Standardization of Education Levels in Russia: Problems of Continuity and Professional Readiness of Staffing Support

Background/Objectives: The article studies the professional readiness of educational staff to implement the Federal State Standards of Preschool Education in the context of standardization of educational process in Russia. Methods/Statistical Analysis: A new approach is developed to the evaluation of professional readiness of the teaching staff of preschool education institutions, as well as professors and students of universities and teacher training colleges to implement new generation standards focused on the content of the preschool education standards. Findings: Data obtained in the study were formed as a result of individual questioning of 378 respondents. The study results made it possible to define levels of professional readiness of different educational staff to implement the standards of preschool education: Negative (low level), adaptive (low average level), intuitive (average level), technological (high average level), and creative (high level). The study empirically identified the well-formed of components of professional readiness of the teaching staff and students of universities and colleges: Cognitive, motivational, activity, among which only the latter component was formed in a half (50%) of respondents. The authors have determined that the increase of professional readiness of personnel to implement the federal state standards of preschool education depends on the development of the activity component and formation of a creative (high) level. Application/Improvements: Activity approach imposes requirements for professional readiness in terms of selection and organization of students’ activities at different levels of education, activation and formation of their positions of subjects of cognition, work and communication.