PUBLIC PRESCHOOL EDUCATION IN HUNGARY: A HISTORICAL SURVEY(1)

1980 ◽  
Vol 20 (1) ◽  
pp. 251-265
Author(s):  
Ottó Vág
Keyword(s):  
Preschool Education ◽  
Historical Survey ◽  
Public Preschool

The Efficacy of Public Preschool Programs and the Relationship of Program Quality to Efficacy

1988 ◽  
Vol 10 (1) ◽  
pp. 37-49 ◽  
Author(s):  
W. Steven Barnett ◽  
Ellen C. Frede ◽  
Helal Mobasher ◽  
Patricia Mohr
Keyword(s):  
South Carolina ◽  
School Improvement ◽  
School Readiness ◽  
Preschool Education ◽  
Program Quality ◽  
Disadvantaged Children ◽  
Public Preschool ◽  
Preschool Programs ◽  
New Public ◽  
Relationship Of

As part of more general efforts at school improvement, a number of states have instituted public preschool education programs for disadvantaged children. These new programs have been criticized from several perspectives and their potential effectiveness called into question. This paper presents the initial findings of a longitudinal study of new public preschool programs in South Carolina. Two separate research designs were used to maximize both internal and external validity. Classroom observation was used to measure program quality. The preschool program was found to increase children’s school readiness, if a minimum (and readily achievable) level of quality was maintained.

scholarly journals Cooperation between Parents and Preschool Institutions through Different Concepts of Preschool Education

2017 ◽  
Vol 7 (4) ◽  
pp. 207-226
Author(s):  
Sanja Berčnik ◽  
Tatjana Devjak
Keyword(s):  
Theoretical Analysis ◽  
Preschool Education ◽  
Reggio Emilia ◽  
Educational Goals ◽  
Process Of Care ◽  
Public Preschool ◽  
Shared Commitment ◽  
The Relationship

This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementionedalternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education ofpreschool children.

scholarly journals Research of functioning of rural preschool institutions of Ukraine in the period from 1945 to 1963

2021 ◽  
pp. 17-21
Author(s):  
Liudmyla Melenets
Keyword(s):  
Rural Areas ◽  
Preschool Education ◽  
The Past ◽  
Public Preschool ◽  
Subjective Factor ◽  
Positive Experiences ◽  
Pedagogical Research

It is necessary to study the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the past. This gives an opportunity to see certain patterns and conventions, to identify positive experiences that were once rejected or forgotten, the opportunity to reveal how contemporaries, responded to such problems, what was the pedagogical argument and its implementation in practice. The historical facts of the organization of public preschool education in the Ukrainian village, which has its own rather complex, contradictory phenomena and processes, are generalized. The focus is on the periodization of the development of preschool institutions in the countryside of Ukraine in the chronological framework of 1945–1991. There are three periods of formation and development of rural preschools: I period (1945–1963) – the revival and formation of preschools in rural areas, II period (1963–1984) – the implementation of preschool education in rural preschools, III period (1984–1991) – renewal of the educational space of preschool institutions in rural areas. The subjective factor of the process of development of rural preschool institutions in Ukraine during the І period of the revival and formation of preschool institutions in rural areas is revealed (1945-1963). Prospects for further historical and pedagogical research in revealing the problem of implementing preschool education and updating the educational space in rural preschools of Ukraine are outlined

scholarly journals Financing of Preschool Education in Ukraine in 1919–1933: Historical and Legal, Historical and Economic Aspects

2021 ◽  
Vol 80 (1) ◽  
pp. 165-172
Author(s):  
С. О. Ткаченко ◽  
О. В. Головко
Keyword(s):  
Early Stage ◽  
Preschool Education ◽  
Legal Regulation ◽  
The State ◽  
Preschool Age ◽  
Educational Activity ◽  
Economic Aspects ◽  
Soviet Government ◽  
Public Preschool ◽  
State And Local

Historical and legal, historical and economic aspects of the process of formation and development of the system of public preschool education in Ukrainian SSR in 20s – early 30s of the XX century have been analyzed. It has been proved that the issue of preschool education with the victory of the Soviet government took its place in the general system of education’s development, which the Bolsheviks began to introduce first in the industrial regions in 1919, and then throughout Ukrainian SSR. The authors have the legal basis of the process of formation and development of the system of public preschool education in Soviet Ukraine in 1919–1933. The upbringing of children from the early age, according to the Program of the party and the decisions of the Soviet government, had to become the complete prerogative of public educational agencies. The main reasons for the rapid growth in the number of institutions of state and public education of children of preschool age have been analyzed. That process was caused by the economic devastation in Ukraine as a result of the First World and Civil Wars, which doomed more than one million children to starvation. State authorities were forced to make certain commitments to provide food and education for deprived children. There is a destruction of the old pre-revolutionary pedagogy, which considered preschool education only as a forced measure for working parents and orphans, by giving preference to family upbringing of children at an early stage of life. It has been proved that the system of legal regulation of financing of public preschool education in Ukrainian SSR at that time has passed three stages of development: – 1919–1922 – financing of preschool institutions was carried out in a centralized way by monthly allocations from the republican budget, as well as from the budget of central agencies; – 1923–1927 – financing of preschool institutions was transferred from the republican to local budgets; – 1928–1933 – attraction of state and local councils’ budgets, funds from trade unions, other institutions and enterprises, parental payment. There was the final consolidation of budgetary sources of maintenance of preschool education system in the legislation. There was the thesis that the legal consolidation of financing of preschool education in Ukraine should reflect the priority of public importance and state support of this field of educational activity from the standpoint of investing in the future of the state, forming the foundations of a harmonious personality as a prerequisite for successful secondary and later higher education. It has been emphasized that the financing of preschool education and its legal consolidation should be aimed at stimulating the work of educational and pedagogical staff, attracting highly qualified specialists to this field. Society and the state must realize that this category of professionals have the prerequisites for successful development, prosperity of future generations.

scholarly journals PRESCHOOL CAMPAIGN AS AN ELEMENT OF CULTURAL AND EDUCATIONAL CAMPAIGN OF THE LATE 1920S - EARLY 1930S: BASED ON THE MATERIALS OF THE KOMI-ZYRYAN AUTONOMOUS OBLAST

2021 ◽  
Vol 15 (1) ◽  
pp. 147-156
Author(s):  
Petr Pavlovich Kotov ◽  
Tatyana Aleksandrovna Martynchuk
Keyword(s):  
Women Workers ◽  
Rural Areas ◽  
Large Scale ◽  
Preschool Education ◽  
Professional Staff ◽  
School Education ◽  
Raising Children ◽  
Party Organizations ◽  
Public Preschool ◽  
Soviet Russia

The paper discusses the features of the phenomenon of "Preschool campaign" as part of the cultural revolution in Soviet Russia. General trends in the development of preschool education in Soviet Russia are described. The main attention is paid to the peculiarities of the "Preschool campaign" in the Komi-Zyryan Autonomous oblast. The problems of formation and development of the preschool system, their financing, material resources forming, training, organization of food, medical care and improving the methodology of working with preschoolers are analyzed. The authors point to ways to attract the population to the problems of public preschool education. It was revealed that the implementation of the "Preschool campaign" was accompanied by measures to promote a new, Marxist-Leninist ideology. The ideological component has become a mandatory component of all measures to expand the system of pre-school institutions and develop methods of pre-school education. The researchers believe that the implementation of the "Preschool campaign" in the Komi autonomy, even if various shortcomings were identified, contributed to large-scale changes in the system of upbringing of young children, and the activation of women workers in the social and production life of the region. It was identified that pioneer, Komsomol, Trade Union and party organizations played an important role in conducting the "Preschool campaign". The authors note the development of methods of working with preschoolers as a positive phenomenon. The improvement of methodological assistance consisted not only in practical assistance to teachers, but also in showing the best experience through the press. It is shown that in order to overcome the shortage of professional staff for preschool institutions in the Komi region, they went beyond the existing short-term pedagogical courses and sometimes attracted casual workers. In 1931, a pre-school Department of the Syktyvkar Pedagogical College was opened. During the "Preschool campaign" in the Komi-Zyryan Autonomous oblast, it was possible not only to open a significant number of new pre-school institutions, to diversify the measures of pre-school education in towns and rural areas, but also to force population to reconsider it views on raising children.

scholarly journals INFORMATION TECHNOLOGIES IN THE ACTIVITY OF PLOCK PRESCHOOL INSTITUTIONS (ON THE EXAMPLE OF THE PUBLIC PRESCHOOL INSTITUTION № 33 NAMED AFTER JEAN VANIER AND PRESCHOOL ACADEMY MAX IN PLOCK)

Osvitolohiya ◽  
2020 ◽  
Author(s):  
Dorota Lewandowska ◽  
Daniel Kozhan
Keyword(s):  
Information Technology ◽  
Information Technologies ◽  
Preschool Education ◽  
Modern Technology ◽  
Educational Process ◽  
The Public ◽  
Modern Information Technology ◽  
Public Preschool ◽  
Technology Resources ◽  
Modern Technologies

In the proposed article, the authors present the results of research related to the use of information technology resources, which were conducted in two preschool institutions in Plock. The article emphasizes the importance of introducing the various means of modern information technology in the lessons. In preschool education, as in other fields of education, the using of information technology resources is very useful and has a positive attitude of the children, which increases the effectiveness of didactic and educational interactions in the educational process. The use of modern technologies is an attempt to achieve educational reform. It is also an opportunity to present interesting and innovative activities that accelerate and promote the acquisition of various skills. The author also emphasizes that the constant use of a computer can lead to addiction, which in turn will lead to aggression, fatigue, frustration, insomnia, and loss of health, such as impaired vision, severe spinal defects, caused by lack of movement. Such results are presented by numerous developments. The aim of the article is to find «the golden mean» — the appropriate ways, methods, forms of introducing information technology into the didactic process from the beginning of education, from an early age. The article presents an attempt to outline the problems associated with the introduction of ICT use and to inform about them. The data obtained as a result of the study highlight another issue: the arrangement of public kindergartens doesn’t improve the quality of teachers’ work. Many educators still avoid modern technologies (due to their age, lack of skills in operating modern equipment, beliefs, etc.). Young teachers who want to work on the basis of modern technology, they are much more open to such work. Therefore, it is important for the city to consider the possibility of introducing teacher training courses for the development of all innovations.

Service Quality of Public Preschool Education in Malaysia: Perceptions of Parents

Sains Insani ◽  
2018 ◽  
Vol 3 (3) ◽  
pp. 28-37
Author(s):  
Farah Laili Muda @ Ismail ◽  
Anita Ismail ◽  
Mohamad Aizuddin Abdul Aziz ◽  
Sumaiyah Abd Aziz ◽  
Nur Qamarina Sharom ◽  
...  
Keyword(s):  
Content Analysis ◽  
Preschool Education ◽  
Ministry Of Education ◽  
National Unity ◽  
Education Development ◽  
Health And Wellbeing ◽  
Public Preschool ◽  
Islamic Religion ◽  
Development Department

The increasing number of preschools in Malaysia is a good sign of education development in the country. However, certain issues have risen up when each of the preschools offer different types of benefits such as curriculum, ambiance, quality of teachers and facilities that may lead to non-standardised quality of education. This study aims to explore the level of quality of public preschools in Malaysia from parents' perspectives. In Malaysia, there are four different government agencies providing the education that is (1) Jabatan Kemajuan Masyarakat or Community Development Department (local acronym is KEMAS) under Ministry of Rural and Regional Development, (2) Jabatan Perpaduan Negara or National Unity Department (local acronym is PERPADUAN) under the Ministry of National Unity and Social Integration, (3) Ministry of Education and (4) State Islamic Religion Department. Twelve parents who enrolled their children in public preschools were interviewed and the data were analyzed through content analysis. The result shows there are five main factors that constitute the quality of public preschool education in Malaysia, namely (1) school values, (2) school atmosphere, (3) health and wellbeing, (4) teachers and (5) facilities.Abstrak: Pertambahan jumlah prasekolah merupakan satu petanda yang baik kepada pembangunan pendidikan di Malaysia. Namun beberapa isu mula timbul apabila perbezaan jenis prasekolah ini menawarkan perkhidmatan yang berbeza seperti dari segi kurikulum, suasana pembelajaran, kualiti guru dan kemudahan-kemudahan pengajaran dan pembelajaran. Kajian ini bertujuan untuk melihat kualiti prasekolah yang disediakan oleh pihak kerajaan dari kaca mata ibubapa. Di Malaysia, terdapat empat agensi kerajaan yang menawarkan sistem pendidikan prasekolah iaitu (1) Jabatan Kemajuan Masyarakat (KEMAS), (2) Jabatan Perpaduan Negara (PERPADUAN), (3) Kementerian Pelajaran dan (4) Jabatan Agama Islam Negeri. Dua belas orang ibu bapa yang menghantar anak-anak mereka ke prasekolah kerajaan telah ditemubual. Data yang diterima dianalisa menggunakan ‘content analysis’. Dapatan kajian menunjukkan terdapat lima faktor utama yang menyumbang kepada kualiti prasekolah iaitu (1) nilai-nilai sekolah, (2) persekitaran sekolah, (3) kesihatan dan kesejahteraan, (4) guru-guru dan (5) kemudahan-kemudahan.

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