GSF up to the main results of education. Principles of preschool education

Consultation on GEF DO

"What is the Federal State Educational Standard of preschool education?"

From 09/01/2013 taking into account the entry into force of the new law "On Education", kindergarten becomes the first mandatory step in the educational process. The state now guarantees not only accessibility, but also the quality of education at this level.

From January 1, 2014all preschool educational institutions in Russia are switching to the new Federal State Educational Standard for Preschool Education (FSES DO).

What is the Federal State Standard for Preschool Education?

Federal state standards are established in the Russian Federation in accordance with the requirements of Article 12 of the “Law on Education” and, in accordance with Article 2, paragraph 6 of the new Law “On Education”, they are “a set of mandatory requirements for preschool education approved by the federal executive body responsible for developing state policy and legal regulation in the field of education”.

What is the distinguishing feature of the Standard?

For the first time in history, preschool childhood has become a special self-valuable level of education, which sets the main goal of forming a successful personality. The key setting of the standard is to support the diversity of childhood through the creation of conditions for the social situation of the assistance of adults and children for the development of the abilities of each child.

Currently, preschool education is provided to the population of the Russian Federation in various models and forms, which differ significantly both in the conditions for the implementation of the educational process and in the content of preschool education. The variability of preschool education has a number of negative consequences (implementation of the educational process in conditions that are not adequate for the age of preschool children. The Federal State Educational Standard of DO carries out legal regulation of the content, conditions and results of preschool education in the amount that is mandatory for all institutions implementing the main general educational program of preschool education. That is, the standard will set the lower acceptable limit of both creating conditions for the implementation of the educational process and the results of mastering the main general education program.

What are the main goals GEF TO?

Ensuring by the state of equal opportunities for each child in obtaining a quality pre-school education;

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

Preservation of the unity of the educational space of the Russian Federation regarding the level of preschool education.

It is the standard as a normative legal document that is designed to ensure that every child, regardless of national, territorial, property and other differences, can achieve the necessary and sufficient level of development for subsequent successful education at the next level of the Russian lifelong education system.

What are the basic principles established by the Federal State Educational Standard?

supporting childhood diversity;
preservation of the uniqueness and intrinsic value of preschool childhood as an important stage in the overall development of a person;
full-fledged living by the child of all stages of preschool childhood, amplification (enrichment) of child development;
creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations.

What requirements does the new GEF DO put forward?

The standard puts forward three groups of requirements:

1. Requirements for the structure of the educational program of preschool education;

2. Requirements for the conditions for the implementation of the educational program of preschool education, which include:

2.1. requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education:

2.2. to the developing subject-spatial environment;

the subject-developing environment ensures the maximum realization of the educational potential.
The availability of the environment implies:

Accessibility for pupils of all premises of the organization where the educational process is carried out.

Free access for pupils to games, toys, materials, manuals, providing all basic activities.

2.3. to the personnel conditions for the implementation of the main educational program of preschool education;

2.4. to the material and technical conditions for the implementation of the main educational program of preschool education;

2.5. to the financial conditions for the implementation of the main educational program of preschool education.

3. Requirements for the results of mastering the educational program of preschool education.

1. aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; the development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

2. cognitive development;involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations 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 consequences, etc.), about the 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 of people, about the features of its nature, the diversity of countries and peoples of the world.

3. Speech developmentincludes possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write. 5.Physical developmentincludes the acquisition of experience in the following types of children's activities: motor, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; the formation of the values of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

5. Physical developmentincludes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct performance of basic movements that do not harm the body (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere, the formation of healthy lifestyle values, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

The Standard contains content requirements that will guide program developers. The requirements for the results of development are presented in the form of targets for preschool education. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics, and are not the basis for their formal comparison with the real achievements of children. Mastering the Program is not accompanied by intermediate certification and final certification of pupils.

“There is nothing in the Standard about the USE for preschoolers, nothing about the control and testing of preschool institutions; it is not limited to school forms of life, - stressed Alexander Asmolov, head of the working group for the preparation of the Standard. According to him, unlike other standards, in the Federal State Educational Standard of preschool education, the development of educational programs is not accompanied by intermediate certification and final certification of students.

The targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program.

During the implementation of the Program, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher 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 underlying their further planning).

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

If necessary, psychological diagnostics of the development of children is used, which is carried out by qualified specialists (psychologists, psychologists).

What should be a graduate of a preschool educational institution?

A child - a graduate of a preschool educational institution should have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, a developed imagination, the ability to volitional efforts, curiosity.

The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it must be borne in mind that today's children are not the children that were yesterday.

Example: A 3-year-old child was given pictures from A.S. Pushkin, he put his fingers and began to push this picture in the book. But, of course, she did not move, and he, resentfully stretching his lips, threw away the book. When by the age of 2.5-3 years children join informational socialization, they already become informational accelerators, they become different. They need completely different games.

What is the involvement of parents?

Parents have the right to choose any form of education. These are private gardens, family, while they have the right "at any stage of education to continue their education in an educational organization." In accordance with the Law "On Education in the Russian Federation" article 44 "parents are obliged to ensure that their children receive a general education."

Preview:

Order of the Ministry of Education and Science of the Russian Federation

(Ministry of Education and Science of Russia) Moscow

"On approval of the federal state educational standard for preschool education"

In accordance with paragraph 6 of Part 1 of Article 6 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobranie Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 30, art. 4036), subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by the Decree of the Government of the Russian Federation of June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, art. 2923 ; N 33, art. 4386; N 37, art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 N 661 (Collected Legislation of the Russian Federation , 2013, N 33, item 4377), I order:

1. Approve the attached federal state educational standard for preschool education.

2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:

dated November 23, 2009 N 655 "On the approval and implementation of federal state requirements for the structure of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration N 16299);

dated July 20, 2011 N 2151 "On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration N 22303).

Minister D. Livanov

Federal state educational standard

preschool education

I. General provisions

1.1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.

The subject of regulation of the Standard are relations in the field of education arising from the implementation of the educational program of preschool education (hereinafter referred to as the Program).

Educational activities under the Program are carried out by organizations engaged in educational activities, individual entrepreneurs (hereinafter collectively - Organizations).

The provisions of this Standard may be used by parents (legal representatives) when children receive preschool education in the form of family education.

1.2. The standard was developed on the basis of the Constitution of the Russian Federation1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child2, which are based on the following basic principles:

1) support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood - understanding (consideration) of childhood as a period of life significant in itself, without any conditions; significant 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 personality-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 for 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.

1.3. The Standard takes into account:

1) the individual needs of the child related to his life situation and state of health, which determine the special conditions for him to receive education (hereinafter referred to as special educational needs), the individual needs of certain categories of children, including those with disabilities;

2) opportunities for the child to master the Program at different stages of its implementation.

1.4. Basic principles of preschool education:

1) full living by the child of all stages of childhood (infant, 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 the subject of education (hereinafter referred to as the individualization of preschool education);

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

4) supporting the initiative of children in various activities;

5) cooperation of the Organization with the family;

6) introducing children to socio-cultural norms, traditions of the family, society and the state;

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

8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

9) taking into account the ethno-cultural situation of children's development.

1.5. The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

2) ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;

3) 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 for preschool education, their structure and the results of their development;

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

1.6. The standard is aimed at solving the following problems:

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 each 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 relations with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of a person, family, society;

6) the 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 the prerequisites for educational activities;

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

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

1.7. The standard is the basis for:

1) development of the Program;

2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);

3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;

4) an objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard;

5) formation of the content of vocational education and additional professional education of teachers, as well as their certification;

6) assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in the development of individual abilities and the necessary correction of violations of their development.

1.8. The standard includes requirements for:

structure of the Program and its scope;

conditions for the implementation of the Program;

the results of the development of the Program.

1.9. The program is implemented in the state language of the Russian Federation. The program may provide for the possibility of implementation in the native language of the languages of the peoples of the Russian Federation. The implementation of the Program in the native language from among the languages of the peoples of the Russian Federation should not be carried out to the detriment of obtaining education in the state language of the Russian Federation.

II. Requirements for the structure of the educational program of preschool education and its volume

2.1. The program determines the content and organization of educational activities at the level of preschool education.

The program ensures 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 be aimed at solving the problems specified in paragraph 1.6 of the Standard.

2.2. Structural divisions in one Organization (hereinafter referred to as Groups) may implement different Programs.

2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.4. The program is aimed at:

creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;
on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.

2.5. The program is developed and approved by the Organization independently in accordance with this Standard and taking into account Model Programs3.

When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of the tasks of educational activities to be solved, the maximum occupancy of the Groups. The Organization can develop and implement in Groups various Programs with different length of stay of children during the day, including Groups for short-term stay of children, Groups for full and extended days, Groups for round-the-clock stay, Groups of children of different ages from two months to eight years, including groups of different ages.

The program can be implemented during the entire time the children stay in the Organization.

2.6. The content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units, representing certain areas of development and education of children (hereinafter -educational areas):

socio-communicative development;
cognitive development;
speech development;
artistic and aesthetic development;
physical development.

Social and communicative development sent on the assimilation of norms and values accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; the development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

cognitive development suggests development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations 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 consequences, etc.), about the 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 of people, about the features of its nature, the diversity of countries and peoples of the world.

Speech development includes possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic developmentinvolves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.).

Physical development includes gaining experience in the following types of children's activities: motor, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; the formation of the values of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

2.7. Specific the content of the specified educational areasdepends on the age and individual characteristics of children, is determined by the goals and objectives of the Program andcan be implemented in variousactivities(communication, play, cognitive and research activities - as through mechanisms of child development):

in infancy (2 months - 1 year)- direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, physical activity and tactile-motor games;
at an early age (1 year - 3 years)- objective activity and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;
for preschool children (3 years - 8 years) - a range of activities such as game , including a role-playing game, a game with rules and other types of games,

communicative(communication and interaction with adults and peers),
cognitive research(studies of objects of the surrounding world and experimentation with them),
perception of fiction and folklore,
self-service and elementary household work(indoor and outdoor)
constructionfrom different materials, including constructors, modules, paper, natural and other materials,
pictorial(drawing, modeling, application),
musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments)
motor (mastery of basic movements) forms of activity of the child.

2.8. The content of the Program should reflect the following aspects of the educational environment for a preschool child:

1) subject-spatial developing educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the system of the child's relationship to the world, to other people, to himself.

2.9. The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of the implementation of the requirements of the Standard.

Mandatory part of the Program suggests the complexity of the approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).

In the part formed by the participants of educational relations, the Programs selected and / or developed independently by the participants in educational relations, aimed at the development of children in one or more educational areas, activities and / or cultural practices (hereinafter - partial educational programs), methods, forms of organization of educational work should be presented.

2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and the planned results of the development of the program.

The explanatory note should disclose:

goals and objectives of the Program implementation;
principles and approaches to the formation of the Program;
characteristics significant for the development and implementation of the Program, including characteristics of the characteristics of the development of children of early and preschool age.

Planned resultsdevelopment of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children with disabilities ( hereinafter referred to as children with disabilities).

2.11.2. The content section presents the general content of the Program, which ensures the full development of the personality of children.

a) a description of educational activities in accordance with the directions of the development of the child, presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and methodological aids that ensure the implementation of this content;

b) a description of the variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of the pupils, the specifics of their educational needs and interests;

c) a description of educational activities for the professional correction of developmental disorders in children if this work is provided for by the Program.

a) features of educational activities of different types and cultural practices;

b) ways and directions of support for children's initiative;

c) features of the interaction of the teaching staff with the families of pupils;

d) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.

Part of the Program formed by participants in educational relations, may include various directions chosen by the participants of educational relations from among the partial and other programs and / or created by them independently.

This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:

the specifics of national, sociocultural and other conditions in which educational activities are carried out;
the choice of those partial educational programs and forms of organizing work with children that best meet the needs and interests of children, as well as the capabilities of the teaching staff;
established traditions of the Organization or Group.

This section should contain special conditions for the education of children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual remedial classes and carrying out qualified correction of violations their development.

Correctional workand/or inclusive education should be aimed at:

1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

2) mastering the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and/or inclusive education of children with disabilities who study the Program in Combined and Compensatory Groups (including those for children with complex (complex) disabilities) must take into account the developmental features and specific educational needs of each category of children.

In the case of organizing inclusive education on grounds not related to the disabilities of children's health, the allocation of this section is not mandatory; in the case of its allocation, the content of this section is determined by the Organization independently.

2.11.3. The organizational section should contain a description of the logisticsprovision of the Program, provision with methodological materials and means of training and education, include the routine and / or daily routine, as well as the features of traditional events, holidays, events; features of the organization of the developing subject-spatial environment.

2.12. If the mandatory part of the Program corresponds to the exemplary program, it is drawn up as a link to the corresponding exemplary program. The mandatory part must be presented in detail in accordance with paragraph 2.11 of the Standard, if it does not correspond to one of the sample programs.

Part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which makes it possible to get acquainted with the content of the partial programs, methods, forms of organization of educational work chosen by the participants in educational relations.

2.13. An additional section of the Program is the text of its brief presentation.Brief presentationPrograms should be focused on parents (legal representatives) of children and available for review.

The short presentation of the Program should indicate:

1) age and other categories of children targeted by the Program of the Organization, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;

2) the Sample Programs used;

3) a description of the interaction of the teaching staff with the families of children.

III. Requirements for the conditions for the implementation of the main educational program of preschool education

The conditions for the implementation of the Program should ensure the full development of the personality of children in all major educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and to other people.

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

1) guarantee the protection and strengthening of the physical and mental health of children;

2) ensures the emotional well-being of children;

3) contribute to the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensure the openness of preschool education;

6) creates conditions for the participation of parents (legal representatives) in educational activities.

3.2. Requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education.

3.2.1. For the successful implementation of the Program, there must bethe following psychological and pedagogical conditions:

1) respect of adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;

2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);

3) building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

4) support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in various activities;

5) support for the initiative and independence of children in activities specific to them;

6) the opportunity for children to choose materials, types of activity, participants in joint activities and communication;

7) protection of children from all forms of physical and mental abuse5;

8) support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, to the maximum extent contributing to the receipt of preschool education, as well as the social development of these children, including through the organization of inclusive education for children with disabilities.

3.2.3. During the implementation of the Program, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher 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 underlying their further planning).

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

1) individualization of education (including support for the child, building his educational trajectory or professional correction of the characteristics of his development);

2) optimization of work with a group of children.

Used if necessarypsychological diagnosticsdevelopment of children (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (educators-psychologists, psychologists).

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of children's development.

3.2.4. The occupancy of the Group is determined taking into account the age of the children, their state of health, the specifics of the Program.

3.2.5. The conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, suggest:

1) ensuring emotional well-being through:

direct communication with each child;
respectful attitude to each child, to his feelings and needs;

2) support for the individuality and initiative of children through:

creating conditions for children to freely choose activities, participants in joint activities;
creating conditions for children to make decisions, express their feelings and thoughts;
non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);

3) establishing the rules of interaction in different situations:

creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;
development of children's communication skills, allowing them to resolve conflict situations with peers;
development of children's ability to work in a group of peers;

4) the construction of a variable developmental education focused on the level of development, which manifests itself in a child in joint activities with an adult and more experienced peers, but is not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:

creation of conditions for mastering cultural means of activity;
organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;
support for spontaneous play of children, its enrichment, provision of play time and space;
assessment of the individual development of children;

5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.

3.2.6. In order to effectively implement the Program, there must be conditions have been created for:

1) professional development of pedagogical and managerial employees, including their additional professional education;

2) advisory support for teachers and parents (legal representatives) on the education and health of children, including inclusive education (if organized);

3) organizational and methodological support for the implementation of the Program, including in interaction with peers and adults.

3.2.7. For corrective work with children with disabilities who master the Program together with other children in Combined Orientation Groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure that the special educational needs of children with disabilities are met.

When creating conditions for working with disabled children mastering the Program, an individual rehabilitation program for a disabled child should be taken into account.

3.2.8. The organization must create capabilities :

1) to provide information about the Program to the family and all interested persons involved in educational activities, as well as the general public;

2) for adults to search, use materials that ensure the implementation of the Program, including in the information environment;

3) to discuss with the parents (legal representatives) of children of issues related to the implementation of the Program.

3.2.9. The maximum allowable educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration No. 28564).

3.3. Requirements for the developing subject-spatial environment.

3.3.1. The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.

3.3.3. The developing object-spatial environment should provide:

implementation of various educational programs;
in the case of organizing inclusive education - the conditions necessary for it;
taking into account the national-cultural, climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

3.3.4. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

1) Medium saturationshould correspond to the age capabilities of children and the content of the Program.

The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:

playful, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;
emotional well-being of children in interaction with the object-spatial environment;
opportunity for children to express themselves.

For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

2) Transformability of spaceimplies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

3) Polyfunctionality of materials suggests:

the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;
the presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).

4) Environment variability suggests:

the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;
periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

5) Accessibility of the environment implies:

accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;
free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;
serviceability and safety of materials and equipment.

6) Security of the object-spatial environmentassumes the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

3.3.5. The organization determinesmeans of education, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

3.4. Requirements for personnel conditions for the implementation of the Program.

3.4.1. The implementation of the Program is provided by the leading, pedagogical, educational and auxiliary, administrative and economic employees of the Organization. Researchers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those engaged in financial and economic activities, protecting the life and health of children, ensure the implementation of the Program.

The qualifications of pedagogical and educational support workers must comply with the qualification characteristics established in the Unified Qualification Directory for the Positions of Managers, Specialists and Employees, section "Qualification Characteristics of the Positions of Educational Workers", approved by order of the Ministry of Health and Social Development of the Russian Federation of August 26, 2010 N 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration N 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation of May 31, 2011 N 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration No. 21240).

The position and number of employees required to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the developmental characteristics of children.

A necessary condition for the high-quality implementation of the Program is its continuous support by pedagogical and educational support staff throughout the entire period of its implementation in the Organization or in the Group.

3.4.2. The teaching staff implementing the Program must have the basic competencies necessary to create the conditions for the development of children, indicated in clause 3.2.5 of this Standard.

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work with these health limitations of children, including assistants (helpers) who provide children with the necessary assistance. It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

3.4.4. When organizing inclusive education:

when included in the Group of children with disabilities, additional pedagogical workers who have the appropriate qualifications to work with these health limitations of children may be involved in the implementation of the Program. It is recommended to involve the appropriate pedagogical staff for each Group in which inclusive education is organized;
when other categories of children with special educational needs are included in the Group, including those in a difficult life situation, additional teaching staff with appropriate qualifications may be involved.

3.5. Requirements for the material and technical conditions for the implementation of the main educational program of preschool education.

3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:

1) requirements determined in accordance with sanitary and epidemiological rules and regulations;

2) requirements determined in accordance with fire safety rules;

3) requirements for the means of education and upbringing in accordance with the age and individual characteristics of the development of children;

4) equipping the premises with a developing object-spatial environment;

5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects).

3.6. Requirements for the financial conditions for the implementation of the main educational program of preschool education.

3.6.1. Financial provision of state guarantees for citizens to receive public and free pre-school education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of the standards for ensuring state guarantees for the realization of the rights to receive public and free pre-school education, determined by the state authorities of the subjects Russian Federation, ensuring the implementation of the Program in accordance with the Standard.

3.6.2. Financial conditions for the implementation of the Program should:

1) ensure the possibility of fulfilling the requirements of the Standard for the conditions of implementation and the structure of the Program;

2) ensure the implementation of the mandatory part of the Program and the part formed by the participants in the educational process, taking into account the variability of individual development trajectories of children;

3) reflect the structure and amount of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount determined by the state authorities of the subjects of the Russian Federation of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education. These standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities (special educational conditions - special educational programs, methods and teaching aids, textbooks, teaching aids, didactic and visual materials, technical means of teaching collective and individual use (including special ones), means of communication and communications, sign language translation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access to all categories of persons with disabilities, as well as pedagogical, psychological, pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs by persons with disabilities is difficult), providing additional professional education of teachers, ensuring safe conditions for education and upbringing, protecting the health of children, the focus of the Program, the category of children, forms of education and other features of educational activities, andshould be sufficientand necessary for the implementation by the Organization:

Labor costs of employees implementing the Program;

Expenses for training and education facilities, related materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, overalls, games and toys, electronic educational resources necessary for the organization all types of educational activities and the creation of a developing subject-spatial environment, including special ones for children with disabilities. Developing subject-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, accounting features and correction of shortcomings in their development, the acquisition of updated educational resources, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of training and education facilities, sports, recreational equipment, inventory, payment for communication services, including expenses, related to connection to the information and telecommunication network Internet;

Expenses associated with additional professional education for managers and teachers in the profile of their activities;

Other expenses related to the implementation and implementation of the Program.

IV. Requirements for the results of mastering the main educational program of preschool education

4.1. Requirements of the Standard for the results of mastering the Programpresented in the form of targets for preschool education, which representsocial and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education.The specifics of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make it unlawful requirements from a preschool child of specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

4.2. The targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children7. Mastering the Program is not accompanied by intermediate attestation and final attestation of pupils8.

4.4. These requirements are guidelines for:

a) building an educational policy at the appropriate levels, taking into account the goals of preschool education common to the entire educational space of the Russian Federation;

b) problem solving:

Formation of the Program;

Analysis of professional activity;

Interactions with families;

c) studying the characteristics of education of children aged 2 months to 8 years;

d) informing parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation.

4.5. Targets cannot serve as a direct basis for solving managerial tasks, including:

Certification of teaching staff;

Assessment of the quality of education;

Assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);

Evaluation of the implementation of the municipal (state) assignment by including them in the quality indicators of the assignment;

distribution of the stimulating payroll fund for employees of the Organization.

4.6. The targets of preschool education include the following social and normative age characteristics of the child's possible achievements:

Targets for infancy and early childhood education:

the child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;
owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
shows interest in peers; observes their actions and imitates them;
shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;
the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).

Targets at the stage of completion of preschool education:

the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activities, design, etc.; is able to choose his occupation, participants in joint activities;
the child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;
the child has a developed imagination, which is realized in various activities, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;
the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;
the child has developed large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;
the child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

4.7. The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation in preschool children of the prerequisites for learning activities at the stage of completion of preschool education.

4.8. If the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the direct targets for the development of the Program by pupils - as creating prerequisites for their implementation.

1 Rossiyskaya Gazeta, December 25, 1993; Collection of Legislation of the Russian Federation, 2009, N 1, art. 1, art. 2.

2 Collection of International Treaties of the USSR, 1993, Issue XLVI.

3 Part 6 of Article 12 of Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

4 When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of children.

5 Clause 9 of Part 1 of Article 34 of Federal Law No. 273-F3 of December 29, 2012 "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

6 Article 1 of Federal Law No. 124-FZ of July 24, 1998 “On Basic Guarantees of the Rights of the Child in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 1998, No. 31, Art. 3802; 2004, No. 35, Art. 3607; N 52, item 5274; 2007, N 27, item 3213, 3215; 2009, N18, item 2151; N51, item 6163; 2013, N 14, item 1666; N 27, item 3477).

7 Taking into account the provisions of Part 2 of Article 11 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; ).

8 Part 2 of Article 64 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

Barabanova S.Yu - head

Sharikova E.N. - senior assistant

Istomina O.A. - Deputy Head

Consultation "Federal state educational standard of preschool education". Klyuka Natalia Alexandrovna, educator of the MBDOU "Kindergarten of a combined type No. 46 "Solnyshko", Korolev, Moscow Region. The material is addressed to preschool workers, parents of preschoolers.

Preschool education- the first and, perhaps, one of the most important stages of the educational system. It is difficult to overestimate its importance, because the main task of preschool education is the harmonious all-round development of the child and the creation of a fundamental basis for his further education and personal development. Actually, therefore, this level of education deserves special attention and proper organization of the educational process.
What is the GEF of preschool education? This is a clearly structured document of requirements for the organization of educational work in a preschool educational institution. (The document itself is attached below).

On approval of the federal state educational standard for preschool education.

In accordance with paragraph 6 of Part 1 of Article 6 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; No. 30, art. 4036), subclause 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 No. 466 (Collected Legislation of the Russian Federation, 2013, No. 23, art. 2923 ; No. 33, art. 4386; No. 37, art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 No. 661 (Collected Legislation of the Russian Federation , 2013, No. 33, item 4377), I order:
1. Approve the attached federal state educational standard for preschool education.
2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:
dated November 23, 2009 No. 655 “On approval and implementation of federal state requirements for the structure of the main general educational program of preschool education” (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration No. 16299);
dated July 20, 2011 No. 2151 “On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education” (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration No. 22303).
3. This order comes into force on January 1, 2014. Minister D.V. Livanov
Application

APPROVED

by order of the Ministry of Education
and sciences of the Russian Federation
dated October 17, 2013 No. 1155

FEDERAL STATE EDUCATIONAL STANDARD FOR PRESCHOOL EDUCATION

I. GENERAL PROVISIONS
1.1. This federal state educational standard
preschool education (hereinafter referred to as the Standard) is a set of
mandatory requirements for preschool education.
The subject of regulation of the Standard are relations in the field of education arising from the implementation of the educational program of preschool education (hereinafter referred to as the Program).
Educational activities under the Program are carried out by organizations
carrying out educational activities, individual
entrepreneurs (hereinafter together - Organizations).
The provisions of this Standard may be used by parents (legal representatives) when children receive preschool education in the form of family education.
1.2. The standard is based on Constitution of the Russian Federation
and the legislation of the Russian Federation and taking into account the UN Convention on the Rights
child, which are based on the following basic principles:
1) support for childhood diversity; the preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood is the understanding (consideration) of childhood as a period of life of a significant
by itself, without any conditions; significant 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 personality-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 for 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.
1.3. The Standard takes into account:
1) the individual needs of the child related to his life situation and state of health, which determine the special conditions for him to receive education (hereinafter referred to as special educational needs), the individual needs of certain categories of children, including those with disabilities;
2) opportunities for the child to master the Program at different stages of its implementation.
1.4. Basic principles of preschool education:
1) full living by the child of all stages of childhood (infant, 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 the subject of education (hereinafter referred to as the individualization of preschool education);
3) assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;
4) supporting the initiative of children in various activities;
5) cooperation of the Organization with the family;
6) introducing children to socio-cultural norms, traditions of the family, society and the state;
7) the formation of cognitive interests and cognitive actions of the child in various activities;
8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);
9) taking into account the ethnocultural situation in the development of children.
1.5. The standard aims to achieve the following goals:
1) increasing the social status of preschool education;
2) ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;
3) 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 for preschool education, their structure and the results of their development;
4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.
1.6. The standard is aimed at solving the following problems:
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 each 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 relations with himself, other children, adults and the world;
5) combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of a person, family, society;
6) the 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 the prerequisites for educational activities;
7) ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health of children;
8) formation of a socio-cultural environment corresponding 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 the health of children.
1.7. The standard is the basis for:
1) development of the Program;
2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);
3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;
4) an objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard;
5) formation of the content of vocational education and additional professional education of teachers, as well as their certification;
6) assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in the development of individual abilities and the necessary correction of violations of their development.
1.8. The standard includes requirements for:
structure of the Program and its scope;
conditions for the implementation of the Program;
the results of the development of the Program.
1.9. The program is implemented in the state language of the Russian Federation.
The program may provide for the possibility of implementation in the native language of
the number of languages of the peoples of the Russian Federation. Implementation of the Program in native
language from among the languages of the peoples of the Russian Federation should not be carried out in
damage to education in the state language of the Russian Federation.

II. REQUIREMENTS FOR THE STRUCTURE OF THE EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION AND ITS VOLUME
2.1. The program defines the content and organization of educational activities at the level of preschool education.
The program ensures 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 be aimed at solving the problems specified in paragraph 1.6 of the Standard.
2.2. Structural divisions in one Organization (hereinafter referred to as Groups) may implement different Programs.
2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).
2.4. The program is aimed at:
creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;
on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.
2.5. The program is developed and approved by the Organization independently
in accordance with this Standard and subject to the Model Programs.
When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of educational tasks to be solved, the maximum occupancy of the Groups. The Organization can develop and implement in Groups various Programs with different length of stay of children during the day, including Groups for short-term stay of children, Groups for full and extended days, Groups for round-the-clock stay, Groups of children of different ages from two months to eight years, including groups of different ages. When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of children.
The program can be implemented during the entire time the children stay in the Organization.
2.6. The content of the Program should provide personal development,
motivation and abilities of children in various activities and cover
the following structural units representing certain directions
development and education of children (hereinafter - educational areas):
socio-communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.
Social and communicative development aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; the development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.
cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations 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 consequences, etc.), about the 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 of people, about the features of its nature, the diversity of countries and peoples of the world.
Speech development includes possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.
Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.).
Physical development includes the acquisition of experience in the following types of children's activities: motor, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; the formation of the values of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).
2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities - as through mechanisms of child development):
in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, motor activity and tactile-motor games;
at an early age (1 year - 3 years) - objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;
for preschool children (3 years - 8 years old) - a number of activities, such as games, including a role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research objects of the surrounding world and experimentation with them), as well as the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other materials, fine (drawing ;, modeling, application), musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.
2.8. The content of the Program should reflect the following aspects
educational environment for a preschool child:
1) subject-spatial developing educational environment;
2) the nature of interaction with adults;
3) the nature of interaction with other children;
4) the system of the child's relationship to the world, to other people, to himself.
2.9. The program consists of a compulsory part and a part formed
participants in educational relations. Both parts are
complementary and necessary in terms of the implementation of the requirements
Standard.
The mandatory part of the Program involves the complexity of the approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).
In the part formed by the participants in educational relations, Programs selected and / or developed independently by the participants in educational relations, aimed at the development of children in one or more educational areas, activities and / or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organization of educational work.
2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.
2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.
2.11.1. Target Section includes an explanatory note
and the planned results of the development of the program.
The explanatory note should disclose:
goals and objectives of the Program implementation;
principles and approaches to the formation of the Program;
characteristics significant for the development and implementation of the Program, including characteristics of the characteristics of the development of children of early and preschool age.
The planned results of the development of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by the participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children disabled (hereinafter - children with disabilities).
2.11.2. Content section represents the general content of the Program,
ensuring the full development of the personality of children.
The content section of the Program should include:
a) description of educational activities according to directions
child development, presented in five educational areas, taking into account
used variable exemplary basic educational programs
preschool education and teaching aids that ensure the implementation
given content;
b) description of variable forms, ways, methods and means of implementation
Programs taking into account the age and individual characteristics of the pupils,
the specifics of their educational needs and interests;
c) description of educational activities for professional correction
developmental disorders of children if this work is provided for by the Program.
The content section of the Program should include:
a) features of educational activities of different types and cultural
practitioner;
b) ways and directions of support for children's initiative;
c) features of the interaction of the teaching staff with families
pupils;
d) other characteristics of the content of the Program, the most significant
from the point of view of the authors of the Program.
Part of the Program formed by participants in educational relations, may include various directions chosen by the participants of educational relations from among the partial and other programs and / or created by them independently.
This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:
the specifics of national, sociocultural and other conditions in which educational activities are carried out;
the choice of those partial educational programs and forms of organizing work with children that best meet the needs and interests of children, as well as the capabilities of the teaching staff; established traditions of the Organization or Group.
The content of correctional work and / or inclusive education is included in the Program if it is planned to be mastered by children with disabilities.
This section should contain special conditions for the education of children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual remedial classes and carrying out qualified correction of violations their development.
Correctional work and/or inclusive education should be aimed at:
1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;
2) mastering the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.
Correctional work and/or inclusive education of children with disabilities who study the Program in Combined and Compensatory Groups (including those for children with complex (complex) disabilities) must take into account the developmental features and specific educational needs of each category of children.
In the case of organizing inclusive education for reasons not related to the limited health of children, the allocation of this section is not mandatory; in the case of its allocation, the content of this section is determined by the Organization independently.
2.11.3. The organizational section should contain a description of the material and technical support of the Program, the provision of methodological materials and means of training and education, include the routine and / or daily routine, as well as the features of traditional events, holidays, events; features of the organization of the developing subject-spatial environment.
2.12. If the mandatory part of the Program corresponds to the approximate
program, it is made in the form of a link to the corresponding exemplary
program. Mandatory part must be presented in detail
in accordance with paragraph 2.11 of the Standard, if it does not comply with one
from example programs.
Part of the Program formed by participants in educational relations can be represented in the form of links to the relevant methodological literature, which makes it possible to get acquainted with the content of the partial programs, methods, forms of organization of educational work chosen by the participants in educational relations.
2.13. An additional section of the Program is the text of its brief
presentations. The brief presentation of the Program should be oriented
on the parents (legal representatives) of the children and is available for review.
The short presentation of the Program should indicate:
1) age and other categories of children targeted by the Program of the Organization, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;
2) the Sample Programs used;
3) a description of the interaction of the teaching staff with the families of children.

III. REQUIREMENTS FOR THE CONDITIONS FOR THE IMPLEMENTATION OF THE BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing object-spatial environment.
The conditions for the implementation of the Program should ensure the full development of the personality of children in all major educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and to other people.
These requirements are aimed at creating a social development situation for participants in educational relations, including creating an educational environment that:
1) guarantee the protection and strengthening of the physical and mental health of children;
2) ensures the emotional well-being of children;
3) contribute to the professional development of teaching staff;
4) creates conditions for developing variable preschool education;
5) ensure the openness of preschool education;
6) creates conditions for the participation of parents (legal representatives) in educational activities.
3.2. Requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education.
3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions:
1) respect of adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;
2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);
3) building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;
4) support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in various activities;
5) support for the initiative and independence of children in activities specific to them;
6) the opportunity for children to choose materials, types of activity, participants in joint activities and communication;
7) protection of children from all forms of physical and mental abuse5;
8) support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.
3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, to the maximum extent contributing to the receipt of preschool education, as well as the social development of these children, including through the organization of inclusive education for children with disabilities.
3.2.3. During the implementation of the Program, an assessment of the individual
development of children. Such an assessment is carried out by a pedagogical worker within the framework of
pedagogical diagnostics (assessment of individual development of children
preschool age, associated with the evaluation of the effectiveness of pedagogical actions and underlying their further planning).
The results of pedagogical diagnostics (monitoring) can be used exclusively for solving the following educational tasks:
1) individualization of education (including child support,
building his educational trajectory or professional correction
features of its development);
2) optimization of work with a group of children.
If necessary, psychological diagnostics of the development of children is used (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (teacher-psychologists, psychologists).
Participation of a child in psychological diagnostics is allowed only with the consent of his parents.(legal representatives).
The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of children's development.
3.2.4. The occupancy of the Group is determined taking into account the age of the children, their
health status, the specifics of the Program.
3.2.5. Conditions necessary to create a social situation of development
children, corresponding to the specifics of preschool age, suggest:
1) ensuring emotional well-being through:
direct communication with each child;
respectful attitude to each child, to his feelings and needs;
2) support for the individuality and initiative of children through:
creating conditions for children to freely choose activities, participants in joint activities;
creating conditions for children to make decisions, express their feelings and thoughts;
non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);
3) establishing the rules of interaction in different situations:
creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;
development of children's communication skills, allowing them to resolve conflict situations with peers;
development of children's ability to work in a group of peers;
4) building a variant developing education focused
on the level of development manifested in the child in joint activities
with an adult and more experienced peers, but not actualized in his
individual activity (hereinafter referred to as the zone of proximal development of each
child) via:
creation of conditions for mastering cultural means of activity;
organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;
support for spontaneous play of children, its enrichment, provision of play time and space;
assessment of the individual development of children.
5) interaction with parents (legal representatives) on issues
education of the child, their direct involvement in educational
activities, including through the creation of educational projects
together with the family based on the identification of needs and support
family educational initiatives.
3.2.6. In order to effectively implement the Program, conditions must be created for:
1) professional development of pedagogical and managerial employees, including their additional professional education;
2) advisory support for teachers and parents (legal representatives) on the education and health of children, including inclusive education (if organized);
3) organizational and methodological support for the implementation of the Program, including in interaction with peers and adults.
3.2.7. To work with children with disabilities
health, learning the Program together with other children in Groups
combined orientation, conditions should be created in accordance
with a list and plan for the implementation of individually oriented correctional
measures to ensure the satisfaction of special educational
needs of children with disabilities.
When creating conditions for working with disabled children mastering the Program, an individual rehabilitation program for a disabled child should be taken into account.
3.2.8. The organization should create opportunities:
1) to provide information about the Program to families and all interested persons involved in educational activities, as well as to the general public;
2) for adults to search, use materials that ensure the implementation of the Program, including in the information environment;
3) to discuss with the parents (legal representatives) of children of issues related to the implementation of the Program.
3.2.9. The maximum allowable amount of educational load should
comply with sanitary and epidemiological rules and regulations SanPiN
2.4.1. "Sanitary and epidemiological requirements for the device,
content and organization of the working hours of preschool educational
organizations", approved by the decision of the Main State
Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (registered
Ministry of Justice of the Russian Federation May 29, 2013, registration
№28564).
Z.Z.Requirements for the developing object-spatial environment.
3.3.1. The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development.
3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.
3.3.3. The developing object-spatial environment should provide:
implementation of various educational programs;
in the case of organizing inclusive education - the conditions necessary for it;
taking into account the national-cultural, climatic conditions in which educational activities are carried out;
taking into account the age characteristics of children.
3.3.4. The developing subject-spatial environment should be
content-saturated, transformable, multifunctional,
flexible, affordable and safe.
1) Saturation of the environment should correspond to the age capabilities of children and the content of the Program.
The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).
The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:
playful, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;
emotional well-being of children in interaction with the object-spatial environment;
opportunity for children to express themselves.
For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.
2) Transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;
3) Polyfunctionality of materials suggests:
the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;
the presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).
4) Variability of the environment suggests:
the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;
periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.
5) Accessibility of the environment suggests:
accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;
free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;
serviceability and safety of materials and equipment.
6) Security of the object-spatial environment suggests
compliance of all its elements with the requirements for ensuring reliability
and the safety of their use.
3.3.5. The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.
3.4. Requirements for staffing conditions implementation of the Program.
3.4.1. The implementation of the Program is provided by the leading,
pedagogical, educational and auxiliary, administrative and economic workers of the Organization. Researchers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those engaged in financial and economic activities, protecting the life and health of children, ensure the implementation of the Program.
The qualifications of pedagogical and educational support workers must comply with the qualification characteristics established in the Unified Qualification Directory for the Positions of Managers, Specialists and Employees, section "Qualification Characteristics of the Positions of Educational Workers", approved by order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 No. 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration number 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation dated May 31, 2011 No. 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration number 21240).
Position and number of employees, necessary to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the developmental characteristics of children.
A necessary condition for the high-quality implementation of the Program is its continuous support by pedagogical and educational support staff throughout the entire period of its implementation in the Organization or in the Group.
3.4.2. The teaching staff implementing the Program must have
core competencies necessary to create conditions for the development of children,
indicated in clause 3.2.5 of this Standard.
3.4.3. When working in Groups for children with disabilities
health in the Organization, positions may be additionally provided
teaching staff who are appropriately qualified for the job
with these health limitations of children, including assistants (helpers),
providing children with the help they need. It is recommended to provide
positions of relevant teaching staff for each Group for
children with disabilities.
3.4.4. When organizing inclusive education:
when included in the Group of children with disabilities, additional pedagogical workers who have the appropriate qualifications to work with these health limitations of children may be involved in the implementation of the Program. It is recommended to involve the appropriate pedagogical staff for each Group in which inclusive education is organized;
when other categories of children with special educational needs are included in the Group, including those in a difficult life situation6, additional teaching staff with appropriate qualifications may be involved.
3.5. Requirements for material and technical conditions implementation
the main educational program of preschool education.
3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:
1) requirements determined in accordance with sanitary and epidemiological rules and regulations;
2) requirements determined in accordance with fire safety rules;
3) requirements for the means of education and upbringing in accordance with the age and individual characteristics of the development of children;
4) equipping the premises with a developing object-spatial environment;
5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects).
3.6. financial terms requirements implementation of the main
educational program of preschool education.
3.6.1. Financial provision of state guarantees for citizens to receive public and free pre-school education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of the standards for ensuring state guarantees for the realization of the rights to receive public and free pre-school education, determined by the state authorities of the subjects Russian Federation, ensuring the implementation of the Program in accordance with the Standard.
3.6.2. Financial conditions for the implementation of the Program should:
1) ensure the possibility of fulfilling the requirements of the Standard for the conditions of implementation and the structure of the Program;
2) ensure the implementation of the mandatory part of the Program and the part formed by the participants in the educational process, taking into account the variability of individual development trajectories of children;
3) reflect the structure and amount of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.
3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount determined by the state authorities of the subjects of the Russian Federation of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education. The specified standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities (special conditions for education - special educational programs, methods and teaching aids, textbooks, teaching aids, didactic and visual materials, technical means of teaching collective and individual use (including special ones), means of communication and communications, sign language translation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access to all categories of persons with disabilities, as well as pedagogical, psychological, pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs by persons with disabilities is difficult), providing additional professional education of teaching staff, ensuring safe conditions for education and upbringing, protecting the health of children, the focus of the Program, the category of children, forms of education and other features of educational activities, and should be sufficient and necessary for the Organization to implement:
labor costs of employees implementing the Program;
expenses on training and education facilities, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, overalls, games and toys, electronic educational resources necessary for the organization of all types of educational activities and the creation of a developing subject-spatial environment, including special ones for children with disabilities. Developing subject-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, accounting features and correction of shortcomings in their development, the acquisition of updated educational resources, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of training and education facilities, sports, recreational equipment, inventory, payment for communication services, including expenses, related to connection to the information and telecommunication network Internet;
expenses related to additional professional education of managers and teachers in the profile of their activities;
other expenses related to the implementation and implementation of the Program.

IV. REQUIREMENTS FOR THE RESULTS OF MASTERING THE BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

4.1. The requirements of the Standard for the results of the development of the Program are presented in the form of targets preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education. The specifics of preschool childhood (flexibility, plasticity of a child’s development, a high scatter of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the lack of the possibility of imputing any responsibility to the child for the result) make it unlawful requirements from a preschool child of specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.
4.2. The targets for preschool education are determined regardless of the forms of implementation of the Program, as well as on its nature, the characteristics of the development of children and the Organization implementing the Program.
4.3. Targets are not subject to direct evaluation, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children. Mastering the Program is not accompanied by intermediate attestation and final attestation of pupils8.
4.4. These requirements are guidelines for:
a) building an educational policy at the appropriate levels
taking into account the goals of preschool education common to all educational
space of the Russian Federation;
b) problem solving:
formation of the Program;
analysis of professional activity; interactions with families;
c) studying the characteristics of education of children aged 2 months to 8 years;
d) informing parents (legal representatives) and the public
regarding the goals of preschool education common to all educational
space of the Russian Federation.
4.5. Targets cannot serve direct basis for
solving managerial problems, including:
certification of teaching staff;
assessment of the quality of education;
assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);
assessment of the fulfillment of the municipal (state) task by including them in the indicators of the quality of the task;
distribution of the stimulating payroll fund for employees of the Organization.
4.6. The targets for preschool education include the following:
social and normative age characteristics of possible achievements
child:
Targets for infancy and early childhood education:
the child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior; owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
shows interest in peers; observes their actions and imitates them;
shows interest in poems, songs and fairy tales, looking at pictures,
tends to move to the music;
responds emotionally to various works of culture and art;
the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).
Targets at the stage of completion of preschool education:
the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activities, design, etc .; is able to choose his occupation, participants in joint activities;
the child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;
the child has a developed imagination, which is realized in various activities, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;
the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;
the child has developed large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;
the child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.
4.7. The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation in preschool children of the prerequisites for learning activities at the stage of completion of preschool education.
4.8. If the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the direct targets for the development of the Program by pupils - as creating prerequisites for their implementation.

End of document
**********************************************************************************************************************

The process of standardization of social, including educational systems, is a global trend. According to the new Law "On Education in the Russian Federation", preschool education is a level of general education, which means that it must now work in accordance with the standards.

One of the main questions of the present time in the field of preschool education is why do we need the Federal State Educational Standard for preschool education?

Until the entry into force of the new law, preschool institutions are subject to federal state requirements (FGT) for preschool education, which were developed several years ago. FGT consist of two parts: requirements for the structure of the main educational program of preschool education and requirements for the conditions for its implementation. The fundamental difference between the standard and the FGT is that it also establishes requirements for results.

The introduction of the GEF of preschool education will affect the entire system - teachers, children, families. In particular, the family becomes a real participant in the educational process. However, employees of preschool organizations will be the first to feel the changes.

The new standard is not intended to change the work in kindergartens in one second, however, the trends in building the entire system of preschool education are set quite serious in it, and they require a really big job.

The new standard is aimed at the development of preschool education in the Russian Federation. At the same time, he works on the development of a small child. And the main task of kindergartens is to create conditions under which children develop, they are interested, and as a result, the child fully lives the preschool age, is developed and motivated to move to the next level of education. These kids really want to go to elementary school. Many kindergartens will have to change a lot, and for this it is necessary to seriously work on increasing the competence of teachers, which will allow them to work according to the standard. It is the requirements for the conditions for the development of children - for the environment for the development of the child, the requirements for the activities of teachers, etc. - are most detailed in the standard.

It is also very important that teachers be able to build their own educational program, based on various options for exemplary, author's programs. The preschool program cannot be unified even in small countries, and in Russia, due to the great national and cultural diversity, this is all the more unacceptable.

In addition, there are laws of development associated with the age of the child. Preschool age is very plastic, there are a large number of options for the individual development of children. According to psychologists, the individual norm for preschool age is much more variable than for adults. It is necessary to provide development conditions for different children, each of whom is interested in something different. With such a variety, following the child, teachers need to be able to work.

In addition, the family also has the right to choose the direction of the development of the child, focusing on his characteristics. Therefore, a wide range of opportunities should be provided for preschoolers, including various educational programs. It is no coincidence that the new standard is the standard for the variability of education in the context of the diversity of childhood.

The capabilities and competencies of the teacher are one of the key points of the standard. In the document, in several places, the competencies that are necessary for educators to work according to this standard are indicated. On the basis of these competencies, a teacher training system will be built, advanced training institutes will restructure their curricula. This is very important for the system of preschool education to work in accordance with modern requirements.

Updates in the system of preschool education are not only related to standardization, in particular, in accordance with the law on education, “Qualification characteristics of a teacher of preschool education” should appear, and the Federal State Educational Standard of preschool education may become one of the grounds for this document.

This year, a lot has happened in the system of preschool education for the first time. So, according to the new Law "On Education in the Russian Federation", it has finally become an independent level of general education. The Federal State Standard for Preschool Education was approved, the development of which has been underway since the beginning of the year.

It's time for changes in the system of preschool education!

CHAPTER I. FEDERAL STATE STANDARD OF PRESCHOOL EDUCATION

1.1. Ideological and methodological foundations of the Federal State Educational Standard.

For the past three years, kindergartens in Russia have tried to organize their work in accordance with federal requirements for the structure of the main general education program. At first it seemed that the changes would affect only the educational program of the institution, so all efforts were directed to the development of this document. But, gradually, as the FGT was studied, the understanding came that the entire educational process was put at the forefront, it was he who had to undergo serious changes. And if we compare the activities of the kindergarten today with what happened three years ago, we can state that we began to work differently.

But "unexpectedly" for the pedagogical community, a draft of a new document - the standard of preschool education - comes out. The first reaction is panic. Statements of educators appeared on the Internet that an understanding of FGT had just come, they reoriented from sections of the program to 10 educational areas, they began to call the lesson directly educational activity, as everything has to start all over again. What is the standard for, how does it threaten the well-being of the kindergarten?

For the first time in Russian history, in accordance with the requirements of the Federal Law “On Education in the Russian Federation” coming into force on September 1, 2013, the Federal State Standard of Preschool Education was developed.

The Ministry of Education and Science of the Russian Federation has set up a working group to prepare a draft federal state standard for preschool education. The working group includes representatives of the educational community, scientific institutions and public organizations.

The development of the Federal State Educational Standard for preschool education was headed by Alexander Asmolov, director of the Federal Institute for the Development of Education. Together with a group of specialists, a new Federal State Educational Standard for kindergartens was created starting from January 30, 2013. In June of the same year, the Federal State Educational Standard was presented for public discussion. In total, more than 300 serious amendments and comments were made on the merits of the project, which were comprehensively considered at a meeting of the Council of the Ministry of Education and Science of the Russian Federation on July 3, 2013.

After that, the new federal standards have been revised and re-examined. Taking into account all the amendments made, the final version of the Federal State Educational Standard for preschool education was adopted and approved on August 28, 2013, and its expediency and relevance in relation to the current situation of preschool education was confirmed by 11 expert organizations and the working group of the Council of the Ministry of Education and Science of the Russian Federation on educational standards.

The structure of the GEF preschool education includes three components:

Requirements for the preparation of educational programs for preschool educational institutions, including a description of the ratio of the part of the mandatory educational minimum and the part that is free from following the requirements and left to the discretion of the participants in pedagogical relations.
Financial, personnel, logistical and other conditions in which educational programs in preschool educational institutions should be implemented.
The results that should be the result of the assimilation of the educational program in the preschool educational institution.

If we compare the Federal State Educational Standard of preschool education with other educational standards, it can be noted that it does not imply that students will pass intermediate and final certifications for compliance of their ZUN with the requirements of the state education standard.

The federal state educational standard for preschool education is based not only on the technical aspects of pedagogy in relation to preschool childhood, but also on a solid ideological basis. Consideration of preschool childhood is no longer limited to its usefulness for a particular person and society as a whole. Its significance was considered much more widely, as the most important component of not only a culture of usefulness, but also a culture of dignity, according to the director of the development of the Federal State Educational Standard for Preschool Education, Alexander Asmolov.

The new coordinate system, which influenced the formation of the Federal State Educational Standard of preschool education, calls, first of all, to appreciate, and not evaluate the child. In addition, this is a serious step towards increasing the value and isolation of education in kindergartens as an independent link in general education.

Now education in a preschool educational institution is considered not as a preliminary stage before studying at school, but as an independent important period in a child's life, as an important milestone on the path of lifelong education in a person's life.

The methodology of the Federal State Educational Standard for preschool education was based on cultural and historical dialectics, which considers the level of development of the system in the context of the growth in the variability of its components. Education in the context of this methodological framework is considered as the main source of the diversity of systems. This gave rise to the main principle of the new Federal State Educational Standard of preschool education: the child's activity should be as diverse as possible, for which the selection diagnostics, which seeks to isolate a child with a certain set of ZUNs, is replaced by a developmental diagnostics, which aims to diversify the knowledge, skills and abilities of the child as much as possible.

The adoption of the Federal State Educational Standard for preschool education will have a significant impact on the existence and development of the activities of preschool educational institutions.

Firstly recognition of the importance and weight of preschool childhood will ensure a more attentive attitude to it at all levels.

Secondly, this will entail an increase in the requirements for the quality of preschool education, which should positively affect its development and its results.

Changing the pedagogical impact from the one-sided influence of "teacher-child" to a more multifaceted and voluminous interaction in the "child-adults-peers" system suggests the establishment of a new psychodidactic paradigm in preschool education. It cannot be said that this point of view on preschool education is new, but recognizing it as the only true one at the level of the state standard of education will entail profound constructive changes in the activities of preschool educational institutions.

Since the Federal State Educational Standard of preschool education supports the point of view of the child as a “playing person”, many methods and technologies will be revised and transferred from the educational and didactic level to a new, game level, in which the didactic component will certainly coexist with the game shell. Each preschool educational institution will independently develop its own programs based on the principles of the GEF of preschool education. As an example and a guide, there are educational programs that are created by leading experts in the field of development and are placed in a special federal register.

New educational programs for preschool educational institutions will be aimed, first of all, at the comprehensive development of the child on the basis of special, specific activities inherent in preschoolers. That is, in practice we will get a more playful and versatile approach that welcomes the maximum use of innovative and active methods of pedagogical interaction, more individualized and aimed at revealing the own potential of each child. The dictating pedagogy will finally be completely eliminated, at least from the field of preschool education, and it will be replaced by a more modern pedagogy of development, a pedagogy of creativity and freedom.

1.2. Regulatory support of GEF DO.

The legal documents that form the basis of the Federal State Educational Standard have been adopted for 15 years. These are three levels of documents.

International law: The Convention on the Rights of the Child and the Declaration on the Rights of the Child have been ratified in our country. These documents establish responsibility for the education of the child, for protecting the rights of the child to education and the responsibility of parents for the education of the child.
Federal level: The Constitution of the Russian Federation, the Federal Law "On the Education of the Russian Federation", the Family Code of the Russian Federation. 6 articles were added to these documents, which are called "Rights and Duties of Parents".

The rights and obligations of parents in the upbringing and education of children are defined in Art. 63 of the RF IC. The right of parents to raise children is the most important among parental rights. Moreover, parents not only have the right, but also the obligation to raise their children, take care of their health, physical, mental, spiritual and moral development. In this regard, it is quite reasonable for the UK to establish the responsibility of parents for the upbringing and development of the child, which also meets the requirements of Art. 18 and 27 of the Convention on the Rights of the Child. For failure to perform or improper performance of the duties of raising children, parents can be held liable for various types of legal liability: administrative (Article 5.35 of the Code of Administrative Offenses), civil law (Article 1073-1075 of the Civil Code), family law (Article 69, 73 of the UK) ; criminal (Article 156 of the Criminal Code).

The UK does not specify the tasks of raising children by parents, there are no instructions of a moral, moral, ideological nature. The content of parental rights and responsibilities for raising children is not disclosed. It only names the main activities of parents in raising their children. The main law recognizes the care of parents for the health, physical, mental, spiritual and moral development of children, and how to carry out this care is decided by the parents themselves.

Parents are the first teachers who are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality in early childhood (clause 1, article 18 of the Law on Education).

The level of general education. Pre-school education is recognized as the first level of education for the first time. This indicates the recognition of the period of preschool childhood on a legislative basis. The transition to the first level of education is responsible. The activity of a preschool organization is based on the standard of education.

Conceptual approaches to the development of GEF DO.

First of all, a standard is a document that describes a government guarantee. The significance of the standard lies in the fact that now, unlike in the past, a situation has arisen when the state is obliged to find a citizen some kind of preschool education. Until September 1, 2013, there was no such obligation legally; from September 1, a new status of preschool education appeared.

The standard sets the level of preschool education as significant in terms of its objectives and its results. This document takes into account the fact that each institution has its own program specific to the area where it is located, those parents who came there, those individual needs of citizens that have developed directly in relation to this educational institution.

The new law “On Education” establishes a separation, unprecedented in world practice, between the tasks of “preschool education” (funded by the state) and “care and supervision of children” (for which, by default, parental payment is assumed). If we remove from the tasks of implementing the main program of preschool education everything that can somehow be attributed to "care-supervision", then this will increase the cost of a traditional kindergarten for parents. And it will make preschool education really inaccessible. Therefore, the priority task of the developers of the preschool standard was to define its requirements in such a way that funding would remain at least at the same level, and the financial burden on parents would not increase exorbitantly. No other standard has faced such a challenge.

In the first version of the draft, it was stated that the educational program should cover the entire time of the child's stay in kindergarten. But already the last project determines the time frame: 65 - 80% of the time is devoted to educational activities, and, accordingly, care and supervision - from 20 to 35% (excluding round-the-clock groups)

Psychological foundations of the standard of preschool education.

Firstly, This is a holistic view of a preschool child. At different times, the priority areas of preschool education were either the formation of knowledge, skills, or the development of mental cognitive processes, or integrative qualities, although the goal was the same - the holistic development of the personality of a preschooler. I would like to emphasize that individual ideas about some characteristics of a preschooler still cannot contribute to the development of a child. Especially the notorious ZUNs. But this is the foundation on which preschool education has always been built. As a result, we are more or less able to teach a child certain knowledge, skills and abilities, but in many cases this does not lead to mental and personal development.

A holistic view is directly related to the psychological characteristics and characteristics of children of this age. Attempts are now being made to identify specific educational goals and objectives in relation to preschool education. Often these attempts suffer from didacticism. It is clear to any educator that, for example, skills such as the ability to tie shoes or wipe one's own nose should not belong to the area of looking after a child, but should be an integral part of his education. However, in the programs we see only tasks in educational areas, tasks aimed at mastering life-saving skills by children are not considered in the programs. Pre-school education is qualitatively different from school education, and should not be likened to it! Knowledge should be a means, not an end, of early childhood education

Second component The psychological basis of the standard is the idea of a holistic life activity of the child. Speaking of this, it means that the system of preschool education cannot be limited only to the family or only to kindergarten, it is impossible to build everyday life, not paying attention to the holding and organization of holidays and weekends, it is impossible to organize classes, ignoring the leisure and free activities of preschoolers.

Any person, especially a child of preschool age, learns not only and not so much in the classroom. Therefore, preschool education involves taking into account the most diverse aspects of a child's life. Otherwise, the educational program will not contribute to its development and will simply be useless, if not outright harmful. As an illustration, we can recall the poems of A. Barto about a boy who was “educated” and, “taking the ball away from the younger ones, he thanked them,” or a bear who took off his hat in front of acquaintances, “and stepped on a stranger’s paw with his whole heel.” These are the results of learning torn from the integral life of a preschool child.

A program that promotes the development of a preschooler should cover all of his life activities, and not be limited to the traditional set of activities and activities that are usually offered to a child in kindergarten.

The third psychological foundation concerns ideas about individual developmental trajectories and behavioral characteristics of preschoolers.

One often hears complaints that this or that child is strange, different from other children, etc. At the same time, adults easily forgive their dissimilarity to others to themselves, often they are even proud of it, and it never occurs to anyone to go to a doctor or psychologist in order to become more like others. Preschoolers are just as dissimilar to each other as adults, and their dissimilarity does not always need to be explained by a lack of abilities, illness, spoilage, or other similar reasons. Moreover, the more the individuality of children is manifested and developed, the more effective preschool education is.

Such an approach to understanding development in preschool age can remove a number of theoretical problems and practical difficulties. What is good for one child (training system, praise, method of evaluation and encouragement, etc.) is not at all suitable for another.

So, the development and improvement of the system of preschool education should be based on the three points highlighted above. This is a holistic view of a preschool child, an idea of his holistic life activity, an idea of individual development trajectories in the preschool period of childhood.

It should be emphasized separately that if we talk about the psychological basis of the standards of preschool education, then their main line should concern the organization of the integral life of a child of preschool age. This includes work with parents, organization of a child's life in kindergarten, and orientation of his work towards interaction with other educational and cultural institutions: libraries, clubs, schools, etc.

There are three conditions under which this line can be implemented.

First condition due to the fact that the developmental education of preschool children cannot be built without the participation of the child's family. It can be said without exaggeration that the institution and the educational program oriented towards the development of the child should in fact educate and educate not so much the child as his parents. If, in the process of growth and development of the child, conditions are not created for the purposeful development of his parents, then the baby can be taught to solve certain problems, but this will have nothing to do with cultural development.

Parents do not just send their child to kindergarten, they themselves must become active participants in life in a preschool institution. This allows you to create a unified educational environment and social situation of development necessary for the child. The inclusion of the family in the life of the kindergarten allows parents to look at other children, at their child from the outside, to find content that is interesting for the child and forms of education that are adequate for his development. This allows parents to look at the world through the eyes of a child, better understand it, communicate and interact with it appropriately.

Second condition concerns the peculiarities of teaching preschool children. L.S. Vygotsky distinguishes two types of learning: spontaneous, when a person learns according to his own program, and reactive, when he is able to learn according to the program of another. A preschool child learns spontaneously. A preschooler learns what he considers necessary and interesting. For example, he draws a picture in which there should be a car or a person, but he still does not know how to draw them. He will go above and beyond to learn how to draw a car or a person. He himself will approach an adult with questions, will ask to show him how to draw a car, etc. Such learning will be spontaneous.

Of course, one should not sit and wait for the child to want to learn how to draw a car, write letters, or solve a problem. An adult comes up with situations in which the child has a motive for learning. In this case, on the one hand, there will be reactive learning coming from an adult who teaches the baby, but on the other hand, on the inside, it will be spontaneous learning, since it lies in the mainstream of the child's interests. At preschool age, reactive learning according to the adult program should be transformed into spontaneous learning according to the child's own program. Orientation towards spontaneous learning suggests that the teacher should not only and not so much teach the child (this is the second task), but rather form the motives for learning in him.

Third condition is closely connected with the previous conditions and concerns the formation and development of children's play - the leading activity in the preschool period. Its close connection with the first condition is determined by the fact that without the active participation of the child's family, neither the formation of the game nor its full development can be ensured. At the same time, it is impossible to build a system of spontaneous learning for preschoolers without its close connection with play.

There is an erroneous opinion that the creation of conditions for the development of the game means that the child will only play, and will neither study nor prepare for school. The fact is that the very psychological readiness for schooling to a large extent arises in the game. In addition, setting the game at the center of educational programs for preschoolers involves the use of game forms of learning. True, game forms of learning can be used only when the child has learned to fully play.

The standard does not consider early childhood as preparation for school. Otherwise, it turns out that preschool childhood is preparation for school. School - to the university, university - to work, work - to retirement, and pension - ... No knowledge, skills, skills, for all their importance, should come to the fore in the standard. However, the standard does not discard knowledge and learning as such. The point is that knowledge does not become an end in itself, but enters through the gates of the leading activity, taking into account the age specifics of this leading activity and the zone of proximal development both with peers and with adults.

1.1. Federal state standard for preschool education

Federal Law "On Education in the Russian Federation" No. 273 dated December 29, 2012 is aimed at the formation of a common culture, the development of physical, intellectual, moral, aesthetic and personal qualities, the formation of the prerequisites for educational activities, the preservation and strengthening of the health of preschool children.

The law introduces the federal state educational standard (hereinafter referred to as GEF) for preschool education as well. The standard of preschool education appears in our culture and life for the first time. The developers call it the “Childhood Diversity Support Standard.”

If the school standard assumes three directions for the development of the child - personal development, subject development and meta-subject development - then only one was left in the preschool standard - personal. Particular attention is paid to preschool education as an institution of socialization. In kindergartens, the child first encounters the so-called "public" adult (educator), with whom he needs to build relationships.

The main criteria for the new standard of preschool education are the socialization and individual development of the child, and not preparation for school

Depending on the age, it is necessary to provide activities, having mastered which, the child will be able to prepare for educational activities. The main thing is that it will come up with motivation - "I want to learn." And it will not be meaningless to distinguish the letter "a" from the letter "b", since this is completely outside the logic of preschool development. Sign mediation, adoption of role positions, development of imagination, curiosity and inquisitiveness are the key moments of children's readiness for school.

The developers of the standard focus on the development of abilities that correspond to preschool age - for games, drawing, design. Much attention will be paid to the development of initiative in the child, his interaction with adults and peers. The socialization of the child - how he communicates with other children and caregivers, engages in various activities - in the new standard of preschool education is approved as the main criterion for the development of the child along with individualization.

The child, according to the new standard, should develop in five educational areas:

social and communicative development,
cognitive development,
speech development,
artistic and aesthetic development
physical development.

Children will be engaged in walking, running, jumping, climbing, riding a scooter, sledding, cycling, skiing. They will play, communicate with adults and peers, explore the world around and experiment with it, listen to folklore and literature, learn to design, draw, sculpt, sing, dance, and also learn elementary labor activities.

The standard takes into account the interests of children with disabilities. Adapted educational programs should be created for them. In kindergartens where there are children with disabilities, there should be assistants who will provide the children with the necessary assistance. In addition, group and remedial classes should be organized in the kindergarten.

Separately, the standard spells out the respect of teachers for their pupils and the fact that the educational process should take into account the interests and capabilities of each child; the protection of children from all forms of physical and mental violence is prescribed, which corresponds to clause 1.9 of article 34 of the new law “On Education in the Russian Federation”.

Exemplary educational programs for preschool education will be developed in accordance with the federal state educational standard for preschool education. For the first time, it is defined as a program of psychological and pedagogical support for the positive socialization and individualization of children, and not as a program for teaching children.

With the adoption of the new law "On Education", preschool education became the first level of general education, and it required the Federal State Educational Standard - the same as for the three levels of school, with three "T" (that is, requirements for):

the structure of the main educational programs (including the ratio of the mandatory part of the main educational program and the part formed by the participants in educational relations) and their scope;
conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions;
the results of mastering the main educational programs.

One fundamental limitation: there should be no certifications, exams, grades and other similar manipulations with children. A provision was introduced into the law "On Education of the Russian Federation" prohibiting any form of certification of preschoolers. But with the help of monitoring and other studies at different stages, it will be possible to fix the level of development of the child, so that teachers of preschool institutions, parents understand how to work with him further. The results of this monitoring can only be used to optimize work with children or to individualize education.

The child must master the ability to live in peace with himself, gain the skills of individual work and group interaction in the game, learn to learn. It is at preschool age that the basic personality traits, key social skills are formed - multiculturalism, respect for other people, adherence to democratic values, a healthy and safe lifestyle. Therefore, one of the most important tasks of preschool education is to initiate the formation of a child's self-identification in the world around him: with his family, region, country.

CHAPTER II. INTRODUCTION OF THE FEDERAL STATE EDUCATIONAL STANDARD FOR PRESCHOOL EDUCATION

2.1. "Road map" in the field of education of the Russian Federation.

On December 30, 2012, the Russian government approved a plan ("road map") of measures "Changes in social sectors aimed at improving the efficiency of education and science." In the near future, the regions should develop their own versions of the "road maps" - i.e. adapt the government's recommendations for their conditions and coordinate them with the Russian Ministry of Education and Science. "Time of change" will be 2013-2018.

Until that time, education reforms concerned mainly the school. " Roadmaps» cover the entire field of education. And kindergartens, and schools, and universities (if the founder is a region), as well as institutions of secondary and additional professional education.

The "road maps" of the subjects must comply with the May decrees of the President. This means that among the tasks is an increase in salaries for educators. School teachers - up to the average for the economy of the region, kindergarten teachers - up to the average for general education.

In general, the "road map" of preschool education develops the idea embodied in the new law "On Education": preschool education is not a luxury, but the first level of education. The development of the child does not begin at school, but earlier. Therefore, the requirements for preschool education programs will also change. All newly opened preschool programs, public and private, must guarantee a certain level of quality of service. Therefore, it is supposed to adopt a standard for pre-school education.

The novelty of the "road maps" is in an integrated approach. The school has already gone through a number of reforms that pre-school, additional and vocational education are yet to come.

"Road maps”is a tool that allows you to identify the priorities of both the educational policy of specific subjects of the Federation and the social policy of the state as a whole.

The first and chief among these priorities is the increase in teachers' salaries. The incomes of teachers of preschool and general education, teachers and masters of industrial training of secondary vocational education will increase. The salaries of teachers and researchers of accredited municipal universities will also increase.

Second an important priority of the "road maps" is the availability of preschool education.

It is assumed that by 2016 all children from three to seven years old who need it will be able to use the services of preschool educational institutions. One of the ways to achieve this goal is the development of the non-state sector and various forms of preschool education.

Finally third an important priority is to increase the number of children using the services of additional education. It is assumed that by 2020 their share will be 70 - 75%.

It is important to note that the "road maps" are not limited to these three areas. These are just key priorities for the near future.

But there are other areas that need to be developed. This is, first of all, the creation of conditions for achieving educational results that meet the requirements of the new Federal State Educational Standards.

A roadmap is a kind of plan for the implementation of a particular intention. The roadmap created in accordance with the clarification of the timing of financing volumes, parameters for the implementation of presidential decrees, which give certain indicators, set a clear time frame for the execution of each instruction within the framework of the decree, must be built very carefully and fully ensure the achievement of indicators within the framework of the decree and the implementation of the decree itself and orders of the President.

Recently, people often talk about the quality of education, the word “efficiency” sounds. What is the effectiveness of an educational institution?

The effectiveness of an educational institution can be interpreted as a very broad concept.

The education and upbringing of preschool children is carried out in accordance with the Program of Preschool Education (hereinafter referred to as the Program). The Law on Education in the Russian Federation determines that preschool education is one of the levels of general education and should be regulated by the federal state educational standard. This year, such a standard was developed, discussed by the public and by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” (registered with the Ministry of Justice of the Russian Federation on November 14, 2013, registration No. 30384) approved and introduced into action from January 1, 2014

Note. In accordance with the law on education, the name was changed: a preschool educational institution is now an educational organization.

Why do we need a standard

The Federal State Educational Standard for Preschool Education (hereinafter - GEF DO) was created for the first time in Russian history.

GEF DO is a set of mandatory requirements for the structure of the Program and its volume, the conditions for implementation and the results of mastering the Program

Based on the standard, the Program itself, variable exemplary educational programs, financial support standards for the implementation of the Program and cost standards for the provision of state (municipal) services in the field of preschool education are developed. In addition, the FSES DO is used to assess the educational activities of the organization, the formation of the content of the training of teachers, as well as their certification.

GEF DO should contribute to raising the social status of preschool education, ensuring equal opportunities for each child in receiving high-quality preschool education, and maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

GEF DO was developed on the basis of the Constitution of the Russian Federation, the Federation and the legislation of the Russian Federation, taking into account the UN Convention on the Rights of the Child. It takes into account the individual needs of the child related to his life situation and state of health, the individual needs of certain categories of children, including children with disabilities.

GEF DO is mandatory for use by organizations engaged in educational activities, individual entrepreneurs (hereinafter referred to as Organizations) implementing the educational program of preschool education, and can also be used by parents (legal representatives) when children receive preschool education in the form of family education.

About the requirements for the Program

GEF DO defines the requirements for the structure, content and volume of the Program.

Thus, it is determined that the Program is developed and approved by the Organization independently. The organization itself determines the duration of the stay of children, the mode of operation, the maximum occupancy of groups. Different groups can implement different Programs with different length of stay of children during the day, including groups of short-term stay of children, groups of full and extended day, groups of round-the-clock stay, groups of children of different ages from two months to eight years, including groups of different ages . The program can be implemented during the entire time the children stay in the Organization.

The program should take into account the age and individual characteristics of children. Its content should ensure the development of the personality, motivation and abilities of children in various activities and cover the following areas of development and education of children (educational areas):

socio-communicative development;

cognitive development;

speech development;

artistic and aesthetic development;

physical development.

The program should consist of a mandatory part and a part formed by participants in educational relations (teachers and parents (legal representatives)). Recommended ratio respectively: 60% and 40%.

The formed part of the Program can be developed independently or the programs recommended by methodological developments can be used. When developing it, the educational needs, interests and motives of children, their families and teachers should be taken into account.

If it is planned to master the Program by children with disabilities, then it should include the content of correctional work and / or inclusive education.

On the requirements for the conditions for the implementation of the Program

The requirements of the GEF DO for the conditions for the implementation of the Program proceed from the fact that these conditions should ensure the full development of the personality of children in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards to yourself and to other people.

Based on this, the requirements for the developing subject-spatial environment, psychological, pedagogical, personnel, material and technical conditions for the implementation of the preschool education program are formulated.

Among the requirements for psychological and pedagogical conditions are such as the requirements of respect for the human dignity of children, the use of forms and methods of working with children in educational activities that correspond to their age and individual characteristics, the construction of educational activities based on the interaction of adults with children, support for the initiative and independence of children , protection of children from all forms of physical and mental violence, support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

In order to receive a quality education without discrimination for children with disabilities, the necessary conditions must be created for the diagnosis and correction of developmental disorders and social adaptation, and the provision of early corrective assistance.

For corrective work with children with disabilities who master the Program together with other children in groups of combined orientation, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure that the special educational needs of children with disabilities are met.

When creating conditions for working with disabled children mastering the Program, an individual rehabilitation program for a disabled child should be taken into account.

The maximum allowable educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 No. 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration No. 28564).

Requirements for the developing object-spatial environment proceed from the fact that it should ensure the implementation of various educational programs, incl. and in the organization of inclusive education, taking into account the national-cultural, climatic conditions and age characteristics of children. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

Staffing Requirements(leading, pedagogical, administrative and housekeeping staff, educational and support staff) - to comply with the current qualification characteristics, and for the teaching staff implementing the Program, they must also have the basic competencies necessary to ensure the development of children

Scientific and other employees of the Organization may also participate in the implementation of the Program. For each group of children with disabilities, additional teaching staff with appropriate qualifications may be involved.

Requirements for material and technical conditions- equipment, equipment (items), equipment of the premises, educational and methodological kit must meet the requirements of SanPin, fire safety rules, requirements for training and education facilities, and for the logistics of the Program.

Requirements for financial terms of implementation of the main educational program of preschool education are that the financial support of state, municipal and private organizations should ensure the possibility of fulfilling the requirements of the Federal State Educational Standard for DO both in the mandatory part of the Program and in the part formed by the participants in the educational process. The financial support standard, determined by the state authorities of the constituent entities of the Russian Federation in accordance with the Federal State Educational Standard, must be sufficient and necessary for the Organization to carry out educational activities in accordance with the Program.

On the requirements for the results of the development of the Program

The requirements of the GEF DO for the results of mastering the Program are presented in the form of targets (possible achievements of the child) of preschool education:

targets for infancy and early childhood education;

targets at the stage of completion of preschool education.

Subject to the requirements for the conditions for the implementation of the Program, the targets assume the formation of prerequisites for educational activities in preschool children at the stage of completion of preschool education.

At the same time, the targets do not provide for requirements from a preschool child of specific educational achievements, are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring). Mastering the Program is not accompanied by intermediate certification and final certification of pupils.

Targets cannot be the basis for making a managerial decision during the certification of teaching staff; in assessing the quality of education; the final and intermediate levels of development of children, including in the framework of monitoring, when assessing the implementation of a municipal (state) task by including them in the indicators of the quality of the task; when distributing the incentive fund for remuneration of employees of the Organization.

The GEF DO also formulates the requirements for the interaction of the Organization with parents.

It was emphasized that one of the principles of preschool education is the cooperation of the Organization with the family, and the Federal State Educational Standard is the basis for assisting parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in developing individual abilities and the necessary correction of violations of their development .

One of the principles of building GEF DO is the personality-developing and humanistic nature of the interaction between adults (parents (legal representatives), pedagogical and other employees of the Organization) and children. Among the tasks solved by the Federal State Educational Standard, there is the integration of training and education into an integral educational process based on spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of a person, family, Society.

One of the requirements for psychological and pedagogical conditions is the requirement to provide psychological and pedagogical support to the family and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.

Parents (legal representatives) should take part in the development of a part of the educational program of the Organization, formed by participants in educational relations, taking into account the educational needs, interests and motives of children, their families and teachers.

In accordance with the Federal State Educational Standard, the Organization is obliged to:

inform parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation, as well as about the Program, and not only the family, but also all interested persons involved in educational activities;

ensure the openness of preschool education;

create conditions for the participation of parents (legal representatives) in educational activities;

support parents (legal representatives) in raising children, protecting and strengthening their health;

ensure the involvement of families directly in educational activities, including through the creation of educational projects together with the family based on the identification of needs and support for educational initiatives of the family;

create conditions for adults to search for, use materials that ensure the implementation of the Program, including in the information environment, as well as to discuss issues related to the implementation of the Program with parents (legal representatives) of children

Basic principles of preschool education and their implementation

Report

Prepared by:

Compensatory group educator

Norik Natalya Ivanovna

caregiver

Bakhtina Olga Alexandrovna

Vorkuta, 2014

Basic principles of preschool education and their implementation.

On January 1, 2014, the Federal State Educational Standard for Preschool Education came into force.

And today at our seminar we will try to reveal in more detail the basic principles of the standard and the need for their implementation.

These are principles that are important to understand and implement for every teacher.

The first principle is the principle of a full-fledged living by a child of all stages of childhood (infant, early and preschool age), enrichment of child development.

Those. when implementing this principle, the teacher needs to enrich the personal development of children as much as possible on the basis of the wide deployment of various types of activities, as well as the communication of children with peers and adults. But it should be remembered that each age of the child corresponds to a certain type of leading activity.

At an early age, the leading activity is objective activity, i.e. the transfer to adults and the child's mastery of the methods of using objects, the child's mastery of instrumental actions on the basis of the actions of an adult taken as a model.

The child's mastery of objective activity occurs in interaction with adults.

And already at preschool age, the leading activity is the game.

Amplification of child development is based on the use of games with a child appropriate to his age. It is in the game that the child will develop such personal qualities as individuality, self-confidence, mental abilities.

The second most important principle- this is the construction of educational activities based on the individual abilities of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education. Not the object of pedagogical efforts, but precisely the subject, whose interests and cognitive needs, as well as the characteristics of individual development, we must certainly take into account in the construction of educational work.

However, in the current conditions (a large number of children in groups), the implementation of an individual approach is very difficult. It is possible to carry out the pedagogical process taking into account the individual characteristics of children only by grouping children according to any of these characteristics.The individual approach occupies an intermediate position between frontal educational work with the entire team and individual work with each child. A necessary condition for such an approach is the study of interpersonal relationships. An individual approach makes it possible to influence the relationship between the individual and the group, the group and the team, children and adults.In other words:"I" is possible only because there is "we".

When implementing this principle, the teacher is not engaged in the formation of a personality with predetermined properties, but creates conditions for the full manifestation and, accordingly, the development of personal functions of the subjects of the educational process.

An individual approach to children cannot be turned into individual learning, when the teacher works with several children, leaving others as passive observers. Teaching in quantity is based on the fact that the educator sets common tasks for all, makes children interested in each other's work (the work of a strong child with a weak one), directs their common work, uses the comments and suggestions of individual children to achieve success for all. An individual approach is used in order to create conditions for the maximum development of each of the children and to prevent the influence of adverse circumstances.

For example, in classes on the formation of elementary mathematical representations, you can offer the following tasks:

- according to the level of difficulty,a didactic exercise with counting sticks, in which there are three options: one group of children to compose and name a geometric figure consisting of 3 sticks; the second - from 4 sticks; the third - from 6 sticks. This exercise causes interest, great activity in children.

Or in the classroom for artistic and creative development, when fixing the topic "Fruits", the child himself chooses which fruit he will depict and how he will depict it (draw, sculpt, or through an application).

The third principle is the assistance and cooperation of children and adults, the recognition of the child as a full-fledged participant in educational relations.

To this principle, I would like to add the provision of the standard that the educational program is implemented during the entire time the child is in kindergarten.

And due to what forms? Of course, not only due to classes. You all know that classes take up little time in the daily routine. Therefore, some forms of organization of children are needed, forms of joint activity of the teacher and the child in mastering the educational program.

The main of these forms and the leading activity is the game.

But in addition to the game, there are many forms of joint activities that allow you to make the child's life rich and interesting during the child's stay in kindergarten:

This is definitely a project.

This is a reading. literature, cognitive and educational literature

It is collecting, experimenting and researching;

Workshop;

Various forms of musical, artistic activity.

Briefly about some of them:

A workshop is a form of organized productive activity.

It is important here that the child independently makes a choice of activity, that very productive activity. The independence of the child is also manifested in the fact that he has the right to ask for help from the teacher, and the teacher provides this help only when or offers advice to the child only when the child needs it. The child himself can plan what part of the work he will do together with everyone, and what part. leave some for later. The most important thing is that the work is completed, that the intended result is obtained and that the result is of high quality. This is where pedagogy comes in. And the child's freedom in this form of joint activity lies in the fact that he can choose a partner in collective activity, or he can work individually, but next to other children, to fulfill a common task.

A very interesting form is project activity, when the educator creates conditions that allow children to discover new practical experience on their own or together with the educator, get it experimentally, through search, analyze and transform.

These and other forms of activity are very important in our work. They should be mastered just in order to implement the fundamental principles of our standard: and support for children's independence, and a rich life, and a full life of the child during the preschool period of childhood, and the organization of the educational process during the entire stay of the child in kindergarten.

The fourth principle is to support the initiative of children in various activities.

When implementing this principle, it is necessary:

Creation of conditions for independent creative or cognitive activity of interest.

Assistance (if necessary) to children in solving the problems of organizing the game. It is unacceptable to dictate to children how and what they should play, to impose on them the plots of the game.

Creating a positive psychological microclimate in the group, equally showing love and care for all children.

Showing respect for individual tastes and habits of children.

Take into account the individual characteristics of children, trying to find an approach to shy, indecisive, conflict, etc. children.

And also remember that for each age there are priority areas of the initiative:

for children 3-4 years old – the priority area of the initiative is productive activity.

At this age, it is important to distinguish and publicly support any successes of children. You can not criticize the results of the activities of children, as well as themselves. Use only the game characters for whom these products were created as critics.

for children 4-5 years old - priority area - knowledge of the world.

At this age, negative assessments can only be given to the actions of the child and only one on one.

The participation of an adult in children's games is useful if the following conditions are met: the children themselves invite an adult to play or voluntarily agree to his participation. At the same time, the plot, the course of the game, as well as the role are determined by the children, and not by the teacher.

The priority area of the initiative for children of senior preschool age is out-of-situation - personal communication and learning.

The activities of the educator are:

Involving children in planning the life of the group for the day and a longer perspective;

In assisting children in solving the problems of organizing the game (if necessary);

The teacher gives an adequate assessment of the result of the child's activity, at the same time recognizing his efforts and indicating possible ways and means to improve the product.

The teacher creates situations that allow the child to realize his competence, gaining respect and recognition from adults and peers.

The teacher can ask the children to show and teach him the individual achievements that each child has.

Olga Alexandrovna will tell about the following principles

The fifth principle is Cooperation of the Organization with the family.

The main condition of the Federal State Educational Standard for preschool education is the interaction of the teaching staff with the families of pupils, and one of the principles of the Federal State Educational Standard for Preschool Education is the principle of partnership with the family.

The interaction between the kindergarten and the family is a necessary condition for the full development of preschoolers, since the best results are noted where teachers and parents act in concert. The concept of “interaction with the family” should not be confused with the concept of “working with parents”; although the second is an integral part of the first.

The interaction is based on the cooperation of teachers and parents, which implies the equality of the positions of partners, the respectful attitude of the interacting parties to each other, taking into account individual capabilities and abilities. It is important for a preschool teacher to understand that cooperation involves mutual actions, mutual understanding, mutual trust, mutual knowledge, mutual influence. Commonwealth is an association based on friendship, unity of views, interests, it cannot occur without communication, that is, interaction.

The goal of the teaching staff of the preschool educational institution is to:to make parents active participants in the pedagogical process, helping them to exercise responsibility for the upbringing and education of children.

There are many different forms of interaction with the family, these are:

- "Round table" on any topic;

Thematic exhibitions, etc.

For example, a lesson on teaching fire safety to children was held with the involvement of a firefighter dad, who took part with pleasure and told how important it is to be careful when handling fire hazardous objects. Or a joint lesson of children and parents, in which parents helped to make attributes for the role-playing game "Shop". Also, one of the forms of interaction with the family is consultations of specialists.

The sixth principle - Introducing children to socio-cultural norms, traditions of the family, society and the state.

This principle is social - communicative direction. The purpose of which is to educate a worthy member of society, to form the foundations of moral, spiritual and moral values of the family, society, state through the organization of space, a variety of materials, equipment that would provide: play, cognitive, research, creative and physical activity of preschoolers.

The immediate environment, the social environment in which children live, is the basis for expanding children's horizons and for familiarizing children with socio-cultural norms, traditions of the family, society, state.

At first, the teacher himself gets acquainted with the nature, culture of his republic.

Carries out the selection of content for work with children, highlighting what is typical for the area, what is only where children live.

He thinks over how and through what it is possible to show children the connection of their native city and family with the whole country, to emphasize what will contribute to the ethno-cultural social situation of children's development.

The implementation of the principle of introducing children to socio-cultural norms, traditions of the family, society, state is carried out in the joint activities of adults and children in the game, productive types of children's activities, in the process of excursions, holidays. When carrying out this work, an integrated approach, interconnection and a kind of interpenetration of the material of different topics and everything that is connected with each other are necessary. The main task is to stimulate the cognitive activity of children, the development of their curiosity, the development of figurative and logical thinking of the child.

It is important that in carrying out this work, the feelings of children are touched, developed and nurtured, so that they rejoice and grieve.

Particular attention should be paid to the forms of work with children, which should be different depending on the goal set by the teacher and the proposed content.

An indicator that work has a positive effect on children is:

Children's interest in the phenomena of social life, which they seek to express in their free time, turning at their own request to various types of visual activity (drawings, modeling, applications);

The manifestation of initiative by children, an effective attitude to the life around them;

Observations of children (how they help each other; how they relate to books based on specially created situations, etc.).

The seventh principle is the formation of cognitive interests and cognitive actions of the child through inclusion in various activities.

Interest in learning in children appears when they are given systematized knowledge in an accessible form, reflecting significant connections depending on those areas of reality that the child encounters in his daily life.

For the formation of full-fledged ideas and the development of cognitive processes - perception, memory, thinking - direct observation of the objects being studied by children is very important.

When working on the formation of cognitive interest and activity in children, it is important to adhere to the principle of systematicity.

For example, we can consider one of the forms of cognitive activity of a preschooler -collecting.It is in collecting that his cognitive interests are manifested. We can combine individual cognitive interests into common collections that will help us in the implementation of a particular educational area.

Collecting - this form is also good because we can collect not only material objects, but also, for example, collect a collection of seeds or minerals, a collection of emotions, impressions.

This collection can be represented by photographs in which our child is the main character. And then use these impressions and emotions so that the child transmits the acquired experience to other children.

In our group, we held photo exhibitions of emotions and impressions, one of them was called "Summer Emotions".

Collecting is very effective in solving the problem of positive socialization and comprehensive development of the child.

Eighth principle -Age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features).

When implementing this principle, it is necessary to take into account the age characteristics of children, create conditions that will correspond to the age and developmental characteristics of each child. Use those forms that will be specific for children of this age group. (first of all, it is a game, cognitive and research activities, developing situations).

Each age period will correspond to certain forms and methods of work. For example,

at an early age - objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

for preschool children - a number of activities, such as play, communication, cognitive research, as well as the perception of fiction and folklore, self-service and elementary household work, construction from different materials, visual, musical and motor activities.

The ninth principleAccounting for the ethno-cultural situation in the development of children.

In our present time, we must not forget about the nationality and the national character of education, which is one of the main principles of its development.

It is very important to introduce children to the national culture, customs and traditions.

Ethno-cultural education of preschool children will be more effective when children are introduced to the cultures of different nationalities, which contribute to the formation of ethno-tolerance of the child as the most important quality of a person living in a multicultural society. It is necessary to acquaint children with the national identity, culture, customs, traditions of different peoples from preschool age.

At the younger preschool age, folk culture is the main meaningful form of introducing children to the world around them. The enrichment of its elements is carried out as children master the initial ideas about the structure, its decoration, household items, household utensils, dishes, toys, and kitchen. At this age, the child, under the guidance of an adult, is actively involved in driving round dances, performing dances, songs, reflecting the ideas received in specially organized activities (visual, speech, play, music).

At preschool age, systematic work is carried out to familiarize preschoolers with folk festive culture (folk holidays), public holidays, holidays of the folk calendar are celebrated.

Fairy tales and other works allow children to expand their ideas about kindness, about people with a good heart, and show their beauty. The Russian folk tales and fairy tales of the peoples of the world offered for younger preschool age are diverse in content, volume and dynamism. The peculiarity of the perception of literary works lies in the fact that when comprehending the text, they proceed from their direct and so far limited everyday experience.

Such a system of work regulates the relationship of children, promotes the development of a moral attitude towards another, the formation of humane ways of showing sympathy, understanding, acceptance, empathy with a peer, which is one of the fundamental aspects of ethnocultural development.

The educator maintains interest in events taking place not only in the country, but also in the world, forms a sense of pride in Russia. To generalize knowledge about Russia, educational situations are created, including games, conversations. At this age, it is possible to more widely acquaint children with national traditions, costumes, and customs. The teacher draws the attention of children to the fact that many people of different races and nationalities live on Earth, they are both similar to each other and different from each other.

Calendar games are an invaluable national treasure. They are of interest not only as a genre of oral folk art. They contain information that gives an idea of the daily life of our ancestors - their way of life, work, worldview. Many of them imitate the serious activities of adults - hunting for animals, catching birds, caring for crops, etc.

In order to form an emotionally positive and tolerant attitude towards the ethnocultural heritage in our preschool institution, a work plan for the resource center on the national-regional and ethnocultural component has been developed. The work plan of the resource center provides for acquaintance with the traditions and culture of the Komi people.

To ensure the implementation of the ethno-cultural direction, an aesthetically attractive educational and cultural environment has been created, aimed primarily at ensuring the spiritual and moral development and upbringing of children. For many years, the Komi Museum, located in a specially equipped room, has been successfully developing and effectively using the Komi Museum.

Work is being done with parents to form the right attitude towards children of a different nationality who are in a group, in the form of parent meetings, round tables.The family is the main source of folk traditions. Therefore, we actively interact with parents: they collect exhibits for the museum, participate in folk holidays.

Until each educator implements these fundamental principles in their work, we will not be able to say that the Federal State Educational Standard of preschool education has been introduced into the practice of pedagogical activity.

Portal for the student. Self-training

Preview:

Preview:

RELATED ARTICLES