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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Open Access Journal

 

The Problems Preschoolers Face When Entering the School Educational Environment

Ulanovskaya I.M., Ph.D. in Psychology, Leading researcher at the Laboratory of psychological groundings of new educational technologies, Psychological Institute of the Russian Academy of Education and the Laboratory, Moscow, Russia, iulanovskaya@mail.ru
Abstract
The paper presents a classification of schools based on their internal goal sets. It is assumed that those goal sets determine the quality and character of the school’s educational environment. Child-oriented educational environment is shown to use various means of instruction and differently affect the development of students. Instructional school draws on actual skills of preschoolers (reading, arithmetic, etc.). Educative school draws on the actual level of development of the voluntary behavior. Humanistic school follows the preschooler’s maturation. And it is only the developmental school that appeals to child’s zone of proximal development. In general, the educational process in child-oriented schools leads to a developmental effect, either comprehensive or, at least, partial. Schools which are not children-oriented but rather prestige-oriented, innovative or “locker room” type ignore the potential a preschooler brings to school. Educational process tools allow the school to reach its internal goals and objectives, but do not facilitate students’ effective development.

Keywords: school educational environment, instructional school, humanistic school, developmental school, educative school, non-children-oriented school

Column: A Child Entering School

For Reference

References
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  4. McLaughlin, K. Study of pedagogical help and support system in schools of England and Wales // New values in education: care – support – counseling. Issue 6, Innovator. Moscow, 1996.
  5. Slobodchikov, V. I. Educational environment: realization of educational goals in the cultural space // New values in education: cultural model of schools. Issue 7, Innovator – Bennett College. Moscow, 1997.
  6. Rubtsov, V. V., Ulanovskaya, I. M., Polivanova, N. I. and others. School educational environment: assessment of developmental effect // Papers of anniversary academic session dedicated to the 85th anniversary of the Psychological Institute named after L. G. Shchukina. Moscow, 1999.
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