Preschool education: system, institutions

Pre-school education is the right of every child, which is implemented by the relevant preparatory institutions, but can be carried out by parents independently in the home.

As statistics show, in Russia, about a third of families do not have the opportunity to raise a child in state preparatory organizations. Therefore, preschool education in our country is one of the primary goals of youth policy.

History of the formation of the system of preschool education in Russia

Following the European states in the late 19th century, preparatory educational institutions began to appear on the domestic open spaces. The first free kindergarten in our country was organized in 1866 in the city of St. Petersburg. At the same time, private preparatory institutions for children of the intelligentsia began to appear.

In the first half of the 20th century, the educational program of pre-school education in Russia was already sufficiently developed. The access of the population was opened to a whole mass of paid and free preparatory organizations. There were several kindergartens in the country, the organization of which was close to the modern level.

Preschool education in the Soviet era

The first program, according to which all state kindergartens were supposed to work, was adopted in 1934, and already since 1938 the main tasks of such institutions have been defined, the structure of establishments has been documented, the postulates of functioning of kindergartens have been documented, and methodological instructions for teachers have been introduced.

In the 40s of the last century, pre-school education reached an unprecedented scale at that time. More than two million children throughout the country have access to free training.

In 1959, completely new institutions of preschool education appeared in the form of nurseries. Here parents could send at their own request to children from 2 to 7 years old, thus shifting the task of education to the shoulders of state teachers and freeing up free time for employment.

The comprehensive reform of the education system, which was carried out in our country in the period from the late 80's to the mid-1990s, led to the formation of the "Concept of Preschool Education". The document contained several fundamental principles that should be followed by teachers in the process of raising children:

1. Humanization - the development of diligence, respect for the rights of others, love for the family and the world around them.
2. Personal development is the strengthening of the child's physical and mental health, and helps in understanding the basics of mental and labor activity.
3. Individual and differential education - development of the child's inclinations, training of the kids based on their personal interests, abilities and abilities.
4. Deideologization - the disclosure of universal values, the rejection of a specific ideology in the course of implementing general education programs.

Budget institutions

Budgetary organizations are recognized as non-profit oriented, created according to the decree of the authorities, local self-government bodies to provide services to the population in the sphere of pre-school education. The property of such institutions is rightfully owned by the state, but is entrusted to the management of the educational institution.

State kindergartens are financed from the budget in the form of subsidies. Such organizations are not prohibited from doing business, if the receipt of income is aimed at achieving the goals for which the institution was created.

Autonomous institutions

The system of preschool education presupposes the possibility of organizing autonomous institutions. This category includes establishments created by the subjects of the Russian Federation for the provision of educational services.

Financing of autonomous kindergartens is carried out at the expense of the founder's personal funds, through subventions or subsidies. Services to the population here can be provided both on a paid and free basis. The property of autonomous institutions is assigned to the leadership and is entrusted to self-management.

The tasks of modern pre-school educational institutions

At present, such tasks of functioning of pre-school education organizations are singled out:

• Strengthening the mental and physical health of children, protecting the lives of pupils;
• Ensuring social and personal growth, development of speech abilities, satisfaction of aesthetic needs ;
• The education of children based on age characteristics, the development of love for the world around them, respect for the freedoms and rights of others;
• Interaction with parents, providing methodological and advisory assistance to young families.

Teacher of preschool education

The main task of the teacher is the development of the child's unique individual identity, the disclosure of the foundations of perception of the surrounding world, the formation of values in relation to nature, society.

The teacher in the system of preschool education must have the following qualities:

• Developed thinking, long-term and operational memory;
• High emotional stability, objectivity of assessments, tact and morality;
• Empathy to the environment, exactingness;
• Presence of creative abilities;
• The ability to quickly switch attention;
• Kindness, tolerance, justice, initiative.

Types of modern DOW

Taking into account the need to work with certain age groups and the specific orientation of the education of individual children, the following types of pre-school educational institutions are distinguished:

1. Traditional kindergarten - implements the generally accepted programs of training and education of children.
2. Kindergarten for toddlers of early age - is engaged in the preparation of pupils with the age from 2 months to 3 years. Responsible for creating optimal conditions that contribute to early socialization and adaptation of children to the world around them.
3. The kindergarten for children of the senior, preschool age - realizes the basic educational program, and also is engaged in training of children of 5-7 years in special groups where equal possibilities for the subsequent successful training at school are provided.
4. Kindergartens of recovery and care - here it is realized not only preschool program, but also preventive, health and sanitary-hygienic works are conducted.
5. Compensatory institutions - the main emphasis is on the qualified correction of mental and physical defects of pupils.
6. Kindergarten with a priority for a particular type of activity - in addition to general education, teachers meet cognitive, personal, social, aesthetic and artistic needs of children.

Finally

Despite the rather developed system of pre-school educational institutions, the improvement of pedagogical personnel, the formation of personal qualities of educators, based on the considerations of humanistic psychology , remains an acute issue in our country .

Full-scale disclosure of pedagogical potential, increase of the competence of educators, self-education, modernization and development of the system of children's preparatory institutions - all this is one of the most urgent problems in the sphere of preschool education.