Tynyshtyk Kaldybayeva

Ph.D. in sociology (Almaty, Republic of Kazakhstan)

SOCIAL PERSPECTIVE ON THE PROBLEMS OF DEVELOPMENT OF PRE-SCHOOL EDUCATION

The defining characteristic of civil society is that people en masse gets a free, responsible subject of social progress and is able to act as an independent driving force; is a citizen, responsible for the social - economic and other public changes . Hence it derives the urgent need for Kazakhstan to develop not only the national system of lifelong educating, but also socialization of educational institutions. One of the basic and important joint of education is preschool education.

Increase the social role of kindergartens in society is also associated with the country's transition from a traditional industrial development to technical and scientific mode of production. Modern efficient technology will require creativity of each rising young man, erudition and of high culture, the ability to profit the information, social responsibility and individual character, self-reliance. More widespread use of new technologies is making significant adjustments to moral, humanistic attitudes of human behavior and social activities.

The study of social problems of pre-school institutions in Kazakhstan leads to the following conclusions:

Due to the relatively high level of natural population growth, the kindergartens are still lags behind the demands of society in the line of structure in the training and education.

Modern nursery is one of the most important institutions in educating, aimed to regulate and, along with the family, help in socialization of the individual according to the interest of every individual and society. So this development of pre-school educational institutions reflects social progress in the country.

Due to historical social and pedagogical factors hampering the development of kindergartens, this social institution failed in full and effective discharge their social responsibilities across the country.

Culture of a children's group is the most important factor in the alignment of children living in families with different levels of life and culture. Partnership peers, mutual imitation accelerate the overall development of children and creates favorable environment for personal educating and the basement of an equal starting position preschoolers.

Further prospects in developing modern institutions of pre-school education, depends on solving of the three inter-related tasks. The are - state managing of funds and creating social targeted, flexible pre-school education in nursery schools; deep reforms in education and upbringing of preschool institutions and providing according environment to encourage grow up of entity of a child. The reforms of pre-school education in the country is now are geared to these objectives.

Not adequately taken into account the features of social relations, surrounding the children, educational policy of the state and the pedagogical process will become insolvent regarding social and personal development of all children, humanization and democratization of education and training of a new generation;

Significantly different potential social and intellectual opportunities and economic power of the regions, provinces, districts, towns and villages, geographical and ethno-demographic environment in Kazakhstan require scientific and practical handling of organizational and pedagogical issues of raising children.

The most important points of civilized development of pre-school education in the state of Kazakhstan is taking into the account of the following social factors:

· Individual approach to the problems of development of preschool institutions in urban and rural areas and the urgent need in pre-developing the flexible structures of modern kindergartens in remote rural areas;

· Careful management of scientific, educational, economic and intellectual potential of the city in establishing and further developing the education of all children in the state-wide;

· Considering the geographic factor when established a continuous system of education in Kazakhstan, having character of wide open spaces, harsh climatic conditions and a mixed economy. The geographic location of the country makes its own adjustments in the case of socially organized pre-school education;

· The essential difference attitude of parents to intellectual development of children in a family and kindergarten, cased by the level of their education and social status of those parents;

· The most in demanded in pre-school education, general culture development, in forming an active social entity are the children of workers of the towns and villages, especially those parents whose educational level is not higher than the average;

· The base of significant differences in the development of pre-school institutions in different regions of Kazakhstan (or in educating and cultural development of children, adolescents and young adults), in particular between the North-East and South-West, are regional pecularities of the social and economic development and traditions. Difference in spreading the settlement, level of urbanization, nature environment and geography, history, economy, social and domestic relations determined the formation of specific character, social consciousness, social protection and social and psychological relations, surrounding their children. If to built equal level of playing field to personal development and self-realization of people in the stream of social progress, requires government regulation of social and economic development, the realistic outcome of the life prevailing in the regions.

Social and moral oriented education can not be based not bearing in mind the features of demographic and ethno- democratic situation in the state. The country it is typical to share in groups - town and village, level of parents’ education, social and cultural potencies of a family, social status and traditions of ethnic groups living in the country. The most active demographic group, along with title nation - Kazakhs, are Turkic-speaking peoples (Uzbeks , Uighurs, Azeris, Kurds, Dungan, etc. ), which requires appropriate means in the personal educating of a child, shaping children’ social nature, as well as mobilizing the compensational mechanisms of institutions of continued education.

The needs of social progress, increasing role of continuous education system of education impose a new benchmark in the educational function of the family, and the relationship between a family and an educational institution. In the case of the Republic of Kazakhstan, when full- day child care kindergarten is still less then demand, the issue of continuity of care and education remains relevant.

The pedagogical process in children's educational institutions needs further socialization; the core of this process should be introspection and self-development, focused on the formation and the formation of the personality of the teacher-tutor. It requires purposeful shaping of civic positions of a child’s tutors, their high social culture, raising moral and legal responsibility of the graduates of pedagogical institutions, combining psychological and pedagogical trainings with sociology in educating.

Versatility, complexity and responsibility of the modern kindergarten teacher lead to the idea of higher education only. In future it should be created a single higher pedagogical education.

Prioritize education and upbringing of children of preschool age presents the relevant requirements for improving the social status of the teacher- educator entirely, in the point of view of motivations, in particular, the creation of favorable social protecting measures, concerns about the state of health.

The basic principle of the socialization process of children is a combination of human, domestic and national features. This applies primarily to establish the content of pre-school education. The program of educating should be composed and get a significant enrichment from regional experience and local components, the reality of social life. The social orientation of educational work with preschool children requires understanding the norms of morality from modern scientific and practical approaches.

Historical, social reality of modern Kazakhstan is so, that the country develops kindergartens reflecting the ethnic composition of the country. Kindergartens of Kazakhstan operate on various national languages - Kazakh, Russian, etc. The essential task of educational work is the forming the moral attitude to the culture, traditions and language of the other related peoples and build social progress in the country.