IB_16(33). Organization of free-of-charge services in recent years

Anastasiya Nisskaya ()
Additional contact information
Anastasiya Nisskaya: National Research University Higher School of Economics (Russian Federation)

Monitoring of Education Markets and Organizations (MEMO), 2022, issue 17, 1-21

Abstract: The newsletter presents the results of the study of the organization of favorable educational transitions in early childhood and preschool age. The data base for this study is the results of surveys of preschool teachers and parents of preschool children as part of the Monitoring the Economics of Education in 2020/2021. The key areas of analysis were the factors recognized as significant for a successful transition: - peculiarities of the organization of children's preschool educational experiences; - school readiness support in the conditions of preschool educational organization; - parents' perceptions and expectations regarding support for educational transitions; - a consistency between the perceptions of families and educators. Key takeaways from the release: în the part of educators, introducing the child to peers and counseling family members remain the most popular forms of transition support. Support for the child's adaptation to kindergarten by teachers is not always and everywhere organized, and many parents are unaware of its importance. The conditions created to prepare a child for school in most cases are limited to free lessons with one educator. The most common activities are those aimed at developing thinking, memory, speech and readiness to learn to read and write, learning to count, and improving fine motor skills. Less attention is paid to skills of interaction with peers and teamwork. Teachers prefer to use play methods consistent with the interests and developmental goals of preschoolers. Parents would like to provide children with additional psychological support, conditions for the development of thinking, memory, speech, assiduity, attention, readiness to master literacy. On a number of questions the differences between actually conducted activities and parents' opinions about them (in particular, about classes to develop assiduity, learning responsibility, accuracy, numeracy, financial literacy, development of thinking, memory, speech) were revealed. In general, we can note the commonality of ideas of families and teachers about how the work on preparation for school should be organized. Monitoring showed high satisfaction of the majority of parents with this work and rather positive assessment of its dynamics.

Keywords: education institutions; preschool education; education market (search for similar items in EconPapers)
JEL-codes: I21 I22 (search for similar items in EconPapers)
Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.hse.ru/data/2022/08/03/1661248311/ib_16(33)_2022.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:hig:moneco:v::y:2022:i:17:p:1-21

Access Statistics for this article

More articles in Monitoring of Education Markets and Organizations (MEMO) from National Research University Higher School of Economics
Bibliographic data for series maintained by Dina () and Dina ().