| Abstract [eng] |
Topic relevance: The educational content of our country can be understood not as a strictly regulated curriculum, but as a process that values the child's experience and the connections he has with the social and cultural aspects of his surroundings. This process helps to ensure educational quality, avoid social exclusion and creates the most favorable conditions for each child to acquire, experience and develop personal competences (Methodological recommendations for pre-school curriculum development, 2015). Parents, educators and children are all in need of a precise assessment of a child’s leadership skills. After assessing a child’s development and the level of progress, we can plan activities along with creating an environment and methods in order to evaluate the progression of a child’s general development and leadership skills (Neifach, 2008). The article of A. Valantinas (2012) “Quality of Pre-school Education”, describes and demonstrates at length that a quality pre-school education along with a level of progress, helps to resolve many social ills such as poverty, unemployment and addiction later in life, as well as improve academic performance and has a positive impact on a person’s general well-being. The quality of pre-school education is particularly relevant when talking about further development of the pre-school education system in Lithuania. |
