Comparative analysis of preschool education programs. Variability of sample preschool education programs (comparative analysis)

The program consists of two parts.

The first part includes an explanatory note, as well as sections set out by age subperiods of preschool childhood (3-4, 4-5, 5-6 and 6-7 years) in order to optimize the construction of the educational process:

“Organization of activities of adults and children for the implementation and development of the basic general education program of preschool education”,

"Age characteristics of children"

“Planned results of mastering the Program.”

The second part - “Approximate cyclogram of educational activities” - represents the technology (systematized sequence) of the work of teachers to implement the Program.

The Explanatory Note reveals the main conceptual provisions of the Program, including the main tasks of psychological and pedagogical work on the implementation of each area of the Program and the possibility of its integration with other areas. Solving the problems of psychological and pedagogical work on the development of the personal sphere (personal qualities) of children is a priority and is carried out in parallel with the solution of the main tasks that reflect the specifics of the areas of the Program.

The program is divided into 3 parts and covers 3 age periods of child development: junior, middle, senior preschool age.

In each period of the program, a description of the age-related characteristics of the mental and physical development of children is given, the tasks of the upbringing and development of children of a particular age are determined, and the formation of ideas, skills, abilities and attitudes is provided in the learning process and their development in everyday life. At the end of each section of the program, the levels of mastery of the program by children are marked.

The program presents works of oral folk art, folk games, music and dance, and decorative and applied arts of Russia. The teacher is given the right to independently determine the schedule of classes, content, method of organization and place in the daily routine.

The following sections are highlighted: “Planned results of mastering the content of the program”; “Integrative qualities of a graduate of secondary education”; “Kindergarten and family. “Childhood” program in the practice of interaction between teachers and parents”; “Methodological kit of the program “Childhood”.

The program highlights a new important section: “The child’s attitude towards himself” (self-knowledge).

The entire content of the program is conventionally united around four main blocks: “Cognition” (helping preschoolers in mastering a variety of accessible ways of understanding the world around them (comparison, elementary analysis, generalization, etc.), developing their cognitive activity, cognitive interests); “Humane attitude” ( orientation of children towards a friendly, careful, caring attitude towards the world, the development of humane feelings and attitudes towards the world around them); “Creation” (creativity block: development of independence as the highest manifestation of creativity); “Healthy lifestyle” (education of a motor culture, habits of leading a healthy Lifestyle).

The additional part (regional component) includes sections: “Child in a multicultural and multiethnic environment”; "The child is learning English."

The program identifies the following age stages: early childhood - infancy (up to one year); early age (from one year to three years); preschool childhood; junior preschool age (from three to five years) and senior (from five to seven years). This age periodization, according to the authors, allows us to see both the most general trends and the individual development perspective of each child. For each age stage, the program identifies four leading lines of development: social, cognitive, aesthetic and physical; the features of the development of these lines in infancy, early, junior and senior preschool age are revealed; a hierarchy of main types of activity is set (communication, objective activity, game). Play activity, as the main one in the development of the personality of a preschool child, is given a special place in the program. The game permeates all structural components of the program and its content as a whole. The "Origins" program highlights basic and variable content of education. The basic part of the program for each age consists of the following components:

Characteristics of the age-related capabilities of the child’s mental development and his personality (indicated by the “sun” sign);

Development tasks(flower);

Development Indicators (apple);

Basic character - personality ki (baby face").

To the basis t.zh. refers to the section “General conditions for the implementation of the program” (the “watering can” sign).

Variable approaches to program implementation are disclosed in the section “Content and conditions of teaching work.” They provide for the possibility of adjusting the content of the pedagogical process taking into account the specific operating conditions of the kindergarten.

The section “General conditions for the implementation of the program” provides recommendations for organizing the lives of children in kindergartens; principles of organizing a subject-development environment; working with family. Much attention is paid to comprehensive thematic planning.

ANALYSIS OF EDUCATIONAL PROGRAMS OF DOWERS IN THE CONTEXT OF FSES DO

Kazarina Daria Nikolaevna

5th year student

LPI-branch of Siberian Federal University

In modern conditions, preschool educational institutions are transitioning to the Federal State Educational Standard for Education. We analyzed several preschool education programs for compliance with the Federal State Educational Standard for Education. In the analysis we used the following programs: “Childhood” edited by T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva, “Origins” T.I. Alieva, T.V. Antonova, L.A. Paramonov, “Dialogue” edited by O.L. Soboleva, O.G. Prikhodko, “From birth to school” N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, “Birch” by V.K. Zagvodkina, S.A. Trubitsina.

The Federal State Educational Standard has replaced the federal state requirements for the structure of the basic general education program of preschool education, introduced in 2009. The new standard is intended to bring the structure of the program and the conditions for its implementation in kindergartens to uniform requirements, which will ensure continuity between preschool and primary education programs. The standard determines the status of kindergartens as entry-level institutions in the general education system: by the first grade of school, the child will have to reach a certain level of development. Preschool teachers face a difficult task - to teach and develop students in accordance with standards, but not to forget about the individuality and personality development of each child, which remains the main goal of introducing the Federal State Educational Standard.

The main emphasis in the standard is on the development of students through play, free conversation, dialogue, through communication with peers, older children, family, and teachers. The teacher must take a partnership position, comprehend new things together with the child in the form of cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

GEF DO

Program "Childhood"

"Origins" program

Dialogue program

Program "From birth to school"

Program "Berezka"

Goals

increasing the social status of preschool education;

ensuring by the state equal opportunities for every child to receive quality preschool education;

ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs of preschool education, their structure and the results of their development;

maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education

to create for each child in kindergarten the opportunity to develop abilities, broad interaction with the world, active practice in various types of activities, and creative self-realization.

The program is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the child’s behavior, activities and attitude to the world.

Ensuring the full, comprehensive development of each child,

Formation of basic trust in the world and universal, including creative abilities to a level corresponding to age specifics and the requirements of modern society;

Creating equal conditions for the development of children with different capabilities.

to provide each child with the highest development dynamics appropriate to his age, the opportunity for self-affirmation: perception of himself as an individual, as a capable person, a confident start before entering school life.

1.creation of favorable conditions for a child to fully enjoy preschool childhood, 2.formation of the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, 3.preparation for life in modern society, 4.formation of prerequisites for educational activities , 5. ensuring the life safety of a preschooler.

designing social situations for the child’s development and a developing subject-spatial environment that provides positive socialization, motivation and support for the individuality of children through communication, play, cognitive-research activities and other forms of activity using Waldorf pedagogy.

Tasks

protecting and strengthening the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;

6) the formation of a general culture of children’s personality, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;

7) ensuring variability and diversity of the content of Programs and organizational forms of preschool education, the possibility of creating Programs of various directions, taking into account the educational needs, abilities and health status of children;

8) formation of a socio-cultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.

1)protection and strengthening of the physical and mental health of children, including their emotional well-being; 2) ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities); 3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs of preschool and primary general education; 4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society; 6) the formation of a general culture of the personality of children, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities; 7) ensuring variability and diversity in the content of programs and organizational forms of preschool education, the possibility of creating programs of various directions, taking into account the educational needs and abilities of children; 8) formation of a socio-cultural environment that corresponds to the age, individual, psychological and physiological characteristics of children; 9) providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.

enrichment of child development, the interconnection of all its aspects. The implementation of the basic educational program ensures the child’s rights to physical, intellectual, social and emotional development (“Convention on the Rights of the Child”, Federal State Educational Standard for Education) at the preschool level and during the transition to primary school.

1. Formation of a child’s personal qualities based on the transfer of spiritual, moral and sociocultural experience of family and society, interaction with adults, other children, nature, and the world.

2. Targeted strengthening of the child’s physical and mental health; formation of stable positive ideas about the values associated with a healthy lifestyle.

3. Formation of a child’s general culture based on his familiarization with universal human values, art, and the aesthetic side of life.

4. Formation in a child of stable positive motivation for various types of children's activities based on awakening interest in the objects of this activity and in activity as a process.

5. Formation of creative activity - based on amplification (enrichment) of child development.

6. Ensuring positive socialization - based on the development of cooperation, communication activities, as well as familiarization with various ways of handling information (taking into account the characteristics of the age stages of preschool childhood). 7. Implementation of the “algorithm for speech emancipation and development”; release and activation of the child’s speech resource; formation of creative speech behavior.

8. Implementation of the necessary prevention and correction of the psychological development of preschool children using neuropsychological methods.

9. Adequate satisfaction of the special educational needs of children with disabilities - based on a correct approach to creating special conditions for their educational activities.

10. Providing each child (taking into account his individual characteristics and inclinations) the opportunity to assert himself and increase self-esteem in the process of forming the self-concept.

11. Providing the child with opportunities for multifaceted choice: in play, cognitive, research and other activities, during routine moments, in free time; supporting children's initiative and independence in various activities.

12. Achieving the necessary degree of continuity of goals, objectives and content of education implemented within the framework of educational programs of preschool and primary general education.

13. Creation of necessary and sufficient conditions for the implementation of the optimal variant of interaction between subjects of educational relations - interaction in which the interests of the child, teacher, and parents must be ensured.

creation of a program document that helps teachers organize the educational process in accordance with the requirements of the Federal State Educational Standard and allows them to write their own educational program based on the Model Program.

Creating conditions for the maximum possible integration of educational content in various areas of development provided for by the standard;

Including the content of education in the context of the group’s daily lifestyle, using the educational potential of so-called regime moments;

Formation of a social and subject environment that promotes the assimilation of moral values and norms of interpersonal communication through high-quality interaction and communication between children, as well as between children and adults;

Reviving the experience of children's mixed-age groups;

Development of free spontaneous children's play in a kindergarten;

Conscious partnership with the families of pupils.

Principles

1) full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;

2) 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);

3) assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;

4) supporting children’s initiative in various activities;

5) cooperation of the Organization with the family;

6) introducing children to sociocultural norms, traditions of the family, society and state;

7) formation of cognitive interests and cognitive actions of the child in various types of activities;

8) age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);

9) taking into account the ethnocultural situation of children's development.

1. The principle of full-fledged living by a child at all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development.

2. The principle of constructing educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education and becomes the subject of preschool education. 3. The principle of assistance and cooperation between children and adults, recognition of the child as a full participant (subject) of educational relations. 4. The principle of supporting children’s initiative in various activities. 5. The principle of cooperation with the family.

6. The principle of introducing children to sociocultural norms, traditions of the family, society and state.

7. The principle of forming a child’s cognitive interests and cognitive actions in various types of activities.

8. The principle of age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics).

9. The principle of taking into account the ethnocultural situation of children's development.

1. Implementation of the principle “from the general to the particular,” the specificity of which at this age is that every particular should appear to the child as a manifestation of something general, i.e. not in itself, but in a system of other objects or phenomena, on the basis of which their various properties and interdependencies are learned. As a result, children in older preschool age master the ability to “integrate” objects that are new to them into their already established systems and use this skill as a means of cognition. All this allows children to go beyond the specifics, which in themselves often do not make sense to the child, to make generalizations, conclusions, predict certain results and find creative solutions. This provides a systematic approach to organizing content.

2. An integrated principle of organizing the development of the proposed content, which, on the one hand, does not violate the integrity of each of the areas of knowledge (nature, native language, drawing, etc.), and on the other hand, significantly enriches them, contributes to their semantic deepening, expands associative information field of children. This activates children’s own interpretation of various phenomena 8 by both verbal and non-verbal means. Children develop broad semantic connections based on the “unity of affect and intellect” (L.S. Vygotsky).

3. Creation of problem situations characterized by a certain level of difficulty associated with the child’s lack of ready-made ways to resolve them and the need to search for them independently. As a result, children develop search activity, focus on achieving a goal, and the methods they find are generalized and freely used in new situations, which indicates the development of their thinking and imagination.

4. Visual modeling, showing children some hidden dependencies and relationships, for example, mathematical ones (part-whole, one-half, one-fourth, etc.), which contributes to the beginning of the formation of general categories and the formation of logical thinking. 5. Creating conditions for practical experimentation with different materials: both independent, before presenting any task to adults, and dictated by the conditions of the task proposed by the teacher. A broad orientation in the properties of the material significantly activates the search activity of children aimed at finding different solutions, which is one of the indicators of creativity.

6. Taking into account individual characteristics, both personal (leadership, initiative, confidence, determination, etc.), and differences in capabilities and pace of completing tasks, etc. This contributes to the successful development of each child and his emotional well-being.

7. Taking into account the basic styles of perception: some children better assimilate content based on visual perception (visual), others - on auditory (auditory), and still others - on motor and tactile (kinesthetic). And it is very important when the same content is told, shown, and played out by children through movements. In this case, children will be able, firstly, to better understand the material and assimilate it, and secondly, all children will gradually develop types of perception that are weaker for them.

8. Creating conditions for the children themselves to use the content mastered in classes in further free activities (playing, drawing, designing, creating carnival costumes, etc.), which contributes to both the development and self-development of children.

9. Taking into account the specifics in the development of boys and girls. So girls are more successful in a small space and therefore they can easily do small jobs, unlike boys; when perceiving texts by ear, girls react to how it is said (emotionally or not), and boys react to the meaning; in movement, girls are more expressive, and boys are more resilient, etc. (T.P. Khrizman). However, the excessive emphasis on gender orientation in education today is very alarming, which can lead to distorted ideas.

10. The current emphasis in current preschool education on organizing productive, result-oriented actions of children significantly impoverishes the result itself. In this regard, a balance is required in organizing the process of perception and productive actions.

1. Standard: a child’s full experience of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development. In the program the following principles correlate with it: positive preference; natural play; the predominance of novelty; optimal variety; “end-to-end” visualization; based on impressions.

2. Standard: 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). The program correlates with it: the principle of taking into account individual educational standards; the principle of “shifting layers” (“educational elevators”); the principle of the path from the child (and not to the child).

3. Standard: the principle of assistance and cooperation between children and adults, recognition of the child as a full participant (subject) of educational relations. The program correlates with it: the principle of emotional equality of a child and an adult; the principle of joint “educational navigation”.

4. Standard: the principle of supporting children’s initiative in various activities. The program correlates with it: the principles of voluntariness and alternative actions of the child.

5. Standard: the principle of cooperation between the Organization and the family. The program correlates with it: the principle of productive activity of the Educational Community.

6. Standard: introducing children to sociocultural norms, traditions of the family, society and state. The program correlates with it: the principle of development of sociocultural creativity.

7. Standard: the principle of forming a child’s cognitive interests and cognitive actions in various types of activities. The program correlates with it: the principle of free educational design.

8. Standard: the principle of age-appropriate preschool education (compliance of conditions, requirements, methods with age and developmental characteristics). The program correlates with it: the “crystal slipper” principle (disclosed, like the others, in the methodological Appendix to the Model Program). 9. Standard: the principle of taking into account the ethnocultural situation of children’s development. The program correlates with it: the principle of priority of national tolerance.

corresponds to the principle of developmental education, the goal of which is the development of the child;

combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the basic principles of developmental psychology and preschool pedagogy and, as experience shows, can be successfully implemented in the mass practice of preschool education);

meets the criteria of completeness, necessity and sufficiency (allowing one to achieve the set goals and objectives using a reasonable “minimum” of material);

ensures the unity of educational, developmental and training goals and objectives of the education process for preschool children, during the implementation of which such qualities are formed that are key in the development of preschool children;

is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;

is based on a comprehensive thematic principle of constructing the educational process;

provides for the solution of program educational tasks in the joint activities of adults and children and the independent activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education;

involves building the educational process on age-appropriate forms of working with children. The main form of work with preschoolers and their leading activity is play;

allows for variations in the educational process depending on regional characteristics;

is built taking into account continuity between all age preschool groups and between kindergarten and primary school

Imitation and example

Rhythm and repetition

Principle of integrity

Reliance on the child’s experience of the world and himself

Artistic and aesthetic general background

Requirements for the quality of the subject-development environment

The principle of a group of different ages

Cooperation with children's families

Integration of elements of traditional folk culture

Content Analysis

C.3

pp. 230-231

Thus, having analyzed preschool education programs for compliance with the Federal State Educational Standard for Preschool Education, we came to the conclusion: educational programs do not contradict the federal state educational standard for preschool education.

ANALYSIS OF PRESCHOOL EDUCATION PROGRAMS FOR COMPLIANCE WITH FSES BEFORE

Kuzminykh Yu.I.

LPI - branch of Siberian Federal University

The objective of our research is to analyze preschool education programs for compliance with the Federal State Educational Standard for Education. For analysis, we chose the following programs: “Childhood” (Authors: O. V. Akulova, T. I. Babaeva, T. A. Berezina, A. M. Verbenets, A. G. Gogoberidze, T. S. Gryadkina, V. A. Derkunskaya, T. A. Ivchenko, N. O. Nikonova, L. K. Nichiporenko, V. A. Novitskaya, Z. A. Mikhailova, M. N. Polyakova, L. S. Rimashevskaya, O. V Solntseva, O. N. Somkova, R. I. Yafizova), “From birth to school”, edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, “Doshkolka.ru” (Author S . N. Tsinovskaya), “Origins” (team of authors: Alieva T.I., Antonova T.V., Arnautova E.P., Arushanova A.G., Bogina T.L., Vasyukova N.E., Volkova E.M., Vorobyova I.N., Davidchuk A.N.¸ Ivankova R.A., Kazakova T.G., Kachanova I.A., Kondratyeva N.L., Lykova I.A., Obukhova L. F., Pavlova L.N., Paramonova L.A., Petrova V.A., Protasova E.Yu., Rodina N.M., Ryzhova N.A., Taruntaeva T.V., Tarasova K. V., Timofeeva E.A., Trifonova E.V., Uradovskikh G.V.) , “Golden Key” edited by G.G. Kravtsova.

Table

Analysis of preschool education programs for compliance with Federal State Educational Standards for Preschool Education

Federal State Educational Standard

"From birth to school"

" Childhood"

"Origins"

"Golden Key"

"Doshkolka.ru"

The purpose of the education program

Designing social situations for a child’s development and a developing subject-spatial environment that provides positive socialization, motivation and support for children’s individuality through communication, play, cognitive-research activities and other forms of activity.

Creating favorable conditions for a child to fully enjoy preschool childhood, forming the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing for life in modern society, creating prerequisites for educational activities, ensuring the safety of life of a preschooler

To create for each child in kindergarten the opportunity to develop abilities, broad interaction with the world, active practice in various types of activities, and creative self-realization. The program is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the child’s behavior, activities and attitude to the world.

Ensuring the full, comprehensive development of each child, the formation of his basic trust in the world and universal, including creative abilities to a level corresponding to the age specifics and requirements of modern society; creating equal conditions for the development of children with different capabilities.

to create optimal conditions for the personal and mental development of children, for their emotional well-being and, at the same time, to ensure continuity between preschool and primary general education.

- creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creativity based on cooperation with adults and peers and age-appropriate activities;

- creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.

Thus, after analyzing the Federal State Educational Standard, we can conclude that the main goal is the social situation of the development of a preschooler. Having studied the programs, we see that educational programs such as “Childhood” and “Doshkolka.ru” coincide in terms of the stated goal of the Federal State Educational Standard.

The rest of the programs have a different goal. The goal of the Golden Key program is aimed at the mental development of the child, the Origins program is aimed at the comprehensive development of the individual, and the From Birth to School program is aimed at personal culture.

Objectives of developing an educational program

1. Protecting and strengthening the physical and mental health of children, including their emotional well-being. 2. Ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities).

6. Formation of a general culture of the personality of children, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities.

7. Ensuring variability and diversity of educational work of various directions, taking into account the educational needs, abilities and health status of children. 8. Formation of a socio-cultural environment appropriate to the age, individual, psychological and physiological characteristics of children.

Creation of a program document that helps teachers organize the educational process in accordance with the requirements of the Federal State Educational Standard and allows them to write their own educational program based on the Model Program.

The priority tasks for the development and upbringing of children are:

- strengthening the child’s physical and mental health, forming the foundations of his motor and hygienic culture;

- holistic development of the child as a subject of activities feasible for a preschooler;

- enriched child development, ensuring a unified process of socialization-individualization, taking into account children's needs, capabilities and abilities;

- development, based on different educational content, of emotional responsiveness, the ability to empathize, and readiness to demonstrate a humane attitude in children’s activities, behavior, and actions;

- development of cognitive activity, curiosity, desire for independent knowledge and reflection, development of the child’s mental abilities and speech;

- awakening the child’s creative activity and imagination, the desire to engage in creative activities;

- organic entry of the child into the modern world, diverse interaction of preschoolers with various spheres of culture: fine arts and music, children's literature and native language, ecology, mathematics, games;

- introducing the child to the culture of his country and instilling respect for other peoples and cultures;

- introducing the child to beauty, goodness, non-violence, for it is important that preschool age becomes the time when the child awakens a sense of belonging to the world, the desire to do good deeds.

enrichment of child development, the interconnection of all its aspects. The implementation of the basic educational program ensures the child’s rights to physical, intellectual, social and emotional development at the preschool level and during the transition to primary school education

1) protection and strengthening of the physical and mental health of children of different ages and nationalities, including their emotional well-being;

2) ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, ethnicity, language, social status, religion, psychophysiological and other characteristics;

3) ensuring the continuity of the goals, objectives and content of education in preschool and primary general education;

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the cognitive and emotional development of the child, the disclosure and realization of his creative potential;

5) combining training and education into a holistic educational process based on spiritual, moral, national and universal values, as well as socially accepted rules and norms of behavior in the interests of the individual, family, and society;

6) the formation of a general culture of children’s personality, their ability for intercultural communication, instilling a healthy lifestyle, the development of social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of each child, prerequisites for educational activities;

7) the formation of a holistic educational and educational environment that corresponds to the age, individual, psychological and physiological characteristics of children, based on spiritual, moral and sociocultural values;

8) providing psychological and pedagogical support to the family and increasing the competence of children’s parents (or their legal representatives) in matters of their development and education, protection and promotion of health.

1. Protecting and strengthening the physical and mental health of children, including their emotional well-being.

2. Ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities).

3. Ensuring the continuity of goals, objectives and content of education implemented within the framework of educational programs at various levels.

4. Creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, development of the abilities and creative potential of each child.

5. Combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society. 6. Formation of a general culture of the personality of children, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities.

7. Ensuring variability and diversity of educational work of various directions, taking into account the educational needs, abilities and health status of children.

8. Formation of a sociocultural environment appropriate to the age, individual, psychological and physiological characteristics of children.

9. Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.

Thus, we can draw a conclusion on the objectives of educational programs. Programs such as “Golden Key”, “Doshkolka.ru”, “Childhood”, “Childhood” and the Federal State Educational Standard have absolutely the same tasks. They are aimed at protecting and strengthening the physical and mental health of children, at ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics. To create favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child. And also, on the formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children, etc.

As for the “From Birth to School” program, the task here is aimed at creating a program document that helps teachers organize the educational process in accordance with the requirements of the Federal State Educational Standard and allows them to write their own educational program based on the Model Program.

Principles of educational program education

4. Organization of the educational process taking into account the ethnocultural situation of children’s development, based on respect for different national cultures. Introducing children to sociocultural norms, traditions of the family, society and state. 5. The humanistic nature of the interaction between adults - parents (legal representatives), teaching and other employees of the Organization - and children; respect for the child's personality. Recognition of the child as a full participant in educational relations, in which the child himself becomes active in choosing the content of his education; supporting children's initiative in various activities. 6. Orientation of education towards the development of the child’s cognitive interests and cognitive actions, the development and harmonization of the emotional sphere, the formation of moral qualities of the individual and the socialization of the child

Program "From birth to school":

corresponds to the principle of developmental education, the goal of which is the development of the child;

meets the criteria of completeness, necessity and sufficiency (allowing you to achieve your goals and objectives using a reasonable “minimum” of material);

is based on a comprehensive thematic principle of constructing the educational process; provides for the solution of program educational tasks in the joint activities of adults and children and the independent activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education;

involves building the educational process on age-appropriate forms of working with children. The main form of work with preschoolers and their leading activity is play;

allows for variations in the educational process depending on regional characteristics;

is built taking into account continuity between all age preschool groups and between kindergarten and primary school.

1. The principle of full-fledged living by a child at all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development.

3. The principle of assistance and cooperation between children and adults, recognition of the child as a full participant (subject) of educational relations.

4. The principle of supporting children’s initiative in various activities.

5. The principle of cooperation with the family.

6. The principle of introducing children to sociocultural norms, traditions of the family, society and state.

7. The principle of forming a child’s cognitive interests and cognitive actions in various types of activities.

8. The principle of age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics).

9. The principle of taking into account the ethnocultural situation of children's development.

The implementation of the content of all educational areas is based on the following principles:

3. Creation of problem situations characterized by a certain level of difficulty associated with the child’s lack of ready-made ways to resolve them and the need to search for them independently.

5. Creating conditions for practical experimentation with different materials: both independent, before presenting any task to adults, and dictated by the conditions of the task proposed by the teacher. A broad orientation in the properties of the material significantly activates the search activity of children aimed at finding different solutions, which is one of the indicators of creativity.

1. Personally oriented principles:
The principle of adaptability.
Development principle.
The principle of psychological comfort.

2. Culturally oriented principles:
The principle of integrity of educational content.
The principle of a semantic relationship to the world
The principle of systematicity.
The principle of the orienting function of knowledge.
The principle of mastering culture.

3. Activity-oriented principles:
The principle of learning activities.
Creative principle.

1. Understanding childhood as a unique, valuable period in the overall development of a person. A child’s full experience of all stages of childhood (infancy, early and preschool age), amplification of childhood, inadmissibility of artificially accelerating or slowing down the pace of child development.

2. Age appropriateness of preschool education: compliance of conditions, methods, requirements with the age and developmental characteristics of the child. Implementation of the Program in forms specific to preschool children: play, cognitive and research activities, creative activity, communication and joint activities with other children and adults.

3. Supporting childhood diversity. Taking into account the individual needs of the child related to his life situation and health status (including disabilities), which determine the special conditions for his education; focus on creating conditions and a developmental environment suitable for children with different educational needs.

5. The humanistic nature of the interaction between adults - parents (legal representatives), teaching and other employees of the Organization - and children; respect for the child's personality. Recognition of the child as a full participant in educational relations, in which the child himself becomes active in choosing the content of his education; supporting children's initiative in various activities. 6. Orientation of education towards the development of the child’s cognitive interests and cognitive actions, the development and harmonization of the emotional sphere, the formation of moral qualities of the individual and the socialization of the child.

Analyzing the principles of the content of the Federal State Educational Standard, we highlight such principles as the understanding of childhood as a unique, valuable period in the overall development of a person, the child’s full experience of all stages of childhood and the orientation of education on the development of the child’s cognitive interests and cognitive actions, the development and harmonization of the emotional sphere, the formation of moral qualities of the individual and child socialization. These principles coincide with educational programs such as “Childhood”, “Origins”, “Golden Key” and “Doshkolka.ru.”
The principles of the educational program “From birth to school” are aimed at building the educational process on age-appropriate forms of working with children.

Thus, all presented programs generally comply with the Federal State Educational Standard for Education.

Analysis of the program “From birth to school” based on the Federal State Educational Standard for Preschool Education
The sample program “From birth to school” was developed on the basis of the Federal State Educational Standard for Preschool Education (Order No. 1155 of October 17, 2013) and is intended for use in preschool educational organizations for the formation of basic educational programs (BEP).

The main task The goal facing the authors of the Program is to create a program document that helps teachers organize the educational process in accordance with the requirements of the Federal State Educational Standard and allows them to write their own PEP based on the Model Program.

Leading goals of the Program— creation of favorable conditions for a child to fully enjoy preschool childhood, formation of the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for studying at school, ensuring the safety of a preschooler’s life.

Particular attention in the Program is paid to the development of the child’s personality, the preservation and strengthening of children’s health, as well as the education in preschoolers of such qualities as:

Patriotism;

Active life position;

Creative approach to solving various life situations;

Respect for traditional values.

These goals are realized in the process of various types of children's activities: play, communication, work, cognitive-research, productive, musical and artistic, reading.
To achieve the goals of the Program, the following are of paramount importance:

Caring for the health, emotional well-being and timely comprehensive development of each child;

Creating an atmosphere in groups of a humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;

Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

Creative organization (creativity) of the educational process;

Variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;

Respect for the results of children's creativity;

Unity of approaches to raising children in a preschool educational institution and family; . observance of continuity in the work of kindergarten and primary schools, excluding mental and physical overload in the content of education for preschool children, ensuring the absence of pressure from subject teaching.

Solving the goals and objectives of education outlined in the Program is possible only with systematic and targeted support by the teacher of various forms of children’s activity and initiative, starting from the first days of the child’s stay in a preschool educational institution.

The Program brings to the fore the developmental function of education, ensuring the formation of the child’s personality and orienting the teacher to his individual characteristics, which corresponds to the modern scientific “Concept of Preschool Education” (authors 8 V.V. Davydov, V.A. Petrovsky, etc.) recognition of the intrinsic value of the preschool period of childhood.

The program is built on the principles of a humane and personal attitude towards the child and is aimed at his comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities. The Program lacks strict regulation of children's knowledge and subject-centrism in teaching.
When developing the Program, the authors relied on the best traditions of domestic preschool education, its fundamental nature: a comprehensive solution to problems of protecting the lives and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities.
A special role in the Program is given to play activities as leading ones in preschool childhood (A. N. Leontyev, A. V. Zaporozhets, D. B. Elkonin, etc.). The authors of the Program were based on the most important didactic principle - developmental education and on the scientific position of L. S. Vygotsky that properly organized training “leads” development. Education and mental development cannot act as two separate processes independent of each other, but at the same time, “upbringing serves as a necessary and universal form of child development” (V.V. Davydov).
Thus, development within the framework of the Program acts as the most important result of the success of the upbringing and education of children. The Program comprehensively presents all the main content areas of a child’s upbringing and education from birth to school.
The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in education and makes up for the shortcomings of spiritual, moral and emotional education.
Education is considered as a process of introducing a child to the main components of human culture (knowledge, morality, art, work).

The main criterion for selecting program material is its educational value, the high artistic level of the cultural works used (classical and folk - both domestic and foreign), the possibility of developing the child’s comprehensive abilities at each stage of preschool childhood (E. A. Flerina, N. P. Sakulina, N. A. Vetlugina, N. S. Karpinskaya).

Program "From birth to school":
. corresponds to the principle of developmental education, the goal of which is the development of the child;
combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the basic principles of developmental psychology and preschool pedagogy and, as experience shows, can be successfully implemented in the mass practice of preschool education);
. meets the criteria of completeness, necessity and sufficiency (allowing you to achieve your goals and objectives using a reasonable “minimum” of material);
. ensures the unity of educational, developmental and training goals and objectives of the education process for preschool children, during the implementation of which such qualities are formed that are key in the development of preschool children;
. is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;
. is based on a comprehensive thematic principle of constructing the educational process;
. provides for the solution of program educational tasks in the joint activities of adults and children and the independent activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education;
. involves building the educational process on age-appropriate forms of working with children. The main form of work with preschoolers and their leading activity is play;
. allows for variations in the educational process depending on regional characteristics;
. is built taking into account continuity between all age preschool groups and between kindergarten and primary school. Distinctive features of the program “From birth to school”

Focus on the development of the child’s personality
The priority of the Program is the education of a free, self-confident person with an active life position, who strives to creatively approach solving various life situations, has his own opinion and knows how to defend it.

Patriotic orientation of the Program
The Program pays great attention to instilling in children patriotic feelings, love for the Motherland, pride in its achievements, and confidence that Russia is a great multinational country with a heroic past and a happy future. Focus on moral education, support for traditional values Fostering respect for traditional values, such as love for parents, respect for elders, caring attitude towards children and the elderly; formation of traditional gender ideas; instilling in children the desire to follow a positive example in their actions.

Focus on further education
The program is aimed at developing cognitive interest in children, the desire to acquire knowledge, positive motivation for further education at school and college; understanding that all people need to receive education. Formation of an attitude towards education as one of the leading life values.

Focus on preserving and strengthening children's health
One of the main tasks that the Program sets for educators is to take care of preserving and strengthening the health of children, developing in them basic ideas about a healthy lifestyle, developing healthy habits, including healthy eating habits, and the need for physical activity.

Focus on taking into account the individual characteristics of the child
The program is aimed at ensuring the emotional well-being of each child, which is achieved by taking into account the individual characteristics of children both in matters of organizing life activities (bringing the daily routine closer to the individual characteristics of the child, etc.), and in the forms and methods of interaction with the child (showing respect for his individuality , sensitivity to his emotional states, support for his self-esteem, etc.).

Features of the structure of the program “From birth to school”
The most significant structural characteristic of the program “From birth to school” is the principle of presentation of the material - the content of psychological and pedagogical work is set out in the Program for educational areas, in each of which the main goals and objectives and the content of psychological and pedagogical work are indicated.
The content of psychological and pedagogical work in educational areas is presented in thematic blocks, within which the material is presented by age group. This structure of the program allows you to see the time perspective of the development of the child’s qualities, makes it possible to be more flexible in the choice of program content, and it is easier to introduce a variable part.
Flexibility in choosing program content based on the child’s developmental level
In each thematic block, material is presented by age group. For example, in the educational field “Social and communicative development” a thematic block “Moral education” is highlighted, in which the content of psychological and pedagogical work is presented by age groups. This makes it possible to see the time perspective of the development of the moral qualities of a preschooler, which allows the teacher to more fully take into account the individual characteristics of children in their work and set tasks based not so much on age recommendations, but on the individual level of development of the child. Coverage of all age periods (from birth to school)

The advantages of the “From Birth to School” program, of course, include the fact that it covers all age periods of children’s physical and mental development: early age - from birth to 2 years (first and second early age groups); junior preschool age - from 2 to 4 years (first and second junior groups), middle preschool age - from 4 to 5 years (middle group), senior preschool age - from 5 to 7 years (senior and preparatory to school groups).

Easy to introduce variable part
Presenting the content of the Program in thematic blocks allows, when writing a PEP, to easily form a variable part (the part formed by participants in the educational process) - taking into account the species diversity of the educational organization, priority areas, introducing a regional component, etc. In particular, an educational organization can replace one or more semantic blocks to partial and proprietary programs or rewrite the content of these sections yourself. The only requirement is that the variable part must comply with the Federal State Educational Standard and should not contradict the goals and objectives of the “From Birth to School” program.

The presence of a separate section on the development of play activity is explained by the fact that in preschool age play is the leading type of activity and should be present in all psychological and pedagogical work, and not just in one of the areas. Recognizing the exceptional importance of developing the play activity of a preschooler, the authors supplemented the Program with a separate chapter devoted to play. This chapter reveals the content of psychological and pedagogical work on the development of gaming activity for each age period, which allows the teacher to comprehensively see all aspects of gaming activity in progressive development.

Interaction with families of pupils.
The section “Interaction between kindergarten and family” describes the main forms of work with parents of pupils, the use of which allows teachers to successfully implement the general education program of preschool education. An important advantage of the Program is that it is provided with aids for studying with a child at home - books from the “School of the Seven Dwarfs” series.
Variability of the content of the section on inclusive and correctional education Within the framework of variability, the Program presents two sections on inclusive and correctional education: “Inclusive practice in groups of combined orientation” and “Correctional work in preschool educational institutions (by educational areas).” Both sections correspond to the Federal State Educational Standard, but demonstrate different approaches to solving similar problems. Teachers can choose the option that is more suitable for working in a given preschool institution, or combine both options. The presence of an appendix with detailed lists in the modern edition of the Program; all approximate lists are included in the Appendix. This significantly reduces the content of the Program and makes it easier to understand. In addition, this construction of the Program allows you to see how the content of the sample lists changes depending on the age of the children. For example, it is now easy to see and analyze what is recommended for reading to children in each age group.

Development of a complete educational and methodological set for the Program
The obvious advantage of the Program is that it is provided with a complete educational and methodological set, including teaching aids on all lines and areas of child development, comprehensive thematic planning, visual aids and workbooks, as well as manuals on the work of a psychologist in preschool educational institutions, on inclusive education and work of a family kindergarten. At the same time, the educational and methodological support of the Program is a constantly developing tool of professional activity, reflecting modern achievements and trends in domestic and global preschool education.

Organization of monitoring of the conditions for the implementation of the Federal State Educational Standard for Education using the example of the “From Birth to School” program.
PLANNED RESULTS OF MASTERING THE PROGRAM Targets The specifics of preschool childhood (flexibility, plasticity of the child’s development, a high range of options for its development, its spontaneity and involuntary behavior) do not allow requiring a preschool child to achieve specific educational results and necessitates the need to determine the results of mastering the educational program in the form of targets .

The targets for preschool education presented in the Federal State Educational Standard for Preschool Education should be considered as social-normative age characteristics of a child’s possible achievements. This is a guideline for teachers and parents, indicating the direction of the educational activities of adults. The targets outlined in the Federal State Educational Standard for Education are common to the entire educational space of the Russian Federation, however, each of the exemplary programs has its own distinctive features, its own priorities, targets that do not contradict the Federal State Educational Standard for Education, but can deepen and complement its requirements.
Thus, the targets of the “From Birth to School” program are based on the Federal State Educational Standard for Educational Education and the goals and objectives outlined in the explanatory note to the “From Birth to School” program, and in the part that coincides with the Standards, they are given according to the text of the Federal State Educational Standard.
The presented system for assessing the results of mastering the Program reflects current trends associated with changes in the understanding of assessing the quality of preschool education. First of all, we are talking about a gradual shift in emphasis from an objective (test) approach towards an authentic assessment.
Pedagogical diagnostics The implementation of the program “From birth to school” involves assessing the individual development of children. Such an assessment is carried out by a pedagogical worker within the framework of pedagogical diagnostics (assessment of the individual development of preschool children associated with the assessment of the effectiveness of pedagogical actions and - diagnostics are carried out during observations of the activity of children in spontaneous and specially organized activities.

Toolkit for pedagogical diagnostics - observation cards of child development, which allow recording the individual dynamics and development prospects of each child during:
. communications with peers and adults (how the ways of establishing and maintaining contact, making joint decisions, conflict resolution, leadership, etc. are changing);
. gaming activities;
. cognitive activity (how the development of children's abilities and cognitive activity proceeds);
. project activities (how children’s initiative, responsibility and autonomy develop, how the ability to plan and organize their activities develops);
. artistic activity;
. physical development.
The results of pedagogical diagnostics can be used exclusively to solve the following educational problems:
1) individualization of education (including support for the child, building his educational trajectory or professional correction of his developmental characteristics);
2) optimization of work with a group of children. During educational activities, teachers must create diagnostic situations in order to assess the individual dynamics of children and adjust their actions.

Irina Morozova
Variability of sample preschool education programs (comparative analysis)

« Variability of sample preschool education programs»

1 slide. Comparative analysis of exemplary general education programs for preschool education"Rainbow" edited by E. V. Solovyova and "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva

2 slide. Program"FROM BIRTH TO SCHOOL" is innovative general education program document for preschool educational institutions, prepared taking into account the latest achievements of science and practice of domestic and foreign preschool education.

Program written in accordance with the Federal State Educational Standard for Education. Publishing house Mosaic-synthesis Moscow, 2014

3 slide. To the benefits programs"From birth to school" Of course, it should be noted that it covers all age periods of physical and mental development children: infancy (from 2 months to 1 of the year: infant group); early age (from 1 year to 3 years: first and second early age groups) ; preschool age(from 3 years to schools: junior, middle, senior and preparatory school groups).

4 slide. Authors programs named her"Rainbow" By analogies with a seven-color rainbow, since it includes the seven most important types of children’s activities and activities, during which the education and development of personality occurs child: physical education, game, fine art activities and manual labor, design, musical and plastic arts classes, speech development classes, familiarization with the outside world and mathematics. Each section corresponds to a specific rainbow color, emphasizing originality its use in working with preschoolers

5 slide. Work on program"Rainbow" carried out in various forms of organizing children's activities, taking into account the age and individual characteristics of children and types of activities. Delivered to program tasks are also implemented in so-called everyday learning situations, during routine moments. Game forms and methods of teaching and consolidating acquired knowledge are widely used. Great importance is attached to the independent cognitive and productive activities of children.

Slide 7 Leading Goals Programs"From birth to school"- creating favorable conditions for a child to fully live preschool childhood, formation of the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, formation of prerequisites for educational activities, ensuring life safety preschooler.

8 slide. Tasks programs"From birth to school". Protecting and strengthening the physical and mental health of children, including their emotional well-being.

9. Fostering patriotism, an active life position, and respect for traditional values.

Slide 9 Main sections programs.

Program"Rainbow"

Target section (Explanatory note; Planned results of mastering OOP)

Content section (Contents educational activities on five educational fields; technologies for implementing the content of OOP in accordance with educational areas; Technologies for creating an atmosphere of joyful living preschool childhood; Support for children's initiative; Interaction with the family, Pedagogical diagnostics; Corrective work and/inclusive education)

Organizational section (daily routine, Organization of group life; Forms of implementation preschool education; Additional paid educational services; methodological support; Personnel policy; holidays, events; developing subject-spatial educational environment; approximate calculations of standard costs for the provision of public services for implementation programs)

10 slide. Planned development results Programs.

Planned development results Programs. Targets at completion stage preschool education, also completely match:

12 slide. Content Features programs"From birth to school":

Focus on the development of the child’s personality

Patriotic orientation Programs

Focus on moral education, support of traditional values

Focus on the future education

Focus on preserving and strengthening children's health. Focus on taking into account the individual characteristics of the child

Slide 13: Content Features programs"Rainbow"

Program"Rainbow" conceived and implemented to cover all major aspects education children aged from 2 months to 8 years in a kindergarten and provides the opportunity for a wide variability operating conditions.

Slide 14: Goals and objectives of interaction with families of pupils

IN program"From birth to school" The goal is to create the necessary conditions for the formation of responsible relationships with the families of students and the development of parental competence.

Slide 15 Forms of interaction with family ( "From birth to school")

16 slide. Features of the organization of the subject-spatial environment according to program"From birth to school"

Program"From birth to school" does not impose any special special requirements for equipping the developing subject-spatial environment (such as For example, V Montessori program, in addition to the requirements specified in the Federal State Educational Standard for Education. If there is insufficient or no funding, program can be implemented using equipment that is already available in preschool organization, the main thing is to comply with the requirements of the Federal State Educational Standard for Educational Education and the principles of organizing space outlined in program.

Slide 17 Features of the organization of the subject-spatial environment according to program"Rainbow"

Educational the organization, in accordance with its goals, creates a developing subject-spatial environment in accordance with the Federal State Educational Standard for Education. Depending on the material and personnel conditions that the organization has, and the nature of the request that parents make of it, it is possible to organize logistics at three levels. The minimum level is mat. those. provision allows you to successfully implement the Federal State Educational Standard for Preschool Education in a mass kindergarten, with any, no matter how modest, material capabilities. It implies the co-creation of teachers and parents in the creation of the RPPS, many elements of which are created by their own hands with the feasible participation of children. If the organization has some additional capabilities (swimming pool, theater room, additional specialists), then the organization has the resource to create a basic level. If the organization is focused on working with families who have higher demands for education child and are ready to financially support the development of MTB preschool educational institutions, organize additional paid educational services, an enhanced level of logistics support can be provided.

18 slide. Style "rainbow" groups

Developmental subject-spatial environment "rainbow" preschool The groups are distinguished by an abundance of children's works, each of which is characterized by a bright individuality of the plan and the means of its implementation. The zone of cognitive development, the zone of mathematics and literacy is rich. There should always be free access for children various visual materials. Availability required "Beauty Shelves".

Slide 19 IN program the developmental function comes to the fore education, ensuring the formation of the child’s personality and orienting the teacher to his individual characteristics, which corresponds to modern scientific "Concepts preschool education» (authors V.V. Davydov, V.A. Petrovsky and others) about recognizing self-worth preschool childhood.

Program"Rainbow" Personality is brought up by Personality. So we know What: it is important for children that the teacher is really interested in what he is talking about;

children want to know about the lives and experiences of adults;

You can teach a child well only what you love to do;

A child can only be taught well by the adult he loves;

V "rainbow" Children in groups do not have the same work;

V "rainbow" There are no identical groups in kindergartens;

Each teacher creates his own day, month, year of life and work with children as an author's work.