Improving quality of early education: adopting private kindergarten practices in public education

Research has shown that high-quality early education makes a greater difference in improving children's social and cognitive outcomes than the first year schooling, influencing everything from academic performance to emotional intelligence and behavior.

Рубрика Педагогика
Вид статья
Язык английский
Дата добавления 19.03.2024
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Improving quality of early education: adopting private kindergarten practices in public education

Guo Lu

Master student of "Sociology"

National Technical University "Kharkiv Polytechnic Institute", Ukraine

Supervisor: Moroz Volodymyr

D. Sc. in Public Administration,Professor

National Technical University "Kharkiv Polytechnic Institute", Ukraine

The importance of education in shaping the future of individuals and societies is well-documented [1 ]. Education, particularly in the early years, plays a crucial role in cognitive, emotional, and social development. That is why early education, especially at the kindergarten level, is being fundamental in building good habits, basic moral qualities, and a sense of curiosity and learning in children. Studies have shown that high- quality early education has a greater importance to the improved social and cognitive outcomes for children than the first year of schooling, influencing everything from academic achievement to emotional intelligence and social behavior [2].

It is well-known that early education and experiences serve as the foundation for lifelong learning and character formation. The knowledge and skills acquired during this critical period lay the groundwork for the development of cognitive abilities, emotional regulation, social interaction, and the formation of learning attitudes. According to global quality measures, young children in high-quality educational activities tend to score higher on receptive vocabulary and better language skills, indicating the strong impact of early education on language development [3]. That is why, in order to give a better studying basics, sometimes parents keen to send their kids to study in private kindergartens.

Private and public kindergartens often differ in terms of resources, teaching methodologies, and overall educational quality. Private kindergartens typically have access to better funding, leading to more up-to-date technology, smaller class sizes, and a broader range of extracurricular activities. This often translates into a more personalized and enriched learning experience for students [1]. Additionally, private kindergartens may have more flexibility in curriculum design, allowing for a more rigorous academic environment and tailored learning experiences. The strong emphasis on parent involvement in private kindergartens further enhances the learning experience, creating a collaborative educational environment [2].

To improve the quality of education in public kindergartens, several practices from private kindergartens can be adopted:

a) teachers' professional development: public kindergartens can benefit from enhanced teacher training and professional development programs. Such an investment in teachers' skills can lead to improved educational outcomes for children [3];

b) smaller class sizes: in public kindergartens, making smaller classes would give an opportunity for personalized approach to education, allowing teachers to cater to individual student needs;

c) enrichment programs: incorporating a variety of enrichment programs, such as arts, music, and foreign languages, can provide a well-rounded educational experience, fostering creativity and critical thinking [3-4];

d) parental involvement: encouraging greater parental involvement in public kindergartens can create a more supportive learning environment and improve communication between teachers and families.

The authors believe that by integrating these practices, public kindergartens can enhance the quality of early education, ensuring that all children, regardless of their socio-economic background, have access to a stimulating, supportive, and enriching early educational experience. This not only benefits the individual child but also contributes to the broader goal of creating an educated, well-rounded, and socially responsible citizenry. education behavior children's

References

1. Moroz, S., Moroz, V., Kalagin, Y.A., Grygoryeva, S., Sutula, O., Kozlova, O., & Moroz, O. (2022). THE DEPENDENCY OF AN INDIVIDUAL'S AND STATE WELL-BEING ON HIGHER EDUCATION QUALITY: ANALYSIS OF UKRAINIAN STUDENTS' AND EMPLOYERS' OPINION. Financial and credit activity problems of theory and practice.

2. Kim, M. H., Ahmed, S. F., & Morrison, F. J. (2021). The effects of kindergarten and first grade schooling on executive function and academic skill development: Evidence from a school cutoff design. Frontiers in Psychology, 11,607973.

3. Wang, L., & Calvano, L. (2022). Class size, student behaviors and educational

4. outcomes. Organization Management Journal, 19(4), 126-142.

5. Whitefield, D. (2021, July 2). Pros and Cons of Public vs. Private Kindergarten.

6. https://preschool.org/public-vs-private-kindergarten/

7. Renzulli, J. S., Reis, S. M., & Brigandi, C. (2021). Enrichment theory, research, and practice.

8. In Critical Issues and Practices in Gifted Education (pp. 185-199). Routledge.

9. Lukaka, D. (2023). Art Education and its Impact on Creativity and Critical Thinking Skills: A Review literature. International Journal of Arts and Humanities, 1(1), 31-39.

10. Wu, Q., Wang, G., & Li, C. (2023). Relationship between quality of professional capacity building for kindergarten teachers and children's language development: the mediating role of kindergarten language education activities quality. Frontiers in Psychology, 14.

11. Wang, L., & Calvano, L. (2022). Class size, student behaviors and educational outcomes. Organization Management Journal, 19(4), 126-142.

12. Whitefield, D. (2021, July 2). Pros and Cons of Public vs. Private Kindergarten. https://preschool.org/public-vs-private-kindergarten/

13. Renzulli, J. S., Reis, S. M., & Brigandi, C. (2021). Enrichment theory, research, and practice. In Critical Issues and Practices in Gifted Education (pp. 185-199). Routledge.

14. Lukaka, D. (2023). Art Education and its Impact on Creativity and Critical Thinking Skills: A Review literature. International Journal of Arts and Humanities, 1(1), 31-39.

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