Analysis of the practices of combining schools and kindergartens (using the example of the Moscow region)

Abstract

Relevance. The development of education is one of the most important tasks of state activity. The State pays great attention to the reform and improvement of the education system. The set of reforms in the Russian education implemented over the past 25 years is forming new approaches to improving the quality and competitiveness of the Russian education system (Prosvirkin, 2018). One of the directions of educational reforms is to create conditions for the continuity of preschool and primary general education. The combining of schools and kindergartens into unified educational complexes in the Moscow region began in 2020 (Boguslovsky, Karmaev, Kim, 2021) and will last until 2030. The aim of the study is to characterize the ideas of directors who have gone through the combining of schools and kindergartens into unified educational complexes about the results and conditions of combining. Methods. The study used an in-depth semi-structured interviews with the directors of educational complexes in the Moscow region. Sample. The sample consisted of directors of complexes in the Moscow region, including preschool educational organizations with association experience from 1 to 4 years. Among them 8 women and 2 men (D1 – D10), age: 39-61 years (average age: 51 years). Results. The article shows that respondents see as results of the combining easier adaptation of children to first grade, improving the quality and accessibility of education, facilitating communication and interaction between kindergarten educators and primary school teachers.

Keywords

• continuity
• kindergarten
• school
• educational complex
• educational complex management