Abstract
This chapter examines common historical and theoretical roots of new areas and directions of contemporary research and unique innovative practices in early childhood education, which exist in Eastern European and post-Soviet countries. In many ways, they follow the academic tradition established in 1960s and developed in 1970s and 1980s in Soviet Union, which remains foundational for international contemporary studies and educational practices. Unique combination of traditional classical pedagogical research and strong “non-classical” developmental cultural-historical theoretical framework could be considered as a distinguishing feature, which predetermined both the foundations and directions of the history of early childhood studies in contemporary Russia, former Soviet republics and Eastern-European countries.
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Notes
- 1.
Istitut doshkolnogo vospitania (Институт дошкольного воспитания), where, according to existing terminology of that time “preschool” meant age 3–6 years. However, a lot of research in the Institute was done with babies and toddlers which corresponds with contemporary term “early childhood” with division to early preschool (3–4 years), middle pre-school (4–5 years) and upper/senior pre-school (5–7 years).
- 2.
Upbringing is the translation of the Russian word vospitanie (воспитание) as it existed in official documents and educational frameworks at those times. However, the research at the Institute was focused on development as sociocultural process of the genesis of higher mental functions in child.
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Kravtsova, E., Veraksa, N., Veresov, N. (2018). Contemporary Research in Early Childhood: Roots and Perspectives. In: Fleer, M., van Oers, B. (eds) International Handbook of Early Childhood Education. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-0927-7_18
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