PILOTING SUPPORTIVE WAYS TO EFFECTIVELY IMPLEMENT SCHOOL READINESS PROGRAM ON THE EXAMPLE OF TBILISI KINDERGARTENS

  • Nino Labartkava PhD in psychology. Associate Professor Faculty of Psychology and Educational Sciences Tbilisi State University, Georgia. Early childhood education program manager at National center for teachers professional development
  • Tamar Saginadze Early childhood education program consultant at National center for teachers professional development
Keywords: school readiness program, School Readiness Educational Standard, kindergarten, Observation

Abstract

In 2015, a school readiness program was created for children who will turn 5 before the start of the school year and will start studying at the first grade of school in September. The components of the school readiness program are: «School Readiness Educational Standard», a teacher’s guideline, a collection of activities describing specific activities and provided relevant supplements.
The goals of the study are: Study of the course of school readiness program on the example of Tbilisi kindergartens; Based on the situation, developing methodology for effective implementation of school readiness program.
The project was implemented in Tbilisi. The selection of experimental and controlled preschool institutions was based on the existence of similar infrastructure (newly built building, existence of a yard) and three or four large size school readiness groups in kindergarten
As a result of the works carried out, experimental preschool institutions have improved in the following directions: Educators conduct dialogue and ask children questions individually and in small groups; Children have the opportunity to engage in different types of activities and games (games with rules, role playing games, movable games, creative activities); Children can independently take and use learning and gaming resources; The group uses handmade and secondary resources; Group space is organized into thematic centers; The natural materials are used in the group; Children can independently take toys and resources; Educators have planned and prepared a wide variety of activities (activity, games with rules, role playing games, project) related to the topic; Educator observes children in order to evaluate them.

References

Pirls2011. Literacy report. National Center for Assessment and examinations.

Britto, P.R. & Limlingan, M.C. (2012). School readiness and transitions: A companion to a child friendly schools Manual. New York: UNICEF.

Maxwell, K.L. & Clifford, R.M. (2004). School readiness assessment. Young children (Research in Review). National Association for the Education of Young children; Bruner, C. & Copeman, A. (2003). Measuring children's school readiness: Options for devoicing state baselines and benchmarks. State early childhood policy Technical assistance Network. Retrieved from http://www.finebynine.org/uploaded/file/Baselines.pdf.

School Readiness Educational State Standard https://matsne.gov.ge/ka/document/view/2958964?publication=0

School Readiness Program Play for learning and development. The Educator’s Guide. Ministry of Education and Science of Georgia, UNICEF, 2015.

Preschool education quality research in Georgia. Short Review – 2018.

Views:

256

Downloads:

165

Published
2021-05-31
Citations
How to Cite
Labartkava, N., & Tamar Saginadze. (2021). PILOTING SUPPORTIVE WAYS TO EFFECTIVELY IMPLEMENT SCHOOL READINESS PROGRAM ON THE EXAMPLE OF TBILISI KINDERGARTENS. International Journal of Innovative Technologies in Social Science, (2(30). https://doi.org/10.31435/rsglobal_ijitss/30062021/7557