Shaikulova
Gulzora
Abay Kazakh National Pedagogical University
Kazakhstan,
Almaty
DEVELOPING OF INNOVATIONS IN EARLY CHILDHOOD EDUCATION OF
KAZAKHSTAN
New
socio-economic relations in Kazakhstan are making significant changes in the
formation and development of the younger generation. In this context, the main
task of the society, family and kindergarten is the education of harmonious
developed person in national culture, educated in the best traditions of the
people. Whereby preschools as the main link in the system of continuous
education should be involved in the implementation of the fundamental goals of
society and develop radically new forms of teaching and learning.
State educational standards of Kazakhstan (early
childhood education and care) meet all government requirements for psycho-
pedagogical conditions of education and care of the child in kindergarten, in
the implementation of which uses one of the following principles: "... the
principle of variability of the content of education, implying the possibility
of implementation of the various approaches to selection of content and
techniques of education and care, differently implementing realization of the purposes
of education and characteristics of the organization of preschool education . Besides
the principle of variability provides differentiation of education, i.e.
opportunities for personal development of each child..."
Before
1990, in the preschool education system operated only "Model program of
education and care". This program focused teachers solely on the
transferring to children knowledge and skills. In the "Standard
Program" prescribed goals, objectives, content, teaching methods.
Since
1999 in our country in preschool institutions the National Program
"Balbobek" is being used which was approved by the Resolution ¹
11/1/1 from 26.10.1996 collegium of the Ministry of Education of the Republic
of Kazakhstan, the content of which was included the republican component,
which reflects the life and traditions of the Kazakh people.
In
developing the program for the guide were taken the basic provisions of the Law
"On Education" (1992).
Principles
of the program:
- The
age and the individual characteristics of the child's development;
-
Continuity of care and its transition;
-
Principles of learning through education;
- Based
on the original sequence imparting enquiry knowledge with the gradual
complication of content from one group to another (from 2 to 7 years);
-
Compliance of learning material to the age peculiarities of children;
- The
guidance of developmental learning ideas;
- The
development of logical thinking of children;
-
Improving education and care in an integrated and systematic approach;
- Update the content of educational work
based on the ideas of traditional pedagogy and psychology .
As a
result of overview, theoretical and experimental studies carried out to
determine the content of education and care for pre-school age, in this program
were included the following innovations and changes:
- The
introduction of the section "Moral Education" in order to create
harmonious development of personality based on the national customs and
traditions;
-
Inclusion in the program content of the following topics : "Family",
"Kindergarten", "Toys", "Seasons ",
"Kazakhstan is my Republic", "World of Animals";
- The formation
of the original concepts of ecology and economy.
In addition
to the national program "Balbobek" in the preschool education system
has been adapted "Model program of education and care in
kindergarten" in its content included republican components reflected the
life and traditions of the peoples living in Kazakhstan.
In
accordance with the "Model Regulations on the educational institution for
children of preschool age" the content of education in the institution is
determined by the educational programs adopted and implemented them on their
own, based on state educational standards. Preschool in accordance with its
statutory objectives and tasks can implement additional educational programs.
For example, the Russian program "Rainbow", which was adapted in
Kazakhstan, today focuses on three main objectives:
-
Maintaining the health of children;
-
Creation of conditions for the timely and proper mental development of the
child;
-
Ensuring every child to live happily and meaningfully during the preschool.
The
"Rainbow" is distinguished not regulation and suggests greater
freedom of action, both children and teachers.
However,
in the context of transition issues of kindergarten and primary school seems
debatable installation program "Rainbow" to address some of the more
complex tasks than in elementary school.
New
basic program development in preschoolers "Estoki" (Center
"Preschool Childhood" of A.V.Zaporozhets) was aimed at achieving the
standard of education, i.e. corresponds to the system requirements for the
content of education and the level of development of each child psychological
age, the decision which allows normal social, cognitive, aesthetic and physical
development.
The
"Estoki" is innovative approach. It is aimed at the formation of the
creative personality of the child.
In the
program of development and education of children in preschool
"Childhood" (Department of preschool pedagogy of A.I. Gertsen Russian
State Institute) presented folklore, folk games, music and dancing, arts and
crafts. The program focuses on the social and personal development of the child
and includes an important new section "The child's attitude to
himself". To the improvements of the educational process of preschool
educational institutions devoted to research a number of Kazakh researchers: a
democratic style of communication with children of preschool age (
H.T.Sheryazdanova, T.I.Surkova) problem of pre-primary schoolification (N.L.Tataurova);
speech and language development of preschool children (A.S.Amirova, B.B.Baymuratova,
G.Z.Taubaev, G.M.Meterbaeva); aesthetic education of children of preschool age
( T.A.Levchenko, F.N.Zhumabekova).
In
designing a new program authors seek to bring new ideas to develop the content
and methods to most efficiently organize the educational process. However, the
inevitable reliance on the theoretical work of domestic and foreign
researchers, deep understanding of the essence of major changes in the practice
of the Western preschool education to the socio - cultural and scientific traditions.
Constructive analysis of current approaches, concepts objectifies largely our
solutions, contributes to its justification, as well as increase scientific
credibility. This is especially important in terms of integration into the
world of domestic education teaching culture, overcoming long isolation from
other countries, particularly in Europe, which has a rich tradition in the
field of educational research.
In
conclusion, the innovative techniques in pre-school education meet modern
requirements for educational programs and approaches of education and care of
children. Techniques we are studying contribute significantly to the national
system of preschool education, as contain a wide variety of forms, means and
methods of cooperation of teachers and parents.