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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

Free of fees
Open Access Journal

 

Theory and Practice of Modern Domestic Preschool Education

Burlakova I.A., Ph.D. in Psychology, Head of the preschool pedagogy and psychology chair, Department of Educational psychology, Moscow State University of Psychology and Education, Moscow, Russia, iaburlakova@mail.ru
Abstract
The author marked the most important theoretical principles of cultural-historical psychology and activity approach, which underlie the educational standard. The idea of inherent value of childhood, the position of the amplification and the need to take into account the child’s age are fundamental for preschool education. However, they often remain a theoretical thesis that teachers either do not own, or to act in a real educational practice, or they misunderstand. It is necessary to study conditions of development of methods and means for the effective implementation of the fundamental theoretical positions in real educational process. Statements that need to be developed in the theory as applied to the preschool are marked.

Keywords: Federal State Pre-school Education Standards, specificity of pre-school education, amplification, inherent value of preschool childhood, developmental pre-school education

Column: Developing education system and the problem of training modern school staff: activity approach

DOI: http://dx.doi.org/10.17759/pse.2015200305

For Reference

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