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2 Педагогічні науки: теорія, історія, інноваційні технології

2 Фроленкова Н.

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ПЕРЕХІД ДОШКІЛЬНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ УКРАЇНИ ДО ДІЯЛЬНОСТІ ЗА НОВИХ СОЦІОКУЛЬТУРНИХ УМОВ

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Фроленкова Н.

nr 7(61)

99-111

Organizational-pedagogical grounding of the transition of pre-school education institutions of Ukraine to work under the new socio-cultural conditions has been conducted. To achieve this objective, were used the following methods of research – problem-targeted and comparative – for analysis, comparison, generalization, systematization, interpretation of the materials under research. In the course of the strategic directions of improvement of pre-school branch of education of Ukraine during the period of independence the basic priority principles –democratization, humanization, nationalization, de-politicization, de-ideologization and ethnization have been provided, and therefore in the state educational standards the updating of the content of training and education on the basis of its differentiation and integration under an angle of student-centred, competency and activity approaches have been also provided. The leading function of education in the course of its social aspect has been studied, and the transmission of the general culture of people to the future generations for use and increasing its achievements; strengthening the world outlook orientation of the education on national traditions and achievements of world culture has been identified. Accordingly, national strategic objective – comprehensive development of the personality is the responsibility of the pre-school education as a compulsory element in the general structure of integral education. These functions make peculiar algorithm of integral approach to the renewal of the conceptual-methodological foundations of the programs for pre-school institutions. Thus all participants of the educational process are given the right of choice of the educational technologies, because the modeling of the educational process according to several programs takes into account the requests, needs, potentialities and possibilities of every child, determines the timeliness of his or her integral personal development under the conditions of pre-school education institutions. As a conclusion, having described various types of software of modern pre-school education institutions of Ukraine, we ascertain general orientation according to the content of education, conformity to the progressive directions of its reforming in the content of pre-school education of Ukraine in the course of the provisions of the state standard. Integration of innovative approaches with the traditions stimulates active search of priorities for the new programs, plans for them promising directions for the further development and improvement.

КОНТЕНТ-АНАЛІЗ ДЕФІНІЦІЇ «ОСВІТНЯ ПРОГРАМА» У ПРОСТОРІ УКРАЇНСЬКОГО ДОШКІЛЛЯ

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Фроленкова Н.

Педагогічні науки: теорія, історія, інноваційні технології

2015

nr 4(48)

263-272

The change of educational paradigm at the end of the last century has resulted in the search for a new content of education. New approaches and methods are difficult to apply because of the absence of a single classification, inadequate study of other scientists’ works inaccuracy in defining concepts. The categorical apparatus of pedagogy is not fully established as different scientists hold their own conceptual approaches to the development and refinement of didactic categories. Therefore the problem of the content of preschool education makes urgent the investigation of the «educational program» content analytical concept in order to establish its nature and specificity. During the investigation the qualitative and quantitative method of content analysis has been applied, which is characterized by objective conclusions, procedure rigidity and consists of quantitative text processing followed by the interpretation of the results. The true distinctive feature of content analysis is not only the «systematicity» and «objectivity» (these features are characteristic of other methods of the text analysis as well), and its quantitative nature. The peculiarities of the content analysis stages that have been widely used in modern pedagogical writings are revealed in the article. Among the investigated range of definitions five stable structural components of the concept of «educational program» have been singled out: tribal, didactic and categorical, component orientation on age and individual characteristics, components, results that reveal the essence of the categories and categorical attributes. The comparison of frequency of using the categories and their categorical attributes has revealed that the most significance acquired the category of «public document», «educational content», «knowledge», «skills». Considering the results of the study, the essence of the concept of «educational program» in the context of the content of preschool education has been specified. The investigation does not cover the whole range of problems, but only opens promising aspects of scientific research in the content of pre-school education, especially the providing of educational programs.