Abstract:

In the 20th century the contents of preschool children upbringing in the countries where preschool is regarded as the first stage in the system of education to be determined by special programmes. Since 1970s, preschool education has become widespread in many developed countries and has gradually become mass, which has led to the definition of its content. UNESCO focuses the content of preschool education on humanism, creative development of preschool children to adulthood, enrichment of child development through the organisation of a subject-based pedagogical environment (1972). The purpose of preschool education is the comprehensive development of the child and the main tasks are to involve the child in various activities, in the life of the team or group, to form their desire for knowledge, etc.

In the countries of the modern world, there is no single approach to defining the content of education. In countries where preschool education is subordinated to the Ministry of Education the content of childhood education and the formation of basic competences are contained in the Preschool Education Programmes developed by the leading scientists, specialists and researchers in this field. This is the case in most former socialist countries in Europe and Asia, as well as in China, Sweden, France, Japan (in day care centres) and other countries. However, there are many countries, in which there are no mandatory early childhood education programmes, and each region (state, federation, for example in the USA, Switzerland) or even a separate preschool educational institution (Finland, Germany) develops its own programmes of childhood education and development.

Based on a brief review of the content of education in preschool educational institutions in different countries of the modern world, the article shows that either in the presence or absence of state programmes, children’s education is carried out on the universal principles of humanism and democracy. The education of preschool children is aimed at the comprehensive development of the personality, the acquisition of basic life skills, socialisation, and the formation of respect for the cultural values of a particular nation and humanity as a whole. The content of childhood education in different countries takes into account seasonal natural phenomena and is implemented mainly through fun activities, various types of art and has many similarities, as well as some specifics.

Keywords: upbringing, preschool education institutions, preschool children, content of education, programmes, comparison.

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