Russia  

Author(s)

• Margarita Kolcheva

Reviewer

Nadia Koltcheva, Department of Cognitive Science and Psychology, New Bulgarian University

Abstract

The Russian Federation recognises the need for the development of social and emotional skills in children. There are two main documents regarding the legislation for early childhood education (ECE) - the Education Act 2012 (‘On Education in the Russian Federation’, No. 273-F2), and the Federal Standard of Education, No 115, 17 October 2013 (Volkova, 2017). Another important document that regulates ECE is the Federal Standard of Preschool Education (FGOS DO). Part of the document discusses “Strengthening the development of social-emotional skills, learning dispositions, basic language/literacy, mathematical competences and motor skills” (Volkova, 2017). Since 2014, there has been a State Programme ‘On the Development of Education’ (2014, No. 295), and in 2016, national educational standards were introduced for the preschool education system. According to Volkova (2017, p. 7) in the latter document, “a broad and balanced approach to the curriculum is encouraged, including personal and emotional development as well as respecting diversity and individuality; social development and citizenship; learning dispositions; physical and health education; language and communication; reading and literacy; mathematical skills; understanding the natural world; science; technology and the digital world; and second/foreign language acquisition”. In this literature search, not many assessment measures were found, however, several programmes for development of children’s social and emotional skills have been noted. Some of the programmes are the Charitable Foundation “Investment in the Future”, “Socio-emotional development of children” (2022, https://vbudushee.ru/), Triz programme, Razvitie’ programme, and the Raduga programme.

References

• Благотворительный фонд «Вклад в будущее» (2022), https://vbudushee.ru/
• Bodrova, E., Yudrina, E. (2018). Early Childhood Education In Russian Federation in Handbook of International Perspectives on Early Childhood Education (pp.59-69). Publisher: Routledge.
• Nisskaya, A., (2018). School readiness outcomes of different preschool educational approaches, Psychology in Russia: State of the Art, Volume 11, Issue 1, 2018, ISSN 2307-2202, http://doi: 10.11621/pir.2018.0104
• Survey on Social and Emotional Skills in the International Report: OECD (2021), Beyond Academic Learning. First Results from the Survey on Social and Emotional Skills, OECD Publishing, Paris, https://doi.org/10.1787/92a11084-en
• Survey on Social and Emotional Skills (SSES): Moscow (The Russian Federation) (2021). OECD
• Rubtsov, V.V., & Yudina, E.G. (2010). Sovremennye problemy doshkolnogo obrazovaniya [Contemporary problems of preschool education]. Psikhologicheskaya пайка i obrazovanie, (3), 5-19.
• Savinskaya, O. (2015). The parents' values of early childhood education and care in Russia: toward the construction of evaluation tools, SSRN Electronic Journal.
• Online resource: https://www.researchgate.net/publication/314557607
• The Educational System in Russia, Ministry of Education & Science website – general education / Expatica, https://www.expatica.com/ru/education/children-education/the-education-system-in-russia-104072/
• Veraksa, N., A.Veraksa, (2015). The technique of project activity: A new approach in Russian preschool. Psychology in Russia: State of the Art, Volume 8, Issue 2, 2015, ISSN 2307-2202 (Online), http://doi: 10.11621/pir.2015.0207
• Veraksa A, Bukhalenkova D., Almazova O. (2020). Executive functions and quality of classroom interactions in kindergarten among 5–6-year-old children. Front. Psychol. 11:603776. http://doi: 10.3389/fpsyg.2020.603776
• Volkova, T. (2017). “Russian Federation – Key Contextual Data”. In Workforce Profiles in Systems of Early Childhood Education and Care in Europe, edited by P. Oberhuemer and I. Schreyer. www.seepro.eu/English/Country_Reports.htm

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