The Key Issues in Implementing the Federal State Education Standard for Preschool Education. Results of the National Survey of Preschool Education Quality in 2016–2017

Shiyan, Igor; Le-van, Tatiana; Shiyan, Olga; Zadadaev, S. A.

doi:10.17323/1814-9545-2021-2-82-106

Cited by 2 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The research community has made great efforts to localize and adapt ECERS-R for Russia (Shiyan et al, 2016). The methodology was tested on a sample of 1,357 kindergarten groups in 76 subjects of the Russian Federation (Shiyan et al, 2016(Shiyan et al, , 2021.…”

Section: Samplementioning

confidence: 99%

Similarities and differences between CLASS and ECERS-R estimates of educational environment quality

Bukhalenkova,

Almazova,

Aslanova

2023

Front. Psychol.

View full text Add to dashboard Cite

The conducted research was devoted to comparison of kindergartens’ educational environment quality evaluation via ECERS-R and CLASS methods. Both methods were applied in the same kindergarten groups. Therefore, in this study we attempted to find out if the educational environment quality assessments acquired via the two methods mentioned above would coincide. We analyzed the results from the cultural-historical psychology perspective. The educational environment quality assessment has been conducted in 83 Moscow kindergarten groups where study 5 to7 years old preschoolers. The correlation analysis results show that the ECERS-R method subscales are not related to the “Emotional support” CLASS domain, however, a significant correlation with the total ECERS-R score has been revealed. The “Classroom Organization” CLASS domain has the highest number of correlations to the ECERS-R subscales (4) as well as to the total ECERS-R score. The “Instructional Support” domain is connected only to the Parents and Staff subscale within the ECERS-R method. As a result of comparing groups with relatively low and high quality of the educational environment, that were identified based on the evaluation via the ECERS-R and CLASS methods, a good agreement between the results has been revealed. However, a fairly large number of groups with high CLASS scores have made it to the pool of average-low ECERS-R scores, which demonstrates a non-linear connection between the educational environment quality evaluations according to these two methods. Research allows to conclude that the ECERS-R and CLASS approaches complement each other well.

show abstract

Section: Samplementioning

confidence: 99%

Similarities and differences between CLASS and ECERS-R estimates of educational environment quality

Bukhalenkova,

Almazova,

Aslanova

2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

Priorities for the Quality Development of Preschool Education

NOVIKOV¹

2022

Demogr. soc. ekon.

View full text Add to dashboard Cite

Further development of preschool education is associated with the introduction of innovative educational technologies, the use of modern methods and tools for the functioning of preschool institutions, improving their structure and strengthening the resource base. It is important to realize that the assessment of the quality of education in preschool institutions is a motivational tool for the implementation of these global trends. It confirms the critical importance and economic efficiency of the early development of children for their future life prospects from the point of view of pedagogy and psychophysiology. An independent assessment of the quality of curriculum is the most important means of informing society about making cardinal decisions about the future development of the preschool education system. The purpose of the article is to determine the conditions for creating an adequate environment for the development of the preschool contingent of children, taking into account the experience of foreign countries. The research methods are analog, tabular, variations for the analysis of quantitative changes in the value of the studied feature (budget costs). Novelty. The results obtained during the study, primarily on the development of subject-resource environment of preschool institutions, as well as the characteristics of scales for assessing the quality of preschool education provide an opportunity to improve the strategy of preschool education, adjust educational programs and improve the professional level of preschool teachers. The statistic contains the characteristic «Scales for a comprehensive assessment of the quality of education in preschool organizations». Analytical assessments of the basic components of educational robots for preschool mortgages. In order to use them to assess the quality of educational activities of preschool organizations, the emphasis is shifted from analyzing learning outcomes to determining the potential of the resource base of preschool institutions. In the absence of reliable guarantees from the state for obtaining high-quality preschool education, certain steps are proposed aimed at leveling the starting opportunities for access to education in modern preschool institutions.

show abstract

The Key Issues in Implementing the Federal State Education Standard for Preschool Education. Results of the National Survey of Preschool Education Quality in 2016–2017

Cited by 2 publications

References 0 publications

Similarities and differences between CLASS and ECERS-R estimates of educational environment quality

Similarities and differences between CLASS and ECERS-R estimates of educational environment quality

Priorities for the Quality Development of Preschool Education

Contact Info

Product

Resources

About