Theory and Practice of Modern Domestic Preschool Education

1810

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.

General Information

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

Journal rubric: Pedagogical Education

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2015200305

For citation: Burlakova I.A. Theory and Practice of Modern Domestic Preschool Education . Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2015. Vol. 20, no. 3, pp. 35–43. DOI: 10.17759/pse.2015200305. (In Russ., аbstr. in Engl.)

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Information About the Authors

Irina A. Burlakova, PhD in Psychology, Professor, Head of the Preschool Pedagogy and Psychology Chair, Department of Educational Psychology, Moscow State University of Psychology and Education, Leading Researcher, Laboratory of Preschool Education, Federal State Budgetary Institution IRZAR, Moscow, Russia, ORCID: https://orcid.org/0000-0002-0313-7518, e-mail: iaburlakova@mail.ru

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