ORGANIZATIONAL AND METHODOLOGICAL PRINCIPLES OF PHYSICAL EDUCATION OF PRESCHOOL CHILDREN IN EUROPEAN COUNTRIES
DOI:
https://doi.org/10.31891/pcs.2026.1.32Keywords:
physical education, early education and care, organization, preschoolers, foreign experienceAbstract
The article is devoted to the study of modern approaches to the organization and content of physical education in preschool educational institutions of foreign countries. The purpose is to determine the organizational and methodological principles of the systems of physical education of preschool children in European countries in order to disseminate positive experience in the practice of physical education in preschool educational institutions of Ukraine. An analysis of European preschool education systems is carried out according to the criteria of its accessibility, organization of the educational process and the content of physical education, creation of a developmental environment, organization of game activities, features of assessing the development of preschoolers in kindergarten conditions and professional requirements for a preschool educator. Generalization of common features allowed us to determine the organizational and methodological principles of education and physical education systems. The organizational principles are legislative framework in the field of preschool education, accessibility of preschool education for children of different ages, mandatory receipt of preschool education before entering school, creation of a developmental environment, qualification of pedagogical staff of preschool educational institutions, norming the number of children per one pedagogical worker, involvement of parents in cooperation with a preschool educational institution, psychological and pedagogical support of a child when moving to another level of education. The methodological ones are variability of content and flexibility of educational programs, implementation of a competency-based approach, formation of national identity, integrated content of educational programs and various types of activities, formation of a game culture, independent motor activity, academic freedom of the teacher in choosing forms, means and methods of learning, teaching, assessment, monitoring and evaluation of child development.
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