Образовательные идеалы воспитателей детского сада: конфликты и противоречия

В настоящей статье, сопоставляющей один норвежский и один китайский детский сад, описываются и обсуждаются в культурноисторической перспективе образовательные идеалы воспитателей детского сада. Иными словами, целью исследования было выявить, как воспитатели понимают и реализуют на практике идеи, касающиеся взращивания детских интересов, детских прав и самостоятельности. Опираясь на интервью с двумя группами воспитателей детских садов, проводившихся с привлечением видеозаписей (video elicited interviews), автор выдвигает предположение о том, что практики и идеалы воспитателей, работающих в дошкольных учреждениях, можно представить в виде сложного сплава культурных традиций, правил, нормативов и образовательных реформ. Также сквозь эти практики просматриваются культурно сформированные идеалы ребенка, каким он должен быть и каким должен вырасти. Образовательные идеалы тесно связаны с предметами деятельности в детском саду и с тем, чего воспитатели хотят добиться. Обсуждение проводится с опорой на социальные исследования детства, культурно-историческую концепцию и теорию деятельности.

A professor in Early Childhood Education from China visited Norway. After several visits to different kindergartens and discussions with kindergarten teachers the professor was eager to comment her experiences and said: "I see that you are very concerned about seeing the individual child. When I have visited your kindergartens my reflections are that you see the emotional and social child. What about the cognitive dimensions of the child? Do you see them?"

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