Педагогические условия профилактики плоскостопия у детей дошкольного возраста

Entire practice of education in preschools can be divided into three parts: the activities related to the implementation of the standards, the free play and activities organized by the teacher.

Fulfilling the required standards

Availability of rules and rituals necessary, according to the Japanese, to create a safe, predictable environment for the child. Every day is known in advance that allows the baby to gradually regain confidence, quickly turned into a group activity. Children know what is expected of them and how to behave. For example, when the kids come to kindergarten, they should hang up his coat on a hook, put the shoes in the closet, put on a change of shoes, go and sit in a circle with the other children, while the teacher plays the piano. When all the children are seated, each child (in a circle) are welcome teacher: it allows the baby to feel their importance and belonging to a group of kindergarten. I must say that, for example, in British nurseries, such organization is welcome unnecessary and is more informal. One of the important rituals in the preschool, also allows you to experience the group of the child is eating. Children take out their mats and together with teachers start to a meal. The children into groups of 5-6 people.

Free play

Free play is that children do what they want - to draw, build models, participate in subject-role-playing games, etc. This allows you to establish closer contacts with their peers, to face conflicts and solve them independently. I want to emphasize that the free game in Japan is free of adult intervention. If the child is in the United States, which faced with aggressive behavior, will complain to the teacher, and she will understand the conflict, the Japanese kindergarten pupil will find one way to resolve the conflict. The main role is played by the group and its pressure on the offender. In this case, however, the Japanese teachers strongly emphasize that aggressive behavior is not intentional, but a consequence of misunderstanding. The solution of the conflict is always a reason for the teacher to praise a child who found a way out.

At the same time, the whole praise and punishment in the practice of pre-school institutions are not as significant as in the European countries and the U.S.. Japanese teachers are convinced that the development of independence is only possible if the baby develops its own value, which is only feasible in a free environment. One can observe how the kindergarten children leave the group and walk the halls, go to other groups or sent directly to the director - preschooler can really go wherever he wants. Teachers do not prevent such movement - the function is assigned to instruct their peers, and the "lone traveler" always know where and when to come back. In this freedom is expressed primarily, according to Japanese teachers and parents, the value of pre-school education - save child in a child. Children are accepted for what they are - energetic, curious, and on the basis of such acceptance occurs in babies confidence and desire to belong to a group.

Together with the teacher

Activities organized by the teacher is also different from the practice of the European and American nurseries. A big role is played by physical activity - a game with a ball, running, dancing, etc., in connection with the problem of overweight preschoolers true in other countries. Any activity organized by the tutor, has a clear goal: a movement focused on the development of coordination, the music - for the development of rhythm, auditory memory and numeracy skills, the story - to enrich the vocabulary and language development. At the same time, the teacher organized activities are always somehow connected with the request, which comes from a child. For example, S.Teylor in a kindergarten in Kawasaki saw the boys in the hallway kicking cover of cans. Seeing this, many children began to seek cover and imitate the actions of the children.

In the late 1990s, new national standards for early childhood education, special attention was paid to the creation of physical and psychological environment, which should contribute to a child's understanding of the importance of its connection with other people. Now, in many kindergartens in Japan, there are programs to attract adults to work with kindergarten. Some gardens invite fathers to those talked about their work, while others - take mothers who spend the whole day with the children. These meetings also help workers gardens create the perfect curriculum that takes into account the peculiarities of life in the family and in this particular area of ​​the city.

Private or public?

Currently, pre-school education in Japan is not required. So that in this area there is a large variety and flexibility than other educational levels. Nursery schools and care centers are divided into public and private. About 80% of kindergarten and 60% of centers for child care belong to the private sector. Compared to private educational institutions in the state staff salaries above, time is much shorter, and the load is less (due to staffing). In private kindergartens because of staff shortages often to reduce parental contributions, the number of children in the group up to 40 people, who account for one teacher.

Education for educators

In kindergartens and care centers operate mainly women, many of them (about 60%) are under 30. The stronger sex in most cases, hold leadership positions - half of kindergarten directors - men.

In order to become a kindergarten, after school, you have a two-year (or four-year) training, which focuses on the practical aspects of the relationship with the child. Considerable attention in the training involves the development of techniques for drawing lessons, theater, work, origami, physical education, music, and other areas. The training also teaches courses in child psychology, physical and mental health of children, nutrition, and social relationships.

Tutor center for child care can be only received a certificate of graduation. However, most educators centers have incomplete higher education, some of them have graduated from the program, similar to those that are required for kindergarten teachers.

How to get into kindergarten

Parents who want to determine the child in day care, apply to the municipal office. Officials view as the baby falls into a group of "children in need of care" (to those in the first place, children are physically ill parents, children of single-parent families, children from low-income families, etc.) and make a decision. If a child is taken to a children's garden, the amount of the monthly fee for the service of the kindergarten will depend on family income - the higher, the higher the cost. If the child does not take a public preschool, parents turn to private institutions. At the same time, the younger a child is, the more expensive will be the cost of services. Some private kindergartens are more expensive private universities. Overall, however, due to the fact that private gardens receive grants from the state, in practice they are available to most parents. For example, a center for child care (working in the 8-hour day, 5 days a week) will cost the middle-four parents of baby 130-150 dollars a month.

From centers of care to "children's hotels"