Problems of preschool education according to experts and parents. Solutions

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GAPOU JSC "Astrakhan Social and Pedagogical College"

Message

For the academic discipline "Theoretical Foundations of Preschool Education"

On the topic: "Actual problems of preschool education"

Completed by the student:

OZO 1 course 10 Z / D groups

Shelkovnikova A.Yu

The undoubted system of modern preschool education is very important and relevant. At the present time there are also problems of modern education. I would like to note that it is in the preschool age that all the foundations of the personality traits are laid in the child and the quality of further physical and psychological development is determined. If we ignore the peculiarities of the development of a child at this age, then this can adversely affect his future life.

Let's pay attention to the child's communication. Communication is a big problem. Communication must include the ability to listen and hear, the ability to get in touch with adults of the same age, the ability to express one's thoughts, to understand speech. But full-fledged communication is impossible without communication skills, which must be developed from childhood in the process of role-playing games. But despite all the advantages of a role-playing game, not all educators devote proper time to activities. And it often happens that the teacher conducts a role-playing game only at the request of the children.

I also want to consider the topic - family. Today there are a large number of single-parent families where children are brought up. This is where the situations follow. When a parent has no time to take care of his child, he is left to fend for themselves. Most modern parents do not want to cooperate with a preschool educational institution referring to employment.

And there are a lot of such problems in modern education, such as the problems of the development of arbitrary memory, the problems of learning GCD. And everything depends on methods. The introduction of new technologies and techniques is required.

I would like to go directly to the most modern education. Listing the problems of education, I would like to find out what modern education should be like. I propose to consider several completely different lines of modern education.

The first is that the educator and adults independently build work with children. A child before school absorbs information like a "sponge", the child is often active in learning new things, and is interested in new things. From here, adults have a desire to take advantage of this period and slightly shift the time when the child goes to school by a year or a couple of years. And these cases are twofold. In the first case, the child is in kindergarten for more time. In the second case, the parent insists that the child needs to go to school earlier, paying attention only to his physiological readiness for school and completely forgetting about the psychological readiness for school. This shows that the practice of early education of ZUN children can lead to the disappearance of learning motivation. And it may often be that the child studies the first grade curriculum twice.

Hence, it can be concluded that the result of the above is a slowdown in the goal of early education. Bringing negative effects, such as, for example, the loss of interest in learning by children, problems arise with continuity in the education system between preschool and primary schools. I would like to add that the child's knowledge does not determine the success of learning, it is much more important that the child independently obtains and applies them.

Second, education is based on the interests of the child himself and the interests of his family, i.e. its legal representatives. A student-centered approach is aimed at a developing type of education. It takes into account age and individual characteristics, focuses on the interests of each child. But I would like to note that not every educator can see this facet in developing education. And not for every child it is possible to realize the goals of developmental education due to some reasons. It can be noted that such education has both a developmental effect and developmental advancement. If the child is active and inquisitive, it can be assumed that a developmental process is underway.

First of all, there are not enough places in preschool educational institutions. Currently, there is an increase in the number of children with disabilities who should not be isolated in society, hence the need for inclusive education.

Modern preschool education is the very first social and state form in which it is carried out professionally pedagogical work with the younger generation. Psychologists argue that the fundamental qualities of a person's personality are formed precisely in the first years of life. The positive experience laid down in preschool age and the basis for the successful development of the child. And it is natural that the process of modernization of the education system in the Russian Federation has also affected preschool education. First of all, it should be noted that in recent years there have been significant changes in the regulatory framework.

Attempts are being made today from declarations, from sweet words about the importance of childhood, from the formula “children are our future” that has been heard for many years to make childhood an independent stage of development, for which the state bears responsibility.

In the context of a new educational policy, the core of which is a humanitarian orientation, both in the content of education and in the methods of pedagogical activity, the strategy and tactics of the development of preschool education, reflected in the concept of development of preschool education, have been determined. The “Concept” reasonably puts forward the leading goals: meeting the needs of parents for the education of their children from 0 to 7 years old and improving the quality of preschool education. It is by meeting the educational needs of parents for the development, education and upbringing of their child that the quality of preschool education can be improved.

The preschool education system today is a multifunctional variable network of preschool educational institutions, focused on the needs of society and the family, providing a diverse range of educational services, taking into account the age and individual characteristics of the child. All over the country, various types of preschool institutions have formed: kindergartens of supervision and rehabilitation, of a compensating type. A general developmental kindergarten with a priority direction, child development centers, a combined kindergarten, etc. Thus, a modern preschool institution as a type of education system includes various types that have their own distinctive features(usually associated with the model of the educational process, which is based on the educational program).

One of the most pressing issues is the impact modern family on the development of human potential in the preschool period of childhood, teachers have given a definition to the new concept of the syndrome of “a child who has not finished playing” very often we observe how modern young mothers and fathers - children who have not finished playing catch up by playing with the family. The family is the main source of self-knowledge, socialization, moral formation of the individual. Meanwhile, in many families there is a loss of interest in raising children, and sometimes laws are simply required to protect the rights of the child. The reasons for these are poverty, parental employment, transformation of gender relations and parenting roles. Modern research notes that the dominant position in the family is occupied by a working mother who earns money for the family and is responsible for raising children. In particular, the family becomes a real participant in the educational process. An analysis of the trends taking place in modern Russian life makes it possible to fix the following family problems.

A feature of modern society is differentiation as a sharp stratification of the population into social groups and, as a consequence, the emergence of very rich and very poor families, and therefore socially unprotected parents and the needs of children for clothing, household items, and a complete diet. Parents do not have sufficient funds to bear the additional costs of raising and educating children, organizing their leisure and recreation, and paying for the services of preschool and other children's institutions.

The study of the phenomenon of family trouble allows us to note the growth in recent years of alienation between parents and children; in some cases, parents withdraw themselves from their children, do not perform educational functions, focusing mainly on intra-family relations. Some parents believe that their main task is to provide for the maintenance of the child in the family, to create conditions for his life, and the kindergarten and school should be involved in upbringing. This approach reveals the inertia of the old concept of priority. public education over the family.

At the stage of modernization and development of education, it is necessary to talk about childhood in general, and not just about preschool education. Why? The development of preschool institutions and the elimination of queues for kindergartens are, of course, important measures in solving the problems of an integrated system of preschool education. But when they say that every child must enter the world of education as early as childhood, it is often forgotten that childhood is not limited to a system of preschool institutions, where a child can receive some kind of support. Childhood is provided - and this is the main thing - with the support of the family as a key institution for the development and socialization of the child.

The new standard is aimed at the development of preschool education in Russian Federation at the same time he works for development little child... And the main task of kindergartens is to create conditions under which children develop, they are interested, and as a result, the child lives a happy life. education psychological preschool

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What are the problems of preschool education?

As with any complex system, preschool education, unfortunately, is a repository for many problems. To eliminate them, it is necessary to deeply reform this system, which should be carried out in a timely manner and in stages. Experts identify the following most pressing problems of preschool education:

1. Problems in the field of financing

These include:

insufficient equipment of kindergartens,
obsolescence of the material and technical base,
the inability to provide in some preschool institutions a decent level of educational and methodological base,
lack of computers and Internet connection in some preschool educational institutions.

In some kindergartens, the main funding is provided by the parents - these are also problems of preschool education that need to be resolved.

2. Problems with teaching staff

Professional standards for teachers in the preschool education system need to be changed. The system of personnel training, whose field of activity is preschool education, directly affects the quality of preschool education. After the development of a new federal standard, these problems of preschool education will be resolved.

The financial issue regarding the salary of a teacher in a preschool educational institution will also be considered, salaries will be increased.

3. Congestion in kindergartens

The problems of preschool education related to the lack of places are considered by many experts as the most urgent. Kindergartens are overloaded, many of them have queues, and some children simply do not have the opportunity to go to kindergarten.

In the meantime, attendance at kindergarten is the most important socializing factor for the child, and preschool education should cover the maximum possible number of children. Due to the fact that groups in kindergartens are overloaded, preschool educational institutions cannot fully meet the necessary pedagogical, material, technical and sanitary standards.

4. Problems with catering

Regulatory legal acts regulating nutrition in kindergarten, its organization, need to be adjusted. In addition, there is a shortage of specialists who can competently deal with the organization of food in the preschool educational institution.

5. Problems with bribery

Due to the lack of places in kindergartens, long queues are formed, which, in turn, creates a fertile ground for the development of bribery. Taking a bribe, managers can, on this basis, independently allocate priorities when enrolling children in kindergarten.

First of all, the development of this situation is favored by the parents themselves, who will go to any lengths in order to enroll in the most convenient kindergarten for them.

In addition, this problem proceeds from the fact that the priorities for admission to preschool educational institutions remain blurred: if there are no places in the kindergartens, parents sometimes cannot get their child to be admitted even to the preschool educational institution to which they are tied at the place of residence.

Problems of Preschool Education: Through the Eyes of Parents

Preschool education has some specific features. For example, this area is affected by the lack of independence of the final consumer of services (child) in choosing an institution that will ensure the implementation of these services. Since parents are primarily interested in getting their child into preschool education, they are the ones who most often face problems in preschool education face to face.

On the part of parents, the most pressing problem is the lack of places in the preschool educational institution and the sequence arising for this reason. Parents try to enroll a child in a kindergarten in advance, from the moment of receiving a birth certificate, many enroll in 5-10 kindergartens, stand in huge queues, offer bribes to the head, arrange various conflict situations.

The problem of financing preschool educational institutions is also quite tangible for parents. Many complain about the prohibitively high fees, the fact that you have to pay for free education, that the financing of the kindergarten is almost entirely on the shoulders of the parents, and for many families this financial burden is unbearable.

It turns out that kindergarten is no longer a necessity, but a luxury that wealthy people or people with connections can afford. Of course, in a normally functioning preschool education system, such a situation is categorically unacceptable.

Preschool Education Problems: Finding Solutions

At the moment, work to improve the quality of such a segment of the educational sphere as preschool education is being carried out, mainly, in the following directions:

A new professional and educational standard for employees of the preschool education system is being developed;

New buildings for kindergartens are under construction, projects are proposed to attract private investors for the construction and acquisition of new premises and buildings in which the preschool educational institution will be located. This activity will help solve the problems of preschool education associated with the lack of places in kindergartens;

New projects for financing kindergartens are being considered. The amount of funds planned to be allocated for the development of preschool education in 2013-15 exceeds 1 trillion. rubles;

Favorable conditions are being created to encourage private entrepreneurs to open preschool educational institutions on a private basis;

By 2016, it is planned to provide at least 1,600,000 new places in kindergartens.

Modern problems of preschool education / V.V. Rubtsov, E.G. Yudina // Psychological Science and Education. - 2010. - No. 3. - S. 5-19.

Modern problems of preschool education

V. Rubtsov Doctor of Psychology, Professor, Academician of the Russian Academy of Education, Director of the Psychological Institute of the Russian Academy of Education, Rector of the Moscow City Psychological and Pedagogical University
E.G. Yudina PhD in Psychology, Head of Laboratory psychological problems training of teachers of the Moscow City Psychological and Pedagogical University

The article is devoted to the problems of early childhood education and training (ECCE), which will be discussed at the UNESCO World Conference on September 27-29, 2010. The authors identify and analyze the key, from their point of view, current trends in the development of preschool education in different countries ah, offer and substantiate their views on the problems arising in this context. The article analyzes two opposite models of early childhood education, shows the main consequences of the implementation of each of the existing approaches. Particular attention is paid to the construction of a unified system of preschool and primary school education. From the point of view of the authors, it is the point of "intersection" of these two educational levels that is critical and, in many respects, a test for determining the "face" of the entire national system of early childhood education in different countries. A general analysis of existing preschool education programs and their impact on the development of children of this age is presented. The authors emphasize the importance and special role of personality-oriented interaction between adults and children, as well as play in the context of developing preschool education. Problems related to the training of teachers to work with young children are touched upon.

Key words: preschool education, two models of ECCE, continuity of preschool education and school, “framework” and “outline” programs, developmental ECCE program, play, training of preschool teachers.

The UNESCO World Conference on Early Childhood Education and Education will be held in Moscow on September 27-29, 2010. As the name suggests, it will be devoted to the problems of education of preschool children (from birth to 7–8 years old). The processes associated with the development of young children have recently attracted great interest all over the world. In accordance with the UN Convention on the Rights of the Child, child development issues early age(ECCE) is interdisciplinary. It includes health, nutrition, education, social sciences, economics, and child protection and social welfare.

UNESCO proposes the following definition for education at this age: “Early Childhood Education - Early Childhood Care and Education (ECCE) is actions that contribute to the survival, growth, development and learning of children, including aspects of their health, nutrition and hygiene, - cognitive speech, physical, social-personal and artistic-aesthetic development - from the birth of a child and ending with his admission to primary school in the framework of formal and informal, formal and non-formal education. " An ECD approach, mainly aimed at achieving a normal standard of living for young children in the early years, is also important from an adult development perspective. It aims to help them become healthy, socially and environmentally responsible, intellectually competent and economically productive.

In this context, priority is given to efforts to ensure the right of children of this age to an organized, systemic education; The main efforts of the international community to ensure the conditions for the realization of this right are aimed at creating ECCE systems in developing countries. Modern research shows that the actualization of the educational resource in such countries, even without introducing noticeable socio-cultural changes, can seriously affect the development potential of young children (see, for example:). It should be noted, however, that in developed countries there are problems with the organization of systemic preschool education; we will touch on some of them in this article.

The fact that the first World Conference dedicated to the education of young children will take place in Russia is not accidental. Systemic education in most developed countries (mainly in Europe and the United States) traditionally began at the age of 7–8; early education was never considered an area of organized government effort and was a family concern. As a result, systemic preschool education has so far been absent in the educational system of most developed countries, which, at best, provided the family with a certain market of educational services. In recent decades, the concept of scattered educational services, mainly related to the supervision and care of a child, has gradually been replaced by an understanding of the role of this period in the development of the child and, therefore, the need for preschool education as an important part of the national education system.

In Russia, traditionally, since the 1920s, there has been a state-funded system of mass (albeit optional) education for preschool children, the construction of which is currently being considered in many developed and developing countries. It should be recognized that preschool education in the USSR was mainly focused on the interests of the system, and not on the interests of the child, so it needed reforming, especially in the area of program content. Nevertheless, the unconditional advantage of preschool education was its systemic nature, as well as its real availability, based on state funding. For the international community, the Russian experience of building such a system, adjusted with the help of its substantive reform, may be useful. In addition, in Russia, the priority of early education for children is declared in the context of the national project of the Russian Federation "Education".

Current trends in increasing attention on the part of the state in relation to early education in Russia create favorable opportunities for the creation and promotion of innovative mechanisms for preschool and primary school education of children and for the exchange of experience of such transformations among interested countries.

Modern preschool education: prioritization

So, in the modern education systems of most developed countries, early education has recently been given increasing importance. awareness of the importance of systemic education for children from a very early age (from several months) to 7–8 years (usually this is the age of children entering school) is based on the results of numerous studies and in the practice of some countries. In particular, this is evidenced by the extremely popular recently data obtained in the study of the effectiveness of the international educational program "High / Scope" (see graph).

Rice. Return on investment in human capital in education

These data show the effectiveness of financial investments in various educational stages in terms of their return on society and for each person, and measurements were made throughout the entire life cycle of a person. The graph shows that the highest efficiency is typical for preschool education programs, i.e. the more seriously preschool education is funded in the country, the better life results people demonstrate throughout their lives. These findings have caused a deafening resonance all over the world and have become an almost obligatory topic in the discussion of almost any issue related to education.

These data are certainly impressive: modern research in the language of finance (one of the authors of this study is a Nobel laureate in economics) confirms what progressive domestic and foreign psychology has always affirmed. Namely, that in preschool childhood all the basic parameters and characteristics of the personality and psyche of a person are laid, the direction and quality of the further development of his intellectual, emotional and physical abilities, interests and capabilities are largely determined. Ignoring the developmental features of a child at this age is fraught with serious, profound problems in his later life, including in school education immediately following preschool childhood.

Analysis of the current situation in the education of preschool and primary school children (international context)

When considering specific approaches to building this system, it makes sense to pay attention to two opposite tendencies when answering the questions: “What should be the education of young children? What should they be taught before they go to school? " These trends are now present in most developed countries and give rise to two opposite models of the organization of preschool education in relation to the school. It is the point of the “junction” of the two educational stages - preschool and primary school - that turned out to be critical and in many respects serves as a test for determining the “face” of the entire national system of early childhood education in different countries.

The first model is a direct and formal consequence of a change in attitudes towards early education: it becomes a priority. Research (including the above) shows that during the development of a child up to 7 years old, the child is extremely receptive, interested and open to new experiences, to cognition of the world. In the conditions of modern dynamically changing life, dictating a high rate of education, when every year “counts”, there is a temptation to use the time a child lives before school and to intensify his education at the expense of preschool age.

Supporters of this position seek to "move" the school earlier by a year or two, using forced "coaching" of children, systematic and increasingly earlier teaching to read, write, count, etc. There is an illusion that this kind of education of young children will further ensure their success in mastering the school curriculum and in professional advancement. However, numerous domestic and foreign studies show that, on the contrary, the practice of compulsory teaching children knowledge, skills and abilities too early inevitably leads to the disappearance of educational motivation and, as a consequence, to the emergence of school maladjustment and school neuroses. Psychologists are well aware of how difficult (sometimes impossible) it is to deal with these problems if they have already arisen.

With this approach, fragments (sometimes quite significant), borrowed from the school curriculum, appear in the content of preschool education. However, the primary school curriculum and teacher training are usually unchanged, and children often have to study the first grade curriculum twice. Teaching methods in this case are also of a "school" nature: frontal classes in individual subjects, verbal teaching methods, systematic control over the assimilation of knowledge and skills, etc. This is an artificial acceleration of the child's development, "maturation" of preschool education. This practice of accelerating the development of children then finds its continuation in the conditions of school education. The intensity of the learning process in primary school, the previously temporary formation of a number of educational skills (for example, cursive writing, fluent reading, etc.) not only does not contribute to their formation, but inhibits development or leads to the assimilation of irrational ways of implementing these basic school skills. Along with this, the purposeful formation of educational (leading) activities in primary school, as a rule, is outside the field of vision of the authors of programs and practitioners.

As a result, not only are the original goals of intensifying early education not being achieved; Moreover, it slows down significantly, bringing a lot of negative side effects, among which the loss of interest in learning by children is not yet the most undesirable from the point of view of the child's further development. Significant obstacles arise in ensuring real continuity and prospects in the education system. In this case, the continuity between preschool and junior school age is determined not by whether the future student has developed the abilities (in modern language - competence) necessary for the implementation of a new activity, whether its preconditions are formed, but whether or not he has certain knowledge of academic subjects.

It must be admitted that it is precisely this approach - it can be conditionally designated as narrowly pragmatic, focused on the needs of the system, and not the child himself - to early education of children has spread recently in many countries, but it is subject to constant massive criticism from the scientific and educational community of these countries. The main arguments of such criticism are accumulated in the fundamental Russian school of cultural-historical psychology, which is associated, first of all, with the name of L.S. Vygotsky, as well as with the names of D.B. Elkonina, V.V. Davydova, A.V. Zaporozhets, A.R. Luria, A.N. Leontiev and many others. In particular, D.B. Elkonin noted in this regard back in the 80s of the last century:

“The transition to the next, higher stage of development is prepared and determined by how fully the previous period has been lived, how mature are those internal contradictions that can be resolved through such a transition. If it is completed before these contradictions have matured - artificially forced, without taking into account objective factors, then the formation of the child's personality will suffer significantly, and the damage may be irreparable. "

Cultural-historical psychology in the past few years has been at the center of interest from the international scientific and educational community. Research carried out within the framework of this school, as well as many years of experience in applying developments in the field of education, show that the availability of knowledge in itself does not determine the success of learning, it is much more important that the child be able to independently obtain and apply it.

The School of Cultural-Historical Psychology places particular emphasis on the assimilation of culturally developed means by the child in the process of education, which organize and normalize the entire process of child development. The process of mastering these means by a child is independent, creative, but must be organized in a special way. A very important argument is the indication of the psychologists of the school of L.S. Vygotsky on the peculiarity of preschool childhood, on the specific requirements for the organization of education at this age. There are age limits, crossing which, willingly or unwillingly, we subject the child to psychological violence that is incompatible with the concept of modern education.

Does this mean that a preschool child does not need to be taught? Does this mean that the specificity of preschool childhood consists in living this period fundamentally outside the organized system of education? The answer to these questions is: of course not.

From the point of view of cultural-historical psychology, a completely different approach is needed to education in general and to building continuity between preschool and primary school education in particular. Here we are dealing with a fundamentally different model of organizing preschool education. This approach, in contrast to the previous one, does not focus on the interests of the education system, the teacher, or even the student himself in some distant future, as the system understands it; it is focused on the concrete, real interests of the child and his family. This approach is sometimes called person-centered or child-centered, and, since it is aimed at the age-appropriate development of each child, it provides a developmental type of education that is built according to its own laws for each age.

Developmental education takes into account both age and individual characteristics, interests and inclinations of each child and relies on the child's mastering of culturally developed means of activity, different types of which become leading in different age periods of the child's development. Thus, the idea of the laws of a child's development in each age period is also based on what means are adequate for a particular age.

Developing educational program for preschool age

The term "developmental education" has become quite widespread in the Russian educational context; nevertheless, it seems to us that its content needs special comments. Without setting here the task of fully clarifying this rather complex term, we note only one circumstance that seems important in the context under consideration. This circumstance is associated with the distinction between developing and any other education in the eyes of educational practitioners - teachers and kindergarten educators. Despite the fairly large literature that discusses what developmental education is, practice shows that for teachers working with children, this distinction is very vague. At the same time, it is in their hands that the possibilities of implementing developmental education for each child in school or in kindergarten are in their hands.

When answering the question of how developmental education differs from any other, it is important to define developmental education as a type of education that not only has a developmental effect (this may be true for any type of education), but, being focused on each child, sets its main the purpose of its development, real advancement. In the system of developmental education, knowledge, skills and abilities perform the function not so much of independent goals as means in the process of child development. That is, the teacher (educator) sets the task not so much to teach the child this or that knowledge or skills, but to ensure his development with the help of these knowledge and skills.

This does not mean that preschool children do not need to be taught. Russian education is strong precisely in its traditions of early childhood education, which is largely based on serious education. However, the main efforts of the teacher should be aimed at ensuring that the knowledge gained by the child really has a developing effect - and it is for this child. The child's frank interest, his involvement, curiosity and initiative are obvious indicators that a development process is underway, and not just "training" for certain knowledge.

Thus, setting a development goal in modern educational systems presupposes a special emphasis on the individualization of education, which is one of the main principles of a developing preschool program. On the other hand, it is equally important to ensure the variability of education, which creates an adequate psychological and pedagogical context for the development of children and the creative nature of the activities of teachers. The creation of psychological and pedagogical conditions for the development of children in accordance with their abilities and interests involves providing them with a wide choice of activities and subject areas. Thus, as a second basic principle, the preschool education program should provide children with real choice. The third principle is also associated with this principle: the absence of rigid objectivity, since it is in the integrated content (for example, the project type) that children are free to make a wide choice and show their as yet unstructured interests and creative abilities.

Problems associated with the individualization of education necessarily entails a whole range of issues related to the age-specific nature of education at different levels. In this regard, the principle of the intrinsic value of each age acquires special significance, which can be revealed through a double requirement for the content and methods of education:

ensuring the completeness of the realization of the capabilities of a child of a certain age;
reliance on the achievements of the previous stage of development.

The specifics of preschool education

The self-worth principle of each age gives an idea of what is meant by the specifics of preschool education. An attempt to fill education at preschool age with school content at the beginning of the 21st century is all the more perplexing because even in the last century, domestic and foreign scientists convincingly demonstrated the inadmissibility and ineffectiveness of artificial acceleration of child development. However, it is important, without replacing the tasks of preschool age with school ones, at the same time not to underestimate the capabilities of the preschooler, avoiding both artificial acceleration and artificial slowing down of his development. So, in order to create an age-appropriate preschool educational program, you need to know exactly:

the main tasks of development at this age;
real opportunities and interests of a preschool child.

Classic psychological research and research in recent years provide an answer to the first question. The main achievement of preschool age is the development of the basis of the child's personal culture, his emotional well-being, the development of individual abilities and inclinations, the development of his independence, initiative, creative abilities, arbitrariness, curiosity, responsibility, communicative and intellectual competence. These and other qualities of a child's personality allow him to enter the next - primary school - age interested and motivated to learn, bypassing the stresses and crushing disappointments of the transition period.

As for the real possibilities and interests of the preschool child, they vary depending on the individual inclinations of the child, which must be taken into account, however, they also have an age specificity. This specificity is determined by the fact that the main (in terms of the domestic psychological theory of activity - the leading) activity of a preschool child is play. This fact, on the one hand, is well known to teachers, and on the other hand, it has a specific interpretation in modern education.

Play as a context for preschool development

An essential indicator in the analysis of preschool programs is their content. In particular, in Russia, due to the principle of the absence of rigid objectivity in the content of preschool education, the content of preschool education is differentiated not according to the subject principle, but according to the directions of children's development:

physical;
cognitive and speech;
social and personal;
artistic and aesthetic development.

Thanks to this division, programs can rely on specifically preschool technologies of content that is not subject, but, for example, project or thematic in nature. These programs appeared in Russia at the end of the twentieth century and in the domestic educational space are perceived as modern, innovative, while in foreign educational systems they have been found since the beginning of the last century. At the same time, there are preschool programs based on the subject principle, which, from the point of view of the authors, provides all these areas of development. These are, for example, preschool education programs that are traditional for Russia, although the programs used abroad can also be built on this principle.

Within the framework of the two approaches to preschool education we have considered, there are different educational programs, the general specificity of which is determined precisely by the differences in these approaches. First of all, this means that preschool education in different countries is practicing teacher-oriented programs and child-oriented programs. We have already described the last of these two above (in our terms, these are developmental programs). In the educational process, built according to a teacher-oriented program, it is the teacher (in kindergarten - the educator) who is the central figure. The initiative and own activity in such an educational process usually belongs to the educator, the teaching is based on the pattern of action that the educator demonstrates. The child is assigned the role of "tabula rasa" (blank board), which the teacher fills, as a rule, in one way for all children, regardless of their individual differences. The content of education is fixed and does not depend on the inclinations of the children or on the specific situation in the group.

In world practice, there are other differences between educational programs, and some of them are more related to preschool programs. In particular, there are so-called "framework" programs and programs, in which the "knowledge" and "skill" content of education is developed in detail, prescribing certain forms and methods of conducting classes. These programs can be conditionally called "synoptic", not only because they are accompanied by detailed notes of classes and methods of their implementation, but also because they generally orient the teacher to reproduce (in the extreme case - step by step) these abstracts and prescribed methods. The planning of classes with children in this kind of programs also reflects its abstract nature, takes place in a subject logic and is usually repeated from year to year for children of a certain age. The age of children is considered the so-called "passport", not psychological age, educational results are recorded by reproducing ZUNs in the form prescribed by the program.

“Framework” programs are so named because they only set the “frame” of the educational process by introducing some essential principles and grounds for building the educational process. They can also be accompanied by methodological recommendations for teachers, but these recommendations are much more free in nature and in extreme cases can represent some kind of "arsenal" possible techniques and a technician for solving those educational tasks that the teacher has set himself. Planning is usually at the center of such programs, as it is tailored to the specific situation in the class (group) and is focused on each child. The plan reflects the development tasks set by the teacher and specific steps to solve them, usually planned on the basis of observing children and tracking the development of each child. Such programs fully allow for groups of different ages and follow not so much the passport age of children as their real interests and opportunities.

Of course, the extreme embodiment of "outline" programs is not so common in modern preschool education. Usually, a real preschool program is a cross between a framework program and an outline program. However, in Russian preschool education there is a historical example of an outline program, while focused on the educator. An example is the "Typical curriculum for teaching and upbringing in kindergarten", according to which all preschool institutions in Russia worked until 1991. At that time it was a unified educational program approved at the federal level; at present, with certain changes, it is also used in Russian kindergartens.

For the Model Program, guidelines, a calendar of lessons, detailed notes, scenarios for each lesson, mainly held in the form of a school lesson. All these recommendations completely ignored the individual characteristics of children and were focused on the assimilation of subject knowledge or skills and abilities necessary in everyday life (for example, self-service skills). The style of the program was very strict and prescriptive: it was customary to address small children by their last name, the nature of emotional support was determined only by the personality of the educator, the daily routine was strictly defined for different age groups. In accordance with this program, a system of lesson planning was also built - a detailed, branched, based only on knowledge intended for assimilation in a specific lesson.

The main indicator of the quality of the work of both an individual teacher and the kindergarten as a whole was the amount of knowledge, skills and abilities that children had to demonstrate during inspections. For example, reading speed, ability to count within one to two tens, knowledge of wild and domestic animals, etc. It should be noted that the tradition of testing children for this kind of knowledge and skills is now preserved in Russia in many cases when children go to primary school. The subject of such checks is usually the school, but this practice, of course, also affects the programs of kindergartens - mainly through the requirements of parents to prepare children for school, "training" them in certain knowledge and skills.

Accordingly, the entire system of training pedagogical personnel was organized: in pedagogical colleges and pedagogical universities, students were taught to implement the Standard Program. Of course, how the program will be implemented depends to a large extent on the teacher who works on it. This is true for any program. It was quite possible to find fragments of the practice of working according to the "standard" program, in which the teacher took into account the interests of children, since this was precisely what corresponded to his inner conviction. Nevertheless, it is quite obvious that the program and the preparation of teachers to work on it seriously affect what kind of educational process will be “launched”.

It should be noted, however, that teacher-centered programs certainly have certain merit. In particular, the Model Preschool Education Program was oriented (and in many cases achieved) to provide a good stock of knowledge, skills and abilities in children. At the same time, as a side effect of this “accumulation”, there was a cognitive (knowledge-based) education of children, especially those of them who belong to the so-called “cognitive” type. Nevertheless, the development of the personality of children - their initiative, independence, responsibility, readiness to make their own decisions - which, as has been shown, is the main task of the preschool period, lagged sharply.

A teacher-centered program can be either abstract or framework; as for a child-centered program, it is hardly possible that it be accompanied by detailed content prescribed for implementation. This is impossible by definition: the child-centered educational process is built “here and now”, depending on the specific developmental situation of each child. Thus, the personality-oriented program is of a framework nature, relying only on the well-known age features development of preschool children. Some of these programs have a large "arsenal" of educational methods and techniques, the decision on the application of which is made by the teacher based on the specific situation. Others rely to a greater extent on the creative capabilities of the teacher (educator), who, together with the children, comes up with a specific teaching content. But one way or another, child-centered programs cannot have a rigid content that is compulsory for all children.

How to prepare educators for early childhood developmental education?

In the system of developmental education, knowledge, skills and abilities perform the function not so much of independent goals as means in the process of a child's development. The specificity of developmental education makes special demands on the activities of the teacher: he becomes the main figure in the educational process. With this approach, the role of the teacher in the education of children of preschool and primary school age changes dramatically: his task is not so much to teach the child this or that knowledge or skills, but to ensure the development of the child with the help of this knowledge and skills.

It is the teacher, depending on the individual context of the development of each child, who selects the material and offers it to the child, using this or that situation for its further advancement. The teacher builds an individual educational content for each child and together with him in the process of personality-oriented interaction. In the context of the interaction of teachers with children, the development of the child's personality, as well as his competence in certain subject areas, takes place. Knowledge and skills in a certain sense "serve" this interaction, making it adequate to the child's developmental situation.

With this approach, it is the teachers working in preschool institutions and at school that largely determine not only the momentary context of the development of the child and his family, but also his future life. This requires a sufficiently high level of competence of teachers and other practitioners of preschool and primary school education in the field of developmental psychology of children of this age, as well as in personality-oriented, developing technologies for the education of these children, in particular, in technologies for ensuring an individual approach to each child.

At the same time, teachers and practical educational psychologists in our country (and, as studies show, in many other countries), for the most part, do not meet these requirements. Their knowledge about the age-related patterns of children's development, about the psychological characteristics of development is replete with serious gaps, which are often filled with mythological ideas about children's development. It is necessary to organize the professional development of teachers based on the promotion of theoretical ideas and educational technologies developed within the framework of cultural and historical psychology.

In this regard, the project of the federal state standard, developed on the basis of the Moscow City Psychological and Pedagogical University, is of undoubted theoretical and practical interest. Preparation preschool educator capable of organizing the "zone of proximal development" of the child, taking into account the peculiarities of child development in communicating with the child, possessing competencies in relation to the forms and methods of interaction with different categories of children from infancy to school, is a special task and direction of preparation of this standard.

Goals, objectives and conditions of developmental education of young children

The psychological guidelines for the development of a preschool child that we have analyzed determine the goals of education at this age:

protecting and promoting the physical and mental health of children (including their emotional well-being);
preserving and supporting the individuality of the child;
development of the child as a subject of relations with people, the world and himself.

These goals can be achieved by creating certain psychological and pedagogical conditions:

personality-oriented interaction between adults and children;
full communication of the child with peers, older and younger children;
developing pedagogical technologies focused on the specifics of age and based on the assimilation of cultural means of activity at a certain age;
subject-spatial environment, stimulating the communicative, play, cognitive, physical and other types of activity of the child, organized depending on the age specifics of his development;
the opportunity for all subjects of education (teachers, children and their parents) to choose educational programs, pedagogical technologies, materials and culturally developed means of activity.

Thus, we have identified the main trends in the development of early childhood education in different countries. The scope of one article does not allow us to give a detailed analysis of all the important topics related to ECCE, or even just list them; nevertheless, we tried to outline in general terms the key, in our opinion, problems characteristic of this area. It seems clear to us that many of these problems have international roots and are more related to the setting of priorities in the ECCE system than to the peculiarities of the national educational systems in different countries. Turning to the classics of Russian and foreign psychology, it is easy to see that many of the problems we have considered were discussed in their works decades ago. We can conclude from this that many of these problems are categorized as so-called "eternal", which, however, does not exempt the international community from having to solve them "here and now." The first UNESCO World Conference on ECCE, which is a sign of the increased attention of A.V. Selected psychological works: In 2 volumes. M., 1986.

The concept of the content of continuing education (preschool and primary level) // The content of education in a twelve-year school. M., 2000.

Cole M. (ed.). Socio-historical approach in the psychology of learning. M., 1989.

Lisina M.I. Communication, personality and psyche of the child. M.-Voronezh, 1997.

Manuilenko Z. V. The development of voluntary behavior in preschool children // Izvestiya APN RSFSR. 1948. no. fourteen.

Solid base. Early childhood education and parenting // EFA Global Monitoring Report. M .; UNESCO, 2007.

Rubtsov V.V. Foundations of socio-genetic psychology. M. - Voronezh, 1996.

Smirnova E.O., Gudareva O.V. Game and arbitrariness in modern preschoolers // Questions of psychology. 2004. No. 1.

Elkonin B.D., Zinchenko V.P. Developmental psychology (based on L. Vygotsky). Internet resource: http://www.psychology.ru/library/00073.shtml

Elkonin D.B. Selected psychological works. M., 1989.

Elkonin D.B. Psychology of the game. M., 1999.

Yudina E.G. Communication and activities in preschool and primary school age // Pedagogy: pedagogical theories, systems, technologies. M., 2002.

Bodrova E., & Leong, D. Tools of the mind: Vygotskian approach to early childhood education. (2nd ed.) Columbus, OH: Merrill / Prentice Hall, 2007.

Chaiklin, S. The Zone of Proximal Development in Vygotsky's analysis of learning and instruction. In: A. Kozulin, B. Gindis, V. Fgeev, S. Miller (Eds). Vygotsky's educational theory in cultural context / Cambridge University Press, 2003.

Cole, M. & Griffin, P.A. Sociohistorical approach to remediation. In S. deCastell, A. Luke & K. Egan (Eds.), Literacy, society, and schooling, 1986.

Fromberg, D.P., Bergen, D. (Eds.) Play from birth to twelve and beyond. Contexts, perspectives, and meanings. New York-London, 1998.

Haywood, C.H. & Lidz, C.S. Dynamic assessment in practice: Clinical and educational applications. New York: Cambridge University Press, 2007.

Heckman, J. Policies to foster human capital // Research in Economics (2000) 54.

Heckman J., Cunha F., Lochner L., Masterov D. Interpreting the evidence on life cycle skill formation // Handbook of the Economics of Education. Vol. 1. Amstgerdam: Elsevier, 2006.

Leong, D. J., Bodrova, E. Tools of the Mind: A Vygotskian based early childhood curriculum. Early Childhood Services: An Interdisciplinary Journal of Effectiveness. Vol. 3 (3). 2009.

McGregor S.G., Cheung Y.B., Santiago C., Glewwe P., Richter L., Strupp B., and the International Child Development Steering Group. Child development in developing countries. Lancet Series, 2007.

Miller, S. How literature discussion shapes thinking: ZPDs for teaching / learning habits of the heart and mind. In: A. Kozulin, B. Gindis, V. Fgeev, S. Miller (Eds). Vygotsky's educational theory in cultural context / Cambridge University Press, 2003.

Wertsch, J.V. Mind as action. N.-Y.-Oxford, 1988.

Current problems of preschool education

V.V. Rubtsov, Doctor in Psychology, member of the Russian Academy of Education, the head of the Psychological Institute of the Russian Academy of Education, the rector of the Moscow State University of Psychology and Education
E.G. Yudina, Ph. D. in Psychology, leading researcher, the head of Psychological issues of teachers ’training Laboratory of the Moscow State University of Psychology and Education

The paper deals with early childhood care and education (ECCE) issues to be discussed at the UNESCO World Conference on 27–29 September 2010. The authors recognize and analyze key trends in the development of preschool education in different countries and offer a well-substantiated approach to the related issues. The paper studies two opposite models of education in early childhood and shows major implications of each of the existing approaches. A special emphasis is laid on the development of a unified comprehensive system of preschool and primary school education. The authors firmly believe that the “junction point” between those two education stages is a critical and, in many respects, a testing element for the entire national system of early childhood education in different countries. A general analysis of current preschool education programs is provided and their impact on the age-specific development of children is discussed. The authors emphasize the significance and a special role of child-centered interaction between adults and children as well as play as a part of the development-oriented preschool education. The training of teachers for early childhood education is also discussed.

Keywords: preschool education, two models of early childhood care and education, continuity of preschool and school education, “frame” and “curriculum” programs, development-oriented program of early childhood care and education, play, training of preschool teachers.

"Global Monitoring Report. Strong foundation: early childhood care and education ". EFA Global Monitoring Report 2007, p. 18.
In the same place.
For a more detailed understanding of the rights of young children, see: “General Comment 7. Implementing Child Rights in Early Childhood (Fortieth session, 2005)”, U.N. Doc. CRC / C / GC / 7 / Rev.1 (2006). http://www1.umn.edu/humanrts/crc/crc_general_comments.htm
In the post-Soviet period, certain steps were taken for such a reform; from our point of view, many of them can be considered successful.
Assessment of the quality of education is an extremely important topic in modern ECCE systems in different countries. It is quite obvious that the approach to assessing the quality of education determines what the ECCE system itself is oriented towards and what specific tasks it faces. The scope of this article does not allow us to carry out the serious analysis of this problem, which it deserves, so here we only point to it as one of the central priorities of the modern system of early childhood education.
The project of the Federal State Educational Standard of Higher Professional Education in the direction of training "Psychological and pedagogical education", developed at the Moscow State University of Psychology and Education.
The content of this section is largely based on the "Concept of the content of continuous education (preschool and primary level) // Content of education in a twelve-year school". M., 2000. This text was prepared by a team of leading specialists - psychologists and teachers - and was supposed to form the basis of specific practical developments for the construction of continuous preschool and primary school education. Some of the materials included in this concept were later used to solve certain management problems; nevertheless, the whole concept is still awaiting its application. From our point of view, it contains both theoretical approaches and a description of practical steps to build a system of developing continuous preschool and primary education.

Completed the 1st year master's student

extramural education

directions of training

44.04.01 "Pedagogical education"

training profile "Management

preschool education "

groups 17.1-629

Shpurova G. D.

senior educator MADOU "Kindergarten number 107

combined type "Moskovsky district of Kazan

MODERN PROBLEMS OF THE EDUCATION SYSTEM.

Preschool education, like education in general, is a constantly changing and transforming process. In each time period, there are a number of challenges and priorities. In kindergarten, work with preschoolers is carried out, which is an important stage in a child's life. During this period, the main features of the personality are laid and the quality of his further physical and mental development is determined. Lack of proper development entails a number of problems at school age. However, at present there are a number of problems in the preschool educational system.

One of the problems is the number of groups. In municipal preschool institutions, groups are usually overcrowded and outnumber children. It follows that kindergarten teachers devote less time to each child than they should. The main feature of child development in an institution is socialization, that is, interaction with peers, comparing oneself with others, the possibility of adequate solutions to various situations. A child can learn this only in interaction with peers. The kindergarten acts as an organization that prevents the "pedagogical neglect of the child", because children come from different social families. A “neglected child” actually has little chance of getting a good schooling.

The next problem is teaching staff. The figure of the teacher is central to varied and diverse education. But in order to realize his right to academic freedom, he must have the appropriate competencies, he must understand how to build the educational process in the context of variability. The teacher needs to know not only educational methods, but to understand different areas of medicine, defectology, oligophrenopedagogy, deaf-pedagogy, typhlopedagogy. Also actively participate in the life of the kindergarten, city events, despite the fact that the educators work three people in two groups. Because of this, pedagogical burnout and stressful situations can occur, which negatively affect the health of the teacher. And the level of salaries preschool workers in no way corresponds to the highest responsibility for the fate of the child. Many teachers are not ready for innovative methods, they work using the methods of the past, which is unacceptable for today's children. In the course of innovative education, the subject content merges, which makes it possible to form new forms of an integrated pedagogical process. Taking into account the individual characteristics of children, preschool education must be built with the help of partner communication between a child and an adult. According to the Federal State Educational Standard, the pedagogical worker implementing the Program must have formed basic competencies to create a situation for the development of preschoolers in accordance with age characteristics. These competencies enable the child to feel emotional well-being, support for individuality, initiative, interaction in different situations, and involvement in the educational process. An important role in the implementation of FGOS DO is played by the subject-spatial environment, which should be transformable, public, multifunctional, variable, content-rich. In this aspect, age characteristics, the child's satisfaction in sensory development, taking into account psycho-physiological characteristics, and meeting the needs of proximal development are taken into account. In a kindergarten group, the child should feel comfortable. There is the problem of a lack of a proper, standards-compliant educational environment. The state does not allocate adequate funding for this aspect. Teachers are not always able to draw up documents correctly when parents donate toys to the group where their baby is located free of charge. Equally poorly funded is the acquisition of didactic and methodological literature by teachers, which is necessary for working with children. Therefore, specialists must purchase at their own expense, and their cost is not low.

One of the most alarming trends in the 21st century is the steadily increasing number of children with health problems, including children with disabilities. The problems of education of these children in our country are very urgent. At present, inclusive education is the leading direction in the education and upbringing of children with disabilities. The inclusive education model assumes the creation of a barrier-free learning environment for children with special needs, the adaptation of the educational environment to their needs and the provision of the necessary support in the process of joint learning with healthy peers.

Inclusion (from inclusion - inclusion) - the process of real inclusion of people with disabilities into active social life. Inclusion implies the development and application of specific solutions that will enable everyone to participate equally in public life.

According to SanPin, children should be outdoors every day. In kindergarten, walks are made in designated areas that need to be landscaped and tidied up, and at this point funding is also needed.

One of the main tasks of the state in the field of preschool education - ensuring its general accessibility - still remains fully unresolved. There are many reasons giving rise to this situation: a shortage of free places in preschool institutions, the desire of parents to raise a child at home, the parents' inability to pay for kindergarten, the presence of dysfunctional families and pedagogically neglected children, the presence of children with poor health, with chronic diseases, which are contraindicated in the preschool regime. As a result, children come to school with different levels of development of personality traits necessary for successful adaptation to school. Therefore, children's institutions with a short stay, partial stay in a kindergarten and a team are needed.

Today there are a large number of single-parent families, and sometimes a parent has no time to take care of his child. The child is left to himself. The parent does not have the time and energy to play with the child, and it is play in the preschool link that plays a key role. After all, it is in the game that the child learns the rules of behavior, social roles, methods, develops the communicative side, shows creativity, initiative, develops various types of activity. Some parents do not want to cooperate with educational institutions, and teachers cannot always find the right words to convey information. Full development of a child is impossible without cooperation.

One of the tasks of general secondary education in Russia is the development of a network of educational institutions for children with disabilities and those in need of psychological and pedagogical correction. The tendency of an increase in the number of disabled children in our country, the inadequacy of existing forms of education and upbringing that meet the needs and abilities of children of this category, numerous problems of their adaptation and social integration into society (as a result of defective secondary socialization) allow us to conclude that social and educational policies are imperfect. for children with developmental disabilities. Until now, the educational policy of the Russian state is dominated by an orientation towards the traditional education of children with disabilities in specialized educational institutions. In the developed countries of the West, a course has been taken for the inclusive education of children with disabilities in mass school together with healthy peers, which gives the best results in preparing children for future life and their inclusion in society.

The development of inclusive education in Russia is the imperative of the times and the duty of the welfare state, which, as a UN member, has assumed a number of obligations in relation to children with disabilities. The success of the implementation of these obligations depends not only on the state, but also on the position of society in relation to persons with disabilities in general and to the education of these children with disabilities, in particular. The idea of joint education and upbringing of disabled children and healthy children meets with objections with references to the lack of conditions for their implementation: material, organizational, financial, mentality of the population and teaching staff.

The next problem is the lack of coherence between preschool education and school. School teachers do not accept the playful form of teaching, which is prevalent in first grade children. This entails a stressful situation for a first grader, comorbidities, educational imbalances, and, as a rule, reluctance to attend school.

Thus, we can conclude that at the moment the main task of the development of the preschool education system is to create the stay of a preschool child in a system that optimally meets his interests, the interests of the family, in the child-family-teacher relationship.

Literature

Grebeshova S.V. Actual problems of modern preschool education // Young scientist. - 2016. - No. 13.3. - S. 29-30.

L.L. Lashkov Problems and prospects for the development of the preschool education system // Concept-2013-Special issue No. 6.-ART13556 / -0.4p.l-Url: htt: // e-koncept. ru/2013/13556. htm.-State reg.El # FS7749965.-ISSNo. 2304-120X.

Marina Lemutkina Newspaper headline: Take a break from childhood. Published in the newspaper "Moskovsky Komsomolets" # 26958 of November 9, 2015 Tags: School, Children, Society, Power Places: Russia, Moscow

PROBLEMS AND ACHIEVEMENTS OF MODERN PRESCHOOL EDUCATION E.S.

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Actual problems of modern

Preschool education

Place of work: GBDOU number 31

Kirovsky district

St. Petersburg

“Childhood is that great time of life,

when the foundation is laid for the whole future

a moral person. "

N. Shelgunov

To raise and properly educate a child, in the present, rapidly changing time, is a difficult and very laborious process. The modern teacher, in his direct work with children in preschool conditions, is faced with new problems of teaching and educating children of senior preschool age, which practically did not exist a decade ago. In your work with older preschool children, in independent role-playing games: "Family", "Shop" and simply in the communication of children with each other, as well as with their parents, you can often hear the following phrases:

Mom, give me a lot of money, I'll buy myself a tablet and won't bother you;

Mom, let's go for a walk? - Here, go to kindergarten, walk up there in the morning and in the evening;

Mom, take me home early, are you home? - Play better in the garden until evening, otherwise at home you will again go crazy and drive others;

Mom, I want to see dad? - At the weekend you will go to your father's family, let him work with you;

Dad, teach me to cut with scissors? - In kindergarten and at school you will be taught everything.

Hence, we can identify three main problems of modern society, which, in one way or another, are reflected in children, in their play activities, communication with each other and with their parents. Today,the socio-economic changes taking place in the world have actualized the rapid development of information technologies, science and technology in general. "Technosphere" is a term that is most often used to describe modern civilization, the level of development of technology and scientific methods of transforming reality, which determine the main factor in the development of society. We can safely say that today every family has a computer, laptop, tablet, smartphone, game consoles and other types of gadgets. From hereproblem number onecan be defined as:reducing the time for communication between parents and children.

Parents should be the support and support for educators, in the introduction to the world of children. No wonder there is a saying: "The most difficult thing in working with children is working with adults." Destruction and crisis of the family,low level of moral culture of the majority of modern parents.Many parents do not have such a concept as "responsibility" for the upbringing of their child. Truly remember the words of VG Belinsky "How many parents are around, and few fathers and mothers!"The accelerated pace of life, the desire to earn more money, the lack of free time - these are the main reasons for the decline in family values.Parents too early want to see their child independent, hence the child is often left to himself, there is no adult to talk to him, play, go for a walk. It happens that there is no one to pick up a child from kindergarten in the evening, as parents disappear at work, and grandparents live in another city. Then paid nannies, girlfriends, who, by and large, do not need other people's children, help out. And, the most offensive, both the child and the teacher himself, that everyone understands this, but they can not help.

Many parents give gadgets to their children on purpose. The reasons and goals for this can be different:

Carve out some time for yourself;

For the development of the child through special educational and educational games and programs for children;

While waiting in lines;

Suppression of hysterics and whims of children.

If gadgets occupy the entire consciousness of a child, then we can talk about an emerging addiction. Close communication between the child and the parents is relegated to the background, the child prefers to spend time with a tablet or computer. The child does not know what to do with himself free time, toys are of little interest to him, there is no desire to communicate with peers. V computer games unnatural brightness of colors prevails, loud music stimulating the nervous system, repeated repetition of actions, little meaningful advancement with the obligatory overcoming of all obstacles. Such games of modern children do not require the ability to talk, negotiate and cooperate.

From here problem number twocan be denoted asloss of social and moral guidelines.This is due, first of all, to the fact that modern Russian society is faced with the problem of lack of spirituality, cynicism, the predominance of the pragmatic in the goal-setting of the younger generation. But the social and moral development and upbringing of preschoolers is the basis of all foundations. What parents and teachers have invested in a child at preschool age will determine what he will achieve in the future, how he will build his relationship with the world around him. Wonderful short and capacious words of the great teacher A. Makarenko: “... It educates everything: people, things, phenomena, but first of all and for the longest time - people. Of these, parents and teachers are in the first place ”. When working as a preschool teacher, it is necessary to put a deeper meaning into these words.Increasingly, one involuntarily has to hear extremely disrespectful and offensive words from the lips of children and adolescents addressed to parents, teachers, pensioners and just passers-by. It seems to me that today's youth are somewhat more embittered, indifferent to the people around them, their feelings. In order to prevent a decline in the morality of society, it is necessary, first of all, to pay attention to very young children - preschoolers, to try not to miss the fertile time of bringing up their pure souls, to invest in them and try to preserve all the brightest, best, accumulated by human experience.

An important problem today isthe problem of political orientation.The state, called upon to perform an important function in the education and upbringing of people, does not have a clear ideological position today and allows surrogates and products of Western mass culture to rule. The mass media and information media are designed to perform the function not only informative, entertaining, but also educative, educational. And from TV screens we watch American blockbusters and Chinese cartoons with unpronounceable names of heroes and disproportionate body shapes, and in store windows we see and buy a huge number of transforming robots and Barbie zombies for children, at their request. The imposition of such toys on store shelves causes wariness and apprehension in many people who think about the present and future of their children.

The relevance of the above-mentioned problems can be combined into one big problem - the problem of social and moral education, which is associated with the fact that in the modern world a person lives and develops, surrounded by many different sources of strong impact on him, both positive and negative, which are daily collapsed on the immature intellect and feelings of the child. As you know, you cannot live in society and be free from society. No matter how high the requirements are for a preschool institution, the problems of social and moral education cannot be solved only within the framework of preschool education.

B approved by order of the Ministry of Education and Science of the Russian Federation

of October 17, 2013 N 1155, the federal state educational standard (FSES) for preschool education includes a number of mandatory requirements for preschool education, which are based on the basic principles:

1) supporting childhood diversity; preservation of the uniqueness and intrinsic value of childhood as important stage in the general development of a person, understanding what is happening to the child now, this period is a period of preparation for the next period;

2) personal developmental and humanistic nature of interaction between adults (parents (legal representatives), pedagogical and children;

3) respect for the personality of the child;

4) implementation of the Program in forms specific to children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

The proposed solutions to existing problems are closely intertwined with the educational program of preschool education according to the Federal State Educational Standard.

I see the ways of solving the above problems in the unification of efforts and the unity of goals and objectives between parents and teachers in the social and moral education of preschoolers who are learning to live in the present, rapidly changing time. It is at the preschool stage of childhood that the main base of human development is laid. And what kind of adults today's preschoolers will become depends directly on the joint daily work of parents and teachers.

I. One of the important points of upbringing is the choice of a trusting, partner style of communication between adults and children. Cooperation technologies,pedagogical support and individualization of the child, as new educational values, are especially relevant. The technologies of student-centered education and upbringing in two main models of the organization of the educational process - the joint activity of the teacher and children and the independent activity of the child - are brought to the fore. A personality-oriented approach to a child is based on pedagogical support aimed at creating favorable conditions for the development of the individuality of each child. At the same time, the training takes into account the character, temperament, the level of knowledge and skills already acquired, as well as the degree of formation of the skills and abilities necessary for further training and development.

Pedagogical support is aimed at creating conditions, a set of supportive efforts, long-term unobtrusive development assistance, emphasizing the independence of children in order to:

Help build confidence

Reinforce a positive beginning in personality,

Restrain from what hinders development.

In order to include preschoolers in society and the acquisition of social and communicative skills and abilities in modern education and upbringing, it is a priority to use such student-centered learning technologies as:

Multilevel training,
Modular training,
Developmental training,
Learning in collaboration,
Project method,
Collective peer learning.

Socialization and individualization in a growing person is necessary for the development of the child's personality. Children are born with many different potentials, and each child has a different destiny. Thus, variably using all the components - help, protection, assistance, interaction, pedagogical support is provided to each child throughout the entire time of his stay in a preschool institution (in regime moments, on walks, in organizing meals, in play, direct educational activities).

II. I propose in the conditions of a preschool educational institution in the joint activities of the educator with children, regardless of the direct organized activities devote more time to conversations, didactic and plot-role-playing games with the prioritization of social, moral, family values.

Include short-term and long-term projects in the educational process.

Project topics can be varied:

"Traditional Russian toy",
"The health of the nation is in our hands",
"The latest developments of Russian scientists and their contribution to world science"

With the aim of realizing the capabilities of your country, pride to be born and live in Russia, modern patriotic education

"Our friendly family"

To unite children, parents and teachers-mentors in social and communicative education and upbringing of older preschoolers.

Family weekend walks, with visits to cinemas, museums, exhibitions.

Working with parents, both for project and other activities, can be used in a non-traditional form of communication. Sometimes, due to lack of free time, parents and educators do not have the opportunity to stop, talk, discuss emerging issues and problems of the preschooler. Therefore, one has to look for other ways of communicating with parents.

For this, special sites for kindergarten groups are created, where at any time convenient for parents they can go and get acquainted with the information updated on the site - announcements, homework, recommendations, read teachers' consultations, see photos of the play and educational activities of their children.
It is advisable to create "mailbox" cells for mini-consultations, questions and answers of teachers and parents about the intermediate results of education and upbringing of children.

III. Can be used in the practice of preschool educational institutions Concept and program of social and communicative development and social education preschoolers "By the Way of Good", developed by the Permian doctor of pedagogical sciences Kolomiychenko Lyudmila Vladimirovna.

In the Federal State Educational Institution of Education, social and communicative development is considered as one of the educational areas. The goal of social education of preschool children is the formation of the basis of social culture, which manifests itself in a set of relationships (humane - to people, careful - to cultural assets as the results of human labor, respectful - to the history of the family, kindergarten, country, tolerant - to everything else in a person : age, gender, nationality, physical capabilities, etc.).

Kolomiychenko L.V. program "By the Way of Good" is aimed at achieving the target guidelines of social and communicative development, declared in the Federal State Educational Standard of DO, and is represented by certain types of social culture (moral and ethical, gender, folk, national, ethnic, legal). The program is sufficiently accessible for perception and assimilation by children, is compilation - it combines various sections of the educational process, partial (in relation to complex programs), open - allowing variability in its application. The implementation of the program "By the Way of Good" is carried out throughout the entire preschool age (from 3 to 7 years). Its content is presented in four sections: "A man among people", "A man in history", "A man in culture", "A man in his land." The technology for the implementation of the program is represented by block-thematic plans and notes, providing for the use of various means, methods and forms of social education, the optimal combination of specific types of children's activities, the inclusion of elements of the developing environment. At the end of each section of the program, depending on the age period, indicators of social and communicative development are given, which make it possible to determine its general level.

We use most of the topics from the proposed blocks in our work with children when organizing direct educational activities for social and communicative development. So in the last academic year with the children of the preparatory group, I and the second educator of the group held open classes on the topics:

“Traditional Russian Cuisine”, “Heroes of the Russian Land”, “Inventions and Achievements of Mankind”, “Rules of Safe Behavior. Useful and bad habits"," Etiquette and its history ". In the course of preparing and conducting classes, we slightly changed the proposed games, adapted them to the characteristics and interests of children, and also variably used them taking into account our hometown. In general, the outlines of the program of social and communicative development and social education of preschoolers "By the Way of Good", proposed by the author, can help in solving the indicated problems of raising children.

In the upbringing of preschool children, a special place is occupied by the choice and reading of books. It is important to acquaint children with a book that is correctly selected in terms of content, and not dwell on a bright cover that attracts the attention of children. Parents who read books themselves set an example and thereby instill a love of reading from an early age in their children.

In conversations and discussions with parent committee about the choice, purchase and benefits of educational games, not only for kindergarten, but also at home, we speak in parenting meetings... Now in stores there is a huge selection of educational games, you only need time and money to choose games in accordance with the age and interests of children.

Raising a child on personal example, introducing him to feasible work, various joint activities with the child, teaching by explanations, positive motivation - these are the foundations of upbringing, on which our ancestors relied and which are still relevant today.

After all, we, adults, are called to educate and release into life an independent, hardworking, versatile, bold, strong-willed, communicative, kind, attentive person.

You should just love your children, listen to their desires, problems, statements. You need to become a real friend for the child, who is not afraid to tell about his experiences and difficulties. And then, I believe, people will become kinder, more responsive, they will look into each other's eyes, not the phone, smile, not frown - but, you need to start with yourself and small children.

In conclusion, we can say that the modern education system can be effective only when creating favorable socio-pedagogical conditions, among which the humanization of the educational process, taking into account social and ethnic conditioning, motivation of moral patriotic behavior and effective management are decisive.Social education of preschoolers through personality-oriented learning with the use of pedagogical support tactics requires further study, development and implementation of preschool educational institutions into practice.

Bibliography

Education and socialization of the individual: Materials of regional pedagogical readings. - Nizhny Novgorod: Nizhny Novgorod Humanitarian Center. - 2011 .-- 259s. Dubensky Yu.P. A course of lectures on pedagogy.
Danilyuk A. Ya., Kondakov A. M., Tishkov V. A. The concept of spiritual and moral development and education of a citizen of Russia - M .: Education, 2010.
Kolomiychenko L.V. On the road to good: Concept and program of social and communicative development and social education of preschoolers. - M .: TC Sphere, 2015 .-- 160 p.