Draw a diagram of the types of alternative dows. Private and alternative educational institutions. Modern models of preschool education based on educational institutions and organizations

Oksana Shcherbinina
Alternative forms of early childhood education

The relevance of this topic lies in the fact that modern system preschool education is built on the principles of dynamism, variability of organizational forms, flexible response to the needs of society and the individual, is characterized by the emergence of new types of educational educational institutions for children and diversity pedagogical services.

The problem of modern education is to ensure equal starting opportunities for children when entering school. In order to create favorable conditions for solving this problem, it is recommended to develop and improve the existing ages in every possible way and introduce them.

In studying this topic, I set myself the task of studying alternative forms of education in preschool education .

At present, the main organizational form of preschool education are preschool educational institutions of six different types, and educational institutions for children preschool and junior school age. Accordingly, the bulk preschool educational programs developed so far, is aimed specifically at preschool educational institutions.

It is possible to provide a list of possible organizational forms of education for children preschool age in the following way:

Kindergarten full day;

Groups of short stay in kindergarten;

Groups for older children preschool age on the basis general educational institutions ;

- preschool groups based on different cultural educational centers and centers of additional children's education;

- preschool groups based on voluntary parent communities.

Listed forms of education for preschool children age can be divided into three models, based on the nature of the organization educational process :

1) full day groups for children preschool age on the basis of institutions related to the field preschool education(preschool educational institutions and educational institutions for children preschool and primary school age);

2) groups of short-term stay of children at the base educational institutions, cultural institutions and parent communities;

3) family education(represented in forms proper family education carried out by parents, tutoring and tutoring).

In the garden, the child acquires:

Knowledge about the world around us, about professions, the first mathematical concepts.

Self-service skills, social work (make up the bed, take the dishes to the sink, water the flowers, etc.)

The first social experience, which is fundamental for all further communication.

So way, the development of a child in kindergarten can be called

- comprehensive: the baby develops both physically and mentally, and his emotional-volitional sphere is also developing;

- harmonious: since the program of education and upbringing of children in kindergarten is carried out taking into account the age, psychophysiological characteristics of the child (that is, each age group has its own classes in duration, load and material).

Based on these requirements, it is necessary to select alternative to kindergarten.

The first option for replacing a kindergarten is a part-time group.

The advantage of such upbringing is that it is almost the same as visiting kindergarten. The child also comes in the morning, plays with friends, studies according to the program with professional educators, walks. That is, the baby's need is satisfied both in communication, and in movement, and in obtaining new knowledge, skills and abilities.

The negative side is that for parents the day is broken. With such a regime it is difficult find a good job.

There can be two kinds of incomplete group days:

Visit to a special group in the garden, which is called "part-time group";

Visiting a regular group, but, by agreement with the teacher and head, in such a mode as is convenient for parents (but it is necessary that the visit is combined with the general mode of the group).

A visit to the regular group is more preferable, since the child can also be brought after a nap. For example, for additional classes in rhythm or English language which are more common in the afternoon.

Option two: sections and circles

The second option to replace the usual kindergarten is all kinds of sections and circles, as well as courses for kids. They include in their program basically the same activities as kindergarten.

The advantages of this type are that they take less time, which can be pick up according to the schedule of the day. Typically, classes in such circles are held several times a day. different time which enables parents pick up the most convenient for them.

But anyway negative aspects more. Firstly, most often classes are 2-3 times a week, and therefore they represent such a quintessence of those classes that are given in an ordinary kindergarten. Only the most basic, and the rest implies homework.

Secondly, classes in such circles cannot satisfy the need of children for physical development. Even if the schedule includes 1-2 rhythmic or physical education classes, this is very little. Plain "garden" the program is designed for 3 physical education classes and 2 music lessons, which necessarily includes dancing and outdoor games. Also, as a rule, in most gardens, 2 rhythm lessons per week are added to these classes. True, with middle group i.e. from the age of 4.

Therefore, many mothers think about the fact that the baby went to some other section. Again, this is time and money.

Well, and thirdly, the most important thing that is overlooked in such "courses" it's communication. Its practically No: they brought the child, he worked out, during a break (20 minutes) played with others and all. Naturally, as in the first case, important condition when choosing forms of occupation, is its place. It must be close to home so that the baby does not get tired along the way.

Option three: nannies and governesses

This option is good for children who, in principle, do not accept kindergarten. These are the only and late children in the family. Children who are overprotected, who are accustomed to constant increased attention to their person, and who do not have self-service skills. And also not self-confident, and kids with a strong sense of attachment to their mother. As a rule, these are children of phlegmatic or melancholic temperament. Fortunately, "non-sadovskie" unit children.

But, unfortunately, many parents resort to the services of a governess, regardless of individual characteristics, and even more so with the desire of the child himself.

A person involved in raising a baby can be very experienced and give the child all his knowledge. But he will never be able to replace him with the first social experience that children receive in kindergarten.

As a rule, children brought up at home come to school completely unprepared to communicate not only with their peers, but also with their elders. This leads to withdrawal, feelings of loneliness, low self-esteem and high anxiety. Yes, and the classmates themselves immediately feel "alone", and he becomes a target for ridicule and an outcast.

Also home education and education does not allow the child to fully satisfy the need for movement. Neither walks nor a sports corner at home will ever replace a relay race or an outdoor game with children.

Option four: Mini centers.

Also, two polar points of view on the issue continue to persist. expediency activities of mini-centers forms of preschool. I would like to dwell on the essential arguments of both sides. The positive of the creation and functioning of mini-centers are the following moments:

Providing a low-cost model preschool education who can't handle parental fee V preschool establishment of a full day of stay;

Ensuring equal access to preschool education all young citizens, including children with disabilities;

Ensuring early socialization of children, their comprehensive development and preparation for schooling;

Psychological and pedagogical education of parents in matters of proper child care;

Creating conditions for enhancing the attraction of private capital to such a social sector as preschool education.

But there is also weak sides in the life of mini-centers, among them are How:

Minimization educational services provided by mini-centers, due to two factors: low-cost child care and lack of necessary staff;

The inefficiency of the activities of private mini-centers due to the economic unprofitability of this area and the lack of a mechanism for tax breaks thought out at the government level for those who invest in preschool education;

The weakness of the regulatory framework governing all aspects of the mini- centers: there are model rules for the operation of mini-centers, but the issues of the legal and financial status of data are not settled institutions:

Biased attitude of a part of society, including parents, to the activities of mini-centers, first of all, to their ability to provide high-quality upbringing and education of children early age.

The modern system of domestic preschool education be based on the principles of dynamism, flexible response to the needs of society and the individual, is characterized by the emergence of new types of educational and educational institutions for children diversity pedagogical services.

Existing organizational forms of preschool education cannot fully satisfy the growing needs of the population, the creation of additional alternative forms of preschool education(family-type groups, branches preschool educational institutions at home, groups of round-the-clock stay of children, groups of short-term stay, mini-centers, private agencies for the provision of pedagogical services).

With the existing traditional forms of preschool training and introduction alternative forms education and upbringing of children preschool age in early childhood education expanding choice forms of preschool education at the request of parents, the level of comprehensive, individual personal development of the child increases and an equal starting opportunity is provided when entering school.

Bibliography

1. Who and how we raise. Stages of raising a child. Theory and practice. St. Petersburg 2002

2. Pedagogy. Pedagogical theories, systems, technologies M., 2001.

3. Continuity relations of the preschool educational institution, school and parents of future first graders. Toolkit. M., 2006.

4. Slastenin, Isaev, Shiyanov. Pedagogy. M., 2002.

5. Shchetinina G. Kindergarten of the future // 1989 No. 1.

6. Shchurkova N. E. Pedagogical technology. M., 2005.

7. Shchurkova N. E. New education. M., 2000.

Dear residents of the city of Syktyvkar with children of preschool age!

Obtaining public and free preschool education is a constitutional right of citizens Russian Federation(Article 43 of the Constitution of the Russian Federation). The city administration and the department of preschool education are taking measures to increase the coverage of children with preschool education in the city of Syktyvkar through the construction of kindergartens, the return of buildings, the opening of additional groups, short stay groups. However, today, despite a number of positive moments that have occurred over the past two years, the problem of providing the child population with preschool education services still remains in the system of preschool education in the city of Syktyvkar.

An analysis of the experience in the development of alternative forms of preschool education showed that there is an opportunity to use another form - to create a family group. Family groups have already been tested in other cities of the country. The possibility of creating these groups is under special control in the Department of preschool education and administration of the municipality of Syktyvkar. The Regulations on the organization of family preschool groups on the basis of municipal preschool educational institutions of the MO GO "Syktyvkar" were developed, which was approved by the resolution of the administration of the MO GO "Syktyvkar" dated December 28, 2012 No. 12/5189.

family groups- a form of organization of preschool education aimed at meeting the needs of the population in preschool education services, ensuring the most complete coverage of children with preschool education, support large families, providing parents with employment opportunities without interrupting the process of raising children, developing new forms of preschool education with the implementation in practice of an individual approach to raising a child.

The family group is a structural subdivision of a preschool educational institution. It is organized in residential premises (private residential buildings or apartments) at the place of residence of the family.

Almost any mother of a preschool child can become a family group teacher.

For mothers with many children the organization of a family group is a great opportunity to find a job and get paid for what they do with their own children (three preschool children is a ready-made family group). Meals are provided by MDOU, that is, the mother can devote more time to classes and games. In addition, children will attend kindergarten and receive a full-fledged pre-school education.

For grandmothers, especially former educators or caregivers, family groups can be a great alternative to regular grandchild care. Indeed, it is often the grandmothers who stay with the children when the mother needs to go to work, and there are no places in the kindergarten. At the same time, you need to come up with activities, provide food and toys - all need additional funds. In addition, the child needs to communicate with peers, so some grandmothers, in addition to their grandson, also look after other children. Why not become a family group teacher, and do the same, even less (no cooking, and the children will go to kindergarten for classes), only for an official salary, not so small for a grandmother?

For pensioners - former teachers and educators who are tired of working in large groups, who, however, often take on work as nannies in families or at home, because they love children and want to work with them, organizing a family group is also a very interesting solution. This is an opportunity to be part of a team. kindergarten, work with a small group of children at home, and, having an official salary, feel confident in the future.

For single moms creating a family group can be a real salvation. The opportunity to find a job, receive a salary, and at the same time stay with your child - what could be better!

In addition to the mother-educator, the staff of the family educational group also includes an assistant educator (0.5 rates).

If the living conditions of the family meet the requirements, one of the parents gets the opportunity to become an educator and receives a salary from the local budget (he is an employee of the kindergarten in which the family group was created) and funds for catering for pupils.

The parent (legal representative) of the family in which the family group is being created is appointed to the position of educator of the family group. The requirements for educators of family groups are the same as when applying for a job in an educational institution, in accordance with applicable law.

In order to organize a family group, you must have Teacher Education. Classes with children and other activities in the family group can be carried out both in the kindergarten building (music classes, preparation and participation in matinees, sports activities, etc.), and at home.

Meals for children in a family group are organized in accordance with established norms for children of preschool age, in a place specially designated for this. It is possible to organize meals of several types: with delivery in a special container from a kindergarten or with cooking according to a menu approved by the institution, if necessary, from a raw set of products provided by the preschool educational institution.

Medical control over the health of children of a family group can be carried out by the district pediatrician in accordance with the regulations and job description of the district pediatrician on the basis of an agreement between the preschool educational institution (OU) and the healthcare institution.

Children attending family groups remain on the waiting list for admission to a regular kindergarten.

Social effects of organizing family groups in preschool educational institutions:

1. The issue of reducing the queue in kindergartens and the implementation of the constitutional right of citizens of the Russian Federation to receive public and free preschool education is being addressed.

2. Parents can get an official job - they become educators attached to one of the municipal kindergartens. Consequently, they have a work book and salary, depending on qualifications.

3. Family groups are a material support for the family, since a certain amount will be allocated for the food of each child.

4. Children who for various reasons do not attend ordinary preschool institutions can go to a family group.

The Department of Preschool Education invites everyone who is interested in this issue to cooperate! You can familiarize yourself with the Regulations on the organization of family preschool groups

One of the most actual problems in development modern education is the problem of ensuring equal starting opportunities for children when entering school.

In order to create favorable conditions for solving this problem, it is recommended to develop and improve the existing forms of education for children of senior preschool age in every possible way.

Currently, the main organizational form of preschool education is preschool educational institutions of six different types, as well as educational institutions for children of preschool and primary school age. Accordingly, the bulk of preschool educational programs developed so far are aimed precisely at preschool educational institutions.

At the same time, due to a sharp reduction in the network of preschool educational institutions and the impossibility of accepting all children of preschool age in them, since 2000, variable forms of preschool education began to develop, namely, groups of short-term stay of children in a preschool educational institution, and the development of programs for them began. .

In this situation, speaking of the variable organizational forms of preschool education, it makes sense to single out the “preschool educational group” as a special organizational unit. It is necessary to consider the possibility of creating such groups (for children in the age range of 1-7 years, including children aged 5-7) not only in preschool educational institutions (as short-stay groups), but also on the basis of various cultural and educational centers and centers additional education children (libraries, museums, clubs, houses children's creativity etc.), as well as on the basis of voluntary parent communities. At the same time, preschool educational groups should be able to work in different time modes (with a full or part-time stay, everyday or several days a week), thereby responding to the diverse needs of the population.

The creation of such diverse preschool groups will make it possible to more fully use the cultural potential of society in the education of preschool children.

The “preschool educational group” as an organizational form is more mobile and cheaper than the expensive and complex mechanism of a full-time kindergarten (this does not exclude the fuller use of the kindergarten infrastructure for short-stay groups of various types).

It is possible to present a list of possible organizational forms of education for children of senior preschool age as follows:

full day kindergarten;

short stay groups in kindergarten;

groups for children of senior preschool age on the basis of educational institutions;

preschool groups on the basis of various cultural and educational centers and centers for additional education of children;

preschool groups based on voluntary parent communities.

It is important to note that with regard to children of senior preschool age, we should talk about the “preschool educational group”, and not about “classes early development» at schools or centers of additional education. Preschool educational groups should become independent structural divisions educational institutions, the main goal of which will be the full development of preschool children, the implementation general education program preschool education in full. Such groups should in no way be considered as training courses for children to prepare them for admission to the first grade of a particular school.

One of the main tasks of preschool educational groups, along with the development of preschool children, is the necessary diagnostic work with children of 5 and 6 years of age, aimed at identifying the level and characteristics of the development of the child, as well as advisory work with parents of preschoolers, the purpose of which is to select differentiated pedagogical conditions necessary for the development of the child, preparation for school and the choice of the optimal model of education in primary school.

The listed forms of education for children of senior preschool age can be divided into three models, based on the nature of the organization of the educational process:

full-day groups for children of senior preschool age on the basis of institutions related to the field of preschool education (preschool educational institutions and educational institutions for children of preschool and primary school age);

groups of short-term stay of children on the basis of educational institutions, cultural institutions and parental communities;

education in the family (represented in the forms of family education proper, carried out by parents, tutoring and tutoring).

In experimental activities for approbation various models and variable programs for the development, upbringing and education of children aged 5-7 years in 2007-2010. the following regions are included:

in the Central Federal District- Belgorod and Smolensk region, Moscow city;

in the Volga Federal District - the Chuvash Republic, Perm region, Nizhny Novgorod and Ulyanovsk regions;

in the Northwestern Federal District - the Vologda and Novgorod regions;

in the Siberian Federal District - Aginsky Buryat Autonomous Okrug, Kemerovo and Omsk Regions;

in the Southern Federal District - the Karachay-Cherkess Republic and the Republic of Kalmykia, Astrakhan and Volgograd regions;

in the Ural Federal District - Sverdlovsk and Tyumen region in the Far Eastern Federal District - the Republic of Sakha (Yakutia) and Primorsky Krai.

Identification of the three main models of education for senior preschool children makes it possible to set the invariant part of its organization. In this case, the invariant part itself can be represented by three levels:

level - basic - psychological and pedagogical foundations for organizing the education of children at the senior preschool level,

level - the main models of education for children of senior preschool

ages for two types of preschool educational groups - full-time and short-stay - and families;

Level 3 - the specifics of the organization educational work with children of older preschool age, determined by the type of institution at which the educational group was created.

A necessary condition for the organization of various forms of education for children of senior preschool age is its compliance with certain requirements.

The educational process in groups of older preschool children, regardless of the organization model, should include three blocks:

joint activities of an adult with children and

children's independent activities.

In this case, the leading role should belong to the second block - the joint (partnership) activity of an adult with children. The content of education and the organization of the subject-developing environment must correspond to the age characteristics of the development of children.

The organization of education for children of senior preschool age on the basis of general education schools requires special attention. Education in schools has a rigid formalization, therefore, no matter what quality program is used, the process begins to gradually acquire the character inherent in education in primary school, which contradicts the age characteristics of education and development of older preschoolers. Because of this, if a preschool educational group is created with general education school, it should be an independent structural unit, organized in accordance with the principles of building education for preschool children.

The organization of education for children of senior preschool age on the basis of institutions of additional education and cultural institutions should take place in accordance with the requirements for the organization of preschool educational groups provided for groups of short stay on the basis of preschool educational institutions. However, one should not give up the opportunities that are inherent in the specifics of the institutions of additional education and cultural institutions themselves, bearing in mind the broad context of including children in various cultural practices (music, dance, art, museum expositions, etc.).

The education of children of senior preschool age on the basis of the family and parent communities is a poorly developed practice in our country, and therefore requires special attention from the educational authorities. In order to develop the sphere of family education for children of senior preschool age, it is necessary to determine its possibilities and limitations, the forms of interaction between the family and the parent community with specialists in the field of development and education of children of senior preschool age (physiologists, psychologists, teachers). Education of children of senior preschool age on the basis of the family and the parent community on this moment does not have sufficient methodological equipment, which requires additional scientific research and special design of a system of interaction between the parent community and specialists in the development and education of older preschool children.

The main models of education for children of senior preschool age are full-time preschool educational groups for children of senior preschool age on the basis of institutions related to the field of preschool education, and preschool educational groups of short-term stay for children of senior preschool age on the basis of educational institutions, cultural institutions and parental communities.

Thus, these two models require priority development in order to create equal starting opportunities for children when entering school.

In this case, the leading role should belong to the second block - the joint (partnership) activity of an adult with children. The content of education and the organization of the subject-developing environment must correspond to the age characteristics of the development of children.

The organization of education for children of senior preschool age on the basis of general education schools requires special attention. Education in schools has a rigid formalization, therefore, no matter what quality program is used, the process begins to gradually acquire the character inherent in education in primary school, which contradicts the age characteristics of education and development of older preschoolers. Because of this, if a preschool educational group is created at a general education school, it should be an independent structural unit organized in accordance with the principles of building education for preschool children.

The organization of education for children of senior preschool age on the basis of institutions of additional education and cultural institutions should take place in accordance with the requirements for the organization of preschool educational groups provided for groups of short stay on the basis of preschool educational institutions. However, one should not give up the opportunities that are inherent in the specifics of the institutions of additional education and cultural institutions themselves, bearing in mind the broad context of the inclusion of children in various cultural practices (music, dance, fine arts, museum exhibitions, etc.) .

The education of children of senior preschool age on the basis of the family and parent communities is a poorly developed practice in our country, and therefore requires special attention from the educational authorities. In order to develop the sphere of family education for children of senior preschool age, it is necessary to determine its possibilities and limitations, the forms of interaction between the family and the parent community with specialists in the field of development and education of children of senior preschool age (physiologists, psychologists, teachers). The education of older preschool children on the basis of the family and the parent community currently does not have sufficient methodological equipment, which requires additional scientific research and special design of the system of interaction between the parent community and specialists in the development and education of older preschool children.

The main models of education for children of senior preschool age are full-time preschool educational groups for children of senior preschool age on the basis of institutions related to the field of preschool education, and preschool educational groups of short-term stay for children of senior preschool age on the basis of educational institutions, cultural institutions and parental communities.

Thus, these two models require priority development in order to create equal starting opportunities for children when entering school.

2.2 Advantages of alternative forms of upbringing and education in preschool education

By 2010, the problem of placing a child in a kindergarten in the Perm Territory should be completely resolved. Now the regional Ministry of Education works in several directions at once. The project under development "Preschool education" involves:

1 payment of a monthly allowance for the maintenance of a child at the expense of the regional treasury.

2 the possibility of reconstruction and construction of new kindergartens is being studied.

3 discusses new forms of providing preschool education services.

Governor Oleg Cherkunov instructed the regional Ministry of Education to completely solve the problem of queues in kindergartens by 2010. The project, called "Preschool Education", is now under development and is already being submitted to the public.
In accordance with the project until 2010, 11 new kindergartens will be opened at once in six territories of the region, where the problem with places in kindergartens is particularly acute. Of these, three for 240 places each - in Perm. 13 more kindergartens to be renovated

Partially solve the problem, the governor believes, attracting private business. From now on, those parents whose children go to private kindergartens can also count on compensation from the regional budget.

One of the most important periods of human life is preschool Childhood. Most often, a child at this age attends kindergarten. Kindergarten is the best place for a child to acquire not only knowledge and skills, but, most importantly, the first social experience. And no less important circumstance is preparation for school. But, unfortunately, not all children have the opportunity to attend kindergarten.

For various reasons, kids may not attend preschool. Parents' worldviews (religion, their views on upbringing and education), a mother who "sits with her youngest child anyway", a grandmother who protests against the "children's prison", etc.

In the garden, the child acquires:

Knowledge about the world around us, about professions, the first mathematical concepts.
- skills of self-service, social work (make up the bed, take the dishes to the sink, water the flowers, etc.)

The first social experience, which is fundamental for all further communication.

Thus, the development of a child in kindergarten can be called
- comprehensive: the baby develops both physically and mentally, as well as the development of his emotional-volitional sphere;

Harmonious: since the program of education and upbringing of children in kindergarten is carried out taking into account the age, psychophysiological characteristics of the child (that is, each age group has its own classes in duration, load and material).

Based on these requirements, it is necessary to select an alternative to kindergarten.

The first option for replacing the kindergarten is a part-time group.

The advantage of such upbringing is that it is almost the same as attending a kindergarten. The child also comes in the morning, plays with friends, studies according to the program with professional teachers, walks. That is, the baby's need is satisfied both in communication, and in movement, and in obtaining new knowledge, skills and abilities.

The negative side is that for parents the day is broken. With such a regime it is difficult to find a good job.

There can be two types of part-time group:

A visit to a special group in the garden, which is called the “part-day group”;

A visit to a regular group, but, by agreement with the teacher and head, in such a mode as is convenient for parents (but it is necessary that the visit is combined with the general regime of the group).

A visit to the regular group is more preferable, since the child can also be brought after a nap. For example, for additional classes in rhythm or English, which are more often in the afternoon.

Option two: sections and circles

The second option for replacing the usual kindergarten is all kinds of sections and circles, as well as courses for kids. They include in their program basically the same activities as kindergarten.

The advantages of this type are that they take less time, which can be chosen taking into account the daily routine. Typically, classes in such circles are held several times at different times, which makes it possible for parents to choose the most convenient for them. These classes are also convenient because you yourself can choose what exactly your baby will do.

But still there are more negative sides. Firstly, most often classes are 2-3 times a week, and therefore they represent such a quintessence of those classes that are given in an ordinary kindergarten. Only the most basic, and the rest implies homework.

Secondly, classes in such circles cannot satisfy the need of children for physical development. Even if the schedule includes 1-2 rhythmic or physical education classes, this is very little. The usual "kindergarten" program is designed for 3 physical education classes and 2 music lessons, which necessarily includes dancing and outdoor games. Also, as a rule, in most gardens, 2 rhythm lessons per week are added to these classes. True, from the middle group, that is, from 4 years old.
Therefore, many mothers think about the fact that the baby went to some other section. Again, this is time and money.

Well, and thirdly, the most important thing that is overlooked in such “courses” is communication. He is practically absent: they brought the child, he worked out, during the break (20 minutes) he played with others and that's it. Naturally, as in the first option, an important condition for choosing the form of the lesson is its place. It must be close to home so that the baby does not get tired along the way.

Option three: nannies and governesses

This option is good for children who, in principle, do not accept kindergarten. These are the only and late children in the family. Children who are overprotected, who are accustomed to constant increased attention to their person, and who do not have self-service skills. And also not self-confident, and kids with a strong sense of attachment to their mother. As a rule, these are children of phlegmatic or melancholic temperament. Fortunately, there are only a few "non-sad" children.

But, unfortunately, many parents resort to the services of a governess, regardless of individual characteristics, and even more so with the desire of the child himself.

The person involved in raising your baby can be very experienced and give the child all his knowledge. But he will never be able to replace him with the first social experience that children receive in kindergarten.

It is also very important that the nanny is a nanny and there is another woman to help around the house. After all, it is very important that the child was given 100% attention. It is clear that cooking and cleaning go into the account of the time that should be spent on the baby.

As a rule, children brought up at home come to school completely unprepared to communicate not only with their peers, but also with their elders. This leads to withdrawal, feelings of loneliness, low self-esteem and high anxiety. Yes, and the classmates themselves immediately feel "loner", and he becomes a target for ridicule and an outcast.

Also, home upbringing and education does not allow the child to fully satisfy the need for movement. Neither walks nor a sports corner at home will ever replace a relay race or an outdoor game with children.

Option four: Mini-centers.

Also, two polar points of view on the question of the expediency of mini-centers as an alternative form of a preschool institution continue to persist. I would like to dwell on the essential arguments of both sides. The following points are positive for the creation and functioning of mini-centers:

Providing a low-cost model of preschool education to those who cannot afford parental fees in a full-time preschool institution;

Ensuring equal access to preschool education for all young citizens, including children with disabilities;

Ensuring early socialization of children, their comprehensive development and preparation for schooling;

Psychological and pedagogical education of parents in matters of proper child care;

Creation of conditions for intensifying the attraction of private capital to such a social sector as preschool education.

But there are also weaknesses in the life of mini-centers, among them are such as:

Minimization of educational services provided by mini-centers due to two factors: low cost of child care and lack of necessary staff;

The inefficiency of the activities of private mini-centers due to the economic unprofitability of this area and the lack of a mechanism for tax breaks thought out at the government level for those who invest in preschool education;

Weakness of the regulatory framework governing all aspects of the life of mini-centers: there are standard rules for the operation of mini-centers, but the issues of the legal and financial status of these institutions have not been resolved:

The biased attitude of a part of society, including parents, to the activities of mini-centers, first of all, to their ability to provide high-quality upbringing and education for young children.

Characteristic

models of education for children of senior preschool age "Full-day preschool educational groups based on institutions related to the field of preschool education"

1. Full-day educational groups for children of senior preschool age on the basis of institutions related to the field of preschool education (preschool educational institutions and educational institutions for children of preschool and primary school age).

Description of work

Over the past decades, the international community has adopted a number of documents that proclaim the priority of children's rights in society and substantiate the directions of this policy. Among them is the Declaration of the Rights of the Child. Its main thesis is "humanity is obliged to give the child the best that it has." The Declaration called on parents, non-governmental organizations, local authorities, governments, the public of countries to strive to provide children with such conditions that allow them to develop healthy people, free from any form of violence, with self-esteem.
Based on UNESCO materials obtained during the survey in many regions of the world, it was concluded that all countries were involved in the process of thinking about their education systems. They came to the conclusion that education should be in tune with modern conditions.

The content of the work

Introduction
Chapter I
1.1. ABOUT Russian programs preschool education
1.2. Transition to software variance
ensuring the work of preschool institutions
1.3. Renovation of preschool education
1.4. Modern technologies for teaching and raising children
Chapter II. Alternative forms of education in preschool education
2.1 Alternative to preschool education in the Perm region
2.2 Benefits of alternative forms
education and training in preschool education
2.3 Actualization of the introduction of alternative forms of education in preschool education in the city of Kungur, Perm Territory
Conclusion
Bibliographic list

The weekend group is one of the forms of preschool education in our city, which allows you to additionally involve young children in the preschool educational institution for better adaptation to kindergarten. To some extent, this allows solving the problem of shortage of places in kindergartens.

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Alternative forms of early childhood education

"Organization of the educational process in the weekend group"

MBDOU TsRR d / s No. 455

g. o. Samara

Prepared by:

Afanasyeva Oksana Abudarovna

Samara, 2015

The weekend group is one of the forms of preschool education in our city, which allows you to additionally involve young children in the preschool educational institution for better adaptation to kindergarten. To some extent, this allows solving the problem of shortage of places in kindergartens.

Work principles

short stay groups:

1. The educational process is based on the balance of free independent activity of an adult with children.
2. An adult attracts children to classes without psychological coercion, relying on their interest in the content and form of activity and activating it with his partner participation.
3. In the educational process, a differentiated approach is implemented in several areas:

• Organization of a functional environment for free independent activity (ensuring self-realization of children with different levels development),
• Flexible forms of organizing children, enriching the content of children's activities with forms of communication that correspond to their interests and capabilities
• Differentiated time regime for different types of joint activities

Purpose: adaptation of children 2-3 years old to the conditions of kindergarten and ensuring early socialization.

Tasks:

1. Assistance in adapting to the conditions of the preschool educational institution for young children.
2. Establishing contacts with parents, pedagogical education.
3. Formation of communication skills with peers.

A differentiated and individual approach is implemented in the educational process. We widely use:

• visual methods (showing objects, a sample, methods of action);
• game sketches;
• surprise moments (with the participation of fairy-tale and magical characters);
• improvisation games (“Tender Flower and Angry Clouds”, “Knaughty Bunny”, “Magic Words”);
• exercises to activate vocabulary (“I will start, and you continue”).

We assign a special role in the educational process to gaming activities. Through the game, the child learns a very important layer of human culture. At an early age, the game acts as the most important activity through which teachers solve all educational problems.

A separate place in the educational process is occupied by the interaction of kindergarten staff with parents.

There are scenarios of joint holidays for children and parents: educational games and musical events.

Every Saturday the doors of the kindergarten are open for young children, where they are waiting for a lot of entertaining activities aimed at motor, speech, cognitive, social development.

Children attending a weekend group receive useful communication skills with peers in the conditions of intellectual and outdoor games organized for them, research and artistic - creative activity. Thus, all these activities actively influence the further socialization and adaptation of young children.

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