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«ЄВРОПЕЙСЬКИЙ ПІДХІД У ДОШКІЛЬНІЙ ОСВІТІ»: ОСНОВНІ ПОЛОЖЕННЯ ТА ОСОБЛИВОСТІ ВПРОВАДЖЕННЯ

100%
Наталія М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 2(66)
273-287
EN
The article is devoted to the characteristics of principles, values and meaning of the “European approach in preschool education”. At the present stage of European society is more urgent issue of providing quality education since its very first preschool level. In this connection, the issue of implementation of the strategy “happy preschool childhood” in all countries of the European Union deserves special attention.The author presented the reasons for the introduction of a “European approach” to educational dimension of European countries. The author analyses one of the important European documents, which is devoted to the preschool education and care perspectives and improvements – “Children in Europe”. The author presents the main idea of the “European approach” in preschool education, which lies in the fact that children are full European citizens and can expect some general benefits and have social benefits. The author also grounds the European position on that, the development of a European approach can be mutually beneficial for all Member States, as it provides an opportunity for all to get quality pre-school education in terms of the diversity of traditions and experiences across Europe. Values of professional teacher training, which should be formed in the pre-modern European teachers, which are based on the “European approach” principles are described in the issue. According to the listing of values that has guided for European Early Childhood Education teacher, they are designed to solve future challenges of the European strategy in building a “European space of preschool education” among the following priorities: elevation of the status of preschool child to the high social level; defining functions, tasks and role of the European Parliament in ensuring the quality of preschool education in all European countries; implementation of European principles and approaches in the field of pre-school education to improve the quality of life of preschool children; creation of initiative groups and scientific associations of practitioners of preschool education, which would work on developing ways of modernization in the preschool sector and committed to continuous quality monitoring. The “European space of pre-school education”, which is described in the issue, its principles and values have a huge impact on the formation of approaches to the organization and implementation of professional preschool teachers training in Ukraine, as well as in Western Europe and requires a separate investigation, as correlated with current educational paradigm of professional teacher training in general, and is the prospect of further researches.
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