The Problems Preschoolers Face When Entering the School Educational Environment



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.

General Information

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

Journal rubric: Educational Psychology

Article type: scientific article

For citation: Ulanovskaya I.M. The Problems Preschoolers Face When Entering the School Educational Environment. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2010. Vol. 15, no. 3, pp. 116–123. (In Russ., аbstr. in Engl.)


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Information About the Authors

Irina M. Ulanovskaya, PhD in Psychology, Leading researcher, Laboratory of psychology of junor schoolchildren, Federal Scientific Center for Psychological and Interdisciplinary Research, Moscow, Russia, ORCID:, e-mail:



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