Preschool quality and conditions for children’s learning in preschool in russia and sweden

Sheridan, Sonja; Shiyan, Olga; Shiyan, Igor

doi:10.4324/9781315098203-15

Cited by 4 publications

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“…All the features of training the Kazakh side were taken into account in two ways. Simultaneously, the value of the networked program was in the integration of such subjects as "Developmental Assessment of the Quality of School Education (SAM)" [6,7] into the university component; Assessment of Educational Conditions: SACERS [8]; "Assessment of educational conditions: ECERS" [9,10] and others, developed by specialists from the Institute of System Projects at Moscow City University (MCU).…”

Section: Introductionmentioning

confidence: 99%

International cooperation in the development of national educational programs for quality assessment and measurement

Kosherbayeva

2021

SHS Web Conf.

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The priority direction of modern education around the world is to ensure its high quality, based on the fundamental nature of knowledge and the development of students’ creative competencies. Simultaneously, the factors determining new requirements for the assessment and measurement of the quality of education are becoming more obvious and relevant. The setting of such tasks today is aggravated by the processes of globalization, which require collective intelligence, the consolidation of knowledge and world experience, considered as one of the effective ways of developing national educational systems. In this regard, a master’s program for measuring and evaluating the quality of education in a network form was implemented with the participation of the Moscow City University and Abai Kazakh National Pedagogical University. It is worthy of highlighting that Kazakhstan needs specialists in the field of education quality assessment and pedagogical measurements. The Institute of System Projects at Moscow City University. has enough experience and is also known to be an expert in this industry. Therefore, an agreement on the exchange of this experience was signed bilaterally. Thus, the master’s program has changed the educational process of the main pedagogical university of the country. New aspects of cooperation between the two major universities have been opened.

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Section: Introductionmentioning

confidence: 99%

International cooperation in the development of national educational programs for quality assessment and measurement

Kosherbayeva

2021

SHS Web Conf.

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“…The challenge faced by a teacher in everyday work is the need to be sensitive to children while expanding their capabilities, not only to follow them but also to propose cultural facilities [8][9]. Reflective pedagogical action and its embodiment into pedagogical cycle (observation-planning-action-observation) allow solving this problem [10]. (Figures 1, 2).…”

Section: Introductionmentioning

confidence: 99%

Internships in kindergartens as a resource for development of practices with different quality levels

et al. 2021

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Professional development of teachers is recognized worldwide as an important condition for high quality education. According to experimental data, pre-service and in-service training programs of preschool teachers are not always efficient, their interrelation with provisions for quality development in kindergartens is inconsistent. Developing potential of internship as a form of professional growth reduces deficiencies of programs focused on achievements of the kindergarten, on teaching technics without discussion of their worthiness and preschool values, perfunctory discussion, rigidity, organizational disadvantage. The authors discuss the criteria of effective internship. Programs work both to give specific knowledge and master pedagogical techniques, and, at the same time, to develop reflection. Programs support participants to adopt the cycle of pedagogical action. This research is aimed at selection of best practices of preschool education and analysis of their potential in internship. The research participants are Moscow teachers of 50 preschool groups. The groups, ready for internships, demonstrate significantly higher quality of education than the joint sample; however, they experience the lack of competences in work with adults and in development of their reflection. The internship programs elaborated by teachers from high quality groups show some deficiencies, namely, different topics interfere in one short-term program, the main focus is on object-spatial environment but not on interaction, participants’ outcomes are not embodied in any product. Best practices are interested in their own development as well as new sources of motivation. The authors have proposed internship to become a resource of development both for organizers and participants. Each position solves its own problems.

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Constructivism and Social Constructivism in the Study of Relationship Between Early Childhood Education Quality and Executive Function at 5–6 years Old

Belolutskaya

Bukhalenkova²,

Krasheninnikov-Khait³

et al. 2022

Early Childhood Research and Education: An Inter-Theoretical Focus

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Preschool quality and conditions for children’s learning in preschool in russia and sweden

Cited by 4 publications

References 0 publications

International cooperation in the development of national educational programs for quality assessment and measurement

International cooperation in the development of national educational programs for quality assessment and measurement

Internships in kindergartens as a resource for development of practices with different quality levels

Constructivism and Social Constructivism in the Study of Relationship Between Early Childhood Education Quality and Executive Function at 5–6 years Old

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