Реферат “Preschool education in Ukraine”

CONTENT

Introduction

1. Formation and development of preschool education in Ukraine 

2. Harmonious development and upbringing of children in kindergarten 

3. Education program in kindergarten 

4. Peculiarities of raising preschool children in kindergarten 

5. Problems of education of preschool children 

Conclusions

References

INTRODUCTION

 

Actuality of theme. Preschool education institution is the second social institution after the family in your child’s life. In kindergarten, the education of preschool children is aimed, first of all, at teaching children to live in society, to teach them the necessary skills of communication and interaction with the people around them.

Communication with peers for preschoolers is necessary for harmonious full-fledged development. The main reason for this is the developed effect of imitation in children, which allows you to learn new skills and knowledge much faster when learning takes place in a team. Of course, many parents can be frightened by the process of adapting a child to kindergarten. Only competent behavior of educators and your support and encouragement to draw will be able to smooth out this process. But we can definitely say that this process is the most painless, the most gentle, in contrast to the difficulties that domestic children will have to face in the school team.

The kindergarten education program includes teaching the basic existing laws of communication: the child learns to seek and find a compromise between his own desires and the interests of the people around him, to defend his own point of view and at the same time restrain himself and his emotions in resolving disputes. Raising children in kindergarten provides an opportunity to learn to defend their opinion, through arguments, and not tears and tantrums, as often happens at home. Under the supervision of a teacher, children acquire their first adult skills of independence (dressing, washing, making the bed, clearing the table after dinner, etc.), which are invaluable for the child’s self-organization at home and, soon, at school.

It is especially valuable that in a group of peers these skills are formed naturally, as if by themselves – in the process of communication and while playing with other children.

 

 І. Formation and development of preschool education in Ukraine

 

Historically, the first social organization in which the system of preschool education was born is the family, which acts as a multi-functional institution in its essence. It acted as the primary and main production team. Blood kinship, the unity of the budget and property make the family cooperation an additional productive force, increasing the efficiency of using the means of production available in the family. In addition to economic functions, the family performed and performs educational functions for its family members and, first of all, the functions of raising children. For many centuries, the family was the main institution that carried out the preschool education of its children. At the end of the 19th century, a type of preschool was a home family kindergarten, which was organized by parents of “liberal professions”. All affairs in it were managed by mothers themselves or hired educators. Children of different ages (from 4 to 8 years old, from 4 to 10 years old) gathered in turn in families for 2-4 hours for joint games and activities [1].

Public preschool education in Ukraine begins its history at the end of the 19th century. It was then that the conditions for the establishment of public preschool education institutions were created. As in other countries, the opening of preschools was connected with the development of the capitalist mode of production and the changes taking place at that time in society. The prerequisite for the emergence and development of public preschool education was the activation of social and political life in Ukraine. One of the directions of the social movement of that time was the socio-pedagogical direction. Interest in the problems of personality formation, education and upbringing of the younger generation has increased in society. In advanced circles, a new attitude towards family, marriage, and raising children was formed.

The socio-pedagogical movement of the end of the 19th century stimulated interest in the education of preschool children – the first and most responsible period in a child’s life. Many teachers and representatives of other sciences turned to this age period. At the end of the 19th century the development of pedagogy and sciences that studied the child (child psychology, anatomy, physiology, etc.) intensified. Pedagogical opinion was increasingly inclined to believe in the necessity of opening public preschool education institutions, their expediency and usefulness. According to the defenders of this idea, kindergartens, on the one hand, were supposed to enable a woman to combine work and motherhood, and on the other hand, to contribute to the proper development, education of children, and their preparation for school.

 

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