Iki mokyklinio ugdymo kokybės valdymo problemos eksplikacija
Quality management of the pre-school education and pedagogical competences in changing educational institution

Summary/Abstract: A modern pre-school is in the way of modernization. In the period of transformation many things should be changed over and thought through. The quality of education should be considered as the final result of these transformations and as a particular criterion. The presented article makes an attempt to review this phenomenon theoretically, to define the level of management technology application and evaluate quality edacation. On the other hand, it can stimulate work, new ideas and help to find new solutions related with quality for all subjects in general educations pre-schools. The solution of the perpetual problem of edacation quality continues. If we look for a work to express synthetically the objective of any times, the word existence is the best word to express the period of our living. The term existence is used not in its usual sense. In one case, the existence means the presence of some thing and its “that”. But the concept used in such a way contradicts to the definition of the essence expressing the contents of any thing and its “what”. In our times the existence means a definite human (children) entity. This is one of the most consequential (significant) perfection of the anthropocentrism of the new times, the final conclusion of the contemplation of the fundamentals of thereof. The present time is conceived in the aspect of globalization, the pursuit of the propagation of the progress in the whole world. This forms the conception of the social space pervading the whole world. Next to the concept of the “society”, as a society of a country, the metacontextual concept of the community (group) of children is formed in the mind of the majority of people. The substance (a child) establishes in it only through activities (game), creation, cognition, and ability to penetrate into the processes of the society, to transform thereof by methods not used before. This is the perception of the mighty processes of changes of the present time changing in turn the canvass of the social experience of the childhood. The globalization directs us to the empiric state of the childhood: to complex binding, which is today evident in the whole social-educational metacontext. Still this state unrolls not through the pure direct, common expression of observation, but only through the intermediary categories and theories. The most suggestive are the theories of the transformation, reconstruction and phenomenology, so overall and having such deep roots in our consciousness as to become an unconditional context, which should dispose the analytic definition of changes – “global transformation of the management of the pre-school education”.

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