Ministry of Education and Science of the Russian Federation

FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

"NOVOSIBIRSK STATE PEDAGOGICAL UNIVERSITY"

INSTITUTE OF PHYSICAL AND MATHEMATICAL INFORMATION AND ECONOMIC EDUCATION

DEPARTMENT OF PEDAGOGY AND PSYCHOLOGY

Coursework in the discipline: theories and technologies of preschool education

Preschool education in Russia: state, trends, prospects

Completed by a student of group 35-P

Asmandiyarova E.V

scientific adviser

candidate of pedagogical sciences, associate professor Kazanskaya G.A.

Novosibirsk 2013

Introduction3

1. History of the development of preschool education in Russia5

2. The concept, essence and principles of preschool education9

13

4. Current trends in preschool education20

5. Prospects for the development of preschool education in Russia24

30

Introduction

preschool education russia

The relevance of preschool education in Russia is and will be popular, because for modern society important is the strategy of forming a system that would provide a comprehensive, full-fledged upbringing and development of children from birth to 7 years. Socio-economic transformations that have taken place in Russian society, have led to serious changes in the education system in general and in its pre-school level, in particular. These changes affected both organizational and content aspects of preschool education. The system of preschool education has become a multifunctional network of preschool educational institutions (PEE), focused on the needs of society and providing a diverse range of educational services, taking into account the age and individual characteristics of the child's development. The education of a preschool child should be aimed at enrichment, and not artificial acceleration (acceleration) of development. The enrichment of the mental development of the child involves the maximum realization of its capabilities. Unlike artificial acceleration of development, it makes it possible to preserve and strengthen the physical and mental health of the child, ensures its normal harmonious development, and preserves the joy of childhood.

The purpose of this work is to identify trends and substantiate the prospects for the development of preschool education, taking into account modern realities.

to reveal the concepts and characterize the essence and structure of preschool education;

analyze the state of preschool education;

analyze and substantiate the prospects for the development of preschool education in Russia.

The object of this study is preschool education.

The subject of the study is the trends and prospects for the development of preschool education in Russia.

1.The history of the development of preschool education in Russia

AT Kievan Rus The upbringing of children of all ages was carried out mainly in the family. The purpose of education was to prepare children for work, the implementation of basic social roles. The main means of influence were the factors of the people's pedagogical culture(rhymes, pestles, tongue twisters, riddles, fairy tales, folk games, etc.). All these means of pedagogy were transmitted orally. In connection with the baptism of Russia, the church occupied a significant place in the upbringing of the younger generation. Such means appeared as the performance of rituals, the memorization of prayers, and so on.

The twelfth century is dated "Instruction of Vladimir Monomakh to his children." Vladimir Monomakh wrote instructions for his children, but many of the instructions are of a general pedagogical nature. In the 17th century Epiphanius Slavnitsky compiled the pedagogical book Citizenship of the Customs of Childhood. It set out the rules for the behavior of children in society (hygiene of the child, the meaning of facial expressions, facial expressions, postures; rules of behavior in various situations, etc.). The collection has a chapter on games. It contains recommendations for games for preschool children. Slavnitsky's advice is psychologically substantiated and imbued with a loving attitude towards children.

At the beginning of the 18th century there was a rapid development and change in Russia under the influence of the reforms carried out by Peter I. One of the areas of reform is education. Preschool education at that time did not stand out as independent, but was carried out under the influence of general pedagogical branches. Pedagogical ideas were expressed and published by the best representatives of that time. M.V. Lomonosov was engaged in active educational activities. II Betskoy led the transformation of the then existing education system. N.I. Novikov published literature for children. In the field of preschool education, his article on the upbringing of children "For the dissemination of general useful knowledge and the general well-being" occupies a significant place. It contains rules for parents.

In the first half of the XIX century. Russia has a number of public figures, teachers, each of whom contributed to the development of pedagogy in general and preschool pedagogy in particular. VG Belinsky attached great importance to the mental and physical development of preschoolers, visualization and children's games, aesthetic education. N.I. Pirogov attached great importance to the role of the mother in the upbringing of preschool children. He spoke about the need for pedagogical training for mothers. He believed that play plays an important role in the development of preschool children. K.D.Ushinsky was a supporter of family education, but he understood the need to create a system of preschool public education. He expressed his views on the activities of preschool teachers, prepared a book for children's reading "Native Word". She has retained her appointment ever since.

In the last third of the XIX century. new types of educational institutions appear. The first free "people's kindergarten" in Russia for the children of citizens from the lower strata of the population was opened in 1866 at the charitable Society of Cheap Apartments in St. Petersburg. In the same year, the editor of the pedagogical magazine "Kindergarten", which was published at that time time, A.S.Simonovich opened several kindergartens. One of them (paid, private) for the children of the intelligentsia existed in St. Petersburg from 1866 to 1869. At the same time, the first free garden for the children of working women in St. Petersburg was opened. Unfortunately, the gardens did not last long. A.S.Simonovich developed some pedagogical and methodological approaches to the organization of preschool education. She believed that until the age of three, a child should be brought up in a family, but further education should go outside the family, since he needs comrades, peers for games and activities. Kindergarten should be for children from 3 to 7 years old. The purpose of kindergartens is physical, mental, moral education preschoolers, their preparation for school. Simonovich also believed that the work of kindergarten teachers and in individual education should be carried out methodically and consistently. Great importance she gave the personality of the educators: “The energetic, tireless, inventive teacher gives the kindergarten a fresh color and supports the inexhaustible, cheerful activity of children in it.” In 1871, the St. Petersburg Society for Promoting the Initial Education of Preschool Children was created. The society contributed to the opening of courses for the training of women teachers in families and kindergartens, as well as the holding of lectures on preschool education. A significant contribution to the development of the problems of educating preschool children was made by the children's writer E.N. Vodovozova. She created essays and stories remarkable for her time. At the end of the 60s. Vodovozova was abroad and studied the experience of family education and the organization of kindergartens there. In 1871, she published The Mental and Moral Education of Children from the First Appearance of Consciousness to School Age. The book was intended for kindergarten teachers and mothers.

By the beginning of the XX century. in Russia, a fairly large number of preschool institutions were opened. Paid for the intelligentsia and the emerging bourgeoisie, as well as free kindergartens, playgrounds, shelters, centers for children of the lower strata of the population, as well as for orphans. In 1900, the first kindergarten for deaf and dumb children appeared in Moscow. Later, similar institutions opened in St. Petersburg and Kyiv. Before the revolution, according to approximate data, there were 250 paid kindergartens and about 30 free kindergartens in Russia.

In 1913 - 1917. The well-known Russian teacher Elizaveta Ivanovna Tikheeva, who studied the issues of didactics and methods of primary education. She created the original theory of preschool education. Its main ideas are the continuity of education in kindergarten, family, school; a special place in the methodology for the development of speech of a preschooler. In 1913, the first edition of her book “ Native speech and ways of its development. This book has been updated and reprinted several times. In 1937 the last edition appeared. Some of the provisions of this book have retained their significance to this day. Tikheeva was an ardent supporter of public education. In her book Modern Kindergarten, Its Importance and Equipment, she outlined recommendations for organizational work in a preschool. Moreover, E.I. Tikheeva developed her original system of means for organizing sensory development. In preschool education, she assigned great importance to reasonable discipline and a clear daily routine. She considered them as means of forming habits and will. Elizaveta Ivanovna attached great importance to the special professional training of educators. The beginning of the state system of preschool education in our country was laid after the adoption of the Declaration on Preschool Education on November 20, 1917. This document defined the principles of Soviet preschool education: free and accessible public education of preschool children. In 1918, on the basis of the Moscow Higher Women's Courses, on the initiative of Professor K.N. Kornilov, the second Moscow State University, where the pedagogical faculty with a preschool department was organized. In the same year, a special preschool department was organized under the People's Commissariat for Education. Kornilov was a staunch supporter of public education. He owns the works "Public education of proletarian children", "Methods of researching a child of an early age" and others. These works were of great importance in the development of the problems of preschool pedagogy, they were very popular. At this time, a museum on preschool education was created. The initiator was E.A. Arkin. he did a lot of work on the study of the anatomical and physiological characteristics of preschool children. His fundamental work"Preschool age, its characteristics and hygiene" has become an excellent guide for children's doctors and educators.

The concept, essence and principles of preschool education

Preschool education is designed to ensure the mental, physical, personal development of a child aged 2 months to 7 years. An institution for raising children can be a municipal or private kindergarten, a preschool education center, an early development center, and so on. The task of preschool education is to convey to the child the basic foundations of culture and the rules of behavior in society, as well as intellectual and aesthetic education. Kindergarten is the first social institution that teaches children to live in society. It is in the kindergarten that the first independent contacts of the child with other people take place, here he learns to communicate and interact. Communication with peers allows the child to quickly master new skills and acquire new knowledge, since the effect of imitation at an early age is very strong. Successful adaptation in a kindergarten or preschool center is facilitated by educators, whose goal is to help the child in any difficult situation. It has long been noted that "home" children who have not attended children's educational institutions often experience difficulties with adaptation in the school community. It is more difficult for them to start school than for kindergarten graduates, as they do not have sufficient communication skills. In addition, pre-school education in kindergarten teaches the child volitional behavior, the ability to find compromises between their desires and the desires of others. The child learns to protect his interests without prejudice to the interests of others. Also in kindergarten, children learn the basics of self-regulation. That is, the child learns to independently choose an occupation for himself and devote a certain amount of time to the chosen business. It is this skill that becomes the basis for the organization of the child at home and (in the future) at school. It is also extremely important that in kindergarten these qualities are formed naturally during the game, which is an integral part of the educational process. It is during the games that the basic skills of independence, the ability to contact and negotiate are formed. Pre-school education in kindergarten meets the needs of the child in development and communication. Education at home, of course, is able to provide the child with the development of all self-care skills and the acquisition of knowledge necessary to prepare for school, but it is not able to teach the child to live in a team. While it is precisely the ability to find mutual language with other people is the key to a person's success in adulthood. Modern preschool education is focused on the development of the child's personal qualities. Staying in a group of peers allows the child to learn how to communicate, defend their opinions and their interests, and also take into account the interests and opinions of others. Children form an idea of ​​the social structure, because it is in kindergarten that the first role-playing games take place, for example, "daughter-mothers". Preschool education in kindergarten allows the child to form his own idea of ​​the world around him and his place in it. The child learns to evaluate his abilities and capabilities by comparing himself with his peers. That is, he develops an adequate self-perception. In addition to the communicative development of the child, the goals of preschool education include mental, moral, aesthetic and physical development. All these components are inseparable conditions for the formation of a full-fledged personality. Drawing, creating crafts and applications, designing, music and physical education classes - this is the minimum set that any kindergarten is ready to offer. As a rule, modern preschool education provides a fairly wide range of activities designed for the versatile development of children. A kindergarten or a pre-school education center can offer children additional foreign language classes, choreographic training, rhythm classes, educational computer programs, and much more. .Today, the goals of preschool education are to develop five main personal potentials: cognitive, communicative, aesthetic (artistic), value (moral) and physical. It is no secret that modern preschool education has a number of serious problems . Perhaps the main problem today was the lack of places in the existing municipal kindergartens. Quite often the queue stretches for years. To some extent, the situation is improved by the presence of pre-school education centers and private kindergartens. But they cannot solve the problem globally. Another problem of preschool education is the lack of qualified personnel. Everyone knows what the level of wages of employees of municipal children's institutions is. This reason explains the reluctance of young promising specialists to go to work in kindergartens. Therefore, people with non-core or insufficient education are often hired, who, as a result, have low qualifications. It is also not uncommon for a teacher to go to work by profession due to circumstances (for example, to enroll his own child in a kindergarten), and then an insufficient level of wages can cause the teacher to neglect his duties. Unfortunately, this situation is not uncommon today. The situation is different in private kindergartens (which can be found, for example, through the website of preschool education). Only qualified specialists are hired in private preschool institutions. A decent salary makes the position attractive to applicants, so management has the opportunity to choose the best candidate. This is one of the reasons explaining the high quality of pre-school education in private kindergartens. Describing the problems of preschool education, one cannot but dwell on the issue of the continuity of education. This problem is quite relevant at all stages of the educational process, but at the stage of transition from preschool education to primary school it is especially acute. The reasons for this phenomenon can be called many factors. The main one, of course, is the discrepancy between the requirements for the child of the senior group of the kindergarten and for the first grader. A priori, it is believed that a first-grader should be more disciplined, diligent, hardworking than a preschooler. But a child cannot master all the required qualities in an instant. In addition, many primary educational institutions put forward extremely high requirements for the quality of preschool education. A first-grader is often required not only to know the alphabet, but also to be able to read and count. However, teaching reading and arithmetic is simply not included in the kindergarten program. To avoid such problems, parents should familiarize themselves not only with the kindergarten program (for example, posted on the preschool education website), but also with the requirements of the school to which they plan to send their child. If a discrepancy is found, it is necessary to organize additional classes for the child in the children's center, or use the services of a tutor, or engage in the education of the child on your own. Thus, the psychological unpreparedness of the child for schooling, stress when changing the team and environment can further complicate the situation. Softer transition for the child new system learning occurs when pre-school education includes school preparation classes.

3. The state of preschool education in Russia

Preschool education as the first stage of education, on which the foundations are laid social personality and the most important family support institution over the past 10 years has gone through a difficult path of fitting into new realities. The initial sharp decline in enrollment in pre-school education had stabilized by 1995. Currently, about 55% of children attend kindergartens (for example, in the Scandinavian countries, such children are about 90%). The main reasons for abandoning kindergarten are the inability of the parents to pay and, less often, the state of health of the child. At the same time, children, even in wealthy families who do not attend kindergartens, as a rule, do not receive proper education, educational functions are shifted to a TV or computer. The network of departmental kindergartens has practically disappeared, although in major cities, for example, in Moscow, many of them were transferred to municipal ownership and kept for children. In general, in Russia there is a tendency to re-profiling former departmental kindergartens and selling their buildings. As shown by many years of research, the full development of the child occurs subject to the presence of two components of his life - a full-fledged family and a kindergarten. Family Provides necessary for the child intimate personal relationships, the formation of a sense of security, trust and openness to the world. At the same time, the family itself needs support, which the kindergarten is designed to provide - parents can work and study, improve professionally and personally, without feeling guilty that the child is abandoned at this time, they can be sure that the child is in comfortable conditions, eats normally, teachers work with him. In addition, the system of preschool education traditionally approached the parental fee differently, low-income families received benefits, i.e. their targeted support was carried out, today this happens, unfortunately, only in certain regions. It's obvious that modern conditions the tradition of differentiated parental pay must be preserved. And what does kindergarten give the child himself? The main advantage of the kindergarten is the presence of a children's community, thanks to which a space for the child's social experience is created. Only in the conditions of a children's community does a child know himself in comparison with others, appropriate ways of communication and interaction that are adequate to various situations, overcome his inherent egocentrism (focus on himself, perception of the environment exclusively from his own position). No one, even a very smart adult, can make up for this for him. Embedding oneself in the children's community is an important qualitative change in the development of the child, without which it is impossible to further unproblematic progress on the path of learning and social contacts. It is important that the kindergarten acts as a preventive measure pedagogical neglect , which is now often observed in children who do not attend preschool institutions. Pedagogically neglected child in fact, it has no prospect of obtaining a good school education. Due to these circumstances, the efforts of the state and society are necessary to ensure full coverage of various forms of preschool education for children at least from 4-5 years old with the aim of their full development, and not coaching for school. At present, the system of preschool education itself has also changed. Differentiation of preschool educational institutions by types and categories has been introduced. To the previously existing single species - Kindergarten new ones were added - a kindergarten with priority implementation of intellectual or artistic and aesthetic, or physical development pupils, a kindergarten for children with disabilities in physical and mental development, care and rehabilitation, a child development center, etc. On the one hand, this allows parents to choose an educational institution that meets their needs, on the other hand, most of these types (with the exception of correctional - for children with serious health problems) does not meet the laws child development. At preschool age, physical and mental functions are in the formation stage, primary spiritual values, the child’s intellect, his creativity, a wide sphere of interests, etc. are formed, and in this regard, it is unlawful to single out one or another priority line of development; specialization is absurd in relation to the preschooler and violates the child's right to the versatility and integrity of development. It is much more important to take into account the needs of the modern family in various forms ah organization of the functioning of preschool institutions. It is required to increase the number of groups for young children (from 2 months to 3 years), groups with round-the-clock and evening stay of children, holidays and days off, short-stay groups (2-3 times a week for 3-4 hours), etc. Availability the same higher and lower categories assigned preschool institutions different types based on the results of certification, initially puts children in unequal starting conditions for development and violates the rights of the child to receive an affordable and high-quality education. Because in institutions of the lowest category, appropriate and educational services. It is much more expedient that all state preschool institutions correspond to one good a category that ensures the full-fledged upbringing and development of children. And parents who have special needs (although this is not a fact that it is good for the child), they could use the services of non-state preschool institutions. The only problem is that these institutions, as a rule, need special control from the state (this is evidenced, for example, by the experience of France, where such control is the most important task of the inspection service in education). The system of preschool education has also been updated in terms of content. Kindergartens now work not on a single basis, as it used to be, but on a whole range of new programs and pedagogical technologies created by teams and individual authors, which contributes to the development of initiative and creativity of teachers. At the same time, the programs are often directly opposite in their fundamental approaches to the upbringing and development of children: in some, education prevails and little attention is paid to the independent activities of children and their upbringing, in others, education is denied, and all didactic tasks are solved only in the game, which destroys and the game itself as a leading activity at this age, and is not very effective in terms of teaching children. Many pedagogical technologies do not take into account the age characteristics of children, overestimate the requirements for them, overload children with various compulsory activities, which leads to disruption of the normal daily routine, to systematic fatigue and, as a result, deterioration in the already poor health of children. According to the Research Institute of Hygiene and Health Protection of Children and Adolescents of the Russian Academy of Medical Sciences, only 5-7% of preschoolers are healthy, up to 25% suffer from chronic diseases, and over 60% have functional abnormalities. All this is exacerbated by the excessive demands of the school for future first-graders. Often, parents, wishing to send their child to a prestigious school or gymnasium, are forced to take four to five-year-old children from kindergarten in the evening to additional classes organized by schools. Parents are afraid that their children, otherwise, will not pass the entrance test. In accordance with the ongoing education reform, children should go to school from 6.5-8 years old, based on their level of readiness for learning, their state of health and the wishes of their parents. At the same time, in a number of regions, a policy is being pursued to persuade parents to send their children to school from the age of six on a massive scale, regardless of the level of maturity of the child, the competence of teachers in relation to working with children of this, not yet school age, the presence in the school of the necessary conditions - for games walks, independent activities of children, etc. According to the Research Institute of Hygiene and Health Protection of Children and Adolescents of the Russian Academy of Medical Sciences, more than 41% of children aged 6-7 years are not functionally ready for schooling (they have not yet matured). Their number has increased significantly compared to the 1970-1980s. Moreover, most of them are boys (48.6% against 28.6% of girls). The results of many years of medical observations of children who started education at the age of 6 show that plume school problems and health problems can be traced in them for many years. Against this background, active attempts recruit 6-year-olds in schools should be of particular concern to professionals and society at large. The pressure of the school had a significant impact on the very organization of the life of children in kindergarten. The intrinsic value of preschool childhood has faded into the background, narrowly focused preparation for school has become the cornerstone. The life of children is becoming strictly regulated, and the functions of the educator, who used to be the main person for the child, began to be performed by additionally working teachers: environmentalists, physical education instructors, teachers visual activity, directors, etc. With such a purely school approach, the very essence of a kindergarten is lost, a place where a child can be himself, engage in interesting developmental activities under the guidance of a teacher who knows him well (play, design, draw, listen to music, invent fairy tales and others); the children's community is being destroyed. It is important that kindergartens of a higher category provide for an expanded staffing due to the introduction of additional teachers specializing in a particular area. Which, in fact, unjustifiably significantly increases the cost for the state of keeping children in such institutions. Note that all educational work in kindergarten can be perfectly carried out by educators and a music worker (as it has always been before). Today, testing has become widespread in the education system. Children are subjected to it almost from the age of three, not to mention six-seven-year-olds. The most arbitrary systems of diagnostic methods are used, sometimes not holding water. This does not take into account the world experience, which showed the unreliability of the predictive capabilities of the test in relation to the development of young children. Testing is being done practical psychologists who often received insufficient psychological education as an additional 3-6-9 months. Tests that limit children's access to education in certain schools are traumatic for children, causing protest from their parents and most educators working with young children. The testing procedure as a selection tool is in direct conflict with the legal and constitutional right to education. Today it is customary to say that we have built a variable system of education. However, the presence a large number programs and technologies shows a motley variety, not variability. To build a variant formation, it is necessary, first of all, to determine the invariant, i.e. obligatory essential core of the content of education. It is standards. At the same time, they should not be reduced to a minimum of "basement level: below - failure. They should be filled so that every child has the opportunity to climb higher, to the attic with a large window , through which the perspective is visible further development. Such standards are actually laid down in Sample Program education, training and development of children of early and preschool age, developed by order of the Ministry of Education of the Russian Federation by the authors of the Center preschool childhood them. A.V. Zaporozhets, which is designed to become a guideline in the creation of variable programs. It is based on an activity approach, has a developing character, designed for the potential capabilities of the child, implements the principle of consistency and a health-saving approach. Of particular importance is the educational orientation of the program: its content introduces the world of native culture and the culture of other peoples. Multicultural education contributes to the formation of patriotism and tolerance from an early age. The program allows you to put the pedagogy of dialogue in place of monologue pedagogy. It also presents integral indicators of child development that allow the educator himself, who is constantly next to the children, to assess how the child grows and develops (at one year, at three years, at five, at six or seven years old) without the involvement of traditional psychological testing, to build their pedagogical work in accordance with the individuality of each child. The organization of work with young children in modern conditions places special demands on the professionalism and personal qualities of teachers. At the same time, today young specialists who have received an education practically do not go to work in kindergartens. The reason for this is not just small, but a meager salary that does not reach the subsistence level. The work of a teacher in a kindergarten, responsible for the life and health of children, leading a multifaceted educational work requires a huge amount of mental and physical effort. And only such teachers will be able to adequately raise children. this implies brief conclusion: worthy teachers - a worthy salary. In accordance with the Concept for the Modernization of Russian Education, it is planned to introduce equity financing, which implies that the state pays only a fixed amount of educational services for kindergartens. However, the specificity of education in a preschool institution is that, unlike school, it is carried out throughout the day and is not limited to training sessions (it is necessary to teach the child to wash their hands, eat properly, behave politely in different situations, be neat, play and cooperate with other children and more). Therefore, it is practically impossible to reduce the educational services of preschool institutions to 3-4 hours. Equally unacceptable is the separation of parental payment for the maintenance of the child (mainly food, which many children now need so much) and budgetary financing of education. The optimal solution is to determine the percentage of the total cost of keeping a child in kindergarten, which would be the amount of payment available to most parents with targeted support for low-income families. The development of young children is largely dependent on the environment around them. subject environment(toys, manuals, materials for drawing, modeling, construction, books, musical instruments, sports equipment, etc.). funding at the federal and regional levels.

Modern trends in preschool education

The main task of the Russian educational policy in last years was to ensure the modern quality of education while maintaining its fundamentality and compliance with the current and future needs of the individual, society and the state. To solve it, the Government of the Russian Federation and the Ministry of Education developed the “Concept of Modernization Russian education» The priorities in the educational policy of the first stage of modernization are the implementation of preschool education programs and the adoption of measures to improve the health of the younger generation. Speaking about the current state of preschool education, it should be noted that, despite the difficulties it is experiencing, it has managed to maintain the best Russian traditions. The pedagogical process covers all the main areas of child development (physical education, familiarization with the outside world, artistic and aesthetic, etc.), a system of measures is provided for the protection and promotion of children's health, the principle of complexity is observed, partial programs are used that combine various aspects pedagogical process. There are also new, non-traditional types of content for the work of a preschool educational institution: choreography and rhythm, teaching a foreign language, new technologies of fine art, computer training, familiarization with national culture, more emphasis is placed on creating conditions for independent experimentation and search activity of the children themselves. There is a transition to a different style of communication and play with the child - taking into account personality-oriented interaction. In today's educational space, a wide range of domestic programs are offered that implement different approaches to organizing the pedagogical process in a preschool educational institution. Each of them puts forward one or another priority of education: cognitive development, aesthetic, ecological. It is important to take into account that the activation of some areas of a child’s development at the expense of others leads to impoverishment of personal development and deterioration of physical and mental state preschooler. Despite this, among the trends in the educational process in preschool educational institutions at the present stage, there is a significant increase in the volume and intensity cognitive activity. Additional classes are being introduced for the child, for example, foreign languages, computer training, ecology, life safety, etc. At the same time, there is no clear control and dosing of the teaching load, in many preschool institutions there are no adequate pedagogical conditions and organizational and methodological approaches have not been developed that would make it possible to compensate for the negative impact of increased intellectual loads. Innovations of this kind reduce the already insufficient, according to experts, level of physical activity and have a negative impact on the health of children. It is known that the need of children for physical activity is satisfied during their stay in the preschool educational institution only by 45-50% even with three physical education classes a day, and now in many preschool educational institutions their number has decreased to two, and sometimes even once a week. In modern programs for preschool educational institutions, physical education is not a priority section. However, in numerous previous studies, a close relationship was noted between the level of morbidity and the level of human motor activity at various stages of ontogenesis. It has been established that the greatest effectiveness of the process of preschool education is achieved if the daily volume of the child's organized motor activity is from 30 to 40% of the wakefulness time. The orientation of the content of the programs mainly on the mental development of children reduces the interest of teachers in the physical education of preschoolers. Filippova S.O., having analyzed the content of domestic programs for physical culture for preschoolers, came to the conclusion that these programs are focused more on the formation of basic motor skills in children and to a lesser extent on promoting the targeted development of motor qualities, do not directly affect the systems and functions of the children's body and their health. In many programs, due attention is not paid to the development of physical qualities of preschool children, while a significant number of preschool children (28-40%) have a low and below average level of physical fitness, and as a result, indicators of the functions of the cardiovascular and respiratory systems indicate a decrease in reserve capabilities the body of children. The implementation of the concept of preserving the health of the child is presented in the domestic educational programs "Health", "Fundamentals of the safety of preschool children." "Rainbow", "Kindergarten - the house of joy", "Friendly guys", "Heritage" and "Golden Key" are mainly aimed at the social development of the child. Aesthetic development is embodied in the programs "Development", "Origins", "Childhood", the ideas about the need for the development of creativity are contained in "TRIZ". Some programs are of a highly specialized nature, for example: "Young Ecologist", "Preschooler and Economics", "Baby", "Planet of Childhood", "Synthesis", "Harmony", "Kid", "Children's Giftedness", "Start", etc. .P. Along with domestic ones, foreign education systems are also used in our country: Montessori, Pilot School, Step by Step, the Green Door Center for Early Socialization of Children, etc. There is no doubt that they have accumulated positive experience, but its implementation by we need a preliminary in-depth study and a comparative evaluation of the effectiveness of programs. As practice shows, the use of programs of foreign authors in the educational process of preschool educational institutions is not always justified. The material in such programs is presented in a specific way: some have a rather pronounced structure, others are more of a kind of philosophy, and still others are pedagogical technology. The Step by Step program (Georgetown University, Washington, USA) generally denies classes as special form education of preschool children, and all education recommends building through play and independent activity children. Physical education is not included in this program. Organized motor activity of children is excluded from the daily routine in favor of independent. Therefore, the process of child development to a certain extent is spontaneously disordered and chaotic. It should be noted that, despite the peculiarity of the ways of development of pedagogical science and practice, the systems of preschool education in various countries of the world strive to solve common problems. We are talking about determining the content, forms, means and methods that are most suitable for the harmonious psychophysical and social development of children. An analysis of the literature showed that foreign programs of preschool education are mostly aimed at the integrated nature of the curriculum. Preschool programs in the UK, recognizing the intrinsic value of childhood, consider it as part of life, and not as preparation for learning at the next stage of life, the child is perceived as a holistic being, all aspects of whose development are interconnected. Therefore, training is not divided into subjects. The requirements of the American National Association for the Education of Young Children in the United States also orient preschool institutions towards the development and education of the "child as a whole": the practice must correspond to the level of development of children, i.e. the curriculum should not be divided into separate disciplines. Continuing the conversation about the problems of educational programs for preschool educational institutions, one cannot but say that all of them are intended mainly for healthy children, the number of which, according to the Research Institute of Hygiene and Health Protection of Children and Adolescents Science Center health of the RAMS, is only about 10%. When planning the pedagogical process in a preschool educational institution, the state of mental health, adaptive resources and the capabilities of children are practically not taken into account. The trend of deterioration in the health of preschool children necessitates physical education and health work directly in the conditions of the kindergarten, where the child is almost daily and where, therefore, it is possible to ensure the timeliness and regularity of impacts. In the modern system of public preschool education, there have been qualitative changes associated with the emergence of diverse types and types of preschool educational institutions, distributed in different categories.

Prospects for the development of preschool education in Russia

In order to coordinate actions to develop the system of preschool education in accordance with the instructions of the President of the Russian Federation of December 10, 2005 No. Pr-2065 and the Government of the Russian Federation of December 22, 2005 No. MF-P44-6344, as well as in pursuance of the decision of the meeting of the Presidium Council under the President of the Russian Federation for the implementation of priority national projects and demographic policy (minutes of August 4, 2006, No. 9) developed a Set of measures for the development of preschool education in the Russian Federation for 2007-2012 (hereinafter referred to as the Set of Measures). In June 2007, the Government of the Russian Federation sent instructions to the federal executive authorities and to the executive authorities of the constituent entities of the Russian Federation to implement the Package of Measures. The set of measures provides for the implementation of measures to develop preschool education at all levels - federal, regional and municipal - in two main areas: ensuring the availability of preschool education and ensuring its quality. Currently, as part of the implementation of the Set of Measures, work is underway to expand the species diversity of preschool educational institutions in order to fully meet the needs of the population of the Russian Federation in the services of preschool education. It is planned to regulate the activities of new types of preschool educational institutions: a kindergarten for young children, a preschool kindergarten. educational institutions sold free of charge. In order to improve the material status of workers in the preschool education system, preparatory work was carried out to introduce new wage systems (NSOT) into preschool educational institutions in 2009–2001, the principles of which were tested in 2007–2008 as part of comprehensive education modernization projects. sent to the constituent entities of the Russian Federation guidelines for the introduction of the NSOT. As part of the Set of Measures, work is currently underway, together with the Ministry of Regional Development of Russia, to revise and change urban planning standards, taking into account the provision of integrated residential development areas with developed infrastructure, primarily preschool education institutions. Also, among the activities of the Complex of Measures, the following will be consistently implemented: development of federal state requirements for the structure of the main general educational program for preschool education (February 2009); development of federal state requirements for the conditions for the implementation of the main general educational program of preschool education (February 2010). Further prospects for the development of the preschool education system are also envisaged as part of the implementation of the Concept of the Demographic Policy of the Russian Federation for the period up to 2025. The most significant event is the development of regional programs for the development of the system of preschool education as an integral part educational system subjects of the Russian Federation. The Ministry of Education and Science of Russia has developed and sent to the constituent entities of the Russian Federation guidelines for the development of regional systems of preschool education. It should be noted that in order to more fully meet the needs of the population in the services of preschool education, the constituent entities of the Russian Federation currently have sufficient regulatory powers to introduce new organizational forms of preschool education. The so-called "family kindergartens", home or tutor groups, family clubs, social playrooms can currently be organized as structural units of municipal or state preschool educational institutions, which will have to provide these forms with qualified personnel, provide psychological and pedagogical support for their activities behind it in order to ensure a sufficiently high quality of services provided. A special direction in the development of preschool education in the Russian Federation in the near future will be the creation of a system of early development of children aged from birth to 3 years. The importance of this direction in the development of preschool education is due to several reasons.

Firstly, at present, according to operational information provided by the constituent entities of the Russian Federation, most of the children who need places in preschool educational institutions are children under the age of 3 years (62.9% in the whole of the Russian Federation). Secondly, as The data of numerous studies by both foreign and Russian scientists testify that investing in the early development of children (especially children from disadvantaged and low-income children), on the one hand, serves to ensure social justice and equal opportunities for all, on the other hand, it helps to increase productivity and efficiency in the economy and in society as a whole. First of all, this work on the early development of children should be carried out in preschool educational institutions that have a qualified staff of teachers. The greatest demand now exists for groups for children from 1.5 years old. However, parents are interested in the fact that the child gradually gets used to kindergarten, so that the adaptation is less painful. In this regard, there is a need for a more active development of adaptation groups based on a short stay, where the mother could bring the baby for 2-2.5 hours 2-3 times a week. Experience in organizing club forms of work, where children play in the presence or under the supervision of mothers, as well as short stay groups, in which qualified teachers work together with young children and their parents. Such groups are called "Open door". In addition, Moscow has a promising experience of a new organizational form development of preschool children, and early childhood in particular. A network of child development play support centers (CIPRR) is actively developing here, in which children, in joint games with peers and adults (moving, plot, educational) receive development adequate to their age. In parallel, it is necessary to develop and regulate various models of advisory assistance to parents in the upbringing of preschool children. In the city of Kemerovo, a pilot project is being developed to open social playrooms in residential buildings and hotel-type dormitories as a temporary alternative to solving the problem with places in kindergartens. At the beginning of 2012, there were 23 such social and game rooms.

In this regard, we once again return to the need to revise the norms of urban planning, as already mentioned above. I repeat once again that this work is being carried out by the Ministry of Education and Science of Russia together with the Ministry of Regional Development of Russia as part of the Set of Measures for the Development of Preschool Education in the Russian Federation for 2007-2012 in terms of determining building standards and the procedure for coordinating projects for integrated residential development. In this regard, when developing a long-term strategy for mass housing construction, it is necessary to provide for the construction of preschool educational institutions in the form of separate buildings or built-in ones located on the first floors of apartment buildings. This work must be intensified, providing, in particular, for the allocation of separate premises in residential buildings under construction for the creation of play clubs for children of different ages. In the future, it is necessary to provide regulatory support for the creation in the constituent entities of the Russian Federation of models for registering preschool children not covered by preschool education services in order to determine the most appropriate forms for them to receive preschool education.

Conclusion

As part of the course work, the specifics of modern preschool education were investigated. The main trends and development prospects were also considered, on the basis of which the following conclusions can be drawn. The social demand for preschool education is evidenced by the presence of a priority order for the placement of children in kindergartens. And with the current increase in the birth rate, this problem is exacerbated. The growing queue for placing children in kindergartens and the insufficient capacity of the existing network of preschool institutions are becoming the main problem in the implementation of the constitutional right of citizens to receive public preschool education. The provision of the population with preschool children with places in kindergartens is one of the indicators characterizing the state of the preschool education system. The problem of general accessibility of preschool education for all categories of citizens is being solved today through the development of various forms of preschool education. Groups of short-term stay of preschool children are being actively introduced into the practice of educational institutions, and playrooms are being equipped. Work with children is carried out according to the programs of preschool education. The problem of general accessibility of preschool education is also being solved today through the construction of new preschool educational institutions, the reconstruction of existing buildings for preschool educational institutions, and the opening of additional groups in existing preschool educational institutions. The use of a program-targeted approach will contribute to solving the problem of maintaining and developing a network of educational institutions, meeting the demand for preschool services, taking into account the growth in the birth rate.

Thus, the main task is to create a system that optimally meets the interests of the child and the family, ensuring the greatest coverage of children with high-quality preschool education.

List of sources used

Bordovskaya, N. Pedagogy [Text] / N. Bordovskaya. - St. Petersburg: Peter, 2003.- 450s.- ISBN - 5-42365-74-65

Vygotsky, L.S. Pedagogical psychology[Text] / L.S. Vygotsky. - M.: Enlightenment, 1991. - 570s. - ISBN - 7-65123-41-8.

Newspaper "Preschool Education" of the publishing house "First of September". No. 11/2005.

Golovina O.V., Aizmana R.I. Influence of normalized physical load on the psychophysical development of a preschool child // Valeology. 1999. No. 1. pp. 47-52.

The quality of preschool education: state, problems, prospects / Ministry of Education Ros. Federation. - M.: GNOM i D, 2004. - 239 p.

Preschool pedagogy / G.A. Aidasheva, N.O. Pichugina, S.V. Assaulova. - Publishing house "Phoenix", 2004.

Erofeeva T.I. The study of approaches to the organization of variant education of preschool children

Zimnyaya, I.A. Pedagogical psychology [Text] / I.A. Winter. - M.: Logos, 2001. - 420s. - ISBN - 2-4135-65-7.

Zinchenko, V.P. Psychological foundations of pedagogy [Text] / V.P. Zinchenko. - M.: Gardariki, 2002. - 400s. - ISBN-1-3564-452-5.

History of preschool pedagogy / M. F. Shabaeva, V. A. Rotenberg, I. V. Chuvashev / ed. L. N. Litvina. - M.: Enlightenment, 1989.

Kozlov I.M., Pravdov M.A., Nikiforov Yu.B. Physical culture and health of preschoolers // Physical culture, sport and health of the nation: mater. intl. congress. SPb., 1996.

Komkov A.G., Kirillova E.G. Organizational and pedagogical technology of formation physical activity schoolchildren // Physical culture: upbringing, education, training. 2002. No. 1. pp. 2-4.

Education in the Russian Federation. Statistical Yearbook. M.: GU-HSE, 2007, 2008.

Education in the social and humanitarian sphere of the Russian Federation / Analytical Bulletin of the Federation Council of the Federal Assembly of the Russian Federation. -2003. -No. 2 (195)

Paramonova L.A., Protasova E.Yu. Preschool and primary education abroad: history and modernity: textbook. allowance. M., 2001.

The program of education and training in kindergarten / otv. ed. M.A. Vasiliev. M., 1985.

Savitskaya E.V. Some results of the study of the system of preschool education / / Educational Issues, 2004, No. 4.

Solodkov A.S., Esina E.M. Physical and functional development of preschool children St.

Petersburg // Physical culture: upbringing, education, training. 1999. No. 1-2. pp. 12-15.

Filippova S.O. On the issue of programs of physical culture and health work in preschool educational institutions // Preschool education. 1999. No. 12. pp. 36-38.

Filippova S.O. Regional component of the state standard of education of preschoolers in the field of physical culture // Modern educational trends in physical culture. Sat. scientific tr. intl. scientific-practical. conf. SPb., 2000.

The ongoing transformations in the system of preschool education are due to the objective need for an adequate change in social development and the development of the educational system, which is reflected in the awareness of the pedagogical community of the need for significant changes in the previous course of the functioning of the institution. The main mechanism for optimizing the development of the preschool education system is the search for and development of innovations that contribute to qualitative changes in the activities of a preschool educational institution (DOE), which is expressed in the transition of institutions to the development mode.

Today, we can confidently state the fact of the formal or meaningful transition of most preschool educational institutions to the search mode. This mode is transitional on the way to qualitative changes and the transfer of preschool educational institutions to the development mode. Another aspect is related to the qualitative features of this transition: to what extent the innovations implemented in the preschool educational institution correspond to the urgent needs and opportunities for its development, satisfy the interests and needs of children, parents, teachers, and contribute to the achievement of sustainable high development indicators. So the question of definition actual problems in the development of preschool education becomes the most important.

The analysis of existing concepts, projects and programs in the field of preschool education allows us to identify a number of basic trends in the development of the system:

· humanization- determines the primacy of the personal development of subjects (parents, teachers, children), the centering of the educational process on values human development, orientation towards the comprehensive and harmonious formation of the personality, transfer of the subject to the position of self-governed development in the process of revealing the essential forces. The humanization of education is a process aimed at developing the personality as a subject of creative activity, which "is also the most important characteristic of the lifestyle of teachers and pupils, involving the establishment of truly human (humane) relations between them in the pedagogical process" and is a key component of the new pedagogical thinking, focused around the idea of ​​personality development. The leading direction of the humanization of education counts "self-determination of personality in culture", its familiarization with national and cultural traditions enriched with the human content of humanization - increased attention to the personality of each child as the highest social value of society, setting on the formation of a citizen with high intellectual, moral and physical qualities;

· democratization is associated with the expansion of the rights and powers of the participants in the educational process, the focus on meeting the individual needs and requests of the subjects. This involves the creation of prerequisites for the development of activity, initiative and creativity of pupils and teachers, their interested interaction, as well as broad public participation in the management of preschool education;

· diversification is defined as a necessary and sufficient variety of types and types of institutions, educational services and approaches to their implementation in order to meet the diverse and versatile needs of participants in the educational process in a preschool educational institution.

The projection of the identified foundations on the educational process in a preschool educational institution presents all its subsystems in a new way.
In this regard, a number of basic principles appear that ensure the implementation of these areas in the development process of the preschool educational institution and its participants:

The principle of human conformity (the unity of cultural and natural conformity);
- the principle of the integrity of the pedagogical process and the complexity of goals;
- the principle of activity and equal partnership in the pedagogical interaction of all subjects of the pedagogical process.

The modernization of the management of a preschool educational institution is associated with a variety of types and management technologies that provide a comprehensive and comprehensive impact of the management system on the managed system of preschool educational institutions within the framework of motivational and program-targeted approaches, motivational program-targeted management, co-management, reflexive management and self-government. Indicators of the qualitative transformation of the management of preschool educational institutions are primarily new principles:

Democratization and humanization;
- consistency and integrity of management;
- centralization/decentralization;
- interconnections and separation of strategic, tactical and operational levels of management and their respective types of management (traditional, reflexive, self-management);
- unity of command and collegiality;
- objectivity and completeness of information in making managerial decisions.

At the present stage, there are a number of problems in the development of the innovation process in preschool educational institutions, in particular, such as:

Combination of innovative programs with existing ones in preschool educational institutions;

· the split of the pedagogical community and the coexistence of representatives of various pedagogical concepts;

non-compliance of new types of preschool educational institutions with the expectations and requirements of parents;

the need for new scientific and methodological support for the ongoing educational activities;

the need for new teaching staff;

adaptation of innovations to new conditions;

the problem of changing, optimizing, replacing innovations, the ability to get rid of outdated, pedagogically inappropriate in time;

· the problem of reproduction of innovation and the formation of conditions conducive to this.

Based on the analysis of existing concepts for the development of preschool education, the leading areas of innovation in preschool education include the assertion of humane subject-subject relations, the development of creative abilities, the intellectual powers of children; individual creative development the personality of the child; development of communication between practitioners and researchers in the field of innovation.

Change of paradigm settings modern education allows us to consider the development of a child as a process of his self-development, where education is a form of mental development of a preschooler, and development standards are transformed into an understanding of development as a norm (V.T. Kudryavtsev, 1999).

Accordingly, the main trends in the development of preschool education are associated with the installation of a full-fledged space for the development of the child and the organization of comprehensive support for the individual development of preschool children. Saturated and safe living, eventfulness, connectedness of an adult and a child in educational process, the priority of developing and educational tasks in preschool educational institutions contribute to the favorable socialization of children and lay the basic competencies of a preschooler in mastering the world and appropriating culture.

At the present stage, in connection with the introduction of the Federal State Educational Standard (FSES), it became necessary to update and improve the quality of preschool education, the introduction of software and methodological support for preschool education of a new generation, aimed at identifying and developing the creative and cognitive abilities of children, as well as equalization of starting opportunities for graduates of preschool educational institutions during the transition to a new age stage systematic learning at school.

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Prospects for the development of the system of preschool education within the framework of the Federal State Educational Standard.

"To have a future,

gotta be ready

do something new"

Peter Juker

By the beginning of the XXI century. In the process of his intellectual improvement, a person began to actively use the important ability of self-development that he has by creating innovations.

Any innovation is a change in what already exists.

In the last 10-12 years, due to changes in the socio-economic conditions in Russia, the development of scientific research in the field of education, the variability of education, including preschool, the urgency of searching for new, more effective forms, means, methods and technologies of teaching and learning has sharply increased. education.

Thus, time affects all spheres of human life, including education, periodically requiring its renewal. Today it is already clear to everyone: it is impossible to “enter” into the “new” time with the old standards. As mass practice has shown, the task of forming a new personality is not feasible with traditional approaches to education. Therefore, the introduction of new educational standards is a requirement of the time.

To date, the key issue of modernizing education is to improve its quality, bringing it into line with world standards. The documents defining the development of the education system in the Russian Federation note the need to increase the attention of the state and society to such an important subsystem as preschool education.

At the present stage, in connection with the introduction of the Federal State Educational Standard (FSES), it became necessary to update and improve the quality of preschool education, the introduction of software and methodological support for preschool education of a new generation, aimed at identifying and developing the creative and cognitive abilities of children, as well as equalization of starting opportunities for graduates of preschool educational institutions during the transition to a new age stage of systematic education at school.

Teachers of preschool educational institutions have always been particularly receptive to everything new. The development of general educational practice contributes to the manifestation of the creative, innovative potential of preschool educational institutions. At present, the sphere of innovation activity includes not individual preschool educational institutions and innovative teachers, but almost every institution. Innovative transformations are becoming systemic. A number of researchers come to this opinion, including M. M. Potashnik, I. O. Kotlyarova, N. V. Gorbunova, K. Yu. Belaya.

What are the reasons for such a massive phenomenon in the preschool world as innovation? The main ones include:

• the need to actively search for ways to solve current problems in preschool education;
• the desire of teaching staff to improve the quality of educational services provided to the population, make them more diverse and thereby maintain the competitiveness of each preschool educational institution;
• imitation of other preschool institutions, the intuitive idea of ​​teachers that innovations will improve the activities of the entire team;
• constant dissatisfaction of individual teachers with the achieved results, firm intention to improve them, the need for involvement in a large, significant business for everyone;
• growing demands of certain groups of parents to the level of education of their children;
• competition between preschool educational institutions.

The need for innovation arises when there is a need to solve a problem, a contradiction is created between the desired and real results. An innovation can be considered successful if it allowed solving certain specific tasks of a preschool educational institution..

The introduction of the Federal State Educational Standard has radically changed the idea of ​​teachers about what the content of the educational process and its educational result should be.

Improving the quality of the educational process in a preschool educational institution in the context of the implementation of the Federal State Educational Standard of preschool education provides its participants with:

pupils : increasing the level of individual development of children in educational, creative and other areas of activity, in accordance with their development inclinations. Guaranteed achievement of targets at the stage of completion of preschool education in accordance with the requirements of the Federal State Educational Standard for Preschool Education, equalization of starting opportunities for preschool children with special educational needs to primary general education;

teachers : increasing the level of professional competence of teachers in the field of using modern pedagogical technologies (technologies for the development of creative imagination, information and communication technologies, technology "pedagogical workshop", design technologies). Mastering new forms and methods of partnership interaction with the families of pupils;

parents : receiving quality pre-school education, including personal development child in accordance with his age and individual characteristics and inclinations of development, focused on the needs of parents and the state. Getting the opportunity to actively participate in the educational activities of a preschool educational institution;

institution : improving the image and competitiveness of a preschool educational institution.

Thus, we can say that an attempt is being made to transform the once unified system of “public preschool education” into a genuine system of preschool education as a full-fledged and integral stage. general education. This means the actual recognition that a child of preschool age needs not only guardianship and care, but also education, training and development.

At the same time, the child must master the ability to live in peace with himself, acquire the skills of individual work and group interaction, and learn how to learn.It is at preschool age that the basic personality traits are formed, key social skills - respect for other people, commitment to democraticvalues, healthy and safe lifestyle. Therefore, one of the most important tasks of preschool education is to initiate the formation of a child's self-identification in the world around him.

The mission of preschool education in accordance with the requirements of the Federal State Educational Standard for Preschool Education is to provide psychological and pedagogical conditions and take into account aspects of the social situation of the child's development, which accordingly requiresthe need to update and improve the quality of preschool education.

To date, the search for new forms of ensuring the quality of preschool education continues. The choice of directions in the development of a preschool institution largely depends not only on the leader, but also on each teacher and on the work of the methodological service.

In the process of changing a preschool educational institution, people change: they acquire new knowledge, receive more information, solve new problems, improve skills and abilities, and often change work habits and values.

Literature:

1. Belaya K.Yu. "Innovative PEI activities”, Methodological guide - M; Shopping center "Sphere", 2010

2. Miklyaeva N.V. Innovations in kindergarten. Handbook for educators. Iris Press, M., 2008.

3. Mikhailova - Svirskaya "Individualization of education for preschool children", Manual for teachers of preschool educational institutions, M. 2013.

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Department of Education and Science of the Tyumen Region

State Autonomous Educational Institution of Secondary Vocational Education of the Tyumen Region

"Tyumen College of Education№1"

Test

On the topic: " Contemporary Issues, development trends and the direction of reforming preschool education "

Completed by: student of group 12-1 d / o

Yakovleva D.V.

Checked by: Kargopolova O.A.

Tyumen, 2015

Plan

1. Modern problems of preschool education

2. Trends in the development of preschool education at the present stage

Bibliography

1. Modern problems of preschool education

1. Given the gradually improving demographic situation in the country, the demand for kindergarten services is constantly growing. In large cities of Russia, there is a shortage of preschool educational institutions. There are not enough places in preschool educational institutions. Parents enroll their child in kindergarten immediately after birth, and this is not always a guarantee that he will get there. At present, 400,000 children in Russia are waiting for their turn to enter a kindergarten. The state, first of all, is faced with the task of accessibility of preschool education for all segments of the population.

2. The need of preschool educational institutions for qualified teaching staff. The administration of the preschool educational institution is forced to reduce the requirements for staff in terms of their professional training and experience in working with children.

3. At present, an increase in the number of children with handicapped health: twice as compared to 2002. “Children with special educational needs” should not be isolated in society, hence the need for inclusive education.

4. The features of the socio-cultural environment of modern society are changing - this is multiculturalism, multinationality, polyethnicity. Therefore, it is necessary to build a multicultural educational environment for preschool educational institutions, to create a multicultural educational space; it is necessary to look for new technologies for the upbringing and development of children, including children who do not speak Russian well enough.

5. The need for a sufficient variety of types and types of institutions, educational services and approaches to their implementation in order to meet the diverse and versatile needs of participants in the educational process in preschool educational institutions.

6. The transition of the majority of preschool educational institutions from the mode of operation in the search mode and into the development mode. The need to improve the methodological competence of preschool teachers, students of pedagogical educational institutions.

7. Currently, the social order of parents, their requirements for the services provided by preschool institutions are changing. If for many decades health care and childcare for many parents were considered as the main areas of work of kindergartens, today more and more requirements are placed on the educational programs of basic and additional education.

8. Continuity between preschool and junior school age is often determined by the presence or absence of certain knowledge in academic subjects. This leads to early learning for children. It must be admitted that this is precisely the approach - it can be conditionally designated as narrowly pragmatic, oriented towards the needs of the system, and not the child himself.

9. Teachers are confused by the lack of rigid objectivity, the need to integrate educational areas. But it is only in integrated content that preschool children are free to make a wide range of choices and to express their as yet unstructured interests and creativity.

10. In domestic pedagogy, a strong emphasis was usually placed precisely on game forms and methods of teaching children, and not on free play. However, for development it is very important that it is the child who plays, and not the adult. So that it was just a game, and not its imitation.

11. Informatization of preschool education is an objective and inevitable process. A new educational environment is being formed in kindergartens, high-tech information tools education and development of preschoolers, the interest of teachers and preschool education specialists in these technologies and the possibilities of using them in their professional activities is growing. However, not all teachers are ICT-savvy. This makes it difficult to use ICT in working with children or makes it impossible for a modern channel of communication with parents and other members of the pedagogical community.

2. Trends in the development of preschool education at the present stage

The development of preschool education is one of the priority goals for the development of Russian education at the present stage. To build a variable education, it is necessary, first of all, to determine the content of education. It is standards.

The most important innovation of a fundamental nature is the creation of the Federal State Educational Standard for Preschool Education (FSES DO) - a document that has no analogues in Russian history.

The development of the standard has been carried out since January 30, 2013 by a working group of leading experts in the field of preschool education, led by the director of the Federal Institute for the Development of Education, Alexander Asmolov.

In June 2013, the GEF project for preschool education was presented for wide public discussion. Over 300 comments and proposals received on the draft standard were considered at a meeting of the Council of the Ministry of Education and Science of the Russian Federation on federal state educational standards July 3, 2013.

In accordance with the decision of the Council, the draft Federal State Educational Standard for preschool education was finalized and submitted for reconsideration. Based on the conclusions of expert organizations and recommendations working group General Education The Council of the Ministry of Education and Science of the Russian Federation on Federal State Educational Standards on August 28, 2013 decided to approve the Federal State Educational Standard for Preschool Education. preschool education society reform

The introduction of GEF DO into practice required the implementation of a number of activities, determining their nature and sequence.

3. DirectionsIreforming preschool education

Further prospects for the development of the system of preschool education are envisaged as part of the implementation of the Concept of the Demographic Policy of the Russian Federation for the period up to 2025. The most significant event is the development of regional programs for the development of the system of preschool education as an integral part of the educational system of the constituent entities of the Russian Federation. The Ministry of Education and Science of Russia has developed and sent to the constituent entities of the Russian Federation guidelines for the development of regional systems of preschool education.

It should be noted that in order to more fully meet the needs of the population in the services of preschool education, the constituent entities of the Russian Federation currently have sufficient regulatory powers to introduce new organizational forms of preschool education. The so-called "family kindergartens", home or tutor groups, family clubs, social playrooms can currently be organized as structural units of municipal or state preschool educational institutions, which will have to provide these forms with qualified personnel, provide psychological and pedagogical support for their activities behind it in order to ensure a sufficiently high quality of services provided. A special direction in the development of preschool education in the Russian Federation in the near future will be the creation of a system of early development of children aged from birth to 3 years. The importance of this direction in the development of preschool education is due to several reasons:

1. Most of the children who need places in a preschool educational institution are children under the age of 3 years (62.9% in the whole of the Russian Federation).

2. qualified staff of teachers.

The greatest demand now exists for groups for children from 1.5 years old. However, parents are interested in the fact that the child gradually gets used to kindergarten, so that the adaptation is less painful. In this regard, there is a need for a more active development of adaptation groups based on a short stay, where the mother could bring the baby for 2-2.5 hours 2-3 times a week. Experience in organizing club forms of work, where children play in the presence or under the supervision of mothers, as well as short stay groups, in which qualified teachers work together with young children and their parents. Such groups are called "Open door".

In addition, in Moscow there is a promising experience of a new organizational form of development of preschool children, and early childhood in particular. A network of child development play support centers (CIPRR) is actively developing here, in which children, in joint games with peers and adults (moving, plot, educational) receive development adequate to their age. In parallel, it is necessary to develop and regulate various models of advisory assistance to parents in the upbringing of preschool children. In the cities of the Russian Federation, projects are being developed to open social play rooms in residential buildings and hotel-type dormitories as a temporary alternative to solving the problem with places in kindergartens.

In the future, it is necessary to provide regulatory support for the creation in the constituent entities of the Russian Federation of models for registering preschool children not covered by preschool education services in order to determine the most appropriate forms for them to receive preschool education.

Bibliography

1. Bordovskaya, N. Pedagogy [Text] / N. Bordovskaya. - St. Petersburg: Peter, 2003.- 450s.

2. The quality of preschool education: state, problems, prospects / Ministry of Education Ros. Federation. - M.: GNOM i D, 2004. - 239 p.

3. Erofeeva T.I. The study of approaches to the organization of variant education of preschool children // Problems of preschool education: mater. scientific conf. M., 1994. S. 34-37.

4. Volovik I.V. Modernization of Russian education and trends in the development of the world education system // Bulletin of the Izhevsk State technical university. 2008. No. 4. S. 82-85

5. Ivankina L.I. Trends in modern education and the problem of holistic development of the individual // Bulletin of the Tomsk Polytechnic University. 2008. V. 306. No. 3. S. 132-140.

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1

The article presents an overview of current trends in the system of preschool education in the context of the implementation of the Federal State Educational Standard (on the example of the RS (Yakutia). The concept of the quality of preschool education is given. The elements and requirements for the quality of education are analyzed. The goals of education are considered from different perspectives: education and society, education and the future , education and personality, education and science, education and culture XIII Congress of Teachers and Pedagogical Society of the Republic of Sakha (Yakutia) "Education and Society: Integration for the sake of the child" came up with the educational initiative of the Republic of Sakha (Yakutia) "Education open to the Future" and set new tasks for updating the quality of education.Innovative models and programs, innovative platforms, ethno-cultural educational projects, professional training programs for applied bachelor's and master's programs in preschool education are presented.

innovation processes

updating the education system

quality of preschool education

1. Asmolov A.G. Strategy of socio-cultural modernization of education: on the way to overcoming the crisis of identity and building a civil society // Ethno-cultural education in the Far Eastern Federal District of the Russian Federation. Series "Ethnocultural Education". Issue 1. Compiled by: U.A. Vinokurova, SS. Semenova. - Yakutsk: Media holding "Yakutia", 2015. - 416 p.

2. Borgoyakov S.A. Strategies for the development of ethnocultural education in the context of the national policy of the Russian Federation // Ethnocultural education in the Far Eastern Federal District of the Russian Federation. Series "Ethnocultural Education". Issue 1. Compiled by: U.A. Vinokurova, SS. Semenova. - Yakutsk: Media holding "Yakutia", 2015. - 416 p.

3. Nikiforov A.D. Quality management: Uch. settlement for universities. – M.: Bustard, 2004. – 720 p.

4. Nikolaeva L.V. Formation of ethnopedagogical competence of teachers of preschool education at the university. Monograph. - Yakutsk: YaGU, 2009. - 142 p.

5. Regional review of the policy in the field of quality education and upbringing of children younger age(WODM) in the Republic of Sakha (Yakutia)/. - Yakutsk: Sakhaada, 2015. - 48 p.

6. Skorolupova O.A. Introduction to the Federal State Educational Standard for preschool education. Development of the educational program of the preschool educational institution. Toolkit. – M.: Scriptorium, 2003.

The main task of the state educational policy of the Russian Federation in the context of the modernization of the education system is to ensure the modern quality of education, including preschool.

The system of preschool education according to the Federal State Educational Standard "is aimed at creating conditions for the social situation of the development of preschoolers, opening up opportunities for the positive socialization of the child, his comprehensive personal moral and cognitive development, the development of initiative and creativity on the basis of activities corresponding to preschool age (games, visual activity, construction, perception of a fairy tale, etc.), cooperation with adults and peers in the zone of its proximal development. The purpose of the article is to conduct a theoretical review of current trends in the system of preschool education in the context of the introduction of the Federal State Educational Standard on the example of the Republic of Sakha (Yakutia)).

New approaches to the system of preschool education require updating the education system, developing scientific research, and creating innovative programs and projects. Great importance is given to the problem of the quality of education. The quality of preschool education is a complex integrative complex concept. Consider the concept of quality.

According to ISO 9000 series standards, quality should be understood as the degree of compliance of the properties of an object (product, service, process) with certain requirements (norms, standards).

The quality of preschool education is a balanced correspondence of all aspects of education to the goals, needs, requirements, norms, standards. At the same time, it should be borne in mind that a multilateral approach is needed to determine the quality of preschool education. Firstly, before any education certain goals are set, both external and internal. It must meet established standards. To obtain a quality education, the quality of the requirements themselves (goals, standards and norms) and the necessary quality resources (educational programs, personnel, contingent of children, material and technical support) must be ensured. the quality of conditions. Subject to these two aspects of quality, the quality of educational processes plays an important role (educational, scientific activity, management, educational technologies). Another element of the quality of education is the quality of the results of activities (in all areas of the child's activities). All these components of the quality of preschool education should be considered in unity. At the same time, education is an educational service. Preschool education produces products and services for different categories of consumers - children, parents, society.

Thus, updating the pedagogical process is understood as a systemic innovative updating of the pedagogical process, ensuring its transition to a more high step development.

Currently, the meaning of education is considered from different positions. In relation to modern preschool education, we highlight the following factors:

1. Education and society. This area includes the education system, the purpose of which is the spiritual and moral education and education of future citizens of the country, preparation for schooling. Here education is seen as a service, as a social institution. Education as a social institution is a social system of social inheritance of culture, the formation of personality and the intellectual resources of society. The recently held (October 4-9, 2015 XIII Congress of Teachers and the Pedagogical Community of the Republic of Sakha (Yakutia) worked on the problem "Education and Society: Integration for the Sake of the Child" and came up with the educational initiative of the Republic of Sakha (Yakutia) "Education Open to the Future ".

2. Education and the future. Education makes it possible to predict the future based on knowledge of the laws of development of nature and society, which depends on the system of values, and values ​​are determined by education. The future itself can and should act as a value. Only a good education can turn understanding of the future into value. So the mission of education is progress community development in all directions, harmonization of human activity.

The main idea of ​​the project "Education open to the future" is to create conditions for each citizen of the Republic of Sakha (Yakutia) to receive individual education, while maintaining a single educational space of the republic and the Russian Federation and maintaining the mass nature of preschool, general and additional education for children.

The main directions of education open to the future:

The purpose of preschool education is to create space for the child's activities and support his individual development, favorable socialization and mastering of key competencies in conditions of freedom of choice of activities. In this vein, the project "Kindergarten without borders" was developed. » .

Main characteristics:

- individual educational route of the child, taking into account the inclinations, interests of children, the needs of parents;

The openness of the educational space, which is not closed by a group organization; takes into account ethno-cultural and linguistic features; created in the form of workshops, laboratories, museums, lekotheks, sports grounds, etc. With such an organization of preschool education, such specialists as a game master and tutor are in demand.

A project has been developed for children under 3 years old « Early Childhood Development », according to which psychological and pedagogical support services for family education and early development of children from the prenatal period should be provided, which requires a transition from the principle of “education outside the family” to the principle of “family gathering through education”.

Much attention is paid to the creation of a modern kindergarten infrastructure.

Since 2012, a set of measures has been implemented in the republic to modernize education, aimed at updating the infrastructure and creating conditions that ensure a new quality of education.

With the attraction of funding from the federal, republican and municipal budgets, 33 kindergartens were built in the republic in 2014, and at least 30 are planned in 2015-2016. New kindergartens began to open on the first floors of apartment buildings. Over the past two years, about 10 new preschool educational organizations have been introduced in Yakutsk. These are modern buildings with excellent infrastructure and modern equipment.

A spacious catering unit, computer, sports and music rooms, a salt cave and a sensory room, a playground with a large play area, an art studio, a theater, a swimming pool, sports complexes, a medical unit with specialized treatment and massage rooms, dentist, speech therapist and psychologist - an incomplete list of equipment for modern kindergartens in Yakutsk.

The new infrastructure of kindergartens embodies the ideas of free children's activities, multifunctionality, transformability of equipment, taking into account the climatic, geographical and ethno-cultural characteristics of the region.

Implementation mechanisms project "Kindergarten without borders »:

- introduction of a multilingual (Yakut, Russian and foreign languages) environmental approach to the implementation of preschool education programs;

Departure from the group principle of dividing the contingent of preschoolers within the kindergarten, the formation of freely constructed children's communities under the initiatives and needs of preschool children during the day;

Stimulation of the non-state sector to expand the range of preschool education services;

Development of a single standard for individual education in preschool education;

Creation of a motivating interactive developmental environment in preschool educational organizations aimed at the individualization of education;

Implementation of the institute of game masters and tutors, incl. to accompany children with disabilities;

Organization of perinatal development centers, schools for expectant mothers for the development of children from the prenatal period using the resources of preschool educational organizations;

Development of additional professional education programs on methods of early childhood development, retraining of educators to work with young children;

Development of professional educational programs for preschool education according to the periods of development of children (early age, preschool age, preschool period);

Creation of a regional network of counseling and methodological centers, family education support centers, early intervention services, child play support centers, patronage services.

3. Education and information and educational environment.

The condition for the functioning of Open Education is open educational space which helps to develop the personal knowledge of everyone, allowing you to build the educational trajectory that would most fully correspond to the educational abilities and needs of the student, regardless of his location. The implementation of an open information and educational environment for navigating individual educational trajectories of students has begun. At the same time, each user should be able to change existing content.

Introduction of new educational technologies implies a change in the approach to the learning process, the emergence of new methods, the emergence of "digital pedagogy".

Implementation mechanisms:

Bringing the infrastructure in line with modern world standards, incl. providing access for any citizen of the republic to the Internet and other means of telecommunications for solving educational problems;

Implementation of an automated information and educational system for regional registration of the contingent of kindergarten children

Introduction of automated information system monitoring the development of children in different types of activities, allowing the formation of statistical and analytical monitoring, as well as the common communication space of all participants in educational activities.

4. Education and personality. In this sense, education is considered from the following positions: the value system of the child, the system of his interests, the character of the child, the quality of the child's activity, the strengthening of the intellectual component, the disclosure individual opportunities, high-quality preparation for schooling, a complex of internal capabilities of the individual, which determine the constant increase in the intellectual and creative potential, the disclosure of talents and abilities of children.

One of the priority areas of the national educational initiative "Our New School" is the development and support of talented children, which provides for the unification of the efforts of educational, medical institutions and the state to help the family for the birth and upbringing of healthy, capable, talented and gifted children, our future.

In this regard, North-Eastern Federal University began work on the implementation of the concept of the Program "From the very beginning ...", aimed at creating an integrated system for supporting families on the problem of having healthy children, creating conditions for the manifestation and development of children's abilities, and assisting in the upbringing , training, nurturing gifted children, psychological and pedagogical support for gifted children, advisory assistance to their parents. The main idea of ​​the Program is the comprehensive support of the family, assistance in the disclosure of natural inclinations, development of abilities, cognitive and intellectual activity of children.

A distinctive feature of the Concept "From the very beginning ..." is the understanding that abilities and talents are manifested in early stages human life. The preschool period is especially sensitive. The family as the primary environment for the life and development of the child is able to create conditions for the development of children's abilities. From these positions, the university's mission is to purposefully work on medical, psychological and pedagogical education of parents, as well as in methodological assistance to preschool institutions in identifying, educating and developing children's individual talents. To this end, in curricula Bachelor's and Master's programs in the field of "Preschool Education" introduced the disciplines "Psychological and pedagogical foundations of work with gifted children", "Psychological and pedagogical support for giftedness", an initiative group of teachers of medical and pedagogical institutes of NEFU is working under the program "From the very beginning ...".

5. Education and science. Education - culture medium sciences, source of scientific ideas, sphere of implementation of innovative projects. Professional Competence modern educators preschool education implies the skills and abilities to develop, justify and implement innovative projects, programs for the upbringing, education and development of children, research skills and scientific approach to the organization of pedagogical activity.

Open education means a new teacher. The professional position of a teacher should be aimed at building individual educational trajectories of students. It is necessary to provide conditions for development human resources which should be carried out on a comprehensive basis, combining new approaches in training, advanced training. The model of continuous pedagogical education is built with the aim of forming a teacher, a subject of socially significant activity. This model is based on the principles of practice orientation and network interaction, when universities and schools, kindergartens, additional education organizations and other interested organizations become equal partners in the process of training teachers.

The organization of professional pedagogical education is carried out on the principles of dual education. Since September 2014, at the Department of Preschool Education of the Pedagogical Institute of NEFU, along with the academic bachelor's degree, they began to introduce training in the applied bachelor's program in the direction " Teacher Education”, profile “Preschool education”. The introduction of a dual education system in vocational education allows you to combine in the educational process theoretical training and the acquisition of professional skills by students through training in the real conditions of the educational process in the basic preschool educational organization. Every Wednesday, according to the schedule, students have an internship at the preschool, which allows for a competency-based approach.

On the basis of the Department of Preschool Education, advanced training courses are held on the implementation of the Federal State Educational Standard. At the level of republican sites, republican pedagogical fairs, exhibitions, competitions "Educator of the Year", conferences, round tables are held annually. It should be noted that the winners All-Russian competition"Educator of the Year" has repeatedly become teachers of Yakutia, graduates of the Department of Preschool Education of NEFU.

Under the guidance of Doctor of Pedagogical Sciences, Professor, A.A. Grigoryeva, the head of the department of preschool education, there is a scientific and pedagogical school "Scientific and methodological support for the development of the system of preschool education in the conditions of the North."

The objectives of the scientific and pedagogical school are:

Theoretical substantiation of the methodology for the study of ethno-cultural aspects of education;

Providing scientific and methodological support for innovative, experimental and research activities of specialists in the system of preschool education;

Methodological, technological, methodical development and implementation innovative technologies to ensure the quality of continuing professional education;

Educational and methodological support for advanced training of teachers implementing ethno-cultural technologies of education.

In accordance with these goals, the leading areas of research of the scientific school were determined:

Scientific and pedagogical foundations of implementation innovation processes in system continuing education RS (I);

Ethno-pedagogization of the educational process in the context of the introduction of the Federal State Educational Standard in HE and DO;

General pedagogical and organizational-didactic conditions for improving the training of scientific and pedagogical personnel;

Modernization of the system of training of preschool workers.

Within the framework of these areas, the organization of research work is based on the implementation of fundamental and applied scientific research aimed at solving problems in the field of the system of regional preschool education and using the results in the educational process. The activities of the scientific and pedagogical school are carried out through the implementation of research work of applicants, graduate students, doctoral students and research work of students.

Teachers of the department, together with practicing teachers, in the context of the implementation of economic agreements and initiative topics, as well as orders of the Ministry of Defense of the Republic of Sakha (Yakutia) and state orders of the Ministry of Defense and Science of the Russian Federation, successfully introduce scientific and methodological developments into the practice of educational institutions of the republic, for example, such as "Pedagogical foundations of amplification education of children 5-7 years old in terms of continuity of preschool educational institutions and elementary school on the ethno-cultural traditions of the Sakha people (a comprehensive educational program "Dyoun o5o" for children aged 5-7 years in preschool educational institutions); "Formation of ethnocultural competence of preschoolers in a multicultural educational environment»; "Innovations in preschool education in the conditions of the North"; "Development of inclusive education in the Republic of Sakha (Yakutia)", "Pedagogical provision of security and countering terrorism in preschool educational institutions", etc.

6. Education and culture. Culture is the most important generalizing characteristic of civilization. Introducing children to culture native people, country and human culture should be reflected in the content of preschool education. Ethnocultural education of preschoolers is carried out on the basis of a dialogue of cultures through fairy tales, art, literature, artistic activities, folklore, heroic epos, folk music, enrich children's ideas about the culture of their own and other peoples, instill love and pride in their native culture and respect for other cultures, form the foundations tolerance and openness

Folk pedagogy has been and remains an effective means of shaping the social and moral qualities of a child's personality. In the modern practice of education, ethnopedagogical ideas are complemented by the principles of multicultural education of children based on the dialogue of cultures.

The works of A.G. Asmolov, A.B. Afanasyeva, S.A. Borgoyakova, G.N. Volkova, I.L. Nabok, A.B. Pankina, A.M. Tsirulnikova and others.

According to S.A. Borgoyakova, the theoretical and methodological provisions of ethnocultural education consider education as a process of introducing a person to culture and at the same time the result of the internalization of culture ... It is the ethnoculturological approach to education that makes it possible to create the basis for the development of the student's personality as a representative of his people and a citizen of the state.

The concepts of the study of the cultural and pedagogical heritage of the ethnic group, the dialogue of cultures, are presented in the works of M.M. Bakhtin, V.S. Bibler, D.S. Likhacheva and others. The study of traditions from the standpoint of semantic and functional significance in the spheres of culture and public life was carried out by Yu.V. Bromley, N.I. Kostomarov and others. Ethnopedagogical approaches are described in the works of V.F. Afanasiev, V.S. Bakhtin, L.N. Berezhnova, U.A. Vinokurova, A.A. Grigorieva, B.A. Kadyrova, A.G. Kornilova, N.D. Neustroeva, Yu.A. Rud Yu.A. and etc.

AT scientific literature the main directions of preschool ethnocultural education were reflected in the works of A.A. Grigoryeva, M.I. Baisheva, N.N. Lebedeva, O.I. Mikhaleva, M.M. Prokopieva and others.

Value orientations of the methodology of socio-cultural design of education according to A.G. Asmolov is presented with the tasks of forming a civil ethno-cultural and universal identity. The formation of civic identity is aimed at the formation of a person as a citizen of his country, at the education of civic patriotism and love for the Motherland, the formation of ethno-cultural identity and regional identity (solidarity with " small homeland"- a village, a city, a region), represents an introduction to the national culture, history of the native land, mother tongue etc. The formation of a universal identity is aimed at familiarization with the products of world culture, universal values ​​that make a person related to all of humanity, etc. .

Thus, we examined the main directions of the preschool education system in line with updating the education system and introducing the work of the Federal State Educational Standard into practice. Much remains to be done to implement the GEF. As practice shows, work on the implementation of a quality management system begins with the identification of goals and main priorities. Defining the main goal of our activity as ensuring the quality of education, we fulfill the order of consumers: the person receiving education, the primary school where the child will study in the future, parents, and society as a whole. The following pedagogical conditions are necessary for the successful implementation of the GEF: methodological training teachers in the context of updating and using innovative methods of working with children, adjusting and improving basic educational programs, enhancing the activities of experimental sites, organizing tutor support, integrating the activities of all social institutions, expansion of variable forms of preschool education, systematization and clarification of indicators for monitoring the quality of preschool education, etc.

Reviewers:

Prokopyeva M.M., Doctor of Pedagogical Sciences, Professor of the Department age pedagogy and psychology of the North-Eastern Federal University. M.K. Ammosova, Yakutsk;

Barakhsanova E.A., Doctor of Pedagogical Sciences, Professor, Head. Department of Mathematics and Computer Engineering, Deputy. director of scientific work Pedagogical Institute of NEFU M.K. Ammosova, Yakutsk.

Bibliographic link

Nikolaeva L.V., Nikolaeva A.V. MODERN TRENDS IN THE SYSTEM OF PRESCHOOL EDUCATION IN THE CONDITIONS OF THE IMPLEMENTATION OF THE GEF (ON THE EXAMPLE OF RS (YAKUTIA) // Modern problems of science and education. - 2015. - No. 6 .;
URL: http://science-education.ru/ru/article/view?id=22861 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"