Issues of design and preparation of the main educational program preschool institution, in accordance with the requirements of the Federal State Educational Standard, are covered in useful publications of this thematic section.
Here, all stages of this design are considered, up to the final construction of educational activities based on the program. Check out these materials and ready-made writing algorithms based on modern ideas about the patterns of child development.
Theoretical and practical support for compiling your OOP.
Contained in sections:- Programs. Educational, working, variable, additional education
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All sections | The main educational program of the preschool educational institution
Mastering an adapted basic educational program for children with MA (intellectual disabilities) Our school caters for children with mild mental retardation. (intellectual disabilities) and moderate, severe, profound mental retardation (intellectual disabilities. In the 2016-2017 academic year, 273 people studied at our school, 99 of them were students with severe ...
The work program for the main educational program of preschool education for the development of speech of children 2–3 years old municipal autonomous preschool educational establishment of the city of Rostov-on-Don "Kindergarten No. 272" ACCEPTED: Pedagogical Council MADOU No. 272 Minutes No. 1 of 08/30/19 APPROVED by the Head of MADOU No. 272 G.A. Berlizova Order No. 75 of 08/30/19 WORKING PROGRAM to the main...
The main educational program of the preschool educational institution - The work program for the main educational program of preschool education for applications in the senior group
Publication "Working program for the main educational program of preschool ..." municipal autonomous preschool educational institution of the city of Rostov-on-Don "Kindergarten No. 272" "ACCEPTED" by the Pedagogical Council Protocol No. 1 dated 08.31.2018 "APPROVED" by the head of MADOU No. 272 _ G.A. Berlizov Order No. 68 dated 31.08.2018 Working program for...
MAAM Pictures Library
Implementation of the main general educational program of preschool education of a preschool educational institution in accordance with the Federal State Educational Standard The main goals of any preschool educational institution are to ensure accessibility, improve quality and efficiency preschool education. The methodological service in the preschool educational institution refers to management activities, because. designed to guide the work of pedagogical...
Annotation to the main educational program of the preschool educational institution The main general educational program of the municipal budgetary preschool educational institution "Kindergarten of the combined type No. 17" of the Engels municipal district Saratov region compiled for 2018 - 2019 academic year and contains the main section and a brief ...
The work program for the main educational program of DO on the development of speech in kindergarten for children 4–5 years old municipal autonomous preschool educational institution of the city of Rostov-on-Don "Kindergarten No. 272" Adopted by: Pedagogical Council Minutes No. 1 of 08/30/2019 Approved by: Head of MADOU No. 272 _ Berlizova G.A. Order No. 75 dated 30.08. 2019 WORKING PROGRAM for the main...
The main educational program of the preschool educational institution - An exemplary basic educational program for preschool education for children of the seventh year of life
regional component. Features of planning the main educational program In accordance with the Federal State Educational Standard, the main general educational program of the institution consists of two parts: a mandatory part and a part formed by the participants. Among directed educational preschool programs the regional component plays an important role. The regional component is part of...
The main educational program of preschool education (hereinafter referred to as BEP DO) is a mandatory document that should be in every preschool educational institution. This program is developed in accordance with the requirements of the main regulatory documents: the Law "On Education in Russian Federation» and the Procedure for the organization and implementation of educational activities on the main general education programs- educational programs of preschool education in accordance with the Federal State Educational Standard of DO and is a mandatory regulatory document developed and implemented by each educational institution independently. The main educational program of preschool education is one of the main regulatory documents of a preschool educational institution that regulates its life. Along with the Charter, it serves as the basis for licensing, changes in budget financing, organization of paid educational services in accordance with the social order of parents (legal representatives). The main educational program of preschool education is a regulatory and management document in which each institution determines goals of educational activity, its content, applied methods and technologies, forms of organization of the educational process. The purpose of the PEP DO is determined based on the fact that this is an internal (for a given institution) educational standard, compiled on the basis of one of the exemplary basic educational programs and taking into account the logic of the development of the educational institution itself, its capabilities, the educational needs of the main social customers - parents (legal representatives) .
The program should be aimed at: creating conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities; To create a developing educational environment which is a system of socialization and individualization of children. 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.
Clause 2.7. standard - indicates that the content of the program is implemented in various leading activities (communication, play, cognitive research activities)
The program contains the main 3 sections:
Target section (explanatory note, goals and objectives, planned results of the program implementation)
Organizational section - logistics, teaching materials, daily routine, holidays, events, etc.
It is very important that all preschool teachers take part in the development of the main educational program, since all preschool teachers will also have to work under this program. And in order for educators and teachers to understand what they “want” from them and what content is collected in the educational program, they must certainly become developers of OOP DO.
Annual plan
The work plan for the academic year (annual plan) is a mandatory documentation of a preschool educational institution. It defines directions, tasks and a system of specific measures for solving problems in a particular academic year, the methodology for their implementation, the composition of performers, etc. The annual work plan can be considered as a tool for the operational management of a preschool educational institution. The annual plan is a specification of the tasks and activities outlined in the development program and the educational program.
The annual work plan of the PEO defines:
specific measures to solve problems in the educational process,
a system of methodological support for educators in their professional growth,
- the formation of experience work of teachers,
introduction of innovations in order to improve the quality of preschool education.
The annual plan is the focus of the team on the main tasks of a particular academic year.
The main tasks of planning are as follows:
in ensuring the implementation of decisions of state bodies on the upbringing, development and emotional well-being of children of early and preschool age;
- in isolating the main, key issues in the activities of the teaching staff;
in determining specific activities, the timing of their implementation and responsible executors;
in the education of responsibility and discipline among the members of the team.
The main sections of the annual work plan of the ECE
1. Analysis of work for the past academic year.
2. Tasks for the upcoming academic year
3. Personnel management system:
training in advanced training courses (for different categories of teachers, taking into account a differentiated approach);
preparation for certification and certification;
visits by teachers during the intercourse period of methodological associations, conferences, round tables, etc., in order to improve professional skills;
Self-education of teachers.
4. Organizational and pedagogical work
Work of creative groups.
Preparation and holding of pedagogical councils.
Study, generalization, implementation, dissemination of advanced pedagogical experience (master classes, open screenings, etc.)
Participation in competitions and reviews.
5. Internal monitoring system.
This section is related to the control and diagnostic function in the management of a preschool educational institution and is presented as an internal monitoring system. Here, types and forms of control over the educational process are planned (operational, thematic, DRC, etc.).
6. Interaction in work with family, school and other organizations.
In this section, work is planned to improve the pedagogical competence of parents ( parent meetings, seminars, trainings, workshops, round tables etc.). Joint creativity of children, parents and teachers. Creation of a data bank on the families of pupils. Events are planned on issues of continuity in work with the school and organizations with which contracts have been concluded.
7. Administrative and economic work. All work is planned to strengthen the material, technical and financial base of the preschool educational institution: repair, equipment and replenishment of subject environments, etc.
Perspective and calendar plans of pedagogical workers
The main educational program of the MDOU "Kindergarten "Zhuravlyonok" in Nadym"
INTRODUCTIONGeneral information about the preschool educational institution
The municipal preschool educational institution "Kindergarten" Zhuravlyonok "of the city of Nadym" (hereinafter referred to as the pre-school educational institution) has been operating since 1984, operates as a non-profit organization.
Main goals activities of the preschool educational institution are educational activities in the educational program of preschool education and childcare and care, which includes a set of measures for catering and household services for children, ensuring their personal hygiene and daily routine.
Organizational and legal status of preschool educational institution: municipal budgetary institution. The founder of the preschool educational institution is the Administration of the municipal formation Nadymsky district. The rights of the Founder in relation to the preschool educational institution are carried out by the Department of Education of the Administration of the Municipal Formation of the Nadymsky District.
Type of institution: general developmental. The capacity of the preschool educational institution is 232 settlement places, there are 12 age groups of a general developmental type for children from 1.5 to 7 years old. Working hours of the preschool educational institution: from 7.00 to 19.00 with a five-day working week. Weekends: Saturday, Sunday and public holidays.
The preschool educational institution received a License for the right to carry out educational activities - No. 2211 dated 12/02/2014. (Issued by the Department of Education of the Yamalo-Nenets Autonomous Okrug for an indefinite period).
Grounds for development, features of the main educational program of the preschool educational institution
The main feature of the preschool educational institution is that it is visited by different categories of children - these are both healthy and children with handicapped health (hereinafter referred to as HIA), having various speech disorders. Correctional work with children with speech disorders, is conducted in the conditions of a speech therapy center by speech therapists. Staying in a preschool educational institution for healthy children and pupils with disabilities (with severe speech impairments) involves the organization of close interaction between these categories of children in order to educate a humane, benevolent, tolerant attitude towards each other, and create an inclusive educational space.
The presence of a different contingent of children determined the most important task of the preschool educational institution - the creation of a basic educational program that takes into account the capabilities and interests of various categories of children.
The presented "Basic Educational Program of the Municipal Preschool Educational Institution" Kindergarten "Zhuravlyonok", Nadym" (hereinafter referred to as the BEP) is a document representing a model of the educational process in a preschool educational institution. DOW implements OOP in general developmental groups.
The OOP is developed in accordance with the main legal documents:
- Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation";
- Federal State Educational Standard for Preschool Education (Approved by order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 N 1155) - hereinafter - the Federal State Educational Standard;
- "The procedure for organizing and implementing educational activities for the main general educational programs - the educational program of preschool education" (Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014, Moscow);
- Sanitary epidemiological requirements to the device, content and organization of the working hours of preschool educational organizations"(Approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 "On the approval of SANPIN" 2.4.3049-13).
The PEP determines the goal, objectives, planned results, principles, content and organization of the educational process at the stage of preschool education in preschool educational institutions.
OOP content in accordance with the requirements of the Federal State Educational Standard, it includes three main sections - target, content and organizational.
The target section defines the goals and objectives, principles and approaches to the formation of the BEP, the planned results of its development in the form of targets.
The substantive section includes a description of educational activities in accordance with the directions of the child's development in five educational areas - socio-communicative, cognitive, speech, artistic and aesthetic, physical.
The obligatory part of the substantive section was developed on the basis of the Exemplary General Educational Program of Preschool Education "From Birth to School" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.
Part of the content section of the PEP, formed by the participants in educational relations, is conditioned by the contingent of pupils attending preschool educational institutions (children with disabilities, children with speech disorders), the requests of parents, as well as the social needs of the federal, regional and municipal education systems.
To correct the speech of pupils with general underdevelopment of speech in this part of the PEP, the implementation of the "Working program for the correction of the general underdevelopment of speech of pupils from 5 to 7 years old for groups of a general developmental orientation in the conditions of a speech therapy center" (the author is a teacher-speech therapist of the preschool educational institution "Kindergarten “Zhuravlyonok” in the city of Nadym” Ponomareva S.V.), and for the correction of speech in pupils with FNR and FFNR - the implementation of the “Work program for the correction of phonetic and phonetic-phonemic speech disorders of speech in children in a speech therapy center” (authors - teachers -speech therapists of the preschool educational institution "Kindergarten" Zhuravlyonok ", Nadym" Skitchenko A.N., Levitskaya Yu.M.).
On the basis of the social order of the parent community and society, this part of the PEP provides for the implementation of additional general developmental programs and work programs of cognitive-speech and artistic-aesthetic orientation:
- work program cognitive-speech direction "We live in the North" (author - teacher additional education Preschool educational institution "Kindergarten" Zhuravlyonok ", Nadym" Safina A.G.);
- an additional general developmental program in choreography "Merry Peas" (the author is a teacher of additional education of the preschool educational institution "Kindergarten "Crane", Nadym" Spravnikova E.N.);
- an additional general developmental program on constructive-modeling activities "Robot" (authors - Deputy Head for WRM of the Kindergarten "Crane" in Nadym Zhigalova A.L., teacher of the Kindergarten "Crane" in Nadym Lykova N .A.).
Organizational section of the PLO describes the system of conditions for the implementation of educational activities necessary to achieve the goals of the BEP, the planned results of its development in the form of targets, as well as the features of the organization of educational activities, namely the description:
- psychological, pedagogical, personnel, material, technical and financial conditions;
- features of the organization of the developing subject-spatial environment;
– features of educational activities of different types and cultural practices;
- ways and directions to support children's initiative;
- features of the interaction of the teaching staff with the families of preschoolers;
- features of the development of the daily routine and the formation of the daily routine, taking into account the age and individual characteristics of children.
The PLO is implemented during the entire time the pupils stay in the preschool educational institution (12-hour stay of pupils in the preschool educational institution)
Additional section contains short presentation OOP, prospects for improving and developing the content of the OOP, a glossary, a list of documents and literature, Internet resources used in writing the OOP, as well as a list of abbreviations used in the OOP.
I. PURPOSE SECTION
I.I. OBLIGATORY PART
1.1.1. Explanatory note
The volume of the mandatory part of the target section of the PEP is 68% of its total volume. The content and organizational aspects of the mandatory part are focused on creating a single inclusive educational space, preserving and strengthening the physical and mental health of children, priority speech and artistic and aesthetic development of pupils, creating conditions for support children's initiative. The content of this part of the BEP includes a set of educational areas that ensure the versatile development of children, taking into account their age and individual characteristics in the main areas of development and education of children - physical, social and communicative, cognitive, speech and artistic and aesthetic. Educational activity is carried out in the process of organizing various types of children's activities (motor, play, communicative, labor, cognitive research, visual, musical, fiction and folklore, construction).
1.1.2. Goals and objectives of the implementation of the mandatory part of the target section
Target: creation of favorable conditions for a full-fledged life of a child of preschool childhood, the formation of the foundations of the basic culture of the individual, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, the formation of prerequisites for learning activities, ensuring the safety of the life of a preschooler.
The program determines the content of educational areas, taking into account the age and individual characteristics of children in various activities, such as:
- game (role-playing game, game with rules and other types of game),
- communicative (communication and interaction with adults and other children),
- cognitive research (research and knowledge of the natural and social worlds in the process of observation and interaction with them), as well as such types of child activity as:
- perception of fiction and folklore,
– self-service and elementary household work (indoors and outdoors),
- construction from different material, including constructors, modules, paper, natural and other materials,
- graphic (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) form of activity of the child.
In accordance with federal law"On Education in the Russian Federation" PEP promotes mutual understanding and cooperation between people, takes into account the diversity of worldview approaches, promotes the right of preschool children to freely choose opinions and beliefs, ensures the development of the abilities of each child, the formation and development of the child's personality in accordance with those accepted in the family and society with spiritual, moral and socio-cultural values for the purpose of intellectual, spiritual, moral, creative and physical development of a person, satisfaction of his educational needs and interests.
The goal of the OOP is achieved through the solution of the following tasks:
– protection and strengthening of the physical and mental health of children, including their emotional well-being;
- ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status;
- creation of favorable conditions for the development of children in accordance with their age and individual characteristics, development of the abilities and creative potential of each child as a subject of relations with other children, adults and the world;
- combining training and education into a holistic educational process on the basis of spiritual, moral and socio-cultural values, rules and norms of behavior accepted in society in the interests of a person, family, society;
- the formation of a general culture of the personality of children, 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;
- the formation of a socio-cultural environment corresponding to the age and individual characteristics of children;
- 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 children's health;
- ensuring the continuity of the goals, objectives and content of preschool general and primary general education.
The solution of the goals and objectives of education outlined in the BEP is possible only with the systematic and targeted support by the teacher of various forms of children's activity and initiative, starting from the first days of the child's stay in a preschool educational institution. The level of general development, which the child will reach, the degree of strength acquired by him moral qualities. Taking care of the health and comprehensive upbringing of children, teachers of preschool educational institutions, together with the family, should strive to make the childhood of each child happy.
Main tasks in educational areas:
Social and communicative development
1) Appropriation of norms and values accepted in society, including moral and ethical values.
2) Development of communication and interaction of the child with adults and peers.
3) The formation of independence, purposefulness and self-regulation of one's own actions.
4) Development of social and emotional intelligence, emotional responsiveness, empathy.
5) Formation of readiness for joint activities.
6) Formation of a respectful attitude and a sense of belonging to one's family and the community of children and adults in the organization.
7) Formation of positive attitudes towards various types labor and creativity.
8) Formation of the foundations of security in everyday life, society, nature.
cognitive development
1) Development of children's interests, curiosity and cognitive motivation.
2) The formation of cognitive actions, the formation of consciousness.
3) Development of imagination and creative activity.
4) Formation of primary ideas about oneself, other people, objects of the surrounding world, their properties and relationships (shape, color, size, material, sound, rhythm, tone, quantity, number, part and whole, space and time, movement and rest, cause and effect, etc.)
5) Formation of primary ideas about the small motherland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as common house people, about the peculiarities of nature, the diversity of countries and peoples of the world.
Speech development
1) Possession of speech as a means of communication.
2) Enrichment of the active vocabulary.
3) The development of coherent, grammatically correct dialogic and monologue speech.
4) Development of speech creativity.
5) Development of sound and intonation culture of speech, phonemic hearing.
6) Acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature.
7) Formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
Artistic and aesthetic development
1) The development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world.
2) The formation of an aesthetic attitude to the world around.
3) Formation of elementary ideas about the types of art.
4) Perception of music, fiction, folklore.
5) Stimulating empathy for the characters works of art.
6) Implementation of self creative activity children (fine, constructive-model, musical, etc.)
Physical development
1) Development of physical qualities.
2) The correct formation of the musculoskeletal system of the body, the development of balance, coordination of movements, large and fine motor skills.
3) Correct execution of basic movements.
4) Shaping initial submissions about certain sports.
5) Mastering outdoor games with rules.
6) The formation of purposefulness and self-regulation in the motor sphere.
7) Mastering elementary norms and rules healthy lifestyle life.
1.1.3. Principles and approaches to the formation of the mandatory part of the target section
The obligatory part of the target section of the PEP was developed on the basis of the Exemplary General Educational Program of Preschool Education "From Birth to School" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. Pilot option. Publishing house MOZAYKA-SINTEZ, Moscow, 2014.
In this part of the BEP, the developmental function of education is brought to the fore, ensuring the formation of the child's personality and orienting the teacher to his individual characteristics, which corresponds to the modern scientific "Concept of preschool education" (authors V.V. Davydov, V.A. Petrovsky and others) on the recognition of the inherent value of the preschool period of childhood.
This part is built on the positions of a humane-personal attitude towards the child and is aimed at its comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities. The Program lacks strict regulation of children's knowledge and subject centrism in teaching.
When developing this part of the BEP, the best traditions of domestic preschool education were taken into account, its fundamental nature: a comprehensive solution to the problems of protecting the life and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities. A special role in the Program is given to play activities as a leading activity in preschool childhood (A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, etc.).
The content of this part of the PEP is based on the most important didactic principle - developmental education and on the scientific position of L. S. Vygotsky that properly organized education “leads” development. Education and mental development cannot act as two separate, independent processes, but at the same time “education serves as a necessary and universal form of a child’s development” (V. V. Davydov). Thus, development within the framework of the PLO acts as the most important result of the success of the upbringing and education of children.
OOP is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in education, makes up for the shortcomings of spiritual, moral and emotional education. Education is seen as a process of introducing the child to the main components of human culture (knowledge, morality, art, labor).
The main criterion for selecting program material is its educational value, the high artistic level of the works of culture used (classical and folk - both domestic and foreign), the possibility of developing the child's all-round abilities at each stage of preschool childhood (E. A. Flerina, N. P. Sakulina, N.A. Vetlugina, N.S. Karpinskaya).
Methodological principles of OOP:
- corresponds to the principle of developmental education, the purpose of which is the development of the child:
- combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the main provisions developmental psychology And preschool pedagogy and, as experience shows, can be successfully implemented in the mass practice of preschool education);
- meets the criteria of completeness, necessity and sufficiency (allowing to solve the set goals and objectives when using a reasonable "minimum" of the material);
- ensures the unity of the educational, developmental and teaching goals and objectives of the process of educating preschool children, during the implementation of which such qualities are formed that are key in the development of preschool children;
- is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;
- is based on the complex-thematic principle of building the educational process;
- provides for the solution of program educational tasks in the joint activities of an adult and children and independent activities of preschoolers, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education;
- involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschoolers and the leading type of their activity is the game;
- takes into account the variation of the educational process depending on regional characteristics;
- is built taking into account continuity between all age preschool groups and between preschool and elementary school.
The program is based on a personality-oriented, system-activity and integrated approaches, which are the methodology of the Federal State Educational Standard. The program was formed as a model of psychological and pedagogical support for the development of the personality of preschool children and contains a set of basic characteristics of the provided preschool education.
The compulsory part of the Program is based on an integrated approach, ensuring the development of children in all five complementary educational areas.
The variable part of the Program involves in-depth work with children on the cognitive-speech and artistic-aesthetic development of pupils. The program is aimed at developing the main components of activity, which contributes to the development of the child as a subject of activity in general, the formation cognitive interests and cognitive actions of the child in various activities, conditions are created to support the initiative of children in various activities. Educational activity is built on the basis of the individual characteristics of each child, in which the child becomes the subject of education, differences in opportunities and in the pace of completing tasks are taken into account, which contributes to the successful development of each child and his emotional well-being. When implementing the program, conditions are created for the successful socialization of children, mastering sociocultural norms, familiarizing themselves with the traditions of the family, society, state, ensuring the child’s ability to navigate the world and act (or behave) in accordance with the interests and expectations of other people, social groups society and humanity as a whole.
1.1.4. Significant characteristics for the development and implementation of OOP
MDOU "Kindergarten" Zhuravlyonok "is located in the central part of the city of Nadym, in the microdistrict of 7, 5-storey houses on the shores of Lake Yantarnoye (city park area), which makes it possible to organize multicultural education of children. The socio-cultural space of the educational institution is available and varied. As part of the expansion of the educational space of pupils, cooperation between MDOU and institutions was organized social sphere: House of Culture "Prometheus", Museum of History and Archeology, House of Nature, Children's Library, MOU "Secondary School No. 5", MOU "Humanitarian Gymnasium of Nadym".
In the preschool educational institution, the educational process is implemented in groups of a general developmental orientation during the entire time the pupils stay in the preschool educational institution.
Information about pupils
245 children from 1.5 to 7 years old are enrolled in preschool educational institutions. The total number of groups is 12, of which:
- the first junior groups for pupils from 1.5 to 3 years old -2;
- the second junior groups for pupils from 3 to 4 years old - 4;
- medium groups for pupils from 4 to 5 years old - 3;
- senior groups for pupils from 5 to 6 years old - 2;
- a preparatory group for school for pupils from 6 to 7 years old - 1.
Personnel potential of preschool teachers
The institution is 100% staffed. The implementation of the BEP is carried out by 33 teachers: a teacher-psychologist, an instructor in physical culture, 2 music directors, 4 speech therapist teachers, 2 additional education teachers, 23 educators.
Table 1
Characteristics of the staff of preschool teachers
Criteria Number of teachers
1. Higher professional education Teacher Education 22
secondary professional pedagogical education 7
2 .According to certification
highest qualification category 2
first qualification category 11
Pedagogical and administrative staff of the preschool educational institution were awarded:
- badge of honor Honorary Worker general education” - 2 persons;
- Certificate of honor Ministry of Education of the Russian Federation - 4 teachers.
All teachers timely take refresher courses, as well as improve their skills. professional level through methodical the work of the preschool educational institution and self-education.
The social status of the parents of pupils
The social customers of the activities of the preschool educational institution are, first of all, the parents of pupils. Therefore, the staff of the preschool educational institution created a benevolent, psychologically comfortable atmosphere, which is based on a certain system of interaction with parents, mutual understanding and cooperation.
table 2
Features of the families of pupils
Categories of families Total number of pupils - 245
Family features complete families 180
guardians -
large families 52
Higher education 230
average -
s/special 45
The social composition of the intelligentsia 65
workers 32
employees 125
housewives 8
entrepreneurs 5
Material conditions of preschool educational institution
The state of the material and technical base of the preschool educational institution complies with the requirements of the Federal State Educational Standard - all the basic components of the developing subject environment include optimal conditions for a full-fledged physical, aesthetic, cognitive and social development children.
For the implementation of the BEP in the preschool educational institution, the necessary conditions have been created to ensure the development of physical activity, the formation of artistic, aesthetic, intellectual development and the development of the civic position of preschoolers:
12 group rooms;
The office of a teacher-psychologist for preventive and remedial classes;
2 speech therapy rooms for remedial classes;
Music Hall;
Gym;
Creative workshop;
Center for Intellectual Development "UnikUm";
Winter Garden;
Medical unit (reception room, treatment room, isolation room);
12 walking areas.
Playground.
To carry out diagnostic and correctional work with pupils in need of correctional assistance, there are two speech therapy rooms and an office of a teacher-psychologist.
Age and individual characteristics of the contingent of children brought up in preschool
Age features of young children (from 1.5 to 2 years)
One of the characteristic features of the behavior of a child from 1.5 to 2 years old is its pronounced situationality. The kid is interested in everything that surrounds him, he reaches out to everything that is in his field of vision. As the German psychologist K. Levin figuratively said, a staircase beckons a child to go along it, a door or a box to close or open them, a bell to ring it, a round ball to roll it. Every thing that is in the child's field of vision is charged for him with an attractive or repulsive force that provokes him to action, directs him. This connection with the situation, the visual field reflects the uniqueness of the activity of the consciousness of an early age child.
Situation leaves an imprint on all types of the child's activities, on the course of all his mental processes. So, the baby's memory works mainly in the form of recognition: the child remembers a familiar object when he sees it in front of him. Thinking at this age proceeds in a visual-effective form: knowledge of the world around is carried out through practical actions. The child is not yet able to engage in purposeful mental activity e.g. think or imagine something. Not allowing the baby to act with objects, limiting his activity, we deprive him of the opportunity to think, and therefore live fully. Emotions of the child are shown at the moment of perception of objects. It is enough to show the baby an interesting toy, and his interest will switch to it.
By the age of two, children become more independent. Substantive activity continues to develop, situational business communication between a child and an adult; perception, speech, initial forms of voluntary behavior, games, visual-effective thinking are improved.
The development of objective activity is associated with the assimilation of cultural modes of action with various objects. Correlative and instrumental actions develop.
The ability to perform instrumental actions develops arbitrariness, transforming natural forms of activity into cultural ones based on the model proposed by adults, which acts as not only an object of imitation, but also a model that regulates the child's own activity.
In the course of joint objective activities with adults, the understanding of speech continues to develop. The word is separated from the situation and acquires an independent meaning. Children continue to master the names of the surrounding objects, learn to fulfill simple verbal requests from adults within the limits of a visible visual situation. The number of words understood increases significantly. The regulation of behavior is improved as a result of the appeal of adults to the child, who begins to understand not only the instructions, but also the story of adults. Active speech of children develops intensively.
Age features of young children (from 2 to 3 years old)
In the third year of life, children become more independent. Substantive activities continue to develop, business cooperation between a child and an adult; perception, speech, initial forms of voluntary behavior, games, visual-effective thinking are improved, at the end of the year the foundations of visual-figurative thinking appear.
The development of objective activity is associated with the assimilation of cultural modes of action with various objects. Correlative and instrumental actions are being improved.
The ability to perform instrumental actions develops arbitrariness, transforming natural forms of activity into cultural ones based on the model proposed by adults, which acts as not only an object for imitation, but also a model that regulates the child's own activity.
In the course of joint objective activity with adults, the understanding of speech continues to develop. The word is separated from the situation and acquires an independent meaning. Children continue to master the names of the surrounding objects, learn to fulfill the verbal requests of adults, orienting themselves within the immediate environment.
The number of words understood increases significantly. The regulation of behavior is improved as a result of the appeal of adults to the child, who begins to understand not only the instructions, but also the story of adults.
Active speech of children develops intensively. By the age of three, they have mastered the basic grammatical structures, they try to build complex and complex sentences, in a conversation with an adult they use almost all parts of speech. The active dictionary reaches approximately 1500-2500 words.
By the end of the third year of life, speech becomes a means of communication between the child and peers. At this age, new activities are formed in children: playing, drawing, designing.
The game is procedural in nature, the main thing in it is the actions that are performed with game objects that are close to reality. In the middle of the third year of life, actions with substitute objects are widely used.
The appearance of actual visual activity is due to the fact that the child is already able to formulate the intention to depict an object. Typical is the image of a person in the form of a "cephalopod" - a circle and lines extending from it.
In the third year of life, visual and auditory orientations are improved, which allows children to accurately perform a number of tasks: to make a choice from 2-3 objects in shape, size and color; distinguish melodies; sing.
Improved auditory perception especially phonemic awareness. By the age of three, children perceive all sounds mother tongue, but pronounce them with great distortion.
The main form of thinking is visual-effective. Its peculiarity lies in the fact that problem situations that arise in the life of a child are resolved through real action with objects.
By the end of the third year of life, the beginnings of visual-figurative thinking appear in children. In the course of object-playing activity, the child sets a goal for himself, outlines a plan of action, etc.
Children of this age are characterized by unconsciousness of motives, impulsiveness and dependence of feelings and desires on the situation. Children are easily infected by the emotional state of their peers. However, during this period, arbitrariness of behavior also begins to take shape. It is due to the development of instrumental actions and speech. Children develop feelings of pride and shame, elements of self-awareness associated with identification with the name and gender begin to form. Early age ends with a crisis of three years. The child is aware of himself as a separate person, different from the adult. He has an image of "I". A crisis is often accompanied by a number of negative manifestations: negativism, stubbornness, impaired communication with an adult, etc. A crisis can last from several months to two years.
Age features of preschool children (from 3 to 4 years old)
At the age of 3-4 years, the child gradually goes beyond the family circle. His communication becomes extra-situational. An adult becomes for a child not only a member of the family, but also the bearer of a certain social function. The desire of the child to perform the same function leads to a contradiction with his real possibilities. This contradiction is resolved through the development of the game, which becomes the leading activity in preschool age.
The main feature of the game is its conventionality: the performance of some actions with some objects implies their relation to other actions with other objects. The main content of the game of younger preschoolers is actions with toys and substitute objects. The duration of the game is short. Younger preschoolers are limited to playing with one or two roles and simple, non-expanded plots. Games with rules at this age are just beginning to take shape.
The visual activity of the child depends on his ideas about the subject. At this age, they are just beginning to form. Graphic images are poor. Some children lack details in the images, while others may have more detailed drawings. Children can already use color.
Sculpting is of great importance for the development of fine motor skills. Younger preschoolers are able, under the guidance of an adult, to fashion simple objects.
It is known that the application has a positive effect on the development of perception. At this age, the simplest types of applications are available to children.
Constructive activity at a younger preschool age is limited to the construction of simple buildings according to the model and design.
At a younger preschool age, perceptual activity develops. Children from the use of prestandards - individual units of perception, are moving to sensory standards - culturally developed means of perception. By the end of the younger preschool age, children can perceive up to 5 or more shapes of objects and up to 7 or more colors, are able to differentiate objects by size, navigate in the space of the kindergarten group, and with a certain organization of the educational process - in the premises of the entire preschool institution.
Memory and attention develop. At the request of an adult, children can remember 3-4 words and 5-6 names of objects. By the end of the younger preschool age, they are able to remember significant passages from their favorite works.
Visual-effective thinking continues to develop. At the same time, the transformation of situations in a number of cases is carried out on the basis of targeted trials, taking into account the desired result. Preschoolers are able to establish some hidden connections and relationships between objects.
At a younger preschool age, imagination begins to develop, which is especially clearly manifested in the game, when some objects act as substitutes for others.
Relationships between children are conditioned by norms and rules. As a result of purposeful influence, they can learn a relatively large number of norms that serve as the basis for evaluating their own actions and the actions of other children.
The relationship of children is clearly manifested in play activities. They play side by side rather than interact actively. However, already at this age, stable electoral relationships can be observed. Conflicts between children arise mainly about toys. The position of the child in the peer group is largely determined by the opinion of the educator.
At younger preschool age, one can observe the subordination of behavioral motives in relatively simple situations. Conscious behavioral control is just beginning to take shape; In many respects, the child's behavior is still situational. At the same time, one can also observe cases of limiting one's own motives by the child himself, accompanied by verbal instructions. Self-esteem begins to develop, while children are largely guided by the teacher's assessment. Their gender identity also continues to develop, which is manifested in the nature of the toys and subjects they choose.
Age features of preschool children (from 4 to 5 years old)
In the play activities of children of middle preschool age, role-playing interactions appear. They indicate that preschoolers are beginning to separate themselves from the accepted role. During the game, the roles can change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation of play and real interactions of children.
Significant development receives visual activity. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details. The technical side of visual activity is being improved. Children can draw basic geometric figures, cut with scissors, stick images on paper, etc.
The design becomes more difficult. Buildings can include 5-6 parts. Design skills are formed according to one's own plan, as well as planning a sequence of actions.
The motor sphere of the child is characterized by positive changes in fine and gross motor skills. Agility, coordination of movements develop. Children at this age are better than younger preschoolers, keep balance, step over small obstacles. Ball games become more difficult.
By the end of middle preschool age, the perception of children becomes more developed. They are able to name the shape that this or that object looks like. They can isolate simple forms in complex objects and recreate complex objects from simple forms. Children are able to arrange groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Improved orientation in space.
The amount of memory is increasing. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc.
Starts to develop creative thinking. Children are able to use simple schematic images to solve simple problems. Preschoolers can build according to the scheme, solve labyrinth problems. Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, at the same time, it is difficult for them to take the position of another observer and, on the internal plane, make a mental transformation of the image.
For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of quantity, volume and size. For example, if you show them three black paper circles and seven white paper circles and ask: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: “Which is more - white or paper?”, The answer will be the same - more white.
The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic.
Increased attention span. The child is available concentrated activity for 15-20 minutes. He is able to keep in memory when performing any action a simple condition.
In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes.
The grammatical side of speech develops. Preschoolers are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational.
The content of communication between a child and an adult is changing. It goes beyond the specific situation in which the child finds himself. The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it arouses interest in him.
Children develop a need for respect from an adult; for them, his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is an age-related phenomenon.
Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. There are permanent partners in the games. Leaders begin to emerge in groups. There is competition and competition. The latter is important for comparing oneself with others, which leads to the development of the image of the "I" of the child, its detailing.
The main achievements of the age are associated with the development of gaming activity, the emergence of role-playing and real interactions, the development of visual activity, designing according to plan, planning, improving perception, the development of imaginative thinking and imagination, the egocentricity of the cognitive position; the development of memory, attention, speech, cognitive motivation, the formation of a need for respect from an adult, the appearance of resentment, competitiveness, competitiveness with peers; further development of the image of the "I" of the child, its detailing.
Age features of preschool children (from 5 to 6 years old)
Children of the sixth year of life can already distribute roles before the start of the game and build their behavior, adhering to the role. Game interaction is accompanied by speech, corresponding both in content and intonation to the role taken. The speech that accompanies the real relationship of children differs from role-playing speech. Children begin to master social relations and understand the subordination of positions in various types of adult activities, some roles become more attractive to them than others. When distributing roles, conflicts may arise related to the subordination of role behavior. The organization of the playing space is observed, in which the semantic "center" and "periphery" are distinguished (in the game "Hospital" this center is the doctor's office, in the game "Barbershop" - the haircut room, and the waiting room acts as the periphery of the playing space.) Children's actions in games become diverse.
The visual activity of children develops. This is the age of the most active drawing. During the year, children are able to create up to two thousand drawings. Drawings can be very different in content: these are life impressions of children, and imaginary situations, and illustrations for films and books. Usually, the drawings are schematic representations of various objects, but they can differ in the originality of the compositional solution, convey static and dynamic relationships. The drawings acquire a plot character; quite often there are repeatedly repeated plots with small or, on the contrary, significant changes. The image of a person becomes more detailed and proportional. According to the drawing, one can judge the gender and emotional state of the depicted person.
Designing is characterized by the ability to analyze the conditions in which this activity takes place. Children use and name various parts of the wooden construction set. They can replace building parts depending on the material available. Master the generalized method of examining the sample. Children are able to highlight the main parts of the proposed building. Constructive activity can be carried out on the basis of a scheme, by design and by conditions. Design appears in the course of joint activity.
Children can construct from paper by folding it several times (two, four, six folds); from natural material. They master two methods of construction: from natural material to an artistic image (the child "completes" the natural material to a complete image, supplementing it with various details) and from an artistic image to natural material (the child selects the necessary material in order to embody the image).
The perception of color, shape and size, the structure of objects continues to improve; children's ideas are systematized. They name not only the primary colors and their shades, but also intermediate color shades; the shape of rectangles, ovals, triangles. Perceive the size of objects, easily line up - in ascending or descending order - up to 10 different objects.
However, children may experience difficulty in analyzing the spatial position of objects if they encounter a mismatch between the shape and their spatial arrangement. This indicates that in various situations, perception presents certain difficulties for preschoolers, especially if they must simultaneously take into account several different and at the same time opposite signs.
At the senior preschool age figurative thinking continues to develop. Children are able not only to solve the problem in a visual way, but also to perform transformations of the object, indicate in what sequence the objects will interact, etc. However, such decisions will turn out to be correct only if children use adequate mental means. Among them, we can distinguish schematized representations that arise in the process of visual modeling; complex representations that reflect children's ideas about the system of features that objects may have, as well as ideas that reflect the stages of transformation of various objects and phenomena (representations of the cyclical changes): ideas about the change of seasons, day and night, about the increase and decrease in objects as a result various influences, ideas about development, etc. In addition, generalizations continue to improve, which is the basis of verbal-logical thinking. At preschool age, children still lack ideas about classes of objects. Children group objects according to features that can change, but the operations of logical addition and multiplication of classes begin to take shape. So, for example, older preschoolers, when grouping objects, can take into account two features: color and shape (material), etc.
As studies by domestic psychologists have shown, children of older preschool age are able to reason and give adequate causal explanations if the analyzed relationships do not go beyond their visual experience.
The development of imagination at this age allows children to compose quite original and consistently unfolding stories. Imagination will actively develop only if special work is carried out to activate it.
Stability, distribution, switching of attention continue to develop. There is a transition from involuntary to voluntary attention.
Speech continues to improve, including its sound side. Children can correctly reproduce hissing, whistling and sonorous sounds. Phonemic hearing, intonational expressiveness of speech develop when reading poetry in a role-playing game and in everyday life.
The grammatical structure of speech is improved. Children use almost all parts of speech, are actively engaged in word creation. Vocabulary becomes richer: synonyms and antonyms are actively used.
Connected speech develops. Children can retell, tell from the picture, conveying not only the main thing, but also the details.
Achievements of this age are characterized by the distribution of roles in play activities; structuring the playing space; further development of visual activity, characterized by high productivity; application in the design of a generalized method for examining a sample; the assimilation of generalized ways of depicting objects of the same shape.
Perception at this age is characterized by the analysis of complex forms of objects; the development of thinking is accompanied by the development of mental means (schematized representations, complex representations, ideas about the cyclical nature of changes); develop the ability to generalize, causal thinking, imagination, voluntary attention, speech, the image of "I".
Age features of preschool children (from 6 to 7 years old)
In general, a child of 6-7 years old is aware of himself as a person, as an independent subject of activity and behavior.
Children are able to define some moral concepts (“a kind person is one who helps everyone and treats well, protects the weak”) and distinguishes them quite subtly. For example, a child very well distinguishes between the positive coloring of the word “thrifty” and the negative coloring of the word “greedy”. They can make a positive moral choice not only in an imaginary way, but also in real situations (for example, they can independently, without external coercion, refuse something pleasant in favor of a loved one). Socio-moral feelings and emotions are quite stable. By the age of 6-7, the child is confident in the culture of self-service: he can serve himself independently, has good habits, basic personal hygiene skills; determines the state of his health (he is healthy or sick), as well as the state of health of others; can name and show what exactly hurts him, which part of the body, which organ; owns a culture of eating; dress appropriately for the weather, without overcooling or over-warming. An older preschooler can already explain to a child or an adult what needs to be done in case of injury (algorithm of actions) and is ready to provide elementary help to himself and another (wash eyes, wash the wound, treat it, turn to an adult for help) in such situations. The arbitrary regulation of behavior is based not only on learned (or given from the outside) rules and norms. Expanding motivational sphere preschoolers 6 - 7 years old due to the development of such motives that are social in origin, such as cognitive, prosocial (encouraging to do good), as well as motives for self-realization. The child's behavior also begins to be regulated by his ideas about "what is good and what is bad." The ability to emotionally evaluate one's actions is directly related to the development of moral and moral ideas. The child experiences a sense of satisfaction, joy when he does the right thing, "good", and embarrassment, awkwardness, when he breaks the rules, he does "badly". The general self-esteem of children is a global, positive undifferentiated attitude towards themselves, which is formed under the influence of an emotional attitude on the part of adults.
By the end of preschool age, there are significant changes in the emotional sphere. On the one hand, children of this age have a richer emotional life, their emotions are deep and varied in content. On the other hand, they are more restrained and selective in emotional manifestations. The ability of children to understand the emotional state of another person - empathy - continues to develop, even when they do not directly observe his emotional experiences. By the end of preschool age, they form generalized emotional representations, which allows them to anticipate the consequences of their actions. This significantly affects the effectiveness of voluntary regulation of behavior - the child can not only refuse unwanted actions or behave "good", but also perform an uninteresting task if he understands that the results obtained will bring someone benefit, joy, etc. Thanks to such changes in the emotional sphere, the behavior of a preschooler becomes less situational and is more often built taking into account the interests and needs of other people.
The communication of a child with an adult becomes more complex and richer in content. Still in need of the benevolent attention, respect and cooperation of an adult, the child at the same time seeks to learn as much as possible about him, and the range of his interests goes beyond the scope of a specific everyday interaction. So, a preschooler listens carefully to the stories of his parents about what happened at work, is keenly interested in how they met, when meeting strangers he often asks where they live, do they have children, what they work with, etc. . The development of communication between children and adults by the end of the 7th year of life creates a somewhat paradoxical situation. On the one hand, the child becomes more proactive and free in communication and interaction with adults, on the other hand, it is very dependent on his authority. It is extremely important for him to do everything right and be good in the eyes of an adult.
Of great importance for children 6-7 years old is communication with each other. Their electoral relations become stable, it is during this period that children's friendship is born. Children willingly share their impressions, express judgments about events and people, ask about where they were, what they saw, etc., that is, they participate in situations of “pure communication” that are not related to the implementation of other activities. At the same time, they can listen carefully to each other, emotionally empathize with the stories of friends. Children continue to actively cooperate, at the same time, they also have competitive relations - in communication and interaction, they strive, first of all, to prove themselves, to attract the attention of others to themselves. However, they have every opportunity to make such rivalry productive and constructive, and to avoid negative forms of behavior.
At this age, children have generalized ideas (concepts) about their gender, establish relationships between their gender role and various manifestations of male and female properties (clothing, hairstyle, emotional reactions, rules of conduct, self-esteem). By the age of seven, they feel a sense of satisfaction, self-esteem in relation to their gender, and reasonably substantiate its advantages. They begin to consciously follow the rules of behavior that correspond to the gender role in everyday life, public places, in communication, etc., master various methods of action and activities that are dominant in people of different sexes, focusing on the behavioral characteristics of men and women typical of a particular culture. They are aware of the relativity of male and female manifestations (a boy can cry from resentment, a girl is resistant to endure troubles, etc.); the moral value of the actions of men and women in relation to each other. By the age of 7, children determine the prospects for growing up in accordance with their gender role, show a desire to learn certain ways of behavior that are focused on the fulfillment of future social roles. Boys want to go to school and become students: they are attracted by the new social status of almost an adult. Girls want to go to school with the approval of their family and adults, and they want to show off their achievements.
In games, children of 6-7 years old are able to reflect rather complex social events - the birth of a child, a wedding, a holiday, a war, etc. There can be several centers in the game, each of which reflects one or another storyline. Children of this age can take on two roles during the game, moving from one to the other. They can interact with several partners in the game, playing both the main and subordinate roles (for example, a nurse follows the orders of a doctor, but patients, in turn, follow her instructions).
Lisikhina Vera Nikolaevna
senior educator
MOU Krasnogulyaevskaya high school
Krasny Gulyai village, Sengileevsky district,
Ulyanovsk region
Designing the main educational program of the preschool educational institution in the conditions of the Federal State Educational Standard
According to the Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ (hereinafter referred to as the Federal Law "On Education in the Russian Federation"), preschool education is a level of general education along with primary general, basic general and secondary general education . It is in preschool childhood that the value orientations of the development of the child's personality, the foundations of his identity, attitudes towards the world, society, family and himself are laid. Therefore, the mission of preschool education is to preserve the uniqueness and intrinsic value of preschool childhood as a starting point for inclusion and further mastery of various forms of life in a rapidly changing world, to promote the development of various forms of child activity, to transfer social norms and values that contribute to positive socialization in a multicultural multinational society.
As a result of the introduction of the Federal State Educational Standard, the teaching staff faced a number of serious tasks of an organizational and substantive nature, among which one of the most significant was the development of the main educational program.
Development of OOP DO - the new kind professional activity, which is to be mastered by all preschool teachers in the light of the implementation of a number of regulatory documents regulating educational activities in the field of preschool education. Among them, the federal state educational standard for preschool education (hereinafter referred to as the FSES DO) is the basic document on the basis of which the design process of the PEP DO is carried out, since it is in it that the structure of the educational program of any level (approximate, basic, partial, etc.) is prescribed.
I .Methodological and regulatory framework for the development of the main educational program preschool organization
1.1. Federal Law of 29.12. 2012 No. 273-FZ "On Education in the Russian Federation"
The normative legal basis for compiling the main educational programs of preschool educational organizations, taking into account exemplary ones, is the Law "On Education in the Russian Federation". The Federal Law contains provisions on various types of programs, explains the functions of educational programs, and gives a clear idea of the requirements for their structure and development procedure.
The term program itself is of Greek origin, in Greek it means a preliminary description of upcoming events or actions. Being integral part educational and methodological documentation, the program performs the function of informing all participants in educational relations about the content and planned results of educational activities, and also serves as the basis for planning the educational process.
For the first time, the concept of "educational program" was included in teaching practice after the adoption of the Law of the Russian Federation "On Education". In the new law "On Education in the Russian Federation" Art. 2 part 9, the educational program is understood as “a set of basic characteristics of education (volume, content, planned results), organizational and pedagogical conditions and, in cases provided for by this Federal Law, certification forms, which is presented in the form of a curriculum, a calendar study schedule, working programs subjects, courses, disciplines (modules), other components, as well as assessment and teaching materials". Thus, it is the main tool for standardizing and planning the educational process in an organization.
In Art. 2 hours 10 introduces the concept of an exemplary program that performs the functions of educational and methodological documentation, including: “.... an exemplary curriculum, an exemplary calendar study schedule, exemplary work programs for subjects, courses, disciplines (modules), other components), determining the volume and content of education of a certain level and (or) a certain focus, the planned results of the development of the educational program, the approximate conditions for educational activities, including approximate calculations of the standard costs of providing public services for the implementation of the educational program.
Requirements for the main educational programs, namely their structure, including the ratio of the mandatory part of the main educational program and the part formed by the participants in educational relations, and their volume; conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions) the results of their development are set by federal state educational standards.
(Article 11, Part 2 of the Law “On Education in the Russian Federation”).
The federal law also defines such qualitative characteristics of the main educational programs as continuity, variability of content, the unity of mandatory requirements for the conditions for their implementation, which allows maintaining the unity of the educational space on the territory of the Russian Federation (Article 11. Part 1 of the Law "On Education in the Russian Federation" )
All educational programs in accordance with the Federal Law are divided into two groups (according to levels, these are preschool, primary school, etc.) into programs of general and vocational education. The main educational programs of general education include programs of pre-school, primary, basic and secondary general education. (Art. 12, Part 2 and 3 of the Federal Law) These programs are developed and approved by educational organizations independently in accordance with federal state educational standards and taking into account the relevant exemplary basic educational programs (Art. 12, Part 5,6,7, Federal Law). The exemplary program thus performs the role of a basic or model one, taking into account which educational organizations develop their own basic educational programs. The new law also regulates the development sample programs. They are developed on the basis of standards (Article 12, part 9 of the Federal Law). According to the results of the examination, “they are included in the register of exemplary basic educational programs, which is the state information system. The information contained in the register of exemplary basic educational programs is publicly available” (Article 12 Part 10 of the Federal Law).
The procedure for their development, examination and entry into the register, as well as the definition of the organization that is granted the right to maintain the register, are established by the federal executive body that performs the functions of developing public policy and legal regulation in the field of education (Art. 12. Part 11 of the Federal Law). To conduct an examination of exemplary programs in terms of taking into account regional, national and ethno-cultural characteristics on the basis of Art. 12 Part 12 of the Federal Law should involve the authorized bodies of state power of the constituent entities of the Russian Federation. The new law allows the implementation of educational programs through various, which are still new educational forms and technologies:
network forms, using remote technologies and e-learning(Art. 13. Part 2. Federal Law),
based on the application of the modular principle of constructing educational programs and curricula (Article 13, Parts 1,2,3 of the Federal Law), the use of appropriate educational technologies.
Unlike the previous one, in the new law, educational organizations received much broader rights in determining their own educational activities. Thus, the development of a curriculum and a calendar study schedule for its implementation, which in the main educational programs serve as the basis for planning the educational process, according to the new law, are the prerogative of educational organizations. Broad rights to the independent development of educational programs reinforce the responsibility of the authors of the programs - whether they are educational organizations or other groups of authors, for their quality.
1.2 . Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education"
Since September 1, 2013 in the Russian Federation, for the first time, preschool education has become officially recognized as a full-fledged level of continuous general education. Together with the entry into force of the new law “On Education of the Russian Federation”, the latest Federal State Educational Standard for Preschool Education has become relevant for all preschool institutions - the federal state educational standard.
The development of the Federal State Educational Standard for Preschool Education was headed by Alexander Asmolov - Director Federal Institute development of education. Together with a group of specialists, a new Federal State Educational Standard for kindergartens was created starting from January 30, 2013. In June of the same year, the Federal State Educational Standard was presented for public discussion. In total, more than 300 serious amendments and comments were made on the merits of the project, which were comprehensively considered at a meeting of the Council of the Ministry of Education and Science of the Russian Federation on July 3, 2013.
After that, new federal standards have been revised and revised. Taking into account all the amendments made, the final version of the Federal State Educational Standard for preschool education was adopted and approved on August 28, 2013, and its expediency and relevance in relation to the current situation of preschool education was confirmed by 11 expert organizations and the working group of the Council of the Ministry of Education and Science of the Russian Federation on educational standards.
The structure of the GEF preschool education includes three components:
Requirements for the preparation of educational programs for preschool educational institutions, including a description of the ratio of the part of the mandatory educational minimum and the part that is free from following the requirements and left to the discretion of the participants in pedagogical relations.
Financial, personnel, logistical and other conditions in which educational programs in preschool educational institutions should be implemented.
The results that should be the result of the assimilation of the educational program in the preschool educational institution.
If we compare the Federal State Educational Standard of preschool education with other educational standards, it can be noted that it does not imply that students will pass intermediate and final certifications for compliance of their ZUN with the requirements of the state education standard.
The federal state educational standard for preschool education is based not only on the technical aspects of pedagogy in relation to preschool childhood, but also on a solid ideological basis. Consideration of preschool childhood is no longer limited to its usefulness for a particular person and society as a whole. Its significance was considered much more widely, as the most important component of not only a culture of usefulness, but also a culture of dignity, according to the director of the development of the Federal State Educational Standard for Preschool Education, Alexander Asmolov.
Methodological And theoretical background GEF DO
provisions of the cultural-historical theory of L.S. Vygotsky and the national scientific psychological and pedagogical school on the patterns of development of a child in preschool age (A.N. Leontiev, L.I. Bozhovich, A.V. Zaporozhets, V.V. Davydov and others)
works on the axiology and philosophy of education (I.A. Zimnyaya, V.P. Zinchenko, N.D. Nikandrov, V.A. Slastenin and others), the theory and methodology of developing educational standards (V.I. Baidenko, V. P. Bespalko, A. M. Kondakov, A. A. Kuznetsov, V. S. Lednev, A. I. Markushevich, M. V. Ryzhakov, V. M. Sokolov, A. I. Subetto, etc.)
scientific provisions, practical developments and guidelines contained in the works of researchers in the field of preschool education (L.A. Venger, M.A. Vasilyeva, V.T. Kudryavtsev, L.A. Paramonova, V.A. Petrovsky, etc.)
legislative and regulatory legal acts of the Russian Federation in the field of education
The new coordinate system, which influenced the formation of the Federal State Educational Standard of preschool education, calls, first of all, to appreciate, and not evaluate the child. In addition, this is a serious step towards increasing the value and isolation of education in kindergartens as an independent link in general education.
Now education in a preschool educational institution is considered not as a preliminary stage before studying at school, but as an independent important period in the life of a child, as milestone on a way continuing education In human life.
The methodology of the Federal State Educational Standard for preschool education was based on cultural and historical dialectics, which considers the level of development of the system in the context of the growth in the variability of its components. Education in the context of this methodological basis regarded as main source variety of systems. This gave rise to the main principle of the new Federal State Educational Standard of preschool education: the child's activity should be as diverse as possible, for which the selection diagnostics, which seeks to isolate a child with a certain set of ZUNs, is replaced by a developmental diagnostics, which aims to diversify the knowledge, skills and abilities of the child as much as possible.
The development and adoption of the Federal State Educational Standard for preschool education has a significant impact on the existence and development of the activities of preschool educational institutions.
Firstly, recognition of the significance and weight of preschool childhood will ensure a more attentive attitude towards it at all levels.
Secondly, this will entail an increase in the requirements for the quality of preschool education, which should positively affect its development and its results.
Changing the pedagogical impact from the one-sided influence of the "teacher-child" to a more multifaceted andvolumetric interaction in the system "child-adults-peers" involves the establishment of a new psychodidactic paradigm in preschool education. It cannot be said that this point of view on preschool education is new, but recognizing it as the only true one at the level of the state standard of education will entail profound constructive changes in the activities of preschool educational institutions.
New educational programs for kindergartens will be aimed, first of all, at 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 exploitation of innovative and active methods. pedagogical interaction, more individualized and aimed at revealing the own potential of each child. The dictating pedagogy will finally be completely eliminated, at least from the field of preschool education, and it will be replaced by a more modern pedagogy of development, a pedagogy of creativity and freedom.
Goals of GEF DO
ensuring by the state of equal opportunities for each child in obtaining a quality preschool 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.
Tasks of the Federal State Educational Standard
protection and strengthening of the physical and mental health of children;
preservation and support of the individuality of the child, development of the individual abilities and creative potential of each child as a subject of relations with people, the world and himself;
the formation of a general culture of pupils, the development of their moral, intellectual, physical, aesthetic qualities, initiative, independence and responsibility, the formation of the prerequisites for educational activities;
ensuring the variability and diversity of the content of educational programs and organizational forms of the level of preschool education, taking into account the educational needs and abilities of pupils;
formation of a socio-cultural environment corresponding to the age and individual characteristics of children;
ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological characteristics (including disabilities);
ensuring the continuity of the main educational programs of preschool and primary general education;
determination of directions for systematic interdepartmental interaction, as well as interaction between pedagogical and public associations (including network ones).
Main functions of GEF DO
Ensuring the right to quality pre-school education
preservation of a single educational space in the context of the content and organizational variability of preschool education
humanization of preschool education, focusing on the priority of universal values, the life and health of the child, the free development of his personality in modern society and the state
improving the quality of preschool education
criteria-evaluative function
ensuring continuity with the federal state educational standard of general education, the main general education programs of general education
optimization of educational resources
Appointment of GEF DO
development and implementation of the Program;
development of exemplary educational programs for preschool education (hereinafter referred to as Exemplary Programs);
development of standards for financial support for the implementation of the Program;
formation by the founder of the state (municipal) task in relation to the Organizations;
an objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard to the conditions for the implementation and structure of the Program;
Preparation, professional retraining, advanced training and certification of teaching staff, administrative and managerial personnel of state and municipal organizations.
II . APPROACHES TO THE DEVELOPMENT OF THE EDUCATIONAL PROGRAM OF THE PRESCHOOL EDUCATIONAL ORGANIZATION
It is impossible to solve a modern set of issues in the system of preschool education without developing the main document of the preschool educational program.
An educational program is a regulatory and managerial document of an educational institution that reflects the content, reflects the content of education and the specifics of the organization of the educational process.
The reference point for the development of a modern OP ECE is the GEF DO.
In accordance with clause 2.5. GEF DO, an organization can develop and implement various programs for preschool educational groups with different length of stay of children during the day, including groups of short-stay children, full and extended days, and for groups of children different ages from two months to eight years, including groups of different ages.
The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of the implementation of the requirements of the Standard (clauses 2.9, 2.10).
The recommended volume of the mandatory part of the program is at least 60% of its total volume; part formed by participants in educational relations - no more than 40%. Those. the standard makes it possible to expand the part formed by the participants in educational relations. Thus, the organization gets more freedom and rights to form its PLO with the help of partial programs.
The obligatory part is supported by one of the complex programs (hereinafter - from exemplary OOP). According to the standard (clause 2.6), the mandatory part of the BEP should ensure the complexity of the approach and the development of children in five complementary educational areas: social and communicative development, cognitive development, speech development, artistic and aesthetic and physical development.
Specific content educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the program and can be implemented in various activities. IN standard (clause 2.7), for the first time, activities are prescribed for three age periods: infancy, early age and preschool age.
In addition, in the part formed by the participants in educational relations, the volume of which can reach up to 40% of the total volume of the BEP (clause 2.9. and clause 2.10.), Programs selected and / or developed independently by the participants in educational relations, aimed at development of children in one or more educational areas, activities and / or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organization educational work. It is this part of the OOP that should show the specifics of work in a particular kindergarten. It is represented by partial programs that are not subject to examination.
Regulatory framework for the development of the BEP of a DO of an educational organization:
Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”.
Federal Law of the Russian Federation of April 5, 2013 No. 44-FZ "On the contract system in the field of procurement of goods, works, services to meet state and municipal needs."
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"(registered with the Ministry of Justice of the Russian Federation on November 14, 2013, No. 30384).
Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 “On Approval of the Procedure for Organization and Implementation of Educational Activities in Basic General Education Programs - Educational Programs of Preschool Education”.
Order of the Ministry of Education and Science of the Russian Federation of April 8, 2014 No. 293 "On approval of the procedure for admission to study in educational programs of preschool education" (registered with the Ministry of Justice of the Russian Federation on May 12, 2014, No. 32220, entered into force on May 27, 2014) .
Order of the Ministry of Education and Science of the Russian Federation of June 14, 2013 No. 462 “On Approval of the Procedure for Conducting Self-Examination by an Educational Organization” (registered with the Ministry of Justice of the Russian Federation on June 27, 2013, No. 28908).
Order of the Ministry of Education and Science of the Russian Federation dated January 13, 2014 No. 8 "On approval of the approximate form of an agreement on education for educational programs of preschool education."
Order of the Ministry of Health and Social Development of the Russian Federation of August 26, 2010 No. 761n “On Approval of the Unified Qualification Handbook for the Positions of Managers, Specialists and Employees”. Section "Qualification characteristics of the positions of educational workers".
Order of the Ministry of Labor and Social Protection of the Russian Federation of October 18, 2013 No. 544n “On approval of the professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)”.
Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool educational organizations”.
Decree of the Government of the Russian Federation of August 5, 2013 No. 662 "On monitoring the education system."
Decree of the Government of the Russian Federation of August 15, 2013 No. 706 "On approval of the Rules for the provision of paid educational services."
Letter of the Department of State Policy in the Sphere of General Education of the Ministry of Education and Science of the Russian Federation dated February 28, 2014 No. 08-249 “Comments to the Federal State Educational Standard of Preschool Education”
Letter of the Ministry of Education and Science of the Russian Federation dated January 10, 2014 No. 08-5 "On compliance by organizations engaged in educational activities with the requirements established by the federal state educational standard for preschool education"
Consider the section of the Federal State Educational Standard DO “Requirements for the structure of the program and its volume” (clause 2.6).
OOP ECE is formed as a program of psychological and pedagogical support for positive socialization and individualization, which involves the organization of educational activities depending on the individual characteristics of each child.
OOP ECE is developed taking into account the directions of development and education of preschool children: "Social and communicative development", "Cognitive development", "Speech development", "Artistic and aesthetic development", "Physical development".
The main content of the work on the development of educational areas should also be determined in the OOP of the ECE:
NGO "Social and communicative development" is aimed at mastering the norms and values accepted in society, including moral and ethical values; 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; the development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the 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.
NGO "Cognitive Development" involves the 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.
OO "Speech Development" includes the 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.
OO "Artistic and aesthetic development" involves the development of the prerequisites for the 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; implementation of independent creative activity of children (fine, constructive-model, musical, etc.).
OO "Physical Development" includes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct performance of basic movements that do not harm the body (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering 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.).
GEF DO also recommends the main approach to the development of the content of the OOP ECE - a comprehensive one. (clause 2.9). The essence of the integrated approach lies in the complementarity, interpenetration of the content of educational areas in the educational process of preschool educational institutions.
According to the FSES DO, Comments on the FSES DO PLO, the PEO takes into account the age, individual characteristics, interests, capabilities and inclinations of preschool children and is implemented in activities specific to preschoolers (clause 2.7):
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 (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;
for preschool children (3 years - 8 years old) - 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 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 various 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) and motor (mastery of basic movements) forms of child activity.
When developing the EP ECE, it is necessary to pay attention to paragraphs 2.9, 2.11 of the GEF DO.
Thus the structure of the OP has three sections:
Target Section
Content section
Organization section
Each section of the educational program includes two parts:
obligatory part
Part formed by participants in educational relations
The structure of the educational program
Introducedie
I. Target section
1. Mandatory part .
1.1. Explanatory note:
1.1.1 Goals, tasks implemented by the Program
1.1.2. Basic principles and approaches to the implementation of the Program
1.2. Planned results:
a) targetedOlandmarks inearlyage
b) targets at the stage of completion of the development of the Program.
1.3. Developing evaluation of the quality of educational activities under the program.
2. Part formed by participants in educational relations
2.1. Explanatory note
2.1.1. Goals and objectives of the Program
2.1.2. Basic principles and approaches to the implementation of the Program
2.2. Planned results
2.3. Developmental assessment of the quality of educational activities under the Program
II. Content section
2. Mandatory part
2.1 General provisions
2.1.1. Description of educational activities in accordance with
directions of child development, presented in five
educational areas
a) Early age (2-3 years)
b) Preschool age.
cognitive development;
Speech development;
Physical development.
2.1.3. Interaction of adults with children
2.1.4. Interaction of the teaching staff with the families of preschoolers
2.1.5. The program of correctional and developmental work with children with disabilities
2.2. Part formed by participants in educational relations .
2.2.1. Description of educational activities in accordance with
areas of child development represented by educational areas
Social and communicative development;
cognitive development;
Speech development;
Artistic and aesthetic development;
2.2.2. Interaction of adults with children
2.2.3. Interaction of the teaching staff with families
preschoolers
2.2.4. The program of correctional and developmental work with children with
disabilities
III. Organization section
1. Mandatory part
3.1.1. Psychological and pedagogical conditions that ensure development
child
3.1.2. Organization of the developing object-spatial environment
3.1.3. Personnel conditions for the implementation of the Program
3.1.4 Logistics of the Program
3.1.5. Financial conditions for the implementation of the Program
3.1.6. Planning of educational activities
3.1.7.Daytime
3.1.8.
3.1.9. Literature
3.2. Part formed by participants in educational relations .
3.2.1. Psychological and pedagogical conditions that ensure development
child
3.2.2. Organization of the developing object-spatial environment
3.2.3. Personnel conditions for the implementation of the Program
3.3.4 Logistics of the Program
3.2.5. Planning of educational activities
3.2.6.Daytime
3.2.7. Prospects for improving and developing content
Programs and ensuring its implementation, regulatory
legal, financial, scientific and methodological, personnel,
information and material and technical resources
3.2.8. Literature
4. Presentation of the program (short)
4.1.Age categories of children targeted by the program
4.2.Used programs
4.3.Characteristics of interaction with the parents of pupils
5. Applications
1. Diagnostic tools by educational area and by age
2. Diagnostic tools for the partial educational program.
Registration of sections of the OOP DO
We reviewed the requirements for the structure of the program. Let's take a look at its design. Two design options are possible.
The first is if the program fully complies with the exemplary OOP. If the mandatory part of the program corresponds to the exemplary program, it is drawn up as a link to the corresponding exemplary program (clause 2.12 of the Federal State Educational Standard). The program must contain full methodological support, and the kit must be available.
The second option is if the OOP does not match any of the sample programs. In this case, the mandatory part must be presented in detail, i.e. all three sections of the program are registered.
The part of the program formed by the participants in educational relations can also be presented in the form of links to the corresponding methodical literature, methodology, forms of organization of educational work (if it fully complies with them).
Regardless of the presence or absence of priority activities (i.e., the implementation of one or more educational programs of preschool education with the priority implementation of activities in any direction of development of preschoolers), the part of the program formed by the participants in educational relations must be presented without fail. The presence of this part is primarily due to the requirement of the Law "On Education in the Russian Federation", and the Federal State Educational Standard takes into account this requirement. It indicates the partial programs, taking into account which the educational process is built (if there are priority areas development of pupils), as well as features of the educational process (certain traditions of the organization).
Thus, the teaching staff of the organization implementing the BEP DO has a great responsibility for the selection, development and implementation of the educational program.
III . Practical part
Target section (fragment) EP ECE
I . Target Section :
1. Mandatory part.
II, paragraph 2.12 "If the mandatory part of the Program corresponds to the program, it is drawn up as a link to the corresponding exemplary program."
See Approximate basic educational program of preschool education "From birth to school" / edited by N.E. Veraksa, M.A., T.S. Komarova., M.A. Vasilyeva. - 2nd ed., Rev. - M,; MOSAIC-SYNTHESIS, 2014. - 336 p.
1.1 Explanatory note
1.1.1 Goals, tasks implemented by the program.
The program is aimed at:
creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;
on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.
the formation of a common culture, the development of physical, intellectual, moral, aesthetic and personal qualities, the formation of the prerequisites for educational activities, the preservation and strengthening of the health of preschool children.
versatile development of preschool children of the level of development necessary and sufficient for their successful development
educational programs of primary general education, based on
individual approach to preschool children and activities specific to preschool children (Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273 Article No. 64).
The program, in accordance with the Federal Law "On Education in the Russian Federation" datedDecember 29, 2012 No. 273-FZ, promotes mutual understanding and cooperation between people, takes into account the diversity of worldview approaches, promotes the realization of the right of preschool children to freely choose opinions and beliefs, ensures the development of the abilities of each child, the formation and development of the child's personality in accordance with the spiritual, moral and socio-cultural accepted in the family and society values for the purpose of intellectual, spiritual, moral, creative and physical development of a person, satisfaction of his educational needs and interests.
1.3. Developmental assessment of the quality of educational activities under the Program.
The system for assessing the quality of the implementation of the BEP ECE decides the followingtasks:
improving the quality of the implementation of the preschool education program;
implementation of the requirements of the Standard;
ensuring an objective examination of the activities of the preschool educational institution in the process
assessing the quality of the preschool education program;
setting guidelines for teachers in their professional activities and prospects for the development of preschool educational institutions;
creating foundations for continuity between preschool and primary general education.
OOP ECE provides the following levels of the quality assessment system:
diagnostics of a child's development, used as a professional tool for a teacher in order to obtain feedback from their own pedagogical actions and planning further individual work with children under the Program;
internal assessment, self-assessment;
external evaluation, including independent professional and public evaluation.
An assessment of the individual development of children by a teacher is carried out as part of pedagogical diagnostics (assessment of the individual development of children associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning).
Pedagogical diagnostics carried out in the course of observations in regime
moments and in specially organized educational activities.
OOP ECE provides a system for monitoring the dynamics of children's development, the dynamics of their educational achievements, based on the method of observation and including:
pedagogical observations related to the evaluation of the effectiveness of pedagogical actions with a view to their further optimization;
children's portfolios that record the achievements of the child in the course of educational activities;
observation maps child development.
They allow you to record the individual dynamics and development prospects of each child in the course of:
communication with peers and adults;
gaming activities;
cognitive activity;
artistic activity;
physical development.
The results are used to solve educational problems:
individualization of education;
optimization of work with a group of children.
The assessment of the conformity of the educational activities implemented in the kindergarten is aimed primarily at assessing the conditions created in the process of educational activities.
2. Part formed by participants in educational relations
2.1. Explanatory note.
As part of the implementation of the Federal State Educational Standard, the priority in educational activities is set on the social and communicative development of preschool children by introducing them to history, culture and nature small homeland and organization of the educational process on the basis of introducing preschoolers to spiritual, moral, cultural and historical values. Guided by the requirements of the Federal State Educational Standard for Distance Education, this part in the PEP of the DOO consists of two partial educational programs:
1. "Sengileevsky Belogorye":
In accordance with GEF DO sectionIIclause 2.12 “Part of the program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which makes it possible to get acquainted with the content of the partial programs, methods, forms of organization of educational work selected by the participants in educational relations. (See link to program"Sengileevskoe Belogorye": program and educational materials for educators of preschool educational organizations on the social and communicative development of children of senior preschool age / N. Yu. Maidankina, O. A. Kosareva, G. V. Shagarova; under the general editorship of N. Yu. Maidankina. 2nd edition, supplemented and revised, - Ulyanovsk: OSI Center, 2015. - 60 pages;
2. "Enter the world of entertainment and fun »: organization of leisure activities in the preschool educational institution [text]: Toolkit/A. E. Zaviruha, T. V. Kuznetsova, N. Yu. Maidankina, L. G. Likhacheva, E. V. Usova, N. A. Prokhorova, O. G. Shatunova; ed. N. Yu. Maidankina, - Ulyanovsk: Publisher Kachalin Alexander Vasilyevich, 2013 - 132 p.
Explanatory note
At the stage of preschool childhood, leisure activities represent a complex set of types of children's activities and include a variety of content and forms of interaction with preschoolers. Leisure in a preschool educational institution combines a variety of options for musical, artistic, cognitive, visual, gaming, theatrical, and motor activities. In leisure activities, musical, physical, sensory education is successfully carried out, children have the opportunity to practice sound pronunciation, consolidate ideas about surrounding objects and phenomena, they develop curiosity, ingenuity, attention, the ability to generalize, systematize and classify objects.
Leisure unites all types of art, makes it possible to use them creatively in the organization of the pedagogical process in a preschool educational institution, causing
children an emotional response in the perception of a poetic word, melody, pictorial and artistic images.
Leisure, as a specially organized activity in the pedagogical process of a preschool institution, is aimed at enriching social and personal development. Leisure expands children's horizons, helps to consolidate children's structured ideas about social reality, develops communication skills, initiative, activity, forms in preschoolers the ability to provide assistance and support to peers, ensures their early positive socialization.
The diverse content of leisure activities provides the conditions for organizing an effective process of social education in a preschool educational institution and raising the level of social and personal development of preschool children. Meaningful leisure activities have a serious impact on the versatile development of the personality of a preschool child and, in general, on the formation of the basis of personal culture of children.
It is natural that preschool children prefer leisure activities in kindergarten, which provide them with diverse and vivid impressions and experiences. The specificity of the formation of personality at the initial stages of preschool childhood is associated with the dominance of sensory experiences and states. Meaningful leisure enriches the emotional sphere of a preschool child, develops his orientation in a variety of his own emotional states and the states of others.In leisure activities, there is an opportunity for children to learn about the history of the region and its ecology.
2.1.1. Goals and objectives of the program "Fairy Tale".
Target leisure activities in the process of social and personal development
preschool children:
creating a joyful mood, comfortable well-being among preschoolers through a diverse set of children's activities;
introducing children, in accordance with their age characteristics, to the cultural and historical values and natural attractions of our region, country;
preservation and strengthening of children's health, promotion of their physical development and physical activity;
education of an enterprising, educated, socialized personality, capable of demonstrating adequate models of behavior in a society of adults and peers.
Formation of the initial key personality - social competence provided by the solution of the complextasks, aimed at:
designing the image of “I” corresponding to the age capabilities of a child - a preschooler, self-knowledge, self-esteem;
initial orientation in the universal values of goodness, beauty, truth;
manifestation in children of an emotionally evaluative attitude to the world (interests, inclinations, preferences), expression own opinion, positions;
self-regulation, self-control of behavior, actions and deeds, and their consequences for others;
orientation and manifestation of the child's interest in society (family,
peers, adults, people in the country and the world), and culture;
observance and use of the culture of communication and behavior with peers and adults;
adequate manifestation of sympathy, empathy, emotional responsiveness;
organization of joint activities, cooperation.
2.1.2. Basic principles and approaches to implementation
program "Fairy Tale".
The content of leisure activities was selected based on generaldidactic principles:
encyclopedic;
natural conformity;
socio-image;
the educational value of the ideas communicated to preschoolers;
integration.
Principles and approaches, contributing to the organization of successful social and personal development of preschool children through the resources of leisure activities:
Amplifications. Amplification in relation to preschool children, according to A. V. Zaporozhets, is the enrichment of child development. Amplification of leisure activities involves the inclusion in the educational process for children for preschool children of various content, including regional orientation, the use of a wide range of methods and techniques for organizing children's activities in the morning and evening periods of time, expanding the field for acquaintance with social reality. Leisure activities are enriched by the organization with children of senior preschool age of project activities of a social orientation and its integration with various options for other types of children's activities.
Optimization. Leisure activities optimization involves the followingcharacteristics:
Selection of specific children's activities (play, drawing, application, communication, observation)) and the maximum use of their resources in educational activities in the morning and evening periods of time;
Structuring content adapted for children;
Organization of various forms;
Usage effective methods work with preschoolers.
Praxiological (activity). It is well known that the mental development of a child occurs in activity. Leisure activities, integrating a complex of various types of children's activities: artistic and creative, theatrical, musical, labor (manual labor), play, cognitive, motor, ensures successful social and personal development in a preschool educational institution;
Media approach. According to the definition of the doctor of psychological sciences S. L. Novoselova, the subject-developing environment is a system of material objects of the child’s activity, functionally modeling the content of the development of his spiritual and physical appearance.
The construction and functioning of the educational developmental environment in the preschool educational institution provides, in the process of leisure activities, introducing children to the standards of culture (universal, traditional, regional). It also involves the introduction of content based on the historical and socio-cultural traditions of the region into leisure activities.
Leisure activities of preschoolers are accompanied by familiarization of children with bright historical events and cultural phenomena native land, its inhabitants, their way of life, a variety of spheres of professional activity, with unique natural features, which contributes to the development of the foundations of sociality, patriotic feelings, citizenship among preschoolers;
Complexity. The content of leisure activities is a complex of thematic blocks, which allows, in accordance with the age capabilities of children, their interests and needs, to design the educational process in the morning and evening periods of time, integrating educational areas and saturating them with different types of child activity.
Fairy tale program: younger age
The purpose of the program "Fairy Tale" - amplification of the content and forms of leisure activities as a condition for the social and personal development of children of primary preschool age.
The objectives of the program "Fairy Tale":
creating a joyful mood in younger preschoolers, comfortable well-being in a preschool educational institution, the development of emotionality in children;
introducing children of primary preschool age, in accordance with their age characteristics, to the family and natural values of their native land; formation of their family and gender affiliation;
education in children of the prerequisites for active social personality development of communication, friendliness, responsiveness.
Program "Fairy Tale" : average age.
The purpose of the program "Fairy Tale":
amplification and optimization of the content and forms of leisure activities as a condition for the social and personal development of children of middle preschool age.
The objectives of the program "Fairy Tale":
creating a joyful mood, comfortable well-being among middle preschoolers;
introducing children of middle preschool age in accordance with their age characteristics to the natural, cultural and historical values of the world around them;
preservation and development of children's health, promotion of their physical development;
education of an active social personality capable of demonstrating adequate models of behavior in a society of adults and peers;
Skazka program : senior preschool age.
The purpose of the program "Fairy Tale": Oenrichment of social and personal development
older preschool children.
Tasks of the Fairy Tale program:
rest:
involve children in interesting and useful activity(games, sports, drawing, modeling, modeling, listening to music, watching cartoons, looking at book illustrations;
entertainment:
to form the desire to actively participate in entertainment, communicate, be friendly and responsive;
learn how to make meaningful use of acquired knowledge and skills in
independent activity;
develop Creative skills, curiosity, memory, imagination, the ability to behave correctly in various situations;
to expand the understanding of the art, traditions and customs of the peoples of Russia, to teach how to use the acquired skills and knowledge in life;
holidays:
expand children's ideas about international and public holidays;
develop a sense of belonging to folk celebrations;
involve in a variety of participation in the preparation for the holiday and its holding. Cultivate a sense of satisfaction from participating in collective pre-holiday activities;
lay the foundations of a festive culture;
independent cognitive and artistic activity:
provide children with the opportunity to conduct experiments with various materials (water, sand, clay), to observe plants, animals, and the surrounding nature;
develop the ability to play board-printed didactic games;
support the desire of preschoolers to show their collections (postcards, candy wrappers);
creation:
improve independent musical, artistic and cognitive activities;
to form the need to creatively spend free time for socially significant purposes, engaging in various activities: musical, visual, theatrical, etc.;
to promote visits to art and aesthetic studios in the interests of the child.
2.2. The results of the development of the program "Fairy Tale".
Cognitive Component:
knows his first and last name, home address;
knows the names of his family members;
knows the name of his village;
has an idea about the place in which he lives, knows its inhabitants.
Personal Component:
emotionally answers questions about himself, his family, its members, their activities, feels affection for them, is aware of his family affiliation;
kindly answers simple questions about the name of the village, its inhabitants, their occupations;
has preferences in his own activities (favorite toys, books, games, entertainment), is able to actively implement them, showing perseverance, initiative, independence.
Behavioral component:
shows interest in the activities of peers, attentive attitude towards them, friendliness and concern for others;
demonstrates focus on interaction with peers.
Bibliography
1. "Enter the world of entertainment and fun": the organization of leisure activities in the preschool educational institution [text]: manual / A. E. Zaviruha, T. V. Kuznetsova, N. Yu. Maidankina, L. G. Likhacheva, E. V. Usova, N. A. Prokhorova, O. G. Shatunova; ed. N. Yu. Maidankina, - Ulyanovsk: Publisher Kachalin Alexander Vasilyevich, 2013 - 132 p.
2. "Sengileevskoe Belogorye": program and educational materials for educators of preschool educational organizations on the social and communicative development of children of senior preschool age / N. Yu. Maidankina, O. A. Kosareva, G. V. Shagarova; under the general editorship of N. Yu. Maidankina. 2nd edition, supplemented and revised, - Ulyanovsk: OSI Center, 2015. - 60 pages;
3. Resolution of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 No. 26 "On approval of SanPiN 2.4.1.3049-13" Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations.
4. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. No. 1155 "On approval of the federal state educational standard for preschool education."
5. Approximate basic educational program of preschool education. Approved by the decision of the federal educational and methodologicalassociations for general education(Minutes of May 20, 2015 No. 2/15).
6. Program "From birth to school" Ed. NOT. Veraksy, T.S. Komarova. M.A. Vasilyeva.- Moscow: Mosaic-Synthesis, 2015.
7. Decree of the Government of the Russian Federation dated May 29, 2015 No. No. 996-r on the Strategy for the development of education until 2025. [Electronic resource].─ Access mode: .
