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KINDERGARTEN MONITORING RESULTS

Quality control of the system of preschool education and the effectiveness of changes made in recent decades has been carried out for more than a year. Moreover, the department’s employees constantly remind that the rating of educational organizations is not an end in itself, and not a report on the achievements of “socialist labor”, as in the past, but a study of the system of preschool education. In this case, in order to identify problems and find ways to optimize.

Results of monitoring kindergartens in Russia

The Ministry of Education and Science of the Russian Federation continues to monitor the level of quality of domestic education. In particular, a rating of the most effective Russian universities and institutions of secondary and secondary vocational education was recently published. In addition, experts conducted monitoring of preschool educational institutions, on the basis of which a list of the best kindergartens in Russia was compiled.

Quality control of the system of preschool education and the effectiveness of changes made in recent decades has been carried out for more than a year. Moreover, the department’s employees constantly remind that the rating of educational organizations is not an end in itself, and not a report on the achievements of “socialist labor”, as in the past, but a study of the system of preschool education. In this case, in order to identify problems and find ways to optimize.

THE MAIN OBJECTIVE OF MONITORING PRESCHOOL INSTITUTIONS
School programs for first graders, providing only literacy and writing, have long been a thing of the past. In any case, this stage of training of today’s first-graders is increasingly becoming a formality.

Without high-quality and systematic pre-school development, future first-graders are doomed to face difficulties in learning (both in school and beyond – in technical schools and universities). And all because the modern education system is based on the postulate that states: at a preschool age, a person is able to easily learn more than half of the knowledge and skills he needs for a full life, both in childhood and in adulthood. That is why all stages of education are a single chain, where pre-school, “the very primary education” plays the role of the foundation of all foundations.

Hence the conclusion: high-quality preschool development of the child is the key to further success in school. It is important for the state to know the state of the pre-school education system at the moment, and what needs to be fixed so that well-trained children who do not have problems with learning come to schools.
WHAT ARE THE EVALUATION CRITERIA?

To identify the main problems that we have to work on to improve preschool education, you must have:

a full list of questions that allow for objective research into the actual state of affairs in preschool education;
results that truly reflect the state of work of preschool institutions.
Preschool educational institutions participate in the rating on a voluntary basis, which eliminates any distortion in the picture and makes it possible to obtain the most accurate monitoring results. This approach to the study can be considered the main criterion.

This year’s study involved 8,970 preschool organizations from 57 regions of the country, which is about 20% of their total number. This makes it possible to draw up a strategy for the further development of the entire system.

In addition to voluntary participation in the ranking, a list of questions for research is important. Basically all questions concerned:

Assessment of psychological and pedagogical conditions, which includes developmental programs and organization of classes, equipment with all necessary means for conducting classes;
Researches of the staff – the presence of teachers of psychologists, music workers, physical education instructors, etc. The same list contains questions on identifying the level of professional training of preschool teachers, their desire for advanced training, as well as a number of similar issues.
Organization of special conditions in kindergartens for children with disabilities, sanitary and hygienic conditions, food and medical care.
In principle, these questions are not new, and each head of the kindergarten regularly answers them, at least in reports on the activities of the DOE. Therefore, participation in monitoring in no way entails an additional burden on the leadership of the kindergarten.

On the contrary, the activity of preschool organizations and the desire to participate in monitoring helps the leaders themselves to solve their daily tasks. And in this part, I would like to express hope for an increase in the number of people wishing to apply for participation in the annual study.
RESEARCH RESULTS AND TOPICAL PROBLEMS
According to studies, compared with previous reporting periods, in 2017, overall indicators slightly decreased. Only 89.8% of the preschool organizations participating in the rating received a satisfactory rating. This is 7.4% lower than in 2015.

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