International view on early childhood pedagogy: from the periodization of formation to the modern realities of teacher training in Germany

The article presents the results of generalizing the experience of international cooperation of scientists within the scientific boundaries of early childhood pedagogy. It is proposed, developed on the basis of retrospective analysis, variant of six stages of formation of this field of scientific and pedagogical knowledge. The contribution to the development of early childhood pedagogy of its most prominent representatives is emphasized, the context of their interaction at the level of ideas, theoretical and practical research, conclusions is traced. An attempt was made to extrapolate the evolving views of researchers in the realities of the functioning of modern educational systems. On the example of the system of pedagogical education in Germany, the problems of the content, technologies and methods of training highly qualified personnel for working with young children, the trends and prospects for solving them in line with modernization processes, are considered. Fundamental differences were revealed in the German system of training teachers for working with young children, relative to other European countries, Russia, and the USA. The value of secondary special and higher pedagogical education in Germany is correlated. As a specific feature of technological and methodological support for institutional (academic) training for work with young children in Germany, the integrated nature of the organization of the educational process is indicated.