Free preschools: Free PreSchools, Free Preschool Programs and Information
President Biden’s plan for free universal preschool – 5 questions answered
From New York City to Washington, D.C. and Oklahoma to Colorado, a handful of U.S. cities and states have opted to fund universal preschool for their youngest residents. That benefit may soon be available to every 3-year-old and 4-year-old across the country.
Dr. Christina Weiland, associate professor at the University of Michigan, studies how early childhood programs and public policies impact children’s development. Here, she answers five questions parents and caregivers may have about the Biden administration’s plan for universal preschool.
1. What exactly is Biden proposing?
The proposal would mean that every kid in America could, if their family wants them to, attend a publicly supported preschool program starting at age 3. Currently, children of wealthy families overwhelmingly go to preschool, and families with middle and low incomes often really struggle to find slots and to access the same quality of programs.
The proposal also includes funding for what the Biden administration is calling “high-quality and developmentally appropriate curriculum” as well as on-the-job coaching for teachers.
And finally, the teachers in these new universal preschool programs would be paid in line with K-12 teachers, if they have comparable qualifications, and a minimum of US$15 per hour otherwise.
In some places there’s a really large gap in terms of funding for teacher pay. For example, in Michigan, where I live, even though we require the same education background, we pay public preschool teachers a significant amount less than their K-12 counterparts. That fuels turnover issues, which also means some of the investments to improve preschool end up being wasted.
2. Where will the preschool programs be located?
Although the details haven’t been specified yet, it’s a safe bet they will be located in public schools, community-based preschools and perhaps some home-based child care programs, just as almost all state-funded public schools programs are.
3. What does a ‘high-quality’ curriculum mean?
There’s often a false dichotomy that a preschool is either “academic” or “play-based.” But high-quality preschools are both play-based and academic – because that’s how young children learn, through play. A really good curriculum involves kids having fun, using different materials and using their bodies. The key is that a good preschool curriculum is also intentional. That means that new concepts and skills are presented in an order that matches how young children learn and develop. They also are designed so that teachers can meet individual children where they are, at their developmental level.
The most effective preschool curricula are developed by experts in a particular area – such as literacy – and are designed with a set of fun, play-based activities that match the science of how kids learn early skills. A current problem is that most public preschool and Head Start programs in the U.S. use more general curricula that are fun but not aligned with this science. Their activities don’t necessarily follow the predictable order in which young children learn new concepts and skills.
It’s common for preschool teachers to be paid significantly less than kindergarten teachers.
Joan Slatkin/Education Images/Universal Images Group via Getty Images
4. Can you explain the ‘targeted’ versus ‘universal’ arguments around funding for preschool?
Those who advocate for a targeted approach argue that if people can afford to pay for private preschool for their children, those public dollars are better spent on a different need. They point to evidence that children from less advantaged backgrounds benefit from attending preschool more than their wealthier peers, so they argue that targeted programs offer more bang for the buck.
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On the universal side, there is evidence that all children benefit from high-quality public preschool and that children from families with low incomes learn less in targeted programs. There are also folks who argue that just sorting out who’s eligible and who’s not comes with bureaucratic costs. And whenever there are bureaucratic hurdles for any program, some families – particularly those with children who might benefit most – will be left out.
5. Is universal preschool a partisan issue?
It may become a partisan issue getting the Biden administration’s plan through Congress, but at the state and local levels, universal preschool is not a red or blue issue. For example, Oklahoma and West Virginia have long offered a preschool seat to all their 4-year-olds, and they are deeply red states.
Colorado voters in 2020 approved a cigarette and vape tax to fund universal free preschool for 4-year-olds statewide starting in 2023. And voters in cities like Dayton, Ohio, Cincinnati, Seattle and Portland, Oregon have approved ballot initiatives to tax themselves to offer free preschool.
There’s a lot of will and bipartisan support across the country for these kinds of programs. People recognize the benefits of attending preschool, the high costs that put preschool out of reach for many working families, and working parents’ needs and preferences for a stimulating, safe environment for their young children.
Polis signs Colorado universal preschool bill into law
Children play at Clayton Early Learning in Denver as Gov. Jared Polis signs into a law a new free universal preschool program.
Erica Meltzer / Chalkbeat
Inside Colorado’s free preschool initiative
Starting next year, every Colorado 4-year-old will have a chance to attend preschool at no cost to their parents, under legislation signed Monday by Gov. Jared Polis.
“With this bill, families in Colorado with 4-year-olds will have access to free preschool in the fall of 2023, saving them money and preparing kids for success,” said Polis, noting the benefits his own children experienced from preschool.
The program promises 4-year-olds 10 hours a week of tuition-free preschool in public school classrooms or private settings, such as child care centers, churches, or homes licensed to provide preschool. Funding will come from the state’s existing preschool program, which serves children with certain risk factors, and from proceeds of a nicotine tax Colorado voters approved in 2020.
The goal is for parents to be able to access the program through a single application that also determines whether they are eligible for other early childhood services. Polis said this aspect isn’t just about convenience.
“We all get to go through the same front door,” he said. “I think that makes a powerful statement about equity.”
The bill represents a major expansion of early childhood education in a state that four years ago didn’t provide free full-day kindergarten, issues that Polis pledged to address as a candidate in 2018. Up for re-election this year, the governor has now delivered on both full-day kindergarten and universal preschool, but many details remain to be worked out with the preschool plan.
Polis arrived at the bill signing accompanied by Denver’s South High Ravens drumline and a pint-size parade of students from Clayton Early Learning Center. The children and their teachers waved tiny Colorado flags while dozens of state officials and early childhood advocates held signs that read, “Free Universal Preschool, Saving Families Money,” with Polis’ name on the bottom.
“Today’s signing is historic, but we’ll truly get to see the incredible impact of this policy for many years to come, even generations to come,” said Senate President Stephen Fenberg, who co-sponsored the bill.
Co-sponsor state Sen. Janet Buckner, an Aurora Democrat, recalled how she started her career as a speech and language therapist in 1975 at what was then the Hope Center on the Clayton Campus. She screened children there for language delays and quickly came to understand that children with access to early education had a major advantage.
More than anyone else, Buckner said she wanted to thank longtime early childhood leader Anna Jo Haynes, who mentored her and advocated for preschool for more than 40 years.
Clayton Early Learning students Iris Azul Perez-Gutierrez, in yellow, and Kimiko Smith cheer the launch of universal preschool while longtime early childhood advocate Anna Jo Haynes, seated in pink, listens to Gov. Jared Polis speak.
Erica Meltzer / Chalkbeat
“We knew that this was doable, but there was such a large amount of stakeholding, so many parents, providers, people who are on the front lines, to make sure that kids have access and now families can go to one place, fill out one application, and not leave anything on the table when it comes to services for their children,” she said. “So I couldn’t be happier and I couldn’t be more proud.”
Haynes called the bill signing “the biggest thing in my life” after having her own children. She recalled serving on the board of an organization that served older youth, a predecessor of Clayton. The experience led her to push for early intervention.
“They were working with teenage kids who had problems, and I said, let’s start with the little kids so they don’t have problems,” she said.
She also recalled taking babies to the Capitol to lobby lawmakers for a pay raise for preschool teachers from $4 a day to $6 a day. Low pay continues to be a major challenge in attracting and keeping qualified teachers.
Colorado is not the first state to launch universal preschool and has work to do to achieve supporters’ goal of being a national model. The state’s current preschool program meets only four of 10 quality benchmarks established by Rutgers University’s National Institute for Early Education Research.
Colorado’s planned 10-hour-a-week schedule could also pose problems for working families who need longer child care. State officials say they’ll offer additional hours of free preschool to students with the greatest needs, but it’s not clear yet how many children will qualify.
The funding measure that supports the preschool expansion passed overwhelmingly in a tax-averse state, and local officials from across the state advocated for the bill. The main provisions of the bill, which includes details about how the state’s new early childhood agency will run, were developed by working groups and previewed in town hall meetings around the state.
But many Republicans legislators voted against the bill. They raised concerns about the creation of a new entitlement program and the authority of the Department of Early Childhood director.
Among the many unresolved issues are how the state will ensure high-quality preschool throughout the state, how the program will find enough providers and teachers, and what role school districts will play, including whether they’ll end up enrolling a disproportionate share of young students with disabilities.
Senior Reporter Ann Schimke contributed.
Bureau Chief Erica Meltzer covers education policy and politics and oversees Chalkbeat Colorado’s education coverage. Contact Erica at [email protected].
The signing of the universal preschool bill represents a historic moment for Colorado and the start of an even larger task ahead.
Erica Meltzer / Chalkbeat
Early Childhood Education Assistance Program (ECEAP) – ESD 112
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Early Childhood Education Assistance Program (ECEAP)Laura Martin2022-09-02T08:50:10-07:00
FREE Preschool for Eligible Families.
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What is ECEAP?
Enrolling for the 2022-2023 school year!
Call us at 360-952-3466 or email [email protected] to apply.
What is ECEAP?
The Early Childhood Education and Assistance Program (ECEAP) is a comprehensive preschool program that provides free services and support to eligible children and their families. Funded by Washington State, ECEAP helps children and families get ready for kindergarten and is free to enrolled families. It serves three and four year- olds from low income families, and children with developmental or environmental risk factors that could interfere with school success.
Compared to similar children who do not attend, children in programs like ECEAP are:
- Healthier when they start kindergarten.
- More likely to graduate from high school and go onto college.
- More likely to be employed and to earn more as an adult.
- Less likely to be in special education or repeat a grade in school.
- Less likely to become pregnant as a teen or become involved in a crime
Download the ECEAP Quality and Impact Report
ECEAP Program
The ECEAP Program
ECEAP includes preschool education, health services coordination, and family support services. Children who participate in the program learn to manage their feelings, get along with others and follow classroom routines. They build the beginning skills for reading, math and science. The program works closely with parents to support their children’s health and education and to meet family goals. ECEAP also helps families access medical and dental care and social services.
The program includes:
- Preschool instruction
- Developmental screenings and referrals
- Nutritious meals and snacks
- Health and dental screenings
- Home Visits
- Parent Leadership Opportunities
- Family Events
- Kindergarten Readiness Activities
- Transportation provided in some service areas
Children are accepted into ECEAP based on their age, family income, and other developmental or environmental risk factors.
Serving the Following School Districts
- Battle Ground Public Schools
- Evergreen Public Schools
- Vancouver Public Schools
- Ocean Beach School District
- White Salmon School District
Benefits
ECEAP Program Benefits
Educational Experience
The ECEAP preschool experience builds on children’s strengths and interests while helping prepare them for school. With ECEAP, children discover:
- How to make friends by sharing, taking turns, and solving problems
- How to be part of a group by following routines and directions
- What interests them and to be excited about learning
- Foundational academic concepts in the areas of reading, math and science
Family Support
Parents are their children’s first and most important teachers. ECEAP staff work closely with families to maximize children’s brain development and growth. In the program, families:
- Identify their strengths and set goals
- Plan family nights with staff support
- Develop leadership skills
- Develop relationships with other families with young children
Health Coordination
In order for children to be ready for Kindergarten, they need to be healthy. While in ECEAP, children:
- Have their hearing and vision checked
- Participate in a developmental screening
- Eat a variety of nutritious meals and snacks
- Play outdoors
“Before she started this program, she was counting up to 5. Now, she can count up to 20 – a huge improvement. I know she will be ok on her first day of kindergarten because of this early education program.”
Linda, Mother of Eva
Looking for additional information?
You can visit the Washington State Department of Children, Youth, and Families website or call us at 360-952-3466.
Policy Council
Parent Policy Council
Policy Council is a leadership opportunity for parent volunteers in Early Head Start (EHS), Early Childhood Education Assistance Program (ECEAP), and Early ECEAP to have a voice in major program planning, policy and decision-making. Through Policy Council they are able to advocate for the best interest of their child and family while gaining leadership skills.
In addition to their regular meetings, once a year EHS. Early ECEAP and ECEAP staff bring the Policy Council parents and the ESD 112 Board of Directors together at the ESD for a dinner and training session. Parents are given the opportunity to share their families’ stories and experiences in the programs with the Board. Members of both groups participate in training related to roles and responsibilities as well as how the two governing bodies, along with management staff, engage in a shared decision-making process.
Policy Council Meetings & Minutes
Meetings are held the 3rd Thursday of every month from 5:30pm – 7pm at the following locations:
Hough Early Learning Center
1801 Esther Street
Vancouver, WA 98660
White Salmon Early Learning Center
520 NW Loop Road
White Salmon, WA 98672
Ocean Beach Early Learning Center
305 5th Street SE
Long Beach, WA 98634
For current ECEAP and EHS families, meeting minutes are available upon request. Please contact Kaela Praisewater by phone at 360-261-6118 or by email at [email protected]
Parent Volunteer Ann Miszczak’s Inspiring Story
Join the Parent Policy Council
Request Information
Request Additional Information
For more information, call 360-952-3466 or email us for additional information.
Program Qualifications
Child must be 3 or 4 years of age as of August 31st of the school year. Children cannot be enrolled in Head Start and ECEAP at the same time. Click the button below to find out if you qualify.
Find out if you qualify
ECE State Resources
Early Care and Education in the News
Why do parents spend so much on child care, yet childhood educators earn so little?
(Child Care Aware of America, July 11, 2018)
Building a solid foundation
(Camas-Washougal Post-Record, April 11, 2019)
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Early Care and Education Child CareSeptember 30, 2022 at 2:14am
Our Early Head Start child care program is free to qualifying families including, low-income families, foster families, families experiencing homelessness and more! With free resources like diapers and formula provided and multiple locations, now is a great time to learn more by calling 360-952-3466. https://webdoc.esd112.org/Forms/ECEEnroll
#EarlyLearning #EarlyChildhoodEducation #FreeFormula #FamilySupport #Childcare #FreeDiapers
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Early Care & Education News
Washington State Representative Monica Stonier recently visited ESD 112’s Hough Early Learning Center (ELC) in downtown Vancouver to hear about the challenges local child care providers and stakeholders face in making child care both accessible […]
It’s safe to say that for the team at ESD 112’s Early Care and Education child care program, it’s been a year unlike any other. As businesses and community services open back up throughout Southwest […]
Aprille McMillan, Early Learning Childhood Coordinator Aprille McMillan was recently invited to be part of a panel presentation at the Harmony SEL “Power of Engagement Summit” in February to share ESD 112’s experiences […]
As with many programs and services over the past year, ESD 112’s Birth to Three Early Intervention program made the switch from an in-person structure to a completely virtual one. And while that challenge may […]
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Jfk Center – Hampton Roads Community Action Program Inc. Location: Portsmouth, VA – 23704 Contact Phone: (757) 606-2494 Details: The Head Start early childhood and preschool programs are for children up to age four and provide comprehensive services to children and families including health, education, nutrition, family services, mental health, disabilities, parent involvement, community-family partnerships and transportation for children in specific areas. |
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Sussex Child Development Center – The Improvement Association Location: Stony Creek, VA – 23882 Contact Phone: (434) 246-2027 Details: Head Start is a national early childhood devlopment program that offers school-readiness skills and other comprehensive services to children and their families. Head Start students receive healthy meals and snacks, and enjoy indoor and outdoor learning. All enrolled students receive health and medical screenings as mandated by performance standards. The children also participate in other transition activities such as joint field trips with kindergarten students at their respective school systems, and visits to kindergarten classrooms. The Improvement Association Head Start provides center-based, classroom style pre-school education for 262 three- and four-year-olds throughout Sussex, Surry, Greensville/Emporia, Brunswick, and Dinwiddie Counties. |
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J.e. Parker Center – Hampton Roads Community Action Program Inc. Location: Portsmouth, VA – 23704 Contact Phone: (757) 337-8486 Details: The Head Start early childhood and preschool programs are for children up to age four and provide comprehensive services to children and families including health, education, nutrition, family services, mental health, disabilities, parent involvement, community-family partnerships and transportation for children in specific areas. |
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Stone Spring Elementary Hs – Augusta County School Board Location: Harrisonburg, VA – 22801 Contact Phone: (540) 574-1199 Details: Shenandoah Valley Head Start/Early Head Start programs’ mission is to provide a quality preschool program that forms partnerships among families, school sites, and the served communities. The program emphasizes the physical, social, emotional, and cognitive development that is age appropriate for children. Using comprehensive school readiness goals and the Parent, Family & Community Engagement Framework, the program prepares children for success throughout their school years. Our goal is to encourage lifelong learning while empowering families to reach their full potential through parent engagement opportunities with their children. |
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Berkeley Elementary – Spotsylvania County School District Location: Spotsylvania, VA – 22551 Contact Phone: (540) 582-5141 Details: Head Start is a federally funded program that provides preschool for four- year-old children who are income eligible. This comprehensive preschool program promotes school readiness, health, nutrition, and mental health services for children. Head Start provides family support in the areas of medical care, housing, financial literacy, nutrition, education, and positive parenting. |
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Cavalier Annex – Hampton Roads Community Action Program Inc. Location: Portsmouth, VA – 23701 Contact Phone: (757) 392-2538 Details: The Head Start early childhood and preschool programs are for children up to age four and provide comprehensive services to children and families including health, education, nutrition, family services, mental health, disabilities, parent involvement, community-family partnerships and transportation for children in specific areas. |
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Portsmouth Center – Hampton Roads Community Action Program Inc. Location: Portsmouth, VA – 23701 Contact Phone: (757) 673-0548 Details: The Head Start early childhood and preschool programs are for children up to age four and provide comprehensive services to children and families including health, education, nutrition, family services, mental health, disabilities, parent involvement, community-family partnerships and transportation for children in specific areas. |
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Wonderful Virginia Academy – Northern Virginia Famly Service Location: Woodbridge, VA – 22192 Contact Phone: (571) 748-2703 Details: NVFS’ Early Head Start programs provide tools and resources to pregnant women and parents of children ages 0-3 at home and at our centers so that they can build a brighter future for their family. NVFS Early Head Start offers home-based and center-based programs in Arlington, Loudoun and Prince William counties. |
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Totaro Head Start – The Improvement Association Location: Lawrenceville, VA – 23868 Contact Phone: (434) 848-3209 Details: Head Start is a national early childhood devlopment program that offers school-readiness skills and other comprehensive services to children and their families. Head Start students receive healthy meals and snacks, and enjoy indoor and outdoor learning. All enrolled students receive health and medical screenings as mandated by performance standards. The children also participate in other transition activities such as joint field trips with kindergarten students at their respective school systems, and visits to kindergarten classrooms. The Improvement Association Head Start provides center-based, classroom style pre-school education for 262 three- and four-year-olds throughout Sussex, Surry, Greensville/Emporia, Brunswick, and Dinwiddie Counties. |
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Independence Head Start – Rooftop of Virginia CAP Location: Independence, VA – 24348 Contact Phone: (276) 236-7131 Details: Head Start is one of Rooftop of Virginia CAP’s oldest running programs. This department provides an early childhood education program to 221 three and four year olds from income eligible families residing in Grayson and Carroll counties and the city of Galax. The overall goal of the program is to assist the child in dealing with the present and future responsibilities in school and life. The program provides 4 component areas that include education, health, social services, and parental involvement. Children may participate in the home base option or attend one of the seven classrooms located in Fries, Galax, and Hillsville. Rooftop’s Head Start program is award winning and has been found in full compliance with all state program requirements. The success of the department is credited to the staff that give their all and their hearts to care for the children that come to them. |
Free Preschool Card | Busch Gardens Tampa Bay
What is the Busch Gardens Tampa Bay & Adventure Island Preschool Card?
Busch Gardens and Adventure Island are delighted to offer the 2022 Busch Gardens & Adventure Island Preschool Card. This FREE card grants kids ages 5 and younger complimentary admission to Busch Gardens Tampa Bay through December 31, 2022 and to Adventure Island through the end of the 2022 season.
Who is eligible?
The Busch Gardens & Adventure Island Preschool Card is available for kids who are Florida residents and are 5 years old and younger at the time of redemption at the park. Accompanying parents and family members would need valid admission.
How long is the Busch Gardens & Adventure Island Preschool Card valid for?
The card is valid through December 31, 2022 at Busch Gardens and Adventure Island with no blockout dates.
When do I have to register and redeem by?
The Busch Gardens Tampa Bay and Adventure Island Preschool Card is available for online registration until March 27, 2022. After registering your child for the Preschool Card, guests must visit the park by April 10, 2022 to redeem & activate.
Registration can ONLY be done on the BuschGardensTampa.com website. This offer is not available for registration at the park front gates. Once activated, the Preschool Card is valid for admission through December 31, 2022.
My child is 5 this year, turning 6. Am I still eligible?
As long as your child is 5 years of age on or before the date you redeem the Preschool Card for your first visit to the park, your child is eligible.
Do I have to be a Florida resident?
Yes. We want to offer our neighbors who are 5 and younger unlimited access in 2022 to all that our parks have to offer. This gives Florida residents the chance to experience all of the wonderful family-friendly attractions and events at Busch Gardens and Adventure Island.
Not a Florida resident? Please visit our TICKETS page to learn more about our Busch Gardens Tampa Bay ticket and Fun Card offers.
What kind of identification do I need to provide?
Guests will be required to show valid form of ID (a copy of a certified birth certificate or travel passport) to verify age prior to entry. Please note that school IDs or children security IDs will NOT be accepted. Parents/guardians should have a photo ID with proof of their Florida residential address.
Is it available at other SeaWorld Parks & Entertainment parks?
Please visit SeaWorldOrlando.com/PreschoolCard to register for a free SeaWorld & Aquatica Orlando Preschool Card. Separate registrations are required this year. Please note SeaWorld & Aquatica Orlando Preschool Card registration and redemption dates are different from Busch Gardens Tampa Bay and Adventure Island.
How do I register and redeem the Preschool Card?
Visit BuschGardensTampa.com/PreschoolCard and add your desired product(s) to your cart. You will be asked for your child’s name and birth date at the final step of checkout.
After you checkout, you will receive an email containing a PDF version of your child’s actual Preschool Card. This is your child’s Preschool Card, which you can either print out or download on your mobile device to scan at the front gate for entrance.
If you wish to receive a wallet-size version of your child’s Preschool Card, please scan your PDF at a self-service kiosk, to print one. Login to the Pass Member website, click the “Account” tab and scroll down to view your barcodes. These barcodes can be used to enter the park. If you wish to receive a wallet-size version of your child’s Preschool Card, please scan your PDF at self-service kiosks, to print one. Please note that printing a wallet-size Preschool Card produces a new barcode and deactivates your previous barcode, including any saved in your mobile device which may need to be updated manually. Note: Be sure to sign up for email to find out about upcoming events for your little ones, park news, and more.
Guests will be requested to show valid form of ID (a copy of a certified birth certificate or travel passport) to verify age prior to entry. Parents/guardians should also have a photo ID with proof of their Florida residential address.
How can Parents and Siblings of Preschool Card Holders visit the park too?
The best way other members of the family can visit with your preschooler is with an Annual Pass or a Fun Card. Click here to learn more.
Can foster parents take advantage of this offer?
Yes. Foster parents would need to complete the Preschool Card online registration. Then bring the Preschool Card confirmation page and a copy of your Department of Children and Families paperwork from a foster agency that includes the foster child’s name and their date of birth to the front gate ticket windows at Busch Gardens Tampa Bay or Adventure Island. Please black out any personal information on this copy of the paperwork like social security number, Medicaid number, etc… Foster parent should have a photo ID with proof of their Florida residential address and their foster license for verification.
California Roars Back: Governor Newsom Signs Historic Education Package to Reimagine Public Schools
Highest level of school and per pupil funding in state history
Achieves free, high-quality universal Pre-K for all four-year-olds by 2025
Creates full-service community schools with quality afterschool programs, universal free school nutrition, improved staff-to-student ratios, well-prepared school staff and wraparound health, mental health, social and family services
Ensures all schools return to offering full in-person instruction
NAPA COUNTY – Governor Gavin Newsom today signed a key component of his $123. 9 billion Pre-K and K-12 education package that was developed through strong collaboration with the Legislature, providing an unprecedented level of school and student funding to transform the state’s public schools into gateways of equity and opportunity. Governor Newsom’s plan supports the potential of every California student by achieving universal transitional kindergarten for four-year-olds by 2025, expanding afterschool and summer programs, providing universal free school nutrition, increasing the number of well-prepared staff per pupil, and creating full-service community schools to support the mental and social-emotional well-being of students.
“This is a once-in-a-lifetime opportunity to invest in California’s future and expand opportunities for every child across the state,” said Governor Newsom. “We’re investing a historic $123.9 billion to reduce barriers and increase opportunities across the board as students return to the classroom, including through thousands of full-service community schools with wraparound services, support for educators working with the most vulnerable students and improved student-to-staff ratios. With these investments, we are creating an educational system that supports students from the moment they enter the classroom.”
Governor Newsom signs Pre-K and K-12 education package
Numerous studies have shown that children who attend preschool have enhanced brain development and improved learning outcomes as they begin their academic journeys. Under AB 130, signed by the Governor today, California will provide free, high-quality, inclusive pre-kindergarten for all four-year-olds, beginning incrementally in 2022-23 and with full implementation anticipated by 2025-26.
“California is leveling the playing field by finally achieving universal pre-kindergarten. Regardless of their family’s income or immigration status, California’s children will have access to crucial high-quality instruction by age four,” said Governor Newsom. “We are reducing class sizes, supporting Pre-K educators and investing in more preschool facilities to ensure our students get off to a strong start. ”
The Governor signed AB 130 today while visiting students and educators at Shearer Elementary, a school in the Napa Valley Unified School District serving diverse K-5 students. The school is offering a summer learning program with intensive academic instruction as well as enrichment activities, utilizing funding from the $6.6 billion package to support safe school reopenings the Governor signed in March. Eighty-eight percent of all the state’s school districts reporting are drawing on funding from the package to expand tutoring, mental health and other supports over the summer.
To help students reach their fullest potential, the legislation signed today invests:
- $3 billion to convert thousands of school sites into full-service community schools, with expanded learning time, family engagement and wraparound health, mental health and social services.
- $1.8 billion in ongoing funds for summer and after-school programs at all schools serving the highest concentrations of vulnerable students, growing to $5 billion by 2025.
- $2.9 billion to match well-prepared teachers with the most vulnerable students, including $500 million in grants for teachers who commit to high-need schools and $250 million to attract expert teachers to high-poverty schools.
- An ongoing increase of $1.1 billion to improve staff-to-student ratios at all schools serving the highest concentrations of vulnerable students, including up to five additional counselors, nurses, teachers or paraeducators at each school.
- $490 million to support the construction and renovation of state preschool, transitional kindergarten and kindergarten facilities, culminating in $2.7 billion in ongoing funds starting 2025-26 for universal Pre-K for all four-year-olds with the adult-to-student ratio cut in half (1:12).
- $650 million in ongoing funds by 2022-23 to support universal free school nutrition, including access to two free meals every day for all students, and $150 million to improve kitchen infrastructure and nutritional training.
- Over $1.5 billion in ongoing and one-time increases to special education funding, including $260 million for early intervention for preschool-aged children.
The legislation also ensures all schools return to offering full in-person instruction. As students return to full-time, in-person instruction in the upcoming school year, California’s schools have access to unprecedented resources to implement safety measures and expand programs to address the social-emotional and academic needs of students.
For full text of the bill, visit: http://leginfo.legislature.ca.gov.
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Free and paid services of preschool educational institutions
Free services of preschool educational institutions
Federal Law No. 273-FZ differentiates the services provided by preschool educational institutions, highlighting:
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educational services provided as part of the implementation of the main educational program of preschool education;
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paid educational services outside the main educational program;
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child care services;
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other services.
Federal Law No. 273-FZ of December 29, 2012 (as amended on July 29, 2017) “On Education in the Russian Federation”
The legal regulation of the provision of these services by preschool educational institutions varies. Federal Law No. 273-FZ establishes the grounds for the emergence of educational relations, and hence the grounds for the provision of services by preschool educational institutions.
So, according to the general rules, the basis for the emergence of educational relations is:
- an administrative act of an institution carrying out educational activities, on the admission of a person to study in this institution.
However, with regard to admission to preschool education programs, a different procedure is established:
Thus, the child’s admission to a preschool educational institution:0008
The conclusion of such an agreement determines the provision of educational services within the framework of the main educational program of preschool education.
Provision by state and municipal preschool educational institutions:
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educational services within the framework of the implementation of the main educational program of preschool education,
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being the main goal of such institutions, they are free of charge – free pre-school education in state and municipal educational institutions is guaranteed by the Constitution of the Russian Federation.
At the same time Art. 101 of Federal Law No. 273-FZ grants the right to educational institutions:
- provide paid educational services at the expense of individuals and (or) legal entities on the basis of an agreement on the provision of paid educational services.
Article 101 “Carrying out educational activities at the expense of individuals and legal entities” of the Federal Law of December 29, 2012 N 273-FZ (as amended on July 29, 2017) “On Education in the Russian Federation”
Simultaneously this Law on education establishes a ban:
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for the provision of paid services instead of educational activities, the financial support of which is carried out at the expense of the budgetary funds of the federal budget, the budgets of the constituent entities of the Russian Federation and local budgets;
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this means that paid educational services in state and municipal preschool educational institutions cannot be provided in exchange for or as part of the main educational activities financed by the founder;
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this also applies to the implementation of additional educational programs and services, which, according to the said Law, are entitled to carry out preschool educational institutions.
Paid services of preschool educational institutions
Provision of childcare and care services in accordance with Art. 23 of Federal Law No. 273-FZ:
Article 23 “Types of educational organizations” of the Federal Law of 29.12.2012 N 273-FZ (as amended on 07/29/2017) “On Education in the Russian Federation”
At the same time, from Art. 65 of the Law on Education follows the conclusion that:
- only the educational institution that provides supervision and care services simultaneously with educational activities is a preschool educational institution.
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teaching them sanitary and hygienic habits,
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assistance to them in meeting their daily needs.
Federal Law of.12.2012 N 273-FZ (as amended on 07/29/2017) “On Education in the Russian Federation”
may or may not provide such services.
Care and supervision of children in preschool educational institutions in accordance with Art. 2 of Federal Law No. 273-FZ:
Article 2 “Basic Concepts Used in this Federal Law” of the Federal Law of 29. 12.2012 N 273-FZ (as amended on 07/29/2017) “On Education in the Russian Federation”
is a set of activities aimed at serving children,
At the sub-legal level, the content of the concept of “care and care” may include, for example:
- escort for walks,
- dressing, undressing,
- washing, tempering, feeding, bathing, putting children to bed, drying clothes.
The founder of an educational institution has the right to establish a fee charged from the parents (legal representatives) of the child for the supervision and care of children.
The issue of the legality of establishing fees for the maintenance of children in preschool educational institutions and the compliance of such a norm with the constitutional provisions on free preschool education was raised before the Supreme Court of the Russian Federation.
In its decision dated January 27, 2003 No. GKPI 02-1399, the Supreme Court of the Russian Federation indicated that the collection of fees from parents for the maintenance of children in state and municipal preschool educational institutions does not mean that the child is not provided with free preschool education, since the fee is charged precisely for maintenance (supervision and care), and not for education.
Indeed, the maintenance of children, i.e. activities related to the provision of food, domestic services, hygiene procedures, etc.:
- does not constitute the essence of education, although at an early age it is closely related to it.
Therefore, household services for children in preschool educational institutions are separated from directly educational activities, and the costs of such services are reimbursed by parents.
Federal Law No. 273-FZ leaves the discretion of the founder of a preschool educational institution:
The founder of a preschool educational institution also has the right:
- to reduce the amount of fees for certain categories of parents whose children receive educational services in a preschool institution.
As noted, Federal Law No. 273-FZ does not contain:
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any parameters for determining the size of the parental fee for childcare,
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with the exception of the prohibition on the inclusion in this fee of expenses for the implementation of the educational program of preschool education,
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as well as expenses for the maintenance of real estate of preschool educational institutions.
- , are obliged to organize the protection of the health of students.
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current monitoring of the health of students;
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carrying out sanitary-hygienic, preventive and health-improving measures, training and education in the field of protecting the health of citizens;
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compliance with state sanitary and epidemiological rules and regulations;
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investigation and recording of accidents with students during their stay in a preschool educational institution.
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while providing primary health care,
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passing periodic medical examinations and medical examinations
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are not within the competence of the educational institution,
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provision of these activities is the prerogative of the executive authorities in the health sector.
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to provide premises to ensure that medical workers carry out relevant activities;
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such a room must meet the requirements necessary for the implementation of their activities by medical workers.
- Main
- Documents
- Article 65. Fees collected from parents (legal representatives) for the supervision and care of children studying educational programs of preschool education in organizations engaged in educational activities
- 2018 October
Federal Law of.12.2012 N 273-FZ (as amended on 07/29/2017) “On Education in the Russian Federation”
Note that at the sub-legal level, a list of costs can be established that are taken into account when establishing parental fees for the maintenance of a child in a preschool educational institution.
Art. 41 of the Federal Law No. 273-FZ, educational organizations, including preschool educational institutions:
Article 41 “Health protection of students” of the Federal Law of December 29, 2012 N 273-FZ (as amended on July 29, 2017) “On Education in the Russian Federation”
health of children (pupils), in particular, carries out:
Thus, the provision of medical care in preschool educational institutions within the framework established by law in preschool educational institutions is not excluded:
At the same time, the educational institution is obliged to:
In the following material, we will consider the procedure for assigning and paying compensation for a part of the parental fee for the maintenance of a child in municipal educational institutions that implement the main general educational program of preschool education.
If you have any questions about the violation of your rights, or you find yourself in a difficult life situation, then the duty lawyer online is ready to advise you on this issue free of charge.
THE RIGHT TO PRESCHOOL EDUCATION
Article 65. Fee charged from parents (legal representatives) for the supervision and care of children mastering educational programs of preschool education in organizations engaged in educational activities \ ConsultantPlus
A revised version of the document has been prepared with amendments that have not entered into force
Federal Law of December 29, 2012 N 273-FZ
(as amended on 09/24/2022)
“On Education in the Russian Federation”
Article 65. Payment collected from parents (legal representatives) for the supervision and care of children mastering the educational programs of preschool education in organizations engaged in educational activities
1. Preschool educational organizations provide supervision and care for children. Other organizations carrying out educational activities for the implementation of educational programs of preschool education have the right to supervise and care for children.
2. For the care and maintenance of a child, the founder of an organization carrying out educational activities establishes a fee charged from parents (legal representatives) (hereinafter referred to as the parental fee), and its amount, unless otherwise established by this Federal Law. The founder has the right to reduce the size of the parental fee or not to collect it from certain categories of parents (legal representatives) in cases and in the manner determined by him. If the founder pays for the supervision and care of a child in an organization carrying out educational activities, the parental fee is not established.
(Part 2 as amended by Federal Law No. 198-FZ of June 29, 2015)
(see the text in the previous edition)
parental care, as well as for children with tuberculosis intoxication studying in state and municipal educational organizations that implement the educational program of preschool education, parental fees are not charged.
4. It is not allowed to include expenses for the implementation of the educational program of preschool education, as well as expenses for the maintenance of real estate of state and municipal educational organizations implementing the educational program of preschool education, in the parental fee for the supervision and care of a child in such organizations. The size of the parental fee for childcare and childcare in state and municipal educational organizations cannot be higher than its maximum amount established by the regulatory legal acts of the constituent entity of the Russian Federation for each municipality located on its territory, depending on the conditions of childcare and childcare.
(as amended by Federal Law No. 198-FZ of June 29, 2015)
(see the text in the previous edition)
parents (legal representatives) are compensated. The amount of compensation is established by laws and other regulatory legal acts of the constituent entities of the Russian Federation and should not be less than twenty percent of the average parental fee for childcare and care in state and municipal educational organizations located on the territory of the corresponding constituent entity of the Russian Federation, for the first child, at least fifty percent of the amount of such payment for the second child, not less than seventy percent of the amount of such payment for the third child and subsequent children. The average amount of parental fees for childcare and childcare in state and municipal educational organizations is established by the state authorities of a constituent entity of the Russian Federation. The right to receive compensation has one of the parents (legal representatives) who paid the parental fee for the care and maintenance of children in the relevant educational organization. When providing compensation, public authorities of the constituent entities of the Russian Federation shall have the right to establish criteria of need by laws and other regulatory legal acts of the constituent entities of the Russian Federation.
(Part 5 as amended by Federal Law No. 388-FZ of December 29, 2015)
(see the text in the previous edition)
are established by state authorities of the constituent entities of the Russian Federation.
7. Financial support for expenses related to the payment of compensation specified in part 5 of this article is an expense obligation of the constituent entities of the Russian Federation.
Comments on the article
What are the benefits for paying for kindergarten and how to apply for themHow to receive compensation for part of the parental fee for kindergarten
Article 64. Pre-school education
Article 66. Primary general, basic general and secondary general education
Article 64 of the Law “On Education in the Russian Federation” with Comments
1. Preschool education is aimed at the formation of a general culture, the development of physical, intellectual, moral, aesthetic and personal qualities, the formation of the prerequisites for educational activities, the preservation and strengthening of the health of preschool children.
2. Educational programs of preschool education are aimed at the versatile development of preschool children, taking into account their age and individual characteristics, including the achievement by children of preschool age of the level of development necessary and sufficient for their successful mastering of educational programs of primary general education, based on an individual approach to preschool children and activities specific to preschool children. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students.
3. Parents (legal representatives) of minors who provide children with preschool education in the form of family education have the right to receive methodological, psychological and pedagogical, diagnostic and advisory assistance free of charge, including in preschool educational organizations and general educational organizations if appropriate counseling centers have been established in them. Ensuring the provision of such types of assistance is carried out by state authorities of the constituent entities of the Russian Federation.
The commented article is not new for the domestic educational legislation, since the relevant norms were contained in Art. 18 of Law N 3266-1. Meanwhile, within the framework of the commented Article 64 of the Law on Education of Russia, these provisions have been largely updated and supplemented with new norms.
The article is devoted to the legal regulation of preschool education. The foundations of the legal regulation of preschool education in the Russian Federation are laid down by the Constitution of the Russian Federation, which in Art. 43 guarantees the free and accessibility of preschool education in state and municipal institutions, thereby imposing on the state the obligation to ensure the implementation of this right. However, the constitutional norms do not specify the content of this right and do not define the details of the legal regulation of this sphere of educational relations. More detailed regulation is carried out at the level of the commented Federal Law and by-laws. Thus, the strategic aspects of the development of the sphere of preschool education are laid down by the Concept of the long-term socio-economic development of the Russian Federation for the period up to 2020, approved by the order of the Government of the Russian Federation of November 17, 2008 N 1662-r * (83). Among the priorities of the Concept is the increase in the flexibility and diversity of forms of provision of services in the preschool education system, which is designed to provide support and better use of the educational potential of families. We also note that by Decree of the President of the Russian Federation of 07.05.2012 N 599 “On measures for the implementation of state policy in the field of education and science” * (84) the task was set to achieve by 2016 one hundred percent accessibility of preschool education for children aged three to seven years.
Part 1 of the commented Article 64 of the Law on Education in the Russian Federation defines the concept of preschool education. The Law of the Russian Federation “On Education” did not contain a clear definition of this concept, however, it established that preschool institutions are created and function to help the family in order to raise children of preschool age, protect and strengthen their physical and mental health, develop individual abilities and necessary correction of developmental disorders children. The commented Federal Law specifies the goals of preschool education, naming among them: the formation of a common culture; development of physical, intellectual, moral, aesthetic and personal qualities; formation of prerequisites for educational activities; preservation and strengthening of the health of preschool children.
Thus, the emphasis is on the general developmental goal of preschool education. Preschool age – the age of accelerated physical and mental development of the child, the formation in him of general skills and abilities that predetermine his further physical, intellectual, mental development and are basic for the subsequent formation of individual developmental characteristics. Important are the protection and strengthening of the health of preschool children.
A fairly massive regulatory layer in the field of preschool education is the legislation of the constituent entities of the Russian Federation. So, in the Kaliningrad region, the Law of November 10, 2009Mr. N 388 “On state support for preschool education in the Kaliningrad region”. This Law, providing for mechanisms of state support for preschool educational organizations, is aimed at developing municipal-private partnerships in the field of preschool education and regulates the forms of such partnership, as well as measures for its financial incentives.
The subjects of the Russian Federation are implementing a large number of various regional and municipal short-term and long-term targeted programs aimed at developing a network of preschool educational institutions * (85). When developing and implementing such programs, the goals are to increase the level of accessibility of preschool education and improve its material and technical component. Programs define subjects and objects of programs, volumes and sources of financing of activities within the framework of programs. Activities may include: reconstruction and construction of buildings of preschool educational organizations; return of previously converted buildings of preschool institutions; creation of additional places in preschool educational institutions and groups of preschool children in general educational institutions, etc.
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St. Petersburg has a special program for the construction and reconstruction of kindergartens * (86). In some constituent entities of the Russian Federation, programs are being implemented that provide for special measures aimed at increasing the number of places in preschool educational institutions * (87). In the Saratov region, measures are being taken to return to the existing network of preschool educational institutions the facilities in which regional institutions are located * (88). It seems that the existence of regional and municipal programs aimed at developing a network of preschool institutions and provided with appropriate funding, subject to their high-quality implementation, can contribute to the speedy solution of the problem of shortage of places in preschool educational organizations and the full realization of the right of citizens to preschool education.
In some constituent entities of the Russian Federation there are policy documents that define the main trends in the development of preschool education in the respective territory. Thus, in the Republic of Sakha (Yakutia), the Concept for the Development of Preschool Education in the Republic of Sakha (Yakutia) for 2011-2016 * (89) was approved, which contains an analysis of the current state of preschool education in the Republic and determines the targets and forecast component for the further development of the studied area. It should be noted that the Concept not only sets out the tasks of increasing the number of places in preschool institutions in accordance with demographic needs, but also sets meaningful target parameters for the development of this sphere of public relations (for example, expanding innovative organizational and pedagogical forms of preschool education; focusing on the development of inclusive education and etc.).
Part 2 of the commented article defines the general direction of educational programs for preschool education. The content of education in a preschool educational organization is determined by the educational program of preschool education, which, according to Art. 12 of the commented law is developed, approved and implemented by an educational organization in accordance with the federal state educational standard and taking into account exemplary educational programs for preschool education.
According to the general norms enshrined in art. 11 of the Law on Education in the Russian Federation, federal state educational standards are a set of mandatory requirements for a particular level of education, including requirements for: a) the structure of the program; b) the conditions for the implementation of the program; c) to the results of mastering the program. The content of education is directly determined by educational programs; for the level of preschool education – educational programs of preschool education. The state develops exemplary educational programs, which are educational and methodological documentation that determines the recommended volume and content of education at a particular level, the planned results of the development of the program, approximate conditions for educational activities, etc.
According to the commented article 64, educational programs of preschool education are aimed at the versatile development of preschoolers, taking into account their age and individual characteristics, including their achievement of a level of development necessary and sufficient for the successful development of educational programs of primary general education. At the same time, educational programs of preschool education are built on the basis of an individual approach to preschool children and activities specific to preschool children. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students.
Currently, the federal state educational standard for preschool education is being developed. In addition, the issue of the procedure for developing exemplary basic general education programs, conducting their examination and maintaining their register is under study. Obviously, before the introduction of the federal state educational standard and the formation of a register of exemplary basic general education programs, the implementation of educational programs for preschool education should be guided by the Federal State Requirements for the conditions for the implementation of the main general education program for preschool education (approved by order of the Ministry of Education and Science of the Russian Federation dated July 20, 2011 No. N 2151), as well as the federal state requirements for the structure of the main general educational program of preschool education (approved by order of the Ministry of Education and Science of the Russian Federation of November 23, 2009Mr. N 655). It should be borne in mind that the Ministry of Education and Science of the Russian Federation has developed Methodological recommendations on the development of the main general educational program for preschool education (letter dated October 21, 2010 N 03-248), an exemplary basic general educational program for preschool education “Success” (letter RF dated July 22, 2010 N 03-13).
Thus, the commented Federal Law provides for a standardized approach to teaching in preschool educational institutions, which, given the independence of developing an educational program for preschool education, makes it possible to adapt learning to the individual characteristics and needs of pupils, and also mediates the pedagogical autonomy of educational organizations.
Part 3 of the commented article establishes the right of parents of minors receiving preschool education in the form of family education to receive methodological, psychological and pedagogical, diagnostic and advisory assistance without charging a fee. Such assistance, according to the Law, can be provided, including in counseling centers operating at preschool and general educational organizations, but the creation of special counseling centers is not excluded. Ensuring the provision of these types of assistance The federal law imposes on the state authorities of the constituent entities of the Russian Federation.
This is a new authority of the constituent entities of the Russian Federation in the field of preschool education, provided for by the commented Federal Law. The introduction of this authority will require its consolidation in the relevant regulatory legal acts of the constituent entities of the Russian Federation. In addition, in order to avoid the declarative nature of these norms, the constituent entities of the Russian Federation must provide financial support for the exercise of this authority. We also note that the full functioning of counseling centers in preschool educational organizations and general educational organizations needs to be regulated in the regulatory acts of the constituent entities of the Russian Federation of the legal status of such centers and the mechanisms for their interaction with parents.
In some constituent entities of the Russian Federation at the municipal level there is a practice of regulating the issue of organizing free methodological, diagnostic and advisory assistance to parents who ensure that children receive preschool education in the form of family education. This is due to the fact that the former legislation on education provided for the authority of local governments to organize and coordinate such assistance to families raising children of preschool age at home. Thus, in the Astrakhan region, the administration of the municipal formation “Limansky district” by decree of March 22, 2011 N 324 approved the Regulations on the organization of methodological, diagnostic, advisory assistance to families raising children at home. The Regulation provides that the organization of such assistance is carried out on the basis of a preschool institution by integrating the activities of specialists of such a preschool institution (educator, psychologist, speech therapist, social pedagogue and other specialists) who conduct group and individual classes with parents raising children at home (lectures, consultations , seminars for parents, etc.).
The practice of setting up counseling centers for parents with preschool children is common in many European countries. For example, in Finland there are free kindergartens with free attendance, which are located in the municipal department. In such kindergartens, parents take care of their children themselves and can receive advice on care and education. In Denmark, article 11 of the Consolidation Act On Social Services (2007) obliges local administrations to create conditions for citizens to receive preschool education services, including organizing free counseling centers where families and parents can receive qualified assistance in solving any problems related to the upbringing and care of children, including on an anonymous basis.
The history of the creation of preschool institutions in Russia
AUTHOR – teacher Tatyana Vladimirovna Trapeznikova
____________________________________________________________________________________________
Let’s talk a little about the history of the creation of preschool education in Russia. In my article, I will consider the stages that preschool education has gone through since the 19th century, and I will also consider some of the methods used by teachers from the past and, of course, I will express my opinion.
It all started small – the first shoots of preschool education in Russia were selfless attempts on the part of the educated part of Russian society to help children from the lower classes receive upbringing and education. So, back in 1832, at their own expense, Yegor Osipovich Gugel, Pyotr Semenovich Guryev and Alexander Grigorievich Obodovsky were able to open a small experimental “School for Young Children” at the Rural Orphanage in Gatchina near St. Petersburg.
Here is what Egor Osipovich Gugel himself writes about this wonderful preschool institution:
“This is the essence of the institution where children from two to six years old are admitted, who, of course, should not yet be admitted to schools, actually so-called. Children, being there under the supervision of an experienced teacher, playfully learn a lot; but, most importantly, they receive a moral direction. It goes without saying that the nature of such institutions, due to the tender age of the children, by no means allows for any strict teaching. Innocent fun, accustoming to order and good behavior is the main goal. All subjects of instruction serve only as means for a decent occupation of children. Such institutions are especially appointed for the children of poor parents.
Pay attention here to the words of Yegor Osipovich: “Such institutions are especially appointed for children of poor parents.” We are talking about the spiritual and moral evolution of Russian society, which is still timid, but still began to realize the fact that every compatriot, no matter what class he belongs to, deserves respect, a good future for himself and equal rights. Here we see those humanistic ideas that those same Decembrists once spoke about, who dreamed of the equality of all Russians before the law, democratic freedoms, as well as equal starting chances in life for every person. But very often equal chances in achieving high goals are provided by education.
But, the reader should know these outstanding heroes, people with a capital letter, who organized the first Russian “kindergarten”. I’ll tell you a little about them.
Alexander Grigorievich Obodovsky graduated from the Main Pedagogical Institute and was, together with his schoolmates, sent to Britain in 1816 “to learn different systems of education”, and then to Paris to see Abbé Gauthier. By the way, Abbé Gauthier is the same person who developed the method of “teach by playing”. And now in Switzerland, Alexander Obodovsky is studying with the great teacher Johann Heinrich Pestalozzi, who believed that the goal of education is the natural development of children’s individuality and “excitation of the self-activity of the spirit in him. ” I note that Konstantin Ushinsky himself highly appreciated Pestalozzi’s methods. Ushinsky said that “the idea of developmental education is Pestalozzi’s great discovery.”
After returning to Russia, Alexander Grigoryevich taught at the St. Petersburg Teachers’ Institute, and then served as a professor at the Main Pedagogical Institute, where he read geography, statistics and pedagogy, worked as an inspector at the St. Petersburg Orphanage.
And now let’s move on to such a strong figure in the world of pedagogy as Pyotr Semenovich Guryev, who, like Alexander Obodovsky, was a supporter of Pestalozzi’s pedagogical views. Pyotr Semenovich served as a teacher at the Gatchina Orphanage Institute for more than 20 years, and then was a class inspector. Records of this teacher have been preserved in the archives. This is how he writes about his life’s work:
“The most important thing is to arouse self-activity in the pupil, to present to him the future science from its bright, best side, so that he constantly thirsts for knowledge and already in a small circle of his educational activity feels joy and pleasure from the inventions of any new knowledge, any new truth. ”
Pyotr Guryev states: “In the tender organism of childhood there is a string that you only need to skillfully touch in order for it to emit the most melodious, sweetest sounds. This string is an enthusiastic childish love for everything beautiful, true and good.
“The main purpose of establishing this miniature school was to make children, completely alien to kinship, as early as possible friends with family life and give the right direction to the development of their abilities, as the science of education allowed. The children spent most of the day at school under the supervision of a special teacher invited for that and his wife, who was in charge of a small school economy … The children of a small school, until then wild, clumsy and untidy, quickly began to change: they began to attend school with joy, with grief weeping, they returned home, where they were not dealt with at all, ”wrote Pyotr Guryev.
And here is Egor Osipovich Gugel. From 1824 Yegor Osipovich served as a teacher of the German language at the Main Engineering School, and from 1826 to 1830 he worked as a teacher, tutor, class inspector in the private boarding school of the reformed pastor von Muralt. On September 1, 1830, Yegor Gugel was appointed to the post of class inspector at the Gatchina Orphanage. After accepting Russian citizenship (until then he was listed as a Saxon citizen) on February 11, 1837, Gugel was approved as the superintendent of the School for Young Children.
Here he organized small classes, introduced a new sound method of teaching the Russian language, and developed a special technique based on correctly set breathing. And here is what the philanthropist Prince Odoevsky writes about Egor Gugel:
“You should have seen the children around him, enlivened by his speech. It seemed that with each child he used a special method of conversation, with each he spoke in a language that was completely understandable to him.
We need to digress a bit and say the thing that all three teachers I mentioned – Guryev, Obodovsky and Gugel – were very active and selfless people. Their life is pedagogy. Their life is children, and the desire to live for the sake of others. Please note that these teachers considered the great Abbé Gauthier and the great Johann Heinrich Pestalozzi as their teachers.
What does this mean?
And this means that great teachers sometimes give birth to great people. Respect your teacher and in time you will be equal to him, or even surpass him – this is the rule of life that works flawlessly. And just think… after all, these three selfless heroes were able to create such an educational institution that many people in society talked about, but did not dare to act, or simply did not know how to organize it.
But, now I’ll tell you a little about this very first “kindergarten”, which was then called the “School for Young Children”
So, after all the organizational measures, 2 departments were created in the “School for Young Children”. Junior department for children from 4 to 6 years old and senior department for children from 6 to 8 years old. They brought me to the “School for Young Children” for the whole day. Here, children played outdoors and engaged with teachers in the form of conversations. The younger children often played outdoors, listened to the teachers’ stories and completed simple learning tasks. Older children were taught to read, write, count and sing. But the organizers of the school refused corporal punishment, and introduced only a ban on games as a punishment for disobedient children.
Egor Osipovich Gugel, having set as his goal to conduct mental exercises for the development of speech and thinking of children, created teaching aids for the educators themselves. This person was the first in Russia to begin the development of the didactic foundations of preschool education, and also created the author’s methodology for the initial development of children’s logical thinking. The “School of Young Children” itself and the activities of its teaching staff were highly appreciated by Konstantin Ushinsky. But let’s read what teacher Pyotr Guryev writes about orphans:
“They got into the habit of being unappreciative because they knew that no one ever loved them; they were envious, because they were convinced in themselves that, in view of the peculiarity of their position among people, they could never be compared with others; they were sometimes too obsequious and affectionate to lure something out of others, since they never had anything of their own; they shunned people because they had little hope in anyone. But where, you ask, is the root cause of all this? We repeat again: in the absence of love. We had many occasions to ascertain how these same children changed when they were convinced of someone’s love for themselves. For example, it is known that the pupils of the Gatchina House loved Gugel to the extreme and greatly missed his death, although Gugel was sometimes too strict with them. They were convinced that he loved them and wished them true good, which indeed was the case.
That’s it. The “School for Young Children”, in fact, was the first preschool educational institution in Russia, which then, in the future, will receive a new status, but that’s another story. But, nevertheless, this was only a small beginning of a big and necessary work…
And already in 1866, a free “people’s kindergarten” appeared in the Russian Empire. Such a kindergarten was opened at the charitable “Society of cheap apartments” in the city of St. Petersburg. The children of the townspeople from the lower classes of society went to this institution. In this fact, I think, it is already noteworthy that the Russian progressive society by the indicated moment had formalized for itself the ideas of humanism in relation to its compatriots, regardless of their social and social status. In addition, it is necessary to take into account here the natural processes that took place in the second half of 19century. I will explain my thought.
Thus, the first “kindergarten”, called the “School for Young Children”, was opened back in the days of serfdom and was opened by people who can be attributed to the pioneers of the new free Russian world, to the pioneers paving the way for public education. The teachers Obodovsky, Guriev and Gugel were idealists devoted to the ideas of humanism. But already the “people’s kindergarten” under the “Society of cheap apartments” was opened in the course of natural processes that were of an economic nature. The thing is that this kindergarten opened after the abolition of serfdom in Russia.
The abolition of serfdom caused the migration of rural residents to cities, in which rural residents became proletarians. Rural settlers got a job at plants and factories, for example, in the same St. Petersburg. They moved to the cities with their families or created families already in the cities – they gave birth to children. Industrialists, as well as the government, understood that in order for rural settlers to be able to work effectively in factories, their children needed to be placed in preschool institutions. It turns out that the economy itself “demanded” the creation of pre-school public free institutions.
At the same time, Adelaida Semyonovna Simonovich, having previously familiarized herself with the work of kindergartens in Switzerland, together with her husband opens an institution in St. Petersburg that accepted children from 3 to 8 years old. “Kindergarten” Simonovich was paid. Her kindergarten, by and large, focused on the children of intellectuals. Here, classes were held with children: outdoor games, construction and even a course in homeland studies. But, everything is in order.
At the beginning of the formation of the “kindergarten”, Simonovich laid the ideas of the German teacher Froebel at the basis of the educational process. However, soon disappointed in Froebel’s methodology, she turns to the idea of public education, which was proposed by the Russian teacher, writer Konstantin Dmitrievich Ushinsky.
Adelaida Semyonovna Simonovich was an interesting and energetic woman who herself created programs for the development of children. She believed that children under 3 years of age should be brought up in a family with the active participation of their mother, but already at the age of 3 to 8 years, a kindergarten should help the family.
Adelaida Semyonovna considered the “kindergarten” as “a connecting link between the family and the school”, believing that in kindergarten it is necessary to prepare children for schooling. So, classes in her children’s institution were held in a playful way: having established a certain system of games and activities with children from 5 to 7 years old according to a weekly schedule, Adelaida Simonovich, taking into account the mood of the children, often deviated from the schedule established in her kindergarten.
At this moment, we observe a flexible system in the educational process, when strict rules give way to common sense, because the child’s psyche is not iron, and it can be damaged under the onslaught of strict guidelines. A. S. Simonovich understood this point well in her work.
Adelaida Semyonovna became disillusioned with Frebel’s methods of conducting classes, as I noted earlier in the article, and therefore prepared her own methodological developments on homeland studies, outdoor games, gymnastics, storytelling, drawing and laying out, designing, cutting, weaving and other types of activities . She believed that it was necessary to actively involve children in certain responsibilities. For example, Simonovich appointed “on duty” from among the children, instilling in them a sense of responsibility, accustomed them to mutual assistance, forming comradely relations among themselves, and also taught them to limit their desires.
Let me give you an example from the practice of Adelaide Semyonovna. So, if according to the method of Febel it was necessary to teach children to fold paper evenly and accurately along the designated lines and cut something on it, doing it formally, following the instructions, then here, already according to the method of Simonovich, children cut out boxes from paper or cardboard with interest , doll furniture or houses. Formalism has been thrown aside – children play with interest, create things interesting for them with their own hands.
But already at an older age, children in Simonovich kindergarten begin to prepare for school in a special elementary class. If in the younger group of a kindergarten with children from 3 and 4 years old, work was built “like in a family” through individual games and classes, then in the older groups, work was carried out in general classes. No, here the child is not forced to strictly follow the instructions. The child still plays, but at the same time, perseverance is instilled in him, he is introduced to the alphabet, writing and counting. All classes in the elementary class were structured in such a way as to form in children a “joyful anticipation of school lessons.”
For example, Adelaida Semyonovna noted such a thing, watching children, that children love to build something, drag, fold, disassemble, install furnishings, play with dolls alone or in groups of 2 or 3 people. She also noticed that the kids still do not have stable interests in activities and games – everything is done by them chaotically and they are very mobile, and most of all they are interested in drawing, modeling, independent constructions from cubes, laying out rings. In addition, Adelaida Semyonovna attached great importance to the personality of the educator:
“The energetic, indefatigable, inventive teacher gives a fresh color to the kindergarten and supports the inexhaustible, cheerful activity of children in it.”
By the way, I’ll digress a bit and say that Adelaida Semonovich called herself a “gardener”. Why? Probably, the thing is that even in Western Europe, where the first kindergartens were organized, these institutions were associated by their creators with a garden in which children are cultivated like flowers. An interesting moment, isn’t it? But let’s move on…
Adelaida Semenovna’s husband Yakov Mironovich Simonovich, a pediatrician and teacher, also conducted classes with children: these were physical experiments understandable to children, he went with them on excursions to the river, to parks, where children observed nature and the changes taking place in it. On walks, Yakov Mironovich talked with children, collected various pebbles and plants with them, talking about their origin. Then, Ya. M. Simonovich read articles and stories to the children, which were supposed to deepen the knowledge they received on walks.
In the same years, the methodology of preschool education appeared in Russia, and the first journal to publish systematic notes on the forms and methods of teaching preschool children was the magazine “Kindergarten” edited by A. Simonovich. By the way, the works of the teacher Konstantin Ushinsky, whose authority was very high in the pedagogical community of the Russian Empire, are also published here.
We examined the history of the creation of the first preschool institutions in Russia, learned a little about the methodology of working with children in them, met the family of wonderful teachers Simonovich, but we must go further …
The country begins to train preschool teachers
By the end of the 19th century, a considerable number of preschool institutions were opened in the Russian Empire. These were both paid “kindergartens” for the intelligentsia and only the emerging bourgeoisie, these were free children’s institutions for orphans, and “kindergartens” for children from the lower strata of the country’s population.
But in 1871, the St. Petersburg Society for the Promotion of the Primary Education of Preschool Children was created. This “Society” contributed to the opening of courses for the training of women educators in families and kindergartens, and the holding of lectures on preschool education. Here we are directly talking about the realization of a woman in the profession of a teacher specializing in preschool education. It is today, in the 21st century, that colleges and institutes that train preschool teachers are functioning at full capacity, and it all started then with such courses…
And so, we are taking a small step beyond the threshold of the 20th century: Froebel societies begin to operate in different cities of the Russian Empire – courses run in one season, a year and three years. In Kyiv, in 1908, the Frebel Institute was opened with a three-year course of pedagogical training for “gardeners”, in which pedagogical and psychological laboratories were organized, as well as kindergartens where students could practice.
The process has started…
Home kindergartens are also appearing in Russia. Children are brought here to the apartments of project participants one by one, and parents act as educators. Already by 19In 08, there were 16 such home kindergartens in St. Petersburg. But that’s not all… – in 1900, the first kindergarten for deaf and dumb children appeared in Moscow, and then such institutions opened in St. Petersburg and Kyiv.
If we are talking about folk kindergartens, then in this case it should be noted that here there were up to 50 children per teacher, and the groups were of different ages. Children were in public gardens from 6 to 8 hours, and funding for such institutions was, to put it mildly, insufficient. But, nevertheless, poor funding, methodological and organizational difficulties did not stop teachers in their work. They were real enthusiasts, burning with the desire to serve the cause of their lives – teachers were engaged in the search and testing of effective programs, methods, materials, and the best forms of organizing work with children. This is how, albeit slowly, but this is how practical experience was accumulated in the social education of preschool children.
Understanding the enormous responsibility of pedagogical work, the scientist P.F. Lesgaft, calls on teachers to treat him consciously, carefully. He draws attention to the fact that in “the vast majority of cases, not the child’s hereditary characteristics, but incorrectly chosen methods of education can cause him irreparable harm in the moral and mental sphere. ”
In particular, P.F. Lesgaft requires teachers to clearly understand not only the links of the educational process, but also their relationships with each other: goals, means, results of their application, that is, to understand the essence of the changes that occur in the child as the subject of education. All this awareness P.F. Lesgaft calls psychological analysis, revealing it in one of the reports, in which he points out:
(Gymnastics teacher) “should explain well to himself the meaning of all the exercises assigned to him, their sequence, connection and purpose … be also well acquainted not only with the physical, but also with the mental qualities of his student and must be able to produce, like every thinking teacher, psychological analysis of the student’s abilities, to whom he explains all the actions … “.
“It is necessary to have an exact and definite knowledge of the meaning of one’s business, knowledge of one’s student and the ability to analyze him… It is necessary that the teacher be able to determine the degree of development and understanding of his student and to know the influence of his explanations on him,” writes P. F. Lesgaft , requiring the educator to evaluate the results of their influence on the child.
It is necessary to mention this wonderful surname to me in the article – Elizaveta Ivanovna Tikheeva.
Teacher Elizaveta Ivanovna Tikheeva from 1913 to 1917 served as vice president of the St. Petersburg Society for the Promotion of Preschool Education. Elizaveta Ivanovna made an invaluable contribution to Russian pedagogy both as an excellent organizer and as a wonderful teacher who devoted her life to studying issues of didactics and methods of primary education. Elizaveta Ivanovna worked until 1928 years old, running a kindergarten, which was created under the Society for the Promotion of Early Childhood Education.
E. I. Tikheeva substantiated a number of valuable provisions concerning the organization of a kindergarten and the organization of educational work in it. She believed that a kindergarten could have a fruitful effect on the upbringing of a child only if the kindergarten teacher worked together with the child’s family.
Parents should provide all possible financial assistance to the kindergarten, as this is required by the interests of the cause and the dignity of the parent as a citizen, Elizaveta Ivanovna thought so. But, at the same time, she noticed that, as an exception, it is possible to exempt from payment those parents who are in extremely difficult financial conditions. According to E.I. Tikheeva, a preschool institution should be accessible to children of all classes. In particular, the teacher expressed her thoughts on this matter as follows:
“Children should be brought up from the first years of their lives in the spirit of recognizing the equality of all estates, classes, property and social ranks. Having absorbed these ideas in kindergarten, they will carry them over to school.”
The teacher Elizaveta Ivanovna Tikheeva assigned a special role to the kindergarten, emphasizing that the kindergarten should be “a place for the promotion of advanced ideas on preschool education, a laboratory of thoughts and theory, in which everyone who is interested in preschool issues can study. ” So, she recommended that kindergartens conduct conversations with parents about preschool education and organize exhibitions of children’s work.
Also, speaking about the development of preschool education in Russia, one cannot but mention such a talented woman as Elizaveta Nikolaevna Vodovozova.
Russian children’s writer, teacher, memoirist Elizaveta Nikolaevna, having studied the experience of family education and organization of kindergartens abroad, in 1871 published the book “Mental and moral education of children from the first appearance of consciousness to school age.” This book was intended for kindergarten teachers and mothers.
As a result, in the Russian Empire at the beginning of the 20th century, the process of mastering preschool education by society and professionals from pedagogy slowly but steadily moved forward, as evidenced by dry statistics: by 1914, there were 150 kindergartens for 4,000 children in the Russian Empire. By 1917, the number of kindergartens in the country had increased to 280 – these are 250 paid kindergartens and about 30 free kindergartens.
About the Soviet system of preschool education
Starting to write in the section of my article about the Soviet period of preschool education, it is probably better to start with such a document as the Declaration on Preschool Education. The “Declaration” was adopted on December 20, 1917, and it determined the principles of Soviet preschool education. These principles were: free and accessible public education of preschool children.
From this moment on, we can observe the grandiose breakthrough made in the field of preschool education in the country. So, at the suggestion of Professor K. N. Kornilov, on the basis of the Moscow Higher Women’s Courses in 19In the year 18, the second Moscow State University was opened, where a pedagogical faculty with a preschool department was organized. And here are the data on the growth in the number of preschool institutions:
– the number of preschool institutions increased: from 400 in 1918 to 4723 two years later. Thus, the number of pupils of preschool institutions has grown to 250,000. This congress marked the beginning of a serious creation of the state system for the preparation of preschool education: the existing problems in preschool education, ways to solve such problems were noted, and the tactics and strategy for the development of preschool education for years to come were also outlined.
In 1928, the monthly scientific and methodological journal “Preschool Education” began to appear, which became a special and necessary literature for active preschool teachers in their work. In 1934, the first “Kindergarten Work Program” was published, and in 1938, the “Charter of the Kindergarten” was published, which determined the tasks of work, the structure and features of the functioning of preschool institutions, and the “Guide for Kindergarten Teachers”, which contained methodological instructions for sections of work with kids.
By a special decree of the Council of People’s Commissars in 1937, the country puts departmental kindergartens into operation, and in 1939, model staffs for kindergartens of all types and departments are established. And by 1940, children’s institutions cover more than two million pupils.
Departmental kindergartens?
Yes, kindergartens are starting to work at factories and large enterprises of the country. This decision helped expand funding sources for preschool education and bring it closer to the production process. So, here a form of early childcare appears: nurseries are organized that receive babies from 2 months. Also, mothers were provided with paid special breaks during the working day to continue breastfeeding. In addition, I’ll still draw your attention to the fact that, in a way, the “bosses” of departmental kindergartens were factories and other large enterprises. This means that any enterprise to which a kindergarten was assigned had to provide this kindergarten financially. On the one hand, the state was engaged in material support through its articles in the budget, and on the other hand, industrial and other enterprises of the country. All this had a positive effect on the development of kindergartens and the system of preschool education as a whole.
The Great Patriotic War
At this time, the number of places in kindergartens increases: there is a mass evacuation of the population to the rear along with industrial machines and equipment – evacuated children must be placed in children’s institutions while their parents work in production; orphans whose parents were killed during a military campaign; children of those who went to the front.
The country has reared up – there is resistance to the invaders, and in such a difficult situation for the people, the “children’s issue” was helped to solve precisely the system of preschool institutions that was created by the country since 1917 to 41 years. So, by 1945, the number of kindergartens had increased to 25 thousand, against 14.3 thousand in 1941, and the statistics for the same years for nurseries were 13,135 and 18,865, respectively. This is evidenced by the official data of the archives.
Archives tell us about the life of kindergartens and the work of educators and nannies in them in wartime. For example, if we take here the magazine Preschool Education for 1941, then we can plunge into the atmosphere in which preschool teachers worked in those fateful days for our Motherland. Here is what the indicated journal of issue 41 writes:
“Preschool workers, first of all, prepared to receive children from families of Red Army soldiers. A decision was made to admit children to kindergartens without refusal, and, as a rule, there was no refusal. Each teacher offered to take an additional five children into their group. Despite the large number of children in groups, they were provided with care. The heads of kindergartens sought to create normal conditions for the life of children as soon as possible, trying to unload the groups, especially the younger ones, as much as possible. Among the kids were children 2-2.5 years old. Heads of kindergartens began to create new groups, using stationary bedrooms, halls where they were not yet occupied, every meter of living space in the kindergarten in order to receive as many children as possible.
Yes, kindergartens had to open new groups, as well as increase the number of children in existing groups. The thing is that on the days of mobilization, children arrived at preschool institutions daily in groups and singly. Data has been preserved when fathers said goodbye to their children right in kindergartens, leaving for the front. But, nevertheless, these fathers knew for sure that their children in kindergartens would be provided with care and warmth from preschool teachers and nannies.
The same magazine “Preschool education” wrote that “where there were 25 children, it became 30-35, where 50 – 75, instead of 75 -130, 250 instead of 125”. That is, an unprecedented load fell on kindergarten workers in those days, because working with children requires constant tension and attentiveness from the teacher. In addition, the increase in the number of children in kindergartens required additional equipment: tables, beds, chairs had to be installed.
The teachers got something for the children through their friends, they repaired something themselves. The biggest difficulties were with linen, but here public organizations and parents helped kindergartens to cope with the problem.
I also note that the state during the war years always kept the children’s issue under control, and therefore the government allocated additional appropriations for the maintenance of an additional contingent of children whose parents went to the front. Yes, even during the war, kindergartens were not left to the mercy of fate by the state.
It was a difficult time, and at that time the entire preschool system built by the Soviet state was tested for strength. The fathers went to the front, and the mothers of the children work in factories in two shifts. All this requires lengthening the stay of kids in kindergarten. And here the educators did not disappoint – many of them worked with children not for 6, but for 9 and 12 hours without payment for additional work.
People got tired at work and mothers could not always take good care of their daughters and sons. Therefore, part of the household chores of mothers was taken over by kindergarten workers: they had to wash the child, wash his clothes, cut his nails or put laces in his shoes, and also move the furniture to make it more convenient for the children (and there were 35 or 50 children in groups at that time). )
Let me remind you once again that the state did not leave kindergartens even during the war: kindergartens were provided with food without interruption. And many heads of kindergartens themselves organized supplies from their gardens. Here is what the publication “Preschool education” writes for 1941:
“The head of the kindergarten in Orekhovo-Zuyevo with her team, with some help from the factory committee, collected so many vegetables from a small plot of the kindergarten that they would last until the next harvest. The harvest of the garden of this kindergarten is always plentiful; it is the result of cultural cultivation of the land. This is what many heads of kindergartens, caring housewives and mothers of numerous families from kindergartens do. ”
And here is another entry from the same magazine for the specified year:
“Before the war, the cook of one kindergarten cooked for 125 children. Now she feeds 250 children. The kitchen, as always, is perfectly clean, despite the fact that you have to process twice as much food, wash more dishes, wash the floors several times a day. The quality of the work of this cook did not decrease with a doubling of the number of children. This can be seen from the children: they are well-fed, red-cheeked, cheerful and cheerful. This is especially noticeable in babies. During the summer, there was not a single infectious disease in the kindergarten, as in the vast majority of kindergartens in the region “(we are talking about the Moscow region – ed.)
The war demanded a lot from kindergarten teachers, and often in those days you could see how teachers, while the children were sleeping, practiced dressings in case of helping injured children or adults, if such a need arises. This fact is also evidenced by archival data and memoirs of participants in those events.
The work of kindergartens during the war years was reorganized to suit military circumstances, because in addition to dressing exercises, kindergarten teams practiced “exercises” in air defense and chemical defense.
Blackout, digging cracks, drawing up plans for air and chemical protection, organizing fire prevention measures – all this closely related to kindergarten teams, and all these activities were carried out in preschool institutions under the leadership of the MPVO headquarters. The heads of kindergartens acquired the functions of the heads of facilities: the heads were required to be more efficient, clear leadership, diligence, the strictest discipline, initiative and dedication in work.
It should also be said, as I wrote earlier, that even in a combat situation, an educator responsible for the life and health of children has no right to lose heart or show cowardice. History also preserves such facts from those war years, when during the air raids of the Nazis, educators, maintaining steely calmness, took the children to shelters. The children look at their imperturbable teacher Anna Ivanovna, whose voice is even, and her behavior is adequate, which means that the children are calm, and therefore there will be no panic during a German air raid.
I will give here examples from that difficult life of the war years. Thus, the publication “Military Review” notes:
“The history of one of the rural kindergartens in the Kirov region. During the war years, it became clear that it would not be possible to feed the children. Then the tutors got them two cows in one guided way. To feed the horned ones and prepare hay for them, they went with older children to tear grass. They also took children for milking, taught them how to milk, but they didn’t let them near the cows, only adults did this. But children are children, they really wanted to try the “process”. And then one day, during a quiet hour, three little boys went to the cows and got down to business … The whole kindergarten literally stood on its ears from the wild lowing that was heard within a radius of almost a couple of kilometers. When the teachers ran into the barn where the cows lived, they saw that the horned ones were squeezed into a corner, next to them were boys who were trying to milk. And so that the cows would not butt heads, two boys took the unfortunate ones by the ears and began to kiss! The cows could not endure such horror.”
Here I will note that even in the funny stories of those years one can often easily see the whole tragic essence of the war. But the story, also published in the above source, tells us about simply outstanding people who could not give up and whine in any situation, because kindergarten workers answered with their conscience and their lives for the children entrusted to them. We read:
“In the early winter of 1941, it became clear to the directors of kindergartens in Moscow that it was too dangerous to leave children in buildings. Therefore, many non-evacuated gardens were transferred to bomb shelters. There is a well-known example of kindergarten No. 12, which was transferred to a shelter, where the kids were very afraid of the dark. And then the old nanny Praskovya Fyodorova bought candles with all her money, fixed them on the walls and made sure that they did not go out. She also came up with the idea of showing children a shadow theater and taught that darkness can hide not only the fear of the unknown, but also an interesting fairy tale.
And here is what they wrote in the journal Preschool Education in 1941:
“Once, fascist raiders dropped incendiary bombs on a kindergarten. It was night. The children were asleep. The team led by the head of the kindergarten – the head of the facility – worked together. An enemy flare fell on children’s toys in the kindergarten yard, illuminating the area; incendiary bombs were ignited in various places. They had to be quickly extinguished without being at a loss. One bomb fell into a shed with firewood and dry chips. The fence prevented the removal of the bomb. The teacher’s strong hands jerked, broke it, and the fire was prevented. And in the kindergarten, 6o children slept peacefully. Barely hiding his inner excitement for the life of each of them, the teacher stood ready in a moment of danger to calmly and decisively save the children at the signal of the head of the facility. Only in the morning the children found out about the incident when they saw the burned toys. In another kindergarten, when fascist planes dropped incendiary bombs, those who were hiding in the cracks ran out to save the kindergarten to help the attendants. Among them was the cook of this kindergarten with a baby. There was no time to hesitate. Standing under fragments of exploding shells and falling incendiary bombs, she held the child with one hand, and with the other handed buckets of water to the attic. The fire that had already started was extinguished.
There are many such stories, and of course, I cannot put all the facts from the military life of kindergarten workers. But, I would like to express my opinion on this matter that, yes, not quite ordinary people go to preschool pedagogy, because a preschool teacher is a person who loves children and can find a common language with them. This is a professional who sometimes processes mountains of scientific and methodological literature, and makes presentations at conferences, and at the same time a person who “gets along” with children, putting them to bed, convincing them to eat, conducting classes with them, watching so that everyone is dressed when they go for a walk, and much, much more. So… – we are real player-coaches!
But, as one publicist friend of mine says, let’s move on…
After the end of the war, the system of preschool education performed one of the most important state functions. The country needed to be restored, and, of course, women were also involved in the restoration process. In order for a woman to successfully fulfill her duties at the workplace, and also be able to continue her education, interrupted by the war, at courses, at a technical school or at an institute, it was necessary to reanimate preschool institutions in the most realistic way. The population was restoring the destroyed country, and at that time, preschool teachers were doing their difficult and necessary work for everyone – they removed the burden of problems from the shoulders of tens of millions of those who raised Russia from the ruins.
But… years go by. And now it’s 1959! This year, a completely new type of preschool educational institution appears – this is a nursery-kindergarten, in which, at the request of parents, children from 2 to 7 years old could be brought up. Here we observe how the system of preschool institutions in Russia is being improved – we see new ways to establish continuity in the upbringing of children of early and preschool age.
Shortly thereafter, in 1964, a comprehensive kindergarten education program was created. Such a program has become a single mandatory document in the work of preschool institutions. Leading research institutes of preschool education of the Academy of Pedagogical Education of the USSR and leading departments of preschool pedagogy worked on this program. At 19In 1978, after the next changes were made to the program, the program was called “Model”. This program was able to exist right up to 1984, and was then replaced by the new Model Program for Education and Training in Kindergarten. I believe that today, at the beginning of the 21st century, we also need a unified Model Program for the upbringing of children, and both theoretical scientists with scientific degrees and practitioners from pedagogy should take part in the development of such a new “Model” program. And now I will talk a little about the kindergartens of the USSR, its later period of existence.
So, preschool institutions in the “late” USSR were built on a large scale. All of them were either state-owned (or, so to speak, municipal), or departmental – they belonged to a plant or factory. The state bore the bulk of the costs of ensuring the educational process: toys, books, furniture, dishes and much more were purchased in the required quantity and regularly updated. Preschool institutions were supervised by local health and education authorities, and low-income and large families were exempted from kindergarten fees.
We fed kids in kindergartens with natural products 4 times a day: breakfast, lunch, afternoon tea and dinner. The menu consisted of the first courses for dinner, the second course was porridge, potatoes – it could be mashed potatoes, and the third compote, cooked from fresh fruits or dried fruits in winter. Once a day, a quiet hour was provided – at this time the children slept. There was also preparation for the holidays that were celebrated in the country, and there was also time for children to engage in creativity.
In addition, among the compulsory activities that were developed by the Ministry of Education of the USSR, there were music, drawing, modeling, designing, counting, making handicrafts and applications, getting to know the world around, physical education, as well as reading children’s books by the educator. The reading of children’s books by the educator went beyond the scope of compulsory classes – some teachers so instilled in children a love of the book, while others thus established discipline in the group. But…
But, by the age of seven, many children were quoting the works of Chukovsky, Mikhalkov, Marshak by heart, as well as retold and staged fairy tales themselves – many read their favorite books on their own.
Parents could also take their children to kindergarten in the summer, but if they decided to send the child somewhere, for example, to grandparents, then this was also possible. The teachers treated the children strictly, but well – there were also punishments for children. So, if the child did not obey, then they could scare him with something. For example, they could tell him that they would close him in a separate room, and there … in the room, “Babayka” was hiding. That’s all the punishments. Many issues were treated more calmly then. Also, children in kindergartens were given the necessary vaccinations in a timely manner, and special attention was paid to hardening. All this was.
At this slightly funny moment from the history of kindergartens, I finish my article and, I think, in my next work I will analyze the history of preschool education from the modern history of Russia – so we don’t say goodbye …
AUTHOR – teacher Tatyana Vladimirovna Trapeznikova
The source of the article is the author’s blog of Tatyana Vladimirovna Trapeznikova:
https://www.facebook.com/permalink.php?story_fbid=473
59489910&id=1000016256
Vacancies for enrollment (transfer) of students
The number of vacancies for reception (transfer) at the expense of the budgetary appropriations of the federal budget as of 01.09.2022 – 4
The number of vacancies for admission (transfer) at the expense of budgetary appropriations of the budgets of the subject
of the Russian Federation as of 01.09.2022 – 0 6 The number of vacancies for admission (transfer) at the expense of budget allocations from local budgets as of 01. 09.2022 – 0
Number of vacancies for admission (transfer) at the expense of individuals and (or) legal entities as of 01.09.2022 – 0
In the 2022-2023 academic year the following 3 age general education groups function in GBDOU No. 33:
1. Youngest – from 3 to 4 years;
2. Senior – from 5 to 6 years;
3. Preparatory – from 6 to 7 years.
Educational activities with children are conducted under the main educational program:
“Educational program of preschool education
of the State budgetary preschool educational institution of kindergarten No. 33
of the Vasileostrovsky district of St. Petersburg”, developed by the team of GBDOU No. 33 in 2022.
Educational program of pre-school education GBDOU No. 33
Adapted educational program of pre-school education in GBDOU No. 33 is not implemented.
The preschool institution implements free additional general education general development programs:
“From sound to letter” for students aged 5 to 7 years
Annotation to the program “From sound to letter”
“Walks around St. Petersburg” for students aged 5 to 7 years
Annotation to the program “Walks around St. Petersburg” “
Free places in preschool educational institutions for each educational program and age group as of 09/01/2022
Educational program of preschool educational institution | Age students |
Group 9 operation mode features0641 | Number of available places |
Educational program of preschool education GBDOU No. 33 Vasileostrovsky district | 3 to 4 years old junior group |
from 8.00 to 20.00 | 0 |
Educational program of preschool education GBDOU No. 33 Vasileostrovsky district | 5 to 6 years old senior group |
from 8.00 to 20.00 | 0 |
Educational program of preschool education GBDOU No. 33 Vasileostrovsky district | 6 to 7 years prep |
from 8.00 to 20.00 | 0 |
The procedure for recruiting pupils of state educational institutions implementing educational programs of preschool education, which are under the jurisdiction of the administrations of the districts of St. Petersburg dated January 31, 2022 No. 167-r
administered by the administration of the Vasileostrovskiy district
Information about the work of Commission for recruitment
You can ask questions about enrolling children in preschool educational institutions by calling the Commission: 417-37-23
on Monday from 10.00 to 13.00
on Wednesday from 15.00 to 18.00.
You can also send questions to the e-mail address of the commission for the recruitment of preschool educational institutions [email protected].
Please treat this situation with understanding.
GBDOU Kindergarten No. 33 of the Vasileostrovsky district © 2022 |
Free designer of sites – UCOZ |
Preschool institutions • Big Russian Encyclopedia pre -school 3 years old) and preschool (from 3 to 6–7 years old) ages. For the first time the need for societies. D. at. came to light in the 17th-18th centuries. in connection with the development of production (originally in the form of manufactories) and the active involvement of women in productive labor. Appeared different. private paid children’s institutions, for example. in the UK, schools of straw weaving, lace knitting, women’s, and charity work. institutions – playing schools, schools for the protection of young children in Germany, “refuge” in France. Among similar D. at.
stood out organized for peasant children in 1769J. Oberlin “Knitting School” (France). It accepted children aged 3 to 7 years. Main the task of the school was religious. upbringing. Leaders (peasant girls) read texts from the Bible to children, learned psalms and prayers with them. During the training, the children were engaged in knitting. Such schools are widespread.
In con. 18th century great influence on the practice of D. at. provided the concept of mutual learning, in which more prepared students under the guidance of an educator (teacher) teach comrades.
Early 19th century the first programs for preschool education appeared, created on the basis of the concepts of preschool education by Y. A. Comenius and I. Pestalozzi. In the 2nd floor. 19th century the practice of preschool education was built on the basis of F. Frebel’s system. The first D. at. – “Institution for the development of creative motivation for activity in children and adolescents” – Froebel opened in 1837 in Blankenburg (Germany). In 1840 it was renamed the “Kindergarten”, and since then for D. u. this name stuck.
The ideas of J. Dewey and G. S. Hall had a great influence on the practice of early childhood education. In D. at., working according to their methods, there was no systematic. training. Having a variety of materials, children independently searched for means and ways to realize their ideas, overcame difficulties and in the process of such activities accumulated the necessary life experience, acquired knowledge “in passing”, in the process of playing.
In the 1880s-90s under hand P. Kergomar reorganized the D. at. France: do good. children’s institutions (orphanages), intended only for day care of children, were transformed into maternal schools and included in the state. education system.
In 1907, M. Montessori opened the Children’s Home in Rome. The system of education of preschoolers practiced in it won recognition in many countries. countries of the world.
Abroad there are various types of D. at. – kindergartens, maternal schools, orphanages, etc. There are both state and municipal, confessional and private kindergartens. D. at. may not be part of the national education system; for example, in the US, each state organizes their work differently. In decomp. types of D. at. The upbringing of children is carried out both in the same age and in different age groups. The time of the child’s stay in D. at. ranges from 2-3 hours a day 2-3 times a week to a round-the-clock stay; There are kindergartens with flexible schedules.
In Russia in the 1860s–90s the first paid kindergartens for the upper and middle strata of society appeared. Free kindergartens were also opened for the poorest segments of the population, but their number was insignificant. In 1866–1868 A. S. and Y. M. Simonovich published a monthly journal. “Kindergarten”, which promoted the system of F. Frebel; issued a special guides for conducting classes according to his methodology. In 1867, at St. Petersburg. pedagogical The meeting organized a committee of kindergartens. However, D.’s organization in Russia caused controversy, because the traditions of the national. upbringing was more family oriented. By 1882 there were only 37 paid D. in the country, by 1896 – approx. 60. In con. 19th century lips. departments began to open nurseries for peasant children. They were created not only for the purpose of education, but also as sanitary and educational institutions for the dissemination of knowledge on child care.
After 1917 D.S. entered the state education system. In the 1920s there were 3 types of D. at. – orphanages, children’s centers (for workers’ children) and kindergartens. Their charters and guidelines for educators were based on a single program and methodological. instructions that determined the amount of knowledge, skills and abilities that each child should master. Bring up. work focused on the education of the individual in the spirit of communism.
In 1989, a new concept of preschool education was created, which consolidated the areas of work of preschool education, focused on the humanization of education and an individual approach to each child, ensuring continuity between all areas of the child’s socialization, and changing the nature of the preparation of pedagogical.