Preschool education

2022 ◽  
Author(s):  
Sergeevna Irina
Keyword(s):  
Quality Control ◽  
Preschool Children ◽  
Developmental Disabilities ◽  
Child Development ◽  
Preschool Education ◽  
History Of ◽  
Basic Concepts ◽  
Specialty Program ◽  
Children With Developmental Disabilities

The purpose of the textbook is to form a circle of basic concepts included in the topic of preschool education, to give an overview of the existing features of working with preschool children for future employees of this field of education. The history of the development of preschool pedagogy abroad and in our country is described in detail, the calendar of child development is given, the issues of the specifics of working with children with developmental disabilities are considered, recommendations are given on the organization of various activities within the framework of the work, and attention is paid to the issues of quality control of preschool education. It is addressed to students studying under the specialty program 44.02.01 "Preschool education".

Reliving the History of Compensatory Education: Policy Choices, Bureaucracy, and the Politicized Role of Science in the Evolution of Head Start

2012 ◽  
Vol 114 (6) ◽  
pp. 1-10
Author(s):  
Barbara Beatty ◽  
Edward Zigler
Keyword(s):  
Public Schools ◽  
Child Care ◽  
Child Development ◽  
Head Start ◽  
Preschool Education ◽  
Compensatory Education ◽  
Quality Health Care ◽  
Policy Choices ◽  
Social Welfare Programs ◽  
History Of

In this article, Edward Zigler, interviewed by Barbara Beatty, talks about a turning point in the history of Head Start that reveals how policy choices, bureaucracy, and science came together when he was told to phase out the program in 1970. New to Washington, Zigler learned that President Richard M. Nixon's domestic policy advisor Daniel Patrick Moynihan, who had put forth the Family Assistance Plan, favored direct support for mothers and families over compensatory preschool education. Zigler saw how both the methodologically flawed 1969 Westinghouse study on the supposed fadeout of Head Start gains and Arthur Jensen's controversial 1969 article on the supposed failure of compensatory education became politicized and influenced arguments about Head Start's future. With President Nixon's veto of the 1971 Child Development Act, Zigler witnessed how competing policies, bureaucracies, and political ideologies could block support for universal child care and comprehensive services for children and families. After many years of consulting to Head Start and research on applied child development, he sees public schools as sites for coordination of social welfare programs that can improve access to high-quality health care, education, child care, and family services, as in his Schools for the 21st Century model.

The Study of Educational Programmes as a Way of Effectiveness of Moral Education of Preschool Children

2021 ◽  
Author(s):  
Tatyana Ponomarenko ◽  
Jeļena Badjanova
Keyword(s):  
Preschool Children ◽  
Moral Education ◽  
Preschool Education ◽  
Theory And Practice ◽  
Armed Conflicts ◽  
Human Interaction ◽  
Stage Of Development ◽  
Educational Programmes ◽  
History Of ◽  
Political Economic

Moral education of preschool children is a focused process of their initiation of moral values of mankind (humanism, kindness, humanity, justice, mercy and altruism) and stimulation of manifestations of empathy, sympathy and support in people’ world. Moral education is of great importance in the modern, very dynamic and constantly changing world. There is an urgent necessity to understand that human community is a family, where everyone is a part of the universal whole. It is necessary to avoid conflicts and wars in unity and live in peace. To overcome disputes and solve common problems at the negotiating table rather than by means of armed conflicts. To provide political, economic and social development of society constructively. To overcome any obstacles for free, democratic communication and human interaction. Moral education of preschoolers is based on specially developed content presented in educational programmes. The development and improvement of programmes is carried out throughout the entire period of development of national preschool education. Every document of the programme is created at a certain historical stage of development of society, reflecting its political, economic and social status as well as the level of development of the theory and practice of preschool education. At the present stage of the development of national preschool education, there is a need to study the history of development of the content of moral education of preschool children in national and foreign (Russian) educational programmes, which has not been studied specifically before. This has become the goal of our study and helped to set the objectives and content of moral education of preschoolers for the new edition of the program “Child” (2016)

scholarly journals “Crying Doesn’t Work”: Emotion and Parental Involvement of Working Class Mothers Raising Children with Developmental Disabilities

2015 ◽  
Vol 35 (1) ◽  
Author(s):  
Amy Christine Sousa
Keyword(s):  
Developmental Disabilities ◽  
Child Development ◽  
Parental Involvement ◽  
Low Income ◽  
Parenting Practices ◽  
Critical Factor ◽  
Educational Systems ◽  
Raising Children ◽  
Low Income Mothers ◽  
Children With Developmental Disabilities

<span>This article presents three critical case studies that explore the relationship between income and parental involvement in the education of children with developmental disabilities. Interviewed as part of a larger study on mothering children with developmental disabilities, Joy, Jackie, and Maya&nbsp;</span><span>are low income mothers of children with severe developmental disabilities living in New Hampshire. These women describe carefully planned parenting practices designed to foster child development, which yield both engagement with and strategic disengagement from formal bureaucracies. This is a decided departure from previous theorization on low income mothers' approaches to child development. Grounded analysis of these interview cases suggests that emotion management may be a critical factor in both structuring parental involvement with educational systems as well as enacting class differences within the special education system.</span>

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