Analysis of the Model Basic Education Program for Early Childhood Education (PEP)

VET preschool education (hereinafter the Program) is developed

taking into account the cultural and historical characteristics of modern society, the challenges of the uncertainty and complexity of the changing world and the emerging risks for the full development and safety of children;

in accordance with the Federal Law "On Education in Russian Federation"And the Federal State Educational Standard of Preschool Education (hereinafter - FSES, Standard).

The standard definesinvariant goals and guidelines for the development of basic educational programs for preschool education, and the Program provides examplesvariable ways and means of achieving them. The program is a document, taking into account which organizations carrying out educational activities at the level of preschool education independently develop and approve the main general educational program of preschool education.

In terms of its organizational and managerial status, this Program, which implements the principles of the Standard, has a modular structure.

The framework nature of the exemplary Program is revealed through the presentation of a general model of the educational process in preschool educational organizations, age norms development assets, defining the structure and content of educational activities in accordance with the directions of the child's development in five educational areas. Educational areas, the content of educational activities, as well as the organization of the educational environment, including the subject-spatial and developing educational environment, act as modules from which the main general educational program of the Organization is created. The modular nature of the presentation of the content of the Program allows you to design the main educational program of a preschool educational organization based on materials wide range available educational programs of preschool education.

This program is based on interdisciplinary studies of the nature of childhood as a special cultural and historical phenomenon in the development of mankind, on the historical and evolutionary approach to the development of personality in nature and society, cultural and activity psychology of socialization of the child, pedagogical anthropology, pedagogy of dignity and pedagogy of cooperation.

According to the historical-evolutionary, cultural-activity approaches to the development of the child, the knowledge accumulated in the experience of previous generations is not simply transmitted directly from adult to child; the child himself actively acquires his own experience, creatively creates his own knowledge and meanings, builds interactions in jointly shared activities and in communication with other children and adults. Thus, knowledge and meanings are not mechanically assimilated, but are actively created (constructed) by the child himself in the process of interaction and dialogue with the natural and social world.

The program is aimed at creating a social situation for the development of preschoolers, social and material conditions that open up opportunities for the positive socialization of the child, the formation of his trust in the world, in people and in himself, his personal and cognitive development, the development of initiative and creative abilities through cultural and age-appropriate activities in collaboration with adults and other children; and to ensure the health and safety of children.

The social situation of development is determined by the child's place in society; social requirements and expectations regarding the age norms of children's behavior, corresponding to the historically formed image of childhood; the interests of the child himself, the nature and content of his activity.

Based on the Program, a motivating educational environment is constructed at different age stages of development and socialization of preschoolers.

Such an environment provides a system of conditions for the development of children, includingspatio-temporal (flexibility and transformability of space and its subject matter, planning flexibility),social (forms of cooperation and communication, role and interpersonal relationships of all participants in educational relations, including teachers, children, parents, administration),conditions of children's activity (the availability and variety of activities corresponding to the age-psychological characteristics of preschoolers, the developmental tasks of each child),logistical and other conditions of educational activity.

The program determines the approximate content of educational areas, taking into account the age and individual characteristics of children in different types activities such as:

– playroom (role-playing game, game with rules and other types of games),

– communicative (communication and interaction with adults and other children),

– cognitive research (research and knowledge of the natural and social worlds in the process of observation and interaction with them),

as well as suchactivities of the child , how:

– perception fiction and folklore,

– self-service and elementary household labor (indoors and outdoors),

– construction from various materials, including constructors, modules, paper, natural and other materials,

– visual (drawing, modeling, applique),

– musical (perception and understanding of the meaning of musical works, singing, musical rhythmic movements, playing children's musical instruments),

– motor (mastering basic movements) forms of child's activity.

The purpose of the Program is the design of social situations of the child's development and the developing subject-spatial environment, providing positive socialization, motivation and support for the individuality of children through communication, play, cognitive research and other forms of activity.

Tasks:

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

– ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status;

– creation of favorable conditions for the development of children in accordance with their age and individual characteristics, the development of the abilities and creative potential of each child as a subject of relations with other children, adults and the world;

– combining education and upbringing into a holistic educational process based on spiritual, moral and sociocultural values, rules and norms of behavior adopted in society in the interests of a person, family, society;

– shaping general culture the personality of children, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activity;

– the formation of a socio-cultural environment corresponding to the age and individual characteristics of children;

– 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;

– ensuring the continuity of goals, objectives and content of preschool general and primary general education.

Principles and approaches to the formation of the Program.

1. Supporting childhood diversity.

2. Preserving the uniqueness and intrinsic value of childhood

3. Positive socializationbaby

4. Personal developmental and humanistic nature of interactionadults and children

5. Promotion and cooperation of children and adults, recognition of the child as fullparticipant (subject) of educational relations.

6. Cooperation of the Organization with the family.

7. Networking with organizations

8. Individualization of preschool education

9. Age adequacy of education.

10. Developing variable education.

11. Completeness of content and integration of individual educational areas

12. The invariance of values ​​and goals with the variability of means of implementation and achievement of the goals of the Program.

Planned results.

The implementation of the educational goals and objectives of the Program is aimed atto achieve targets preschool education, which are described as the main characteristics of child development. The main characteristics of the child's development are presented in the form of a statement of the possible achievements of pupils at different age stages of preschool childhood.

infant (first and second half of life),

early (from 1 to 3 years old)

and preschool age (3 to 7 years).

The system for monitoring the dynamics of the development of children, the dynamics of their
educational achievements through:

– pedagogical observations, pedagogical diagnostics associated with the assessment of the effectiveness of pedagogical actions with the aim of their further optimization;

– children's portfolios, recording the child's achievements in the course of educational activities;

– child development cards;

– different scales of individual development.

The program grants the Organization the right self-choice tools for pedagogical and psychological diagnostics of the development of children, including its dynamics.

In accordance with the provisions of the Standard and the principles of the Organization's Program, the right to choose the methods of implementing educational activities is given depending on the specific conditions, preferences of the teaching staff of the Organization and other participants in educational relations, as well as taking into account the individual characteristics of the pupils, the specifics of their individual needs and interests. When organizing educational activities in the areas indicated by educational areas, it is necessary to follow the principles of the Program, in particular, the principles of supporting the diversity of childhood, individualization of preschool education, age adequacy of education, and others. When determining the content of educational activities in accordance with these principles, one should take into account the diversity of interests and motives of children, significant individual differences between children, the unevenness of the formation of different abilities in a child, as well as the peculiarities of the socio-cultural environment in which families of pupils live, and the peculiarities of the location of the Organization. ...

An examplevariable forms, methods, methods of organizing educational activities can serve as such forms as : educational offers for the whole group (classes), various types of games, including free play, exploration, role-playing, and other types of games, outdoor and traditional folk games; interaction and

communication of children and adults and / or children with each other; projects of various orientations, primarily research; holidays, social events, etc., as well as the use of the educational potential of regime moments.

All forms together and each separately can be realized through a combination of activities organized by adults and independently initiated by children.

Interaction of the teaching staff with families of preschoolers.

Interacting with the family in a spirit of partnershipin the education and upbringing of children is a prerequisite for ensuring their full development.

Work is under constructionv mode of dialogue based on respect, empathy and sincerity.

Planning educational activities.

The program does not provide for strict regulation of the educational processand scheduling of educational activities, leaving the teachers of the Organization with space forflexible planning their activities, based on the characteristics of the main educational program being implemented, the conditions of educational activity, needs, opportunities and readiness, interests and initiatives of pupils and their families, teachers and other employees of the Organization.

It is unacceptable to demand from Organizations implementing the Program calendar training schedules (rigidly tied to annual and other types of planning) and work programs tied to the calendar for the implementation of the content components of the Program.

The planning of teachers' activities is based on the results of a pedagogical assessment of the individual development of children and should be aimed primarily at creating psychological and pedagogical conditions for the development of each child, including the formation of a developing subject-spatial environment.

The planning of the Organization's activities should be aimed at improving its activities and take into account the results of both internal and external assessment of the quality of implementation of the Organization's program.

Daily routine and routine.

The program reserves the right for the Organization to independently determine the regime and daily routine, established taking into account the conditions for the implementation of the Organization's program, the needs of participants in educational relations, the peculiarities of the author's variable educational programs, including programs of additional education for preschoolers and other features of educational activities, as well as sanitary and epidemiological requirements.

Senior educator I.V. Anufrieva,

MDOU " Kindergarten"Bell"

r.p. Dukhovnitskoe of the Saratov region

I. Target section

1.1. Explanatory note.

Mandatory part

The main educational program of the Municipal State Preschool Educational Institution is a kindergarten of general developmental type No. 1 with priority implementation of activities for the physical development of children in the village of Nekrasovka, Khabarovsk Municipal District, Khabarovsk Territory, developed in accordance with the requirements of the main regulatory documents:

Federal Law of December 29, 2012. No. 273 - FZ "On Education in the Russian Federation";

- "The procedure for organizing and carrying out educational activities for

the main general educational programs - educational programs of preschool education "(order of the Ministry of Defense and Science of the Russian Federation of 08.30.2013, No. 1014);

FSES of preschool education (order of the Ministry of Defense and Science of the Russian Federation of 17.10.2013, No. 1155)

- "Sanitary and epidemiological requirements for the design, maintenance and organization of the mode of operation of preschool educational organizations" (approved by the decree of the Chief State Sanitary Doctor of the Russian Federation dated October 15, 2013 No. 26 "On approval of SanPiN" 2.4.3049-13);

Approximate educational program of preschool education "Childhood", under. edited by T.I. Babaeva, A.G. Gogoberidze - SPb .: CHILDHOOD-PRESS, 2014

The program includes 2 parts: the main part and the part formed by the participants in educational relations.

Each part of the Program, in accordance with the requirements of the Federal State Educational Standard of DO, includes three main sections - target, content and organizational.

1.1.1. Goals and objectives for the implementation of the Program

• Mandatory part

Purpose of the program : create an opportunity for every child in kindergarten to develop abilities, interact with the world, actively practice in different types activity, creative self-realization. The program is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the behavior, activities and attitude of the child to the world.

Objectives of the Program:

Development of social, moral, physical, intellectual, aesthetic qualities of children; creation of favorable conditions for the harmonious development of children in accordance with the age and individual characteristics and inclinations of each child;

Formation of the child's abilities and needs to discover and create oneself in the basic forms of human activity, the readiness to cognize oneself in unity with the world, in dialogue with it;

Formation of a general culture of the child's personality, including values healthy way life, prerequisites for educational activity, initiative, independence and responsibility, active life position;

Development of the abilities and creativity of each child; organization of meaningful interaction of a child with other children, adults and the world around him based on humanistic values ​​and ideals, the rights of a free person;

Raising patriotic feelings in children, love for the Motherland, pride in its achievements on the basis of spiritual, moral and sociocultural values ​​and the rules and norms of behavior adopted in society in the interests of a person, family, society;

Formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

Combining educational and health-improving resources of the family and preschool organization based on the traditional spiritual and moral values ​​of the family and society; establishing partnerships with the family, providing it with psychological and pedagogical support, increasing the competence of parents (legal representatives) in matters of development and education, protection and strengthening of children's health;

Ensuring the continuity of goals, objectives, methods and content of education from the standpoint of the intrinsic value of each age and continuity of education at all stages of a person's life.

The purpose and tasks of the preschool educational institution for the implementation of the PLO are determined on the basis of the analysis of the Federal State Educational Standard, the Childhood program, previous pedagogical activities, the needs of children and parents, the society in which the preschool educational institution is located.

The purpose of OOP- versatile and holistic development of the child, ensuring the formation of a general culture, the development of physical, intellectual and personal qualities.

Objectives of OOP Implementation:

• Ensure the protection and strengthening of the physical and mental health of children, their emotional well-being.
• Create favorable conditions for the development of the intellectual and creative abilities of children, for the formation of prerequisites for educational activities.
• Ensure equal access to education for all preschool educational institutions, taking into account the diversity of special educational needs and individual opportunities.
• To form the intellectual potential of children, to develop cognitive activity, curiosity, the desire for independent knowledge and reflection through the implementation of partial programs and technologies.
• Synchronize the processes of education and upbringing, make them complementary, enriching the physical, social and personal, intellectual and artistic and aesthetic development of children.

1.1.2. Principles and approaches to the implementation of the Program:

• Mandatory part

Principles and scientific foundations of the "Childhood" program (p.9)

• The part formed by the participants of the educational process .

Principles of OOP formation

1. Childhood Diversity Support; preservation of the uniqueness and intrinsic value of childhood as an important stage in the general development of a person (the intrinsic value of childhood is the understanding (consideration) of childhood as a period of life that is meaningful in itself, without any conditions; meaningful by what is happening to the child now, and not by the fact that this period is preparation period for the next period)
2. Personally developing and humanistic nature of interaction between adults (parents, legal representatives), pedagogical and other employees of preschool educational institutions) and children.
3. Respect for the child's personality.
4. Implementation of the program in forms specific to children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

The main approaches to the formation of the Program are

- system-activity approach, presupposing the development of the child in activities that include such components as self-determination, self-planning, self-organization, self-esteem, introspection;

- cultural and historical approach, presupposes a transition from one qualitative state to another in the direction of improvement.

1.1.3. Characteristics that are significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age

Information about the institution.

Municipal state-owned preschool educational institution, a kindergarten of general developmental type No. 1 with priority implementation of activities for the physical development of children s. Nekrasovka, Khabarovsk District, Khabarovsk Territory.

E-mail address:

Site:

Contact phone numbers:

The mode of operation of the preschool educational institution is 10 hours 30 minutes with a five-day working week, from 7:30 am to 6:00 pm.

The program is implemented in the state language of the Russian Federation (in Russian).

Preschool education in a state-owned preschool educational institution, a kindergarten of general developmental type No. 1 of the Khabarovsk municipal district of the Khabarovsk Territory (hereinafter referred to as the preschool educational institution) is carried out in accordance with this educational program of preschool education.

The preschool educational institution carries out its educational, legal, economic activities on the basis of legislative regulatory documents:

• Educational license no.
• License for additional educational activities No.
• Certificate of state accreditation number
• DOE charter

Analysis of the teaching staff

The kindergarten is fully staffed. The team of preschool teachers is 24 people:

manager - 1

senior educator - 1

musical director - 2

educational psychologist - 1

speech therapist teacher - 1

physical education instructor - 1

educators - 18

More than 50% of teachers with over 20 years of experience work in the institution, have passed the main stages of the formation of a kindergarten, are the initiators of innovations in the preschool educational institution.

Our teachers:

Have the title "Honorary Worker of General Education - 2 people

- "Excellent worker of public education" - 1 person;

Awarded with the Certificate of Honor of the Ministry of Education - 2 people;

A distinctive feature of a preschool institution is the stability of the teaching staff and service personnel.

All teachers take advanced training courses in a timely manner. 100% of teachers have completed advanced training courses on the introduction of the federal state educational standard for preschool education, have an education in the specialty "Preschool Pedagogy", 92% of teachers have the skills of a PC user. Also, teachers improve their professional level through visits to regional methodological associations, passing the certification procedure, self-education, participate in competitions at various levels, which helps to improve professional skills, and has a positive effect on the development of preschool educational institutions.

Analysis of the contingent of children

In the preschool educational institution there are groups of general developmental orientation.

There are 12 groups in the preschool institution, all groups are staffed according to the principle of the same age. The division into age groups is carried out in accordance with the laws of the child's mental development, which generally have similar age characteristics, and allows you to more effectively solve the problems of implementing the program.

1st younger group- 2 (50 children)

2nd junior group - 2 (54 children)

Middle group - 3 (66 children)

Senior group - 2 (51 children)

Preparatory group - 3 (63 children)

« Characteristics of the developmental characteristics of children of early and preschool age "(p. 13. Programs" Childhood ")

1.2. The planned results of mastering the program in the form

targets.

• Mandatory part:

Planned results of mastering the "Childhood" program (Article 42).

• The part formed by the participants in the educational process.

Children . Holistic and versatile development - intellectual, physical, emotional and personal, social, artistic and aesthetic; socialization, development of universal values, love for the native village.

Teachers. Improving pedagogical skills; mastering pedagogical technologies; orientation in the educational space.

Parents. Active participation in the educational and upbringing process of the preschool educational institution.

Kindergarten . Improving the quality of the pedagogical process, image in the village.

Pedagogical diagnostics system

During the implementation of the program, an assessment of the individual development of children is carried out. Such an assessment is carried out by pedagogical workers in the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning)

The results of pedagogical diagnostics can be used exclusively for solving the following educational tasks:

1. Individualization of education (including support for a child, building his educational trajectory or professional correction of the peculiarities of his development);
2. Optimization of work with a group of children;

Educators and specialists of the preschool educational institution conduct pedagogical diagnostics 2 times a year on the basis of the methodology for diagnosing the pedagogical process by N.V. Vereshchagina, based on the results of diagnostics, pedagogical councils are held. Based on the results obtained, the child's individual route is built.

The full version of the work is available.

The approximate basic educational program is developed in accordance with the Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ (hereinafter - the Federal Law "On Education in the Russian Federation") and the Federal State Educational Standard of Preschool Education (hereinafter - FGOS DO , Standard). Taking into account the cultural and historical characteristics of modern society, the challenges of the uncertainty and complexity of the changing world and the emerging risks for the full development and safety of children.

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Approximate basic educational program of preschool education Completed by: Yausheva Tatyana Gennadievna

The approximate basic educational program is developed in accordance with the Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ (hereinafter - the Federal Law "On Education in the Russian Federation") and the Federal State Educational Standard of Preschool Education (hereinafter - FGOS DO , Standard). Taking into account the cultural and historical characteristics of modern society, the challenges of the uncertainty and complexity of the changing world and the emerging risks for the full development and safety of children.

The standard defines invariant goals and guidelines for the development of basic educational programs for preschool education, and the Program provides examples of variable ways and means of achieving them. The program is a document, taking into account which organizations carrying out educational activities at the level of preschool education independently develop and approve the main general educational program of preschool education.

In terms of its organizational and managerial status, this Program, which implements the principles of the Standard, has a modular structure. The framework nature of the exemplary Program is revealed through the presentation of a general model of the educational process in preschool educational institutions, age standards for development, determination of the structure and content of the content of educational activities in accordance with the directions of the child's development in five educational areas. Educational areas, the content of educational activities, as well as the organization of the educational environment, including the subject-spatial and developing educational environment, act as modules from which the main general educational program of the Organization is created. The modular nature of the presentation of the content of the Program makes it possible to design the main educational program of a preschool educational organization based on the materials of a wide range of existing educational programs of preschool education.

The framework nature of the exemplary Program is revealed through the presentation of a general model of the educational process in preschool educational institutions, age standards for development, determination of the structure and content of the content of educational activities in accordance with the directions of the child's development in five educational areas. Educational areas, the content of educational activities, as well as the organization of the educational environment, including the subject-spatial and developing educational environment, act as modules from which the main general educational program of the Organization is created.

This Program is based on interdisciplinary studies of the nature of childhood as a special cultural and historical phenomenon in the development of mankind, on the historical and evolutionary approach to the development of personality in nature and society, cultural and activity psychology of child socialization, pedagogical anthropology, pedagogy of dignity and pedagogy of cooperation. According to the historical-evolutionary, cultural-activity approaches to the development of the child, the knowledge accumulated in the experience of previous generations is not simply transmitted directly from adult to child; the child himself actively acquires his own experience, creatively creates his own knowledge and meanings, builds interactions in jointly shared activities and in communication with other children and adults. Thus, knowledge and meanings are not mechanically assimilated, but are actively created (constructed) by the child himself in the process of interaction and dialogue with the natural and social world.

The program is aimed at creating a social situation for the development of preschoolers, social and material conditions that open up opportunities for the positive socialization of the child, the formation of his trust in the world, in people and in himself, his personal and cognitive development, the development of initiative and creative abilities through cultural and age-appropriate activities in collaboration with adults and other children; and to ensure the health and safety of children. The social situation of development is determined by the child's place in society; social requirements and expectations regarding the age norms of children's behavior, corresponding to the historically formed image of childhood; the interests of the child himself, the nature and content of his activity.

Based on the Program, a motivating educational environment is constructed at different age stages of development and socialization of preschoolers. Such an environment provides a system of conditions for the development of children, including spatio-temporal (flexibility and transformability of space and its content, planning flexibility), social (forms of cooperation and communication, role and interpersonal relationships of all participants in educational relations, including teachers, children, parents (legal representatives), administration), conditions of children's activity (availability and variety of activities corresponding to the age-psychological characteristics of preschoolers, developmental tasks of each child), material, technical and other conditions of educational activity.

The program determines the approximate content of educational areas, taking into account the age and individual characteristics of children in various activities, such as: - game (role-playing game, game with rules and other types of game), - communicative (communication and interaction with adults and other children) , - cognitive and research (research and knowledge of the natural and social worlds in the process of observation and interaction with them), as well as such types of child activity as: - perception of fiction and folklore, - self-service and elementary household labor (indoors and outdoors ), - construction from various materials, including constructors, modules, paper, natural and other material, - visual (drawing, modeling, application), - musical (perception and understanding of the meaning of musical works, singing, musical rhythmic movements, games for children musical instruments), - motor (mastering basic movements) forms of activity of children Enka.

The purpose of the Program is to design social situations of the child's development and a developing subject-spatial environment that provide positive socialization, motivation and support for the individuality of children through communication, play, cognitive research and other forms of activity.

Objectives of the Program: - protection and strengthening of the physical and mental health of children, including their emotional well-being; - ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status; - the creation of favorable conditions for the development of children in accordance with their age and individual characteristics, the development of the abilities and creative potential of each child as a subject of relations with other children, adults and the world; - combining education and upbringing into a holistic educational process based on spiritual, moral and sociocultural values, rules and norms of behavior adopted in society in the interests of a person, family, society;

- 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 the prerequisites for educational activity; - the formation of a socio-cultural environment corresponding to the age and individual characteristics of children; - 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; - ensuring the continuity of goals, objectives and content of preschool general and primary general education.

Principles and approaches to the formation of the Program 1. Support for the diversity of childhood. 2. Preservation of the uniqueness and intrinsic value of childhood 3. Positive socialization of the child 4. Personally-developing and humanistic nature of interaction between adults and children 5. Promotion and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations

Principles of the Program 6. Cooperation of the Organization with the family. 7. Networking with organizations 8. Individualization of preschool education 9. Age adequacy of education. 10. Developing variable education. 11. Completeness of content and integration of individual educational areas 12. Invariance of values ​​and goals with variability of means of implementation and achievement of the goals of the Program

Expected results The implementation of the educational goals and objectives of the Program is aimed at achieving the targets of preschool education, which are described as the main characteristics of the child's development. The main characteristics of the child's development are presented in the form of a statement of the possible achievements of pupils at different age stages of preschool childhood. infant (first and second half of life), early (from 1 year to 3 years) and preschool age (from 3 to 7 years).

A system for monitoring the dynamics of the development of children, the dynamics of their educational achievements: pedagogical observations, pedagogical diagnostics associated with assessing the effectiveness of pedagogical actions in order to further optimize them; children's portfolios, recording the child's achievements in the course of educational activities; child development cards; different scales of individual development. The program grants the Organization the right to independently choose tools for pedagogical and psychological diagnostics of children's development, including its dynamics.

In accordance with the provisions of the Standard and the principles of the Organization's Program, the right to choose the methods of implementing educational activities is given depending on the specific conditions, preferences of the teaching staff of the Organization and other participants in educational relations, as well as taking into account the individual characteristics of the pupils, the specifics of their individual needs and interests. When organizing educational activities in the areas indicated by educational areas, it is necessary to follow the principles of the Program, in particular, the principles of supporting the diversity of childhood, individualization of preschool education, age adequacy of education, and others. When determining the content of educational activities in accordance with these principles, one should take into account the diversity of interests and motives of children, significant individual differences between children, the unevenness of the formation of different abilities in a child, as well as the peculiarities of the socio-cultural environment in which families of pupils live, and the peculiarities of the location of the Organization. ...

An example of variable forms, methods, methods of organizing educational activities can be such forms as: educational proposals for the whole group (classes), various types of games, including free play, game-research, role-playing, and other types of games, mobile and traditional folk games; interaction and communication between children and adults and / or children with each other; projects of various orientations, primarily research; holidays, social events, etc., as well as the use of the educational potential of regime moments. All forms together and each separately can be realized through a combination of activities organized by adults and independently initiated by children.

The content of psychological and pedagogical work on the development of educational areas by children The content of the Program includes a set of educational areas that ensure the diversified development of children, taking into account their age and individual characteristics in the main areas: physical, socio-communicative, cognitive, speech and artistic and aesthetic, and ensures the achievement pupils of readiness for school. The content of psychological and pedagogical work on the development of educational areas by children is focused on the development of the physical, intellectual and personal qualities of children.

Cognitive development Tasks in accordance with the Federal State Educational Standard of Preschool Education: Development of children's interests, curiosity and cognitive motivation; The formation of cognitive actions, the formation of consciousness. Development of imagination and creativity. Formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and effects, etc.), about a small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common home for people, about the features of its nature, the diversity of countries and peoples of the world.

Speech development Tasks in accordance with the Federal State Educational Standard of Preschool Education: Mastering speech as a means of communication. Enrichment of the active vocabulary. Development of sound and intonational speech culture, phonemic hearing. The development of a coherent grammatically correct dialogical and monologue speech. Development of speech creativity. Acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature. Formation of sound analytical-synthetic activity as a prerequisite for teaching literacy.

Physical development Tasks in accordance with the Federal State Educational Standard of Preschool Education: Gaining experience in the following activities: motor, aimed at the development of coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movements, large and fine motor skills of both hands; associated with the correct, not damaging the body, the implementation of basic movements (walking, running, soft jumps, turns to the sides). Formation of initial ideas about some sports, mastering outdoor games with rules. Formation of purposefulness and self-regulation in the motor sphere. Formation of the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of good habits, etc.).

Artistic and aesthetic development Tasks in accordance with the Federal State Educational Standard of Preschool Education: Development of the prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world. Formation of an aesthetic attitude to the surrounding world. Formation of elementary ideas about the types of art. Perception of music, fiction, folklore. Encouraging empathy for the characters in the artwork. Implementation of independent creative activity of children (visual, constructive-model, musical, etc.).

Interaction of the teaching staff with families of preschoolers Interaction with the family in a spirit of partnership in the education and upbringing of children is a prerequisite for ensuring their full development. The work is structured in a dialogue mode based on respect, empathy and sincerity.

The program of correctional and developmental work with children with disabilities. The objectives of the educational organization implementing the preschool education program for the implementation of the educational program in compensatory and combined groups are: the development of physical, intellectual, moral, aesthetic and personal qualities; formation of prerequisites for educational activities; preservation and strengthening of health; correction of deficiencies in the physical and (or) mental development of children; creation of a modern developing subject-spatial environment, comfortable both for children with disabilities and for normally developing children, their parents (legal representatives) and the teaching staff; the formation of a general culture in children.

The adapted educational program determines the ratio of forms and types of activity specific for a child with disabilities, an individualized volume and depth of content, special psychological and pedagogical technologies, educational methodological materials and technical means, the content of the tutor's work. The adapted educational program is discussed and implemented with the participation of the parents (legal representatives) of the child. The necessary modules of correctional programs, complexes guidelines on conducting classes with children with disabilities, etc.

Planning of educational activities The program does not provide for strict regulation of the educational process and scheduling of educational activities, leaving the teachers of the Organization with space for flexible planning of their activities, based on the characteristics of the main educational program being implemented, the conditions of educational activities, needs, opportunities and readiness, interests and initiatives of pupils and their families, educators and other members of the Organization.

It is unacceptable to demand from Organizations implementing the Program calendar training schedules (rigidly tied to annual and other types of planning) and work programs tied to the calendar for the implementation of the content components of the Program. The planning of teachers' activities is based on the results of a pedagogical assessment of the individual development of children and should be aimed primarily at creating psychological and pedagogical conditions for the development of each child, including the formation of a developing subject-spatial environment. The planning of the Organization's activities should be aimed at improving its activities and take into account the results of both internal and external assessment of the quality of implementation of the Organization's program.

Regime of the day and schedule The program reserves the right for the Organization to independently determine the mode and schedule of the day, established taking into account the conditions for the implementation of the Organization's program, the needs of participants in educational relations, the peculiarities of the author's variable educational programs, including programs of additional education for preschoolers and other features of educational activities, as well as sanitary and epidemiological requirements.

Towards a future life, but a real, bright, original, unique life. And from how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him, it decisively determines what kind of person today's baby will become. V. A. Sukhomlinsky

Basic educational program of early childhood education- This is a regulatory and administrative document of a preschool educational organization, characterizing the specifics of the content of education and the features of the organization of the educational process. The program is developed, approved and implemented by the educational organization in accordance with the Federal State Educational Standard of Preschool Education and taking into account the approximate educational program of preschool education.

The program should ensure the construction of an integral pedagogical process aimed at the full-fledged all-round development of the child - physical, social and communicative, cognitive, speech, artistic and aesthetic.

One of the provisions of the Action Plan to ensure the introduction of FGOS DO is the provision on the introduction of the Federal Register of exemplary basic educational programs used in the educational process in accordance with FGOS DO. To date, the federal register of exemplary basic general education programs is under development. Registry website: fgosreestr.ru

Drafts of approximate basic educational programs for preschool education are posted on the website of the federal state autonomous institution "Federal Institute for the Development of Education" (FGAU "FIRO"): www.firo.ru. However, these programs will receive official status only after being included in the register. On our site we publish a list of these programs with links to the publishers that release them. On the websites of publishing houses you can get acquainted with projects, program presentations, accompanying methodological literature.

Educational programs of preschool education, corresponding to the Federal State Educational Standard of DO:

Approximate general education program of preschool education "From birth to school"/ Edited by N. Ye. Veraksa, T. S. Komarova, M. A. Vasilyeva.

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Grizik T. I. “Approximate basic educational program of preschool education. Project. FGOS "| PRESCHOOL EDUCATION

This product is part of the educational and methodological set (TMC) "Program" Rainbow ""

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The program "Rainbow" was developed by order of the Ministry of Education of the Russian Federation and has been used in preschool educational institutions for more than 20 years, has been tested in different regions of Russia and has been subjected to an independent examination.

The program is addressed to a mass kindergarten and at the same time allows you to realize the individual potential of each child.

In 2014, the approximate basic educational program "Rainbow" was revised in accordance with the federal state educational standard for preschool education. The updated "Rainbow" is designed to work with children aged 2 months to 8 years and is aimed at the implementation of all five educational areas defined by the Standard, the development of the physical, intellectual and personal qualities of the child.

It ensures the positive socialization of children, the preservation and strengthening of their health, as well as the formation of the prerequisites for educational activities. The program implements the principles of full-fledged living by a child of the preschool period of childhood, individualization of the educational process, support of children's initiative in various activities. The program will help teachers organize work in accordance with the requirements of the Preschool Education Standard and provide systemic preparation for the next stage of education - school.

The revised program will allow practitioners of preschool education during the transition period, in the absence of expertise of model educational programs of preschool education, to begin to implement the Standard of Preschool Education into the practice of the preschool organization and to adjust the basic educational program of the preschool educational organization in accordance with the Federal State Educational Standard.

Preface to the book Grizik T.I. “Approximate basic educational program of preschool education. Project. FSES "

An approximate basic educational program as a means of implementing the FSES of preschool education

The approval of the federal state educational standard for preschool education (FGOS DO, Standard) is a consequence of the adoption of a new Federal law"On Education in the Russian Federation", in which for the first time the status of the level of general education in the system of continuous education of the Russian Federation is assigned to preschool education.

In the new legislation of the Russian Federation on education, education is declared as a socially significant benefit, carried out in the interests of the individual, family, society and the state, is considered as the most important social activity of society and as a resource for its development.

This is the first time a preschool education standard has been adopted in Russia. It is science-intensive and reflects the modern achievements of domestic and world psychological and pedagogical science and practice. The standard allows, on the one hand, to approve and protect the specifics of preschool childhood as a psychologically special period of a child's development, and on the other hand, to ensure the integrity and continuity of the Russian education system.

The purpose of the FSES DO is to express the needs of the state, society and family for education in the interests of a growing and developing individual. In their most general form, they look like this:

• raising the social status of preschool education;
• preservation of the unity of the educational space of the Russian Federation in relation to the level of preschool education;
• ensuring by the state of equal opportunities for every child to receive quality preschool education;
• ensuring state guarantees of the level and quality of preschool education on the basis of the unity of mandatory requirements for the conditions for the implementation of educational programs for preschool education, their structure and the results of their development;
• ensuring the continuity of the basic educational programs of preschool and primary general education;
• ensuring the variability of the content of preschool education programs.

The federal state educational standard for preschool education fixes a set of mandatory requirements for preschool education. It is based on the following principles:

1) supporting childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in the general development of a person; the intrinsic value of childhood - understanding (considering) childhood as a period of life, meaningful in itself, without any conditions; meaningful by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period;

2) the personally developing and humanistic nature of the interaction between adults (parents (legal representatives), pedagogical and other employees of the organization) and children;

3) respect for the personality of the child;

4) implementation of the Program in forms specific to children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

The standard is aimed at solving the following tasks:

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 each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities health);

3) ensuring the continuity of the goals, objectives and content of education, implemented within the framework of educational programs at various levels (hereinafter - 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, the development of the abilities and creative potential of each child as a subject of relations with oneself, other children, adults and the world;

5) combining education and upbringing into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior adopted in society in the interests of a person, family, 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 the prerequisites for educational activity;

7) ensuring the variability and diversity of the content of programs and organizational forms of preschool education, the possibility of forming programs of various orientations, taking into account the educational needs and abilities of children;

8) the formation of a socio-cultural environment corresponding 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.

The standard includes requirements for:

• the structure of the basic educational program of preschool education, developed and approved by the preschool organization independently in accordance with the Standard and taking into account the Model basic educational programs, and its volume;
• conditions for the implementation of the basic educational program of preschool education;
• the results of mastering the basic educational program of preschool education.

FSES DO is also the basis for the development of variable exemplary educational programs for preschool education, which, in turn, are used by preschool organizations as a mandatory part of their educational program.

Thus, following the provisions of the Preschool Education Standard and the new Federal Law "On Education in the Russian Federation", the approximate basic educational program must comply with the Federal State Educational Standard for preschool education and ensure the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics, and should also be aimed at solving the tasks established by the Standard, and at:

• creating conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities 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.

The approximate basic educational program "Rainbow" (hereinafter - the "Rainbow" Program) was created as a psychologically oriented program. The principles listed above were taken as the basis for its creation, and at the moment the new version of the Raduga Program uses many years of productive experience in the implementation of these principles in practice in all regions of Russia (Krasnodar, Stavropol, Murmansk, Perm, Vologda, Vyatka, Pskov, Nizhny Novgorod, Veliky Novgorod, Tolyatti, Chelyabinsk, Langepas, Nizhnevartovsk, Tyumen, Ufa, Neftekamsk, Krasnoyarsk, Komsomolsk-on-Amur, Ryazan, Tula, Tver, Moscow, Kogalym, Yakutsk, Yekaterinburg, Sochi, Kursk, Oryol, etc.) in a wide variety of conditions. The program "Rainbow" is fully methodically provided and provides the teacher with support in the form of a set, which includes:

• description of pedagogical work on the implementation in the educational process of the content of all educational areas - social and communicative development, cognitive development, speech development, artistic and aesthetic development, physical development;
• a description of the interaction of teachers with children in the main forms of children's activity - play, creative visual, speech, musical, theatrical, research; communication; cognition; initial forms of labor and educational activity;
• forms of organizing the life of children in kindergarten and a system of planning educational activities for all age groups;
• a set of manuals for children of all age groups;
• description of the management system of the educational organization, which allows to ensure the creation in the educational organization of the psychological and pedagogical conditions required by the Standard.

At the same time, this edition of the "Rainbow" Program presents the actual results of the work of the team of authors, which reflect the requirements of the Federal State Educational Standard of preschool education, the needs of the family and society in the development of preschool education, and the peculiarities of the sociocultural situation in the development of a modern child.

"Rainbow" is an approximate basic educational program corresponding to the Federal State Educational Standard of preschool education and aimed at the development of a child from 2 months to 8 years old in all educational areas, activities and cultural practices in a kindergarten.

Illustrations for the book Grizik T. I. “Approximate basic educational program of preschool education. Project. FSES "

Material edu.shopping-time.ru

should be aimed at improving its activities and take into account the results of both internal and external assessment of the quality of implementation of the Organization's program

On the subject: methodological developments, presentations and notes

Card file of the physical culture plan for the approximate basic educational program of preschool education "From birth to school" / Edited by N. Ye. Veraksa, T. S. Komarova, M. A. Vasilyeva

The card index presents program tasks and basic movements for preschoolers for the entire school year ...

ORU card file to the approximate basic educational program of preschool education "From birth to school" / Edited by N. Ye. Veraksa, T. S. Komarova, M. A. Vasilyeva

The card index contains general developmental exercises for physical education for the whole year ...

A report on the organization of the developing subject-spatial environment of the group in accordance with the federal state educational standard for preschool education and the approximate basic educational program of preschool education. "

Report on the organization of the developing subject-constructive environment of the group for certification ...

Developing subject-spatial environment in accordance with the Federal State Educational Standard of preschool education, taking into account the approximate basic educational program of preschool education "Rainbow", "Kindergarten 2100"

When organizing a developing subject-spatial environment in a group room, I take into account the maximum realization of the educational potential of the space, which contributes to the development of the personality of every ...

Draft work program for a preschool teacher taking into account the Federal State Educational Standard of Preschool Education (first junior group, 2-3 years). presented on the basis of an approximate basic general education program of preschool educated

Draft work program for a preschool teacher taking into account the Federal State Educational Standard of Preschool Education (first junior group, 2-3 years). presented on a rough basis ...

REMINDER for teachers and parents. "INFORMATION ON THE SAMPLE BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION, approved by the decision of the federal educational and methodological association for general education on 05/20/2015."

INFORMATION ABOUT THE SAMPLE BASIC EDUCATIONAL PROGRAM OF PRE-SCHOOL EDUCATION (approved by the decision of the federal educational and methodological association for general education, protocol No. 2/15 of 05/20/2015) ...

Working programm group of general developmental orientation for children of senior preschool age (sixth year of life), developed on the basis of the approximate basic educational program of preschool education "Childhood" Ed. / T. I. Babaeva, A. G. Gogo

The working program of the group of general developmental orientation for children of senior preschool age (sixth year of life), was developed on the basis of an approximate basic educational program of preschool education ...

The work program of the teacher of the preschool educational institution, taking into account the Federal state standard preschool education ( preparatory group, 6-7 years old) compiled on the basis of an approximate basic educational program of preschool education

The work program of a preschool teacher, taking into account the Federal State Standard of Preschool Education (preparatory group, 6-7 years), is compiled on the basis of an approximate basic educa ...

Developing subject-spatial environment in accordance with the Federal State Educational Standard of preschool education, taking into account the approximate basic educational program of preschool education "Rainbow", "Kindergarten 2100"

Developing subject-spatial environment in accordance with the Federal State Educational Standard of preschool education, taking into account the approximate basic educational program of preschool education "Rainbow", "Kindergarten 2100" ...

Work program for the first junior group ...

The main educational program of preschool education (hereinafter referred to as PLP DO) is a mandatory document that must be in every preschool educational institution. This program is developed in accordance with the requirements of the main regulatory documents: the Law "On Education in the Russian Federation" and the Procedure for the organization and implementation of educational activities in basic general education programs - educational programs of preschool education in accordance with the Federal State Educational Standard for DO and is a mandatory regulatory document developed and implemented by each educational institution on one's own. The main educational program of preschool education is one of the main regulatory documents of a preschool educational institution that regulate its life. It, along with the Charter, serves as the basis for licensing, changes in budget funding, the organization of paid educational services in accordance with the social order of parents (legal representatives). The main educational program of preschool education is a regulatory and management document in which each institution determines the goals of educational activity, its content, applied methods and technologies, forms of organization of the educational process. The purpose of the PLED DO is determined on the basis that it is an internal (for a given institution) educational standard, drawn up on the basis of one of the approximate basic educational programs and taking into account the logic of the development of the educational institution itself, its capabilities, educational requests of the main social customers - parents (legal representatives) ...

The program should be aimed at: creating conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities; To create a developing educational environment, which is a system of socialization and individualization of children. The content of the Program should cover the following educational areas:

● social and communicative development;

● cognitive development;

● speech development;

● artistic and aesthetic development;

● physical development.

Clause 2.7. standard - indicates that the content of the program is implemented in various leading activities (communication, play, cognitive research)

The program contains 3 main sections:

Target section (explanatory note, goals and objectives, planned results of the program implementation)

Organizational section - logistics, teaching materials, daily routine, holidays, events, etc.

It is very important that all preschool teachers take part in the development of the basic educational program, since all preschool teachers will also have to work on this program. And in order for educators and teachers to understand what they “want” from them and what content is collected in the educational program, they must certainly become developers of OOP DO.

Annual plan

The work plan for the academic year (annual plan) is the mandatory documentation of a preschool educational institution. It defines the directions, tasks and a system of specific measures for solving problems in a specific academic year, the methodology for their implementation, the composition of performers, etc. The annual work plan can be considered as a tool for operational management of a preschool educational institution. The annual plan is the specification of the tasks and activities indicated in the development program and educational program.

The annual work plan of the ECE defines:

 specific measures to resolve problems in the educational process,

 a system of methodological support for educators in their professional growth,

 shaping the work experience of teachers,

 introduction of innovations in order to improve the quality of preschool education.

The annual plan is the focus of the team on the main tasks of a particular academic year.

The main planning tasks are as follows:

 ensuring the implementation of decisions of state bodies on the education, development and emotional well-being of children of early and preschool age;

 in isolating the main, key issues in the activities of the teaching staff;

 in determining specific activities, deadlines for their implementation and responsible executors;

 in fostering responsibility and discipline among team members.

The main sections of the annual work plan of the preschool educational institution

1. Analysis of work over the past academic year.

2. Tasks for the coming academic year

3. System of work with personnel:

 training in refresher courses (for different categories of teachers, taking into account a differentiated approach);

 preparation for certification and certification;

 visiting teachers in the intercourse period of methodological associations, conferences, round tables, etc., in order to improve professional skills;

 self-education of teachers.

4. Organizational and pedagogical work

 Work of creative groups.

 Preparing and conducting pedagogical councils.

 Study, generalization, implementation, dissemination of advanced teaching experience (master classes, open screenings, etc.)

 Participation in competitions and shows.

5. Internal monitoring system.

This section is related to the control and diagnostic function in the management of a preschool educational institution and is presented as an internal monitoring system. Here, the types and forms of control over the educational process are planned (operational, thematic, DRC, etc.).

6. Interaction in work with family, school and other organizations.

In this section, work is planned to improve the pedagogical competence of parents (parent meetings, seminars, trainings, workshops, round tables, etc.). Joint creativity of children, parents and teachers. Creation of a data bank about the families of pupils. Events are planned on issues of continuity in work with the school and organizations with which contracts have been concluded.

7. Administrative work. All work is planned to strengthen the material, technical and financial base of the preschool educational institution: repair, equipping and replenishment of subject environments, etc.

Long-term and calendar plans of teaching staff