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Psychological-Educational Studies
2020. Vol. 12, No. 3. pp. 3–30.
doi:10.17759/psyedu.2020120301
ISSN: 2587-6139 (online)

About Development of the Typology of Preschool Education Programs

Doronova T.N. PhD (pedagogics), Professor, Leading Researcher, Federal Institute for Educational Development, Federal Institute for Educational Development The Russian Presidential Academy of National Economy and Public Administration, Moscow, Russia, vacante@yandex.ru
Doronov S.G. PhD (pedagogics), Research Assistance, Federal Institute for Educational Development, Federal Institute for Educational Development The Russian Presidential Academy of National Economy and Public Administration, Moscow, Russia, sergeydoronov@gmail.com
Кhaylova E.G. PhD (Philology), Leading Researcher, Federal Institute for Educational Development, Federal Institute for Educational Development The Russian Presidential Academy of National Economy and Public Administration, Moscow, Russia, elena-khajlova@yandex.ru
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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.

Keywords: The structure of the educational program, individualization of preschool education, cultural practice, “development maps”, pretend play, productive activity, interpretive observation

Rubric: Educational Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2020120301

Funding

The article was written on the basis of the RANEPA state assignment research programme.

For Reference

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