The article presents the experience of the Institute of Childhood of the Herzen University in the implementation by future primary school teachers of the project of distance education for primary schoolchildren “Distance extracurricular courses”. The similar projects for organizing distance learning formats for schoolchildren by senior students of pedagogical universities in the country are analyzed. The authors describe the concept of the project, its main tasks, highlight the key differences of the project in the framework of analog analysis, reveal the ways of developing students’ competencies in the process of project implementation. The article presents the first results of the project, interprets the reflection data of students and university teachers, outlines the prospects for work in this direction. The methodological basis of the project was the idea of the activity and subject approaches. As part of the study, the following methods were used: analysis and systematization of data, analysis of opportunities for the implementation of educational ideas. These methods were used in the implementation of analytical work on the project, identifying the limitations and possibilities of the project implementation mechanism as a way of organizing practical training for students of a pedagogical university. The obtained results of the study allowed to substantiate the concept of the project, to determine effective ways of organizing it, to reveal the variable methods of interaction between the project participants, and to highlight the key results. Keywords: distance education, distance technologies, primary school, primary schoolchild, practice (practice for obtaining professional skills and professional experience)
The article describes the results of the research, revealing the analysis of dissertation research devoted to two areas: firstly, the problems of teaching foreign language methods, and secondly, the problems of teaching and educating preschool children. The purpose of the research is to determine the ways of developing the methodology of early foreign language teaching. As a result, a quantitative and qualitative analysis of 123 dissertation studies on scientific specialties 13.00.01 General pedagogy, history of pedagogy and education, 13.00.02 Theory and methodology of teaching and upbringing (by fields of education), 13.00.08. Theory and methodology of vocational education, for the period from 2012 to 2021, that allow to determine the main directions of the methodology development of early foreign language teaching. The question of the interdisciplinary orientation of the works is considered. Scientific developments are devoted to the methodology of early teaching foreign languages, in particular, the integration of foreign language education in the process of education of value orientations, moral education, intellectual development, the development of speech communication. It is concluded that most studies in the field of foreign language teaching methods are devoted to the formation of language sub-skills, speech skills, and the formation of competencies, however, they are focused on school-age students, adult learners. Insufficient attention is paid to the methodology of early learning of foreign languages; despite the fact that many local and foreign researchers believe that preschool children are ready for foreign language learning. Dissertation research is devoted to education and upbringing of preschool children studies aspects such as the formation of cognitive interest, development of socio-personal qualities, formation of emotional and moral guidelines, study of general pedagogical principles that contribute to the development of preschool children, that is, first of all, pedagogical aspects, while methodological aspects of teaching a foreign language are integrated into the process of upbringing a child.
The article discusses strategies how to change training of preschool educators in Russia because in many countries the importance and relevance of preschool education in the process of child development is recognized. It describes the changes in the approach of training of preschool educators. Authors highlight the specifics in design and implementation of preschool education bachelor’s and master’s training programs. The upgrade of teachers’ training is aimed primarily at training’s professionalization. The ways to change programs are the introduction of a modular principle of programs design, increasing students' practice classes, the process of assessing the results of their learning. The methods for assessing the competencies of future teachers of preschool educational organizations are presented. The most suitable method for the presented concept of education is solving pedagogical problems (or cases). Some examples of descriptors and tasks are given. The data of assessing the competencies of students are presented. There is an obvious gap between the results of the formation of various competencies. Some programs offered by the Institute of Childhood of Herzen State Pedagogical University of Russia are presented in the article. It is shown that the conceptual development of educational program’s competence-based model plays now a crucial role.
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