Katerina Cherkesova
Organization of innovative activities in preschool educational institutions

Presentation "Innovations in preschool educational institutions"

Introduction

The general goal of innovative activity is to improve the ability of the pedagogical system of an educational institution to achieve qualitatively higher educational results

V. S. Lazarev

First, let's look at what innovation is. Different dictionaries interpret this definition in their own way.

Innovative educational activities - this is the activity through which development occurs educational process.

Philosophical encyclopedic Dictionary defines development as changes that are directed, natural and necessary.

IN " Modern dictionary foreign words" (1993) innovation is interpreted as an innovation.

Innovation (innovation)- in the socio-psychological aspect - the creation and implementation of various types of innovations that generate significant changes in social practice. (Dictionary of a practical psychologist. Minsk, 1998.)

Innovation (innovation)- the complex process of creating, disseminating, implementing and using a new practical tool, method, concept, etc. - innovation to meet human needs. (Polonsky V.M. Dictionary-reference book. M., 1995.)

Innovation- a purposeful change that introduces new stable elements into the implementation environment (innovations that cause a transition of the system from one state to another. (School Development Management. M., 1995.)

Innovation- this is exactly the means ( new method, methodology, technology, training program etc., and innovation is the process of mastering this means.

Overall under innovation process is understood as a complex activity of creation (birth, development, development, use and dissemination of innovations. (School Development Management. M., 1995.)

Main stages of innovation implementation.

1. Search for new ideas:

Creation of an information fund by collecting and analyzing information;

Identification of the innovative needs of preschool educational institutions;

2. Formation of innovation:

Formulating ideas and opportunities for innovative preschool educational institutions, planning stages of work;

Testing innovative ideas with the participation of the “leading group” of teaching staff of preschool educational institutions;

Summing up the results of testing, making a decision on a large-scale innovation, developing a program for its implementation;

Development of a regulatory framework for innovation activities.

3. Implementation of innovation:

Training in innovative technologies for all teaching teams (except for the team of the “advanced group”) of preschool educational institutions of the region;

Motivation and stimulation teaching staff to innovation activities;

Research, creative, reflective activities of teachers.

4. Consolidation of innovation:

Development of presentation materials;

Dissemination of work experience at the district, republican and Russian levels.

Types of innovation.

Types of innovations are also grouped according to the following grounds:

1. By influence on the educational process:

In the forms and methods of the educational process;

In the management of the preschool educational institution.

2. By scale (volume) of transformations:

Private, isolated, unrelated;

Modular (a complex of private, interconnected);

Systemic (related to the entire preschool institution).

3. In terms of innovative potential:

Improvement, rationalization, modification of what has an analogue or prototype (modification innovations);

A new constructive combination of elements of existing techniques that have not previously been used in a new combination (combinatorial innovations);

Radical innovation.

4. In relation to the previous:

An innovation is introduced in place of a specific, outdated product (replacing innovation);

Cessation of the use of the form of work, cancellation of the program, technology (cancelling innovation);

Development of a new type of service, new program, technology (discovery innovation);

Retroduction is the development of something new at the moment, for the kindergarten staff, but once already used in the system of preschool care and education.

Organization of innovative activities in preschool educational institutions.

The purpose of innovation activities in preschool educational institutions– improving the ability of the kindergarten pedagogical system to achieve qualitatively higher educational results.

New educational programs are designed to ensure variability in the educational process, focused on the individuality of the child and the needs of his family. (New types, types and profiles of preschool educational institutions have been created, innovative transformations are becoming systemic.)

The introduction of innovations in the work of preschool educational institutions requires changes and updates in the organization of the methodological service. Professional competence, which is based on personal and Professional Development teachers and administration.

The task of the head of a preschool institution is to create motivational conditions for the team’s entry into innovative activities, accounting individual qualities participants in the innovation process, their professional level, psychological readiness for new types of activities, for additional teaching load.

Innovative activities in preschool educational institutions.

Examples of innovative activities in preschool educational institutions:

Method of game modeling in the interaction between teacher and parents;

Improving the skills of teachers;

Searching for new approaches in working with children and their parents;

Monitoring the development of each child;

Taking into account the child’s characteristics, individualization of the development of personal qualities;

Introduction of health-saving technologies into the educational process;

Formation of the foundations of safe life;

Organization of environmental education for preschool children;

Optimization of interaction with families (Monitoring of families on issues of upbringing and development of children, “ round tables”, joint leisure and entertainment, publishing a newspaper, creating a mini-library, creating a family club)

Creation of a “Subject Development Space for a Kindergarten”

“Subject development space of kindergarten” includes the following components

A space for intellectual, social, aesthetic development - play corners in groups, a music room with a set of instruments and audio equipment; theater room, video room with a set of educational videotapes. IN kindergarten There is an ethnographic museum "Russian Izba", which has the status of a school museum, where preschoolers and schoolchildren get acquainted with the life, way of life and culture of the people. Classes in the computer and gaming complex (additional educational service) contribute to the mental development of children. By comparing modern technology with cultural and everyday objects of the past, children become acquainted with the achievements of technical progress and the development of civilization;

Space for physical development - health centers in groups, a gym, a swimming pool with shower and sauna, a sports ground;

Space for environmental development: a winter garden with a collection of plants from different climatic zones, an ecological mini-laboratory, a living corner, corners of nature in groups, as well as the territory of a kindergarten with a corner of the forest, garden, vegetable garden, flower beds.

Choosing the direction of innovation activity.

In the educational manual " Innovation activities in DOU" ed. E. V. Goncharova indicated 3 directions.

Innovative educational technologies.

Innovation is the creation and use of a new component that causes a change in the environment from one state to another. Accordingly, innovative technologies in the educational process mean the creation of a new, previously non-existent component.

Purpose of using innovation- create a person-oriented educational environment in preschool educational institutions, allowing to create conditions for full physical, spiritual, psycho-emotional health, interpersonal, group developmental interaction of children, parents, teachers and specialists.

Objectives: to educate the social and personal qualities of preschoolers who can think outside the box and creatively; develop initiative, curiosity, volition, the ability for creative self-expression, stimulate communicative, cognitive, play and other activity of children in various types of activities; teach children to use modern innovative technologies, aimed at the successful socialization of the individual in society and increasing the level of intellectual thinking and creative imagination.

Modern educational technologies include:

Health-saving technologies.

The goal of health-saving technologies is to provide the child with the opportunity to maintain health, to develop in him the necessary knowledge, skills, and healthy image life.

Health-saving pedagogical technologies include all aspects of the teacher’s impact on the child’s health on different levels- informational, psychological, bioenergetic.

In modern conditions, human development is impossible without building a system for the formation of his health. The choice of health-saving pedagogical technologies depends on:

From the type of preschool institution,

From the duration of the children's stay there,

From the program in which teachers work,

Specific conditions of the preschool educational institution,

Professional competence of the teacher,

Children's health indicators.

Forms of work include sports festivals, physical education sessions between classes, eye exercises, breathing exercises, finger and dynamic exercises, relaxation, sports games, hardening, water procedures, walks not only in the kindergarten, but also in forested areas, which can already be called walks - hikes. The use of the latter form makes it possible to solve the problems of introducing preschoolers to nature, instilling a caring attitude towards it, and studying the immediate social environment. The main difference between walks and regular walks is the targeted development of physical qualities and intense physical activity.

Technologies of project activities

Goal: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.

The meaning of project activity is to create problem-based activities that are carried out by the child together with the teacher. The knowledge that a child gains while working on a project becomes his personal property and is firmly anchored in the existing system of knowledge about the world around him.

Design forces teachers themselves to be in a space of many possibilities and changes the organization of work with children. Project activities do not allow for standard actions and require a constant creative search for ways to solve problems. Thus, the project method provides a mode for the development of preschool educational institutions.

Classification educational projects:

“game” - children's activities, participation in group activities (games, folk dances, dramatizations, various types of entertainment);

“excursion” - aimed at studying problems related to the surrounding nature and social life;

“narrative” - during the development of which children learn to convey their impressions and feelings in oral, written, vocal artistic (painting, musical (playing musical instruments) forms;

“constructive”, aimed at creating a specific useful product: putting together a birdhouse, arranging flower beds.

Technology research activities

The goal of research activities in kindergarten is to form in preschoolers basic key competencies and the ability for a research type of thinking.

It’s good to use solutions to problem situations (how and what to get from Volgograd to Africa? What needs to be done so that there are always green onions in the group?.). Collecting also contributes to the development of cognitive and research activities: let’s say, we decided to create a collection of photographs of African animals. First, let's find out where these photos can be taken. During the search, of course, we will read about these animals (why they are so colored, what they eat, their way of life). Let's design an album or exhibition - we'll introduce you to some design techniques. Undoubtedly, modeling is an innovative activity of a preschooler. How do floods occur, why do animals die in “oil” rivers... - these questions can be easily answered by modeling the situation.

Methods and techniques for organizing experimental research activities:

Solving problem situations (how and what to get from Volgograd to Africa? What needs to be done so that there is always green onions in the group?.).

Heuristic conversations

Observations

Modeling (How do floods occur, why do animals die in “oil” rivers... - these questions can be easily answered by modeling the situation)

Recording the results: observations, experiences, experiments, work activities

“immersion” in the colors, sounds, smells and images of nature

Use of artistic words

Didactic games, game-based educational and creative development situations;

Work assignments, actions

Collecting also contributes to the development of cognitive and research activities: let’s say, we decided to create a collection of photographs of African animals. First, let's find out where these photos can be taken. During the search, of course, we will read about these animals (why they are so colored, what they eat, their way of life). Let's design an album or exhibition - we'll introduce you to some design techniques.

Information and communication technologies

The world in which a modern child develops is fundamentally different from the world in which his parents grew up. This places qualitatively new demands on preschool education as the first link of lifelong education: education using modern information technologies(computer, interactive whiteboard, tablet, etc.) The use of ICT in classes in preschool institutions has a number of advantages over traditional forms of organizing classes. The computer is attractive to children; the use of animation, slide presentations, and films makes it possible to arouse active cognitive interest in children in the phenomena being studied. Methods of visual support of the material make it possible to achieve long-term concentration of pupils’ attention, as well as simultaneous impact on several of the child’s senses, which contributes to a more durable consolidation of the new knowledge acquired. But I believe that a computer cannot (and should not) supplant development work fine motor skills, communication between an adult and a child “eye to eye.”

Informatization of society poses tasks for preschool teachers:

To keep up with the times,

Become a guide to the world of new technologies for a child, a mentor in choosing computer programs,

To form the basis of the information culture of his personality,

Increase the professional level of teachers and the competence of parents.

Solving these problems is impossible without updating and revising all areas of the kindergarten’s work in the context of informatization.

Technology "Preschooler's Portfolio"

A portfolio is a collection of a child’s personal achievements in various activities, his successes, positive emotions, an opportunity to once again relive the pleasant moments of his life, this is a unique route for the child’s development.

There are a number of portfolio functions:

Diagnostic (records changes and growth over a certain period of time,

Technology "Teacher's Portfolio"

Modern education needs a new type of teacher: a creative thinker who is proficient in modern educational technologies, methods of psychological and pedagogical diagnostics, methods of independently constructing the pedagogical process in the conditions of specific practical activities, and the ability to predict one’s final result.

Every teacher should have a record of success, which reflects everything joyful, interesting and worthy that happens in the life of a teacher. A teacher’s portfolio can become such a dossier.

A portfolio allows you to take into account the results achieved by a teacher in various types of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of a teacher.

Gaming technology is built as a holistic education, covering a certain part of the educational process and integrated general content, plot, character. It includes sequentially:

Games and exercises that develop the ability to identify the main characteristic features objects, compare, contrast them;

Groups of games to generalize objects according to certain characteristics;

Groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;

Groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.

Learning in the form of a game can and should be interesting, entertaining, but not entertaining. To implement this approach it is necessary that educational technology, developed for teaching preschoolers, contained a clearly defined and step-by-step described system of game tasks and various games so that, using this system, the teacher could be confident that as a result he would receive a guaranteed level of mastery of a particular subject content by the child. Of course, this level of the child’s achievements must be diagnosed, and the technology used by the teacher must provide this diagnosis with appropriate materials.

In activities with the help of gaming technologies, children develop mental processes.

Gaming technologies are closely related to all aspects of educational and educational work kindergarten and solving its main tasks.

TRIZ technology

TRIZ (the theory of solving inventive problems, which was created by the scientist-inventor T. S. Altshuller.

The teacher uses unconventional forms of work that put the child in the position of a thinking person. TRIZ technology adapted for preschool age will allow you to educate and train a child under the motto “Creativity in everything!” Preschool age is unique, because as a child is formed, so will his life, which is why it is important not to miss this period to reveal the creative potential of each child.

The purpose of using this technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, systematicity, dialecticity; on the other hand, search activity, the desire for novelty; speech and creative imagination.

The main task of using TRIZ technology in preschool age– is to instill in a child the joy of creative discovery.

The main criterion in working with children is clarity and simplicity in the presentation of material and in the formulation of a seemingly complex situation. You should not force the implementation of TRIZ without children understanding the basic principles using simple examples. Fairy tales, playful, everyday situations - this is the environment through which a child will learn to apply TRIZ solutions to the problems he faces. As he finds contradictions, he himself will strive for an ideal result, using numerous resources.

Personality-oriented technologies

The purpose of these technologies is to create democratic partnership-humanistic relationships between the child and the teacher, as a result of which conflict-free, comfortable, safe conditions are provided for social development every child. With a person-centered approach, the child’s personality is placed at the forefront of education and training. Proof of the use of these technologies are maps of individual development routes for pupils, high monitoring rates, a positive emotional mood of the group as a whole and each individual child, a differentiated approach in classes and in joint activities.

Club work can be considered both as an indicator of a person-oriented approach and as an independent innovative activity. After all, the club program is always something new, or at least broader than the general education program.

Developmental technologies

In traditional education, the child is presented with a ready-made product, an action pattern, for study. During developmental education, a child must independently come to an opinion or a solution to a problem as a result of analyzing his actions.

What meets these requirements?

These requirements are met by LEGO constructors, chess and checkers, Kusener's colored counting sticks, and Nikitin's educational games.

Problem-dialogical technology involves the problematic introduction of new material: a task or question is posed for research, and methods for finding a solution organize the independent “discovery” of knowledge by children in a creative search process. Let's say senior group There will be a puppet show for kids. But there are no “bi-ba-bo” dolls in the group... and the children offer to make dolls from... (mugs, natural material, gloves or mittens)

Corrective technologies: their goal is to relieve the psycho-emotional stress of preschool children. Types: fairy tale therapy, color therapy, music therapy, play therapy, puppet therapy, animal therapy, art therapy.

Conclusion.

Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state. Everything is in our hands, so they can not be omitted.

Someone famous said that a person cannot truly improve unless he helps others improve.

PEDAGOGICAL UNIVERSITY OF "THE FIRST SEPTEMBER"

K.Yu. WHITE

Preschool educational institution - management based on results

The purpose of this course is to help students understand their own management experience and the system of methodological work with personnel, as well as introduce the latest achievements in the field of management into practice. The preschool education management technology developed by P.I. is based on Tretyakov and K.Yu. Belaya, lies the concept of results-based management proposed by Finnish authors (T. Santalainen and others). This course will help the manager draw up a development program for his preschool institution, taking into account the social order.
When managing by results, each participant in the pedagogical process must be able to link their participation in the common cause with the activities of other team members - this will be discussed in the lecture “Organizational foundations of effective methodological work.”
The control function is an integral part of management activities. The author examines the features of constructing a system of intra-garden control. Mastering a management course allows you to move from a vertical command-administrative management system to a horizontal system of professional cooperation. The proposed course reveals the main management mechanisms that ensure the transition of a preschool institution from a functioning one to a developmental one.

Syllabus course "Preschool educational institution - results-based management"

Lecture No. 8
Management of pedagogical innovations in preschool education

Plan

1. Why there is a need for innovation.
2. What is innovation.
3. Organization of innovative activities in preschool educational institutions.
4. How to achieve a positive result.
5. The mechanism for stimulating innovation and the organizational readiness of the team for innovation.
6. How to stimulate work.

Literature

1. Belaya K.Yu. Innovative activities in preschool educational institutions. Toolkit. M.: Creative Center "Sfera", 2004.

2. Belaya K.Yu. 300 answers to questions from the head of a kindergarten. M., 2001.

3. Nemova N.V. Management of methodological work at school. M., 1999. (Library of the magazine “School Director”. Issue 7.)

4. Selevko G.K. Modern educational technologies: Tutorial. M., 1998.

5. Tretyakov P.I., Belaya K.Yu. Preschool educational institution: Management by results. M., 2003.

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1. Why there is a need for innovation

Teachers of preschool educational institutions have always been receptive to everything new. The development of general educational practice contributes to the manifestation of the creative and innovative potential of all employees of the system preschool education.

In this situation, professional competence is especially important, which is based on the personal and professional development of teachers and managers. The process of updating education is organized by people. Consequently, its design, launch and support will be more effective the more the organizers of innovation activities rely on the achievements of science and the needs of society.

Currently, the sphere of innovation activity no longer includes individual preschool institutions and innovative teachers, but almost every preschool institution. Innovative transformations are becoming systemic. New types, types and profiles of preschool institutions, new educational programs have been created to ensure variability in the educational process, focused on the individuality of the child and the needs of his family.

The need for innovation arises when there is a need to solve a problem, when a contradiction is created between desire and the actual result.

Preschools that engage in innovation are usually said to operate in developmental mode.

The Philosophical Encyclopedic Dictionary defines development as changes that are directed, natural and necessary.

Consequently, changes in developing preschool institution do not occur chaotically, but are predicted by the leader based on patterns and aimed at achieving specific goals.

2. What is innovation

Innovation activity is a special type pedagogical activity.

Let us give several definitions of this concept.

In the “Modern Dictionary of Foreign Words” (1993), innovation is interpreted as an innovation.

Innovation (innovation)- in the socio-psychological aspect - the creation and implementation of various types of innovations that generate significant changes in social practice. (Dictionary of a practical psychologist. Minsk, 1998.)

New- created or made for the first time, appeared or emerged recently, to replace the previous one, newly discovered, relating to the immediate past or to the present, not familiar enough, little known. ( Ozhegov S.I.. Dictionary of the Russian language. M., 1978.)

Innovation (innovation)- a complex process of creation, dissemination, implementation and use of a new practical tool, method, concept, etc. - innovations to meet human needs. ( Polonsky V.M.. Scientific and pedagogical information: Dictionary-reference book. M., 1995.)

Innovation- a purposeful change that introduces new stable elements (innovations) into the implementation environment, causing a transition of the system from one state to another. (School development management. M., 1995.)

Innovation is precisely a means (a new method, methodology, technology, curriculum, etc.), and innovation is the process of mastering this means.

Overall under innovation process refers to complex activities related to the creation (birth, development), development, use and dissemination of innovations. (School development management. M., 1995.)

Process(promotion) - a set of sequential actions to achieve a result.

Participants in the innovation process must always remember what is new:

achieves recognition, makes his way with great difficulty;

is of a specific historical nature and can be progressive for a certain period of time, but become outdated at a later stage, even become a brake on development.

New things can come in different forms:

fundamentally unknown innovation (absolute novelty);

conditional (relative) novelty;

“originality” (not better, but in a different way), formal change of names, flirting with science;

inventive little things.

Types of innovations are also grouped according to the following reasons.

1. By influence on the educational process:

2. By scale (volume) of transformations:

Private, isolated, unrelated;
- modular (a complex of private ones interconnected);
- systemic (related to the entire preschool institution).

3. In terms of innovative potential:

Improvement, rationalization, modification of what has an analogue or prototype (modification innovations);
- a new constructive combination of elements of existing techniques that have not previously been used in a new combination (combinatorial innovations);
- radical innovation.

4. In relation to the previous:

An innovation is introduced in place of a specific, outdated product (replacing innovation);
- cessation of use of the form of work, cancellation of the program, technology (cancelling innovation);
- mastering a new type of service, a new program, technology (discovering innovation);
- retro-introduction - mastering something new at the moment, for the kindergarten staff, but once already used in the system of preschool care and education.

There are various reasons for innovation.
The main ones, in our opinion, include the following.

1. The need to actively search for ways to solve existing problems in preschool education.

2. The desire of teaching staff to improve the quality of services provided to the population, to make them more diverse and thereby preserve their kindergartens.

3. Imitation of other preschool institutions, teachers’ intuitive understanding that innovations will improve the activities of the entire team.

4. Constant dissatisfaction of individual teachers with the results achieved, a firm intention to improve them. The need to be involved in a big, significant matter.

5. The desire of recent graduates of pedagogical universities and students of advanced training courses to implement the acquired knowledge.

6. Increasing demands from individual groups of parents.

7. Competition between kindergartens.

3. Organization of innovative activities in preschool educational institutions

Each teaching staff has the right to innovative activities. But in this case, he must take on certain obligations in preparing and organizing the innovation, since children become the object of any pedagogical initiative.

An analysis of current practice in the activities of preschool institutions and their leaders working in an innovative mode revealed a number of problems: lack of consistency and integrity of the introduced pedagogical innovations; insufficiency of scientific and methodological support for innovative processes, regulatory support for innovative activities of preschool institutions, which would help expand opportunities for creative search, protect the copyrights of innovators, and stimulate their innovative activities; lack of proper examination of innovative educational projects preschool institutions and monitoring the quality and effectiveness of their implementation; the need to search for fundamentally new forms of interaction between research centers and innovation centers.

The listed problems cannot be solved overnight. It is necessary to train teachers and managers who are able to competently carry out innovative activities and manage innovative processes in preschool education.

For example, a team wants to change the organization of work with children, using new technology focused on the individual characteristics of the child. To do this, the manager acquires literature on this issue; organizes its study with teachers or makes an application to an institute for advanced training to train its teachers, etc.

The manager must determine the development prospects of his institution, taking into account the social order of society and clearly formulate the goal of innovation activity. The goal must be clear and accepted by all participants in the pedagogical process. Therefore, it is important to determine specific tasks for each area: “What do we want to change in the content of the pedagogical process?”, “What goal did we set when organizing methodological work in a preschool educational institution?”, “How will we change the subject-development environment?” etc. The manager builds a “tree of goals.” Having introduced the team to it, he can conduct a survey “How do you feel about the proposed innovation?” with the following answer options:

1) I consider it useless;
2) there are doubts about the need for use;
3) there are doubts about the possibility of application;
4) there is interest;
5) there is confidence in its effectiveness and the need for use in practice;
6) find it difficult to answer;
7) your answer.

The manager must take into account the individual qualities of the participants in the innovation process, their professional level, organizational skills, abilities, psychological readiness for new types of activities, for additional teaching load.

The leader's knowledge of his team, its strengths and weaknesses has always been highly rated. And although, guided by regulatory documents, the head determines the functional responsibilities of each teacher, in life he relies on the personal, business, leading (leadership) or driven (performing) qualities of a person.

Here are several positions by which a leader can evaluate a teacher:

1. The degree of responsible attitude towards the matter.
2. The motive for teaching activity: vocation - effort - accident.
3. Priorities in organizing work: searching for something new - a set of well-known techniques.
4. Attitude of children: love - respect - fear.
5. Parents' attitude: respect - rejection - “no”.
6. The attitude of the team: desire for the leader - even - alienation.
7. Outlook.
8. Good manners: tactfulness - low culture - conflict.
9. Position at teacher councils and meetings: active - participates - remains silent.
10. Degree of professional openness: willingly shares experience (often conducts open lessons) - after persuasion - sometimes.
11. Moral rules: integrity - non-interference - playing with the “truth”.
12. Sense of humor.
13. Sociability: openness - restraint - “all in oneself.”

This assessment system is open, i.e. it can be expanded or shortened. The first three positions are of fundamental importance for organizing innovative activities in a team.

In turn, requirements are imposed on the head of the kindergarten planning innovative activities. He must:

1) be able to distinguish realistically achievable goals from false, unattainable ones;
2) be ready to offer your subordinates a clear program or plan of action based on interesting ideas;
3) know firmly what the program wants to achieve, clearly formulate what results its implementation will lead to;
4) be able to convey your ideas to colleagues in such a way that they not only understand, but also accept them and want to implement them;
5) have a group of like-minded people in the team;
6) think in terms of success.

But the most important thing is the leader’s ability to identify problems that are relevant to his institution, to see the difference between what is desired and what is actual. To do this, you need to clearly formulate answers to the following questions:

What do we have, what results have we achieved?
- what doesn’t satisfy us in our work;
- what we want to change in accordance with the new requirements and what results we want to get.

4. How to achieve a positive result

In organizing innovative activities, consistency of actions and gradualism in solving problems are important. There is no need to rush or force events. The head is a strategist for the development of his institution, creating a whole range of conditions for obtaining positive results.

The first is the motivational conditions for entry into the innovative activities of the team, a program for the gradual introduction of the teaching staff to the adoption and subsequent development of a new type of activity.

The key task of a leader is to link innovation with the interests of the team. During the initial “should we innovate” discussions, it is important to provide an opportunity for robust debate where impartial opinions can be expressed honestly and openly, while favoring statements that make specific suggestions and avoid value judgments. When discussing a plan of innovative action, it is necessary to stimulate each teacher’s sense of responsibility for the overall result and a sincere desire to solve the problem.

Preparing a team for innovative activities means developing high communicative competence. Such competence consists of the ability to adequately convey information, evaluate its realism, and the ability to establish a constructive dialogue with colleagues with sincere respect for their personal characteristics.

The teaching staff is always heterogeneous. Its study and analysis help the manager to properly organize innovative activities, taking into account the assessment of the level of readiness of team members to perceive innovations.

Based on the research results, five groups of teachers with different attitudes to activities can be distinguished:

Group 1 - teachers who are characterized by a desire for creative growth and activity in innovative activities. Most often these are teachers with teaching experience from 2 to 10 years, and also after 15 years;

2nd group - teachers who are characterized by both the desire to achieve success in their professional activity, and orientation towards self-development;

Group 3 - teachers focused on external assessments of their activities, are very sensitive to material incentives, which allows managers, even with a limited amount of organizational, including financial, resources to effectively influence their work. Usually these are teachers with less than 5 years of work experience and with experience from 10 to 20 years;

4th group - just like the teachers of the previous group, they focus on external assessments of their work, but at the same time, security needs are more relevant for them, they strive to avoid disciplinary sanctions and criticism. Most often, this type of teacher has over 20 years of work experience;

Group 5 - teachers who have a negative attitude towards organizational changes and innovations in teaching activities and pay increased attention to working conditions. More often these are teachers who have more than 20 years of experience and are even retired, but continue to work.

To understand a person’s reaction to innovation, it is necessary to take into account that some people easily and quickly accept changes, while others are adherents of stereotypical behavior. The manager is obliged to take into account the presence of these groups in any team.

There are two main types of reactions to innovations. The first type is represented by people who easily recognize the advantages of introducing new things, who are not satisfied with the position they occupy in kindergarten, with their status. The second type is more often characterized by passive acceptance of innovations, has “rigid” behavioral stereotypes, and in most cases adheres to the opinion of the entire team.

What conditions influence teachers’ attitudes toward innovation?

Positive attitude possible with:

Dissatisfaction with the results of the educational process;
- the need for creativity (Appendix 1), awareness of the ongoing changes in society;
- positive assessment of the creative capabilities of colleagues;
- the coincidence of one’s own views with the goals of innovation, the presence of one’s own ideas applicable in the innovation process;
- high level awareness of the achievements of pedagogical science;
- democratic style of relations in the team;
- practical experience of innovative activities.

An indifferent attitude towards innovation is determined by:

Lack of significant motives for innovation;
- lack of interest in innovation;
- negative assessment of the creative capabilities of colleagues;
- tense relationships in the team.

The negative attitude towards innovation is explained by:

Disagreement of the teacher’s views with the essence of the planned transformations;
- the absence of other motives for innovative activity, except for considerations of prestige, material interest, etc.;
- authoritarian style of leadership of the teaching staff.

It is important for a manager organizing innovative activities to be able to assess the innovative potential of the teaching staff, which is characterized by three indicators.

1. Teachers’ receptivity to new things- this is the need for constant professional growth. Teacher receptive to innovation:

a) strives to introduce best practices into practice;
b) constantly engages in self-education;
c) is committed to certain of his ideas, which he develops in the process of activity;
d) analyzes and reflects on the results of his teaching activities, collaborates with scientific consultants;
e) knows how to predict his activities and plan them in the future.

Based on these five signs, with the help of simple testing you can evaluate your teachers using a five-point rating scale:

5 points - susceptibility is very pronounced;

4 points - expressed;

3 points - manifests itself, but not always;

2 points - weakly manifested;

1 point - does not appear.

The susceptibility coefficient K is determined by the formula:

where K is fact. - actual number of points received;

To max. - maximum possible number of points.

2. Preparedness to master innovations includes: awareness of innovations, the presence of needs for updating the pedagogical process, knowledge and skills for successful professional and research activities.

Teachers’ preparedness can be assessed through observation, questioning, and conversations, in which the teacher’s personality can be revealed**.

3. The degree of innovation of teachers in the team. K. Angelovski*** identifies five groups of teachers based on assessing the degree of their innovation. Using the characteristics, the kindergarten director can identify which groups the teachers belong to and what is the percentage of teachers in each group (Table 1).

1. Group of innovators. Teachers with a pronounced innovative spirit, who are always the first to perceive new things, get acquainted with them and believe that new things are good just because they are new. These teachers have the ability to solve non-standard problems; they not only perceive innovations and master them, but also actively create and develop pedagogical innovations themselves.

2. A group of advanced workers are those who are the first to carry out practical, experimental testing of a particular innovation in their team. They are the first to pick up innovations that appear in the district or region.

3. Group " Golden mean"("moderate"). The adoption of innovations is carried out moderately, they are not in a hurry, but at the same time they do not want to be among the last. They are involved in innovative activities when the new will be accepted by the majority of colleagues.

5. Group "Last". It includes teachers who are strongly connected to traditions; with old, conservative thinking and attitude to activity.

A team entering the innovation process, as a rule, goes through several stages of its development: timidity - clique - stabilization - cooperation - mature team. The last two are stages of high awareness by the team of the need for innovation.

According to selected statistical data, members of the preschool educational institution team in relation to innovation are divided as follows (in percentage): the first group - leaders - 1-3; second - positivists - 50; third - neutrals - 30; fourth - negativists - 10-20.

People who are poorly motivated to master and implement an innovation can resist it in various forms. In this regard, the manager’s task is to create in the team a feeling of dissatisfaction with the achieved result, a positive public opinion about innovations, thus transferring people from the third and fourth groups to a zone of increased innovative motivation.

5. Mechanism for stimulating innovation and organizational readiness of the team for innovation

When preparing the team for innovative activities, the manager talks with each employee, introduces them to the goals and objectives of innovation, and explains the benefits that innovation gives to the kindergarten and to a specific member of the teaching staff.

At the same time, it is important to fully support innovators, if they are in the team, for their activities in the preschool institution.

But the main thing is the training of teachers through different shapes:

1) holding seminars for employees, sending them to advanced training courses;
2) organizing round tables with the invitation of famous scientists, specialists, and managers;
3) organization of work methodological associations or creative groups;
4) workshops;
5) independent work of individual teachers to study literature on the topic.

Teachers must believe that achieving the goals set for them will lead to a result that is meaningful to them, reward (material, moral); that they can complete the task with reasonable effort.

System methodological activities in a team should be subordinated to the main goal - stimulating teachers, their theoretical preparation for innovative activities.

Innovative and experimental work always brings its own changes to the development of the teacher, leader and the entire team, as it helps to increase the level of motivation.

We have already emphasized that innovative activity is a specific pedagogical activity, which is characterized by eight main actions:

A preliminary decision that arises in the process of analyzing the situation and state of the educational system, and determining the subject of transformation (what is being transformed and on the basis of what scientific information);
- making decisions about organizing the innovation process;
- development of a new model of the educational system (carried out on the basis of individual and group pedagogical design);
- determination of indicators of the quality of the innovation process and its effectiveness;
- development of a transformation program;
- implementation of the transformation program;
- determining the quality of the results of the innovation process (at the end of the adaptation period);
- assessment of the effectiveness of the innovation process (the quality of the results, the time and money spent on obtaining them are determined).

The success and effectiveness of innovative work, its impact on the development of a preschool educational institution depend on the relevance of the work, the interest and professional competence of the participants, the system of methodological and organizational measures.

It is also important what conditions the leader creates for organizing and conducting innovative activities in the teaching staff. The main conditions for the effectiveness of innovation activity:

1) consistency in methodological work with teaching staff to develop their professional skills and abilities in teaching activities;

2) the teacher has a personal development plan that mobilizes his potential abilities;

3) constant analysis of successes and achievements in the work of teachers, creating a situation of success for the teacher, which leads to the development of business qualities, the emergence of a positive motive for improving oneself and one’s business;

4) creating a creative atmosphere and combining the efforts of the entire teaching staff to build an educational space where everyone feels their importance (Appendix 3);

5) establishing good, open relationships in which tension and fear of being misunderstood are relieved; discussion, rather than denial of alternative views on a particular problem, is encouraged; constructive elaboration of conflicts (Appendix 4);

6) holding open discussions on the problem of innovation, where everyone expresses their own point of view, but the decision is made collectively.

Once the content of innovation activity has been determined, it is necessary to identify the figure of the innovator.

Innovator- is an organizer of innovations. Its task is to ensure interaction between all participants in the innovation process. Experience suggests that:

the innovation process is more efficient if its organizer is a member of the teaching team implementing the innovation;

the organizer of innovations can be any member of the teaching staff, not necessarily a representative of the administration;

An innovator must be a teacher who enjoys authority in the team, has relevant experience and the necessary work skills (including the ability to identify pain points of the organization, model the expected results of work, develop appropriate programs, and analyze the results of transformative activities).

6. How to plan your work

Any innovation process is probabilistic in nature, and not all of its consequences can be predicted. Drawing up an analytical justification and an innovation program will help you avoid many mistakes and omissions even at the project or model level.

The goals and objectives of innovation are based on a thorough analysis of the current situation in kindergarten, on the one hand, and from forecasts of its development, on the other.

The selected goals and objectives must be agreed upon and approved by the majority of the team, realistic, adapted to new conditions, increase the level of motivation and stimulation, and provide control. When managing innovation processes in preschool educational institutions, taking into account the forecast of final results, the main part of these actions is discussed collectively. The largest innovation activities are developed using the group method.

Actions resulting from the set goals and objectives should answer the questions: “What to achieve? What need to do?". The appropriateness of measures must be constantly reviewed, both individually and collectively.

The organization of research activities by the teaching staff presupposes mandatory reflection on what has been done, i.e. periodic assessment, checking the effectiveness of the results obtained. This usually comes in the form of reports, testing, etc.

I would like to suggest to practitioners a more flexible form of collective discussion. For example, you can write phrases on the board (see below) and invite everyone to continue one of them in turn. At the same time, the senior teacher briefly writes down the teachers’ statements under each phrase. Practice has shown that such a discussion eliminates idle talk, and visualization helps to summarize at the end, draw conclusions about which phrase was popular, etc. The phrase “I have a question...” suggests that for all the written down questions at the end of such a collegial discussion, someone must answer them. Usually this is the organizer of research activities - a leader or senior educator. These are the phrases (Table 2).

To plan the work of a team, you can use the following table (Table 3).

In the “Forms of organization” section it is planned to:

a) work with personnel (meetings, teachers’ council, production meeting, etc.);
b) work of creative groups;
c) work on self-education;
d) work with parents;
e) control, analysis and regulation.

At the same time, the head of the preschool educational institution also plans his work (Table 4).

Table 4. Procedure for the head of a preschool educational institution to implement innovations

Questions

1. What is “innovation activity” and “innovation process”?

2. List the main reasons why preschool educational institutions engage in innovation.

3. Give brief description one of the modern and most frequently used pedagogical technologies - "pedagogy of cooperation".

4. Formulate the basic requirements for the teaching staff and the head of preschool educational institutions planning to organize innovative activities.

* Materials used from the book Shamov T.I., Tyulyu G.M., Litvinenko E.V. Assessment of management activities by the school head. Vologda, 1995.

** Angelovski K. Teachers and innovation. M., 1991. S. 49-50.

*** Materials used from the book: Zubov N. How to lead teachers. M., 2002.

The goal of innovative activities in preschool educational institutions is to improve the ability of the kindergarten pedagogical system to achieve qualitatively higher educational results. New educational programs are designed to ensure variability in the educational process, focused on the individuality of the child and the needs of his family. (New types, types and profiles of preschool educational institutions have been created, innovative transformations are becoming systemic.)

The introduction of innovations in the work of preschool educational institutions requires changes and updates in the organization of the methodological service. Professional competence is especially important, which is based on the personal and professional development of teachers and administration.

Organization of innovative activities in preschool educational institutions

The task of the head of a preschool institution is to create motivational conditions for the team to enter into innovative activities, taking into account the individual qualities of the participants in the innovation process, their professional level, psychological readiness for new types of activities, for additional teaching load.

Some organizational issues:

Creation of structural units - creative groups of teachers on problems.

The use of active forms of methodological work with the teaching staff (workshops, business games, pedagogical lounges, modeling and analysis of problem situations).

Development of professional development programs for teachers, taking into account an individually differentiated approach to each teacher to improve professional and methodological competence.

Information and methodological support for innovative activities of preschool educational institutions:

Creation of a database of best pedagogical experience related to the topic of innovation and the priority direction of the preschool educational institution.

Providing teachers working on the implementation of new programs and technologies with differentiated reference and information material

Creating a video library teaching materials, open classes, exhibitions on project topics, etc.

The main forms of work with children and parents are:

game sessions (individual and group);

individual developmental classes;

consultations, workshops, trainings, business games, parent meetings;

exhibitions (game aids, literature);

holidays, entertainment, open viewings.

Benchmark indicators of child development take into account:

1. Sensory development

2. Development of movements

3. Speech development

4. Musical development.

5. The process of adaptation of each child to the microclimate of the group (a card is filled out to observe changes in the pupil’s behavior, mood, activity, and communication skills)

Some areas of innovation in preschool educational institutions:

Development of software and methodological support for innovative processes: Preschool development program, business plan, educational program, annual plan.

Development and implementation of innovative collective and individual pedagogical projects.

Introduction of new forms of differentiation of special education: temporary speech therapy group, speech center.

Creation of a network of additional free educational and health services for preschool children: clubs, studios, sections, etc.

Expanding the range of educational services for children who do not attend preschool educational institutions: paid educational services, short-term stay groups for young children (adaptation, correctional and developmental), preschool preparation group for older preschoolers.

Creation of an advisory center for parents (legal representatives) and children with disabilities health, brought up in a family environment to ensure the unity and continuity of family and public education, providing psychological and pedagogical assistance to parents (legal representatives), supporting the comprehensive development of the personality of children who do not attend preschool educational institutions.

Introduction of innovative approaches to physical education and recreation work of the preschool educational institution(recreational-game, dynamic “hour”, “hour” of motor creativity).

Social technologies for harmonizing parent-child relationships.

Scientific and methodological products of innovative activities - publications methodological manuals and developments, posting materials from teachers on Internet sites; participation in virtual problem seminars, scientific and practical conferences, Internet communities, forums, teacher councils.

Work of creative and problem groups, holding master classes.

Informatization of the educational process: organizing the work of the preschool educational institution website, using the potential of media educational tools for presenting the products of design and research activities, compiling databases, working with Internet resources, developing diagnostic tools, etc.

Transition to financial independence of the institution, attraction of extra-budgetary funds, organization of paid educational services.

Examples of innovative activities in preschool educational institutions:

method of game modeling in the interaction between teacher and parents;

improving the skills of teachers;

searching for new approaches in working with children and their parents;

monitoring the development of each child;

taking into account the characteristics of the child, individualizing the development of personal qualities;

introduction of health-saving technologies into the educational process;

formation of the foundations of safe life;

organization of environmental education for preschool children;

optimization of interaction with families (Monitoring of families on issues of upbringing and development of children, round tables, joint leisure and entertainment, publishing a newspaper, creating a mini-library, creating a family club)

creation of a “Subject-Developing Space for Kindergarten”

The “subject-developmental space of a kindergarten” includes the following components:

space for intellectual, social, aesthetic development - play corners in groups, a music room with a set of instruments and audio equipment; theater room, video room with a set of educational videotapes. In the kindergarten there is an ethnographic museum "Russian Izba", which has the status of a school museum, where preschoolers and schoolchildren get acquainted with the life, way of life and culture of the people of the Kama region. Classes in the computer and gaming complex (additional educational service) contribute to the mental development of children. By comparing modern technology with cultural and everyday objects of the past, children become acquainted with the achievements of technical progress and the development of civilization;

space for physical development - health centers in groups, a gym, a swimming pool with a shower and a sauna, a sports ground;

space for environmental development: a winter garden with a collection of plants from different climatic zones, an ecological mini-laboratory, a living corner, corners of nature in groups, as well as the territory of a kindergarten with a corner of the forest, garden, vegetable garden, flower beds.

Classifying innovations by innovative potential, we consider
innovations as radical, i.e. basic; combinatorial, where various combinations are used; modifying, or improving, complementing.
In relation to preschool educational institutions, the concept of combinatorial innovation is used, since the capabilities of preschool educational institutions are determined by its potential and are characterized by the following criteria:
qualification composition of the teaching staff;
availability and progress of educational equipment;
the presence of a modern information base;
having its own methodological developments.

Main elements and indicators of the innovative potential of preschool educational institutions
The main elements of innovation potential are:
material and technical resources;
financial resources;
intellectual resources;
socio-psychological factors, etc.
Indicators of the innovative potential of preschool educational institutions:
scientific and technical potential (number of employees with the highest ranks and categories, as well as the number of proposals for improvement
pedagogical process per employee);
innovativeness of the management system in preschool educational institutions (forms of incentives,
involvement of senior management, level of freedom provided
participants in innovation activities).

Despite the fact that the innovative activities of teachers have positive influence on the development of preschool education in general, and positive changes and initiatives are clearly visible that lead to the achievement of modern quality of education for children in every preschool institution, an analysis of experimental practice shows that a number of issues remain unresolved problems:

the problem of reproduction of innovations in the conditions of interaction between teachers of preschool educational institutions;

the problem of change, optimization of innovations, the ability to get rid of outdated and inappropriate things in a timely manner;

adaptation of innovations to specific conditions, taking into account the specifics and capabilities of preschool educational institutions;

support for the pedagogical initiative and its promotion.

Promising areas of work:

organization of network interaction between innovative preschool educational institutions, experimental sites and teacher-researchers, united by the proximity of innovative issues.

participation of preschool educational institutions and individual teachers who have successfully implemented their experimental programs in scientific and practical conferences, competitions, publication of teaching aids, scientific articles, including using the capabilities of electronic resources to organize the dissemination of innovative experience

creation of a data bank on priority areas of innovative activity in preschool educational institutions, the activities of innovative teachers, their theoretical and methodological developments using the capabilities of ICT

monitoring the process of developing professional competence, innovative potential of teachers (during the year, responsible - deputy head of the preschool educational institution)

On January 1, 2014, with the exception of certain provisions, the Federal Law of 04/05/2013 No. 44-FZ “On the contract system in the field of procurement of goods, works, services to meet state and municipal needs” (hereinafter referred to as Law No. 44-FZ) came into force . From now on the action Federal Law dated July 21, 2005 No. 94-FZ “On placing orders for the supply of goods, performance of work, provision of services for state and municipal needs” (hereinafter referred to as Law No. 94-FZ) was discontinued.

The new law has made key amendments that will significantly change the rules by which work and rationing in kindergartens will be carried out, both at the expense of subsidies for the implementation of state (municipal) tasks, and at the expense of funds from other sources. Also, in accordance with the law that has come into force, all government procurement is now.

Law No. 44-FZ should make the public procurement process in kindergartens - from planning to acceptance and analysis of contract results - more transparent, efficient and less corrupt.

The main difference between Law No. 44-FZ and No. 94-FZ is enshrined in Art. 1 of Law No. 44-FZ, which defines the scope of its regulation:

• planning public procurement in preschool educational institutions;
• identification of suppliers (contractors, performers);
• conclusion of a civil contract, the subject of which is the supply of goods, performance of work, provision of services (including the acquisition of real estate or rental of property);
• features of contract execution;
• monitoring the acquisition of goods, works, services;
• audit in the field of acquisition of goods, works, services;
• control over compliance with the legislation of the Russian Federation and other regulatory legal acts on the contract system in the field of public procurement in kindergartens and other institutions to ensure municipal and state needs.

Law No. 94-FZ regulates only the area of ​​placing orders for government procurement in kindergartens.

The new law on public procurement in kindergarten includes eight chapters:

1. General provisions.
2. Planning.
3. Making purchases.
4. Monitoring of purchases and audit in the field of procurement.
5. Control over purchases.
6. Appealing the actions (inaction) of the customer, authorized body, authorized institution, specialized organization, purchasing commission, its members, contract service official, contract manager, electronic site operator.
7. Features of certain types of purchases.
8. Final provisions.

We will not consider each of them in detail, we will focus only on the main points that managers need to take into account educational organizations when carrying out government procurement in kindergarten in 2014.

Features of procurement carried out by a budgetary institution

First of all, let us pay attention to the fact that the wording of Law No. 94-FZ “placement of orders for the supply of goods, performance of work, provision of services for the needs of customers” in Law No. 44-FZ was replaced by the wording “purchase of goods, work, services to provide government or municipal needs".

Clause 3 art. 3 of Law No. 44-FZ, the acquisition of goods, work, services to meet state or municipal needs is a set of actions that are carried out in a given order by the customer and are focused on the implementation of municipal or state needs. The purchase starts with the selection of a supplier (contractor, performer) and ends after the parties to the contract fulfill their obligations.

If at the legislative level the placement of an announcement about the execution of public procurement in preschool educational institutions or the creation of an invitation to participate in the selection of a supplier (contractor, performer) is not provided for, the purchase begins with the drawing up of a contract, and is completed after the obligations of all parties to the contract are fulfilled.

The contract system in the field of public procurement in kindergarten is based on the principles:

• openness, transparency;
• ensuring competition;
• customer professionalism;
• stimulating innovation;
• responsibility for the effectiveness of ensuring
• state and municipal needs;
• acquisition efficiency, etc.

In Laws No. 94-FZ and No. 44-FZ, an educational organization in the budgetary sector is the customer. Clause 7 art. 3 customer refers to the municipal or state customer, or the budget organization that makes the purchase.

It is important for the administration of the preschool educational institution to follow the norm of Part 6 of Art. 15 of Law No. 44-FZ, which states that if, according to regulations acting in budgetary legal relations, state bodies, local government bodies, management bodies of extra-budgetary funds, which are considered municipal or state customers, delegate responsibilities and rights to carry out public procurement in kindergartens and other organizations to autonomous and budgetary institutions free of charge, these institutions within the framework of the received powers must purchase goods, services and works in accordance with the provisions specified in regulations.

Thus, budgetary and autonomous institutions in this case act as municipal or state customers. Another important point: according to Part 2 of Art. 15 of Law No. 44-FZ state-financed organization receives the right to use the norms of the Federal Law of July 18, 2011 No. 223-FZ “On the procurement of goods, works, services by certain types of legal entities” (hereinafter referred to as Law No. 223-FZ), although not always, but in the case of purchases due to:

1) grants that are transferred to organizations, legal entities and citizens free of charge and irrevocably, including foreign legal entities and foreign citizens, international organizations that have received the right to receive grants, subsidies (grants) that are provided from the budget system during competitions, nothing else is provided;

2) funds, if the preschool educational institution acts as the executor of the agreement under the contract, when, on the basis of the contract, for the implementation of the contract of other persons to perform work, supply goods that are necessary to fulfill the obligations stipulated by the contract;

3) funds that were transferred to carry out activities that generate income.

A budgetary educational institution can use this right, but regulations on public procurement in kindergartens should be developed and adopted in accordance with the requirements established by Law No. 223-FZ.

If an institution wants to apply legislative norms in relation to the above purchases from January 1, 2014, it must adopt the regulation and publish it before this date, i.e. in 2013 on the official website of the Russian Federation to post information on placing orders for the supply of goods , performance of work, provision of services www.zakupki.gov.ru.

It should be especially noted that no matter what decision the institution makes - to apply the norms of Law No. 44-FZ or No. 223-FZ for public procurement in preschool educational institutions - it will not be possible to change it during the year. This is directly stated in Part 3 of Art. 15.

Information support for the contract system of public procurement in kindergarten

Currently, educational organizations and education authorities publish on the website www.zakupki.gov.ru information about placing orders and concluding contracts for government procurement in kindergartens.

The normative act implies a special procedure for placing data on public procurement in the public domain: Art. 4 provides for the formation of a unified information system. This system must guarantee:

1) generation, processing, storage and provision of data (including automated) to participants of the contract system in the field of public procurement in kindergartens;

2) control over the compliance of various types of information (which information is specified in clause 2, part 1, article 4);

3) use of an enhanced non-qualified electronic signature for signing electronic documents;

4) filing applications for participation in determining the supplier (contractor, performer) in the form of an electronic document, as well as opening access to such applications on the day and time specified in the notice of public procurement in kindergartens.

According to Part 3 of Art. 4 a unified information system must contain:

1) plans for government procurement in kindergartens and other institutions;

2) plans and schedules;

3) information on the implementation of procurement plans and schedules;

4) data on the parameters, prohibitions and restrictions for the admission of goods that are supplied from another country or group of countries, services and work that are provided or performed by citizens of other countries, a list of foreign powers, groups of foreign powers that can be used for government procurement in children's gardens with which the Russian Federation has international agreements on the mutual application of national treatment when making purchases, as well as the conditions for the application of such national treatment;

5) information on acquisitions and execution of contracts;

6) register of contracts concluded by customers;

7) register of unscrupulous suppliers (contractors, performers);

8) a library of standard contracts, standard contract terms;

9) register of bank guarantees;

10) a register of complaints, scheduled and unscheduled inspections, their results and orders issued;

11) a list of international financial organizations created in accordance with international treaties to which the Russian Federation is a party, as well as international financial organizations with which the Russian Federation has concluded international treaties;

12) the results of monitoring and audit in the field of purchases, as well as control in the field of acquisition;

13) customer reports;

14) catalogs of goods, works, services to meet state and municipal needs;

15) normative legal acts regulating the relations specified in Part 1 of Art. 1;

16) data on the prices of works, goods, services that develop in market conditions necessary for the implementation of municipal or state needs, as well as requests for prices of works, goods and services that customers place in accordance with Part 5 of Art. 22;

17) other data and documents that are placed in a unified information system in accordance with Law No. 44-FZ and No. 223-FZ and the regulations adopted jointly with it.

Subjects of the Russian Federation and municipalities have the right to create regional and municipal information systems in the field of acquisitions, integrated with a unified information system. Uniform requirements for regional and municipal information systems in the field of public procurement in kindergartens and other institutions are established by the Government of the Russian Federation.

Law No. 44-FZ. Art. 4. Part 7, 8

Part 5 art. 112 assigns the right to install and use a unified information system to the Government of the Russian Federation. Before putting into operation, data that will be placed in a unified information system must be posted in the order established by the Government of the Russian Federation on the website www.zakupki.gov.ru.

Most norms about a single information system will come into force on January 1, 2014. Clause 16, Part 3, Art. 4 will come into force on January 1, 2015.

Law No. 44-FZ introduces a new concept for educational organizations - acquisition planning. In other words, the legislator establishes a rule according to which all state and municipal government procurement in kindergartens and other institutions must be planned.

In accordance with Part 1 of Art. 16 planning of public procurement in kindergartens should be carried out through:

1) purchase plans approved for the duration of the relevant budget;

2) schedules approved for the year.

Purchase plans will need to indicate the purposes of government procurement in kindergartens, the name and description of objects, the timing (frequency) of planned purchases, the amount of financial support and other information.

Schedules are turning into the basis for government procurement in kindergartens. From now on, the customer can purchase goods and services only if they are included in the schedule.

The government procurement plan for kindergartens and other institutions is created during the creation and consideration of projects of the budget system of the Russian Federation, taking into account the provisions of budget legislation. The plan is adopted within 10 days after the scope of rights in monetary terms to accept and (or) fulfill obligations is communicated to the municipal or state customer in accordance with the budgetary legislation of the Russian Federation.

According to Part 13 of Art. 21 of the Law, the schedule can be changed in the case where changes have been made to the government procurement plan in kindergartens, as well as in a number of other cases:

1. If the initial price of a contract concluded with a single contractor (contractor, supplier) has been reduced or increased;
2. if the deadlines for fulfilling contractual obligations, the amount of advance payment and payment were changed before the start of the purchase;
3. if the purchase start date and the principle of choosing a supplier were changed, and the customer canceled the purchases that were provided for in the schedule;
4. implementation of the decision made by the customer based on the results carried out in accordance with Art. 20 of Law No. 44-FZ mandatory public discussion of purchases and not requiring changes to the purchase plan;
5. in other cases, in accordance with the procedure for the formation, approval and maintenance of schedules established by Parts 4 and 5 of Art. 21.

The requirements for mandatory planning of purchases will come into force on January 1, 2015, the requirement to carry out purchases only in accordance with approved plans and schedules - from January 1, 2016.

Justification of public procurement in kindergartens

In accordance with Law No. 44-FZ, the customer must justify each of its purchases. In the previous document regulating the public procurement process, customers had to justify only the initial (maximum) contract price for each public procurement in kindergartens.

According to Part 1 of Art. 18 of the Law, justification for acquisitions will be carried out when forming a purchase plan and schedule. It consists in establishing the compliance of planned acquisitions with the goals of their implementation and the requirements of legislation and other regulatory legal acts on the contract system.

The goals of public procurement must be determined taking into account Art. 13. According to this article, public procurement in kindergartens is carried out to meet federal, regional and municipal needs, namely:

1) achieving goals and implementing measures provided for by state programs of the Russian Federation (including federal target programs, other documents of strategic and program-target planning of the Russian Federation), state programs of constituent entities of the Russian Federation (including regional target programs, other documents of strategic and programmatic -target planning of subjects of the Russian Federation), municipal programs;

2) fulfillment of the international obligations of the Russian Federation, implementation of interstate target programs to which the Russian Federation is a participant, with the exception of those implemented in accordance with the state programs listed in the previous paragraph;

3) performing the functions and powers of government agencies of the Russian Federation, management bodies of extra-budgetary funds of the Russian Federation, government bodies of constituent entities of the Russian Federation, management bodies of territorial extra-budgetary funds, municipal bodies, with the exception of the functions and powers listed in the previous paragraphs.

In plans for public procurement in kindergartens, it will be necessary to justify exactly how the object of public procurement will serve to achieve the acquisition goals. The schedules will need to justify the initial (maximum) price of the contract and the method of determining the supplier (contractor, performer).

According to Part 6 of Art. 18 of Law No. 44-FZ, if the purchase is found to be unjustified during monitoring, audit and control in the field of purchases, the control bodies specified in clause 3 of part 1 of art. 99, must issue an order to eliminate the identified violation and bring the perpetrators to administrative responsibility.

The requirement for mandatory justification of acquisitions is introduced on January 1, 2015. Before this date, there is time to work in accordance with legislative norms and consciously approach the solution of this issue.

Justification of the initial (maximum) contract price in the field of public procurement in kindergartens

The concept of “initial (maximum) contract price” was also in Law No. 94-FZ. No. 44-FZ expands its scope - now it can be applied when concluding a contract with a single supplier.

Article 22 establishes five methods for determining the initial price:

1. The method of comparable market prices (market analysis) - consists of establishing the initial (maximum) contract price based on information on market prices of identical goods, works, services planned for public procurement in kindergartens, or in the absence of similar goods, works, services . This method is a priority for determining and justifying the initial (maximum) contract price.

2. Regulatory method - consists of calculating the initial (maximum) contract price based on the requirements for purchased goods, works, services established in accordance with Art. 19 in the event that such requirements provide for the establishment of maximum prices for goods, works, and services.

3. The tariff method is relevant when, according to the legislation of the Russian Federation, the cost of work, goods and services that are regulated by municipal legal acts and are subject to state regulation. In this case, the initial (maximum) cost of the contract is determined according to the tariff for work, goods and services.

4. Design and estimate method - provides for the allocation of the initial (maximum) contract price:

For the construction, reconstruction or overhaul of an object, based on design documentation in accordance with the construction, reconstruction, overhaul of a capital construction project on the basis of design documentation in accordance with methods and standards (element estimate standards) of construction work and special construction work, approved by the federal executive body carrying out the functions of developing state policy and legal regulation in the construction sector;

Carrying out works to preserve objects cultural heritage(historical and cultural monuments) of the peoples of the Russian Federation, with the exception of scientific and methodological guidance, technical and architectural supervision, on the basis of project documentation agreed upon in the manner established by the legislation of the Russian Federation for carrying out work to preserve cultural heritage objects and in accordance with restoration norms and rules, approved by the federal executive body authorized by the Government of the Russian Federation in the field of state protection of cultural heritage sites.

5. Cost method - implies the allocation of the initial (maximum) cost of the contract, including the contract that was concluded with a single supplier (performers, contractor), as the amount of costs and others necessary to highlight the scope of profit. All direct and indirect costs for the purchase and sale of goods, services and works, expenses for transportation, storage, insurance and other expenses are taken into account. This method is relevant when others cannot be applied.

The priority method for justifying the initial (maximum) contract price is the method of comparing market prices (market analysis).

Creation of a commission for public procurement in kindergartens

According to Art. 39 to determine suppliers (contractors, performers), with the exception of public procurement in kindergartens from a single supplier (contractor, performer), the customer must create a commission to carry out acquisitions.

Commissions can be:

• competitive;
• auction;
• quotation;
• to review applications for participation in the request for proposals and final proposals;
• unified, carrying out the functions of carrying out acquisitions through tenders, auctions, requests for quotations, requests for proposals.

The auction, tender and single commission must have at least 5 members, while the quotation commission and the commission for reviewing applications for participation in the request for proposals and final proposals must have 3 or more people.

The acquisition commission may include persons who have undergone professional retraining or advanced training in the field of acquisitions, specialists who have knowledge of what they relate to the objects of purchase.

Law No. 44-FZ. Art. 39. P. 5

According to Art. 40, the customer may involve other organizations to carry out

The norm enshrined in Art. 40, gives the customer the right to engage a specialized organization to perform certain functions as determined by the supplier (contractor, performer) on the basis of a contract. However, the customer must still create an acquisition committee, albeit with reduced functions.

Identification of suppliers (contractors, performers) during government procurement in kindergartens

In general, Law No. 44-FZ significantly expanded the tools of competitive procedures available to the customer compared to No. 94-FZ.

Article 24 provides competitive methods for determining suppliers (contractors, performers):

• competitions ( open competition, competition with limited participation, two-stage competition, closed competition, closed competition with limited participation, closed two-stage competition);
• auctions (auction in electronic form, closed auction);
• request for quotations;
• request for proposals.

A competition is the way to select a supplier (performer, contractor), during which the winner is the purchase participant who offered the most optimal terms of the contract.

An auction is a way of selecting a supplier (performer, contractor), during which the participant in public procurement in kindergartens who offers the lowest contract price is considered the winner.

The list of reasons for purchasing from a single supplier (executor, contractor) has been reduced; if the tender was declared invalid, the customer is obliged to re-purchase in full according to a simplified procedure before purchasing products from a single supplier.

The general rule implies that Law No. 44-FZ came into force in 2014. As an exception, the rules are adopted that relate to planning purchases, justification and introduction of an identification code, which came into force in 2015, as well as the procedure for introducing a unified information system for purchases and mandatory public discussion of purchases, monitoring and internal financial controls, which gained momentum in 2016.

Regulations

• Federal Law of 04/05/2013 No. 44-FZ “On the contract system in the field of procurement of goods, works, services to meet state and municipal needs”
• Federal Law of July 18, 2011 No. 223-FZ “On the procurement of goods, works, services by certain types of legal entities”
• Federal Law of July 21, 2005 No. 94-FZ “On placing orders for the supply of goods, performance of work, provision of services for state and municipal needs”