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

So let's get together and try to understand.

First, there is a pedagogical SYSTEM and a pedagogical PROGRAM.

There are only three systems:

Zankov system (developing),
Elkonin-Davydov system (developing)
traditional (see ORDER of the Ministry of Education and Science of the Russian Federation of October 21, 2004 N 93).

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

Schematically, everything will look something like this:

Znakov system:

Znakov's Program in Mathematics

Znakov's program in Russian

Znova program...

Elkonin-Davydov system:

Elkonin-Davydov Program in Mathematics

Elkonin-Davydov Russian Language Program

Elkonin-Davydov program for...

Traditional system:

Program "School of Russia":

Program "School of Russia" Mathematics

Program "School of Russia" Russian language

Program "School of Russia" ...

Program "Harmony"

Program "School 2100"

Vinogradova's program

(Please note that the Zankov system and the Elkonin-Davydov system are called "developing". And the experimental programs "Harmony", "School 2100", Vinogradova's program fall into the category "traditional", which also includes the "true" traditional program "School of Russia ". Because of this, confusion often occurs, and many teachers and parents believe that the programs "Harmony" and "School 2100" belong to the "developing" class.)

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

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

Purpose (i.e. the result that should be obtained, the qualities that graduates who have studied in a particular program should eventually have)

Tasks (i.e. those steps by which the goal is achieved)

Principles (i.e. features of the organization of training, presentation of material, choice of methods that distinguish one program from another).

Content (in fact, the very educational material that the child will learn in the learning process. For example, the content of education in philology, mathematics, social science and natural science. In this part of the program, they differ in that some are limited to the state standard minimum, others include various additional knowledge, concepts, literature, as well as the order of filing educational material, which is inextricably linked with the principles.)

All programs considered in the article are approved by the Ministry of Education. Each system is designed for a certain mindset, or, in other words, a way of perceiving and mentally processing information. And these processes are individual for each child. Like metabolism, or let's say hair color. Therefore, in the description of each program, we have introduced the section “Features that will allow the child to successfully study in this program”, where we will describe the qualities that it is desirable for the child to have in order to show high results without overstressing it.

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

Zankov education system

According to it, for example, they study at schools No. 35, No. 70 and many more schools.

In 1995 - 1996 L.V. system Zankov is recognized as a parallel state system of primary education.

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

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

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

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

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

The Zankov system relies on the independence of the student, his creative comprehension of the material. The teacher does not give the schoolchildren the truth, but makes them "dig" for themselves. The scheme here is the opposite of the traditional one. First, examples are given, and students themselves must draw theoretical conclusions. The acquired material is also fixed by practical tasks. The new didactic principles of this system are the rapid mastering of the material, a high level of difficulty, and the leading role of theoretical knowledge. For example, already in the first year of study, schoolchildren are introduced to the concept of "Parts of Speech", and they must come to an understanding of these concepts on their own. Comprehension of concepts should occur in the understanding of systemic relationships.

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

http://www.zankov.ru/

http://schools.keldysh.ru/UVK1690/zankov.htm

The disadvantages of the program are a large number of errors and typos in textbooks. Also, for a good result, you need a competent teacher who understands the features of this approach to learning.

Elkonin-Davydov education system

Schools No. 9, No. 110, "Mentality", etc.

If Zankov teaches at high speed, then Davydov follows the saying "go slower - you will continue."

The educational system of D.B. Elkonina-V.V. Davydov has already more than 40 years of history of existence: first in the form of developments and experiments, and in 1996 by the decision of the Collegium of the Ministry of Education of the Russian Federation education system Elkonin-Davydova was recognized as one of the three state systems, along with the traditional system and the system of developing education by L.V. Zankov.

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

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

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

develop the student's creativity and imagination.

Principles:

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

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

Development general way begins with a subject-practical action.

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

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

The system of D. B. Elkonin - V. V. Davydov is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually, deeply. In this system, however, the lack of marks can scare away. But experts assure that everything is under control: teachers communicate all the necessary recommendations and wishes to parents and collect a kind of portfolio creative works students. It also serves as a performance indicator instead of the usual diary.

In the Elkonin-Davydov system, the emphasis is not on the result - the acquired knowledge, but on the ways to comprehend them. In other words, the student may not remember something, but he must know where and how, if necessary, to fill this gap. Another feature: children learn not only that twice two is four, but also why exactly four, and not seven, eight, nine or twelve. In the class, the principles of building a language, the origin and structure of numbers, etc. are studied. Knowledge of the rules based on an understanding of their causes, of course, is kept in the head more firmly.

The authors of the system placed great emphasis on teamwork and the development of communication skills: children conduct their mini-research in groups of 5-7 people, and then, under the guidance of a teacher, discuss the results and come to general conclusion. But it would be unfair to say that these same skills are not trained in the other systems mentioned.

http://www.centr-ro.ru/school.html

http://altai.fio.ru/projects/GROUP1/potok14/site/Site2/3.htm - here you can see an example of a lesson

Disadvantages of the systems of Zankov and Elkonin - Davydov systems

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

In addition, you should not put only the training system in primary school at the forefront. Equally important are the material base of the school, the advancement of teachers and the director, the feedback from the parents of students: how comfortable, in their opinion, is it for children to study, whether they give solid knowledge. Anyway good teacher in a good school he will teach the child everything that is supposed to be, while in a bad school no most advanced program will save him.

School 2100 (School 2000, Peterson program)

The program is aimed primarily at the development and improvement of the traditional content of education.

(Attention to parents! The training scheme, teaching materials and the result are directly opposite to the declared principles).

Purpose: to ensure the natural and effective integration of the child into society.

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

Principles:

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

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

The principle of psychological comfort. This includes, firstly, the removal of all stress-forming factors educational process: Secondly, this principle involves the creation of an uninhibited atmosphere in the educational process that stimulates the creative activity of the student.

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

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

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

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

The principle of the orienting function of knowledge. Task general education- to help the student form an orientation base, which he can and should use in various types its cognitive and productive activity.

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

http://www.school2100.ru/

"School of Russia" (Pleshakov)

According to it, for example, they study at school No. 84.

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

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

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

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

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

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

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

More detailed information:

"Harmony" (edited by N.B. Istomina)

(Attention of parents! The main principle that is presented to children in this program is: "To become successful, the main thing is to be able to communicate! Knowledge is not important!")

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

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

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

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

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

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

http://www.krsk-obr.ru/info/parent/12

http://www.igpk.ru/rc/tutor/russki/osobennosti.doc - also very helpful information about the features of individual courses of the program (and for other programs too)

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

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

(Attention of parents! Education according to this system forms a mosaic picture of the world, does not encourage concentration, does not require achievement of results).

the formation of the main components of educational activity (if we discuss the position of a student, then this is the answer to the questions "why am I studying", "what should I do to solve this learning task", "in what way do I complete the learning task and how do I do it", "what are my successes and what do I fail").

organization of the educational process in such a way as to ensure a situation of success for each student and the opportunity to learn at an individual pace.

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

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

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

http://www.igpk.ru/rc/tutor/russki/osobennosti.doc - there is also about this program here

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

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

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

"School of Russia"

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

Development program Zankov

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

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

Developing program Elkonin - Davydov

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

"School-2100"

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

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

"Elementary school of the 21st century"

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

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

"Harmony"

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

"Promising Elementary School"

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

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

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

The end of the preschool period of childhood in a child is another reason for parents to worry. Yesterday's baby goes to school, and in connection with this, a huge number of questions arise. Which school to enroll in, how to enroll in this particular class, which program to choose for training? .. It was 20 years ago that everyone studied according to the same scheme, textbooks written by the same authors. Today the situation has changed dramatically: schools offer a choice of several training programs. And the task of parents is to correctly determine what exactly suits their child.

Instruction

Take a look at your child. To choose the right training system for him, you need to understand what he has a pronounced interest in. If you are adherents of the traditional education system, then there are two programs for you to choose from: "School 2000" and "School of Russia". Of course, they were also affected by small changes. But in general, these programs are exactly what the parents themselves taught.

The purpose of these programs is the socialization of the child and the upbringing of children. true patriots of their country. According to experts, these training programs work successfully even when the child is not yet very well prepared for. This is due to the fact that they both involve fairly long periods of adaptation at the beginning of each of the courses.

Among the advantages of these programs, you can highlight the fact that children can learn a systematic and fundamental approach to learning. Teachers, on the other hand, develop the abilities of kids so that they can find a way out of difficult situations, learn to think and make independent responsible decisions in a particular case. Important in these programs is teamwork which teaches the child to interact with other people.

If you are a lover of innovation and think that there is no one better than your child, then it is best to stop the choice on the Zankov educational program. It is aimed at making the child aware of himself as a value. This principle of learning is suitable for children who do not know how to think and work in a team, since the program is more aimed at personal work with every student. And practically not designed to work with the class as a whole.

Another popular program among modern schools nikov is Elkonin-Davydova. Works "quieter you go - you will continue." The purpose of this program is not to teach a child to simply memorize certain school postulates that will be forgotten over time, but to show how to search and analyze knowledge on their own.

Working with this program assumes the independence of the child. It is designed for children younger age due to their characteristics. The principle of education is based on the fact that first-graders have a more developed sense of curiosity, there is a love for building cause-and-effect relationships, and there is no categorical judgment. This helps the child's brain to respond more flexibly to learning and develop more effectively. Creative skills younger student.

The program "Harmony" by Istomina involves the comprehensive all-round development of the child. The main goal of this project is a comfortable learning for the student, which helps the student to gently prepare himself for the perception of new educational information. The tasks of the teacher working under this program include the mandatory establishment of harmonious relations with the student - after all, the only way the teacher can show the child how to act in a given situation.

Explore all the programs offered in schools and choose the one that suits you. After that, you can safely enroll in that school or in the class where the teacher works according to the system you have chosen.

Tip 3: What is the best elementary school program

Currently, there are more than a hundred programs for primary general education. Each of them can be divided into two categories: traditional and developing.

Instruction

Program Zankov L.V. is developing and is designed to give each child a complete picture of the world. This happens through the use of literature, art, science. The strength of this program is the emphasis on the study of mathematical foundations. Teachers who work on this program try to pay attention to the development of logic and thinking. The child's desire for self-development is very important. Toddlers who do not have the desire to read a lot are unlikely to appreciate this program. The program fully provides the children with universal learning activities that they can use at the next level of education.

"School 2100" is one of the most popular traditional programs. Its main advantage lies in the observance of the continuity of education. The system is designed so that the child can continue education from the nursery until entering the university. The authors of the program took into account all the age characteristics of children, their leading activities at each stage and, of course, sensitive periods for the formation of certain skills and abilities. The program does not divide children into weak and strong. Each student is offered the full scope of the educational program, and the child chooses for himself how many and which of the tasks he can solve. The program is aimed at developing adequate self-esteem of the child, the ability to regulate their activities without the help of an adult.

The RITM program is aimed at individual development every child. Its main advantages are the inclusion of problematic tasks and situations in the learning process. The child learns to think logically by developing his thinking. While solving practical problems, children not only acquire dry theoretical knowledge, but also begin to realize the essence of the learning process, its benefits in real life. The basis of this program was created according to the works of the great Russian teacher Ushinsky K.D. The disadvantage of the program is the lack of a smooth transition of textbooks to the stage of basic general education.

The Rainbow program is a symbiosis of developmental and traditional orientation. Its main advantage can be called the emphasis on the creative development of the child. Teachers who use this program try to avoid meaningless memorization theoretical foundations. Much attention is paid to the development of the child's imagination and speech. The program provides for various forms of presentation of material: staging, watching films, excursions, round tables.

Sources:

Primary School Programs

: traditional and developing. Each has its own programs. Traditional programs include: "School of Russia", "Harmony", "Primary School of the 21st Century", "School 2100", "Classic Primary School", "Perspective Primary School", "Perspective", "Planet of Knowledge". Two programs belong to developing systems: L.V. Zankov and D.B. Elkonina - V.V. Davydov.

In traditional programs, educational material is presented in such a way that the child follows the path “from simple to complex”. This material is fixed with a large number tasks of the same type, arranged page by page in the textbook. Solving them, the child remembers the way to solve problems of this type and confidently uses it. It is this teaching methodology that is criticized for the fact that many children as a result do not know how to apply knowledge in non-standard conditions. If the text of the task is formulated atypically, the child cannot use the existing skill. However, no one doubts the many years of experience and the effectiveness of training in traditional programs.

Learning systems L.V. Zankov and D.B. Elkonina - V.V. Davydov still raises many questions and discussions. There are usually two reasons for this. First, in most modern schools it is impossible to create conditions in which these teaching systems will work as the authors intended. The second is that there are few enthusiastic teachers who are ready to comply with the teaching technology, and without this it is impossible to achieve good results. The structure of these programs does not imply a clear division into topics, there is no usual selection of rules that need to be learned, there are no tasks of the same type arranged in a row. These educational programs involve a completely new approach to the learning process - more creative, requiring activity and curiosity from children. The teacher acts not as a mentor, but as a friend and assistant, guiding the train of thought of children. The purpose of these programs is to teach the child to think outside the box.

A common drawback of the Zankov and Elkonin-Davydov systems is that they do not receive a worthy continuation at higher levels of school education. And if you choose one of them, be prepared that after elementary school your child will still have to adjust to traditional teaching, and this can create problems for him at first.

So, let's look at all the programs.

Program "School of Russia"

The traditional program "School of Russia" (under the editorship of A. Pleshakov) has existed for decades. The "School of Russia" is the program that all Soviet schoolchildren studied. Of course, there have been major changes in terms of content, but the learning objectives have remained the same. The most common misconception about this training program is that it is outdated. This is far from true. The program has been repeatedly updated since 2000, improved and supplemented. This program allows you to carefully practice the skills of educational activities (reading, writing, counting) that are necessary for successful learning in middle school.

The program solves the following tasks:

personal development of younger students;
· civic-oriented education of junior schoolchildren;
formation of globally oriented thinking;
· Ensuring eco-adequate education.

Textbooks of the program “School of Russia”:

Teaching literacy and reading. Russian alphabet. Goretsky V.G., Kiryushkin V.A., Shanko A.F.

Russian language (2 lines). Zelenina L.M., Khokhlova T.E., Kanakina V.P., Goretsky V.G.

Literary reading. Klimanova L.F.

Mathematics. Moro M.I. and etc.

The world. Pleshakov A.A.

art(2 lines):

1st line. Nemenskaya L.A. (Grade 1 and Grade 4); Koroteeva E.I. (grade 2); Goryaeva N.A., Nemenskaya L.A., Piterskikh A.S. (Grade 3).

2nd line. Shpikalova T.Ya. (1 class); Shpikalova T.Ya., Ershova L.V. (grade 2 and grade 4); Shpikalova T.Ya., Ershova L.V., Velichkina G.A. (Grade 3).

Program "Harmony"

Educational and methodical set "Harmony" (under the editorship of N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian), O.V. Kubasov (literary reading), O.T. Poglazova (the world around), N.M. Konysheva (labor training)) is successfully practiced in many schools. This program singles out common goals and objectives for all academic subjects, defines priority teaching methods and forms of organizing educational activities.

The advantages of this program are: there is advanced learning, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain the missed topic to the child. The program uses new learning technologies that allow you to develop the child's ability to think logically. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics, problem solving begins only in the second grade, and test papers offered the same for all classes.

The Harmony program successfully solves such problems as:

formation of techniques mental activity- analysis, synthesis, comparison, classification, analogy, generalization;
· a priority independent work students;
Active involvement in cognitive activity through observation, choice, transformation, design;
maintaining a balance between intuition and knowledge;
reliance on the experience of the child;
unity of intellectual and special skills.

Tutorials of the program "Harmony":

Russian language, Literacy, Primer. M.S. Soloveichik, N.S. Kuzmenko, N.M. Betenkova, O.E. Kurlygina.

Literary reading. O.V. Kubasov.

Mathematics. N.B. Istomin.

The world. FROM. Poglazova, N.I. Vorozheikin, V.D. Shilin.

Technology. N.M. Konyshev.

English language. M.Z. Biboletova, E.A. Lenskaya, N.V. Dobrynina and others.

Art. T.A. Koptseva, V.P. Koptsev, E.V. Koptsev

Music. M.S. Krasilnikova, O.N. Yashmolkina, O.I. Nekhaev

Physical Culture. R.I. Tarnopolskaya, B.I. Mishin

21st Century Primary School Program

This program is the result of many years of research by a team of employees of the Center for Primary School of the Institute of General Secondary Education of the Russian Academy of Education (now ISMO), as well as a number of employees Russian Academy education. Project manager - N.F. Vinogradova, Corresponding Member of the Russian Academy of Education, Doctor pedagogical sciences, Professor.

In this program, the problem of forming the educational activity of a younger student is very seriously considered, and this is the only set where there is a parallel program "Learning Activity". The material of this program is designed for strong erudite children. With what baggage of knowledge the student will go to high school, depends on the teacher primary school. Therefore, the main goal is to teach the child to learn. It is also important that Vinogradova's kit implements the child's right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play.

The tasks that the program "Primary School of the 21st Century" solves:

The use of visual figurative thinking corresponding to children of this age;
Inclusion of gaming teaching methods.

Textbooks of the program "Primary school of the 21st century"

Considering all of the above, the team of authors created teaching aids for students - textbooks, workbooks. And for the teacher of the book, guidelines, lesson planning, etc. Special notebooks “Learning to think and fantasize”, “Learning to know the world around us” are provided here.

Program "School 2100"

"School 2100" edited by A.A. Leontiev. This program, by some estimates, is the most common. Every year more and more teachers work under this educational program. The main advantage of this program lies in the deep continuity and continuity of education. Under this program, children can study from the age of three until they enter a university. All textbooks of the program are built taking into account the psychological specifics of age. characteristic feature of this educational program is the following principle: educational material is offered to students to the maximum, and the student must learn the material according to the minimum standard. Thus, each child has the opportunity to take as much as he can. The program teaches children to act independently and is aimed at developing logical thinking, speech, imagination, memory.

Tasks solved within the framework of the program "School 2100":

Continuity and succession of education in all school subjects;
independent discovery of new knowledge by children;
formation of a unified picture of the world;
orientation to creativity in educational activities;
The opportunity for each child to progress at their own pace.

School 2100 textbooks:

Informatics in games and tasks. A. V. Goryachev, K. I. Gorina, T. O. Volkova.

Primer, Russian language, Copybooks. R. N. Buneev, E. V. Buneeva, O. V. Pronina, M. A. Yakovleva.

The world. A. A. Vakhrushev, O. V. Bursky, A. S. Rautian, O. A. Kurevina.

Literary reading. R. N. Buneev, E. V. Buneeva.

Children's rhetoric. T. A. Ladyzhenskaya, N. V. Ladyzhenskaya, R. I. Nikolskaya, G. I. Sorokina.

Mathematics. T. E. Demidova, S. A. Kozlova, A. P. Tonkikh; etc.

Classic Primary School Program

At the heart of the program "Classical Primary School" - complete system teaching younger students, built on a single psychological and pedagogical foundations.

Why is the proposed model of teaching younger students classical? Because at its core - classical principles didactics, the most important theoretical provisions developed and tested by many years of practice. The classical elementary school is a holistic system of teaching younger students, built on a single psychological and pedagogical foundation.

Tasks solved within the framework of the Classic Primary School program:

to form the knowledge, skills, abilities and even qualities of the child's personality, corresponding to the individual needs of each and necessary for their future life.

Textbooks of the program "Classical Primary School":

Literary reading. Reading and Literature. Dzhezheley O.V.

Russian language. Ramzaeva T.G.

Mathematics. Alexandrova E.I.

The world. World and Man. Vakhrushev A.A. and etc.

The world. Introduction to history (grades 3-4). Saplin A.I., Saplin E.V.

Art. Kubyshkina E.I., Kuzin V.S.

Technology. With my own hands. Malysheva N.A.

Music. Kichak T.N., Aleev V.V.

Promising Elementary School Program

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

Pedagogical support of the child's individuality during learning brings to the fore the problem of the relationship between learning and development. Quest system different levels difficulties, the combination of the child's individual educational activity with his work in small groups and participation in club work make it possible to provide conditions under which learning goes ahead of development, i.e. in the zone of proximal development of each student based on the level of his actual development and personal interests. What the student cannot do individually, he can do with the help of a classmate or in a small group. And what is difficult for a particular small group, becomes accessible to understanding in the process of collective activity. A high degree of differentiation of questions and tasks and their number allow the younger student to work in the conditions of his current development and create opportunities for his individual advancement.

Textbooks of the program "Promising elementary school":

ABC. Agarkova N.G., Agarkov Yu.A.

Russian language. Churakova N.A., Kalenchuk M.L., Malakhovskaya O.V., Baikova T.A.

Literary reading. Churakova N.A.

Mathematics. Chekin A.L.

The world. Fedotova O.N., Trafimova G.V., Trafimov S.A., Tsareva L.A.

Music (grades 1-2). Chelysheva T.V., Kuznetsova V.V.

Technology. Ragozina T.M., Grineva A.A., Golovanova I.L., Mylova I.B.

Informatics (grades 2-4). Benenson E.P., Pautova A.G.

Program "Perspective"

The program "Perspective" was created on the basis, reflecting modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical school education. The program ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a younger student, taking into account his age characteristics, interests and needs.

Tasks of the educational system "Perspektiva":

formation of the ability to learn, the inclusion of each child in independent cognitive activity;
Changing the method of teaching from explanatory to activity;
development of logical and figurative thinking, imagination, intuition;
· formation of a system of values of humanism, creation, self-development, morality as the basis for successful self-realization in life.

Textbooks of the program "Perspective":

- Russian language. ABC. Klimanova L.F., Makeeva S.G., Babushkina T.V.

- Literary reading. Goretsky V.G., Klimanova L.F., Vinogradskaya L.A., Boykina M.V.

English language grades 2-4 "English in focus" ("Spotlight") and "Star English" ("Starlight"). Dooley D., Bykova N.I., Evans V., Pospelova M.D., Baranova K.M., Kopylova V.V., Milrud R.P.

– German 2-4 grade. Ryzhova L.I., Fomicheva L.M., Bim I.L.

– Spanish 2-4 grade. Bukharova Yu.A., Voinova A.A., Moreno K.V.

– French 2-4 grade. Beloselskaya T.V., Kasatkina N.M., Beregovskaya E.M.

- Mathematics. "Learning to learn." Guseva A.V. Peterson L.G.

- Computer science. Semyonova A.L., Rudchenko T.A.

- The world. Novitskaya M.Yu., Pleshakov A.A.

- Music. Sergeeva G.P., Kritskaya E.D., Shmagina T.S.

Planet of Knowledge Program

The main feature of this program lies in its integrity - in the unity of the structure of textbooks, in the unity of the forms of the educational process, in the unity of the educational schemes used, in the unity of through lines typical tasks, in the unity of approaches to the organization of educational and extracurricular activities.

An important role in the formation of universal learning activities plays the general structure of all the textbooks of the set. Route sheets that precede each topic visually represent the educational tasks facing younger students. Highlighting the invariant and variable content of the material on the pages of textbooks, a multi-level system of tasks provide the possibility of organizing the educational process, taking into account the contingent of students, creating individual educational trajectories.

Tasks of the educational system "Planet of Knowledge":

ability to solve creative problems at the level of combinations and improvisations;
work with educational, artistic and popular science texts;
to master the initial skills of searching for the necessary information;
independently establish a sequence of actions to solve a learning problem;
determine the ways of monitoring and evaluating activities;
Determine the causes of emerging difficulties and ways to eliminate them;
Ability to negotiate, distribute work, evaluate overall result activities and their contribution to it.

Textbooks of the Planet of Knowledge program:

- Teaching literacy and reading. Primer. Andrianova T.M.

- Russian language. Andrianova T.M. and Ilyukhin V.A. (Grade 1), Zheltovskaya L.Ya. (grades 2-4) –

- Literary reading. Katz E.E.

- Mathematics. Bashmakov M.I., Nefedova M.G.

- The world. Potapov I.V., Ivchenkova G.G. (grades 1-2), Ivchenkova G.G., Potapov I.V., Saplin A.I., Saplina E.V. (grade 3-4).

– English (grades 2-4). Larkina S.V., Goryacheva N.Yu., Nasonovskaya E.V.

- Music. Baklanova T.I.

– Visual arts (grades 1-2). Sokolnikova N.M., Lomov S.P.

– Technology (grade 1). Nefedova E.A., Uzorova O.V.

Zankov system

The Zankov system relies on the independence of the student, his creative comprehension of the material. The teacher does not give the schoolchildren the truth, but makes them "dig" for themselves. The scheme here is the opposite of the traditional one. First, examples are given, and students themselves must draw theoretical conclusions. The acquired material is also fixed by practical tasks. The new didactic principles of this system are the rapid mastering of the material, a high level of difficulty, the leading role of theoretical knowledge, the passage of educational material "in a spiral".

For example, already in the first year of study, schoolchildren are introduced to the concept of "Parts of Speech", and they must come to an understanding of these concepts on their own. The program is aimed at the comprehensive development of the child, it teaches children to extract information themselves, and not to receive ready-made information.

Learning objectives according to the Zankov system:

formation of a holistic broad picture of the world by means of science, literature, art;
creation of conditions for understanding the learning process by each student;
Implementation of active forms of cognition: observation, experiments, discussion;
actualization of the practical significance of the studied material for students;
· development of information culture – carrying out research and design work.

The system of D. B. Elkonin - V. V. Davydov

In this program, a special place is given to theoretical knowledge and the logical side of learning.

The level of subjects taught is extremely difficult. The Elkonin-Davydov education system involves the formation of a large set of skills in primary school graduates. The child must learn to look for missing information when faced with a new task, to test their own hypotheses. Moreover, the system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate their own actions and partners' points of view. This system is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually, deeply.

In this system, however, the lack of marks can scare away. But experts assure that everything is under control: teachers communicate all the necessary recommendations and wishes to parents and collect a kind of portfolio of students' creative works. It also serves as a performance indicator instead of the usual diary.

Tasks solved by the Elkonin-Davydov system:

Creation of a comfortable learning atmosphere (lack of marks: the assessment of the work of students takes place at a qualitative level in the form of recommendations);
children do not overwork, overloading their memory with numerous new information;
development of the ability to think unusually, deeply.

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

Curricula: general provisions

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

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

What UMC are allowed today?

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

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

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

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

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

Peculiarities

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

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

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

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

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

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

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

Reviews of members of the forum about UMK. ,

Dedicated to parents of future first-graders...

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

So let's get together and try to understand.

First, there is pedagogical system and a pedagogical program.

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

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

Schematically it will look something like this:

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

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

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

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

Zankov education system

In 1995 - 1996 L. V. Zankov's system is recognized as a parallel state system of primary education.

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

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

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

Systematic work is carried out on the overall development of all students, including both strong and weak ones. It is important for students to be aware of their learning process.

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

Elkonin-Davydov education system

If Zankov teaches at a high speed, then Davydov follows the saying "go slower - you will continue."

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

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

Tasks:

to form in elementary school graduates the ability to reflect, which at primary school age reveals itself through:

knowledge of one's ignorance, the ability to distinguish between the known and the unknown;
the ability to indicate in an underdetermined situation what knowledge and skills are not enough for successful action;
the ability to consider and evaluate one's own thoughts and actions "from the outside", not considering one's own point of view as the only possible one;
the ability to critically, but not categorically evaluate the thoughts and actions of other people, referring to their reasons.

develop the ability for meaningful analysis and meaningful planning.

The formation of these abilities is detected if:

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

Principles:

The main principle of this system is to teach children to acquire knowledge, to search for it on their own, and not to memorize school truths.
The subject of assimilation are general methods of action - methods of solving a class of problems. They begin the development of the subject. In the following, the general method of action is concretized in relation to particular cases. The program is arranged in such a way that in each subsequent section the already mastered method of action is concretized and developed.
Mastering the general method begins with a subject-practical action.
Student work is built as a search and trial of means for solving a problem. Therefore, the student's judgment, which differs from the generally accepted one, is considered not as a mistake, but as a test of thought.

School 2100 (School 2000, Peterson program)

The program is aimed primarily at the development and improvement of the traditional content of education.

Target: ensure the natural and effective integration of the child into society.

Tasks:

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

Principles.

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

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

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

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

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

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

"School of Russia" (Pleshakov)

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

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

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

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

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

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

"Harmony" edited by N. B. Istomina

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

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

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

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

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

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

Tasks:

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

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

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

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

Discussion

By the way, we are now studying at the school of the 21st century. Daughter loves it, it's all true. Was it difficult? No, the tasks are arranged in such a way that each child is given depending on the level of preparation.