Iskakova A.T., Tajiyeva M.K.

Kazakh National Pedagogical University named after Abay

A comparative analysis of educational programs in preschool education of Kazakhstan

Efforts of the academic staff to work in a new way taking into account requests and rights from families for choosing pre-school institution were the powerful incentive for creative searches and experimental work on implementation of innovative technologies and programs in Kazakhstan during the transferring to the 12-year study

Nowadays, the choice of curriculum for pre-school institutions is very topical, and it depends on type of establishments: kindergarten; nursery- general kindergartens, pre-school educational centres, authority kindergarten, and correctional, combined, developmental mini-centres.

The curriculum must be complied with stated goals of pre-school institution. Educators are not allowed to use curricula that are not checked by the state or local experts.

In Kazakhstan today there are four existing curricula elaborated and implemented: “Balbobek” [1], “Kaynar”[2], “Wellbeing”[3], and “Karlygash”[4]. Creation of new educational programs was dictated by the necessity of organizational and methodical support of educational process in the pre-school institutions and mini-centres.

The program "Babobek» has been developed by a team based on the survey-theoretical, and experimental studies conducted with a view to determine the content of education in the preschool age (N.N. Nurakhmet, M.S. Satimbekova, B.B. Baymuratova, A. Amirova , G.D. Dukendaeva, F.N. Zhumabayev, S.G. Batibayeva, G.K. Utebayeva) (№ 11 / 1 from 26/10/96). [5].

The program is a state document that defines the direction of the organization of educational activity in preschool establishments of the republic.

The program is based on the following principles:

· considering child’s developmental and individual features;

· continuity of upbringing and its succession;

· learning through upbringing, the sequence of formation of knowledge with its gradual complexity;

· appropriateness of educational supplies to child’s developmental features;

· leadership of developing teaching ideas;

· to develop children’s mental capacities (intellectual, emotional and relating to willpower);

· improving education and upbringing on the basis of integrated and systematic approach;

· update of the education content on basis of the ideas of folk pedagogy and psychology;

Feature of the program is the content of moral upbringing – an upbringing of well-developed individual with a national psychology and self-consciousness, imbued with regard of the traditions and customs of nation; and it provides that in kindergartens the native language of children is to be used and that children should be brought up in the spirit of nationality identity, their parent’s religion and strict morality taking into account the children’s physical and mental health.

In 2007, a group of authors (T.N. Doronova, T.A. Levchenko, B. A. Arzanbayeva) developed a comprehensive program of education, upbringing and development of preschool aged children "Kaynar." It is the first program of preschool education and upbringing that has been oriented to prepare preschool children for the transferring to 12-year study in secondary school. The common development objectives implemented in the program “Kaynar”, which outlined in the Russian program «Raduga», as well as the national regional component of the upbringing and education of children.

The program reflected the central idea of the Russian and Kazakh psychological and pedagogical schools - about the creative nature of the development of preschool children.

The program "Kaynar" conceived and implemented as a complex and covered all main aspects of the children developing at preschool age (physical, social, personal, cognitive and verbal, artistic and aesthetic), the mass, i.e., intended for use in all regions of Kazakhstan in urban and rural kindergartens; personnel-oriented system of upbringing, education, child development, assimilating classical approaches and the main achievements of modern Russian and Kazakh pedagogy.

The program "Karlygash" was developed by a group of educators of kindergarten № 45 "Arman" in the city Taldykurgan of Almaty region and the Republican Centre "Preschool childhood". The program is comprehensive and covers the main areas of child development.

This program is one of the first programs for new model of variety form of preschool education and upbringing; one of the first comprehensive programs, in which the content is realised through the system of integrated study.

In accordance with the goals and objectives of the "State Program of Education of the Republic of Kazakhstan (2004-2015)" program is a personnel-oriented and has a protecting the child’s physical well-being part. Program content focuses on general human (global) culture, and along with it culturally appropriate to the national traditions of the Republic of Kazakhstan.

Integrated approach in selecting the content of a program suggests using in close interrelation the following pedagogical psychological principles:

The principle of individualization and the adequacy to the features of child’s mental development; the principle of development, variability, integrity, a coordination approaches to education and upbringing in kindergarten and the family, the principle of integrity. Program goals and objectives are focused on the formation of children's main competencies.

The program for wellbeing orienting towards senior and preschool streams of pre-school establishments was prepared by the Scientific educational and wellness centre “Bobek” of Institute for Man Harmonious Development on the basis of scientific and practical research (by T. K. Lukasheva, T.K. Raimdekova, Sh. Kaliaskarova).

The goal of this program is to foster the formation of child’s first life-relevant competencies in the field of a spiritual attitude to the world, people, and themselves. Program is a first phase moral and spiritual of education for pre-school children and submitted sections of “I am a person”, “Happiness of communication”, “Handbook of morality”, “Me and my World”.

Implementation of the program goes through a new subject "Well-being." The goals, objectives, specific and logic of the subject allow implementing the rich potential developmental education in line with the humanist tradition.

The focus of the subject is to educate moral values and the development of value consciousness and emotional sensitivity with the formation of a harmonious holistic worldview.

The integrated nature of the subject of "Well-being" is aimed at teaching preschool children, the formation and development of new knowledge and abilities of perception, evaluation, and moral organization in the world of relationships with peers, with the adult.

Thus, the main directions in educator’s creativity of preschool education are the following:

- A scope for choice of education and upbringing programs;

- The transition to personnel- oriented model of education;

- Creating conditions and developmental environment for the development and realization of creative potential of children;

- Creating conditions for interaction and joint upbringing and education of children of different ages.