Methodological recommendations for teaching staff of preschool educational organizations. About the draft guidelines for classifying preschool educational institutions as a specific type so that it brings joy and positive effects
Municipal preschool educational institution
kindergarten No. 249
"Organization educational activities in accordance with Federal State Educational Standards DO"
Mikhaltsova Natalya Anatolyevna
Volgograd-2017
Today a new system is emerging in society preschool education. The fundamental documents of the regulatory legal framework of the preschool education system, mandatory for execution in all types and types of educational organizations, the guideline for the development of the preschool education system are:
UN Convention on the Rights of the Child
Constitution Russian Federation
Federal State Educational Standard for Preschool Education
“The procedure for organizing and carrying out educational activities” (approved by order No. 1014 of August 30, registration with the Ministry of Justice on September 26, 2013);
Sanitary and epidemiological requirements for the structure, content and organization of work in preschool organizations.
Standardization of preschool education does not provide for strict requirements for children preschool age, does not consider them within a rigid “standard” framework.
The specificity of preschool age is such that the achievements of preschool children are determined not by the sum of specific knowledge, abilities and skills, but by the totality of personal qualities, including ensuring the child’s psychological readiness for school. It should be noted that the most significant difference between preschool education and general education is that in kindergarten there is no rigid objectivity. Child development occurs through play, not through learning activities. The standard of preschool education differs from the standard primary education also because preschool education does not have strict requirements for the results of mastering the program.
The Federal State Educational Standard puts at the forefront an individual approach to the child and play, where the intrinsic value of preschool childhood is preserved and where the very nature of the preschooler is preserved. The leading types of children's activities will be: gaming, communicative, motor, cognitive-research, productive, etc.
It should be noted that educational activities are carried out throughout the entire time the child is in the preschool organization. This:
Joint (partnership) activities of the teacher with children:
Educational activities in special moments;
Organized educational activities;
Educational activities are carried out in various types of activities and cover structural units representing certain areas of development and education of children (educational areas):
Social and communicative development;
Cognitive development;
Speech development;
Artistic and aesthetic development;
Physical development.
At an early age (1 year – 3 years) – object-based activities and games with composite dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems. Looking at pictures, physical activity;
For preschool children (3 years - 8 years) - a number of activities, such as games, including role-playing games. A game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive-exploratory (researching objects in the surrounding world and experimenting with them), as well as perception fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual arts (drawing, modeling, appliqué), music (perception and understanding of the meaning of musical works , singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.
Organized educational activity is the organization of joint activities between a teacher and children: with one child; with a subgroup of children; with a whole group of children.
The choice of the number of children depends on: the age and individual characteristics of the children;
type of activity (game, cognitive - research, motor, productive)
their interest in this activity; complexity of the material;
But it must be remembered that every child should receive the same starting opportunities for school.
The main feature of the organization of educational activities in preschool educational institutions at the present stage is the departure from educational activities (classes), increasing the status of games as the main activity of preschool children; inclusion in the process of effective forms of work with children: ICT, project activities, gaming, problem-based learning situations as part of the integration of educational areas.
Thus, “class” as a specially organized form of educational activity in kindergarten is abolished. The activity should be a specific children's activity that is interesting for children, specially organized by the teacher, implying their activity, business interaction and communication, the accumulation by children of certain information about the world around them, the formation of certain knowledge, skills and abilities. But the learning process remains. Teachers continue to “work” with children. Meanwhile, it is necessary to understand the difference between “old” learning and “new” learning.
| Organized educational activities |
|
| in the form of educational activities | through the organization of children's activities |
| 1. A child is an object of formative pedagogical influences of an adult. The adult is in charge. He guides and controls the child. | 1. A child and an adult are both subjects of interaction. They are equal in importance. Each is equally valuable. Although an adult, of course, is older and more experienced. |
| 2. The activity of an adult is higher than the activity of a child, including speech (an adult talks “a lot”) | 2. The child’s activity is at least no less than the adult’s activity |
| 3. The main activity is educational. The main result of educational activities is the solution of any educational task assigned to children by adults. The goal is the knowledge, skills and abilities of children. Children's activity is needed to achieve this goal. | 3. The main activity is the so-called children's activities. The goal is the genuine activity (activity) of children, and the acquisition of knowledge, skills and abilities is a side effect of this activity. |
| 4. Basic organization model educational process– educational. | 4. The main model of organizing the educational process is the joint activity of an adult and a child |
| 5. The main form of working with children is an activity. | 5. The main forms of working with children are viewing, observing, talking, experimenting, research, collecting, reading, implementing projects, workshop, etc. |
| 6. Mainly so-called direct teaching methods are used (with frequent use of indirect ones) | 6. Mainly so-called indirect teaching methods are used (with partial use of direct ones) |
| 7. Motives for learning in the classroom, as a rule, are not related to children’s interest in the learning activity itself. The authority of an adult “keeps” children in class. That is why teachers often have to “decorate” a lesson with visuals, game techniques, and characters in order to put the learning process into a form that is attractive to preschoolers. But “the real goal of an adult is not to play at all, but to use a toy to motivate the development of subject knowledge that is unattractive to children.” | 7. The motives for learning, carried out as the organization of children's activities, are primarily related to the interest of children in these types of activities |
| 8. All children must be present in class | 8. The so-called free “entry” and “exit” of children are allowed, which does not at all imply the proclamation of anarchy in kindergarten. Respecting the child, his condition, mood, preferences and interests, the adult is obliged to provide him with the opportunity to choose - to participate or not to participate with other children in a joint business, but at the same time has the right to demand the same respect for the participants in this joint business. |
| 9. The educational process is largely regulated. The main thing for an adult is to move according to a pre-planned plan or program. The teacher often relies on a prepared lesson summary, which contains the adult’s remarks and questions and the children’s answers. | 9. The educational process involves making changes (adjustments) to plans, programs taking into account the needs and interests of children; notes can be used partially to borrow factual material (for example, interesting information about composers, writers, artists and their works), individual methods and techniques etc., but not as a “ready-made example” of the educational process. |
The main theses of organizing partnership activities between adults and children, pointed out by N.A. Korotkova:
Involvement of the teacher in activities on an equal basis with the children;
Voluntary participation of preschoolers in activities (without mental and disciplinary coercion);
Free communication and movement of children during activities (subject to the organization of the workspace);
Open time end of activity (everyone works at their own pace).
Educational activities of children during the day.
In addition to organized educational activities, the teacher must also plan educational activities during the day:
In the morning and evening hours
On a walk
During routine moments.
Goals of educational activities during the day:
Health protection and formation of the basis of a health culture;
Formation in children of the foundations of the safety of their own life activities and the prerequisites for environmental consciousness (safety of the surrounding world)
Mastering initial ideas of a social nature and including children in the system social relations
Formation of a positive attitude towards work in children.
Forms of conducting educational activities during the day:
Outdoor games with rules (including folk ones), game exercises, motor breaks, sports runs, competitions and holidays, physical education minutes;
Wellness and hardening procedures, health-saving measures, thematic conversations and stories, computer presentations, creative and research projects, exercises to master cultural and hygienic skills;
Analysis of problem situations, game situations to develop a safety culture, conversations, stories, practical exercises, walks along the ecological trail;
Game situations, games with rules (didactic), creative role-playing, theatrical, constructive;
Experiences and experiments, duty, work (within the framework of practice-oriented projects), collecting, modeling, dramatization games,
Conversations, speech situations, composing tales, retellings, guessing riddles, learning nursery rhymes, poems, songs, situational conversations;
Listening to the performance of musical works, musical-rhythmic movements, musical games and improvisations,
Vernissages children's creativity, Exhibitions visual arts, children's creativity workshops, etc.
Independent activity of children.
According to sanitary and epidemiological requirements for the content and organization of work in preschool organizations, at least 3-4 hours should be allocated for independent activities of children 3-7 years old (games, preparation for educational activities, personal hygiene) during the day.
But this does not mean that the child should be left to his own devices. To organize independent activities of children, it is necessary to create a developing subject-spatial environment and supervision and care for each child.
The developing subject-spatial environment should be:
$1Øtransformable;
$1Ømultifunctional;
$1Øvariable;
$1Øavailable;
$1Øsafe.
1) The richness of the environment must correspond to the age capabilities of the children and the content of the Program.
The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).
The organization of the educational space and the variety of materials, equipment and supplies (in the building and on the site) should ensure:
playful, cognitive, research and creative activity of all pupils, experimentation with materials available to children (including sand and water); motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions; emotional well-being of children in interaction with the subject-spatial environment;
opportunity for children to express themselves.
For infants and young children, the educational space should provide necessary and sufficient opportunities for movement, object and play activities with different materials.
2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children.
3) Multifunctionality of materials implies:
the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;
the presence in the Organization or Group of multifunctional (not having a strictly fixed method of use) items, including natural materials suitable for use in different types children's activity (including as substitute objects in children's play).
4) Variability of the environment implies:
the presence in the Organization or Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure free choice for children;
periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.
5) Availability of the environment assumes:
accessibility for pupils, including children with disabilities disabilities health and disabled children, all premises where educational activities are carried out;
free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;
serviceability and safety of materials and equipment.
6) The safety of the subject-spatial environment presupposes the compliance of all its elements with the requirements to ensure the reliability and safety of their use.
Appendix No. 1to the letter from the Department of Education
dated March 25, 2015 No. DO-1913-04-07
Department of Education Administration Vladimir region
State autonomous educational institution of additional vocational education Vladimir region "Vladimir Institute for Educational Development
named after L.I. Novikova"
Basic approaches to psychological and pedagogical support for the introduction of the federal state educational standard preschool education
Guidelines For
teaching staff preschool educational organizations
L.N.Prokhorova. Basic approaches to psychological and pedagogical support for the introduction of the federal state educational standard for preschool education. Methodological recommendations for teaching staff of preschool educational organizations / L.N. Prokhorova, head of the department of preschool education VIRO, candidate of pedagogical sciences, associate professor, psychologist of the highest qualification category - M.: Vladimir Institute for Educational Development, 2015.
The proposed methodological recommendations are addressed to various subjects of educational relations: heads of preschool educational organizations, teachers of all categories and temporary creative teams involved in the design and creation of a system of psychological pedagogical support introduction of the federal state educational standard for preschool education
The introduction of the Federal State Educational Standard for preschool education led to paradigm shift teacher education and transforming it essentially into psychological-pedagogical education, which means the need to develop a system of psychological-pedagogical support that will allow the implementation of professional activity positive socialization, personal development, development of initiative, creative abilities of preschool children.
The system of psychological and pedagogical support for the introduction of the federal state educational standard for preschool education is being developed by the teaching staff of preschool educational institutions in order to ensure equal opportunities for every child in receiving high-quality preschool education, taking into account the characteristics of the teaching staff and the requests of the parent community (based on monitoring results).
Psychological and pedagogical support – This is a holistic, systematically organized activity, during which socio-psychological and pedagogical conditions are created to ensure the full development of the personality of children in all main educational areas, namely: in the areas of social-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the backdrop of their emotional well-being and positive attitude towards the world, towards themselves and towards other people.
In the Russian language dictionary S.I. Ozhegov interprets accompaniment as follows - “to follow along with someone, being nearby, leading somewhere or following someone” (S.I. Ozhegov, 1990). The use of support is dictated by the need to integrate the processes of provision, support, protection, assistance, as well as to emphasize the independence of the subject in decision-making. Analysis of scientific literature gives reason to assume that the essence of pedagogical support is considered and understood in the following meanings: as a system of pedagogical actions; as a set of measures of a different nature; as a goal-oriented process; as an educational technology.
The following stages of psychological and pedagogical support are distinguished (T.V. Anokhina):
Diagnostic: involves the detection of the problems of the person being accompanied, his awareness of their significance and the desire to resolve them.
Search: joint search for reasons and solutions together with the person being accompanied.
Design: building a contractual relationship between the teacher and the person being accompanied in order to move towards solving the problem.
Activity: complementary activities of the teacher and the accompanied person, where the person being accompanied mainly acts.
Reflexive: analysis of joint activities to solve the problem, discussion of the results obtained, ways to solve the problem.
Tasks psychological and pedagogical support:
Systematic assessment of the level of individual development of children associated with assessing the effectiveness of pedagogical actions.
Creation of socio-psychological conditions for the disclosure of cognitive, creative capabilities of pupils and their successful development in children's activities.
Organization of assistance to children with special needs educational needs(including problems in psychological development and learning).
Psychological and pedagogical support for preschool teachers and parents of pupils
The development of a system of psychological and pedagogical support, as well as the organization of all work on its implementation, should be based on scientific validity, consistency, age and sociocultural adequacy, information security and practical expediency.
Regulatory framework The development of a system of psychological and pedagogical support are the following documents at the federal and regional levels:
Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”;
Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” (registered with the Ministry of Justice of the Russian Federation on November 14, 2013, No. 30384);
Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated August 30, 2013 N 1014 Moscow "On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education"
Order of the Ministry of Education and Science of the Russian Federation dated April 8, 2014 No. 293 “On approval of the Procedure for admission to training in educational programs of preschool education” (registered with the Ministry of Justice on May 12, 2014, No. 32220, entered into force on May 27, 2014);
Order of the Ministry of Labor and Social Protection of the Russian Federation dated October 18, 2013 No. 544n “On approval of the professional standard “Teacher” (pedagogical activities in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)”;
Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”;
Decree of the Government of the Russian Federation of August 5, 2013 No. 662 “On monitoring the education system”;
Decree of the Government of the Russian Federation of August 15, 2013 No. 706 “On approval of the Rules for the provision of paid educational services”;
Letter from the Department public policy in the field of general education of the Ministry of Education and Science of the Russian Federation dated February 28, 2014 No. 08-249 “Comments on the Federal State Educational Standard for Preschool Education”;
Letter of the Department of State Policy in the Sphere of General Education of the Ministry of Education and Science of the Russian Federation dated January 10, 2014 No. 08-10 “On the Action Plan to ensure the introduction of the Federal State Educational Standard for Preschool Education” (hereinafter referred to as the Action Plan to ensure the introduction of the Federal State Educational Standard for Preschool Education (No. 08-10) );
Letter of Rosobrnadzor dated 02/07/2014 No. 01-52-22/05-382 “On the inadmissibility of the requirement from organizations carrying out educational activities under preschool education programs to immediately bring statutory documents and educational programs into compliance with the Federal State Educational Standard for Educational Education”;
Letter of the Ministry of Education and Science of the Russian Federation dated January 10, 2014 No. 08-5 “On compliance by organizations carrying out educational activities with the requirements established by the federal state educational standard for preschool education”;
Resolution of the Regional Governor dated December 31, 2013 No. 1567 “On amendments to the Regional Governor’s resolution dated February 28, 2013 No. 220 “On approval of the action plan (“road map”) of the Vladimir region “Changes in sectors of the social sphere aimed at increasing the efficiency of education and science";
Resolution of the Regional Governor dated 02/04/2014 No. 59 “On approval of the State Program of the Vladimir Region “Development of Education” for 2014-2020”;
Action plan for the introduction of Federal state educational standards for preschool education (road map) / for 2014 – 2016.
The system of psychological and pedagogical support is built taking into account:
1) the individual needs of the child related to his life situation and health condition, which determine the special conditions for his education (hereinafter referred to as special educational needs),
2) individual needs of certain categories of children, including those with disabilities;
3) opportunities for the child to master the Program at different stages of its implementation.
When developing a system of psychological and pedagogical support, one should focus on the main principles, laid down in the Constitution of the Russian Federation, the UN Convention on the Rights of the Child, the Federal State Educational Standard for Education:
1) support for the diversity of childhood; preserving the uniqueness and intrinsic value of childhood as an important stage in general development human, the intrinsic value of childhood - understanding (considering) childhood as a period of life that is significant in itself, without any conditions; significant because of what is happening to the child now, and not because this period is a period of preparation for the next period;
2) the personal developmental and humanistic nature of the interaction between adults (parents (legal representatives), teaching and other employees of the Organization) and children;
3) respect for the child’s personality;
4) implementation of the Program in forms specific to children of a given age group, primarily in the form of games, cognitive and research activities, in the form of creative activity, ensuring the artistic and aesthetic development of the child;
5) full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;
6) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education (hereinafter referred to as individualization of preschool education);
7) assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;
8) supporting children’s initiative in various activities;
9) cooperation of the Organization with the family;
10) age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);
11) taking into account the ethnocultural situation of children’s development.
Developers of a system of psychological and pedagogical support for the introduction of the Federal State Educational Standard need to focus on conceptual ideas and values preschool education laid down in the Federal State Educational Standard, the main of which are:
changing the paradigm of teacher education and transforming it essentially into psychological and pedagogical education means the need for such content that will allow, in the process of their professional activities, training focused on the development of students, taking into account their characteristics and the comprehensive disclosure of their intellectual and personal potential, the realization of developmental potential preschool education;
preserving the uniqueness and intrinsic value of preschool childhood as an important stage in the overall development of a person;
realization of the child’s right to full and free development;
familiarization with cultural values, socialization of the child in society, and not teaching him writing, counting and reading, which occurs through the leading type of children's activity - play;
priority of goals, values, development needs inner world the child himself assumes that psychological and pedagogical support should be based on those mental personal achievements that the child actually has and constitute the unique baggage of his personality;
the orientation of educational activities towards creating conditions that allow the child to independently build a system of relationships with the world, people around him and himself, and make personally significant positive life choices.
the most important component of the mechanism of formation social experience is an activity that meets certain pedagogical conditions, which should: reproduce life situations, rely on children's impressions of everyday life; arouse the child’s personal interest and understanding of the social significance of the results of their activities; offer the child active action related to planning an activity, discussing various options for participating in it, responsibility, self-control and evaluation; imply mutual assistance, create a need for cooperation.
Main subjects psychological and pedagogical support in a preschool organization are:
Pupils;
Teachers;
Parents of pupils (legal representatives).
The introduction of the Federal State Educational Standard for preschool education has identified a number of problems for all subjects of educational relations: for teachers - this is the design of methodological support for the implementation of standards, the choice of means and ways to achieve goals-results, the assessment of educational results at the preschool level of education; for children it is readiness for development and learning at the next level of education; for parents - the need to understand what standards are and how to help their children socialize successfully.
All the identified problems of subjects of educational relations are interconnected, and it is necessary to understand how teachers and parents are really able to help develop in children such personal qualities as independence, initiative, responsibility, ensuring their positive socialization.
The system of psychological and pedagogical support of the educational process in preschool educational institutions must contain a specification of goals, objectives, content, planned results, as well as methods, techniques and technologies used in its implementation.
Your own teaching staff system should be built taking into account the specifics of a preschool educational organization ( conditions implementation of the educational process), as well as in accordance with individual trajectory child development as part of the implementation of the Federal State Educational Standard.
The organization and full functioning of the educational process requires the concerted efforts of many social actors: preschool educational institutions, families, institutions additional education culture and sports.
Moscow Department of Education
Moscow Institute of Open Education
Moscow City Psychological and Pedagogical University
institutions
In accordance with the approval and implementation of Federal state requirements for the structure of the basic general education program of preschool education (Order of the Ministry of Education and Science of the Russian Federation No. 655 of November 23, 2009), the form and structure are changing Educational program Preschool educational institution of the city of Moscow.
Currently, based on federal requirements, the following are being developed:
an approximate basic general education program for preschool education;
an approximate basic general education program of preschool education for children with disabilities.
Until these two programs are implemented, these recommendations are temporary. These recommendations will help preschool educational institutions quickly make additions and changes to existing educational programs and improve the quality of preschool education. Educational preschool educational program is considered as a model for organizing the educational process focused on the personality of the pupil and taking into account the type of preschool educational institution, as well as priority areas of activity.
The basic general educational program of preschool education (hereinafter referred to as the Program) is developed, approved and implemented in an educational institution on the basis of approximate basic general educational programs of preschool education.
The program determines the content and organization of the educational process for preschool children and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, the preservation and strengthening of the health of preschool children, the correction of deficiencies in physical and (or ) mental development of children. The content of the Program includes a set of educational areas that ensure the diversified development of children, taking into account their age and individual characteristics in the main areas - physical, social-personal, cognitive-speech and artistic-aesthetic.
The program should:
comply with the principle of developmental education, the goal of which is the development of the child;
combine the principles of scientific validity and practical applicability;
meet the criteria of completeness, necessity and sufficiency;
ensure the unity of educational, developmental and training goals and objectives of the education process for preschool children, in the process of implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;
be built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of students, the specifics and capabilities of educational areas;
be based on a comprehensive thematic principle of constructing the educational process;
provide for the solution of program educational tasks in the joint activities of adults and children and independent activities of children, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education;
assume the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschool children and the leading activity for them is play.
The educational program of the preschool educational institution consists of two parts:
1) mandatory part;
2) the part formed by participants in the educational process.
1. The mandatory part of the Program must be implemented in any educational institution that implements the basic general education program of preschool education. Ensures that pupils achieve school readiness, namely the necessary and sufficient level of child development for their successful mastery of basic general education programs of primary general education. In compensatory and combined groups, the mandatory part of the Program includes activities for qualified correction of deficiencies in the physical and (or) mental development of children with disabilities.
Part II of the Program, formed by participants in the educational process, reflects:
1) type diversity of institutions, the presence of priority areas of activity, including ensuring equal starting opportunities for teaching children in general education institutions, carrying out sanitary and hygienic, preventive and health-improving measures and procedures, physical, social-personal, cognitive-speech, artistic and aesthetic development of children (except for activities for qualified correction of deficiencies in the physical and (or) mental development of children with disabilities);
2) the specifics of the national-cultural, demographic, climatic conditions in which the educational process is carried out.
Time, necessary for the implementation of the Program is from 65% to 80%) of the time spent by children in groups with a 12-hour stay, depending on the age of the children, their individual characteristics and needs. Volume The mandatory part of the Program is at least 80%) of the time required to implement the Program, and the part formed by participants in the educational process is no more than 20% of the total volume of the Program.
The structure of the educational program of the preschool educational institution. Title page
1 Name of preschool educational institution;
2. “I confirm: the head of the preschool educational institution...”
3. “Adopted at a meeting (scientific and methodological council, pedagogical council, small pedagogical council), date, protocol number.
4. “Agreed” (MA or CMC)
6. On the back title page The content (table of contents) of the educational program is given.
The general education program of preschool educational institution No.____ ensures the diversified development of children aged from ___________________________ to ________________________
years, taking into account their age and individual characteristics in the main areas - physical, social,
personal, cognitive-speech and artistic-aesthetic. The program ensures that students are ready for school. The explanatory note should disclose:
1. Age and individual characteristics of the contingent of children brought up in an educational institution, information about the qualifications of teaching staff and information about the families of students.
The main priority areas in the activities of the educational institution are: (formulate)
3. The goals and objectives of the activities of the preschool educational institution for the implementation of the main educational program are determined on the basis of analysis
results of previous pedagogical activity, the needs of parents, the society in which the preschool is located
educational institution.
Considering that the institution has developed a “Preschool Educational Development Program”, which defines conceptual ideas, a development strategy for the entire educational institution and mechanisms for its implementation, the Educational Program prescribes the goals and objectives of organizing the pedagogical process for its participants (children, teachers, parents of students)
4. Features of the educational process.
We remind you that they can be: organizational, national-cultural, demographic, climatic, etc. When organizing the educational process, the principles of integration of educational areas should be taken into account (physical education, health, safety, socialization, labor, cognition, communication, reading fiction, artistic creativity, music) in accordance with the age capabilities and characteristics of the students. Indicate this position, as well as the fact that “the basis for organizing the educational process is a complex thematic principle with leading play activity, and the solution of program problems is carried out in various forms of joint activity of adults and children, as well as in the independent activity of children.” 5. Principles and approaches to the formation of a general education program (open in accordance with the above).
PART 1 (compulsory)
1. Organization of the regime of stay of children in preschool educational institutions.
In this section, the DOU must submit:
Flexible mode of activity depending on the social order of parents, the availability of specialists, teachers, medical workers, approaches to the training and education of preschoolers, to the organization of all types of children's activities;
Interaction schedules for teachers, specialists and educators;
A model of the educational process using various forms, and taking into account the time of year and age-related psychophysiological capabilities of children, the relationship of planned activities with everyday life children in kindergarten (Appendix No. 3);
System of hardening measures;
A system of physical education and health activities; (Appendix No. 2)
“Methodological recommendations for preschool educational organizations on drawing up the basic educational program of preschool education based on the Federal State Educational Standard for preschool education and...”
-- [ Page 1 ] --
organizations for the preparation of the basic educational program
preschool education based on the Federal State Educational Standard for preschool education
and approximate OOP DO
Methodological and regulatory framework
development of the basic educational program
preschool organization
Regulatory and legal basis for development 1.1. 4 main educational programs.
Methodological foundations and levels of integration 1.2. 7 in preschool education Functions of the basic educational program and 1.3. 19 features of planning educational activities in preschool education in accordance with the principles of integration of the educational process and the requirements of the Federal State Educational Standard.
Characteristic existing species programs 1.4. 26 preschool education as the basis for the formation of exemplary and basic educational programs of preschool organizations.
Requirements for the quality of approximate basic 2. 29 educational programs of preschool organizations Requirements for the quality of basic 3. 40 educational programs of preschool organizations Recommendations for the development of basic 4. 45 educational programs taking into account the quality requirements of basic educational programs of preschool organizations in accordance with the methodologies of the educational standard.
Main characteristics of the design technology 4.1. 45 as a means of developing and mastering the main educational program of a preschool organization Algorithm (approximate form) of planning 4.2. 50 educational activities in preschool education based on project technology Formation of bodies for the development of educational programs 4.3. 5 preschool organizations.
Job suitability analysis kindergarten 4.4. 54 (results, educational process and conditions) required
– – –
1.1. Regulatory and legal basis for the development and approval of exemplary and basic educational programs The normative legal basis for the preparation of basic educational programs of preschool educational organizations, taking into account exemplary ones, is the Law “On Education in the Russian Federation”. The Federal Law contains provisions on various types of programs, explains the functions of educational programs, and provides a clear understanding of the requirements for their structure and the procedure for development.
of Greek origin, translated from Greek it means a preliminary description of upcoming events or actions. Being an integral part of educational and methodological documentation, the program performs the function of informing all participants in educational relations about the content and planned results of educational activities, and also serves as the basis for planning the educational process.
For the first time, the concept of “educational program” entered pedagogical practice after the adoption of the Law of the Russian Federation “On Education”. In the new law “On Education in the Russian Federation” Art. 2 part 9, the educational program is understood as “a set of basic characteristics of education (volume, content, planned results), organizational and pedagogical conditions and, in cases provided for by this Federal Law, certification forms, which is presented in the form curriculum, academic calendar, work programs educational subjects, courses, disciplines (modules), other components, as well as assessment and teaching materials" Thus, it is the main tool for standardizing and planning the educational process in the organization.
In Art. Part 2 10 introduces the concept sample program, which performs the functions of educational and methodological documentation, including: “….a sample curriculum, a sample calendar curriculum, sample work programs of academic subjects, courses, disciplines (modules), other components) that determine the volume and content of education at a certain level and (or) a certain focus, the planned results of mastering the educational program, approximate conditions of educational activities, including approximate calculations of the standard costs of providing public services for the implementation of the educational program.
Requirements for basic educational programs, namely their structure, including the ratio of the mandatory part of the main educational program and the part formed by participants in educational relations, and their volume; conditions for the implementation of basic educational programs, including personnel, financial, material, technical and other conditions) the results of their development are specified by federal state educational standards (Article 11. Part 2 of the Law “On Education in the Russian Federation”).
The federal law also defines such qualitative characteristics of the main educational programs as continuity, variability of content, unity of mandatory requirements for the conditions for their implementation, which allows maintaining the unity of the educational space on the territory of the Russian Federation (Article 11. Part 1 of the Law “On Education in the Russian Federation” ).
All educational programs according to Federal Law are divided into two groups (according to levels: preschool, Primary School etc.) for general and vocational education programs. The main educational programs of general education include programs of preschool, primary, basic and secondary general education. (Art.
12 parts 2 and 3 of the Federal Law.) These programs are developed and approved by educational organizations independently in accordance with federal state educational standards and taking into account the corresponding approximate basic educational programs (Article 12 parts 5,6,7, Federal Law).
The model program thus plays the role of a basic or model program, taking into account which educational organizations develop their own basic educational programs.
The new law also regulates the development of sample programs. They are developed on the basis of standards (Article 12, Part 9 of the Federal Law) Based on the results of the examination, they are “included in the register of exemplary basic educational programs, which is the state information system. The information contained in the register of exemplary basic educational programs is publicly available” (Article 12, Part 10 of the Federal Law).
The procedure for their development, examination and inclusion in the register, as well as the determination of the organization that is granted the right to maintain the register are established by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education (Article 12. Part 11 of the Federal Law ).
To conduct an examination of sample programs in terms of taking into account regional, national and ethnocultural characteristics on the basis of Art. 12 Part 12 of the Federal Law must involve the authorized bodies of state power of the constituent entities of the Russian Federation.
The new law allows the implementation of educational programs through various educational forms and technologies that are still new:
network forms, using remote technologies and e-learning(Article 13.2. Federal Law);
based on the application of the modular principle of constructing educational programs and curricula (Article 13, Part 1, 2, 3 of the Federal Law), and the use of appropriate educational technologies.
Unlike the previous one, in the new law educational organizations received much broader rights in determining their own educational activities. Thus, the development of a curriculum and a calendar educational schedule for its implementation, which in basic educational programs serve as the basis for planning the educational process, according to the new law, is the prerogative of educational organizations. Broad rights to independently develop educational programs strengthens the responsibility of program authors - be they educational organizations or other teams of authors - for their quality.
1.2. Methodological foundations and levels of integration in preschool education One of the central problems of preschool research is the consideration of the relationship between the training, upbringing and development of a preschool child. By the end of the 30s. XX century There have been three main theories devoted to this problem.
The first theory considers the development of a child as a process independent of training and upbringing (A. Gesell, Z. Freud, J. Piaget, etc.).
This theory corresponds didactic principle accessibility, according to which children can be taught only what they can understand, for which their cognitive abilities have already matured. This theory does not recognize developmental learning. In this theory, the main thing is spontaneity of development, independence from the adult and his role.
The second theory recognizes the relationship between development and learning (T.S.
Kostyuk, N.A. Menchinskaya and others). According to this theory, development is determined by certain internal factors and, at the same time, by training and education, the specific nature of which depends on the actual level of human development. Development and learning are identical to each other.
The third theory believes that the development of a child is mediated by his training and upbringing (L.S. Vygotsky). An adult, relying on the “zone of proximal development,” “runs” a little ahead, outstripping the child’s development. The adult “leads” child development which brings to life whole line development processes that would be impossible without education. Education is an internally necessary and universal moment in the process of development in a child of not natural, but cultural and historical characteristics of a person. These provisions were specified and justified by certain subject content in the works of the Academy of Sciences. Leontyeva, P.Ya. Galperina, D.B. Elkonina, A.V. Zaporozhets, L.A. Venger and others. The results obtained made it possible to substantiate the position on the leading role of training in development, to identify the psychological and pedagogical conditions of developmental training (L.V. Zankov, D.B.
Elkonin, V.V. Davydov).
The theoretical and methodological basis of the new standard of preschool education was the cultural-historical system-activity approach, developed in the works of domestic psychologists L.S.
Vygotsky, A. N. Leontiev, P. Ya. Galperin, D. B. Elkonin, as well as the doctrine of the structure and dynamics of psychological age (L. S. Vygotsky) and the theory of periodization of the child’s mental development, which determines age-related psychological characteristics of personality development and cognition (D.
B. Elkonin).
The book “The History of the Development of Higher Mental Functions,” published in 1960, provides a detailed presentation of the cultural-historical theory of mental development: according to Vygotsky, it is necessary to distinguish between two plans of human development: natural (the result of biological evolution) and cultural (the result of historical development society), merged in the development of the psyche. The essence of cultural behavior is its mediation by tools and signs (language, numbers); this is facilitated by learning. Today, cultural-historical theory is the most popular in the educational systems of Europe, and since 1970, all the works of L.S. Vygotsky have been translated and formed the basis of the US educational system.
The methodological basis of the new standard is also the system-activity approach of A. N. Leontyev. The systems activity approach arose in 1985 as a result of scientific disputes between A. N. Leontiev and B. F. Lomov. This approach grew out of the cultural-historical theory of L.S. Vygotsky. System methods allow you to represent educational information in a form adequate for perception and memorization, give a more holistic description of the subject and move for the first time from the inductive path to the inductive-deductive one. The essence of the activity approach is as follows: the personal, social, and cognitive development of students is determined by the nature of the organization of their activities, primarily educational ones. This approach formed the basis of modern pedagogical theories of integration, which involve the integration of educational areas.
Throughout the 20th century, integration was used by teachers at different levels of education as a harmonious combination of various subjects, which made it possible to bring integrity to the child’s knowledge of the world. Particular interest in the problem of integration appeared at the end of the 20th century. At the same time, the term “integration” itself appeared. At the UNESCO session (1993), a working definition of integration was adopted as such an organic relationship, such an interpenetration of knowledge that should lead the student to an understanding of a single scientific picture peace.
The greatest achievement of practical science in the late 1980s – early 1990s was the creation of a variety of integrated courses for preschool children (“Mathematics and Design”, “Natural Science”, “The World Around us”). At the beginning of the 21st century. Domestic methodologists have developed an integrated course of reading and writing during the period of literacy training, and practical teachers in various regions of Russia have described individual cases of the use of partial integration: reading, music, fine arts, the surrounding world. Integration of subjects allows a younger student to see and understand any phenomenon holistically. Knowledge is a set of mental forms, a person’s attitude to the world. Integration leads to generalization and compaction of the information capacity of knowledge.
Currently, preschool educational institutions are faced with a completely different task - to develop not integrated classes through a synthesis of educational areas, but to offer a holistic integrative process of interaction between an adult and a child on a certain topic during one day, in which various educational areas will be harmoniously combined for a holistic perception of the world around them. It is fundamentally new approach to preschool education. Until recently, preschool educational institutions had a subject-based system of training and education, and it turned out that knowledge remained scattered, artificially divided according to the subject principle. The need to implement the principle of integration in preschool education lies in the very nature of thinking and is dictated by the objective laws of the highest nervous activity, laws of psychology and physiology. The use of integration in preschool education is explained, first of all, by a biological phenomenon, which is characterized by intensive maturation of the body and the formation of the psyche: rapid physical development occurs, body proportions change, muscle mass increases, and brain mass increases. A child of preschool age goes through all stages of human development in a relatively short period. According to some scientists (A.F. Yafalyan and others), holographic (holistic) and subsensory (hypersensitive) perception of the world, which are innate, ensure the rapid development of the child. High sensitivity and integrity of perception of the world give him the opportunity to most fully, voluminously, quickly and, most importantly, accurately assimilate human experience. At birth, the child is a large sensitive organ or, more precisely, is in a holographic (integral) state. He is capable of holistically, undividedly, and therefore accurately and adequately perceive the world.
Children's perception is holographic: the child “hears” with his whole body, “sees”
the whole body. The world and external influences permeate the body, psyche, brain and are adequately perceived. Gradually, over time, differentiation of sensory organs occurs. The fading of subsensory and holographic, according to scientists, sharply reduces the pace of child development. Ensuring the systematic functioning of the integration process makes it possible to create a holistic system for the development of cognitive activity in preschool children and makes it possible to holistically perceive the world without disturbing its nature.
The main factor in the integration process is the integration of the main types of activities of preschool children: cognitive research, labor, artistic and creative, communicative, motor. Activity as a psychological basis for integration is capable of uniting disparate components within itself and providing the necessary conditions for the emergence of a new educational product, the creation of which includes teachers, children, and parents.
Such an educational product can be new knowledge, a drawing, a dance, a performance, a text compiled by a child, etc. Some scientists, when integrating various types of activities, propose creating synthetic activity blocks. So, D.B. Bogoyavlenskaya is developing a “creative field” that allows children to be included in creative activities.
As an integrator of all types of child activities in preschool education, it is also appropriate to consider the game. As a result of mastering integrative activities, the child develops holistic social and psychological formations, integrated methods of activity that are easily transferred from one sphere to another, an individual style of activity, the development of social experience, and the development of creative abilities. The formation of integral personality qualities can be considered as the final result of the educational activities of preschool educational institutions. At its core, personality is holistic and systemic. In the process of personal development, the child gradually gains independence as the ability for autonomous existence and social activity as the ability to create and maintain his relationships with the environment.
The integral individuality of each individual is formed in the process of upbringing, development and training.
In order to qualitatively carry out integration into preschool educational institutions, it is necessary to identify forms of integration that will ensure the synthesis of educational areas, the interrelation of different types of activities and the formation of integral qualities of the personality of a preschooler in the process of education. The forms of the integrative process characterize the final product, which acquires new functions and new relationships between the teacher, student, and parents within one day, one week.
Such integrative forms in preschool educational institutions can be joint creative projects, holidays, experiments, excursions, and role-playing games. The peculiarity of the organization of the integrative process in preschool educational institutions is such that all of the listed forms cannot exist in their pure form; the choice of a specific topic presupposes their integration. Theme "My family"
(senior preschool age) assumes, as the leading form, the choice of a project organized on the basis of the integration of all educational areas: “Health”, “Physical Education”, “Cognition”, “Music”, “Work”, “Reading Fiction”, “Communication” ", "Safety", "Artistic creativity", Socialization." The project is quite labor-intensive, so its completion can take 3–5 days. A system-forming factor in the integration of educational areas can be the activity of compiling a “Family Tree” (in the context of the past and future) together with parents, the presentation of this project and its defense by each family. At the same time, it is important to talk not only about family members, but also about their rights, responsibilities, and professions. It is also possible to defend a mini-project “Family Traditions and Hobbies”, in which children, together with their parents, in free form (drawing, dance, photography, dramatization) represent their family, diagrams of their neighborhoods, houses, apartments. As materials for projects, children together with their parents select proverbs and sayings about family. Projects may also include role-playing games (“Family”, “Furniture Salon”, “My Apartment”, “Home”); games-dramatization of fairy tales (“Turnip”, “Geese-Swans”); creative storytelling (“How I help at home”, “Who will I be”, “I will be a dad”, “I will be a mother”, “Our favorite pets”). In addition, such projects may include the publication of family newspapers and the organization of the “Family Hobby” exhibition. The project can also include listening to works by P.I. Tchaikovsky from the “Children's Album”, songs about mother were learned and performed, and A. Lingren’s fairy tale “The Kid and Carlson” was read.
Thus, integration as a holistic phenomenon that unites educational areas, different types of activities, techniques and methods in unified system In preschool education, it is the leading means of organizing the educational process, the leading form of which is not classes, but joint activities with adults and independent activities of children.
An integrated approach in preschool education consists in the implementation of not only substantive, but also formal goals and objectives of education and development, as well as in establishing a system of the following connections:
Components of the content of different sections of the program (interspecific integration) and within sections of the program (intraspecific integration)
In the interaction of methods and techniques of education and training (methodological integration)
In the synthesis of children's activities (activity integration) in the integration of various organizational forms interactions between teachers and children and parents.
Three main levels of the integrated process were proposed by Yu.S. Tyunnikov. He identified low - modernization of the learning process only in relation to its content, medium integration of the components of the learning process and high synthesis of a holistic new formation.
Different levels of integration can be considered using the example of one of the educational areas, for example, educational field"Music".
The first level (according to Yu.S. Tyunnikov – low level) intraspecific (intra-subject) integration. Intrasubject integration is characterized by a spiral structure based on the principle of concentricity. Cognition of value in such an organization can be carried out either from the particular (details) to the general (whole) or from the general to the particular. This is the first level of integration - within musical activity, within the educational field of “Music”. All types of musical activities are aimed at achieving the goal - the development of a positive emotional and evaluative attitude towards music that is valuable in its artistic level, the formation of the foundations of the musical culture of children. Such integrated content is “more information-intensive and is aimed at developing the ability to think in information-intensive categories” (V.T. Fomenko). The most striking example is the use of O.P. Radynova’s “Musical Masterpieces” program in her work, where this type of integration is very clearly visible.
The second level (According to Yu.S. Tyunnikov - the average level of integration) is integration within the artistic and aesthetic direction, which promotes the development of generalized ideas about different types of art and artistic activity and is aimed at demonstrating a value-based attitude towards them, at forming the foundations of the artistic culture of children. One of the forms of such integration is the integrated course. It is characterized by block supply of material.
The characteristics are breadth, comprehensiveness, versatility and at the same time brightness and accessibility. The content of such courses can be different both in the selection and structuring of the material and its implementation in the educational process. An example of such integrated courses is the work of a music director in the “Synthesis” programs
K.V. Tarasova, “Journey to the Beautiful” by O.A. Kurevina, “Inspiration” by N.V. Korchalovskaya in the form of a circle or studio. For example, the integrated course “School of Beauty and Harmony” was implemented based on the “Synthesis” program by K.V. Tarasova.
The third level (according to Yu.S. Tyunnikov - average level) - interspecific (interdisciplinary) integration, i.e. between educational areas on an integrated basis - thematic planning. Such integration is manifested in the use of one area when studying another, and this systematization of content leads to the formation of a holistic picture of the world in the minds of children. Interspecific integration significantly enriches intraspecific integration. One of the forms of integration work is integrated organized educational activities (IOED). Such activities combine blocks of different educational areas, so it is extremely important to correctly determine the main goal of the integrated activity. If common goal defined, then only the information that is necessary for its implementation is taken from the contents of the areas. The structure of IOOD differs from previous classes in the following features:
1) extreme clarity, compactness, conciseness of the presented material;
2) logical interdependence, interconnectedness of the material;
3) its large information capacity.
The fourth level of integration (According to Yu.S. Tyunnikov - activity integration) involves the unification of the main types of activities of preschool children: cognitive-research, labor, artistic-creative, communicative, motor.
Activity as a psychological basis for integration is capable of uniting disparate components within itself and providing the necessary conditions for the emergence of a new educational product, in the creation of which teachers, children, and parents are included. As a result of mastering integrative activities, the child develops holistic social and psychological formations, integrated methods of activity that are easily transferred from one sphere to another, an individual style of activity, the development of social experience, and the development of creative abilities. An example would be the implementation educational technology"Development of social competence of a shy child through the acquisition of social experience through communicative dances."
The fifth level is intersystem integration (According to Yu.S. Tyunnikov - high level). This level can be characterized as a combination of the content of educational areas of study, organized according to the second level of integration, with the content of education received by children outside the preschool educational institution, for example, through participation in child-adult projects outside the walls of the kindergarten in the surrounding society.
Scientific research by scientists (A.Ya. Danilyuk, V.T. Fomenko, K.Yu. Kolesina, O.G. Gilyazova, A.G. Kuznetsova and others) has proven that the content of the educational process can be built on the basis of various approaches to implementation of integration. Thus, in addition to the levels of integration, other types of integration are distinguished in pedagogy. V.T. Fomenko, A. Katolikov, I.V. Kommina distinguish between horizontal and vertical integration. Horizontal integration refers to a common way of combining similar content of a number of subjects. Vertical integration refers to the combination of material that is repeated in different years, association on at different levels difficulties, association on a specific topic of education.
Integratedly organized educational activities as the most consistent with physiological and psychological characteristics children of preschool age, responsible for the implementation of their cognitive processes and personal development, has a number of significant advantages compared to non-integrated.
1. First of all, it contributes to the consideration of a subject or phenomenon from several sides: theoretical, practical, applied, which is important for the formation of a holistic scientific picture of the world of a preschooler and the development of his intellectual abilities.
2. It contributes to the development, to a greater extent than non-integrated activities, of aesthetic perception, imagination, attention, memory, thinking (logical, artistic, creative) of preschool children.
3. Integrated educational activities, having a large information capacity, allow each child to be involved in active work and contribute to the creative development of children.
4. Integration of components of educational activities increases motivation and forms the cognitive interest of preschoolers.
5. Integrative activity, by switching to its various types and components, better helps relieve tension, overload, and fatigue in children, and allows creating conditions for supporting children’s initiative in various areas of activity.
6. In addition, she provides positive influence and on the activities of the educator, helps to increase the growth of the teacher’s professional skills, requiring from him a variety of broad knowledge and mastery of the methodology; a variety of integrative enriched activities are the conditions for preventing emotional burnout of a teacher.
Thus, integration in preschool education should be considered one of the basic principles of constructing educational programs, as it corresponds to the physiological and psychological characteristics of the development of a preschool child and provides unconditional positive effects on his development.
Let's consider the functions of educational programs in the educational process of an organization, taking into account the methodology of the new standard and the principle of integration of their content.
1.3. Functions of the main educational program and features of planning educational activities in preschool education in accordance with the principles of integration of the educational process and the requirements of the Federal State Educational Standard. First function: educational programs serve as a mechanism for implementing standards; programs indicate the way to achieve the educational results contained in them. This method traditionally indicated the content of the activities of students or pupils, the methods of the teacher’s activities and distribution, the order of deployment of educational activities over time (for example, mode, schedule, etc.). Moreover, the discussion was about their necessity and sufficiency to obtain the required results. It was assumed that it could be determined, justified theoretically and identified through testing programs in practice.
However, in the standards of preschool education, the planned results are presented not as goals, but as targets, which are understood as qualities, knowledge, skills, abilities, values, etc. that are not obligatory for all children, emerging or developed by a certain age, but only as possible, probabilistic results. Unlike goals, they are not correlated with the age of children, that is, they are not determined in time. Moreover, in early preschool childhood, the child is considered as a subject of his own development, who is socialized and learns with the help of adults from his own experience.
The role of the adult in this case is to support the child’s initiative, create an environment for its manifestation, provide assistance, carry out partnership activities with him, analyze together with the child his development, and in the child’s understanding - state, mood, desires, plans, etc. .
moments of everyday life.
This feature of the Federal State Educational Standard is reflected in the nature of preschool education programs and in the planning of the educational process as a whole. The main function of the programs will be due to the absence of strictly defined and proposed from above, that is, by the teacher themselves, the results to which the child is “pulled up” will be different.
Educational programs for preschool education should indicate what the child himself does at different stages of age development and how it is recommended for adults to interact with children (meaning not only the teacher, but also parents), so that the interaction that arises between them, the existing relationships and the general atmosphere are aimed at targets contained in the standard. This is the main function of educational programs - to reveal the content, principles of organization, methods, techniques, techniques, the procedure for organizing joint, collectively distributed, partnership activities of children and adults in space and time, best directed, facilitating the implementation of target guidelines, as well as approaches to integration of educational activities of preschoolers. In the standards, the purpose of the PEP of an educational organization is defined as follows: “The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and determines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).
If program and programming are fairly rigid concepts akin to algorithms, then in this case we are talking about the impossibility of using any algorithms in the education of preschoolers. This is planning, which, as a rule, is used in situations of high uncertainty, that is, when it is impossible to accurately determine the results and the time of their receipt due to the probabilistic occurrence and uncertainty of the development of the process itself. In a situation of uncertainty, planning cannot be built and executed from above - from the goal. It is carried out from below, based on the previous results of the child’s development.
However, its direction is maintained, that is, the target orientation is maintained.
In a situation of uncertainty, the teacher is forced to plan his activities, following the child, observing his development, analyzing his results and correlating them with general targets. In the process of analytical work, the teacher will have to determine whether the child’s activity, behavior, relationships with adults and peers contribute to his development, acquisition of basic competencies and target guidelines.
With such planning, the role of virtually continuous observation, studying the development of each child and the importance, and most importantly, the quality of the teacher’s analytical work, increases incomparably.
Goals and plans for the next stage of working with children, or rather “size”
step, is determined depending on how much the individual development of each child will coincide or, conversely, differ from certain general trends and patterns in the development of children of each age group. The more deviations from the general, that is, differences, individual, unique development of each specific child, the shorter the teacher’s step should be when planning his own activities and the more important the analysis will be after each such “step” or stage of work.
The second function of programs: programs serve as the basis for organizing the real educational process according to them, as well as for monitoring and correcting it if it ceases to meet the requirements necessary to obtain results.
Two things are being adjusted.
First, the actual process. If a deviation in the process is of a threatening nature for obtaining positive results, then they try to correct it so that it returns to its previous course, that is, it becomes consistent with what is provided for by the program, as in the best possible way obtaining the expected results.
Secondly, the program itself is being adjusted. This is necessary if its implementation does not give the expected results. A program is a forecast of the desired future, but it may be erroneous, outdated, or not appropriate to specific conditions. In all these situations, the original program needs correction.
Often, and not only in school, teachers are required to fully implement the program or they themselves strive for this. The complete implementation of programs and plans means that the organization has created all the conditions and the educational service has been provided in full. However, it is wrong to blindly execute any program and follow everything it contains. Its quality and compliance with the conditions of implementation must be analyzed.
Preschool education programs are also needed in order to monitor and correct the educational process, both for the teachers themselves and for the inspection bodies. However, the Federal State Educational Standard makes significant adjustments to the understanding of this process.
In kindergarten, unlike in previous years, the priority for organizing work with children is not the program of the educational organization, even the most ideal one, and not the plans written by the teacher, but the child’s own activity. The approach to planning according to the Federal State Educational Standard is directly opposite to the methods of collective “training” of children for any program. It does not allow the inclusion of preschoolers in pre-planned programs and plans of adults:
games, walks, excursions, holidays, classes and other events, and even more so their constant tugging, coercion, forced inclusion in what needs to be done. Individual activities in kindergarten are determined by the child himself, and collective activities are determined jointly by a general gathering of children and adults. And even with small children, everything that will happen next in their lives must be discussed so that they can perceive the plan as theirs. common decision, and not the plan of the adults themselves, in the execution of which children are included.
All of the above largely determines the features of preschool education programs, including those that serve as exemplary ones, taking into account which organizational programs will be developed, and methods for monitoring their implementation. If the teaching staff has sufficient qualifications to adapt the educational program, it is enough to have a program that will have a generalized universal character, that is, contain general models, ideology, and principles for constructing the educational process. Along with them, programs can be as detailed as possible, but at the same time variable, for example, built as modular ones. Explain and justify how, with the help of what methods and techniques, it is best to support the development of the child and how to act in various situations. Explain what behavior and what results should not be mistaken for developmental deviations and, therefore, the program should be adjusted. Describe how to act in situations of lag, advance, and other features of a child’s development.
It is known that many things are corrected during the development process itself and without the special intervention of an adult.
In this case, the inspector will have to correlate the actual implementation process with the methodology, principles, models of preschool education programs, and not with specific content distributed over time, strictly tied to deadlines and other program requirements. Control will have to look more like an examination:
identification and analysis of the appropriateness of the teacher’s choice of certain methods of supporting and organizing the interaction of children.
Sanitary and hygienic conditions and the degree to which they are conducive to the development of the child can be checked more strictly for compliance with the program; subject-spatial environment
– the extent to which it contributes to development and allows achieving the targets of the standard; the competence of teaching staff in planning their work from the child, his individual development and personal initiative, that is, the standard of conditions.
The program serves as the basis for monitoring one’s own activities on the part of the teacher and educator, the head of the kindergarten. Such analytical work must be carried out by them constantly.
However, based on its results, the child’s behavior (his activities, activity), as well as his own activities, should be adjusted only when there is complete confidence that the current situation is either insufficient or impedes the child’s development. Drawing such a conclusion from a first impression is not easy and therefore not always correct. In most cases, you need to have a large amount of data, and therefore time for observation and analysis. Adjustment of one’s own activity, as well as the child’s activity, must therefore occur thoughtfully and reasonably, that is, as a result of long-term competent observation and analysis.
And, finally, what main program will need to be improved and when. If the program is indicative: generalized or flexible and variable, then it will not need frequent revision.
Such programs are universal. If the kindergarten program is a specific, step-by-step and time-regulated example of educational activity, then it will simply very soon be doomed to failure, since it will not be able to serve as the basis for effective activity in a variety of situations. It is unlikely that the actual development of children will correspond to such a program.
The third function of the programs: thanks to the presence of common programs, that is, developed to a single standard, a single educational space is maintained throughout the country, all children receive equal opportunities to receive an education. To do this, programs must rely on the methodology, those basic theoretical principles contained in the standard, and comply with common target guidelines.
Disclosure of the functions or purpose of programs makes it possible to understand what should be considered a program that meets the requirements of the Federal State Educational Standard.
The preschool education program is a theoretically and empirically based model containing a description of the independent activities of children, supported by teachers, leading to the development of preschoolers; content, forms, technologies, methods and techniques of activities of adults (teachers and parents) supporting this development, indicating appropriate options for organizing their collectively distributed activities and its integration over time (during the day, week, month, year) in the subject-spatial environment kindergarten and the surrounding society; as well as the possible educational results of this activity, which serve as targets for the implementation of the program.
The specific requirements that, in addition to the qualities listed above, must be met by a good exemplary basic educational program and the main program of an educational organization are set out in detail in the content of the Federal State Educational Standard, thanks to which they can be identified and formulated to solve the problems of program development and examination.
1.4. Characteristics of existing types of preschool education programs as the basis for the formation of exemplary and basic educational programs of preschool organizations
– – –
In our preschool education, there are two types of programs that differ in the degree of coverage of the educational system: these are comprehensive basic educational programs of preschool education and partial educational programs of preschool education.
The name partial programs comes from the Latin “partialis”, which means partial, forming part of something. Partial programs can be devoted to solving a specific problem in the development of preschool children, a specific educational area or technology, or method of activity. BEFORE the adoption of the Federal State Educational Standard, there were 12 comprehensive and more than 50 partial programs in preschool education.
Thanks to the presence of these programs, education has become varied, organizations and parents have opportunities for choice.
Among the available comprehensive programs, a small group (2 programs) are classified as original ones. Unlike other comprehensive and partial programs, the author's ones are characterized by a clearly expressed specific position of the developers on preschool education, the program and require special conditions for implementation.
Programs are written with varying degrees of generality, and therefore can be framework or specific. Most of the complex and partial programs that exist today are characterized by a high degree of specificity and detail in the elaboration of all the elements included in them: content, methods, mode of organizing educational activities, etc. This meets the needs of a large group of practitioners.
However, the complex nature and high level of detail in developing the content of the main programs does not leave room for creativity and does not encourage teaching staff to link the program to specific operating conditions. It is difficult to adapt partial programs into such programs, since they are already complete and sufficient in themselves and cover all parts of the educational system.
This contradicts the implementation of the right of participants in educational relations to develop a part of the program (40% of the total volume) that corresponds to the needs, motives, interests of children and members of their families, determined by the characteristics of the individual development of preschoolers, the specifics of national, sociocultural and other conditions in which educational activities are carried out , established traditions, as well as the capabilities of the teaching staff. Their widespread use in practice can lead to a decrease in the variability of preschool education, to ignoring the uniqueness of educational organizations and their teams, to a lack of consideration of individual differences of students.
From a legal point of view, the programs that have passed the examination and are recommended by the Ministry of Education and Science of the Russian Federation for the development of basic educational programs of organizations should be considered exemplary. It is advisable to include among them those comprehensive and partial, as well as proprietary programs, the structure and content of which will comply with the requirements of the Federal State Educational Standard and the targets for the education of preschoolers contained therein. At the same time, it is desirable that they have a framework character: have a high degree of generality, contain only general approaches, principles, models for implementing the standard, as well as mechanisms for adapting programs to specific operating conditions.
Such programs, as well as a large number of partial ones complementing them, will largely contribute to the development of their own unique programs of educational organizations that meet the requirements of the Federal State Educational Standard.
Requirements for the quality of approximate basic educational 2.
programs of preschool organizations The basis for the development and examination of exemplary programs are the requirements for their quality. Knowledge of the requirements for the quality of exemplary educational programs is important not only for their developers, but also for those who, taking into account exemplary ones, will develop their own educational programs, which means they must be able to make a choice of exemplary ones and understand their quality.
The main requirements for the quality of sample programs are, of course, dictated by its role as a mechanism for implementing standards. Its other functions, discussed above, are also subordinated to this purpose of the program: to serve as the basis for achieving goals, to be a means for monitoring and correcting the educational process being implemented. In addition to them, the sample program must also meet the requirements, thanks to which it could serve as a basis for developing your own programs. Thus, the requirements for example programs should answer three questions:
which approximate program is of high quality, that is, will best perform the functions inherent in educational programs;
what approximate program can serve as a mechanism for implementing the Federal State Educational Standard;
what sample program will serve as a good basis for developing your own educational programs.
Acting as a mechanism for implementing the standard, the sample program shows how the provisions contained in it and, mainly, its new ideas can be implemented in practice. As an educational program, it must determine the requirements for joint activities of children and adults, the order and mode of its organization in time and space. They should also correlate with the ideology of the standards and contribute to the direction of educational activities towards the target guidelines contained in them, reveal ways of integrating the educational activities of preschoolers and the methods of work of the teacher.
In this regard, it is especially important that in the interpretation of the development processes of preschool children, and, consequently, in the choice of principles for constructing the content and methods of work of the teacher, the approximate program is based on the provisions of the cultural-historical theory of L.S. Vygotsky, which is the methodological basis of the standard.
One of the most important provisions for the creation of a new standard was the thesis of L.S. Vygotsky about the activity of the child. The child learns independently and should not be considered by teachers as some object subject to the activity of an adult - the influence of suggestions, positive or negative reinforcements, “training” for the sake of achieving external goals and plans set by adults. He is able to determine the zone of his current development himself. And that space of actions that the child cannot yet perform on his own, but can carry out together with adults in cooperation with them, is the “zone of his proximal development.” Thus, the child becomes not only what adults teach him to be, but what he has learned himself, including from adults and with them.
The thesis about the child’s activity and ability to self-learn made important the standard’s theses about supporting children’s initiative as the main way of planning “from the children” or “following the children,” which should also be taken into account when writing an example program. In this regard, the requirements of the standard are most fully reflected in those programs that describe the independent activity of children at different age periods and give its interpretation from the point of view of its significance for their development. The requirements of the new standard are met by those programs that describe how and what a child learns and correctly reveal the connection of the described activity with the planned results and areas of development included in the standard: social-communicative, cognitive, speech, artistic, aesthetic, and physical development. A good program contains a description of methods for including children in the collective planning of their activities with the help of other peers and adults, for example, collective gatherings, etc. It reveals the features of planning common significant events with children during the week, month, year. The program, which allows you to meet the requirements of the Federal State Educational Standard, contains methods for planning “from the children”, “together with the children”, “following the children”.
Similar works:
“Contents Introduction Section 1. Organizational and legal support for educational activities. 1.1 General information about the organization Regulatory and organizational and legal support for educational 1. activities Section 2. Structure and management system 2.1 Management structure 2.2. Organization of interaction between subject-cycle commissions Section 3. Structure and content of graduate training 3.1 Structure of training 3.2 Content of training 3.3 Provision of information and library... "
"DAGESTAN STATE UNIVERSITY" Training and metodology complex in the discipline “Constitutional Law of the Russian Federation” Direction: 03/40/01 – “Jurisprudence” Qualification (degree) of the graduate: Bachelor Form of study – full-time Agreed: Recommended by the department Educational and methodological management Protocol No. _ “_” 2014 "_" 2014...."
“Guidelines for the preparation of abstracts in the discipline “Oncology” General requirements for the preparation of abstracts The work is performed on standard typewritten sheets (A4 format) on one side on a computer in the MS Word 97-2003 editor, divided into paragraphs, the beginning of which is written with a red line ( red line indent 1.25 pt). The work is bookleted. The approximate amount of work is determined by the teacher. This volume includes: table of contents, introduction, main text, conclusion, list of used..."
"Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education "South-Western State University" (SWSU) Department of Criminal Law CRIMES IN THE FIELD OF HIGH TECHNOLOGY Methodological recommendations for preparing for practical classes for specialty 030500.68 "Jurisprudence" for all forms of education Kursk 2014 UDC 343.2 /.7 Compiled by: A. A. Baibarin, A. A. Grebenkov, M. I. Sinyaeva Reviewer Candidate of Legal Sciences, Associate Professor...”
“Ministry of Education and Science of the Russian Federation and Moscow State Law Academy V.I. K i r i l l o v, A.A. S t a r c h e n k o Logic Textbook 6th edition |l| AVENUE* Ministry of Education and Science of the Russian Federation Moscow State Law Academy IN AND. Kirillov, A.A. Starchenko Logic Textbook 6th edition, revised and expanded PROSPECT* Moscow UDC 16 (075.8) BBK 87.4ya73 K43 Authors: Kirillov Vyacheslav Ivanovich - Doctor of Philosophy, Professor,...”
“METHODOLOGICAL INSTRUCTIONS for performing supervised independent work by full-time students in the discipline “Legal Support of Information Protection” (hereinafter referred to as POLI) Guided independent work is one of the types independent work students, which is included in the educational process of full-time students. Guided independent work consists of the fact that instead of classroom lessons, students independently study individual topics of the discipline " Legal support...»
"MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "TYUMEN STATE UNIVERSITY" Institute of State and Law Department of Administrative and Financial Law Sevryugin Viktor Egorovich Bakulina Irina Petrovna Kozlov a Lyubov Stepanovna Vinnichenko Evgeniy Olegovich CURRENT PROBLEMS OF ADMINISTRATIVE LAW Educational Toolkit. Guidelines for organizing...”
"PRIVATE EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "NIZHNY NOVGOROD ACADEMY OF LAW" I approve the private educational institution of higher education "NPA" S. P. Grishin "April 2015 SELF-EXAMINATION REPORT of a private educational institution higher education“Nizhny Novgorod Law Academy” (as of April 1, 2015) Reviewed and approved at a meeting of the academic council, protocol No. 6 dated March 26, 2015 Nizhny Novgorod Contents Analytical part...3 1. General information about the educational organization.4 2. Educational...”
"MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Professional Education "TYUMEN STATE UNIVERSITY" Institute of State and Law Department of Civil Law and Procedure Andrey Aleksandrovich Chukreev CIVIL LAW; BUSINESS LAW; FAMILY LAW; INTERNATIONAL PRIVATE LAW (BUSINESS LAW) Educational and methodological complex. Working programm for graduate students studying in...”
“General provisions I. Bachelor's degree program implemented at the State National Technical University named after Academician M.D. 1. Millionshchikov in the field of study and profile of training for undergraduate programs is a system of documents developed and approved taking into account the requirements of the labor market on the basis of the Federal State Educational Standard for Higher Education in the relevant field of study. The EP regulates the goals, expected results, content, conditions and technologies for the implementation of the educational process, assessment of the quality of the graduate’s training in this area...”
"M. S. Abramenkov, P. V. Chugunov Inheritance law Responsible editor - Doctor of Law, Professor V. A. Belov Textbook for masters Approved by the Educational and Methodological Department of Higher Education as a textbook for students of higher educational institutions studying in legal fields and specialties Book available in electronic library system biblio-online.ru Moscow UDC 34 BBK 67.404.5ya73 A16 Authors: Abramenkov Mikhail Sergeevich - candidate of legal sciences, associate professor,...”
"1 SECTION. TARGET 1.1. The explanatory note “Adapted educational program “Bukvariki” for children with phonetic-phonemic speech underdevelopment from 6-7 years old” (hereinafter referred to as the Program) is an innovative program document for the municipal preschool educational institution - kindergarten No. 2 “Golden Fish” (hereinafter referred to as the preschool educational institution) , which includes a compensatory group for children with phonetic-phonemic speech underdevelopment (hereinafter referred to as the group for children with FFND)...”
"methodological manual LEGAL REGULATION OF THE STOCK MARKET in the field of preparation Jurisprudence for distance learning Vyshny Volochek Educational and methodological manual for the discipline "Legal regulation of the stock market" was developed in accordance with the requirements of the Federal State Educational Standard of Higher Education..."
“January 20, 2006 January 20, 2006 Guidelines for the preparation, defense and evaluation of coursework in specialty 40.02.01 “Law and organization of social security” Approved at a meeting of the Academic Council, minutes No. 4 of August 29, 2014. Approved at the meeting of the UMS, minutes No. 59 of December 25, 2014 Moscow Methodological recommendations for preparation, defense and assessment coursework. – M.: Publishing House of the International law institute, 2015 – 29 p. Compiled by: Matorina T.A. -...”
“Federal State Budgetary Educational Institution of Higher Professional Education RUSSIAN ACADEMY OF NATIONAL ECONOMY AND PUBLIC SERVICE UNDER THE PRESIDENT OF THE RUSSIAN FEDERATION ORYOL BRANCH Selutina E.N., Kholodov V.A. PROBLEMS OF THE THEORY OF STATE AND LAW EDUCATIONAL AND METHODOLOGICAL MANUAL Orel - 201 BBK 67.0ya S-2 Recommended for publication by the Academic Council of the PF RANEPA Reviewers: O.V. Belyaeva – Associate Professor of the Department of State and Legal Disciplines of the Oryol Law Institute...”
“Guidelines for students to complete coursework in the discipline “Civil Law. Part one" and certain types of independent work Self-study theoretical and practical material is carried out by the student throughout the study of the discipline " Civil law. Part one" in order to prepare for seminars, for intermediate and final certification. Types of independent work implemented in the discipline “Civil Law. Part one": 1)..."
“CONTENT Introduction 1. Information about the college 2. Goals and objectives of the institution 3. Organizational and legal support of educational activities 4. Content of training of mid-level specialists 4.1. Structure and content of professional educational programs by specialty 4.2. Information about the contingent of students 4.3. Organization of the educational process 4.4. Organization of industrial training 4.5. Analysis of the implementation of target figures for admission and conduct of career guidance work 19..."
“Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education “Moscow State Law University named after O.E. Kutafina" (MSLA) Department of Constitutional and Municipal Law WORK PROGRAM OF THE ACADEMIC DISCIPLINE (M2.V.DV.2) Political parties and authorities in the Russian Federation Under the master's program "Lawyer in Government" Field of study: jurisprudence Graduate qualifications (degree): ..."
“Contents Introduction 1. Organizational and legal support of educational activities.2. Branch management system 2.1. The structure of the educational institution and the organization of management. 4. Contents of training of specialists 4.1. Structure and content of educational programs in college training specialties 4.2. Information and methodological support of the educational process.4.3. Software, information and computer support 4.4 Organization of the educational process 5.1. Requirements for admission..."
The materials on this site are posted for informational purposes only, all rights belong to their authors.
If you do not agree that your material is posted on this site, please write to us, we will remove it within 1-2 business days.
Taylor series expansion Approximate solution of the Cauchy problem for the ordinary
What is NOT taught at school What is not taught at school ask
Money Thinking Formula (A