framework are derived from the overall goals of preschool education and determine the key learning outcomes that children should achieve progressively and consistently throughout the preschool education system, in line with the Standards of Development and of Child Learning 3-6 years old. Standards describe the behaviors, skills, and knowledge that children of this age group should have or be able to demonstrate. Standards define what children can and are able to do, say and show as they grow, develop and move from one age group to another. The definition of standards, indicators, and strategies for their fulfillment, aims at educating and transmitting the human values and the best qualities of the Albanian people, such as national pride, cooperation, assistance, respect for others, empathy, honesty, love, will, perseverance, emotion management, tolerance, understanding, diversity, etc. The development and learning standards of children aged 3-6 have been designed with the new competency-based approach in mind. Having children at the center and being designed for them, this document presents the opportunities and achievements of children at specific age periods, in every field of development. The primary purpose of the standards is to support the better development of preschool children.
 
 Received: 14 January 2022 / Accepted: 23 March 2022 / Published: 30 March 2022

Design of Auxiliary Teaching System for Preschool Education Specialty Courses Based on Artificial Intelligence

In order to improve the data retrieval accuracy of preschool education major curriculum, this paper designs an auxiliary teaching system for preschool education specialty courses based on artificial intelligence. 2000 preschool education teachers and 3000 students in M city were selected to conduct a questionnaire survey to analyze the application status of artificial intelligence technology, advantages and disadvantages of assisted teaching, obstacles and training intentions of assisted teaching, and the impact on the personal development of teachers and students. Using artificial intelligence technology to improve the shortcomings of existing preschool education professional courses, through the Vue.js technology in the artificial intelligence method to achieve the MVVM mode sharing of preschool education professional courses, using MySQL database to achieve multiuser multithread operation of preschool education system, using MySQL data to complete data storage, C# was used as the programming language to design the learning module of preschool education professional courses, and the artificial intelligence-based preschool education professional course auxiliary teaching system was designed. The experimental results show that when the retrieval quantity of curriculum resources is 600 GB, the response time of resource retrieval of the designed system is 7 s, and the retrieval accuracy of curriculum data of education major can reach 95%. The performance of the system is good.

Analysis of the Key Theoretical Frameworks of the Organization of Inclusive Education in a Preschool Establishment

The article substantiates the peculiarities of the organization of inclusive education in preschool establishment. The author focuses on theoretical and practical research, in which the preschool stage of childhood is considered in the context of the problem of reforming the preschool education system within the framework of inclusion. The purpose of the presented article is a theoretical substantiation of the key theoretical and practical frameworks of the organization of inclusive education of children with special educational needs in a modern preschool establishment. The following research methods are selected: theoretical (study and analysis of pedagogical and psychological literature; legislative and normative documents; systematization, classification, terminological analysis; generalization of existing pedagogical experience) and empirical (pedagogical experiment; observation; pedagogical interpretation of research results). The methodological basis of the study is the activity approach in the process of personality development, conceptual provisions on the specifics of the organization of the educational process of children with special educational needs. According to the results of the presented research, the attitude of the participants of the educational process to inclusion, selection of content and methods of education, taking into account the individual characteristics and abilities of each child, has changed; the essence of interaction with children's parents; interdisciplinary interaction of all teachers. The author sees prospects for further research in the introduction of inclusive learning technologies into the practice of preschool education.

Preschoolers' Attitudes, School Motivation, and Executive Functions in the Context of Various Types of Kindergarten.

European policy has seen a number of changes and innovations in the field of early childhood preschool education over the last decade, which have been reflected in various forms in the policies of individual EU countries. Within the Czech preschool policy, certain innovations and approaches have been implemented in the field of early children education, such as the introduction of compulsory preschool education before entering primary school from 2017, emphasis on inclusive education, equal conditions in education and enabling state-supported diversity in the education concepts of kindergartens. The aim of our study was to assess the influence of various preschool education systems in the Czech Republic in the context of psychological variables reflecting selected children’s outcomes which may contribute to future school achievement. The monitored variables were the attitudes, motivations and executive functions of children in the last year of preschool education. A comparison was made between the traditional preschool education program and the so-called alternative types of preschool education, such as Montessori, Waldorf and religious schools. The total sample was divided into four subgroups, namely a group of children attending traditional kindergartens (731, 84.9%), religious (65, 7.5%), Montessori (35, 4.1%), and Waldorf (30, 3.5%) kindergartens. To determine empirical data, the following research methods were used: Attitude Questionnaire, School Performance Motivation Scale, and Behavior Rating Inventory of Executive Function (BRIEF). The results of our survey show the fact that the type of kindergarten attended has a significant effect on the child’s level of school performance motivation, attitudes toward school as well as executive functions. Significant differences were found between the different types of kindergartens attended in the monitored variables.

Preschool Education Interactive System Based on Smart Sensor Image Recognition

The purpose of this research is to use the image recognition technology of smart sensors to establish a preschool education system for preschool children, which can realize interactive image-based learning and education for preschool children. This paper uses CMOS image sensor (IV2-6500CA of KEYENCE) to design the front-end image acquisition hardware system and establishes an image recognition system that can realize most of the recognition functions based on BP neural network algorithm and ImageNet, MS COCO, MNIST, and the Chars74K dataset and integrate the image recognition system into the preschool education interactive system. The image recognition system has a high accuracy rate, with an overall accuracy rate of 85.16%. Compared with the traditional preschool education system, it has a higher recognition rate, better teaching efficiency, and interactivity. It can recognize most of the objects that children touch and have a good interactive education effect.

Pre-school Teachers' professional development needs concerning competency-based teaching

The competency-based approach is currently introduced throughout the whole pre-school education system, and this process reveals the uncertainty, doubts, confusion, and unpreparedness of teachers for the implementation of this task. It also highlights the need to provide new guidance for the professional development of in-service teachers. The article presents the results of a survey on the professional needs of pre-school teachers for implementing a competency-based approach. The research data is obtained from focus group discussions, teacher surveys, and self-assessments from teachers’ professional development courses. The research data shows that the most topical professional development needs of pre-school teachers are linked to the need for an in-depth understanding of such components of competency-based approach as equity, meaningful assessment, personalized learning, transversal skills, and learning environments, allowing to identify the tasks for the professional development of teachers to promote a common understanding for implementing a competency-based approach in pre-school education.
 
 Keywords: competence; competency-based approach; professional development; professional needs; pre-school teachers

RURAL PRESCHOOL INSTITUTIONS OF WESTERN SIBERIA DURING THE NEP YEARS AS AN ELEMENT OF THE SOCIO-CULTURAL PRACTICE OF THE SOVIET GOVERNMENT (PROBLEMS OF FORMATION AND PEASANT REFLECTION)

The article presents the results of a study of the process of organizing rural preschool institutions in Western Siberia during the NEP years, conducted on the materials of central and regional archives. It is established that the first rural preschool institutions were organized in the form of children’s hearth and homes, kindergartens, summer playgrounds. It is revealed that the formation of a new system of preschool education took place in conditions of financial, personnel and material deficit. The priority areas of work of preschool institutions during the years of the NEP were the instilling of cultural skills and child hygiene. The analysis of sources of personal origin allowed us to conclude that the involvement of rural activists as actors in the system of preschool education was a successful cultural practice, which ultimately allowed expanding the network of preschool institutions. Based on the sources of personal origin, introduced into scientific circulation for the first time, a conclusion is made about the positive perception of social innovation by the peasantry.

ФОРМУВАННЯ ЖИТТЄВОЇ КОМПЕТЕНТНОСТІ ДИТИНИ ДОШКІЛЬНОГО ВІКУ –УМОВА ЗАБЕЗПЕЧЕННЯ НАСТУПНОСТІ ПОЕТАПНОГО РОЗВИТКУ ДОШКІЛЬНИК-УЧЕНЬ ПОЧАТКОВОЇ ШКОЛИ

The article is devoted to clarifying the problem of ensuring continuity in the gradual development of the child's personality in the system of preschool and primary education. The content of the main competencies defined in the normative documents that make up the new life competence of the preschooler is analyzed. It is shown that continuity in the system of preschool and primary education is ensuring the continuity of human education. The peculiarities of primary school student's educational activity are outlined, their characteristic is offered (formation of culture of primary school student's educational activity; emergence and development of new social relations in dyad "child-adult"; formation of personal culture basis. A comparison of the competencies presented in the Basic Component of Preschool Education (State Standard of Primary Education), which form the basis of the life competence of a preschooler, is proposed. It is shown that their content fully reflects the implementation of the principle of continuity in the organization of the educational process both in preschool education and primary school system. The optimal organizational and pedagogical conditions for the formation of life competence of a preschool child are identified and characterized as: clear knowledge and consideration in practice of age and individual psychological and pedagogical characteristics of preschool children and primary school children; the image of the preschool institution and its educational services is formed; the structural and functional model of life competence of the preschooler-junior schoolboy is developed. The structural-functional model contains three blocks - target or theoretical-oriented; practice-oriented or content-procedural; effective or diagnostic-corrective; a brief semantic description of each of these blocks is proposed.

Формування готовності у майбутніх вихователів до розвитку критичного мислення дошкільників

The articles considers the theoretical and practical aspects of the formation of future teachers’ readiness to develop critical thinking of preschoolers. It is argued that in the system of preschool education, which is the first mandatory part of continuing vocational education, the educator, who must be a competent specialist, capable of competitiveness, plays the leading role. It is shown that the development of critical thinking of preschoolers is a priority of the system of Ukrainian pedagogical education, that is confirmed by legal documents. The author of the article determines the main components of a preschool teacher’s critical thinking: independence, readiness for planning, flexibility, persuasiveness of arguments/provability, ability to clearly formulate questions and identify the problem, persistence, search for compromise solutions. The readiness of future educators is substantiated as an integrative personal development, which is the result of purposeful professional training of students in a higher education institution. It is characterized by the formation of general and professional competencies, which reflect the ability of the specialist to identify and implement the tasks for the development of critical thinking of preschoolers. The structural components of the future teachers’ readiness to develop critical thinking of preschoolers are characterized as motivational (goals and motives for teachers’ professional development, their awareness of the need to improve the level of professional knowledge and skills); semantic (integrated system of professional, psychological, pedagogical and methodological knowledge); technological (ability to apply professional skills necessary for the effective professional activity) and reflexive (the ability and motivation for self-development, self-awareness, and self-control). The author of the article determines the criteria and indicators for assessing the level of the formed components of readiness with their thorough interpretation. The main issues of using the technology “reading and writing for the development of critical thinking” are analyzed. Keywords: critical thinking, readiness, future teachers, preschool children, preschool institution, higher education institution.

Innovations in professional activity: what students of specialty “Preschool Education” think about it

Contemporary challenges of society, its dynamic development cause changes in all spheres of life, particularly in education. To obtain a university education in the Ukrainian state, higher Education Standard in specialty 012 Preschool Education for the second (master’s) level of higher education (2020) was approved, which provides for the formation of relevant competencies. The purpose of the study was to analyze the essence of innovations in the professional activities of teachers of preschool educational institutions (PEI). To find out the attitude of students to the implementation of innovations in professional activities, a thematic survey was conducted. The selection of questions and respond options is based on all competencies of the Standard and the materials of theoretical analysis. The sample of the online survey covers the students’ responses from two state universities of Ukraine (n =159), who are obtaining the second (master’s) level of higher education on the educational-professional program “Preschool Education”. Respondents were grouped according to the mode of study. The obtained quantitative and qualitative data revealed the influence of the experience of practical experience in the PEI on the choice of the respond. This determined the necessity to teach students the educational component “Innovation activities in PEI” and the development of corresponding tasks during their teaching practicum in the system of preschool education.