PRE-SCHOOL EDUCATION: REALITIES AND PERSPECTIVES WITHIN MODERN PEDAGOGICAL DISCOURSE
DOI:
https://doi.org/10.32405/2617-3107-2018-1-14Keywords:
state standards; five-year-old children; preschool education; institution of preschool education; continuity; preparatory (preschool) education; perspectives; primary education; successionAbstract
The article describes the phenomenon “preparatory (preschool) education” in the modern educational space, its realities and perspectives in the framework of the Concept of the “New Ukrainian School”. The aim of the article is a scientific analysis of different views on the content of the senior pre-schoolers’ training for schooling in connection with the transition of the school age starting point – the beginning of schooling at the age of six. The problem of continuity and perspectives in the continuous education system in Ukraine is considered. Continuity is understood as a sequential process which precedes the following one, based on the interconnected transition of the object directly from one state to another, which contributes to the lytic development of the child during the transitional age periods. The necessity of inheriting the activity-centred and communicative approaches to the organization of the child’s vital activity by the school at the preschool level is grounded in order to prevent children’s mental over freight. The necessity to single out an intermediate link between preschool and primary education – preparatory (preschool) education – at the state level is proved. The author interprets the phenomenon of “preparatory (preschool) education” as an intermediate link between preschool and primary education, which is associated with a special (knowledge, abilities and skills absorption) and a general (children’s readiness to study at school) training with all its components (motivational, volitional, intellectual, communicative, linguistic, physical) which takes place at the positive, emotional background of the teacher ‒ children relationship with an orientation towards the person-targeted activity and communicative approaches which should be preserved in the first class (grade) as well. The aim of preparatory (preschool) education is to create appropriate conditions which would facilitate the equalization of starting opportunities for children constituting different social groups and layers for their further successful schooling.
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