Preschool childhood is a unique age period.

Preschool childhood is a small segment in a person's life. But during this time the child acquires much more than in the rest of his life. The “program” of preschool childhood is truly enormous: mastery of speech, thinking, the formation of relationships with people, the primary skills of planning one's activities and future life.

V.A. Sukhomlinsky spoke about the importance of preschool education: “Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity. How the child will feel, climbing the first rung of the ladder of knowledge, what he will experience, depends on his entire further path to knowledge.

Preparing a child for school is one of the most important issues of preschool education. It is difficult to give an unambiguous answer to it, primarily because it is necessary to be able to distinguish between the main and the secondary. Many people believe that the main thing a child should learn in preparation for school is to read, write and count. Here we are faced with the need to distinguish between two such concepts as skills and abilities. It is difficult to argue with the fact that reading and counting is a useful thing. However, they are not the most important acquisition in preschool age.

School program It is built in such a way that the student must constantly master new content, acquire more and more new skills, the development of which depends not on the presence of existing ones, but on the level of development of the corresponding abilities.

What makes abilities such an important tool for mastering new content? The answer lies in the nature of the analysis of the various circumstances that the child encounters. A first-grader should not only be able to count, but correctly analyze quantitative relationships, digress from irrelevant details and focus on important ones. For example, if we divide the square into parts and arrange them differently, the area of ​​the new figure will be equal to the area of ​​the square. Speaking about the Russian language, it is important that the child can analyze words, understand, for example, that the word “stick” is shorter than the word “stick”, etc.

The analysis of these and other properties is not based on the ability to read or count, which depends entirely on the development of the mental abilities of children, which form the basis of intellectual readiness for schooling.

But intellectual readiness alone is not enough. If we compare learning at school with a child playing in kindergarten, we will find differences. The main thing in the game is the game itself. The child plays because he likes it. At any moment, as soon as he gets bored, he can stop the game. A child studies at school not because he likes it, but because he understands the importance of learning as a socially significant matter that does not always have to be interesting and cannot always be stopped. For example, cleaning an apartment is important, but usually not the most interesting thing. Its completion is associated with the achievement of a certain result - cleanliness and order in the house. If a preschooler does not understand the importance of studying at school, then even with developed mental abilities, he will experience difficulties, because a lesson is not only fun and interest, it is also overcoming one’s own limitations, the ability to do not what you want, but what need. Understanding the social significance of learning at school is the organizing basis that helps the student to complete the task required by the teacher. The presence of motivation of social significance learning activities is an important prerequisite for school readiness. If such motivation is not formed, then the child will not do homework, and parents will have to resort to additional tricks so that the child does not what he wants, but what he needs.

Mental abilities and motivation are still not enough for successful study. It is important that students understand the uniqueness of the situations that are created in the classroom. This means that the future student must distinguish between the situation of communication with the teacher and, for example, with his mother. The ability to take on the role of a student and engage in contextual communication is important point school readiness.

School readiness goes beyond being able to read, write and count. These skills themselves are secondary to a complex set of qualities that ensure the child's psychological readiness for schooling. The lower the level of formation of these qualities is found in a particular child, the more educational activity at school begins to acquire the properties of the educational process characteristic of preschool education: the interest in the content of the activity increases, the exactingness to its result decreases, game moments are introduced, etc.

Veraksa Nikolai Evgenievich – Doctor of Psychology, Professor, Head of the Department of Social Psychology of Development, Moscow City Psychological and Pedagogical University.

Website on the Internet:

The priority tasks of Russian preschool education are to create conditions for ensuring an equal starting level for children when they enter school and to increase the accessibility of education. Pre-school education should "represent a purposeful organized process of teaching and educating children of senior preschool age, allowing you to control the physical, psychological, intellectual state of children before entering school."

In the Concept of the content of lifelong education (preschool and primary), approved and approved by the Federal Coordinating Council for General Education of the Ministry of Education of the Russian Federation on June 17, 2003, special attention is paid to building continuity between the educational programs of preschool and primary general education, but, unfortunately, as practice shows until it is possible to remove the acuteness of the problem of equalizing the starting opportunities for children when they enter the first grade.

Parents have a need for the availability of preparing children for school for all social groups of the population and for combining the efforts of preschool educational institutions and the family in promoting health, raising and educating children 6-7 years old.

The main purpose of the introduction of preschool education is to create conditions for achieving a unified start for preschool children when they enter the first grade. Aligning the level of development, intellectual and psychological readiness of children to enter primary school is the most important component of the success of their further education, the basis for painless adaptation to school childhood.

The second, no less important goal of pre-school education is to ensure the continuity of pre-school and primary education, a problem that has been urgently required for more than a dozen years to be resolved. Competently built, scientifically based, psychologically impeccable organization and content of pre-school education will make it possible to move from duplicating the subject content of elementary school in kindergarten to developing the individual qualities of the child, which ensure a successful transition to schooling.

Thirdly, the introduction of pre-school education, especially for "home" children, will allow timely identification and correction of minor deviations in the physical, intellectual, speech and emotional development of older children.preschool age and thus contribute to maintaining their mental and physical health.

A feature of the model of preschool education lies in the variability of the forms of preschool education. We chose form 1, this is a group of full-day stay of children in school educational institutions implementing comprehensive educational programs.

As the main educational program of pre-school education, the program of training and development of children of 6 years old “Pre-school time” (“Ventana-Graf”, 2007), which is being successfully implemented in a number of regions of the Russian Federation, is used. This program has a number of advantages over similar programs:

by goals - the development of those qualities of the child that determine the formation of a sustainable cognitive interest, the success of teaching children at school;

in form - reliance on the main activity of a child of 6-7 years of age - a game;

-according to the system of principles for constructing the program (taking into account age characteristics, preserving and developing the individuality of each child; developing erudition, culture).

The educational process is organized using pedagogical technologies that provide individual, student-centered development.

The organization of the educational process is regulated by the calendar plan, the schedule of classes, drawn up in accordance with the requirements of SanPiN 2.4.11.1249-03.

Competitive recruitment and testing when completing groups is not allowed.

By choosing this program teaching and development of children to prepare them for school, using the didactic manuals developed by the team of authors that are included in the educational and methodological set "Pre-School Time", I show creativity, introduce new elements of knowledge, use other teaching aids, but the manuals of this TMC remain basic and leading.

The organization of the learning process should be subject to certain pedagogical requirements, the consideration of which will contribute to a more effective achievement of the goals set, as well as the creation of a favorable emotional and psychological climate in the children's team.

In the zone of special attention of the teacher should be taking into account the psychological characteristics and capabilities of children of older preschool age, the physical and mental state of each child. This manifests itself in the following:

It is impossible to make demands on children that they cannot fulfill, as this prevents the formation of positive educational motivation of the child - attitude to learning activities and, as a result, the success of learning.

It is impossible to "run ahead" and speed up the process of assimilation of the knowledge and skills that will be formed at school. The teacher must understand that in the conditions of frontal learning, many children acquire knowledge without understanding its meaning and therefore cannot use it on their own. Such knowledge, accumulating, only loads the memory and cannot positively affect the development of mental operations, speech, imagination, etc.It is unacceptable to use forms and methods of teaching typical for the school (marks, homework, test papers etc.).

Given that the leading activity of this period of child development is play, and therefore it is the game that has become a priority form of organization and teaching method.

Conditions should be created for the most diverse educational and extracurricular communication of children. The need to communicate with peers is a special feature of children of this age, it is in the process of this activity that many communication skills are developed that are necessary for schooling.

I study the individual characteristics of each pupil and take them into account in the learning process (the pace of activity, features of attention, memory; relationships with peers, individual emotional manifestations, etc.). Conducting classes using multi-level tasks is provided for in all books and workbooks of the EMC "Pre-School Time".

Methodological support.

The program of education and development of children 6 years old "Pre-school time" / ed. N.F. Vinogradova. - M.: Ventana-Graf, 2005. - (Pre-school time).

Full methodological support for the program "Pre-School Time":

* Bezrukikh M.M. Is the child ready for school?

Vinogradova N. F. Think and tell.

Vinogradova N.F. . Stories-mysteries about nature.

Zhurova L.E., Kuznetsova, L.I. Alphabet for preschoolers. We play and read together.

Zhurova L.E., Kuznetsova M.I. . Alphabet for preschoolers. We play with sounds and words.

* Zlatopolsky D.S. Amazing transformations.

Kozlova S.A.. Me and my friends.

Kozlova S.A.. I want to go to school.

Kulikova T.A. What, where, why?

Kulikova T.A . I and my family.

Salmina N.G. We learn to think.

Salmina N.G., Glebova A. O . Learning to draw.

When preparing a particular lesson, I age:

assess the stage of learning and the formation of the necessary knowledge and skills in each child;

provide for different organizational forms of conducting classes (pair, group, collective), as well as individual work for each child;

take into account the need to return (repeat) what has been learned in new learning (game) situations;

provide for the relationship between classes and free play activities.

In UMK "Pre-school time" the game acts as a priority method of teaching in the classroom for all these sections of the program. The authors rely on the well-known position of psychology about the special significance of play activity for the intellectual development of a preschooler and the formation of personality traits that will ensure the development of the prerequisites for the leading activity for a younger student - educational. The implementation of this approach, according to the authors, will satisfy the age-related need of preschool children in the game and will prevent the possibility of turning the learning process at the pre-school education into a variant of earlier school education. This is especially important when teaching literacy and mathematics, as the game form of learning makes it easier to assimilate the program material.

THE ROLE OF GAME IN EDUCATION OF A POSITIVE ATTITUDE TO SCHOOL

Preparing a child for school means instilling in him a conscious positive attitude towards educational and social activities, making him understand the importance and necessity of studying at school: making him want to become a schoolchild; arouse sympathy for students, the desire to be like them, respect for the personality and profession of a teacher, an understanding of the socially useful significance of his work; develop the need for a book, the desire to learn to read.

The success of preparing children for school is largely determined by how much the teacher takes into account the uniqueness of the activities of preschoolers and, in particular, how he uses the game for this purpose. Increased attention to the educational process in the group preparatory to school sometimes leads to the fact that the value of a creative, plot-role-playing game is undeservedly belittled. And meanwhile, it is fraught with enormous educational opportunities precisely in preparing children for school.

Through the game and in the game, the child's consciousness is gradually preparing for the upcoming changes in living conditions, relationships with peers and adults, the personality traits necessary for the future student are formed. The game develops such qualities as independence, initiative, organization, develops creative abilities, the ability to work collectively. All this is necessary for the future first grader.

The methods and techniques used by the teacher to familiarize children with the school should complement each other. Various activities must be combined with work and play. The knowledge gained by children during excursions, observations, targeted walks should be replenished and clarified by reading works to them. fiction telling them by corresponding with the children of other kindergartens.

The game reveals the attitude of children to the depicted and at the same time contributes to the consolidation and development of such an attitude. Children like to experience again and again the admiration, joy, delight, surprise that they experienced when they got acquainted with a phenomenon, object, event. This explains their steady interest in games. It is in the game that children practically realize what they would like to see at school, in the first grade.

Love and respect for the book is preserved in children and at school. Those who are interested in studying with a textbook in kindergarten; during extracurricular reading offer different forms book work; act as organizers of quizzes based on the works of their favorite writers; organizing book exhibitions.

The children's need for a book, the desire and ability to find answers to emerging questions in it, a careful attitude to the book from the very first days of school help the teacher to interest them in reading, arouse the desire to learn to read faster, support and develop interest in obtaining new knowledge.

****

Literature:

The program of education and development of children 6 years old "Pre-school time" / ed. N.F. Vinogradova. - M.: Ventana-Graf, 2005. - (Pre-school time).

Doronova T.N., Yakobson S.G. "Rainbow" Program for the upbringing, education and development of preschool children in a kindergarten.

Komarova T.S. "Children's art". Methodical manual for educators and teachers. Publishing house Mozaika - Sintez, Moscow, 2006

Trofimova M.V., Tarabarina T.I. "Both Learning and Playing: Fine Arts". A popular guide for parents and educators. Yaroslavl, "Academy of Development", 1997

« Preschool Pedagogy” Kozlova S.A., Kulikova T.A.
Publisher: Academy 2000

Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” Entered into force on January 1, 2014

Download:

Preview:

non-standard standard

Asmolov

From January 1, 2014, Russian preschool education will live according to the standard. The GEF of preschool education is an innovation not from the category of well-forgotten pedagogical fashions. It is difficult for him to find analogues, at least in domestic educational practice. Effective from the new academic year new law"On Education in the Russian Federation". For the first time, he secured the status of a full-fledged, moreover, initial education for preschool education. basic level educational system. The task of the standard is to ensure the transformation of preschool education into such a level. Not only the standard, but his - in the first place.

For 20 years, instead of the term "preschool education" we have been using the term "preschool education". Now it's legal. Undoubtedly, this strengthens the position of the preschool link in the system of Russian education. But it also obliges to something more than a simple “change of signs”. For what?

What are the actual educational objectives of the kindergarten? What makes it an "educational institution"? And the educator - the teacher of such an institution? Is a kindergarten a stepping stone to school or a special educational institution in which a child lives a special segment of his life? What should this segment be filled with first of all? What promises the preschool institution and preschool education in general, its new status? Tightening the “framework” or, on the contrary, expanding the range of possibilities? Will the usual principle of “playing with one goal” be confessed, when the kindergarten obligingly adapts to the requirements of the school? Or we should be talking about some fundamental changes in the entire system of general education, as a result of which it will be able to accept the preschool level. And not just accept it, but rely on its foundation, develop its achievements in your own way? If so, how, in the form of what should this foundation be laid?

Adopted by GEF removes many fears associated with the prospect of "standardization" of preschool education. Preschool education can develop only by developing: in the standard, both vectors are linked together. The document sets a strategy for the development of preschool education as a system of variant developmental education, opening up the widest opportunities for including all "interested subjects" of the adult community in this process.

The standard is focused not only on supporting diversity, the fundamental “non-standard” of childhood and the child itself, but also on the variability of the developing forms of this support while maintaining its exceptional, ultimate originality, which just gives it “educational value”. This was done on the basis of the cultural-historical theory of the development of the human psyche, which was created in Russia by the efforts of L.S. Vygotsky and his scientific school and was chosen as a pillar in preschool education in many countries of the world.

The idea of ​​the self-worth of preschool childhood - for the first time in the format of a management document - is saturated with working content.Not only play, but also all other forms of children's life and children's activities that determine the uniqueness of preschool age, have an indisputable "educational value". It is not always obvious, sometimes requires disclosure and is measured in other indicators in comparison with school subjects. In the logic of the standard, the “educational value” of preschool education itself follows from the inherent value of preschool childhood.

But the question remains open, which at the stage of approbation/implementation of the standard acquires special urgency, and thus its true sound: how can all this be expressed in the “language of life” of a preschool institution? A language in which adults could “communicate” with children and with each other on a daily basis without losing mutual understanding and understanding of what each of them does individually.

Preview:

https://accounts.google.com

Slides captions:

GEF as a new step in the standardization of preschool education

Regulatory and legal support Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” Entered into force on January 1, 2014

Preschool education is the first stage of general education. Federal Law "On Education in the Russian Federation" dated December 29, 2012. No. 273-FZ came into force on September 1, 2013.

Federal state educational standard - set mandatory requirements to education of a certain level and (or) to a profession, specialty and area of ​​training, approved by the federal executive body responsible for the development of state policy and legal regulation in the field of education. GEF of secondary (complete) general education GEF of primary general education GEF of preschool education

GEF DO - what is it? Standard of child development Standard of individualization of education Standard of conditions Preservation of the uniqueness and intrinsic value of childhood Accounting for the social situation of the child's development Development of the child in activities Subjective relations between participants in the educational process

Conceptual apparatus Contingent - pupils Educational needs of pupils Social situation of development Participants in the educational process PEP - the main educational program Person-oriented model of interaction between participants in the educational process Object-spatial environment

GEF is a set of mandatory requirements for preschool education. REQUIREMENTS MANDATORY IN THE IMPLEMENTATION OF THE PROGRAM to the structure of the Program; to the conditions for the implementation of the Program, including the requirements for psychological, pedagogical, personnel, material and technical, financial conditions and for the developing object-spatial environment; to the results of the development of the Program, presented in the form of targets for preschool education.

Requirements for the structure of the main educational program of distance education The content of the Program should cover the following educational areas: ● social and communicative development; ● cognitive development; ● speech development; ● artistic and aesthetic development; ● physical development.

Main educational program Target section Content Organizational Mandatory component - 60% Part formed by participants in educational relations - 40% A brief presentation of the PEP is aimed at parents and is available for review

Requirements for the conditions for the implementation of the program: to the psychological and pedagogical conditions for the implementation of the main educational program of preschool education to the personnel conditions for the implementation of the main educational program of preschool education to the material and technical conditions for the implementation of the main educational program of preschool education to the financial conditions for the implementation of the main educational program of preschool education to the developing subject- spatial environment

Psychological and pedagogical conditions for the implementation of the Program Conditions necessary for creating a social development situation (clause 3.2.1., Clause 3.2.5.) Conditions necessary for the professional development of teachers, managers (clause 3.2.6.) Conditions necessary for corrective work with children with disabilities (clause 3.2.7.) Additional terms(clause 3.2.8.)

Ensuring the emotional well-being of the child through: Supporting individuality and initiative through: Establishing rules for interaction in different situations: Building a developing education (zone of actual development - zone of proximal development) Interaction with parents: education; inclusion in the educational process, identification of needs, support for educational initiatives. Conditions necessary to create a social development situation (clause 3.2.1., clause 3.2.5.):

"Zone of actual development" is characterized by what the child can do independently "Zone of proximal development" is characterized by what the child cannot do on his own, but with a little help from an adult Building educational activities in the zone of proximal development of the child

Personnel conditions for the implementation of the Program Pedagogical workers must have the basic competencies necessary to create the conditions for the development of children, indicated in clause 3.2.5 (clause 3.4.2) The Standard often repeats the target setting - encouraging the initiative of the child's independence. Previously, we emphasized that the adult is the main, guiding one. Now he is an intermediary who supports the "active initiative of the child."

Material and technical conditions for the implementation of the program, clause 3.5.1 1) requirements determined in accordance with sanitary and epidemiological rules and regulations; 2) requirements determined in accordance with fire safety rules; 3) requirements for the means of education and upbringing in accordance with the age and individual characteristics of the development of children; 4) equipping the premises with a developing object-spatial environment; 5) requirements for the logistics of the program (educational and methodological kit, equipment, equipment (items)

Financial conditions for the implementation of the program The financing system fully provides state guarantees in the field of preschool education, a remuneration system that encourages preschool education workers to achieve high-quality results, as well as to comply with optimal conditions for pupils.

Requirements for the developing object-spatial environment, clause 3.3.1 Saturation Transformability Multifunctionality Variability Accessibility Security

Targets for preschool education are social and normative age characteristics of the child's possible achievements at the stage of completion of preschool education. targets for infancy and early childhood education; targets at the stage of completion of preschool education Requirements for the results of mastering the BEP of preschool education

Appointment of target reference points Construction of a unified educational policy at the level of preschool education throughout the Russian Federation. To solve problems: the formation of the program; analysis of professional activity; studying the characteristics of the education of children aged 2 months. up to 8 years; interacting with families and informing parents about the purpose of preschool education.

Masters the main cultural methods of activity Shows initiative and independence in different types activities Able to choose their own occupation Has a positive attitude towards the world Interacts with peers and adults Able to negotiate, taking into account the interests of another Able to empathize Owns different forms of play Able to obey different rules and social norms Fairly well versed oral speech The child has developed motor skills, mobility, endurance; owns different movements; manages and controls Capable of volitional efforts, able to make his own decisions Shows curiosity, asks questions, hypotheses-explanations, tends to observe, experiment Possesses a developed imagination Possesses knowledge about himself, nature, the objective and social world

Prohibitions in the use of targets (clause 4.3, clause 4.5) Not subject to direct assessment, including in the form of pedagogical diagnostics. Mastering the program is not accompanied by intermediate and final certification. Targets cannot serve as a direct basis for the decision managerial tasks, including: attestation of teaching staff; assessment of the quality of education; assessment of both the final and intermediate levels of development of children; assessment of the implementation of municipal (state) assignments; distribution of incentive pay fund.

“Just as no one can give to another what he himself does not have, so he cannot develop, educate and educate others who himself is not developed, educated and educated.” A. Diesterweg

Preview:

To use the preview of presentations, create a Google account (account) and sign in: https://accounts.google.com

Slides captions:

GEF as a new step in the standardization of preschool education. Differences between GEF DO and FGT. Grigoryeva Galina Grigorievna, Ph.D., Associate Professor, Head. Department of Theory and Methods of Preschool Education, SBEI DPO NIRO

Determination of the standard Methodological support of municipal teams of tutors on the introduction of GEF DO, 2014. A set of mandatory requirements for preschool education

List of normative documents UN Convention on the Rights of the Child. Constitution of the Russian Federation. Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”. "Federal State Educational Standard for Preschool Education" (FSES), Order No. 1155 of November 17, 2013 Order of the Ministry of Education and Science of the Russian Federation of February 11, 2002 No. 373 "On the Concept of Modernizing Russian Education for the Period until 2010" "The Concept of Preschool Education ". Approved by the decision of the collegium of the State Committee of the USSR on public education on June 16, 1989 N 7/1

Preschool educational institutions Specialists of primary general education Parents (family) Governing bodies Universities, pedagogical colleges Institutes for advanced training Executive authorities Developers of the PEP Developers of copyright programs The Federal State Educational Standard is addressed to:

FULL living by a child of all stages of childhood (infant, early, preschool), enrichment (amplification) child development; Building educational activities based on individual features every child. The child himself becomes active in choosing the content of his education, becomes the subject of education (hereinafter, the individualization of preschool education); Assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations. Principles of preschool education

Support for children's initiatives in various types activities; Cooperation of the Organization with the family; Introducing children to socio-cultural norms, traditions of the family, society and the state; Formation of cognitive interests and cognitive actions of the child in various activities; Age appropriateness of preschool education; Accounting for the ethno-cultural situation of children's development. Principles of preschool education

Protection and strengthening of the physical and mental health of children, including emotional well-being; Ensuring equal opportunities for the full development of each child, regardless of place of residence, gender. Nation, language, social status. Psychophysiological and other features, disabilities; Ensuring the continuity of the goals, objectives and content of education within the framework of educational programs at various levels. Creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations. Ability development and creativity each child as a subject of relationships with himself, other children, adults, and the world. Tasks of the Federal State Educational Standard for Preschool Education

Combining upbringing and education into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, and society. Formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, aesthetic, moral, intellectual, physical qualities, initiative, independence, and responsibility of the child, the formation of the prerequisites for educational activities. Ensuring program variability. Formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children. Providing psychological pedagogical support families and increasing the competence of parents in matters of education. Tasks of the Federal State Educational Standard for Preschool Education

Standard requirements (clause 1.8.) to the structure of the Program and its volume; to the conditions for the implementation of the Program; to the results of the development of the Program

Brief description of the program Essence of the EP The program defines the CONTENT and ORGANIZATION of educational activities at the level of DO (clause 2.1) Focus on: creating CONDITIONS for the development of the child, DEVELOPING EDUCATIONAL ENVIRONMENT - a system of conditions for positive socialization and individualization of children, personal development, based on cooperation with adults and children in age-appropriate activities (clause 2.5) Content Educational areas and activities (clause 2.6.)

Educational areas (directions of development) physical cognitive social and personal artistic and aesthetic Activities t p-and to isoconst m and d communication speech reproduction. CL Requirements for the structure of the BEP DO The content of education in the BEP

Tasks Assimilation of social norms, values ​​Development of communication and interaction of the child with adults and peers Formation of readiness for joint activities with peers Development of qualities: personal: independence, purposefulness, self-regulation in actions; intellect; emotional responsiveness; respectful attitude to children, adults, a sense of belonging to the family Formation of positive attitudes towards various types of work and creativity Formation of the foundations of safe behavior in everyday life, society, nature Social and communicative development

Tasks Development of the need-motivational sphere (interests, curiosity, cognitive motivation) Formation of cognitive actions, formation of consciousness Development of personal qualities (imagination, creative activity) Formation of primary ideas about oneself, other people, objects of the surrounding world (concretization) Cognitive development

Tasks Development of speech as a means of communication Enrichment of the active vocabulary Development of sound and intonation culture of speech, phonemic hearing Development of coherent, grammatically correct speech (dialogue, monologue) Development of speech creativity Acquaintance with book culture, listening comprehension of texts of various genres of children's literature Formation of the prerequisites for teaching literacy: sound analytical and synthetic activity (sound and syllabic analysis of the word) Speech development

Tasks Formation of an aesthetic attitude to the surrounding world (nature, the objective world, social, to oneself) Formation of an attitude to art: the formation of elementary ideas about the types of art, the development of the prerequisites for the value-semantic perception and understanding of works of art literature, fine arts) stimulating empathy for the characters works of art Implementation of self creative activity children (fine, constructive-model, musical, etc.) Artistic and aesthetic development

Tasks Organization of motor activity: exercises for the development of: physical qualities; musculoskeletal system; balance, coordination of movements; gross and fine motor skills of both hands. basic movements: walking, running, soft jumps, turns in both directions. mobile games with rules. Formation of personal qualities: purposefulness and self-regulation in the motor sphere Mastering the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits) Formation of initial ideas about some sports Physical development

Types of activity (clause 2.7.) Infant age Early age Preschool age direct emotional communication with an adult communication with an adult communicative activity (communication and interaction) manipulation with objects and cognitive-exploratory actions objective activities and games with compound and dynamic toys; joint games with peers under the guidance of an adult playing activities (plot-role-playing, didactic, with rules) experimenting with materials and substances cognitive research activities perception of music, children's songs and poems perception of the meaning of music, fairy tales, poems, looking at pictures, perception of fiction motor activity, tactile-motor games motor activity motor activity self-service and actions with household items-tools self-service and elementary labor design, visual, musical activities

Sections targeted informative organizational 1.1. Explanatory note: goals and objectives of the Program; principles and approaches to the formation of the Program; significant characteristics (conditions……); 1.2. This is a specification of targets, taking into account age opportunities and ind. differences in children (including children with disabilities) Description of educational activities according to five arr. areas, taking into account the POOP, and the method. allowances (WHAT) Description of the forms, methods, methods and means of implementing the Program (HOW) Features arr. activities of different types and cultural practices (features of solving problems in different types of activities and CP) Ways to support children's initiative Features of the interaction of ped. team with the families of pupils Other characteristics of the Program, essential from the point of view of the authors. Part of the Program formed by the participants arr. relations: Interests of children, families and teachers; National, sociocultural and other conditions; The choice of those partial programs and forms of work that are more in line with the needs and interests of children, the possibilities of ped. collective, traditions of preschool or group. Logistics of the Program Availability of methodological materials and teaching aids Daily routine Features of traditional events, holidays, events Organization of the subject-spatial environment Requirements for the structure of the OOP DO (II)

Contact information: Department of Theory and Methods of Preschool Education: Tel: 417-58-89

Preview:

CONSULTATION FOR EDUCATIONERS

“Federal state standard of preschool education. Comparative analysis of FGT and GEF"

Effective January 1, 2014Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education" .

The standard is based onUN Convention on the Rights of the Child, the Constitution of the Russian Federation, the legislation of the Russian Federationand provides an opportunity to take into account regional, national, ethno-cultural characteristics of the peoples of the Russian Federation in the development and implementation of the Program. The standard reflects the agreed socio-cultural, public and state expectations regarding the level of preschool education, which are guidelines for the founders of preschool organizations, specialists in the education system, families of pupils and the general public.

Principles for the development of GEF:

1) support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person;

2) the personality-developing and humanistic nature of the interaction of adults (parents (legal representatives), teaching staff) and children;

3) respect for the personality of the child;

4) implementation of the Program in forms specific for children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

GEF preschool education pursues the following goals:

raising the social status of preschool education;

provision by the state of equal opportunities for each child in obtaining a quality pre-school education;

providing state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs, their structure and the results of their development;

maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

The standard is aimed at solving the following problems:

1) protecting and strengthening the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels;

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child;

5) combining training and education into an integral educational process;

6) the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities;

7) ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education;

8) formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of the health of children.

GEF preschool education establishes 3 groups requirements:

to the conditions for the implementation of the Program, including the requirements for psychological and pedagogical, personnel, financial conditions and for the subject-spatial environment;

to the structure of the Program;

to the results of the development of the Program, presented in the form of targets for preschool education.

Structure Requirementseducational program of preschool education and its volume:

The program determines the content and organization of educational activities at the level of preschool education.

Structural units in one Organization (hereinafter referred to as groups) may implement different Programs.

The program is developed and approved by the Organization independently in accordance with this Standard and taking into account Model Programs.

Condition Requirementsimplementation of the main educational program of preschool education:

Requirements for the developing subject-spatial environment

Requirements for personnel conditions for the implementation of the Program

Requirements for the material and technical conditions for the implementation of the educational program

Requirements for the financial conditions for the implementation of the main educational program.

The developing object-spatial environment should provide:

The possibility of communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.

Implementation of various educational programs; taking into account the national-cultural, climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

Requirements for resultsmastering the main educational program of preschool education:

The requirements of the Standard for the results of mastering the Program are presented in the formtargetspreschool education, which represent the age characteristics of the child's possible achievements at the stage of completing the level of preschool education

Targets are not subject to direct assessment, including in the form of pedagogical diagnostics(monitoring), and are not the basis for their formal comparison with the real achievements of children.

"Monitoring" - the systematic exercise of control. "Diagnosis" is how the monitoring will be done. Without psychological and pedagogical diagnostics, it is impossible to carry out effective actions and outline the following activities. Targets should not be confused with the development of educational areas. This is a beacon to aim for! Targets are formed on the basis of educational areas, and they are subject to monitoring.

Clause 3.2.3. During the implementation of the program, an assessment of the development of children can be carried out within the framework of pedagogical diagnostics (assessment of the pedagogical actions of the educator). Mastering the program is not accompanied by intermediate and final diagnostics.

The specificity of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result)make unlawful demands from a preschool child of specific educational achievementsand determine the need to determine the results of mastering the educational program in the form of targets.

The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation in preschool children of the prerequisites for learning activities at the stage of completion of preschool education.

Targets cannot serve as a basis for certification of teaching staff, assessment of the quality of education. (Section 4, clause 5 of the Federal State Educational Standard)

Social and communicative development;

cognitive development;

Speech development;

artistic and aesthetic development;

physical development

1. Social and communicative development is aimed at:

assimilation of norms and values ​​accepted in society;

development of communication and interaction of the child with adults and peers;

the formation of independence, purposefulness and self-regulation of one's own actions;

Development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization;

the formation of positive attitudes towards various types of work and creativity;

Formation of the foundations of safe behavior in everyday life, society, nature.

2. Cognitive development involves:

development of children's interests, curiosity and cognitive motivation;

the formation of cognitive actions, the formation of consciousness;

Development of imagination and creative activity;

the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

3. Speech development includes:

possession of speech as a means of communication and culture;

Enrichment of the active dictionary;

development of coherent, grammatically correct dialogic and monologue speech;

development of speech creativity;

development of sound and intonation culture of speech, phonemic hearing;

acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;

formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

4. Artistic and aesthetic development involves:

development of the prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world;

The formation of an aesthetic attitude to the world around;

the formation of elementary ideas about the types of art; perception of music, fiction, folklore;

Stimulation of empathy for the characters of works of art;

Realization of independent creative activity of children (fine, constructive-model, musical, etc.).

5. Physical development includes:

gaining experience in the following types of children's activities: motor, including those associated with the implementation of exercises that contribute to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and fine motor skills of both hands, as well as the correct execution of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastery of outdoor games with rules;

the formation of purposefulness and self-regulation in the motor sphere;

the formation of the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

at an early age (1 year - 3 years)

objective activities and games with composite and dynamic toys;

experimenting with materials and substances (sand, water, dough, etc.);

Communication with an adult and joint games with peers under the guidance of an adult;

self-service and actions with household items-tools;

perception of the meaning of music, fairy tales, poems, looking at pictures;

Physical activity;

Activities for the implementation of OO at preschool age (3-8 years):

gaming, including a role-playing game, a game with rules, etc.;

Communicative (communication with adults and peers);

cognitive-research (research of objects of the surrounding world and experimentation with them);

Perception of fiction and folklore;

self-service and elementary household work;

construction from different materials, including constructors, modules, paper, natural and other materials;

Fine (drawing, modeling, application);

Musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments);

Motor (mastery of basic movements).

Comparative analysis of FGT and GEF

FGT	GEF
10 educational areas	5 educational areas
Integrative qualities of a graduate;	Targets (not monitored)
	The structure of the educational program
Consideration of gender specificity in the organization of the educational environment	There is no pronounced principle of taking into account gender-role specifics
The ratio of basic and additional education - 80 and 20%	The ratio of basic and additional education - 60 and 40%
	Creation of conditions for supporting children's initiative;
7 groups of requirements for the conditions for the implementation of the educational program;	5 groups of requirements for the conditions for the implementation of the educational program;
ECE should be staffed with qualified staff;	Educators must have a pedagogical education;
Requirements for the subject-spatial environment are included in the requirements for logistics	Separately allocated Requirements for the subject-spatial environment (multifunctionality and transformability of the environment)
Forms of interaction with parents are disclosed in detail
Mandatory intermediate and final diagnostics of the results of mastering the program	Mastering the program is not accompanied by intermediate and final diagnostics

Preview:

Schedule for the introduction of the Federal State Educational Standard for Preschool Education

in an educational organization in 2014

Events		Timing	Responsible	Expected results
1. Regulatory support for the introduction of the Federal State Educational Standard for preschool education
	Development and approval of the schedule for the introduction of the GEF of preschool education.	January 2014		Schedule for the introduction of GEF DO
	Formation of a data bank of legal documents of the federal, regional, municipal levels that regulate the introduction and implementation of the Federal State Educational Standard.	January 2014		Creation of a data bank of legal documents of the federal, regional, municipal levels that regulate the introduction and implementation of the Federal State Educational Standard.
	Introducing amendments and additions to the Charter of the NGO.	January February 2014		The statute of the OO.
	Preparation and adjustment of orders, local acts regulating the introduction of the Federal State Educational Standard, bringing regulatory documents to the attention of all interested parties.	during a year		Making changes and additions to the documents regulating the activities of an educational organization
	Definition from the register of exemplary educational programs, provision with methodological literature, manuals used in the educational process in accordance with the Federal State Educational Standard.	during a year		Creation of a data bank of exemplary educational programs, methodological literature, manuals and materials used in the educational process in accordance with the Federal State Educational Standard.
	Preparation for the design and development of the main educational program of preschool education in accordance with the requirements of the Federal State Educational Standardpreschool education. Approval of the main educational program of the educational institution in accordance with the requirements of the Federal State Educational Standard BEFORE.	February-December 2014 as the registry of exemplary OOP DOs is published		The educational program of the OO in accordance with the requirements of the Federal State Educational Standardpreschool education.
	Bringing job descriptions of employees of public organizations in line with the requirements of the Federal State Educational Standard.	January February 2014		Making changes and additions to job descriptions OO teachers
	Making changes and additions to the program for the development of the educational organization, taking into account the requirements of the Federal State Educational Standard.	January March 2014		Program for the development of OO, taking into account the requirements of the Federal State Educational Standard.
	Development of an optimal model for organizing the educational process in accordance with the Federal State Educational Standard.	January December 2014		Creation of a model of the educational process in OO.
2. Organizational support for the introduction of the GEF of preschool education
	Creation of a working group of OO teachers on the introduction of the Federal State Educational Standard.	January 2014		Creation and definition of the functionality of the working group
	Organization of the activities of the working group on the introduction of the Federal State Educational Standard.	during a year		Action plan of the working group.
	Assessment of the compliance of the conditions for the implementation of the BEP DO with the requirements of the Federal State Educational Standard for DO: psychological, pedagogical, personnel, material and technical, financial, as well as conditions for the developing object-spatial environment.	September-November 2014		Analytical report on monitoring the conditions for the implementation of GEF DO.
	Monitoring of educational needs and professional difficulties of teachers of educational institutions in connection with the introduction of the Federal State Educational Standard for Distance Education (development of tools)	March-July 2014		Making changes to the course plan for teachers of the OO.
	Analysis of the compliance of the material and technical base for the implementation of the PEP DO with the current sanitary and fire safety standards, labor protection standards for workers educational institution.	March 2014		Bringing the material and technical base of the implementation of the BEP DO in line with the requirements of the Federal State Educational Standard.
	Conducting instructive and methodological meetings to familiarize with the legal documents governing the introduction of the Federal State Educational Standard.	during a year		Bringing regulatory documents to the attention of all employees of the NGO
	Organization of the work of a permanent internal practice-oriented seminar for teachers on the topic "We study and work according to the GEF DO".	during a year		Adjustment of the annual work plan of the public organization, taking into account the introduction of the Federal State Educational Standard.
	Acquisition of the library of the methodological office of the OO in accordance with the Federal State Educational Standard.	during a year		Availability of methodological literature for the implementation of GEF DO.
3. Staffing for the introduction of GEF DO
	Phased training of teaching and managerial personnel for the transition to the Federal State Educational Standard	in stages as the transition to GEF DO		Course plan
	Analysis of identified staffing needs and taking them into account when organizing the educational process and providing methodological support.	during a year		Creation of individual routes of methodological support for teachers
	Raising the qualifications of teaching staff through the system of internal training.	during a year		Drawing up a plan for the self-education of teachers, taking into account the introduction of the Federal State Educational Standard.
	Participation of teachers in city methodological events on the topic "Organization of work on the transition to the Federal State Educational Standard of preschool education."	during a year
4. Scientific and methodological support for the introduction of GEF DO
	Increasing the professional competence of teachers on the issues of introducing the Federal State Educational Standard for Distance Learning through various forms of methodological work: a series of seminars, thematic consultations, master classes, open viewings, etc.	during a year		Assimilation by teachers of the main provisions of GEF DO: - "Requirements for the structure of the main educational program of preschool education", - "Requirements for the conditions for the implementation of the main educational program of preschool education", - "Requirements for the results of mastering the main educational program of preschool education"
	Definition of a list of variant exemplary OOP DO and teaching aids used in the educational process in accordance with GEF DO (based on the register)	during a year as the registry of exemplary OOP DOs is published		Compilation of a list of variable exemplary BEP DO and teaching aids used in the educational process in accordance with the Federal State Educational Standard of DO (based on the register)
	Creation of a model (s) of the educational process in accordance with age and individual characteristics based on the Federal State Educational Standard.	January December 2014		Model (s) of the organization of the educational process in the educational institution in accordance with the Federal State Educational Standard
	Planning for equipping the educational space with content-saturated means (including technical ones) and materials for training and education in accordance with the Federal State Educational Standard.	February 2014		The plan of resource provision in the OO educational process at the level of preschool education.
	Methodological support of the OO for the introduction of the Federal State Educational Standard.	during a year		Elimination of professional difficulties in the introduction of GEF DO
5. Financial and economic support for the introduction of GEF DO
	Determination of the financial costs of the OO (volume, direction) for the preparation and transition to the Federal State Educational Standard.			Removing the risk of lack of financial support for the transition to GEF DO
	Local acts regulating the establishment of wages employees of public organizations, including incentive allowances and additional payments, the procedure and amounts of bonuses in accordance with the NSOT.	January February 2014		Minutes of the meeting of the state public administration body of the NGO, at which the decision was made, certified (agreed) by the founder, additional agreements were concluded to the employment contract with pedagogical workers OO orders, additional agreements
	Determination of the necessary means of training and education (including technical ones), materials (including consumables), in accordance with the main types of children's activities and the requirements of the Federal State Educational Standard	January February 2014		Placing orders through applications
	Equipping the educational space with the means of training and education (including technical ones), materials (including consumables), in accordance with the main types of children's activities and the requirements of the Federal State Educational Standard.	March-December 2014		Creation of a developing subject-spatial environment that ensures maximum realization of the educational potential of the OO space
4. Information support for the introduction of GEF DO
	Organization of access for teachers to electronic educational resources on the Internet, to work with the website of the City Methodological Center, in the Moscow Register of Education Quality.	during a year		Creation of conditions for prompt elimination of professional difficulties
	Informing teachers, parents (legal representatives) and all interested parties about the legal and program-methodological documents for the introduction of the Federal State Educational Standards of Education through various forms: the NGO website, booklets, information stands, parent meetings etc.	during a year		Ensuring public reporting on the progress and results of the introduction of GEF DO.
	The study public opinion on the introduction of a new standard in the content of the main educational program of preschool education, including through the website of an educational institution	during a year		Correction of the educational process of OO.

GEF DO. Explanatory note

Dear parents and teachers!

On October 17, 2013, the Council of the Ministry of Education and Science of the Russian Federation approved the federal state standard for preschool education. The order comes into force on January 01, 2014.

The federal state standard for preschool education was developed for the first time in Russian history in accordance with the requirements of the federal law “On Education in the Russian Federation”, which came into force on September 1, 2013.

The standard was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child.

GEF preschool education - non-standard standard

non-standard standard

For 20 years, instead of the term "preschool education" we have been using the term "preschool education". Now it's legal. Undoubtedly, this strengthens the position of the preschool link in the system of Russian education. But it also obliges to something more than a simple “change of signs”. For what? What are the actual educational objectives of the kindergarten? What makes it an "educational institution"? And the educator - the teacher of such institution? Is a kindergarten a stepping stone to school or a special educational institution in which a child lives a special segment of his life? What should this segment be filled with first of all? What promises the preschool institution and preschool education in general, its new status? Tightening the "framework" or, conversely, expanding the range of possibilities? Will the usual principle of “playing with one goal” be confessed, when the kindergarten obligingly adapts to the requirements of the school? Or we should be talking about some fundamental changes in the entire system of general education, as a result of which it will be able to accept the preschool level. And not just accept it, but rely on its foundation, develop its achievements in your own way? If so, then how, in the form of what should this foundation be laid? The adopted Federal State Educational Standard removes many of the fears associated with the prospect of "standardization" of preschool education. Preschool education can develop only by developing: in the standard, both vectors are linked together. The document sets a strategy for the development of preschool education as a system of variant developmental education, opening up the widest opportunities for including all "interested subjects" of the adult community in this process. The standard is focused not only on supporting diversity, the fundamental “non-standard” of childhood and the child itself, but also on the variability of the developing forms of this support while maintaining its exceptional, ultimate originality, which just gives it “educational value”. This was done on the basis of the cultural-historical theory of the development of the human psyche, which was created in Russia by the efforts of L.S. Vygotsky and his scientific school and was chosen as a pillar in preschool education in many countries of the world. The idea of ​​the intrinsic value of preschool childhood - for the first time in the format of a management document - is saturated with working content. Not only play, but also all other forms of children's life and children's activities that determine the uniqueness of preschool age, have an indisputable "educational value". It is not always obvious, sometimes requires disclosure and is measured in other indicators in comparison with school subjects. In the logic of the standard, the actual "educational value" of preschool education follows from the inherent value of preschool childhood. The standard was developed not from scratch, but taking into account all the best that has been created at the moment in Russian preschool education. Moreover, it is a kind of “protective certificate” of his achievements from various forms destructive administration. The standard tightens the requirements, first of all, to managerial professionalism. And it provides conditions for the professional and personal growth of adults in pedagogical creativity. This is a standard for the quality of preschool education, the quality of a full-fledged creative life for children and adults in a preschool educational institution, and not a stamp for replicating paper forms. The ideology of the standard - "child-centrism" - is by no means romantic, contrasting with the realities of modern life. This is a saving, "anti-crisis" ideology. Over the past twenty years, the world of childhood (as well as the world of adulthood, by the way) has lost much of what gave it originality. Children have to be taught to play on an equal footing with adults. "Detocentrism" is the ideology of returning childhood to children, society, culture through the gates of a preschool institution. The ideology of responsible adulthood. Realizability in a historically foreseeable time frame, the ability to record the achievements of implementation by methods free from excess formalization, setting to achieve big goals, bypassing the excess burden on the state and family budget - the developers of the "non-standard standard" were guided by this and much more.

From January 1, 2014, Russian preschool education will live according to the standard. The GEF of preschool education is an innovation not from the category of well-forgotten pedagogical fashions. It is difficult for him to find analogues, at least in domestic educational practice. A new law “On Education in the Russian Federation” has come into force since the new academic year. For the first time, he secured the status of a full-fledged, moreover, the initial, basic level of the educational system for preschool education. The task of the standard is to ensure the transformation of preschool education into such a level. Not only the standard, but his - in the first place.

Modern preschool education is the first state form within the framework of which professional upbringing and educational work with children is carried out.

Significance

The sociocultural significance of preschool education is determined by the characteristics of age. Thus, the age from three to seven years is the most sensitive period, which is characterized by particularly rapid changes in the intellectual, social, physical, emotional and linguistic development of the child. Positive life experience and the basis for successful development, laid down in preschool age, create the basis for the future versatile development of the child. This is the significance of preschool education.

Legal regulation of subsidiaries in the Russian Federation

In Russia, preschool education is regulated by the federal law “On Education”, which came into force in 2013. This document defines the forms and methods, content and principles of DO (preschool education), as well as the expected socio-cultural and public-state results of the program. The Federal Standard for Preschool Education (FSES DO) is a guideline for preschool specialists, employees of the DO system, families, and the general public.

The main tasks of preschool education

The main tasks of the Federal State Educational Standard of DO defines:

1. Protection of life and strengthening of the psychological and physical health of children from 2 months to 7 years, the necessary correction of deficiencies in physical or psychological development.
2. Preservation and support of the individuality of the pupil, the development of individual personality traits, the creative potential of each child.
3. Formation of a common culture, development of moral, aesthetic, physical, intellectual qualities of pupils, responsibility, independence and initiative.
4. Formation of prerequisites for further successful educational activities in general educational institutions of the education system.
5. Ensuring the diversity and variability of the content of preschool education programs, methods and forms of education, taking into account the age characteristics of pupils, the needs and abilities of children.
6. Providing opportunities for the development of each preschooler during childhood, regardless of gender, nation, language, place of residence, social status or other characteristics (including physical disabilities).
7. Ensuring interdepartmental interaction, as well as the interaction of public and pedagogical associations.
8. Interaction with the families of pupils to ensure the development of a preschool child, providing the necessary assistance to parents of a preschool child on issues of education and training.

The system of preschool education in the Russian Federation

The system of preschool education in Russia is the upbringing, development and training, care and rehabilitation of children from 2 months to 7 years. Pre-school education is carried out in preschool educational institutions (children's educational institutions), but these are not the only components of the system. There are also city and regional departments of preschool education.

Today in the Russian Federation there are more than 45 thousand preschool educational institutions. Modern organization pre-school education is provided through nurseries, kindergartens, pre-school education centers and other institutions. More details about the institutions of preschool education, the principles and programs of preschool education will be discussed later.

Character traits

Modern private and public preschool education in the Russian Federation has the main character traits. Firstly, the system ensures the holistic nature of the educational process, its upbringing and developmental nature. This means that the preschool educational institution provides a holistic medical, psychological and pedagogical support for the child.

In addition, it is at preschool age that a common culture begins to form, conditions for preserving and strengthening the health of children, intellectual, moral, moral, physical, creative, aesthetic and personal qualities. The integrity of the system is also ensured by the continuity of pre-school and primary school levels of education.

Secondly, in the institutions of the preschool educational institution, a comfortable emotional atmosphere and an educational environment are provided that diversify the child. Children can choose how to exercise independence according to their own inclinations and interests. This is ensured by the variability and variety of educational programs of preschool education.

Expected results of the implementation of state policy

It is expected that the introduction of the Federal State Educational Standard will significantly improve the educational space in the Russian Federation. The general state policy is designed to ensure:

1. The quality of the educational process. As a result of the implementation of the Federal State Educational Standard, a system is expected to be created that guarantees positive conditions for quality education at all levels (preschool, primary, secondary and high school, additional, special, higher, and so on). It is also planned to individualize the educational process due to the variability and diversity of programs, means and teaching methods, to make Russian education competitive not only in content, but also in the quality of educational services.
2. Availability of education. Public and free preschool, as well as basic education is provided to all citizens of the Russian Federation, regardless of nationality, gender, race, age, health status, social class, religion, beliefs, language and other factors. Citizens of the Russian Federation can receive higher and secondary specialized education free of charge on a competitive basis.
3. Decent pay for teachers. It is necessary to achieve a level of payment that would ensure the competitiveness of the education sector in the labor market.
4. Pension provision. In the future, education workers should be guaranteed not only decent wages, but also an adequate level of pension provision. Already today, employees with more than 25 years of service are entitled to a seniority bonus while continuing their teaching activities instead of a seniority pension.
5. Social security of pupils, pupils, students and graduate students. Within the framework of this paragraph, children and young people who study in educational institutions are guaranteed the protection of life, ensuring the preservation of health, and physical education. Students are provided with targeted material assistance (scholarships, allowances), employment assistance.
6. Financing the educational system. The budget for education should increase at a faster pace than other public sectors, and funds should be spent more efficiently. Between individual preschool educational institutions, material support should be effectively distributed by local preschool education departments.

Institutions of preschool education

The educational process within the system of distance education is implemented by the network of preschool educational institutions. The most common institution of this type is a kindergarten. In addition, in Russia there are other types of preschool educational institutions:

1. General developmental preschool educational institutions. As a rule, in general developing kindergartens, one or several areas of education (for example, intellectual, physical or artistic) are given priority.
2. Compensatory kindergartens. Such institutions are intended for children with any developmental disabilities.
3. Preschool supervision and rehabilitation. In such preschool educational institutions, health-improving, sanitary-hygienic and preventive measures are carried out as a priority.
4. Combined Institutions. The composition of the combined kindergarten may include groups for children with various disabilities, recreational and general education groups.
5. Centers preschool development. This is a preschool educational institution, where equal attention is paid to health improvement, mental and physical development, correction of possible deviations of all pupils.

As part of preschool education in Russia, 63% (5.8 million) of children of the corresponding age are brought up. At the same time, about a million more children are on the waiting list for a place in a preschool educational institution.

In addition to the usual types of preschool educational institutions, groups of short-term stay of children have now developed (it is interesting that parents choose such groups not instead of ordinary kindergartens, but in parallel with them), preschool groups based on schools or preschool institutions, as well as teaching children as part of a family education.

Principles of the educational process

The main principles of preschool education in Russia are:

• comprehensive development of the child, corresponding to age, state of health, individual characteristics;
• solving educational problems in the process of joint activities of adults with children, as well as independent activities of pupils;
• interaction with families (parents should not be outside observers, but take an active part in the implementation of the program);
• maximum approximation to a reasonable minimum in the educational process (this means that the tasks set must be implemented only on the necessary and sufficient material);
• ensuring the integrity of the educational process and so on.

Directions for the development of the child in preschool

The text of the Federal State Educational Standard uses the concept of “occupation”, although preschool children perceive the world through a game, and not an occupation in the standard sense. So in this case the word "occupation" is used in the sense of "entertaining business." Learning should be through play.

Within the framework of the preschool educational institution, the acquisition of valuable experience must be ensured in the following areas:

1. Physical activity (sports games, walking, climbing, jumping, riding a scooter, cycling, running and other types of physical activity).
2. Communicative activity (communication, interaction with other children, with adults, oral speech).
3. Cognition and research (study of objects of the surrounding world, experiments).
4. Elementary labor activity (self-service skills, domestic work, labor in nature).
5. Artistic perception (perception of fiction and oral folk art).
6. Visual activity (drawing, application, modeling).
7. Construction from various materials (construction from a constructor, natural material, paper, construction of various models).
8. Musical activities (playing children's musical instruments, musical and rhythmic movements, singing, choreography).

The order of work of preschool institutions

Kindergartens, as a rule, work from 7-8 to 18-19 five days a week, which is close to the state working day. There are also round-the-clock preschools, ten-hour and fourteen-hour kindergartens.

The number of children in groups is determined by the head of the preschool educational institution (based on the maximum occupancy). In groups for children from two months to a year there should be a maximum of 10 pupils, from one to three - 15, from three to seven - 20 children.

Preschool Admissions and Benefits

Since 2009, kindergartens cannot accept children on their own; for this, special commissions are formed to recruit preschool educational institutions. This rule does not apply to private kindergartens. For admission to a preschool educational institution, parents must provide the commission with a package of documents, which includes a child's birth certificate, a passport of one of the legal representatives, a child's medical card, a document that confirms the benefit (if any). The commission makes a decision and issues a referral to kindergarten. Also, the commission will help with the choice of a preschool educational institution, taking into account the characteristics and state of health of the child.

The right to extraordinary admission to kindergartens have:

• orphans, adopted, adopted, under guardianship;
• children whose parents in childhood were left without parental care;
• children of disabled citizens (if disability occurred as a result of the Chernobyl accident);
• children of judges, investigators, prosecutors.

The following persons are entitled to priority admission to the preschool educational institution:

• children from large families;
• children of police officers, military;
• children, one of whose parents has a disability.

Children of single parents and teachers have priority right of admission. In addition, children whose siblings are already attending groups of this preschool educational institution can count on the priority right.

Problems of preschool education in the Russian Federation

Preschool education in Russia (despite all the actions of the state in this direction) is inaccessible to a significant part of the population. So, more children are recruited into groups than is permissible; educational programs prepare pupils for school, and do not give preference to games; fire safety and sanitation standards turn preschools into sterile, faceless boxes. Some of the problems can be solved by private kindergartens.

Also, preschool education in Russia is characterized by a lack of teaching staff. At the moment, many preschool educational institutions employ people who are trained according to an outdated model or who have no pedagogical training at all. The social status of the profession remains low, the level of salaries of pedagogical workers is insufficient.

Main directions of system development

The goals of the development of preschool education are related to the problems of Russian society. Thus, the strategic goals of education include:

1. Introduction of modern educational programs.
2. Transition to the conclusion of an effective contract with teachers and heads of preschool educational institutions.
3. Democratization of education.
4. Preservation and strengthening of the unity of the educational space.
5. Training and retraining of teaching staff.
6. Education management reform and so on.

The prospect of reforming DOs inspires hope for positive changes in this area.

Alexandra Minina
Preschool educational organization in the education system of the Russian Federation

Introduction

2. Main tasks

3. Views preschool organizations

Conclusion

Literature

Introduction

What is the relevance of the topic? In the 20th century, the most positive form for the child was formed preschool education which gave multilateral full education and development of children. Socio-economic changes in Russia have influenced large-scale changes in education in general and also in preschool. New stage in education system which, as we see it, is new. Return in a new look and modernized preschool education delivery system. In modernization education a mechanism for sustainable development is being created education systems, in line with the challenge of the 21st century, social and economic need development of the country, the needs of the individual, society, state. This change also affected organizations, and content education. Now system is both multifunctional, oriented to the needs of society and represents a variety of educational services taking into account both age and individual developmental features. Content preschool education undergoes changes expressed in the abolition of educational and disciplinary education and is focused on humanity in the communication of the teacher and personality-oriented communication in relation to the child. Preschool education according to GEF includes a combination of regulation and variability, requirements and permits, classics and creativity. It is at this time in the development of the child that the most important and necessary for his future in life is laid. Therefore, it is very important not to miss this moment and give a basic complex educational resources in the required quantity and quality. Because how they spend the first seven years of their lives before the threshold of school depends on their ability to be successful and promising in the future, emotionally resistant to changes in living conditions and in our current socio-economic conditions. period of personal development, and preschool education considered an essential part of education and should be directed to the enrichment of development, and not to the speed of knowledge in in large numbers. Children still have time to learn everything, and this is the main task. educational program of the Federal State Educational Standard, give children childhood and keep the joy of childhood. But education is not going anywhere., will be in a natural and not forced form, and this is interesting for both teachers and children. In an artificial and very monotonous education, there is no way to preserve and strengthen the physical and mental health of the child without ensuring normal hormonal development.

The purpose of the work is to understand and learn what is the system of preschool educational organization in the education of the Russian Federation what main tasks, goals and types of activity organizations are included in preschool education, and what is organizational activity.

1. Preschool educational organization in the education system of the Russian Federation

Education is:

1) Modern understanding education involves mastering the socially significant experience of mankind, embodied in knowledge, skills, creative activity and emotional and value attitude to the world;

2) continuous system successive levels of education, each of which has state, non-state, municipal educational institutions of various types;

3) the process and result of learning, expressed in volume system- matizirovannye knowledge, skills and abilities that the trainee has mastered, the degree of development of the individual's abilities and independent decision-making in various areas of life based on the use of the acquired knowledge.

First level, first step education is preschool education. It means education received by pupils in the network preschool educational institutions or under the guidance of parents who are the first teachers and are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality in the process of his upbringing and education.

The child develops fully, provided that there are two components of his life - a full-fledged family and a kindergarten. The family gives the child intimate and personal relationships, forms a sense of protection, trust and emancipation in society and the world as a whole. But the family also needs the support that the kindergarten should provide - parents work and study, while they do not feel guilty that the child is abandoned, as they understand that the child at this time is in comfortable conditions, is always fed, and teachers work with him .

What does kindergarten give a child? The most important thing in kindergarten is the presence of a children's community, thanks to which the child receives social experience. It is under these conditions that the child learns himself and others in comparison with each other, attaches to himself the options for communication and interaction that are suitable for different situations. Children in preschool age are in the stage of development of physical and mental functions, primary spiritual values, intelligence, creativity, a wide range of interests, etc. are formed, and it is not correct to single out one or another priority line of development, as it violates the child's right to the development of versatility and integrity.

2. Main tasks organizations of preschool education.

New concept preschool education has identified the following key goals and tasks:

1. Protection and promotion of children's health (both physical and mental). The priority of this task is associated with the characteristics of the period of early childhood, the physiological immaturity and vulnerability of the child, his susceptibility to various diseases.

2. Humanization of goals and principles educational work with children. This task involves a reorientation from an educational and disciplinary to a personality-oriented model of interaction with children, which is aimed at developing the child's individuality, revealing his abilities, and fostering a sense of security and self-confidence.

3. Recognition of uniqueness preschool childhood as a priority and unique period in a person's life. Based on this, all work in kindergarten should be aimed not at preparing the child for school, but at providing conditions for a full-fledged "residence" children of this unique period. Caring for the emotional well-being of each child, the development of activities that are valuable for the child (primarily role-playing games, the development of creativity and imagination child - these are the most important tasks than giving children any specific knowledge.

4. Transition from the Zunov paradigm education towards the development of the child's abilities. All previous education system was aimed mainly at the transfer of knowledge, skills, skills (ZUN). task early childhood education is, first of all, the development of the main neoplasms preschool age - creative activity, independence, arbitrariness, self-awareness, etc. An indicator of effectiveness education in this regard, it should be considered "learning" children or the amount of knowledge they have acquired, and the level mental development every child.

5. Education of the foundations of the basis of personal culture, which includes an orientation towards universal values ​​(beauty, goodness, truth, means of life (ideas about reality, ways of actively interacting with the world, manifestation of an emotionally evaluative attitude to what is happening. Transfer of values ​​and means of an active attitude to peace can only be realized by taking into account the age of the children.

Today Russian preschool educational institutions in their activities are guided by the Model Regulation on, adopted in 1995. According to the Model Regulation, preschool institutions are called upon to solve complex tasks:

to protect the life and health of children;

ensure their intellectual, personal and physical development;

to attach to universal values;

Interact with the family for the full development of the child.

The set of corresponding tasks can be determined based on the form preschool.

3. Views preschool organizations.

preschool upbringing - step education on which the foundation is laid social personality, and in recent years has passed a difficult path to a new transformation of the whole system. Contemporary education RF provides the following types preschool institutions:

1. Kindergarten;

2. Kindergarten with priority implementation of one or more areas of child development (intellectual, artistic and aesthetic, physical, etc.);

3. Kindergarten of a compensating type with the priority implementation of the qualification correction of deviations in the physical and mental development of pupils; kindergarten supervision and rehabilitation with priority implementation of sanitary-hygienic, preventive and health-improving measures and procedures; a kindergarten of a combined type (which may include general developmental, compensatory and recreational groups in various combinations);

4. Child Development Center - a kindergarten with the implementation of physical and mental development, correction and rehabilitation of all children.

Depending on the length of stay preschool organizations may be with a short stay (up to 5 hours a day, a shortened day (8 - 10 hours a day, full day(12 hours a day, extended day (14 hours a day) and round-the-clock stay of children.

Depending on the needs of the population, organized short stay groups, family preschool groups and other similar types preschool organizations of various organizational and legal forms, forms of ownership, including those created in the form of structural divisions of state and municipal preschool educational institutions, on objects preschool educational organizations, additional education and other premises that meet the requirements of sanitary regulations.

Length of stay for children preschool organizations(groups) determined by the possibility organize meals and daily dream:

Up to 3 - 4 hours without food and sleep arrangements;

Up to 5 hours without organization of sleep and organization single meal;

More than 5 hours - from organization daytime sleep and meals at intervals of 3-4 hours, depending on the age of the children. The interval between meals for children under 1 year old should be no more than 3 hours, from 1 year and older - no more than 4 hours.

Short stay groups can to be:

To prepare children 5-7 years old for school;

Supervising and caring for children from 1.5 to 5 years;

Inclusive parenting (organization working with children of special concern);

To provide services of psychological and pedagogical assistance and support;

For the provision of correctional speech therapy, didactic services, etc.

In groups of short stay, family preschool groups can be provided with babysitting, child care and (or) implementation educational activities.

The occupancy of groups depends on the age of the children and their state of health, which should not exceed the established sanitary rules.

4. Organization of activities of preschool education.

Standard preschool education different from the standard education, what to preschool education there are no strict requirements for the results of mastering the program.

GEF puts at the forefront an individual approach to the child and a game where self-worth is preserved preschool childhood and where nature itself is preserved preschooler. Leading children's activities will become: playful, communicative, motor, cognitive-research, productive, etc.

It should be noted that educational activities are carried out throughout the time the child is in preschool organization. it:

joint (affiliate) activities of a teacher with children:

educational activities in regime moments;

Organized educational activities;

educational activities are carried out in various types of activities and cover structural units representing certain areas of development and children's education(educational areas) :

1. Social and communicative development;

2. Cognitive development;

3. Speech development;

4. Artistic and aesthetic development;

5. Physical development.

In young years (1 year - 3 years)- objective activity and games with composite dynamic toys; experimentation with materials and substances (sand, water, dough, etc., communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc., perception of the meaning of music, fairy tales , poetry Looking at pictures, motor activity;

For kids preschool age(3 years - 8 years)- a number of activities, such as games, including a role-playing game. A game with rules and other types of games, communicative (communication and interaction with adults and peers, cognitive research (research of objects of the surrounding world and experimentation with them, as well as the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors) , construction from different materials, including constructors, modules, paper, natural and other materials, pictorial(drawing, modeling, application, musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) child's activities.

Organized educational activity is organization joint activities of the teacher with children:

with one child; with a subgroup of children; with a whole group of children.

The choice of the number of children depends from:

age and individual characteristics of children; type of activity (playing, cognitive - research, motor, productive) their interest in the activity; the complexity of the material;

But it must be remembered that every child should receive the same starting opportunities for schooling.

main feature educational organization activities in the preschool educational institution at the present stage is a departure from educational activities (classes, raising the status of the game, as the main activity of children preschool age; inclusion in the process of effective forms of work with children: ICT, project activities, gaming, problem-learning situations within the framework of integration educational areas.

So way, "occupation" how on purpose organized the form of educational activity in kindergarten is cancelled. The activity should be interesting for children, especially organized educator specific children's activities, implying their activity, business interaction and communication, the accumulation of certain information by children about the world around them, the formation of certain knowledge, skills and abilities. But the learning process remains. Teachers continue "study" with kids. However, it is important to understand the difference between "old" training and "new".

educational daily activities of children.

Apart from organized educational activities of the educator should be planned and educational activity in the mode days:

In the morning and evening hours

On a walk

During routine moments.

Goals educational activities in the mode days:

Health protection and the formation of the basis of a culture of health;

Formation in children of the foundations of the safety of their own life and the prerequisites for environmental consciousness (safety of the environment);

Mastering the initial ideas of a social nature and the inclusion of children in system social relations;

Formation of a positive attitude towards work in children.

Forms of holding educational activities in the mode days:

Outdoor games with rules (including folk games, game exercises, motor pauses, sports jogging, competitions and holidays, physical culture minutes;

Wellness and tempering procedures, health-saving activities, thematic talks and stories, computer presentations, creative and research projects, exercises for the development of cultural and hygienic skills;

Analysis of problematic situations, game situations on the formation of a safety culture, conversations, stories, practical exercises, walks along the ecological path;

Game situations, games with rules (didactic, creative role-playing, theatrical, constructive;

Experiences and experiments, shifts, work (within the framework of practice-oriented projects, collecting, modeling, dramatization games,

Conversations, speech situations, compiling storytelling, retelling, guessing riddles, learning nursery rhymes, poems, songs, situational conversations;

Listening to the performance of musical works, musical and rhythmic movements, musical games and improvisations,

Vernissages of children's creativity, exhibitions visual arts, workshops of children's creativity, etc.

Independent activity of children.

According to sanitary and epidemiological requirements for the content and organization of work in preschool organizations for independent activities of children 3-7 years old (games, preparation for educational activities, personal hygiene) in the daily routine should be given at least 3-4 hours.

But this does not mean that the child should be left to himself. For organizations independent activities of children, it is necessary to create a developing subject-spatial environment and care and supervision for each child.

The developing subject-spatial environment should to be:

1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.

educational the space must be equipped with training and education facilities (including technical, appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).

Organization of educational space and variety of materials, equipment and inventory (in the building and on the site) must provide:

game, cognitive, research and creative activity of all pupils, experimentation with materials available to children (including sand and water) motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions; emotional well-being of children in interaction with the object-spatial environment; opportunity for children to express themselves.

For infants and toddlers educational the space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

2) The transformability of space implies the possibility of changes in the subject-spatial environment, depending on educational situation, including the changing interests and capabilities of children.

3) Polyfunctionality of materials suggests: possibility varied the use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.; availability in Organizations or the Group of Polyfunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).

4) Variability of the environment suggests: presence in Organizations or a group of different spaces (for play, construction, solitude, etc., as well as variety of materials, games, toys and equipment, providing free choice of children; periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

5) Accessibility of the environment suggests:

accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities;

free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;

serviceability and safety of materials and equipment.

6) The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

Conclusion

What we have, preschool education that is being transformed in the direction directed primarily to the comprehensive development of the child on the basis of special, specific activities inherent in preschoolers. That is, in practice we will get a more playful and versatile approach that welcomes the maximum use of innovative and active methods of pedagogical interaction, more individualized and aimed at revealing the own potential of each child. Dictating pedagogy will finally be completely eliminated, at least in the area of preschool education, and it will be replaced by a more modern pedagogy of development, the pedagogy of creativity and freedom. A new concept that influenced the formation of the Federal State Educational Standard preschool education, calls, first of all, to appreciate, and not to evaluate the child. In addition, this is a serious step towards increasing the value and isolation education in kindergartens as an independent link in the general education.

Russian preschool educational institutions in their activities are guided by the Model Regulations on preschool educational institution(1995, which regulates the activities of state, municipal educational institutions. It defines tasks preschool educational institution: protection of life and health of children; providing intellectual, personal and physical development child; introducing children to universal values; interaction with the family to ensure the full development of the child.