About Development of the Typology of Preschool Education Programs
All-round development of a child in kindergarten is possible only when using educational programs that perform the function of structuring the entire volume of developmental influences on a child in kindergarten. Currently, this requirement is not fully observed, which leads to the loss or, on the c...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Russian |
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Moscow State University of Psychology and Education
2020-11-01
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| Series: | Psihologo-Pedagogičeskie Issledovaniâ |
| Subjects: | |
| Online Access: | https://psyjournals.ru/en/psyedu_ej/2020/n3/Doronova_Doronov_et_al.shtml |
| _version_ | 1819205374569349120 |
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| author | Doronova T.N. Doronov S.G. Кhaylova E.G. |
| author_facet | Doronova T.N. Doronov S.G. Кhaylova E.G. |
| author_sort | Doronova T.N. |
| collection | DOAJ |
| description | All-round development of a child in kindergarten is possible only when using educational programs that perform the function of structuring the entire volume of developmental influences on a child in kindergarten. Currently, this requirement is not fully observed, which leads to the loss or, on the contrary, unproductive duplication of part of the content of preschool education. This state of affairs necessitates the development of a typology of programs. Also, the typology of the program is the basis for building objective links between the goals of educational activities and its actual results. But, at present, connections of this kind can be built only through individual psychodiagnostic examinations, which is unacceptable for real pedagogical practice for a number of reasons. In this article, the authors, relying on the psychological and pedagogical concept of N.A. Korotkova, designing the structure of the educational program, which considering the whole variety of possible events occurring in the preschool educational organization and allowing, without using additional semantic links, to determine the course of children's development based on the manifestation of various types of initiative in their activities. |
| first_indexed | 2024-12-23T04:50:41Z |
| format | Article |
| id | doaj.art-2c4869d649d145fe8e6735270fcbc6ff |
| institution | Directory Open Access Journal |
| issn | 2587-6139 |
| language | Russian |
| last_indexed | 2024-12-23T04:50:41Z |
| publishDate | 2020-11-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Psihologo-Pedagogičeskie Issledovaniâ |
| spelling | doaj.art-2c4869d649d145fe8e6735270fcbc6ff2022-12-21T17:59:28ZrusMoscow State University of Psychology and EducationPsihologo-Pedagogičeskie Issledovaniâ2587-61392020-11-0112333010.17759/psyedu.2020120301About Development of the Typology of Preschool Education ProgramsDoronova T.N.0https://orcid.org/0000-0001-7189-6471Doronov S.G.1https://orcid.org/0000-0003-0008-6644Кhaylova E.G.2https://orcid.org/0000-0002-1514-3085Federal Institute for Educational Development The Russian Presidential Academy of National Economy and Public Administration, Moscow, RussiaFederal Institute for Educational Development The Russian Presidential Academy of National Economy and Public Administration, Moscow, RussiaFederal Institute for Educational Development The Russian Presidential Academy of National Economy and Public Administration, Moscow, RussiaAll-round development of a child in kindergarten is possible only when using educational programs that perform the function of structuring the entire volume of developmental influences on a child in kindergarten. Currently, this requirement is not fully observed, which leads to the loss or, on the contrary, unproductive duplication of part of the content of preschool education. This state of affairs necessitates the development of a typology of programs. Also, the typology of the program is the basis for building objective links between the goals of educational activities and its actual results. But, at present, connections of this kind can be built only through individual psychodiagnostic examinations, which is unacceptable for real pedagogical practice for a number of reasons. In this article, the authors, relying on the psychological and pedagogical concept of N.A. Korotkova, designing the structure of the educational program, which considering the whole variety of possible events occurring in the preschool educational organization and allowing, without using additional semantic links, to determine the course of children's development based on the manifestation of various types of initiative in their activities.https://psyjournals.ru/en/psyedu_ej/2020/n3/Doronova_Doronov_et_al.shtmlthe structure of the educational programindividualization of preschool educationcultural practice“development maps”pretend playproductive activityinterpretive observation |
| spellingShingle | Doronova T.N. Doronov S.G. Кhaylova E.G. About Development of the Typology of Preschool Education Programs Psihologo-Pedagogičeskie Issledovaniâ the structure of the educational program individualization of preschool education cultural practice “development maps” pretend play productive activity interpretive observation |
| title | About Development of the Typology of Preschool Education Programs |
| title_full | About Development of the Typology of Preschool Education Programs |
| title_fullStr | About Development of the Typology of Preschool Education Programs |
| title_full_unstemmed | About Development of the Typology of Preschool Education Programs |
| title_short | About Development of the Typology of Preschool Education Programs |
| title_sort | about development of the typology of preschool education programs |
| topic | the structure of the educational program individualization of preschool education cultural practice “development maps” pretend play productive activity interpretive observation |
| url | https://psyjournals.ru/en/psyedu_ej/2020/n3/Doronova_Doronov_et_al.shtml |
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