FEATURES OF THE ORGANIZATION OF THE EDUCATIONAL PROCESS IN EARLY AGE GROUPS OF PRESCHOOL EDUCATION INSTITUTIONS OF DIFFERENT TYPES.

Abstract

The article presents the features of the organization of the life and educational process in the early age groups of preschool education institutions (PEI) of different types.
The study of the specifics of the functioning of early age groups and features of the organization of the educational process in different types of PEI took place within the research work “Education of young children in preschool education institutions of different types”, which lasted during 2019–2021 on the basis of preschool education institutions in eleven regions оf Ukraine.
In the process of research work, urban and rural PEI of communal and private forms of ownership were involved; child development centers (CDC) with groups of short and long stay. In addition, the peculiarities of the organization of educational work with young children in the orphanage were analyzed.
The following parameters were chosen to compare the features of the organization of the educational process in preschool education institutions of different types: organization of life; model of the educational process of the group; the space of the child’s freedom; the position of the educator; the nature of the relationship between teachers and parents of children.
It is proved that the organization of the life and educational process in early age groups in rural and urban preschool education institutions of communal and private forms of ownership differs significantly from the same work in child development centers.
All groups of early age participated in the experiment are characterized by a busy model of the organization of the educational process. This model is described by the dominance of group activity as the main form of educational activity.
Teachers of child development centers often show greater mobility in responding to parental requests – new courses, programs are created, interesting methods of children’s development are introduced. Although more and more public institutions also seek to implement innovations and interact with scientists from research institutions, high school teachers, and others.
In contrast to PEI and CDC, the educational process in orphanages takes place in an environmental model. But this is not due to the progressive views of orphanage educators, but rather to the fact that the vast majority of children raised in orphanages have special educational needs and require professional help.