Preschool quality and conditions for children’s learning in preschool in russia and sweden: Russian and Western Values

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... The ECERS scales are used as a tool to assess the educational environment in kindergartens (Sheridan et al., 2018;Slot, 2018;Sylva et al., 2014;Vermeer et al., 2016). It is interesting to analyze how the methodological foundations of this tool relate to the concepts of J. Piaget and L. Vygotsky. ...
The study is devoted to the analysis of the relationship between the qualitative characteristics of the educational environment and executive function of preschoolers. To assess the quality of the educational environment the ECERS-R was used, based on both constructivist and social-constructivist approaches. This study presents empirical research data on the relationship of the level of executive functions (EF) with the ECERS-R scores. The study involved 34 groups of preschool children from Moscow (706 children aged 5–6 years). The NEPSY-II battery (subtests Inhibition, Memory for Design, Sentence Repetition) (Korkman et al., NEPSY II. Administrative Manual, Psychological Corporation, 2007), Dimensional Change Card Sort (Zelazo, Nature Protocols 1:297–301, 2006) were used as measuring tools for EF. A number of significant correlations between EF and such ECERS-R items as “Space for gross motor play”, “Gross motor equipment”, «Music/movement», «Blocks», «Dramatic play», «Promoting acceptance of diversity», |General supervision of children», «Free play», «Space for privacy», «Child related display», «Art», «Blocks», and «Schedule» were found.The conclusions were drawn about the importance of creating conditions for EF development of children.
... From 1970-1980s they began to be widely used in the practice of kindergartens and were reflected in the training system for preschool teachers, which has been funded by the government. The conceptual basis of Russian ECE was discussed in details in our previous publications (Veraksa et al., 2016;Shiyan et al., 2018a, b;Sheridan et al., 2018). ...
During the last few years all steering documents in Finland, on the field of early childhood education, have been renewed. This have had its effects on the practices on the field, but also on the teacher education. In this paper we explore, with the help of content analysis, three different policy documents that are steering the quality of teacher education in Finland. We examine the role that teachers are given in these documents from three categories. These categories are defined by the Ministry of Education and Culture in Finland and they describe the objectives for both pre-service and in-service training. As our theoretical frame we describe current policies and practice within the field of ECEC. We point out the responsibilities of different stakeholders and describe the structure of the Finnish early education system with qualification requirements. According to the results, recent policy documents highlight the current knowledge and role of teacher’s but point out only occasionally towards needed future competencies.
... All the features of training the Kazakh side were taken into account in two ways. Simultaneously, the value of the networked program was in the integration of such subjects as "Developmental Assessment of the Quality of School Education (SAM)" [6,7] into the university component; Assessment of Educational Conditions: SACERS [8]; "Assessment of educational conditions: ECERS" [9,10] and others, developed by specialists from the Institute of System Projects at Moscow City University (MCU). ...
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The priority direction of modern education around the world is to ensure its high quality, based on the fundamental nature of knowledge and the development of students’ creative competencies. Simultaneously, the factors determining new requirements for the assessment and measurement of the quality of education are becoming more obvious and relevant. The setting of such tasks today is aggravated by the processes of globalization, which require collective intelligence, the consolidation of knowledge and world experience, considered as one of the effective ways of developing national educational systems. In this regard, a master’s program for measuring and evaluating the quality of education in a network form was implemented with the participation of the Moscow City University and Abai Kazakh National Pedagogical University. It is worthy of highlighting that Kazakhstan needs specialists in the field of education quality assessment and pedagogical measurements. The Institute of System Projects at Moscow City University. has enough experience and is also known to be an expert in this industry. Therefore, an agreement on the exchange of this experience was signed bilaterally. Thus, the master’s program has changed the educational process of the main pedagogical university of the country. New aspects of cooperation between the two major universities have been opened.
The chapter is devoted to the problems and tasks of the development of preschool teachers’ professional education in Russia. The text provides a brief description of the preschool education system in Russia, as well as the results of a national study of the quality of preschool education. In particular, data are provided on some structural characteristics of quality (education of teachers, their experience, adult-to-child ratio, the number of children and adults in groups, the nature of vocational training) and the quality of the process. One of the conclusions of the study is the need for the development of professional competencies of preschool teachers. The article describes the results of approbation of the model for the development of reflection of preschool teachers through the mastering of cultural tools—the model of educational results, positions in the discussion, “navigators,” “professional glasses”. Approbation shows that reflective in-service training helps to increase the competence of teachers.
The Early Childhood Environment Rating Scale (ECERS) as a Tool in Evaluating and Improving Quality in Preschools
  • M Andersson