Methodological development on the topic: Preschool pedagogy as a science. Preschool Pedagogy

Object, subject, concept of preschool pedagogy

Remark 1

Preschool pedagogy is one of the branches of general pedagogy. Preschool pedagogy was singled out as an independent science only in the 19th century.

Preschool pedagogy deals with the study of the patterns of upbringing and education of preschool children.

The object in preschool pedagogy is the child in age group from birth to school entry. This age is characterized by significant and significant changes that are of decisive importance for the subsequent life of a person.

Preschool pedagogy as a scientific discipline is applied and theoretical. The theoretical component consists in special studies of the theory of education and training of preschoolers. The practical component includes the generalization of patterns, the formation of conclusions and their testing in practice.

Pedagogy of preschool age has its own conceptual apparatus with which it operates. This includes facts, learning, game education and other concepts.

The subject of this branch of pedagogy are:

facilities,
content,
methods.

Tasks of preschool pedagogy

Tasks of preschool pedagogy can be theoretical and applied. The tasks of a theoretical nature are to study the specifics of children's perception various methods impact, They are solved by scientists, researchers through the analysis and generalization of individual innovative embodiments of the ideas of teachers.

Applied tasks are as follows:

development of the content and methods of education, training;
study of the world excellence in pedagogy;
planning and economics of education;
study of the content, as well as methods of training professional personnel.

Applied tasks are solved by educators.

Methodology in preschool pedagogy

Preschool pedagogy is a social discipline and has its own specific methodology:

the development of the child and the formation of him as a person occurs under the influence environment and purposeful influence of others;
the development of the child is socially determined;
heredity plays an important role in the development of the child;
preschool pedagogy has a social, historical, class character;
upbringing and education of children should take place in the process of activity.

Principles of preschool pedagogy

The principles of preschool pedagogy are closely related to its methodological basis:

education should take place in the process of various activities, in particular labor and play;
the content of education and training should be related to social reality;
various aspects of education should be in unity and interconnection;
social and family education, with the leading role of the latter, should take place in unity;
taking into account the age and individual characteristics of the child.

Preschool pedagogy is a science that studies the patterns of upbringing, development, training and education of a child from birth to school entry.

The subject is the education and development of preschool children.

age.

Functions of preschool pedagogy:

1. Descriptive - applied. It consists in the scientific description of promising programs, models, technologies of the educational process.

2.Prognostic. It implies a scientific forecast of ways to improve, update and modernize the educational process of DU.

3. Creative - transformative. It involves taking into account scientific research, forecasting when creating design and construction technologies.

Basic concepts of preschool pedagogy.

Upbringing is a purposeful pedagogical process of organizing and stimulating the vigorous activity of a formed personality in mastering the totality of social experience.

Development is a process of quantitative and qualitative changes in the inherited and acquired properties of an individual.

Education is a two-way process of transferring and mastering knowledge, skills, abilities, development cognitive activity children.

Formation - the process of personality development under the influence of external influences: education, training, the social environment as a whole.

Pedagogy as an independent branch of theoretical knowledge began to take shape in the 17th century. By this time, there was an urgent need for science, designed to improve the existing pedagogical practice, to expand the boundaries and opportunities for upbringing and education.

The formation and development of preschool pedagogy. The emergence of preschool pedagogy is associated with the name of the Czech teacher and philosopher of the 17th century. Ya.A.Komensky (1592-1670), who created the first system of preschool education. He pointed out the need to take into account the age and individual characteristics of children; developed age periodization, including four age periods: childhood, adolescence, youth, and manhood. He proposed a knowledge program that prepared the child for systematic schooling, which contained the rudiments of knowledge from all fields of science.

Knowledge and skills were arranged according to the principle of sequential transition from simple to complex, from easy to difficult.

With the scientific works of Ya. A. Comenius, a turbulent period in the development of classical pedagogical theory begins. A brilliant galaxy of subsequent classical teachers (J. Locke, J. J. Rousseau, I. G. Pestalozzi and others) significantly advanced the development of theoretical problems of education and training.

A worthy contribution to the creation of classical pedagogy was made by our compatriots Belinsky, Herzen, Chernyshevsky, Tolstoy. The world fame of Russian pedagogy was brought by K.D.Ushinsky. Ushinsky believed that "pedagogy is an art." He created the psychological and pedagogical concept of personality development and, on its basis, the theory of education and training. I saw the goal of teaching preschoolers in the mental development and development of speech. His works " Child's world”, “Native word” have not lost their meaning at the present time.

The 19th century, marked by outstanding achievements, primarily in the field of natural science, physics, and mathematics, was also favorable for the development of pedagogical science. During this period, it is intensively developing as an independent scientific discipline, rising from the description of facts and phenomena to comprehending the laws of the process of education and training. Within pedagogy, differentiation of knowledge is observed, its individual parts are singled out and isolated, such as, for example, preschool pedagogy.

20th century with its turbulent socio-political changes in many countries, he posed the problem of educating a person in a new society for pedagogy. It was studied by S.T. Shatsky, P.P. Blonsky. The theoretical works of N.K. Krupskaya (1869-1939) cover a wide range of pedagogical problems, including those directly related to the upbringing of preschool children. The core of the teachings of A.S. Makarenko (1888-1939) - theory educational team. Makarenko also developed critical issues family education. The humane nature of upbringing and education, respect for the individual - such is the leitmotif of the pedagogical teachings of V.A. Sukhomlinsky (1918-1970).

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More on the topic Preschool pedagogy as a science: subject, basic concepts and functions. Formation and development of preschool pedagogy.:

1. Formation and development of preschool pedagogy as a science.
2. Pedagogy as a science, its object, subject, tasks, categorical apparatus, connection of pedagogy with other sciences.
3. Branches of modern pedagogy, the connection of preschool pedagogy with other sciences
Pedagogy in the system of human sciences. Object, subject, functions of pedagogy. Humanistic orientation of modern pedagogy.

Nadezhda Prudnikova
Preschool pedagogy as a science

Approaches to the definition of preschool pedagogy

Preschool Pedagogy- a branch of pedagogy aimed at studying the features of designing the education of children before entering school (N.V. Miklyaeva).

Preschool Pedagogy- a branch of pedagogy associated with the development of technology for the education and development of preschoolers in various activities (A. G. Gogoberidze).

Preschool Pedagogy- a branch of pedagogy that studies the essential features of the education of preschool children (N. N. Sazonova).

It follows from the above that preschool pedagogy is a branch of pedagogy that studies the signs, features and essence of the education of preschool children.

Signs of preschool pedagogy as a science.

Pedagogy is a science that is accompanied by eight features: subject, goals, objectives, methodology, etc.

Preschool pedagogy is still a branch.

The object of science is education at different levels, where knowledge, skills, values and experience of activity are carried out under the development of intellectual, spiritual, moral, creative and physical education to meet the educational needs and interest of children.

Changing the regulatory framework preschool education led to the transformation of the directions of education.

In 1989, there was a “Concept of Preschool Education”, where for the first time the directions of education and upbringing of a preschooler were legislatively fixed. The directions assumed physical development, social and personal development, cognitive and speech development and artistic and aesthetic development.

In November 2009, the “Federal State Requirements (FGT) for the General Educational Regulations of Preschool Education (GEP DO) No. 665 of November 23, 2009” were introduced. Within the framework of this document, the directions of development were supplemented by educational areas: physical development (physical culture, health, artistic and aesthetic (music, artistic creativity, cognitive and speech (communication, cognition, reading fiction, social and personal (socialization, safety, labor).

In June 2013, a document was adopted on the “Federal State Educational Standards for Preschool Education” (FSES DO) - educational areas were revised, where no development directions were identified. Prior to public discussion, four educational areas were identified in the draft GEF DO. In the adopted Federal State Educational Standard, five educational areas are approved: physical development, cognitive development, speech development, social and communicative development and artistic and aesthetic development.

The subject of preschool pedagogy is the features, characteristics and essence of preschool education. The subject of preschool pedagogy has a psychological and pedagogical character. Features of children's education are focused on mental neoplasms of preschool childhood, which have become guidelines in the Federal State Educational Standard. Until 2009, the effectiveness of preschool education was determined through the development of knowledge, skills and abilities by the child, which were subjected to pedagogical diagnostics. From 2009 to 2013, pedagogical monitoring was introduced to assess the formation of integrative qualities: personal, intellectual and physical. Since 2015, federal state standards for preschool education have prohibited pedagogical diagnostics, but within the framework of the Federal State Educational Standard, there are certain requirements for the results of preschool education, which are considered as targets and are closely related to mental neoplasms by age. This implies openness to the diverse problematic content of reality, i.e., the research activity of a preschooler; it is also creative imagination - the ability to recreate the missing with the help of imagination; orientation to the image of an adult, as the basis of educational cooperation with a younger student; syncretism, i.e., the fusion of emotional and rational components of activity.

Scientists have proven that education can be carried out according to spontaneous and reactive learning programs. For a preschooler, taking into account age, spontaneous programs are relevant, but taking into account the methods of preschool pedagogy, the skill of a teacher lies in the transition to reactive programs.

The development of pedagogical technology for preschool education of children involves the following tasks: it is the upbringing of a culture of communication, the control of the cognitive (cognitive) activity of the pupil and the organization of work with parents.

Methodological platform as a science.

This section of preschool pedagogy is changing in connection with the change in the leading pedagogical theories, the legal framework regulating the processes of education.

The main features of the methodological culture of the teacher:

1. Knowledge of various concepts of education;

2. Understanding the procedures assigned to the basic concepts of pedagogy;

3. The need to reproduce the practice of education in the concepts and terms of pedagogy;

4. Critical attitude to the self-evident provisions of pedagogy;

5. Reflection of the results of one's own cognitive activity.

The methodology of pedagogy is much broader than the methodology of preschool pedagogy. The basic pedagogical theories of the organization of education are:

1. A systematic approach - relatively independent components are considered not in isolation, but in their interconnection, in development (for example, thematic weeks);

2. A holistic approach - an orientation towards the allocation in the pedagogical system and developing personalities of integrative invariant (permanent) connections and relationships (FGT - integrative qualities);

3. Dialogue approach - the formation of a communicative unity of the subjects of the pedagogical process, due to which self-development and mutual disclosure occur (methods of game learning);

4. Anthropological approach - education involves taking into account the educational needs and interests of a person, but within the framework of the implemented educational system.

The methodology of preschool pedagogy involves the development of an educational program for a preschool institution, which will include no more than 60% of the materials of the general educational program (GEP) and at least 40% of the materials kindergarten.

Theoretical and methodological basis of OOP DO:

1. The culturological approach is based on the relationship of the axiological, technological and personal creative components of education;

2. The activity approach involves special work on the formation of the child's activity about him in the position of subjects.

3. Personal approach is a pillar

The culturological approach in pedagogy is based on the psychological theory of KITRVPF (“Cultural-historical theory of the development of higher mental functions” by L. S. Vygotsky).

1 idea. L. S. Vygotsky believed that the biological factor has less effect on the human psyche than the social one: “A child is a social being from birth”;

2 idea. The spontaneous educational program of a preschooler always has a specifically thematic character;

3 idea. L. S. Vygotsky proved the influence of the environment on the development of the child; in preschool pedagogy, this scientific thesis was transformed into the concept of a subject-developing environment; guidelines organization educational environment V preschool groups kindergartens (six centers);

4 idea. Education determines development, therefore, within the framework of preschool pedagogy, the teacher-master has the education of calendar and thematic planning.

The activity approach is a psychological approach.

Preschool pedagogy involves the formation of skills and abilities in children of eight basic activities:

1. Physical Culture- motor activity;

2. Socialization - game activity;

3. Labor - labor activity;

4. Communication - communicative activity;

5. Cognition - cognitive research and productive (constructive) activities;

6. Reading fiction - perception of fiction;

7. Music - musical and artistic activity;

8. Artistic creativity is a productive activity.

Form of play in educational DOW process- this is the motivation that is a component of cooperation: game motivation, motivation of communication in conditions of helping an adult and motivation of personal interest.

Methods of preschool pedagogy:

1. Study methods pedagogical experience;

2. Methods of pedagogical research: observation, experiment, modeling, conversation, questioning.

Pedagogical research is the process and result of scientific activity aimed at obtaining new knowledge about the patterns of education.

The law of a holistic educational process is the effective interaction of a teacher with a pupil.

PRESCHOOL PEDAGOGY

a branch of pedagogy that studies the patterns of development, upbringing and elementary forms of education for children at the age preceding school entry. It is based on the methodology and categorical apparatus of general pedagogy. Research in the field of D. p. are interdisciplinary and occupy a borderline position at the intersection of areas of general pedagogy, children. psychology and age physiology: data from these scientific. disciplines are theoretical. the basis for the development of goals, means and methods of education and training in preschools. age.

After 1917, the development of the fatherland. D. p. was characterized for several. years of certain ideological-ped. pluralism, when simultaneously existed diff. directions in doshk. upbringing. In the 20s. kept children. gardens that worked according to the Froebel system, according to the “Tikheeva method”, as well as others that combined elements of decomp. systems. At the same time, the type of owls began to form. det. garden. Vseros were held. congresses on doshk. education (1919, 1921, 1924, 1928), in which scientists took part in the field of pedagogy and psychology (P. P. Blonsky, S. T. Shatsky, K. N. Kornilov), pediatrics and hygiene of children (E. A. Arkin, V. V. Gorinevsky, G. N. Speransky, L. I. Chulitskaya), art and artist. education (G. I. Roshal, V. N. Shatskaya, E. A. Flerina, M. A. Rumer). During this period, research was launched on the problems of education in preschools. institutions for children early age(V. M. Bekhterev, N. M. Shchelovanov, H. M. Aksarina, etc.).

N. K. Krupskaya played an important role in the formation of the Soviet Democratic Party. She, together with other teachers (D. A. La-zurkina, M. M. Vilenskaya, R. I. Prushitskaya, A. V. Surovtseva) introduced doshk into the theory and practice. upbringing ideas arising from their own interpretation of the socio-economics. tenets of Marxism. This interpretation consisted in the extreme ideologization of the entire process of doshk. education, expressed in the dominance of political goals over humanistic ones.

2nd congress on doshk. education (1921) proclaimed the idea of creating a system of societies. doshk. education on a Marxist basis. The leading principles of re-pigat. work argued materialism, activism. The need to give great attention acquaintance of children with the basics of political literacy, research methods in the study of the world around children. Ideological installations in the field of D. p. characterized by an exaggeration of the role labor education in doshk. age, active anti-religious. propaganda, deny attitude to the doll, fairy tale, tradition. holidays, ignoring pl. provisions of the prerev. pedagogy. All R. 20s a rejection of attempts to adapt and use (“Sovietization”) of other pedagogical systems was proclaimed, and to the end. 20s , which followed systems that did not receive the approval of the People's Commissariat for Education, were closed.

Changes in the work of boards. institutions, inevitably followed the changes in school. politics. The resolutions of the Central Committee of the All-Union Communist Party of Bolsheviks on the school of 1931-36 contributed to a decrease in the ideologization of the content and forms of education. work, abandoning the extremes of the previous decade. The resolution of the Central Committee of the All-Union Communist Party of Bolsheviks “On Pedological Perversions in the System of People's Commissariat of Education” (1936) had ambiguous consequences for the study of child development. were criticized mechanistic. approaches to explaining the factors of children. development (biological-congestion and sociological directions) and shortcomings of test measurements. However, this decision led to the curtailment of a number of areas in the study of childhood.

To con. 30s formed the main theoretical the provisions of the Soviet D. p., to-rye remained generally recognized until the middle. 80s Basics were determined. principles: ideological, systematic and consistent education, its connection with life, taking into account age-related psychophysiol. characteristics of the child, the unity of the family and societies. education. The principle of the leading role of the educator in shaping the personality of the child was affirmed, the need for clear planning of education was emphasized. work. In 1934, the first work program was adopted by the children. garden. Over the development of diff. N. A. Vetlugina, A. M. Leushina, R. I. Zhukovskaya, D. V. Mendzheritskaya, F. S. Levina-Shchirina, E. I. Radina, A. P. Usova, B. I. Khachapuridze, and others. Particular methods of speech development were developed: Tikheeva, F. N. Blekher, E. Yu. Shabad; depict. activities - Flerina, A. A. Volkova, K. M. Lepilov, N. A. Sakulina; musical education - T. S. Babadzhan, N. A. Metlov; natural history - R. M. Basya, A. A. Bystroye, A. M. Stepanova; formation of elementary magems. representations - Tikheeva, M. Ya. Morozova, Bleher. At the same time, due to the prevailing social and watered. conditions for the development of the country, there was a certain alienation of owls. D. p. from the world theory and practice of doshk. education.

Research questions doshk. education continued in the years of Vel. Fatherland war. The problems of physics were studied. education and hardening, children. nutrition, protection of the nervous system of children, patriotic. education. When the APN of the RSFSR was created (1943), a sector of doshk problems was formed. education. In the postwar period, work in the field of D. p. developed in the republic. Research Institute of Pedagogy, in the departments of ped. II Comrade. Usovoi joint. with the staff, a didactics system was developed for children. garden (1944-53): a program and methodology for teaching preschoolers were identified, and subsequently a systematic introduction was made. education in children. garden. In the 2nd floor. 50s experiments were carried out teaching children 6 years old and studying foreign languages. lang. in children garden.

In 1960, the Research Institute of Doshk. education APN RSFSR. Its employees jointly with specialists from the USSR Academy of Medical Sciences, a unified program for raising children in preschools was created. institutions, aimed at eliminating disunity in education. working with early and preschool children. age.

The emergence of NII DV contributed Means. strengthening the study of decomp. aspects of doshk. childhood. Increased attention to psychol. aspects of preschool development. The works of A. V. Zaporozhets, D. B. Elkonin, L. I. Venger, H. H. Poddyakov were widely known.

In the 2nd floor. 70s Zaporozhets developed the concept of enriching development of the child from the first years of life (developmental amplification). Its implementation requires the search for reserves of the preschooler's capabilities at max, taking into account his age and individual characteristics. The most important areas of research in modern. D. p. formation visual-figurative thinking as the basis of conceptual thinking, education of stable morals. habits, the development of creative imagination, the widespread use of the game for the purpose of education and training.

From Ser. 80s there was a wide public-ped. movement that embraced the system of doshk. education. Changing approaches to the goals, content and means of education leads to the emergence of new concepts of doshka. education, characterized by an orientation towards the recognition of the self-worth of preschoolers. childhood, the need to move away from authoritarian methods, the rejection of ideological. extremes in the content of education and training, to create opportunities for more free to natural positions of participants in ped. process - the child and the educator.

Lit A r k and E A, Child in doshk. years M 196u2 Education and training in kindergarten, ed. AB Zaporozhets and T A Marko Yu M, 1976, Preparing children for school in kindergarten, ed. in the family Questions of theory and methodology, ed. G A Markova, M, 1979, Fundamentals of D1 III solo pedagogy, ed. Bure P Education in the process of learning in the classroom in kindergarten, M, 1981, Usova A P, Education in kindergarten, M, Doshk. Pedagogy, ed. V. I. Yadeshko, F. A. Sokhina, M, History of Doshk. Pedagogy in Russia Reader M., Doshk. Pedagogy, edited by V.I. Loginova and II. G. Samorukova, part 1 - 2, M, History of Soviet Schools. pedagogy. Reader, M., History of doshk. Pedagogy, ed. LN Litvina et al., M, 1989.

A. N. Litvin, V. I. Loginova.

Russian Pedagogical Encyclopedia. - M: "Great Russian Encyclopedia". Ed. V. G. Panova. 1993 .

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Preschool pedagogy as a science. Object, subject, principles and methods of scientific and pedagogical research

§1. A bit of history

Pedagogy as a science of education and training of a person has its roots in a deep history. Pedagogy got its name from a combination of the words “paidos” (paidos) “child” and (ago) “lead”, which are of Greek origin. In a literal translation, pedagogy means “child breeding” or “child science”.

It is known that an educator is a person who carries out educational activities and takes responsibility for the living conditions of another person. In the Old Russian language, the word “educate” had several interpretations that were close in meaning: to educate, i.e. takes care of the material and moral needs of the minor, "up to his age"; to educate means to feed, feed and clothe "to age"; to educate - to teach, instruct, teach everything that "is necessary for life." In the history of national pedagogy in individual educational institutions, such as a gymnasium, an institute for noble maidens, a cadet corps, educational functions carried out special officials- cool ladies, class warden, mentor. Home educators were invited to noble families - tutors, governesses, bonnes.

IN modern system education approved special positions that implement educational functions. This is the caregiver orphanage, boarding school, preschool educational institution.

The teacher of a preschool educational institution is one of the responsible professions, which aims to form a system of values among preschoolers, to help parents and other people interested in education, to organize this process expediently and positively. The profession of an educator arose in the 17th - 18th centuries, when the first preschool institutions appeared. Initially, such institutions were opened for orphans. Later, charitable institutions were established in European states to help the poor sections of society (“Shelters”, “Child Protection Schools”, “Women's Schools”, “Playing Schools”, “Schools for Straw Weaving”, “Schools for Knitting Lace”). Despite the various names of these educational institutions, most of the schools were aimed at the religious education of children and preparing them for productive work in rapidly developing manufactories. One of the first manuals for these schools, entitled "The Education of Little Children, or On the Importance of the Education of the Children of the Poor," was compiled by the English educator Samuel Wilderspin, who himself opened a "school for small children" in 1820. In this book, as in other works on the same subject, social purpose, purpose, tasks of schools designed to educate young children of workers, artisans and peasants in the spirit of strict discipline and public morality. In the 19th century, private paid children's institutions began to appear, where children of wealthy parents came to play and study. The teachers who looked after the children organized with them various games, classes. It should be noted that among the first teachers of preschool institutions there were more men than in subsequent years of the development of this institution.

The history of the formation of preschool institutions is associated with the name of the German teacher F. Frebel (1782 - 1852), who in 1837 opened an institution for preschoolers in Blankenburg and called it "Kindergarten", and teachers - gardeners. In 1838-1840, to promote his pedagogical discoveries, F. Fröbel published the Sunday Leaf newspaper under the motto "We will live for our children." In addition, he released a series practical guides for mothers (“Maternal and caressing songs”, “One hundred songs for ball games practiced in a kindergarten in Blankenburg”), which were designed to teach them the techniques right upbringing children. The ideas of F. Fröbel were widely disseminated in preschool institutions many countries, including Russia.

In Russia, the first preschool institutions appeared in foster homes and care homes for poor children. E. Gugel and P. Guryev at their own expense established an experimental school for young children who studied and played on fresh air older children learned to read and write. A significant place was given to conversations and storytelling. In 1837, the "Project on the establishment of boarding houses for the maintenance of minor pets and a school for the initial education of children" was published at the Gatchina educational house.

The creation of orphanages in Russia is also associated with the name of V.F. Odoevsky, who developed the “Regulations on orphanages” and “Instruction to persons directly in charge of orphanages” (1839). According to these acts, orphanages were supposed to: 1) deliver shelter to poor children left without supervision during day jobs their parents, a refuge that would to some extent replace their family; 2) to instill a "sense of good morality" and direct children's activities and games towards this goal; 3) accustom children to order and neatness, develop their mental abilities through a visual study of simple objects surrounding them; 4) to give children basic knowledge about the environment, skills and needlework. Children had to be in shelters from morning until late at night.

The first proper kindergartens appeared in Russia in the 60s of the nineteenth century. They were of a private nature, and accordingly, were paid. Preschool institutions appeared in St. Petersburg (1863), Voronezh, Irkutsk, Smolensk, Moscow, Tbilisi (1866 - 1870). The basis of the educational process in these institutions was the system of F. Frebel. In 1866, the first free kindergarten was opened. It was a charitable institution under the "Society of Cheap Apartments" for the children of St. Petersburg workers.

Currently, preschool institutions are widespread in the world. The development of the system of preschool education is due to a number of circumstances: the expansion of the global educational space; variety of programs social development many states; the significance of the period of the first years of a person's life for the formation of his personality in subsequent years; growth in the number of professional educators.

The need to prepare a child for later life, to pass on the accumulated life experience, arose for mankind in ancient times. This was carried out in the process of the natural course of a person's life in the family, community, involving children in economic activities, involving them in ritual initiations and ceremonies.

With the development of human society, economic and cultural life, there is a need to create educational institutions for the education and upbringing of the younger generation. The first schools appeared in the countries of the Ancient East around the 5th millennium BC. The founders of the schools were clergy, who acted as carriers of ideal ideas in education. The creation of various schools for those times contributed to the expansion of the content and methods of education.

Ancient times (VI - IV centuries BC), represented by the Spartan and Athenian systems of education, reflect the social nature of education. In Sparta, where the upbringing of a young man was under the jurisdiction of the state, the life of a child was strictly regulated and controlled from the moment of his birth. According to historical information, the elders examined the newborn. They were entrusted with determining the fate of the child. Weak and ugly children were disposed of (thrown into the abyss), while healthy and strong children were handed over to nurses who were professional educators. He taught the baby to survive in difficult life situations: newborns were not swaddled, they were taught not to be afraid of the dark, not to scream or cry from pain and cold, to show moderation in food. In Athens, the opposite Spartan education system developed, aimed at developing the mind, moral qualities and body, familiarization with art, culture. The program combined poetry, dance, music, essay reading classical literature(Homer, Aesop, Sophocles). Gymnastics, running, wrestling, discus throwing, spears contributed to the education of the spirit and body.

Pedagogy developed in line with philosophy and occupied a prominent place in the thinking of ancient thinkers: Socrates (469-399 BC), Plato (427-348 BC), Democritus (c. 470 or 460 BC). ), Aristotle (384-322 BC), etc. Democritus believed that the formation of a person depends on his nature and upbringing, which must begin from an early age. Here is one of the fragments of his writings: “Sometimes young people have reason, and recklessness is inherent in old people, because it is not time that teaches reason, but proper upbringing and nature.” According to Plato, who outlined his views on the organization of education in the treatises "State" and "Laws", education is the influence of adults on children, the formation of morality and virtue in children. Based on his own theory of development, Aristotle spoke of three aspects of the soul: vegetable, which manifests itself in nutrition and reproduction; animal, manifested in sensations and desires;

rational, which is characterized by thinking and cognition, as well as the ability to subjugate the plant and animal principles. According to the three sides of the soul, Aristotle formulated three areas of education: physical, moral and mental, which make up one whole.

During the Middle Ages, the heyday of church culture, the renunciation of the ancient ideals of education in all areas of spiritual life, including education and upbringing, universities appeared, which were centers of culture and enlightenment. The emergence of universities was a response to the demands of society for the intellectual and spiritual development of man.

In the reflections of the religious, state thinkers of the Middle Ages F. Aquinas, F. Bacon, F. Rabelais, M. Luther, T. More (1568-1639), T. Campanella, E. Rotterdam and other pedagogical ideas were further developed. Humanist educators set themselves the task of educating healthy, active people with many-sided interests. They gave a significant place in their reasoning to the physical and mental education of children. Humanists believed that learning should be based on visualization and conscious assimilation of knowledge. They called for a careful and attentive approach to the child, to respect him as a person and personality.

Pedagogy as an independent branch took shape in the 17th century. This was due to a number of reasons, primarily socio-economic: the rapid development of cities, the emergence of industry, great geographical discoveries, changes in the medieval foundations of life, the dawn of culture and science. Education began to acquire special significance in the social development of the state and the life of a particular person.

The formation of pedagogical science is associated with the name of the Czech teacher Ya.A. Comenius (1592-1670), the author of numerous pedagogical works that had worldwide recognition. In a circle pedagogical ideas Ya.A. Comenius included the following positions: pansophism as a generalized knowledge obtained by civilization and the communication of this knowledge through the school mother tongue to all people, regardless of their social and religious affiliation; the system of general education, its state character, the correspondence of the levels of education to the age of a person; classroom system for building the educational process; a combination of humanitarian and scientific and technical general education; teaching children in their native language.

Ya.A. Comenius was one of the first teachers who developed the issues of preschool education. He understood the mother's school as a peculiar form of family education, where the foundations of physical, moral and mental development child. In his main book, The Great Didactics (1654), Ya.A. Comenius outlined theoretical basis the educational process, in the image of which education is built in modern educational institutions, including preschool institutions.

The turbulent period in the development of pedagogical science is justified by the development of theoretical problems of education and training by J. Locke, Zh.Zh. Rousseau (1712-1778), I.G. Pestalozzi (1746-1827) and others.

Being the founder of Russian pedagogy, K.D. Ushinsky (1824-1870) substantiated the idea of national education, created the theory of children's play, confirming it with scientific and psychological data. In his work "Man as a subject of education" he outlined the psychological foundations of didactics. The ideas put forward by him served as the basis for the theory of preschool education.

The design of preschool pedagogy as an independent pedagogical science was facilitated by the fundamental ideas of preschool education formulated by A.S. Simonovich (1840-1933), E.N. Vodovozova (1844-1923), E.I. Conradi (1838-1898). E.I. Tikheeva (1866-1944) substantiated the provisions concerning the organization of a kindergarten and the organization of educational work in it.

The 20th century, with its turbulent socio-political upheavals and changes, outlined the problem of educating a person in a new society. It was studied by S.T. Shatsky, P.P. Blonsky. A number of works by N.K. Krupskaya (18691939) were devoted to the organization of preschool education. Issues of family education are reflected in the works of A.S. Makarenko (1888-1939). The humanistic nature of education, respect for the child - these are the pedagogical priorities of V.A. Sukhomlinsky (19181970).

The emergence and development of pedagogical science is associated with the need of society to study and generalize the experience of preparing new generations to participate in the production of material and spiritual values. Pedagogy is the science of educating a person at all stages of his development.

§ 2. Object, subject and functions of preschool pedagogy

In the views of researchers on pedagogy, there are three positions. According to the first, pedagogy is an interdisciplinary field of human knowledge. Other scientists assign pedagogy the role of an applied discipline, using knowledge from other sciences, adapting them to solve educational and educational problems. The third position denotes the independent nature of pedagogy, which has its own object and subject of study. Preschool pedagogy, based on the fundamental ideas of pedagogical science, is a field of scientific knowledge, practice and art.

Preschool pedagogy is the science of the patterns of development, upbringing and education of children from birth to school entry. The range of issues studied by modern preschool pedagogy includes: a) the study of the processes of education and training, their goals, objectives, content, forms of organization, methods, techniques and means of implementation; b) the influence of upbringing and education on the development of the child, the formation of his personality; c) development of educational programs, ways of their implementation; d) determination of trends and prospects for the development of the system of preschool education; e) creation of concepts of education, development of educational standards on their basis; f) study of the features of the educational process in preschool institutions of various types.

Defining the object of preschool pedagogy, it is necessary to refer to the pedagogical experience of A.S. Makarenko, who in 1922 formulated the idea of the specifics of the object of pedagogical science. He wrote that most researchers consider the child to be the object of pedagogical science, but this is not true. The object of research in scientific pedagogy is the "pedagogical fact (phenomenon)". However, the child is not excluded from the field of view of the researcher. On the contrary, being one of the sciences about a person, pedagogy studies purposeful activities for the development and formation of his personality. Thus, as object preschool pedagogy has those phenomena of the surrounding reality that determine the development and education of a preschooler in the process of purposeful activity of a teacher. Development of the theory and technology of organization, forms and methods of improving the activities of the teacher and various kinds activities of children in a preschool educational institution is subject of preschool pedagogy.

Functions of preschool pedagogy due to its object and subject of study: theoretical and technological, which are interconnected.

The theoretical function of preschool pedagogy is implemented at three levels:

Descriptive level, which is realized through the study of pedagogical experience in preschool educational institutions;

The diagnostic level is aimed at identifying the state of pedagogical phenomena, the effectiveness of the activities of the teacher and his pupils, establishing the cause-and-effect relationships that provide them;

The prognostic level determines the experimental study of pedagogical reality and the construction of appropriate models of preschool education.

When implementing the theoretical function of preschool pedagogy, the essence of pedagogical phenomena, the degree of their effectiveness and the validity of the proposed changes are revealed. At this level, the theoretical foundations of the upbringing and education of preschoolers, models of preschool education, their conceptuality and scientific validity are described.

The technological function of preschool pedagogy is carried out at the following levels:

The projective level is associated with the development of methodically sound materials (innovative educational programs, curricula, educational and methodical and visual aids);

The transformative level is aimed at introducing innovations into the practice of preschool education in order to improve and reconstruct it;

The reflexive level involves understanding the impact of the results of scientific research on the practice of teaching and educating preschool children.

The technological function of preschool pedagogy allows teachers of preschool educational institutions to determine the principles and rules that contribute to the improvement of the educational process.

§3. The conceptual apparatus of preschool pedagogy

The formation of any field of scientific knowledge is associated with the development of the conceptual apparatus, which indicates a certain class of essential phenomena and constructs the subject of this science. In every science, one can distinguish key concept, which defines the area of study and distinguishes it from the subject areas of other sciences. The remaining concepts of the scientific apparatus reflect the multidirectionality and diversity of the original concept.

Preschool pedagogy as a science operates with its own concepts: upbringing, training, education, pedagogical process, pedagogical activity. Patterns of education, training, pedagogical process are revealed with the help of such concepts as method, means, technique, principle, form of organization. Of course, preschool pedagogy uses concepts that are basic for other sciences ( development, environment, formation, activity, personality).

Consider the concept upbringing in its several meanings. The presence of ambiguity of this concept allows us to talk about its essence, internal mechanism and relationship with the development of the individual and the external conditions of existence. A.S. Makarenko wrote: “Education is a social process in a broad sense. It educates everything: people, things, phenomena, but first of all and most of all - people. Of these, parents and teachers are in the first place. With all the most complex world of surrounding reality, the child enters into an infinite number of relationships, each of which invariably develops, intertwines with other relationships, is complicated by the physical and moral growth of the child himself. All this "chaos" does not seem to lend itself to any account, nevertheless, it creates at every moment certain changes in the personality of the child. Directing this development and directing it is the task of the educator. (Makarenko A.S. Pedagogical Op. in 8 vols. T.5. - S. 14).

Education as the transfer of social experience from one generation to another reveals it social character. This is the focus of the efforts of the family, kindergarten, school, funds mass media, public and religious organizations. The upbringing of a child of preschool age is also conditioned by such external conditions as: the ethnicity of a person, the natural environment, the socio-cultural environment, climatic conditions, place of residence, etc. In this interaction, preschoolers are both the subject of self-change and the object of influence, thanks to which they become like members of society, human personalities, individuals and adapt to social life society.

This process in its essential meaning is the process of socialization. Its main and main participants are children, adults and the children's team, which ensure the formation of the personality and the preparation of the child for life.

The child, as an object of the upbringing process, is influenced by adults, the phenomena of the surrounding reality, the natural and social environment, acquires the necessary social experience and information that ensures the process of life and preparation for it. The child, as a participant in the educational process, is "introduced" into the real-life system of social dependencies.

The child as a subject of the educational process is a developing individuality based on natural inclinations, having initial needs, emerging motives and interests. The possibility of formation and development of inclinations, abilities, human needs is practically not limited, but due to the possibilities of the social environment and education.

Education as a specially organized process of interaction between teachers and pupils to create optimal conditions, organize the development of the socio-cultural values of society and the development of their individuality, self-actualization of the individual. IN this case the concept of education reveals its pedagogical essence.

The main signs of education:

1. Purposefulness the entire educational process and each of its constituent components. In this case, we mean setting a goal by the teacher (as the end result pedagogical activity), the definition of strategic and tactical tasks for its implementation, the translation of goals and objectives into the internal plan of pupils; planning on the basis of their entire life activity of the educator and pupils. The ultimate goal of education is two-pronged: 1) mastering the socio-cultural values of society; 2) development (comprehensive, harmonious) of the individuality of preschoolers, their self-actualization.

In a narrower sense, purposefulness implies the certainty of each act of pedagogical influence. “We are going to the museum with the children - why?”; “I’m organizing a family holiday - why?”, “Conversation according to the rules traffic- why?”... And so in every pedagogical act. Gradually, a well-functioning system is being built that works easily.

2. Parenting as process. From a dialectical approach, education as a pedagogical phenomenon is characterized by its dynamism, because the system of components of the educational process is a changing and developing structure, because each of the components of which is also dynamic: the teacher as the subject of the pedagogical process is a developing personality in interaction with the rapidly changing world around him, the pupil is a developing personality, not only an object of pedagogical influences, but the subject of diverse relationships with the surrounding reality, including in pedagogical during the process, its position is active.

3. Education is the process of interaction between the teacher and pupils with the activity of both parties. As the child grows up, he passes from the object of pedagogical influence into the subject. The position of the teacher is also changing: he is characterized by the functions of a mentor, adviser, a person with life experience and knowledge about the world.

4. Creation educational environment. Strengthening the actions of positive environmental factors, eliminating or neutralizing negative ones, creating new environmental factors that are necessary for solving educational problems, attractive for preschoolers, are considered as areas of work for a teacher to create an educational environment.

5. Content parenting reflects following characteristics: 1) the formation of attitudes towards objects, phenomena, facts, events of the surrounding reality, the elements of which are the impact on the consciousness, behavior and emotional-volitional sphere of a preschooler; 2) the development of the individuality of a preschooler on the basis of his interaction with the teacher in the process of education for the development of socio-cultural values, in the formation of his attitude to the world around him and to himself.

6. Education - creative process. This is due to the fact that the mastery of culture is creative. The uniqueness of pupils requires special approaches peculiar to each child. The activity of a teacher with creative potential makes the process of education productive.

The specificity of education as a social phenomenon is characterized by the following features that reflect its direction. Education arose from the practical need for adaptation, familiarizing the younger generations with the conditions public life and production, replacing aging and dying generations. Education is an eternal category, essential and common. Education appeared along with the emergence of human society and exists as long as it lives. parenting wears specific historical character. The content and nature of education change in different historical epochs. Changes occur under the influence of the economic conditions of society, methods of production of material goods, politics, culture, religion. The upbringing of the younger generation is carried out in the process and as a result of their involvement by the older generation in social relations, communication system and activities.

The educational process is accompanied by influences aimed at presenting the requirements of a person to himself, the formation personal qualities. Such work on oneself is called self-education. With regard to preschool age, we can talk about the elements of self-education, which are formed on the basis of conscious imitation of behavior patterns of elders and peers (“I myself!”). The initial forms of self-education are used in controlling one's body, movements, refraining from wrong actions, rude words, and most importantly, in the need to develop positive behavioral habits. For a preschooler, self-education is doing good deeds (be kind, polite, clean up toys, help kids, etc.) and reject bad deeds (do not offend children, eat food carefully, fold your things). In working with preschoolers, it is important to stimulate their desire to change, become better, inspire hope that they can all, rejoice at small successes. In this case, the words of Sh.A. Amonashvili: "Really humane pedagogy is one that is able to involve the child in the process of creating himself" (Amonashvili Sh.A. Hello, children! - M., 1988. - P. 43).

The sensitivity of the child to educational influences is determined by the plasticity, variability of the properties and personal qualities of the child, the ability to perceive, acquire, preserve, rebuild, transfer the experience of other people, i.e. ability to develop.

Development is understood as a complex and contradictory process of changes: anatomical and biological structures, levels of mental activity, experience, essential forces and personality orientation. Development is the process of moving from the simple to the complex, the transition from the old to a new qualitative state. Pedagogy talks about age development(patterns and features of development characteristic of each age), individual (individual features of development), personal (the emergence of personal qualities in a child, their features).

Formation is the development of a person under the influence of general and pedagogical processes of education. The formation of a person is influenced by natural and social, internal and external, objective and subjective factors. Formation implies the organization of the child's life, the implementation of the educational process, the impact aimed at the development of personal qualities. Cultural and hygienic skills, behavioral skills are formed in preschool children, ideas about friendship, friends, etc. are given.

Education is a specific way of education aimed at personal development by organizing the assimilation of scientific knowledge and methods of activity by students. Being an integral part of education, training differs from it in the degree of regulation of the pedagogical process by normative prescriptions of both content and organizational and technical plans. In the course of training, education, formation and development are carried out.

concept education in pedagogy has several meanings. For many years, in Russian pedagogy, education was understood as the process and result of the assimilation of a system of knowledge, skills and abilities. In the Law of the Russian Federation "On Education" (1991), education is defined as "a purposeful process of upbringing and education in the interests of a person, society and the state." This definition emphasizes the integrative nature of education, which combines the processes of education, training and enlightenment.

The pedagogical process is a specially organized interaction of teachers and pupils regarding the content of education using the means of training and education in order to solve the problems of education aimed at meeting the needs of society, the individual in its development and self-development.

Successive change from one state to another is a characteristic of any process. In the pedagogical process, it is the result of pedagogical interaction, which is characterized by deliberate contact between the teacher and the pupil, which results in mutual changes in their behavior, activities and relationships. The activity of the participants in pedagogical interaction (teachers and pupils) allows us to talk about them as subjects of the pedagogical process, influencing its course and effectiveness. Therefore, pedagogical activity is a special type of social (professional) activity aimed at realizing the goals of education: transferring the experience accumulated by mankind from older generations to younger generations, creating conditions for personal growth and preparing for the implementation social roles in society.

§ 4. Connection of preschool pedagogy with other sciences

The place of pedagogy in the system of human sciences can be revealed in the process of considering its links with other sciences. In the history of its existence, pedagogy has always been associated with human sciences.

The connection of pedagogy with philosophy is the most productive and durable. Many philosophical ideas formed the basis of pedagogical theories and concepts, determined pedagogical foresight and served as its methodological basis. The methodological function of philosophy in relation to pedagogy is determined by the essence of philosophical knowledge, ideological in nature and corresponding to the tasks being solved in understanding the place of man in the world. The system of philosophical views (existential, pragmatic, neo-positivist, materialistic, etc.) that the researchers of pedagogy adhere to determines the direction of the pedagogical search, the definition of the essential, target and technological characteristics of the educational process. In addition, the methodological function in relation to pedagogy is manifested in the fact that it develops a system of general principles and methods of scientific knowledge. Philosophical positions are the fundamental basis for understanding pedagogical experience and creating models of education. Pedagogy is directly connected with such branches of philosophy as ethics and aesthetics, which contribute to solving the problems of moral and aesthetic education.

The connection of pedagogy with sociology is traditional, because both sciences are engaged in planning the education system, identifying trends in the development of social groups of the population, patterns of socialization and education of the individual in various social institutions. According to the data of sociological and pedagogical research, a tendency to a decrease in the level of readiness of a preschool child to study at school has been revealed. Preschool pedagogy offers ways to solve this problem: the creation of short-stay groups in preschool institutions, the expansion of forms of education of the parent community, the definition of continuity between preschool and school education.

Preschool pedagogy is organically linked with psychology, which studies the patterns of development of the human psyche. The fact that it is necessary to understand the properties of human nature, including children's nature, its natural needs and capabilities, take into account the mechanisms, laws of mental activity and personality development, build education in accordance with these laws, properties, needs and opportunities, was said by many prominent teachers . Most pedagogical phenomena have a psychological justification. Thus, the problem of mental education is based on the theory cognitive processes and mental development;

the patterns of education are revealed taking into account the psychological theory of personality.

The integration of psychology and pedagogy led to the emergence of border areas - psychopedagogy, educational psychology.

Anatomy and Physiology serve as the basis for understanding the biological essence of man, the characteristics of the development of the organism at different age stages. Scientific knowledge about higher nervous activity is used by preschool pedagogy to study the patterns of control of physical and mental development children. The same knowledge becomes fundamental in the development of the organizational foundations of the child's lifestyle, various activities, the study of the principles for designing a subject-developing environment in preschool educational institutions, especially those intended for children of early and preschool age.

The appeal of pedagogy to the medical sciences led to the emergence correctional pedagogy as a special branch pedagogical knowledge, the subject of which is the education of children with acquired or congenital developmental disabilities. This science develops, in conjunction with medicine, a system of means by which therapeutic effect and facilitate the processes of socialization, compensating for existing defects.

The development of pedagogy with other sciences allows us to talk about the creation of a system of pedagogical sciences, which includes:

general pedagogy, engaged in the study of patterns of education;

age pedagogy - preschool, school pedagogy, adult pedagogy, studying the age aspects of education and upbringing;

correctional pedagogy - deaf pedagogy (training and education of the deaf and hard of hearing), tiflopedagogy (training and education of the blind and visually impaired), oligophrenopedagogy (training and education of the mentally retarded and children with mental retardation), speech therapy (training and education of children with speech disorders);

private methods, studying the specifics of the application of general patterns of learning to the teaching of individual subjects;

history of pedagogy and education dedicated to the study of the development of pedagogical ideas and the practice of education in various historical epochs;

branch pedagogy(military, sports, higher education, industrial).

The process of development of pedagogical science continues. In recent years, such branches have appeared as comparative pedagogy, social pedagogy, philosophy of education, curative pedagogy, etc.

§ 5. The logic of scientific and pedagogical research

pedagogy science education preschool

Under research in pedagogy refers to the process and result of scientific activity aimed at obtaining new knowledge about the patterns of education, its structure and mechanisms, content, principles and technologies.

Research in pedagogy according to their focus can be divided into fundamental, applied and development. Basic Research their results are generalizing concepts summing up the theoretical and practical achievements of pedagogy or applying models of education and pedagogical systems formulated on prognostic positions. Applied Research - these are works aimed at an in-depth study of certain aspects of the pedagogical process, revealing the patterns of multilateral pedagogical practice. Developments are aimed at substantiating specific practical recommendations that take into account already known theoretical provisions.

Relevance and problem statement pedagogical research is determined by the current level of development of the education system, the main directions and severity of certain provisions in certain periods of the development of science itself, educational practice and the socio-cultural situation. At present, the difficulties (problems) that arise in the course of pedagogical activity require a new approach, other solutions. Wording research problems allows you to find the answer to the question posed in the work. Purpose of the study reflects a mental model desired result, i.e. result that will be obtained at the end of the study.

A complex research procedure is the identification object and subject of research. The object is a broader concept, the subject is a part broad concept. Research objectives reflect the content of the search and its sequence.

Criterion scientific novelty applicable to assess the quality of a completed study. It characterizes new theoretical and practical conclusions, laws of education, its structure and mechanisms, content, principles and technologies, which by this point in time were not known and not recorded in the pedagogical literature.

The novelty of the research can be of theoretical and practical importance. The first is to create a concept, identify patterns, principles, trends, directions. The practical significance of the study lies in the preparation of recommendations and proposals.

The logic of scientific and pedagogical research comes from the implementation of its 2 parts: methodological and procedural. The methodological part of the study includes 2 stages.

Stage 1 - problem statement and definition of specific research objectives. Necessary condition identification of the problem favors a thorough and in-depth study of the theory and history of the issue. By posing a problem, the student-researcher answers the question: “What should be studied from what has not been studied before?”. The statement of the problem leads to its deployment in research tasks, which will make it possible to clarify the essence of the phenomenon under study.

Stage 2 - formulation of the hypothesis. A hypothesis is a scientific assumption put forward to explain a phenomenon and requires practical verification and theoretical justification in order to become a reliable scientific theory. A scientific hypothesis is a scientifically sound (or untenable) proposition that anticipates the process and conclusions that follow from the study.

The procedural part of the study includes the following steps.

Stage 1 - theoretical development of the problem, drawing up a research plan.

Stage 2 - conducting research through a system of specially selected methods. At this stage, the hypothesis is tested, the results of the study are compared with the theoretical provisions of the study, the collection and processing of the facts obtained.

Stage 3 - formulation of the conclusion and conclusions. At this stage, the literary design of the work takes place.

Stage 4 - formulation of recommendations for the implementation of the research results in educational practice. In pedagogical science, there are two ways of implementation: direct, which consists in the fact that the results obtained and the conclusions formulated are directly addressed to workers in the educational sphere; and indirect, consisting in the fact that they are first introduced in one form or another into the existing theory, which allows it to be enriched or expanded. Then, becoming an integral part of pedagogical theory, together with it affects the practice of education.

The designated logic of scientific and pedagogical research in practice is as follows: definition of the topic, problem, goal, object, subject and objectives of the study, formulation of the hypothesis; drawing up a research plan and the first version of the plan for the implementation of the work itself; determination of the methodology and methods of research, the basis for the study; compiling a list of references on the research problem; study of the theory and history of the issue, analysis of basic concepts, i.e. concepts on which the research is built; studying the experience of solving this problem in the special literature; collection of ascertaining material; development and implementation of experimental work (stating or forming experiment, experimental work). Carrying out control cuts; generalization and formulation of the theoretical substantiation of the study and the results obtained; literary editing of the work and its computer design.

In accordance with the logic of scientific research, the development of a research methodology is carried out. It is a complex of theoretical and empirical methods. Methods of pedagogical research are ways of studying pedagogical phenomena, obtaining scientific information about them in order to establish regular connections, relationships and build scientific theories.

Surveillance - systematic and long-term study of pedagogical phenomena based on their direct perception. The task of observation is the accumulation of facts, the fixation of significant aspects and moments. Observations on the basis of time are episodic (short-term), systematic, long-term (a number of years). According to the type of connection of the researcher with the object of study, observations are divided into directly visual (visual), indirect, indirect (with the help of other persons). Participant observation, where the researcher acts as a participant observer. Observation is the most commonly used method in pedagogical research.

Pedagogical experiment- scientifically delivered experience in precisely taken into account conditions and can cover a group of children, an educational institution. It can be long-term, designed for several years, or short-term. According to the conditions of the pedagogical experiment, it is divided into: natural, taking place in the conditions of the educational process of an educational institution, and laboratory, conducted in specially created conditions. According to the objectives of the study, a pedagogical experiment can be: ascertaining, which fixes the phenomenon under study at the moment with the help of questionnaires, questionnaires, sociometric method, analysis of activity products; clarifying - checks compliance with the research hypothesis; formative, providing for a change in the structure (content, individual components) of the educational process of an educational institution in order to improve or improve existing experience. There are the following stages of the experiment:

Drawing up a program and plan for the experiment;

Organization of the experiment (research base, duration, creation of conditions for the experiment);

Identification of the initial state of the phenomenon under study;

Conducting the components of the experiment, collecting material, fixing it, primary analysis of the results;

Comparison of experimental data with data obtained in control groups.

Conversation These are verbal answers to questions. In advance, the researcher prepares questions to which he would like to receive answers. The conversation is conducted in a free form without recording the interlocutor's answers. The type of conversation is interviewing, introduced into pedagogy from sociology. The results of the interview can be recorded on paper, audio or video.

Questionnaire- a method of collecting material using a questionnaire. The questionnaire is written answers to the questions posed. On the basis of publicity, questionnaires are divided into nominal and anonymous. By the nature of the answers to the questions posed, the questionnaires are divided into closed ones, where the researcher offers the testee options for answers, and open ones, in which possible answers are not provided.

Testing- this is a method of research using a test, solving short-term problems or tasks. Tests are accompanied by standard instructions. All subjects are offered the same material, and the test results are correlated with the developed scale.

Important material for research can provide study of products of activity children: drawings, essays, notebooks for a certain period of time, graphic works, wall newspapers, crafts, school diaries These works can provide the necessary information about the individuality of the child, the level of skills he has achieved in a particular area. Studying documentation(private bussiness, medical card, minutes of meetings of the pedagogical council, meetings, reports of teachers, recommendations of a psychologist) allows the researcher to obtain reliable objective information about the course of the educational process.

Method usage ranking allows the researcher to create conditions for the choice of concepts that are significant for the subject, which reflect the phenomenon under study in personal terms. The subjects choose from the proposed list of 5-7 concepts in order according to their personal significance. The list of suggested words (one part of speech) is made up of nouns, verbs, participles, adverbs. Processing of the obtained results can go in two directions: either from the concepts themselves, or from those first concepts that included social value concepts, while concepts of socially negative significance are also subject to calculation.

Modeling as a research method reflects the creation of the author's method (reception, means) of raising and educating a child, a program of upbringing and teaching activities, the structure of the educational process of an educational institution.

Conducting scientific and pedagogical research requires the use of already known methods of study, as well as the creation of new research methods to identify existing patterns and relationships between pedagogical phenomena and the facts of education.

Lliterature

1. History of foreign preschool pedagogy : Reader: Textbook for special. "Doshk. pedagogy and psychology” / Comp. N.B. Mchedlidze and others. M .: education, 1986. - 464 p.

2. Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Proc. allowance for students. avg. ped. textbook establishments. - M.: Publishing Center "Academy", 2002. - 416 p.

3. Pedagogy: Tutorial for students of pedagogical educational institutions / Slastenin V.A., I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. - M.: School-Press, 1997. - 512 p.

4. Froebel F. We will live for our children / Compiled, foreword by L.M. Volobuev. M .: Publishing house "Karapuz", 2001. - 288 p.

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