Educational programs of school education. Educational programs for elementary school. Promising Elementary School

You often hear: “We are studying according to Vinogradova ...”, “And we have a Perspective”. Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised for it”, others, perhaps, will talk about specific pros and cons. But in general, the average parent hardly understands how all these programs differ. And no wonder. It is really difficult to get through the scientific style and terminology of pedagogical texts. Parents whose children are going to first grade this year are puzzled by the question of whether their children will start the educational path in a traditional program or in a developmental one? Indeed, it is important to choose the right school and program of study, since it is studying in primary school that determines the subsequent attitude of the child to the educational process. So what are traditional and developmental programs, what are their pros and cons, how do they differ from each other?

So let's get together and try to understand.

First, there is pedagogical system and a pedagogical program.

There are only 2 systems: developing and traditional (see Order of the Ministry of Education and Science of the Russian Federation of October 21, 2004 N 93). Traditional programs include: "School of Russia", "Primary School of the XXI century", "School 2100", "Harmony", "Perspective Primary School", "Classical Primary School", "Planet of Knowledge", "Perspective" and others.

Two programs belong to developing systems: L.V. Zankov and D.B. Elkonina - V.V. Davydov.

There are much more programs. In addition to those officially recognized by the Federal State Educational Standards, there are many experimental systems, as well as copyright, intra-school ones.

There is a federal list of textbooks, according to which the school can choose the teaching materials. If textbooks are not included in the FP, the school does not have the right to teach from them. The list changes every year. If the textbook is deleted from the FP, the school moves from grade 1 to others, and the rest of the children are taught according to these textbooks to grade 4.

Education systems

All approved systems and programs meet the main requirement: they allow the student to acquire the required minimum of knowledge. Authorship is manifested in the way the material is presented, additional information, organizations learning activities.

Each system and program has its own author. But this does not mean that all textbooks in all subjects were written by him alone. Of course, a whole team worked on compiling the UMK (Educational and Methodological Kit)! Therefore, the names on the textbooks of your children, of course, will be different. But, despite the "collective creativity", all textbooks within the same program have the same:

Purpose (i.e. the result that should be obtained, the qualities that graduates who have studied in a particular program should eventually have)
Tasks (i.e. those steps by which the goal is achieved)
Principles (i.e. features of the organization of training, presentation of material, choice of methods that distinguish one program from another).
Content (in fact, the very educational material that the child will learn in the learning process. For example, the content of education in philology, mathematics, social science and natural science. In this part of the program, they differ in that some are limited to the state standard minimum, others include various additional knowledge, concepts, literature, as well as the order of presentation of educational material, which is inextricably linked with the principles.)

No bad or good programs. All programs considered in the article are approved by the Ministry of Education. And the developing system is no better and no worse than the traditional one. In fact, each system is designed for a certain mindset, or, in other words, a way of perceiving and mentally processing information. And these processes are individual for each child. Like metabolism, or let's say hair color. Therefore, in the description of each program, we have introduced the section “Features that will allow the child to successfully study in this program”, where we will describe the qualities that it is desirable for the child to have in order to show high results without overstressing it.

Different classes of the same school may study in different programs, especially where the choice of the program is made by the teachers themselves. And it's even good. Different programs and systems require different initial knowledge and skills from children, and it also largely depends on the personal qualities of the teacher whether he will be able to implement the program in full. Therefore, the teacher chooses a program that will allow him to work in the current situation with this particular team.

Primary school educational programs

The learning process in elementary school is built according to the educational program developed by educational methodologists and adopted for a given school or a separate class. Programs approved by the Federal State Educational Standard for 2019-20 academic year, according to the federal list of textbooks, are:

Program "Perspective Primary School" (Akademkniga publishing house);

Program "Planet of Knowledge" (ed. Astrel);

Program "Perspective" (ed. Education);

Program "School of Russia" (ed. Prosveshchenie);

Program on the system of developing education by D. B. Elkonin-V. V. Davydov (ed. Vita-press);

Program "Primary School 21st Century" (Vinogradova system, Rudnitskaya - mathematics, publishing house Ventana-Count);

The program "Rhythm" (Ramzaeva - Russian, Muravin - mathematics, published by Drofa)

Program "School 2000" in Mathematics (Peterson, ed. Binom. Knowledge Lab)

Program "Spheres" (Ed. "Enlightenment")

Primary innovative school (Russian Word Publishing House)

Harmony (Publishing house "Association 21st century")

Program for children with disabilities.

The general development program of L.V. Zankov, School 2100 at the time of 2019 is not included in the FP, but since the list changes every year, they may also be included, so we will also talk about them.

According to Articles 32 and 55 of the Law of the Russian Federation "On Education", a teacher elementary school has the right to choose a system only in accordance with the educational program, which is approved in educational institution. Choosing a program as a basis, the teacher follows it for all four years.

"School of Russia" (Pleshakov)

This is the elementary school kit that we all used to study in Soviet times, with some changes.

Purpose: education of schoolchildren as citizens of Russia.
Tasks. The main purpose of elementary school, according to the authors, is educational. Hence the tasks:

development in a child of human qualities that meet the ideas of true humanity: kindness, tolerance, responsibility, ability to empathize, readiness to help another
Teaching children to read, write and count correct speech, instill certain labor and health-saving skills, teach the basics of safe life
formation of natural motivation for learning

Principles: fundamentality, reliability, stability, openness to new things.

Problem-search approach. It provides for the creation of problem situations, making assumptions, searching for evidence, formulating conclusions, comparing results with a standard.

Features that will allow the child to successfully study in this program: No special qualities are required from the child. Of course, the more abilities developed in a child, the better. For example, the ability to self-esteem, willingness to work in problem situations. But according to this program, even the most unprepared children for school study well.

The elementary school program "School of Russia" is considered traditional, most children master it without any problems.

Expert opinion

“I have been working at a school with children for many years according to the traditional program “School of Russia,” says the teacher. primary school middle secondary school No. 549 of Moscow Tatyana Mikhailovna Bobko. “Our parents studied under this program, as did I, and my children. All grew up quite educated people.

I think that this program is needed, it was, is and will always be. The traditional program allows you to carefully practice the skills of educational activities (reading, writing, counting), which are necessary for successful learning V high school. IN last years interesting training kits have been published that meet modern requirements education (mathematics - author M.I. Moro, Russian language - author T.K. Ramzaeva), which are aimed at developing the cognitive abilities of the student.

Our opinion: good consistent and not so good complex mathematics, a logically constructed program in the Russian language, but a lot of "water" on the subject the world.

"Perspective"

Scientific adviser, Doctor of Pedagogy, Director of the Center for System-Activity Pedagogy "School 2000" of the AIC and PPRO, laureate of the Prize of the President of the Russian Federation in the field of education L.G. Peterson. By the way, her personal textbooks are not included in this teaching materials.

The purpose of the implementation of the educational program "Perspective" is to create conditions for the development and education of the personality of a younger student in accordance with the requirements of the Federal State Educational Standard of primary general education.

The objectives of the implementation of the educational program "Perspective":

The ideological basis of the UMC "Perspektiva" is the "Concept of spiritual and moral development and education of the personality of a citizen of Russia", aimed at forming in the younger generation a system of values of humanism, creation, self-development, morality as the basis for successful self-realization of the student in life and work and as a condition for security and prosperity countries.

The methodological basis is the totality modern methods and methods of education and upbringing implemented in the UMC "Perspektiva" (project activities, work with information, the world of activity, etc.)

All textbooks of the Perspektiva system are included in the Federal lists of textbooks recommended or approved by the Ministry of Education and Science Russian Federation for use in the educational process in educational institutions.

Mathematics Dorofeev, Mirakova, Buka.

English language "English in focus" ("Spotlight"). Authors: Bykova N.I., Dooley D., Pospelova M.D., Evans V.

The educational and methodological complex of textbooks "Perspective" was created by a team of scientists and teachers Russian Academy Sciences, Russian Academy of Education, Federal Institute development of education in close cooperation with the publishing house "Prosveshchenie".

The program does not have an official website, there is a website of the publishing house old.prosv.ru/umk/perspektiva

Parent feedback:

The program is too simple, weak mathematics, little time is devoted to writing. At the school of the future first grader, they studied according to Peterson, the child learned more than in the entire first grade according to "Perspective". But it is perfect for children with whom they did not really study before school. All topics are long "chewed" by the teacher. Homework is easily done without the participation of parents, except for the outside world. According to him, reports or presentations are systematically set, which the child cannot perform on his own, I have to do everything.

Our opinion: the material in the textbooks of mathematics and the Russian language is presented inconsistently. They “chew” simple topics for a long time, after which complex tasks are given on a completely different topic without first studying the algorithm for solving them. There is a lot of "water" around the world. In the textbook, craft technology has not been verified by the authors, step by step instructions and templates often do not correspond to reality.

Promising Elementary School

The Standard is based on a system-activity approach.

The main tasks of primary general education: the development of the personality of the student, his creativity, interest in learning, the formation of the desire and ability to learn; education of moral and aesthetic feelings, emotional and valuable positive attitude towards oneself and others. The solution to these problems is possible if we proceed from a humanistic conviction based on data. educational psychology: All children are able to succeed in primary school if the necessary conditions are created for them. And one of these conditions is a personality-oriented approach to the child based on his life experience.

The proposed educational and methodological package "Perspective Primary School" proceeds from the fact that the EXPERIENCE of the child is not only his age, but also the image of the world, which is determined by his rootedness in the natural-subject environment. The experience of the child (the addressee of the EMC), which is important to take into account, is not only the experience of urban life with a developed infrastructure, various sources of information, but also the experience of rural life - with a natural rhythm of life, maintaining a holistic picture of the world, remoteness from large cultural objects.

A junior schoolboy living in a village should feel that the world that surrounds him is taken into account by the authors of the teaching materials, that each manual of this set is addressed to him personally.

The main idea of the EMC "Promising Primary School" is the optimal development of each child on the basis of pedagogical support for his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a student, or as a teacher, then in the role of the organizer of the educational situation.

Basic principles of the concept of "promising elementary school"

The principle of the continuous general development of each child implies the orientation of the content primary education on the emotional, spiritual, moral and intellectual development and self-development of each child. It is necessary to create such learning conditions that will provide a “chance” for each child to show independence and initiative in various types of educational or club activities.
The principle of the integrity of the picture of the world involves the selection of such content of education that will help the student to maintain and recreate the integrity of the picture of the world, will ensure the child's awareness of the various connections between its objects and phenomena. One of the main ways to implement this principle is to take into account interdisciplinary connections and develop integrated courses in the Russian language and literary reading, the world around us and technology.
The principle of taking into account the individual capabilities and abilities of schoolchildren is focused on the constant pedagogical support of all students (including those who, for one reason or another, cannot master all the presented content of education). Therefore, it is necessary to maintain a multi-level representation of knowledge throughout all the years primary education. Fulfillment of this requirement became possible in the context of the introduction of the Federal component of the state standard of general education. The standard provides every child with the opportunity to master the entire content of education at the level of the mandatory minimum. At the same time, “Requirements for the level of preparation of students graduating from primary school” are defined, which fix a satisfactory level of education.
Principles of strength and visibility. These principles, on which the traditional school has been based for centuries, implement the leading idea of the educational and methodological set: THROUGH consideration of the PARTICULAR (concrete observation) to understanding the GENERAL (comprehension of the pattern), from the GENERAL, i.e. from the comprehended pattern, to the PARTICULAR, i.e. to the method of solving a specific educational problem. The very reproduction of this two-stage nature, its transformation into a mechanism of learning activity under the conditions of OBSERVATION training is the basis for the implementation of the principle of STRENGTH. The principle of strength presupposes a rigidly thought-out system of repetition, i.e., repeated return to the material already covered. However, the implementation of this provision on the basis of the constant development of the student leads to a fundamentally new special structure of textbooks for teaching materials.
The implementation of the principles of strength and developmental learning requires a well-thought-out mechanism that meets the leading idea: each next return to the particular is productive only if the stage of generalization has been passed, which gave schoolchildren the tool for the next return to the particular.
For example, algorithms for subtraction, addition, multiplication, division by a column are first “opened” by schoolchildren based on the corresponding actions with numbers in a row. Then they are formulated as patterns and, finally, used as mechanisms for the corresponding mathematical operations. In the "World around": from a variety of animals (plants), for one reason or another, separate groups are distinguished, then each newly studied animal (plant) is correlated with known groups. In "Literary Reading": one or the other stands out literary genre, and then, when reading each new text, its belonging to one of the genres of literature is determined, etc.
The principle of protecting and strengthening the mental and physical health children. The implementation of this principle is associated with the formation of habits of cleanliness, order, accuracy, observance of the daily routine, and the creation of conditions for active participation children in recreational activities (morning exercises, dynamic pauses during school hours, field trips, etc.).

The practical implementation of the principles of DEVELOPING EDUCATION and the principles of STRENGTH and VISIBILITY becomes possible through a methodological system, which is a unity of typical properties inherent in both the methodology of teaching literacy, the Russian language, literary reading, mathematics, and all other subjects. These typical properties, in turn, determine the special structure of the textbook, which is the same for the entire set.

To distinctive features of the WMC one should also include the maximum placement of the methodological apparatus, including organizational forms of work, in the body of the textbook itself; use of a single system symbols throughout the WMC; a system of cross-references between textbooks; the use of single cross-cutting heroes (brother and sister); step-by-step introduction of terminology and its motivated use.

The main methodological features of the teaching materials:

TMC for each academic subject, as a rule, includes a textbook, reader, notebook for independent work, Toolkit for the teacher (methodologist).

Each methodological manual consists of two parts: a theoretical one, which can be used by a teacher as a theoretical basis for improving his qualifications, and directly lesson-thematic planning, where the course of each lesson is outlined, its goals and objectives are formulated, and it also contains ideas for answers to ALL given in textbook questions.

Publisher's website about the program akademkniga.ru/projects/prospective-primary-school

Our opinion: a simple, quite logically constructed program, but according to the Russian language, some rules contradict what children will learn in the 5th grade.

Elkonin-Davydov education system

The educational system of D. B. Elkonin-V.V. Davydov has more than 40 years of history of existence: first in the form of developments and experiments, and in 1996, by the decision of the Board of the Ministry of Education of the Russian Federation, the educational system of Elkonin-Davydov was recognized as one of the state systems.

Goal: system formation scientific concepts, academic independence and initiative. Developing in a child the ability to think unusually and deeply

to form in elementary school graduates the ability to reflect, which at primary school age reveals itself through:
knowledge of one's ignorance, the ability to distinguish between the known and the unknown;
the ability to indicate in an underdetermined situation what knowledge and skills are not enough for successful action;
the ability to consider and evaluate one's own thoughts and actions "from the outside", not considering one's own point of view as the only possible one;
the ability to critically, but not categorically evaluate the thoughts and actions of other people, referring to their reasons.
develop the ability for meaningful analysis and meaningful planning.

The formation of these abilities is detected if:

students can identify a system of tasks of one class that have a single principle of their construction, but differ in external features of the conditions (meaningful analysis);
students can mentally build a chain of actions, and then perform them smoothly and accurately.
develop the student's creativity and imagination.

Principles:

The main principle of this system is to teach children to acquire knowledge, to search for it on their own, and not to memorize school truths.

The subject of assimilation are general methods of action - methods of solving a class of problems. They start learning subject. In the following, the general method of action is concretized in relation to particular cases. The program is arranged in such a way that in each subsequent section the already mastered method of action is concretized and developed.

Development general way begins with a subject-practical action.

Student work is built as a search and trial of means for solving a problem. Therefore, the student's judgment, which differs from the generally accepted one, is considered not as a mistake, but as a test of thought.

Features that will allow the child to successfully study in this program: the same as those described for the Zankov program. Exception: It is unlikely that you will have to work at a fast pace. Rather, thoroughness, attention to detail, the ability to generalize are useful.

The elementary school program according to the system of developmental education of D. B. Elkonin - V. V. Davydov The system of D. B. Elkonin - V. V. Davydov is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually, deeply.

In the Elkonin-Davydov system, however, the lack of marks can scare away. But experts assure that everything is under control: teachers communicate all the necessary recommendations and wishes to parents and collect a kind of portfolio creative works students. It also serves as a performance indicator instead of the usual diary. In the Elkonin-Davydov system, the emphasis is not on the result - the acquired knowledge, but on the ways to comprehend them. In other words, the student may not remember something, but he must know where and how, if necessary, to fill this gap.

Another feature of the Elkonin-Davydov program is that elementary school students learn not only that twice two is four, but also why exactly four, and not seven, eight, nine or twelve. In the class, the principles of building a language, the origin and structure of numbers, etc. are studied. Knowledge of the rules based on an understanding of their causes, of course, is kept in the head more firmly. And yet, whether it is necessary to immerse children in these jungles from an early age is, perhaps, a moot point.

The authors of the system placed great emphasis on teamwork and the development of communication skills: children conduct their mini-research in groups of 5-7 people, and then, under the guidance of a teacher, discuss the results and come to a common conclusion.

But it would be unfair to say that these same skills are not trained in the other systems mentioned.

Developmental training according to the system of D.B. Elkonina - V.V. Davydov

A special place is given to theoretical knowledge and the logical side of learning. The level of subjects taught is extremely difficult. The Elkonin-Davydov education system assumes the formation of a large set of skills in primary school graduates. The child must learn to look for missing information when faced with a new task, to test their own hypotheses. Moreover, the system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate their own actions and partners' points of view.

Parents' opinions about the Elkonin-Davydov program:

"We went to first grade in 2010, we chose the developmental methodology of Elkonin-Davydov. It's probably too early to talk about the results, but the fact that the program is very serious and you have to work with the child all the time is a fact. The main emphasis, it seems to me, is on mathematics. Although I have a very intelligent boy, some things need to be explained several times. In principle, we were ready for this, so we are working on ourselves, so to speak. Whoever wants to choose this program needs to be ready to do a lot with the child. "

Program "Planet of Knowledge"

The first set of textbooks and programs for elementary school, which fully implemented the state standard - "Planet of Knowledge". Among the authors are 4 honored teachers of Russia.

Expert opinion

- The program is interesting, - comments the teacher of the primary classes of the secondary school No. 353 named after.

A.S. Pushkin, Moscow Natalya Vladimirovna Chernosvitova. - A variety of texts on the Russian language and reading are perfectly selected. In addition to good reading texts, there are interesting questions developing tasks. The child must come up with a fairy tale, think up the text, make a drawing. Mathematics is interesting in that each task leads the student to the answer on his own. Not like in the standard program: the teacher explained - the student fulfilled. Here is a different approach. I would like to draw your attention to the fact that there is a soft transition from the Planet of Knowledge to the traditional program. For fourth grade students, we introduce tasks from the fifth grade, so, in my opinion, this program has some advantages. As for reading, everyone says in unison: "Children read well."

I note that ahead of the standard program, the "Planet of Knowledge" does not overload students. If we take everyone's favorite mathematics according to L.G. Peterson, it requires a physical and intellectual approach. To study under the "Program 2100" or "Harmony", the child must be already prepared. According to the "Planet of Knowledge" you can teach any children with kindergarten training, including at toddler age. Studying under this program, children are noticeably different from those who study under the classical one. These kids are creative. There is only one minus in this program - the teacher, who has worked for many years according to the traditional program, must be reorganized. Although special courses are held for such teachers in the Central District.

"Primary school of the 21st century" (Vinogradova)

Purpose: organizing the educational activities of younger students in such a way as to provide comfortable conditions for the development of the child in the process of mastering knowledge, skills and abilities.

the formation of the main components of educational activity (if we discuss the position of a student, then this is the answer to the questions “why am I studying”, “what should I do to solve this learning task”, “how do I complete the learning task and how do I do it”, “what are my successes and what do I fail”).
organization educational process in such a way as to provide a situation of success for each student and the opportunity to learn at an individual pace.

Principles: the main principle of education is that the elementary school should be nature-friendly, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account typological and individual characteristics their cognitive activity and level of socialization. A schoolchild is not just a “spectator”, “listener”, but a “researcher”.

Content: in accordance with the main principle (natural conformity), the authors paid special attention to the implementation of the function of "soft" adaptation of children to new activity. A system for using role play in teaching, which makes it possible to develop various facets of role-playing behavior, and hence the imagination and creativity of the student. All textbooks provide additional educational content, giving everyone the opportunity to work in accordance with their abilities (for example, introducing interesting texts into the textbook from the very beginning of learning on the material of the full alphabet for well-read children).

Features that will allow the child to successfully study under this program: based on the principles, it can be assumed that under this program it will be comfortable for children who need soft adaptation to everything new for them, whether it be a team or type of activity. All courses have a long preparatory period.

The program "Primary School of the 21st Century" (edited by Prof. N.F. Vinogradova) is one of the most popular today. This is largely due to the fact that the team of authors of the project was awarded, perhaps, the highest award in the field of education - the Prize of the President of the Russian Federation. Today, under the program "Primary School of the 21st Century", schoolchildren from most subjects of the Russian Federation study.

One of the main differences between the program "Primary School of the 21st Century" and other projects in primary school is the construction of a system of pedagogical diagnostics purposefully from grades 1 to 4.

This diagnosis does not replace, but complements psychological diagnostics because it has other tasks and goals. Pedagogical diagnostics makes it possible for initial stage determine the readiness of the student to study at school. And then - to see how firmly the knowledge and skills are mastered; whether there really were changes in the development of this or that child, or were they rather superficial; what should the teacher's efforts be directed at - does the class need a detailed repetition of the material already covered or can it move on.

Pedagogical diagnostics checks not only and not so much knowledge as the process of solving a particular educational problem, the way a student acts. In this context, such diagnostics has undeniable advantages over conventional diagnostics. verification work. Among other things, during it, students feel freer, since they are not given grades for it. If this diagnosis is carried out regularly throughout all four years of elementary school, one can clearly observe the dynamics of the progress of students and come to their aid in time, if necessary.

The program "Primary School of the 21st Century" implements the basic principle of education: an elementary school should be nature-friendly, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and the level of socialization.

Parents' opinions about the program "Primary School of the 21st Century"

“We finished studying under the Vinogradova program. At first, we waited a long time for the children to really start studying. By the second grade, we realized that she was not so easy. She also has some disadvantages: a large number of notebooks, which they completely do not have time to go through. Well, we, who studied under Soviet programs, do not like everything in the current education, so we find fault with the little things.

The educational and methodological set "Primary school of the XXI century" (under the editorship of N. Vinogradova) is aimed at ensuring "soft" adaptation of children to new conditions for them school life.

Expert opinion

“I have been working on this program for the third year, I like it very much,” says Irina Vladimirovna Tyabirdina, a primary school teacher at the secondary school No. 549 in Moscow. - Frankly, the material is designed for strong erudite children. With what baggage of knowledge a student will go to secondary school depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is also important that Vinogradova's kit implements the child's right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play (special notebooks "Learning to think and fantasize", "Learning to know the world around" are provided).

School 2000 (Peterson)

A program tested back in the 90s, which was excluded from the FP, and literally recently included again. Textbooks of mathematics L.G. Peterson. Old, proven, consistent. But the program is quite complicated compared to the rest. It gives a great start to children with a mathematical mindset. But for weak children it is categorically not suitable.

In the first grade, the emphasis is on logic, from the second grade, equations with unknowns are already being studied, by the fourth grade, children click complex equations like nuts and solve examples with any multi-valued numbers and any number of actions, as well as freely operate with fractions.

A huge plus - textbooks consistently from grades 1 to 11 (and, if desired, there are even for preschoolers).

The program is aimed primarily at the development and improvement of the traditional content of education.
Purpose: to ensure the natural and effective integration of the child into society.
Tasks:

create readiness for productive work
to form a readiness for further education and, more broadly, for lifelong education in general.
to cultivate a natural-scientific and general humanitarian outlook.
provide a certain level of general cultural development. An example is the formation (cultivation) of a schoolchild of the skills of an adequate artistic perception of at least literature
to form certain personal properties that ensure its successful socio-psychological adaptation in society, successful social activity and successful social and personal development
provide maximum opportunities for the formation of the student's installation on creative activity and creative skills
to form knowledge, attitudes and basic skills of pedagogical activity.

Principles.

The principle of adaptability. The school seeks, on the one hand, to adapt as much as possible to students with their individual characteristics, on the other hand, to respond as flexibly as possible to sociocultural changes environment.

development principle. The main task of the school is the development of the student, and first of all - the holistic development of his personality and the readiness of the personality for further development.

The principle of psychological comfort. This includes, firstly, the removal of all stress-forming factors of the educational process. Secondly, this principle involves the creation in the educational process of a relaxed, stimulating creative activity of the student.

The principle of the image of the world. The student's idea of the objective and social world should be unified and holistic. As a result of the teaching, he should develop a kind of scheme of the world order, the universe, in which specific, subject knowledge takes its specific place.

The principle of the integrity of the content of education. In other words, all "objects" are interconnected.

The principle of systematicity. Education should be systematic, consistent with the laws of personal and intellectual development of the child and adolescent, and included in common system continuous education.

Principle semantic relationship to the world. The image of the world for a child is not abstract, cold knowledge about it. This is not knowledge for me, but this is my knowledge. This is not the world around me: this is the world of which I am a part and which I somehow experience and comprehend for myself.

The principle of the orienting function of knowledge. The task of general education is to help the student form an orientation base, which he can and should use in various types of his cognitive and productive activities.

Features that will allow the child to successfully study under this program: Since the program, as conceived by the authors, has something in common with the Elkonin-Davydov system, all the qualities that were described below will come in handy. But since this is still a traditional program designed for the "average student", almost any child will be able to successfully learn from it.

The School 2000 program is designed to teach a child to study independently, organize their activities, acquire the necessary knowledge, analyze it, systematize and apply it in practice, set goals and achieve them, adequately evaluate their activities.

Three cardinal and fundamental positions of the School 2000 program:

Consistency. Children from the age of 3 until graduation from school study according to a holistic educational system that helps the child to reveal his abilities as much as possible, in an accessible language gives the student answers to critical issues: "Why study?", "What to study?", "How to study?", teaches you how to effectively use your knowledge and skills. All textbooks and study guides are based on unified approaches to content, retain methodological, didactic, psychological and methodological unity, they use the same basic educational technologies, which, without changing in essence, are transformed at each stage of training.

Continuity. "School 2000" is a collection of subject courses from to school education before high school. Continuity is understood as the presence of a consistent chain of learning tasks throughout education, passing into each other and ensuring constant, objective and subjective advancement of students in each of the successive time periods.

Continuity. Continuity is understood as continuity at the boundaries of various stages or forms of education: kindergarten- elementary school - basic school - high school - university - postgraduate education, that is, ultimately, a single organization of these stages or forms within the framework of an integral education system.

The educational system "School 2000" gives students knowledge in accordance with the federal state educational standard. But according to its developers, it is not the knowledge itself that is more important, but the ability to use it.

Official site www.sch2000.ru

Peterson has strong, logical, consistent mathematics. If you are studying in Perspective or Planet of Knowledge, we strongly recommend that you additionally study Peterson with your child.

Spheres

A huge advantage of this program over many others is the continuity of education from grades 1 to 11.

Tutorials:

Primer Bondarenko

Mathematics Mirakov, Pchelintsev, Razumovsky

English Alekseev, Smirnova

Literary reading Kudin, Novlyanskaya

Russian language Zelenina, Khokhlova

Primary innovative school

Also absolutely new textbooks, untested program. Publishing house Russian word

Mathematics Geidman B.P., Misharina I.E., Zvereva E.A.

Russian language Kibireva L.V., Kleinfeld O.A., Melikhova G.I.

The world around us Romanova N.E., Samkova V.A.

"Harmony" edited by N. B. Istomina

This system correlates with the main ideas of developmental education and, in particular, with the Zankov system, in which Natalya Borisovna Istomina herself worked for a very long time.

Purpose: multilateral development of the child, comfortable learning, prepares the child's mental apparatus for further learning. Overcoming the differences between traditional and developmental learning patterns.

Tasks: to ensure that the child understands the issues being studied, to create conditions for harmonious relations between the teacher and the student and children with each other, to create situations for each student to succeed in cognitive activity.

Principles: organization of educational activities of students associated with the formulation of an educational task, with its solution, self-control and self-assessment; organization of productive communication, which is a necessary condition for the formation of educational activities; the formation of concepts that provide in an accessible way for the younger school age level of awareness of cause-and-effect relationships, patterns and dependencies.

Features that will allow the child to successfully study under this program: the requirements for the features of the child's thought process follow from the connection with the Zankov system declared by the author. But like any traditional system, this program softens the requirements imposed on the student by the Zankov program.

The program "Harmony" The program of education in the primary school "Harmony" correlates with the main ideas of developmental education, and in particular, with the Zankov system.

The purpose of the program "Harmony" is the multilateral development of the child, comfortable learning, prepares the child's mental apparatus for further learning. In the process of implementing the Harmony program, the child’s understanding of the issues being studied is ensured, conditions are created for harmonious relations between the teacher and the student and children with each other, situations of success in cognitive activity are created for each student.

Many parents and teachers note the very good presentation of the Russian language and literature course. Features that will allow the child to successfully study under this program: the requirements for the features of the child's thought process follow from the connection with the Zankov system declared by the author. But like any traditional system, this program softens the requirements imposed on the student by the Zankov program.

Educational-methodical set "Harmony" (under the editorship of N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian), O.V. Kubasov ( literary reading), O.T. Poglazova (the world around us), N.M. Konyshev (labor training)) is successfully practiced in many schools. The methodological equipment of the Harmony kit has passed experimental verification at different scales: at the level of diploma studies, which were supervised by the authors of the subject sets, at the level of candidate and doctoral studies, and at the level of mass testing in the practice of schools.

Opinion of a speech therapist

Due to socio-pedagogical neglect, 80% of children with speech disorders go to the first grade different kind. “The problem is also the lack of time that parents devote to activities with their children.”

Educational and methodical set in mathematics for a four-year elementary school N.B. Istomin was awarded the Prize of the Government of the Russian Federation in the field of education for 1999.

According to experts, the main idea of the program is the comprehensive development of the child, the preservation and strengthening of physical and mental health, the development of the intellectual, creative, emotional, moral and volitional spheres of the individual. Much attention is paid to creating conditions for the child to understand the issues being studied, for harmonious relations between the teacher and the student, and children with each other.

Expert opinion

“I have been working with children for the second year under the Harmony program,” comments Elena Borisovna Ivanova-Borodacheva, an elementary school teacher at school No. 549 in Moscow. “My children and I really like this program. I think that all the material in the kit is well adapted for schoolchildren. Pros: firstly, there is advanced training. Secondly, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain the missed topic to their child. The program uses new learning technologies that allow you to develop the child's ability to think logically. For example, in a word where the student does not know what letter to write, he puts a “window” (author Soloveychik M.S.). Further, the child, together with the teacher, analyzes the questions that have arisen, remembers the rules and fills in the “window”. It is also noteworthy that the set offers tasks designed for children. different levels readiness. But there are also disadvantages: in mathematics (by Istomina N.B.), problem solving begins only in the second grade, and tests are offered the same for all classes. The issue of content is being addressed now. control works, their correspondence to programs and systems of education.

"School 2100"

The educational system "School 2100" is one of the programs for the development of general secondary education. Scientific director of the program from 1990 to August 2004 - Academician of the Russian Academy of Education A. A. Leontiev, since September 2004 - Academician of the Russian Academy of Education D.I. Feldstein.

The main advantage of the School 2100 educational and methodological package lies in the deep continuity and continuity of education. Under this program, children can study from preschool age and before graduating from a general education school (mainly in the direction of Russian language and literature).

All textbooks of the program are built taking into account the psychological specifics of age. characteristic feature This educational program is based on the principle of "minimax": educational material is offered to students to the maximum, and the student must learn the material according to the minimum standard. Thus, each child has the opportunity to take as much as he can.

Firstly, it would be a system of developing education that prepares a new type of student - internally free, loving and able to creatively relate to reality, to other people, able not only to solve the old one, but also to put new problem able to make informed choices and make independent decisions;

Secondly, it would be accessible to a mass school, would not require teachers to retrain anew;

Thirdly, it would be designed exactly as complete system- from theoretical foundations, textbooks, programs, methodological developments to the system of advanced training of teachers, the system of control and monitoring of the results of teaching, the system of implementation in specific schools;

Fourth, it would be a system of holistic and continuous education.

The technology of problem-dialogical learning has been developed, which allows replacing the lesson of "explanation" of new material with the lesson of "discovery" of knowledge. Problem dialogue technology is detailed description teaching methods and their relationship with the content, forms and means of teaching. This technology is effective because it provides high quality learning, effective development intelligence and creative abilities, education of an active personality while maintaining the health of students. implemented on any subject content and any educational level.

One more important point should be noted. The program is often referred to as "School 2000-2100". And they combine mathematics Peterson L.G. into it. and Russian language Bunneva R.N. Currently, these are two different programs. UMK "School 2100" includes mathematics textbooks for grades 1-4 by the authors Demidova T.E., Kozlova S.A., Tonkikh A.P.

The main advantage of the educational and methodical set "School 2100" (under the editorship of A.A. Leontiev) lies in the deep continuity and continuity of education. Under this program, children can study from the age of three (a training kit for preschoolers has been created - a manual that develops logical thinking) and up to the university. All textbooks of the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the following principle: the educational material is offered to students to the maximum, and the student must learn the material according to the minimum standard. Thus, each child has the opportunity to take as much as he can.

Expert opinion

“I have been working on various programs, I have been working with children for the sixth year now using the School 2100 developmental system,” says Nadezhda Ivanovna Titova, a primary school teacher at school No. 549 in Moscow. - I like. Children learn to act independently. There are no ready-made rules and conclusions. This program is aimed at the development of logical thinking, speech, imagination, memory. I will note the tasks in mathematics (author L.G. Peterson). They are very interesting, completing the task, the student can get additional information: find out the proverb or the name of the high mountain peace, etc. An unusual approach to the study of topics is offered by the Russian language training kit (author R.N. Buneev), but, unfortunately, in the list literary works there is no Russian classical literature. There are difficulties in studying individual topics in the world around us (author A.A. Vakhrushev). I prepare for lessons in this subject longer than for others, and sometimes I even turn to a geography teacher for help. Children are active in the classroom, they are passionate about learning.

Website school2100.com

Zankov education system

Purpose: the general development of students, which is understood as the development of the mind, will, schoolchildren and as a reliable basis for their assimilation of knowledge, skills and abilities.

Objectives: one of the most important tasks is to educate a junior schoolchild about himself as a value. Education should be focused not so much on the whole class as a whole, but on each individual student. At the same time, the goal is not to “pull up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.

Principles: student independence, creative comprehension of the material. The teacher does not give the schoolchildren the truth, but makes them "dig" for themselves. The scheme is the opposite of the traditional one: first examples are given, and students themselves must draw theoretical conclusions. The acquired material is also fixed by practical tasks. The new didactic principles of this system are the rapid mastering of the material, a high level of difficulty, and the leading role of theoretical knowledge. Comprehension of concepts should occur in the understanding of systemic relationships.

Systematic work is being done on common development all students, both strong and weak. It is important for students to be aware of their learning process.

Features that will allow the child to successfully study under this program: the willingness to work at a high pace, the ability to reflect, independently search for and assimilate information, and the willingness to be creative in solving the problem.

The system of primary education L.V. Zankov. The concept of L.V. Zankov's program was formulated in the 60s of the XX century.

The following provisions remain fundamental in it:

The educational material in all textbooks is presented in such forms that require independent activity of students;

The Zankov system is aimed at the discovery and assimilation of new knowledge;

Of particular importance is the organization of educational material in various forms of comparison, including for setting problematic tasks. Textbooks ensure the regular inclusion of such exercises in the process of teaching the student;

The educational material is aimed at the formation of the skills of mental activity: to classify (objects and concepts by forming the corresponding operations), to formulate conclusions, to analyze the conditions of tasks and tasks.

The disadvantage of the Zankov system, as well as the Elkonin-Davydov system, is that they do not receive a worthy continuation for more high steps school education. And if you choose one of them, be prepared that after elementary school your child will still have to adjust to traditional teaching, and this can create problems for him at first.

Parents' opinions about the Zankov program:

"We study according to Zankov. The first grade is quite easy for us. We are not very happy even with some parents. The children studied for a very long time what they already knew. Now they seem to have stepped over this stage and the training is going on. Everyone was very scared of what would happen It's hard to learn, but so far we're doing well."

"Our class has completed the 1st year of study according to Zankov.

But ... The whole class went to the courses of the future first-grader, and when the teacher offered the usual program or according to Zankov (I read on the Internet that it was difficult), I asked if the children could handle it. She replied that they could manage, but parents would have to help to do it. homework and the majority agreed to this program. I helped my son for about six months, and then he began to cope, I just checked. Tests were taken at the end of the year. Mostly there were 5, a little 4. As the teacher explained to us, under this program, children look for solutions in different ways, or there may be several solutions. So far the results are good in my opinion. Let's see how it goes."

Developing system L.V. Zankova is aimed at developing the mind, will, feelings, spiritual needs of younger students, awakening their interest in understanding the broad picture of the world, dedication to learning, and the development of curiosity. The task of education is to give a general picture of the world on the basis of science, literature, and art. This program is aimed at providing conditions for self-realization, for revealing the individuality of the child, his inner world.

A distinctive feature of the Zankov system is training at a high level of difficulty, the passage of educational material "in a spiral". When completing tasks, children learn to draw theoretical conclusions, creatively comprehend the material.

Expert opinion

- I love the L.V. system very much. Zankova, - says Nadezhda Vladimirovna Kazakova, deputy director for educational work of secondary school No. 148 in Moscow. – The children I taught under this program are now in the seventh grade. As a specialist, I see excellent results in my studies. Schoolchildren are excellent at reasoning, arguing, the development of their horizons compares favorably with their peers, their working capacity is higher.

- The program is aimed at the comprehensive development of the child, it teaches children to extract information themselves, and not to receive ready-made information, - L.V. adds about the system. Zankova Tatyana Vladimirovna Korsakova, head of the Methodological Association of Teachers of Primary School No. 148 in Moscow. – By graduating from primary school according to this system, children become more liberated, they have about three times more knowledge than their peers.

zankov.ru/article.asp?edition=5&heading=26&article=26 - the system is clearly and completely described, you can't say better

schools.keldysh.ru/UVK1690/zankov.htm

Other Primary School Programs

But in general: letters and numbers are not fully taught in any of the programs approved by the Federal State Educational Standard, they apparently think that the child should be taught this by parents or tutors before school. Yes, and in modern textbooks there are many inaccuracies and even errors. That is why the number of children with dysgraphia is growing. One gets the impression that when the program is included in the Federal State Educational Standard, the interests of certain people who have nothing to do with the education of children are lobbied.

But still, the child will cope with any program if parents or a tutor help him.

"Our teacher insisted on parent meetings so that the child does his homework in front of his parents in grade 1, because he must learn from the very beginning to work at home correctly. All these programs are difficult, first of all, for parents, because parents will have to delve into it, but everything is still a little different there than in the Soviet school. Usually, in schools with developmental programs, meetings are held weekly for parents, at which they explain the material that children go through in this moment. Our school has the developing methodology of Elkonin-Davydov, but we abandoned it. Went to the School of Russia. It is for reasons of my convenience, tk. I don't have the opportunity to be at school so often. If my daughter does not understand something, I can explain it to her without the help of a teacher. And then, I tried to figure out the graphs in mathematics. I think she's wrong. And my daughter, she says to me: No, that's how they explained it to us. I will do so. After all, mom, you weren't at the lesson. Well, I think, make a mistake, let's see what they put you. I look at the next day, the teacher did not cross out. In general, I left her mathematics, reading and any drawing on her conscience. She made them while I was at work. And she kept her penmanship. This was her weak point. We sat with her all the evenings over these prescriptions. It happened that to tears (and to mine, too). As a result, I wrote the final writing test without a single mistake and blot, but in my favorite mathematics I made as many as 2 mistakes.

So, dear parents of future first-graders, whatever program you choose, work with children at home, and then the child will cope with any program.

I hope you and I managed to figure out at least approximately what an educational program is and which one is closer to your child. And now we will be able to consciously approach the choice of school, class, teacher. Roughly imagine what questions to ask in order to assess whether this teacher in this school, to fully implement the principles of the chosen program ... We will be able to properly prepare the child for the beginning of school, taking into account, if possible, the inclinations and character of our little, but personalities. Good luck and good grades to your child!"

All public schools in our country teach children according to educational and methodological programs that must comply with the Federal State Educational Standards - Federal State Educational Standards. However, their content, however, as well as teaching methods can differ significantly. "Littlevan" tried to figure out how the formation of certain curricula for elementary grades takes place, which of them are officially approved for use, and how they differ from each other.

Curricula: general provisions

Many parents of future first-graders are concerned about what program their children will study, and whether they can somehow influence its choice. According to the current legislation and educational standards, each school has the right to create its own. However, it can only be based on educational literature approved by Order No. 253 of the Ministry of Education and Science of the Russian Federation dated March 31, 2014 (with subsequent amendments, the last dated April 21, 2016) “On approval of the federal list of textbooks recommended for use in the implementation of existing state accreditation of educational programs of primary general, basic general, secondary general education”. The so-called "federal list" is not a disparate set of textbooks, but several completed subject lines, which, in turn, are integral part certain programs - educational and methodical complexes(UMK). Each of them has its own principles and features. The UMC is created by one team of authors with a specific supervisor.

Thus, a parent can choose a specific curriculum only indirectly - by knowing in advance which school teaches according to the textbooks of the teaching materials they like, and, if possible, by enrolling their child there (we wrote about the rules for admission to grade 1 - here and here). Some schools, where parallel classes are taught according to different teaching materials, test children to determine which program is more suitable for them.

What UMC are allowed today?

Today, the federal list lists textbooks that are included in the following educational and methodological complexes:

"School of Russia",
"RHYTHM",
"Perspective"
"Elementary School 21st century»,
"Promising Primary School"
"Planet of Knowledge"
The system of D. B. Elkonin - V. V. Davydov,
"Primary innovative school".

The list should be updated every three years or more frequently. So, since 2014, including on the basis of negative expert opinions, the textbooks that were previously distributed in many schools of teaching materials were removed from it: “School 2000”, “School 2100”, “Dialogue”, “Harmony”. And in the developing system of education of L. V. Zankov, only fine art manuals are now recommended!

However, it should be borne in mind that all books and notebooks that are no longer included in the federal list can be used for education for another 5 years after the entry into force of the relevant acts. In addition, over time, some completed subject lines of textbooks within the framework of one TMC may be excluded and replaced in the list of recommended ones with new ones (an appropriate order is issued by the Ministry of Education and Science of the Russian Federation).

One more nuance. Primary school teachers themselves have the legal right to choose which textbooks to build on. educational process(and follow this choice for all 4 years of study). However, they do not necessarily belong to one specific UMC. The main thing, we repeat, is that all textbooks be listed in the federal list.

Peculiarities

This project of the Enlightenment publishing house is currently perhaps the most common in Russian schools textbook system. The CMC has existed since 2001 and since then has been updated and supplemented more than once. Its peculiarity is its focus on the formation of universal learning activities The child has. As advantages of the “School of Russia”, parents on Littleone.ru note the simplicity, consistency and “understanding” of the presentation of the material (the presence of rules, algorithms for solving problems), as well as the fact that it is most similar to what was taught in “Soviet childhood” . At the same time, the simplicity of the program, compared with other teaching materials, is also attributed to its shortcomings. Some also note with a minus sign that during training, imagination and one's own logical thinking. About authors and textbooks.

Reviews of members of the forum about UMK. , , , , , , , , , .

"RITM" stands for "Development. Individuality. Creation. Thinking”, which very clearly defines the peculiarity of this WCU. The program integrates all primary school subjects and is based on the principles of revealing the individuality of each student, instilling in him the ability to think creatively and independently. Its basis is the revised, supplemented and brought into line with the Federal State Educational Standards of the teaching materials “Classical Primary School” (previously very common, now its textbooks are excluded from the list of recommended ones). This EMC is quite rare in elementary school now, there are few reviews on it. The textbooks are published by the Drofa publishing house. About authors and textbooks.

Reviews of members of the forum about UMK. , , , , .

Another set of textbooks published by Prosveshchenie. Since 2010, Lyudmila Georgievna Peterson, a laureate of the Prize of the President of the Russian Federation in the field of education, has been the supervisor of this teaching staff. In contrast to the “School 2000” excluded from the federal list, this EMC, with some similar principles, causes more sympathy for parents. It is based on the idea that the teacher only pushes for knowledge, the child himself must “discover” it. At the same time, some say that the program is difficult for average children and is largely designed for intuitive understanding and independent extracurricular work. Other parents, on the contrary, attribute to the advantages of the WCU its complexity, focus on cognitive activity and recommended for children with a mathematical mindset. About authors and textbooks.

Reviews of members of the forum about UMK. , , , , , , .

According to the methodology of this EMC, each child acts as a researcher and is an equal subject of the learning process (and not “listened-remembered-repeated”). The program involves a lot of tasks for fantasy and ingenuity. The system of textbooks is published by the publishing center "VENTANA-GRAF". It is part of the UMC "Algorithm of Success" system. Parents of children enrolled in the program note its intricacy and inconsistency in the presentation of material as disadvantages. Others refer to the advantages of a long period of adaptation of the child to school, the difference from the "Soviet school", a strong philological component and call the UMK "quite adequate and interesting." Most agree that it will be easier to study according to the program for those children who entered the 1st grade, already knowing how to read, but at the same time, not being able to write. About authors and textbooks.

Reviews of members of the forum about UMK. ,

This issue is especially acute for parents of future first-graders. Everyone wants not to harm either the child or themselves. A survey of acquaintances and the study of sites begins in the hope of finding an answer to the question of interest.

Parents face a choice educational program.

But whatever the program, a lot depends on the primary school teacher: teaching style, interest, responsibility, attitude towards children and work. It would probably be fair to say that in elementary school "you need to go to the teacher." So it’s worth learning more about the teachers who will recruit future first graders and.

Let's start by listing the existing programs for the 2017-2018 academic year in Russian schools:

It should also be noted that all curricula are developed in accordance with the CLE, which allows you to master the necessary minimum of knowledge (the invariant part of the textbooks) or that which is acceptable for the curious (the variable part).

Let's analyze the pros and cons of curriculums in elementary school:

OS "School 2100"

This program is continuous from kindergarten to 11th grade. Covers a large amount of material. The teacher directs and controls the search activity of students. The most difficult subjects are mathematics Kozlova S. A. and the world around Vakhrusheva A. A.
At the moment, the program is limited in the use of schools, since the textbooks were not included in the Federal List, that is, they did not pass the examination of the Ministry of Education.

Pros: students are trained to learn and acquire knowledge. They can easily find the information they need. They write a lot of essays and presentations, essays, have a broad outlook of knowledge.

Minuses: tasks are feasible for the development of students of secondary and high level, requires supervision and assistance from parents. Another disadvantage is that not all middle and high school teachers are ready to continue their education in the 5th grade.

first of all, parents of future first-graders need to focus on the level of development of their child;
take seriously the choice of a primary school teacher, because a competent, experienced teacher will make any program interesting and useful, and the child will definitely learn it;
it is also necessary to remember that the success of education depends not only on the teacher, but also on the desire of parents to participate in the life of the student himself, to spend their time and energy.

Dedicated to parents of future first-graders...

You often hear: "We study according to Vinogradova ...", "And in our class they teach according to Zankov." Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised for it”, others, perhaps, will talk about specific pros and cons. But in general, the average parent hardly understands how all these programs differ. And no wonder. It is really difficult to get through the scientific style and terminology of pedagogical texts.

So let's get together and try to understand.

First, there is a pedagogical system and a pedagogical program.

There are only three systems: Zankov system(developing), Elkonin-Davydov system(developing) and traditional(see Order of the Ministry of Education and Science of the Russian Federation of October 21, 2004 N 93).

There are much more programs. In addition to the officially recognized, there are many experimental systems, as well as copyright, intra-school, which we will not consider in this article.

Schematically it will look something like this:

All systems and programs approved by the Ministry of Education meet the main requirement: they allow the student to acquire the required minimum of knowledge. Authorship is manifested in the ways of presenting material, additional information, organization of educational activities.

Features that will allow the child to successfully study under this program: Since the program, as conceived by the authors, has something in common with the Elkonin-Davydov system, all the qualities that were described above will come in handy. But since this is still a traditional program designed for the "average student", almost any child will be able to successfully learn from it.

"School of Russia" (Pleshakov)

This is the elementary school kit that we all learned from, with some modifications.

Target: as citizens of Russia. The Russian school should become a school of spiritual and moral development.

Tasks. The main purpose of elementary school, according to the authors, is educational. Hence the tasks:

development in a child of human qualities that meet the ideas of true humanity: kindness, tolerance, responsibility, ability to empathize, readiness to help another
teaching a child conscious reading, writing and counting, correct speech, instilling certain labor and health-saving skills, teaching the basics of safe life
formation of natural motivation for learning

Principles: fundamentality, reliability, stability, openness to new things.

Problem-search approach. It provides for the creation of problem situations, making assumptions, searching for evidence, formulating conclusions, comparing results with a standard.

Features that will allow the child to successfully study in this program: No special qualities are required from the child. Of course, the more abilities developed in a child, the better. For example, the ability to self-esteem, willingness to work in problem situations is useful. But according to this program, even the most unprepared children for school study well.

"Harmony" edited by N. B. Istomina

This system correlates with the main ideas of developmental education and, in particular, with the Zankov system, in which Natalya Borisovna Istomina herself worked for a very long time.

Target: multilateral development of the child, comfortable learning, prepares the mental apparatus of the child for further learning. Overcoming the differences between traditional and developmental learning patterns.

Tasks: ensure that the child understands the issues being studied, create conditions for harmonious relations between the teacher and the student and children with each other, create situations for each student to succeed in cognitive activity.

Principles: organization of educational activities of students associated with the formulation of an educational task, with its solution, self-control and self-assessment; organization of productive communication, which is a necessary condition for the formation of educational activities; the formation of concepts that provide, at a level accessible to primary school age, awareness of cause-and-effect relationships, patterns and dependencies.

http://nsc.1september.ru/articlef.php?ID=200300905 - very good, with examples, information about the program.

"Primary school of the 21st century" (Vinogradova)

Target: organization of educational activities of younger students in such a way as to provide comfortable conditions for the development of the child in the process of mastering knowledge, skills and abilities.

Tasks:

the formation of the main components of learning activity (if we discuss the position of a student, then this is the answer to the questions “why am I studying”, “what should I do to solve this learning task”, “how do I complete the learning task and how do I do it”, “ what are my successes and what am I not succeeding in?”
organization of the educational process in such a way as to ensure a situation of success for each student and the opportunity to learn at an individual pace.

Principles: the main principle of education is that the elementary school should be nature-friendly, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and the level of socialization. A schoolchild is not just a “spectator”, “listener”, but a “researcher”.

Content: in accordance with the main principle (conformity to nature), the authors paid special attention to the implementation of the function of "soft" adaptation of children to new activities. A system has been developed for using role-playing in teaching, which makes it possible to develop various facets of role-playing behavior, and hence the imagination and creativity of the student. All textbooks provide additional educational content, giving everyone the opportunity to work in accordance with their abilities (for example, introducing interesting texts into the textbook from the very beginning of learning on the material of the full alphabet for well-read children).

The choice is ours. I hope you and I managed to figure out at least approximately “what kind of animal this is” - the program. And now we will be able to consciously approach the choice of school, class, teacher. We can roughly imagine what questions to ask in order to assess whether a given teacher in a given school will be able to fully implement the principles of the chosen program ... We will be able to properly prepare the child for the start of school, taking into account, if possible, the inclinations and nature of our little, but personalities.

Elena Aristarkhova

Above. She allowed to teach and educate a child who approached high school fully armed.

In the early 1990s, the relevant services began to pay special attention to programs. As a result, many options for teaching first-graders were born. Currently, there are about ten main programs designed to help children develop the inclinations inherent in them. At least that's what it looks like on paper.

According to the Law on Education, each school has the right to independently choose one or another program. Parents, on the other hand, have the opportunity to choose a training option based on the abilities and level of learning of the child, since there are complex programs, and there are simpler ones.

"School of Russia"

The most traditional school curriculum is the "School of Russia". It was taught in Soviet times. It is designed for almost all students. Naturally, it was modernized, new knowledge was added in order to develop logic. At the same time, it is easily digestible. Probably, it is the "School of Russia" that acts as the most universal and best program for most children.

Development program Zankov

This program is designed to give the child a maximum of theory, then at some point he will have a boost in development. The material is given as quickly as possible, in almost all areas of life.

There are no major or minor items here. Each lesson is built in the form of a dialogue, there are search and creative tasks. The program is harder than the "School of Russia". Students must be developed and prepared. If the child has not attended kindergarten, it will be difficult for him to master this version of the program.

Developing program Elkonin - Davydov

A very complex program aimed at developing theoretical thinking in children. The student is taught to change on his own, putting forward simple hypotheses, looking for evidence and arguments. This is good for memory. Suitable for children who are slightly ahead of their peers in development.

"School-2100"

Teachers believe that this program is designed to teach how to learn. There are many tasks that develop logic, intelligence. Many tasks are submitted in ready-made printed form, so that the student can finish them by entering the necessary icons or numbers in the cells.

The system is interesting in that it is multi-level, that is, tasks are given separately for strong and lagging children. This approach allows taking into account the development of each student individually.

"Elementary school of the 21st century"

It is a gentle program with a long adaptive period. The authors believe that children adapt to school life only by the end of the first grade. Learning programs develop thinking, imagination. However, some items can be combined into one. For example, "Letter" includes the Russian language and literature. The program is suitable for any child.

This program is one of the most painless for children to adapt to school.

"Harmony"

It is very similar to the Zankov program, but a little simpler. The program is designed to develop the child in many ways - logic, intelligence, artistic creativity, emotional ability. The role of the teacher is to create comfortable relationships among students in all respects.

"Promising Elementary School"

The program focuses on over-subject competencies, but not on skills, knowledge and logic. For example, mathematics develops logic and intelligence.

The student will not cram theorems and all kinds of axioms. But the children will be encouraged to engage in extracurricular activities. For example, first-graders, plus, will be engaged in drawing 10 hours a year, like music and sports. The program is designed for ordinary children and will suit most first-graders.

It is impossible to single out the best program unambiguously, since everything depends on the characteristics of the development of the child, his predispositions. To do right choice, it is better to communicate with teachers who will give recommendations. You should not think that studying under the Zankov program, the child will be smarter than the one who chose the "School 2100". Everything depends on him and his innate talents and predispositions.