The Key Issues in Implementing the Federal State Education Standard for Preschool Education. Results of the National Survey of Preschool Education Quality in 2016-2017

Igor Shiyan, Candidate of Sciences in Psychology, Deputy Director of the Institute of System Projects, Head of the Laboratory for Child Development, Moscow City University. E-mail: ShiyanIB@mgpu.ru (сorresponding author)Tatiana Le-van, Candidate of Sciences in Pedagogy, Associate Professor, Leading Researcher, Laboratory for Child Development, Institute of System Projects, Moscow City University. E-mail: LevanTN@mgpu.ruOlga Shiyan, Candidate of Sciences in Pedagogy, Associate Professor, Leading Researcher, Laboratory for Child Development, Institute of System Projects, Moscow City University. E-mail: ShiyanOA@mgpu.ruAddress: 4 Vtoroy Selskokhozyaystvenny Pass, 129226 Moscow, Russian Federation. Sergey Zadadaev, Candidate of Science in Mathematical Physics, Associate Professor, Head of the Department of Mathematics, Financial University under the Government of the Russian Federation. Address: 49 Leningradsky Ave, 125993 Moscow, Russian Federation. E-mail: zadadaev@mail.ruThe article provides an overview of modern theories of preschool education quality from across the world. Quality assessment is discussed as a methodological problem: in terms of finding a balance between measurability of assessment criteria and their significance for preschoolers' learning, and between the amount of resources invested and the quality of data obtained. Results of the first large-scale independent investigation of preschool education quality in Russia are analyzed. During a structured observation, specially trained experts analyzed the organization and functioning of preschool classrooms. The study made use of the Early Childhood Environment Rating Scale, Revised (ECERS-R), which had been validated for use in Russia. The following parameters were assessed: space and furnishings, personal care routines, language-reasoning, activities (learning, free play, experiments, arts, etc.), interaction, program structure (schedule and distribution of time among activities; formats of activities), and provisions for parents and staff. Data collected over two years allows not only identifying the achievements and deficiencies of preschool institutions involved in the study (n=1,357) but also analyzing the changes in education quality across 367 preschool classrooms and making assumptions about the reasons for those changes. Research findings can be used to improve the strategy of preschool education system development, the quality of preschool education programs, and the system of professional training and development for preschool teachers.