مقايسه نظام آموزش پيش دبستاني در ايران با كشورهاي پيشرفته منتخب

Comparative study of Preschool education system in Iran with Selected Advanced Countries

Introduction: Preschool education is education that started from birth to the first formal class in primary school at the end of the sixth year of childhood. With the rapid growth of kindergartens in many countries and the provision of much information about young children for parents and the general public, today s children go to kindergartens with much more social and intellectual sophistication. Since the new education system has require to pre-school period Therefore, the purpose of this study is Comparison of preschool education system Our country with Sweden, South Korea and the United Kingdom that can whit Identification of the strengths and weaknesses the and using the experiences of other countries, the programs and activities of the Preschool better implemented, Because the primary goal of Preschool education is to provide suitable educational environment for the development of the child s personality in terms of physical growth and emotional, social, emotional, moral and mental implications, that can create with a correct program. Method: This research is a comparative-descriptive research. The community studied is preschool education centers in Sweden, South Korea, France and England that have made significant progress in the field of education and has been selected through targeted sampling. Sample collection tools include dissertations, books and scientific sites and quarterly articles related to the topic. Findings: Today, the importance of early childhood education is remarkably tangible, and its reflection in all sections, scientific research, and educational programs for preschool centers is quite evident. In this research, four axes of the laws, objectives, policies and programs in each country in the pre-school period have been studied. The results show that our country has weaknesses in comparison with other four countries. Although policies and, as a result, programs in these countries are different, but the overall objective of all countries is to create good preschool conditions for the development of children in the socio-economic context. Conclusion: The study of the evolution of the world s successful educational systems shows that most advanced countries have used comparative studies in education and they call it a prerequisite for designing their modern educational systems and emphasize the need for such studies to undertake any educational reform in the community. Awareness of the changes and reforms that have taken place in the educational systems of the successful countries of the world have resulted from a change in their overall policy or from political, cultural, economic and technical events that can reduce of the error rate of planners and implementers of educational plans to the formulation of bills and educational plans, classification of issues and prioritizing the implementation of scientific methods and attracting resources and financial credits and help to educational system administrators to discover and analyze education and training issues.