Early development practices: Reviewing solutions, analyzing needs, developing proposals
DOI:
https://doi.org/10.33910/2687-0223-2025-7-3-164-172Keywords:
educational practices, early development, value foundations of education, objectives of education, educational program, area of learningAbstract
The design of early development practices requires knowledge of available domestic and international experience within established systems of preschool education. This study examines how early development of children aged three to six is organized in Russian and abroad. The authors summarize approaches to the organization, content, and conditions of early childhood development based on an analysis of standards, programs, concepts, strategies, and other available documents across selected vectors of analysis. The study focuses on the tactics and strategies of early childhood development in relation to the formation of soft skills in the process of socialization. The following aspects were examined: values of preschool education; models of preschool education organization; goals, objectives, content, and educational technologies in preschool education; and approaches to assessing learning outcomes (meta-subject outcomes, universal competencies, universal learning actions, etc.) at the preschool stage in different countries.
Our analysis of an extensive body of regulatory documents showed that in all countries with organized preschool education the key value is the development of the child’s personality, with children being engaged in the acquisition of national culture as well as the traditions of the family, society, and country. In this context, important conditions for preschool education include the safety and comfort of the educational and social environment in which children grow up. In nearly all countries studied and across all educational models, there are similar directions of preschool education which prioritize the development of intellectual and social competencies, the formation of prosocial behavior, and the acquisition of soft skills.
The conclusion is that it is becoming increasingly relevant to identify socially significant directions within the Russian preschool education system related to the quality control of educational programs and the involvement of families in engaged and responsible parenting aimed at fostering a socially oriented, intellectually developed, and technologically competent child.
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ИСТОЧНИКИ
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Zhu, J. (2009) Early childhood education and relative policies in China. International Journal of Child Care and Education Policy, vol. 3, no. 1, pp. 51–60. https://doi.org/10.1007/2288-6729-3-1-51 (In English)
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