To the issue of subject-spatial developing environment assessment in preschool organizations

Abstract

The article demonstrates the approaches to subject-spatial developing environment assessment quality in preschool educational organizations. The theoretical positions developed by V.A. Yasvin have provided the basis of our research work. The quality of the subject-spatial environment is measured through the fixation of a set of conditions regarded as a set of environmental opportunities for the child development. In the research work the diagnostic capabilities of ECERS-R methodology in assessing the subject-spatial developing environment quality in Karaganda region have been studied.

External assessment of the subject-spatial developing environment quality in the case of Karaganda region allowed us to identify the current state of the environment in preschool organizations and thereby to create a basis for eliminating problems and deficiencies.

The article demonstrates legitimacy of application ECERS-R methodology, adapted by the Russian scientists to assess preschool education quality in Kazakhstan. This diagnostic tool opens up new op- portunities to ensure functionality and effectiveness of the preschool organizations quality assessment system in the region.

Key words: subject-spatial developing environment, quality of pre-school education, educational environment, conditions for the development of preschool children, ECERS-R method for assessing pre- school education quality.