MBDOU independently in the implementation of the educational process.

The organization of the educational process in the preschool educational institution is carried out in accordance with the educational programs and schedules of educational activities.

Training and education in preschool educational institutions are conducted in Russian. In the preschool educational institution, conditions are created for the study of the Russian language as the state language of the Russian Federation.

The content of the educational process in the preschool educational institution (the content of education) is determined by the educational program of preschool education, developed, adopted and implemented by it independently in accordance with the federal state requirements for the structure of the main general educational program for preschool education and the conditions for its implementation, established by the federal executive body that performs the functions of developing state policy and regulatory legal regulation in the field of education, and taking into account the peculiarities of the psychophysical development and capabilities of children.

The educational program of preschool education in a preschool educational institution determines the content and organization of the educational process for preschool children and is aimed at forming a general culture, developing physical, intellectual and personal qualities, forming the prerequisites for educational activities that ensure social success, maintaining and strengthening the health of preschool children, correcting shortcomings in the physical and mental development of children.

The planned results (final and intermediate) of the development of children attending preschool educational institutions, the main general educational program of preschool education, the system for monitoring the achievement by children of the planned results of mastering the educational program of preschool education and the frequency of such monitoring are provided for in the educational program of preschool education preschool education.

The preschool educational institution implements the main general educational program of preschool education in groups of general developmental and compensatory orientation in various combinations. The preschool educational institution implements the main general educational program of preschool education - " From birth to school» edited by N.E. Veraks (normative development period is 5 years);

The preschool educational institution implements additional general educational programs for preschool education:

• The program of education and upbringing of children with phonetic and phonemic underdevelopment, edited by T.B. Filicheva, G.V. Chirkina (standard development period is 3 years);
• Preparation for school of children with general underdevelopment of speech in a special kindergarten, edited by T.B. Filicheva, G.V. Chirkina (normative period of development is 3 years);

In the preschool educational institution there are groups of general developmental and compensatory orientation in different combinations.

In groups of a general developmental orientation, preschool education is carried out in accordance with the educational program of the preschool educational institution, which it develops independently on the basis of an exemplary basic general educational program for preschool education and federal state requirements for the structure of the main general educational program for preschool education and the conditions for its implementation.

In groups of compensatory orientation, qualified correction of deficiencies in physical and mental development and preschool education of children with disabilities are carried out in accordance with the educational program of the preschool educational institution, developed by it independently on the basis of an exemplary basic general educational program of preschool education and federal state requirements for the structure of the main general educational program of preschool education and the conditions for its implementation, as well as taking into account the peculiarities of the psychophysical development and capabilities of children.

The preschool educational institution establishes the following duration of educational activities and the maximum amount of workload for children per week:

1) For children aged 1.5 to 3 years, directly educational activities are no more than 1.5 hours per week (playing, musical activities, communication, development of movements). The duration of continuous directly educational activity is no more than 10 minutes. It is allowed to carry out directly educational activities in the first and second half of the day (8-10 minutes each). In the warm season, directly educational activities are carried out on the site during a walk.

2) The maximum allowable weekly educational load, including the implementation of additional educational programs, for preschool children attending MBDOU is:

for children aged 3 to 4 years - 2 hours 45 minutes;

for children aged 4 to 5 years - 4 hours;

for children aged 5 to 6 years - 6 hours 15 minutes;

for children aged 6 to 7 years - 8 hours 30 minutes.

The duration of continuous directly educational activity is:

for children aged 3 to 4 years - no more than 15 minutes;

for children aged 4 to 5 years - no more than 20 minutes;

for children aged 5 to 6 years - no more than 25 minutes;

for children aged 6 to 7 years - no more than 30 minutes.

The maximum allowable amount of educational load in the first half of the day:

for children aged 3 to 4 years does not exceed 30 minutes;

for children aged 4 to 5 years does not exceed 40 minutes;

for children aged 5 to 6 years does not exceed 45 minutes;

for children aged 6 to 7 years does not exceed 1.5 hours.

In the middle of the time allotted for continuous educational activities, a physical education session is held. Breaks between periods of continuous educational activity are 10 minutes. Directly educational activities with children of senior preschool age can be carried out in the afternoon after daytime sleep, but not more than 2-3 times a week. Its duration is no more than 25-30 minutes a day. In the middle of a directly educational activity of a static nature, a physical education session is held.

Directly educational activities that require increased cognitive activity and mental stress of children are carried out in the first half of the day and on the days of the highest working capacity of children (Tuesday, Wednesday). For the prevention of children's fatigue, the directly indicated educational activities can be combined with educational activities aimed at the physical and artistic and aesthetic development of children.

3) Work on physical development in the Establishment is carried out in accordance with the requirements of SanPiN, taking into account the state of health of children, with regular monitoring by medical workers.

The daily routine in the preschool educational institution should correspond to the age characteristics of children and contribute to their harmonious development.

The maximum duration of continuous wakefulness of children aged 3-7 years is 5.5-6 hours, up to 3 years - in accordance with medical recommendations.

The daily duration of a walk for children is at least 4-4.5 hours. The walk is organized 2 times a day: in the first half of the day - before lunch and in the second half of the day - after a day's sleep or before the children go home. When the air temperature is below minus 15°C and the wind speed is more than 7 m/s, the duration of the walk is reduced. The walk is not carried out at air temperature below minus 15°C and wind speed over 15 m/s for children under 4 years old, and for children 5-7 years old at air temperature below minus 20°C and wind speed over 15 m/s .

For children aged 1.5 to 3 years, daytime sleep at MBDOU is organized once for at least 3 hours. For children over the age of 3 years, daytime sleep in MBDOU is organized once, lasting 2.0-2.5 hours. During the sleep of children in the bedroom there is a teacher or assistant teacher (junior teacher). Independent activity of children aged 3-7 years (games, preparation for educational activities, personal hygiene) takes at least 3-4 hours in the mode.

Socially useful work of children aged 5 to 6 years and aged 6 to 7 years is carried out in the form of self-service, elementary household work and work in nature (table setting, assistance in preparing for classes). Its duration does not exceed 20 minutes a day. Directly educational activities of the physical culture and health and aesthetic cycle takes at least 50% of the total time allotted for directly educational activities.

The volume of medical and health-improving work and correctional assistance to children (classes with a speech therapist teacher, with a teacher-psychologist, and others) are regulated individually in accordance with medical and pedagogical recommendations. The content of correctional work in the preschool educational institution is aimed at ensuring the correction of deficiencies in physical and mental development by attending preschool educational institutions, and assisting children in this category in mastering the main general educational program of preschool education.

In the preschool educational institution, classes are held for additional education of children (studios, circles, sections, etc.):

for children aged 3 to 4 years - no more than 1 time per week for no more than 15 minutes;

for children aged 4 to 5 years - no more than 2 times a week for no more than 25 minutes;

for children aged 5 to 6 years - no more than 2 times a week for no more than 25 minutes;

for children aged 6 to 7 years - no more than 3 times a week for no more than 30 minutes.

The academic year at the preschool educational institution begins on September 1: if this number falls on a weekend, then the academic year begins on the first working day following it. The academic year at the preschool educational institution ends on May 25. In the middle of the year (January-February), week-long holidays are organized for children attending preschool educational institutions, during which only the aesthetic and health-improving cycle (musical, sports, fine arts) is directly educational. On vacation days and during the summer period, educational activities are not carried out directly. During these periods of time, sports and outdoor games, sports holidays, excursions and other events can be held in the preschool educational institution, the duration of walks may increase.

Olga Chudakova
The new content of preschool education in accordance with the Federal State Educational Standard

"God forbid you live in an era of change", - says Chinese wisdom. The modern world is changing at an incredible speed. Social systems are changing, relationships are changing, huge changes are taking place in science…

However, maybe it is worth arguing with Chinese wisdom? A difficult time is a time of great opportunity! It is important to see these changes, to enter into them, which means "be in time".

New entails significant and qualitative changes in the practice of the educator. And, probably, each teacher alone is unlikely to cope with them. Moreover, not every educational the institution has such an arsenal of connections and opportunities to flexibly and effectively adapt the teacher to work in new conditions.

In the study and phased implementation of the work of the kindergarten GEF DO among teachers began to appear questions:

What is the Standard and what should change in the work of the kindergarten with its adoption?

Is the team ready? preschool educational institutions accept the idea new document, to work in new direction?

And it will be so new content of preschool education for kindergarten teachers?

To answer these questions, it took a kind of revision: target comparison installations, basic requirements GEF and the institutional experience of traditional preschool education.

Answering the question, what is the Standard and what should change in the work of the kindergarten with its adoption?

federal state educational standard - a set of mandatory requirements for education approved by the federal executive body responsible for the development of state policy on legal regulation in the field of education". According to Alexander Asmolov "Standard preschool education is First of all, support standard childhood diversity". And another one of his quote: "Standard preschool education should ensure the implementation of state guarantees and will be aimed at meeting the needs of parents and children at this stage education».

With acceptance GEF preschool education the development of the activities of the preschool educational institution has also changed.

First, recognition of the importance and weight preschool childhood provided a more attentive attitude towards him at all levels.

Secondly, it entailed an increase in quality requirements preschool education, which is positive way began to affect its development and its results.

It will be just as new content of preschool education for kindergarten teachers?

It cannot be said that the point of view the content of preschool education is new, but recognizing it as the only true one at the level of the state standard education, led to profound constructive changes in the activities of the preschool educational institution.

Changed the way children's views are organized activities: not adult guidance, but collaborative (affiliate) activities of adults and children.

educational activities covered certain areas of development of children, which are called educational areas. GEF defines 5 educational areas:

1) social and communicative development, aimed at mastering the norms and values ​​​​accepted in society, the development of communication and interaction of the child with adults and peers, the formation of independence;

2) cognitive development, involves the development of children's interests, curiosity and cognitive motivation;

3) speech development, includes mastery of speech as a means of communication and culture, enrichment of the active vocabulary, development of coherent, grammatically correct speech;

4) artistic and aesthetic development, involves the development of the prerequisites for the value-semantic perception and understanding of works of art, the world of nature, the formation of an aesthetic attitude to the world around;

5) physical development, includes the acquisition of experience in motor activity, the formation of healthy values lifestyle.

Educational areas correspond age and individual characteristics of children and are related to each other. Relationship educational areas provide the formation of a complete picture of the world around the child.

It should be noted that educational activities are carried out throughout the time the child is in preschool. This is:

- educational activities in regime moments;

Organized educational activities;

Independent activity of children.

One of the principles preschool education is cooperation preschool with family, and state standards are basis to help parents (legal representatives) in the upbringing of children, the protection and strengthening of their physical and mental health, in the development of individual abilities and the necessary correction of violations of their development.

AT in accordance with the Federal State Educational Standard, a preschool institution is obliged:

Advise parents (legal representatives) for questions education and child health;

Inform parents (legal representatives, the public, stakeholders involved in educational activities, about goals preschool education;

Ensure openness preschool education;

Create conditions for parent participation (legal representatives) in educational activities;

Ensure that families are directly involved in educational activities, including through the creation educational projects together with the family based on the identification of needs and support family educational initiatives.

The requirements of the Standard for the results of the development of the Program are presented in the form of targets preschool education.

Related publications:

How to write a summary for GCD in accordance with the requirements of the Federal State Educational Standard for preschool education How to write a summary of educational activities, taking into account the Federal State Educational Standard? A frequent question from colleagues contributed to the preparation of the consultation.

"Speech development" in accordance with the Federal State Educational Standard of preschool education"Speech development" in accordance with the Federal State Educational Standard of preschool education. Speech development is still the most relevant in preschool.

The modern content of a music lesson in accordance with the Federal State Educational Standard. Goals and objectives of the development of preschool children"The modern content of a music lesson in accordance with the Federal State Educational Standard of DO" Goals and objectives of the development of preschool children in education.

Motor activity of preschoolers in accordance with the Federal State Educational Standard of preschool education V. A. Sukhomlinsky wrote that their spiritual life, worldview, mental development, and strength depend on the health and cheerfulness of children.

Summary of the integrated GCD for the development of speech in accordance with the Federal State Educational Standard for Preschool Education "Funny Toys" Synopsis of an open lesson on the development of speech of an integrated GCD in accordance with the GEF of preschool education Topic: "Funny toys" Topic:.

Round table "Speech development environment of preschool educational institutions in accordance with the Federal State Educational Standard of preschool education" Purpose: to activate the mental activity of teachers by improving the educational process aimed at the formation.

Compiled by Shlykova Lyudmila Evgenievna, teacher of the MBDOU "Kindergarten" Cinderella, Tambov 1. Organization of the educational process, appropriate.

Guidelines for organizing the educational process in accordance with the requirements of the Federal State Educational Standard for preschool education Shlykova Lyudmila Evgenievna teacher of MBDOU "Kindergarten" Cinderella 1. Organization of the educational process corresponding to the calendar.

Creation of an educational environment in accordance with the requirements of the Federal State Educational Standard for Preschool Education The issue of creating a developing subject-spatial environment in a preschool educational organization has always been relevant. However, in the last.

Development of children's initiative and creative abilities in accordance with the GEF of preschool education Development of children's initiative and creative abilities in accordance with the GEF DO Today, much attention is paid to the development of children's initiative.

Image Library:

Modern preschool education is on the verge of a new era of its development because the Temporary (exemplary) requirements for the content and methods of education and training are being replaced by Federal State Requirements (FGT), which must be reviewed and established at least once every 10 years. FGT will determine the structure of the main general educational program of preschool education (hereinafter referred to as the program) and the conditions for its implementation. At present, the Ministry of Education and Science of the Russian Federation has ensured the development of the first part of the Federal State Requirements (FGT) for the structure of the main general educational program of preschool education (order of the Ministry of Education and Science of Russia dated November 23, 2009 No. 655, registration No. 16299 dated February 8, 2010 of the Ministry of Justice of the Russian Federation ). This document was developed by the "Institute for Strategic Studies in Education" together with the State Educational Institution of Higher Professional Education "Moscow City Psychological and Pedagogical University" and the Research Institute of Hygiene and Health Protection of Children and Adolescents of the SCCH RAMS as part of the implementation of the Federal Target Program for the Development of Education for 2006-2010 and entered into force since March 16, 2010

Currently, based on federal requirements, the following are being developed:

• exemplary basic general education program of preschool education;
• exemplary basic general education program of preschool education for children with disabilities.

The main general educational program of preschool education is developed, approved and implemented in an educational institution on the basis of exemplary basic general educational programs of preschool education, the development of which is provided by the authorized federal state body on the basis of federal requirements.

• physical;
• social and personal;
• cognitive-speech;
• artistic and aesthetic.

These directions correspond to the current conceptual and legal documents regulating the activities of the modern system of preschool education an institution approved by the Decree of the Government of the Russian Federation of September 28, 2008 No. 666.

A more specific content of the directions is set out in the content of psychological and pedagogical work on the development of children in 10 educational areas: "Physical culture", "Health", "Safety", "Socialization," Labor "," Cognition "," Communication "," Reading fiction ”, “Artistic creativity”, “Music”.

Each educational area is characterized by the main tasks of psychological and pedagogical work, while FGT also determines the general conceptual provisions for the implementation of the main general educational program of preschool education, for example, the principle of integrating educational areas, according to which the solution of the problems of psychological and pedagogical work of each educational area should be carried out in the course of implementation other educational areas. One of the important conceptual provisions of FGT is the complex-thematic principle of constructing educational programs (as an alternative to the training model), the principle of developmental education (as an alternative to ZUN), a combination of the principles of scientific validity and practical applicability.

The following types of children's activities are at the heart of determining the set and content of educational areas:

• - motor activity (activity) ("Physical culture");
• - game ("Socialization");
• - labor (“Labor”);
• - perception of fiction ("Reading fiction");
• - communicative ("Communication");
• - cognitive-research and productive constructive ("Knowledge");
• - musical and artistic ("Music");
• - productive ("Artistic creativity").

FGT define both a mandatory part of the program for all preschool institutions (groups of preschool children) and a variable part formed by participants in the educational process, which reflects the species diversity of institutions and the specifics of educational activities.

The volume of the mandatory part of the Program is at least 80% of the time required for the implementation of the Program, and the part formed by the participants in the educational process is no more than 20% of the total volume of the Program. Thus, educational work with a 12-hour stay of children will take from 7.5 to 9.5 hours. Of these, from 6.5 to 7.5 hours - for the implementation of the mandatory part and 2 hours - for the optional part.

The full implementation of the mandatory part of the Program includes the time allotted for:

• educational activities carried out in the process of organizing various types of children's activities (game, motor, communicative, labor, cognitive research, productive, musical and artistic, reading);
• educational activities carried out during regime moments;
• independent activity of children;
• interaction with families of children.

The choice of forms of educational work and types of children's activities by teachers is based on age adequacy. Playing activity in preschool age is one of the leading. The value of a game (role-playing, directing, dramatization, with rules, etc.), as a free independent activity of children, is determined by its significance for the development of a preschooler. Most of the content of such educational areas as "Physical Education", "Cognition", "Socialization", "Communication" can be implemented in the game. Reading (perception) of fiction, communication, productive, musical, artistic, cognitive research activities, work are also independent, self-valuable and universal types of children's activities. Age-appropriate forms of work with children are experimenting, designing, collecting, talking, observing, solving problem situations, etc. The above forms of work and types of children's activities do not imply the obligatory conduct of traditional classes built in the logic of the educational model of organizing the educational process. The content of the Program can be fully implemented in the joint activities of teachers and children, as well as through the organization of independent activities of children. The joint activity of adults and children is understood as the activity of two or more participants in the educational process (adults and pupils) to solve educational problems in the same space and at the same time. It is distinguished by the presence of a partner position of an adult and a partner form of organization (cooperation between an adult and children, the possibility of free accommodation, movement and communication of children in the process of educational activities), involves a combination of individual, subgroup and group forms of organizing work with pupils. The independent activity of children is understood as the free activity of pupils in the conditions of a subject-developing environment created by teachers, which ensures that each child chooses activities according to interests and allows him to interact with peers or act individually.

The principle of integration of the content of preschool education is an alternative to the subject principle of constructing educational programs. The main tasks of the content of preschool education in each educational area should be addressed in the course of the implementation of other areas of the Program. The proposed conditional division of the directions of development of children into educational areas is caused by the presence of specific tasks, content, forms and methods of preschool education, as well as the needs of mass practice.

The FGT defines the planned results of the development of the Program - final and intermediate. In the process of monitoring, the physical, intellectual and personal qualities of the child are examined by observing the child, conversations, expert assessments, criteria-oriented methods of non-test type, criterion-oriented testing, screening tests, etc. A mandatory requirement for building a monitoring system is a combination of low formalized ( observation, conversation, peer review, etc.) and highly formalized (tests, samples, instrumental methods, etc.) methods that ensure the objectivity and accuracy of the data obtained.

The list of qualities was formed on the following grounds:

• on the principle of integrativity or the possibility of forming quality in the course of mastering all or most educational areas;
• in accordance with neoplasms that appear in a child by the end of preschool age, if the process of its development during the development of the Program was properly organized;

taking into account the possibility of forming one or another quality in the process of mastering the Program.

The final result is a set of integrative qualities or a “social” portrait of a 7-year-old child who has mastered the basic general educational program of preschool education. (Appendix B)

The intermediate results of mastering the Program reveal the dynamics of the formation of the integrative qualities of pupils in each age period and are, in fact, a means of establishing the so-called feedback, when “information” about the results of any stage of the educational process affects and largely determines its subsequent construction and implementation.

The frequency of monitoring is established by the educational institution and should provide an opportunity to assess the dynamics of children's achievements, balance methods, not lead to overwork of pupils and not disrupt the educational process.

A mandatory requirement for building a monitoring system is the use of only those methods, the use of which allows you to obtain the necessary amount of information in the optimal time frame.

During the transition period, while maintaining the variability of programs until the adoption of an exemplary basic general educational program, monitoring of intermediate results can be carried out using the diagnostics of those results that are laid down in the educational program implemented by the preschool institution.

In general, the new requirements determine the main vector of movement - towards real (and not declarative!) consideration of the principle of age adequacy in the mass practice of preschool education.

GOU SPO (SSUZ) "Chelyabinsk State Pedagogical College No. 2"

Preschool Pedagogy
Test tasks for intermediate certification of students

Compiled by: Pronyaeva S.V.,
teacher of preschool pedagogy

Introduction

In the current conditions of the development of Russian society, it is believed that one of the important trends in the reform of the educational system has been the introduction of the state educational standard.
The state educational standard is designed to solve a wide range of tasks, such as ensuring a high level of professional education and quality of training of specialists; ensuring the academic freedom of an educational institution in the formation of a flexible and variable content of education and organization of the educational process; ensuring the unity of the content of education and compliance with the norms and requirements for the organization of the educational process throughout the educational space of Russia; ensuring control over the effectiveness of the VE system and the quality of education in it.
Education cannot be complete without regular and objective information about the degree of assimilation of educational material by students, about the practical application of knowledge by them. The need to control learning and assess knowledge is dictated by the obligatory fulfillment of the following chain: the goal of learning - the learning process - the result - a new goal. The most important component of learning technology is a test as a tool for measuring the level of knowledge, without which it is impossible to identify the fulfillment of the standard, but also to optimally manage the educational process, without which it is impossible to achieve high-quality assimilation of the standard.
The course of preschool pedagogy is one of the leading teachers in professional education, its study takes a fairly large amount of time, which requires a variety of types and forms of control. Test control is not the only form of control; in the presented version, it claims to assess knowledge along the content lines of the educational program and does not affect the practical skills of students.
These materials can be certified for the following reasons:
Name of the academic discipline: preschool pedagogy
Name of the educational program: Preschool Pedagogy, 2005
Purposes of creation: intermediate certification
Number of tasks: 15
Number of options: 3, 4
Run time: 30 minutes
Type and form of tests: closed, with a choice of answers
Rating: 100% - 80% - rating "5"
81- 70% - rating "4"
71- 60% - grade "3"
"5" - the student knows the program material, understands and firmly mastered it, gives correct, conscious and confident answers to questions
"4" - the student knows the program material, understands it well, makes minor mistakes
"3" - the student discovers knowledge of the main program material, experiences some difficulties, overcomes them with the help of a teacher
"2" - the student reveals ignorance of most of the program material, answers uncertainly, makes gross mistakes
Instructions for use: 1. Read the question carefully, paying attention to the structure of the question. 2. Indicate the number of the question and the options for answers to it 3. If you wish, you can answer first the questions, the answers to which do not cause you any difficulties, and then the more complex questions

Test on preschool pedagogy to the topic "Education is the leading function of preschool pedagogy"

1. The upbringing of preschool children is:
a) the process of introducing universal human values ​​to the world
b) the process of formation of moral values
c) the process of interaction between an adult and a child aimed at shaping the child's personal qualities in accordance with universal human values

2. From the proposed groups of value relations, select the one in which universal human value relations are represented:
a) Attitude towards the family, attitude towards oneself, attitude towards the Fatherland, attitude towards culture, attitude towards art, attitude towards religion
b) attitude to national culture, attitude to material culture, attitude to the historical events of one's country, attitude to national heroes, attitude to the traditions of one's family
c) attitudes towards national holidays, attitudes towards one's own birthdays, attitudes toward ancestry, attitudes towards Orthodoxy, attitudes toward Russian culture

3. From a number of proposed definitions, choose the one that, in your opinion, most fully reveals the essence of the process of moral education:
a) Moral education - the influence of the educator on the educated in order to form his moral qualities of the personality
b) Moral education - a pedagogical process aimed at promoting the development of the moral properties of the individual on the basis of the assimilation of universal and national moral values
c) Moral education - organized interaction between the educator and the educated, aimed at the formation of consciousness, feelings and relationships

4. Specify the researchers of the problems of moral education of preschool children:
a) Vinogradova A.M.
b) Zaporozhets A.V.
c) Nikolaeva S.N.
d) Nechaeva V.G.

5. Choose the methods of education aimed at the formation of moral consciousness:
a) ethical conversation
b) a story on an ethical topic
c) encouragement
d) reading fiction

6. Identify methods that are not used in raising children:
a) suggestion
b) physical punishment
c) accustoming to the rules of social behavior

7. What is included in the content of preschool education:
a) physical education
b) polytechnic education
c) moral education
d) aesthetic education

8. What is the purpose of the ideal goal of education:
a) is a guide to human capabilities
b) helps to formulate the tasks of education in different directions of a multifaceted personality
c) is the basis for the development of tasks in educational programs

9. Determine the patterns of upbringing of preschool children:
a) activity of the child himself
b) the child's need for love
c) personality develops effectively in a situation of success
c) observance of the rights of the child

10. What are the main components of the mechanism of moral education of preschool children:
a) knowledge and ideas
b) skills and habits
c) moral qualities
d) feelings and attitudes

11. The means of moral education in kindergarten are:
a) children's own activities
b) the child's environment
c) nature
d) mass media

12. Name the semantic blocks that make up the content of moral education:
a) education of humanity
b) education of collectivism
c) education of patriotism and citizenship
d) political education

14. What are the conditions for the effectiveness of the application of educational methods:
a) tactful application of the method
b) the reality of the method
c) humane application of the method
d) isolation of methods

15. What methods should be predominant in preschool age:
a) practical methods
b) methods of formation of consciousness
c) methods of persuasion
d) methods of punishment

Test on preschool pedagogy to the topic "Child and society"

1. Specify programs for the social development of children:
a) I am human
b) "I, you, we"
c) Reveal yourself
d) "Childhood"

2. What is included in the concept of "social reality"?
a) material objects
b) social phenomena
c) everything that surrounds the child

3. Highlight the means of familiarization with social reality:
a) activity
b) knowledge
d) didactic aids

4. What function of knowledge characterizes the child's familiarization with the values ​​of knowledge:
a) regulatory
b) informative
c) emotional
5. Which of the tendencies of introducing children to social reality does not correspond to the age characteristics of preschool children?
a) optional knowledge
b) formal introduction of children to social reality
c) overloading children with knowledge about social reality

6. During what process does the child join the sphere of social reality:
a) socialization
b) democratization
c) individualization

7. What methods of familiarization with social reality activate the cognitive activity of children?
a) surprises
b) switching to another activity
c) elementary and causal analysis

8. What types of activities contribute to introducing the child to social reality in real terms?
a) game
b) observation
c) household activities

9. What is the content of introducing preschoolers to social reality?
a) attitude towards oneself
b) attitude towards the Motherland
c) attitude towards people of different nationalities
d) familiarization with spatial and temporal relationships

10. What sections are included in the S.A. Kozlova "I am a man"?
a) Earth is our common home
b) What do I know about myself?
c) Man is the creator
d) Children of the whole Earth are friends

11. What is the core concept in the program "I am a man"?
a) Man
b) Reality
c) child

12. What normative documents underlie the social development of the child?
a) Declaration of the Rights of the Child
b) The concept of preschool education
c) Regulations on a preschool institution

13. Name the researchers of the problems of social development of preschool children:
a) A.V. Zaporozhets
b) E.V. Ryleeva
c) S.A. Kozlova

14. Name the indicators of the social development of the child:
a) the level of mastery of self-service skills
b) social adaptation
c) social status
d) level of knowledge

15. The result of the social development of a preschool child is:
a) socialization
b) individualization
c) socialization-individualization

Test on preschool pedagogy to the topic "Raising a healthy child"

1. Determine the most accurate definition of the concept of "physical culture":
a) it is part of the general culture of the people
b) it is a set of material and spiritual values ​​of society that are accumulated, created and used for the physical improvement of people
c) a system of physical exercises
d) academic discipline in educational institutions

3. What means of physical education are used to solve health problems:
a) rational mode
b) good nutrition
c) social factors
d) artistic means

4. What means of physical education are used to solve educational problems:
a) example of an adult
b) healing forces of nature
c) artistic means
d) own activities

5. What means of physical education are used to solve educational problems:
a) a variety of activities for children
b) games
c) exercise
d) fiction

6. What groups of tasks are allocated in the system of physical education:
a) educational
b) developing
c) wellness
d) educational

7. Name the researchers of the theory of physical education:
a) P.F. Lesgaft
b) G.V. Khukhlaeva
c) T. I. Osokina
d) S.A. Kozlova

8. What tasks belong to the group of educational tasks of physical education:
a) the formation of skills to perform basic movements
b) protection and promotion of health
c) the formation of ideas about your body and health
d) education of will, courage, discipline

9. What groups of cultural and hygienic skills are included in the content of the education of preschoolers:
a) self-management skills, discipline
b) skills to maintain order in the environment
c) food culture skills
d) cleanliness of the body

10. What skills are included in the group of food culture skills:
a) chew food properly, use a napkin
b) correctly hold a spoon, fork, bread
c) thank you for the meal
d) skip ahead small children, girls

11.Choose the principles of the formation of cultural and hygienic skills:
a) the presence of algorithmization for the execution of procedures
b) creating conditions for the independence of the child
c) example of an adult
d) creating situations that clearly demonstrate the effect of household procedures

12. What are the methods for the formation of cultural and hygienic skills in kindergarten:
a) exercise
b) artistic word
c) game play
d) experiment

13. What are the main components of the educational process that are included in the content of the first half of the day:
a) morning meal
b) walk
c) afternoon snack
d) classes

14. Determine the reason for the distribution of the content of the activities of children on a walk through the stages:
a) the need for alternating calm activity and physical activity
b) algorithmization of regime process
c) discipline
d) the requirements of the parents

15. What components are included in the content of the walk:
a) observations
b) outdoor games
c) sports entertainment
d) duty

Test on preschool pedagogy to the topic "Continuity between preschool educational institution and school"

1. Continuity between kindergarten and school is:
a) one of the forms of communication between educational institutions
b) a set of educational programs
c) management structure

2. Select the content components of continuity:
a) pedocentric
b) communicative
c) information and educational

3. Select the types of school readiness:
a) motivational
b) practical
c) intellectual

4. Select the components of motivational readiness for school:
a) interest in school
b) the ability to cooperate
c) desire to learn

5. Specify the tests that are included in the diagnosis of school readiness:
a) Kern-Jirasek test
b) graphic test
c) "Secret" technique

6. What are the grounds for continuity between kindergarten and school:
a) the development of curiosity
b) development of communication
c) teaching writing and counting

7. Name the options for interaction between kindergarten and school:
a) kindergarten-school
b) preschool
c) primary classes are located in kindergarten

8. Select aspects of interaction between kindergarten and school:
a) methodical
b) information and education
c) communicative

10. The components of intellectual readiness for school are:
a) school knowledge
b) desire to learn
c) cognitive mental processes

11. Name the researchers of the problems of school readiness:
a) L.A. Wenger
b) S.L. Novoselova
c) V.A. Petrovsky

12. Name the main activity of a preschooler:
a) learning activities
b) play activity
c) labor activity

13. What is the main activity of a younger student:
a) educational
b) educational and cognitive
c) productive

14. What is the special preparation of children for school:
a) physical training
b) training in the main educational areas (mathematics, the world around)
c) psychological preparation

15. What regulates the relationship between kindergarten and school:
a) a special agreement on interaction between the kindergarten and the school
b) joint work plan
c) educational program

Test on the topic "Game activity of a preschooler"

1. Complete the phrase: "The main components of the game as an activity":
a) purpose
b) motive
c) result
d) actions
e) imaginary situation
f) roles

2. Creative games are:
a) drama games
b) fun games
c) role-playing
d) mobile
e) musical
g) didactic

3. The basis of games with rules:
a) a set of formalized rules
b) imaginary situation
c) a set of game actions
d) win

4. Games with rules:
a) chess
b) loto
c) "shop"
d) mothers and daughters
e) paired pictures

5. Type of relationship playing games with rules:
a) friendships
b) ownership
c) competition and rivalry
d) cooperation
e) rivalry

6. End result in creative games:
a) he is not
b) implementation of the game plan
c) win
d) creative recreation of actions
e) victory
e) establishing friendly relations

7. The main purpose of creative games:
a) enjoy the process
b) implementation of the plan
c) accept the role
d) actions with objects
e) organization of leisure
8. Basic game tools:
A) toys
B) imaginary objects
B) substitute items
D) roles
D) game actions

9. The main components of role-playing games:
a) didactic task
b) game task
c) imaginary situation
d) role
e) game actions
f) rules

10. Characteristic features of role-playing games for older preschoolers:
a) a chain of 1-2 actions
b) roles are not recognized
c) an imaginary situation is held by an adult
d) the content of the games is the relationship of adults

11. Highlight the correct statement:
a) "the game of the child of labor"
b) the game is social in content
c) the game is social in origin
d) "labor child of the game"
e) the game has a biological origin

12. Name the researchers of technology of role-playing games:
a) A.P. Usova
b) D.B. Mendzheritskaya
c) L.S. Vygotsky
d) S.L. Novoselov
e) N.A. Korotkov
f) A.N. Leontief

13. What are the main components of didactic games:
a) imaginary situation
b) didactic task
c) play relationships
d) rules
e) roles
f) game actions

14. Determine the dependence on the toy of the play activity of the older preschooler:
a) the child first determines the game, then the toy
b) the child first chooses a toy, then a game
c) the game does not depend on the toy
d) the game can proceed without a toy
e) toy - the material basis of the game

15. What needs are met in the game:
a) the need to move
b) the need for communication
c) the need for actions with objects
d) biological needs
e) the need for knowledge of the world around

16. What toys provide the development of a child's creativity?
a) game modules
b) substitute items
c) items and benefits
d) sets of themed toys
e) didactic toys

17. Highlight the main components of the technology of managing role-playing games by S.L. Novoselova:
a) the minimum number of toys
b) educational games
c) phone game
d) activating communication between an adult and a child
e) subject-play environment
f) inventing games
g) getting to know the environment

18. Highlight the paradoxes of the game highlighted by L.S. Vygotsky:
a) game-school of will
b) game-school of morality
c) the contradiction between desires and possibilities
d) gaming and real relationships
e) the need to guide creative activity
f) the imaginary situation is constantly evolving

Preschool Pedagogy Test
Topic: The system of preschool education

1. What levels of education are united by the educational system?
a) preschool
b) after school
c) additional education
d) independent

2. What institutions are educational?
a) institutions of additional education
b) preschool
c) corrective
d) professional

3. What document defines the specifics of the activities of the institution and is the basis for the development of the charter of the educational institution?
a) Law of the Russian Federation on Education
b) Model regulation on an educational institution
c) Educational program
d) The concept of preschool education

4. Define the types of preschool institutions:
a) kindergarten
b) orphanage
c) a kindergarten for supervision and rehabilitation with priority implementation of sanitary-hygienic, preventive and health-improving measures
d) child development center - a kindergarten with the implementation of physical and mental development, correction and rehabilitation of all children

5. What components are included in the concept of "education system"?
a) a set of educational institutions
b) the system of educational authorities
c) the totality of the system of educational programs
d) a set of state educational standards

6. What procedures make up the system of legal foundations for improving the quality of preschool education?
a) certification
b) licensing
c) program review
d) accreditation

7. The procedure for licensing a preschool institution provides the right to:
a) for teaching activities
b) to open a kindergarten
c) admission of children to kindergarten
d) for financing

8. The kindergarten accreditation procedure provides the right to:
a) for financing
b) to open a kindergarten
c) to protect the rights and dignity of the child
d) on the guarantee of the parent in the upbringing of children

9. What is the subject of examination during the licensing procedure of a preschool institution?
a) equipment of the pedagogical process
b) staffing
c) software
d) conditions of stay of children in kindergarten

10. In what case does a preschool institution receive increased funding?
a) if certified for category (second, first)
b) if it meets sanitary requirements
c) if it meets the needs of the parents
d) if it ensures the safety of life and health of children

11. In what case does a preschool institution acquire the status of a "Development Center"?
a) if educational services exceed the requirements of the State Standard in all areas
b) if educational services exceed the requirements of the State Standard in one direction
c) if the institution meets the needs of parents
d) if it receives increased budget funding

12. Who is involved in the certification procedure of a preschool institution?
a) the teaching staff of the kindergarten
b) parents
c) special commission
d) public organizations

13. Do the principles of state policy in the field of education apply to the system of preschool education?
a) yes
b) no
c) partially
d) are adjusted taking into account the specifics of the kindergarten

14. Name the directions of development of the system of preschool education:
a) development of the theory and practice of preschool education
b) development of a network of preschool educational institutions
c) development of the material base of preschool institutions
d) training

15. How is the national-regional component implemented in the content of preschool education?
a) updating the content with the traditions, culture of the area where the child lives
b) the division of children according to the national composition within the preschool institution
c) studying the interests of parents
d) updating technologies for raising a child

Preschool Pedagogy Test
Topic: Teaching preschool children

1. Choose the correct answer:
a) a method of teaching is a way of cognitive activity of an adult and a child
b) a teaching method is a system of methods of work of a teacher and children with the aim of acquiring knowledge, skills and abilities by children, developing cognitive abilities
c) the teaching method is a method of interaction with the child regarding the acquisition of cognitive information
2. Which of the following methods are visual?
a) conversation
b) observation
c) showing methods of action
3. Which of the following is a form of training organization?
a) lessons
b) excursion
c) looking at a picture
4. Game methods belong to the group:
a) practical
b) visual
c) verbal
5. Which of the following does not apply to verbal teaching methods?
a) conversation
b) sample show
c) a story based on a picture
6. Highlight the learning models for preschoolers:
a) developing
b) activating
c) personality-oriented
7. Which of the teachers dealt with issues of preschool education?
a) A.S. Makarenko
b) A.P. Usova
c) N.N. Poddyakov
8. What is the main form of education in kindergarten?
a) lessons
b) circle
c) independent activity
9.Choose the most complete answer:
a) learning is the process of transferring knowledge, skills and abilities
b) learning is a way of acquiring cognitive information
c) learning is the process of interaction between a teacher and children in order to acquire knowledge, skills, abilities, ways of cognitive activity
10. Name the main components of the learning process:
a) purpose
b) method
c) way
d) form of organization
11. The purpose of education at preschool age is:
a) transfer of knowledge, skills, abilities
b) learning ways of knowing, experiencing and transforming the surrounding reality
c) transfer of experience
12. What didactic principle of teaching Ya.A. Comenius called the "golden rule of didactics" in preschool age?
a) systematic
b) visibility
c) accessibility
13. The purpose of which process is the transfer of ways and means of cognition of the surrounding reality?
a) learning
b) education
c) education
14. Name the components of the learning process:
a) learning
b) teaching
c) teaching
d) activity
15. What is included in the structure of educational activities:
a) learning task
b) learning activities
c) monitoring and evaluation
d) practical skills

Test on the topic "Preschool pedagogy as a science"

1. Specify the most accurate concepts of "preschool pedagogy":
1. Preschool pedagogy is the science of teaching preschool children.
2. Preschool pedagogy is the science of raising children from birth to school.
3. Preschool pedagogy is the science of education and development of preschool children.
4. Preschool pedagogy is the art of educating and teaching preschool children.
5. There is no correct answer.
6. I don't know

2. Specify the most accurate definition of the concept of "learning":
1. Learning is a purposeful, systematic process of transferring knowledge, skills and abilities to students.
2. Education is a process of interrelated, consistently changing activities of the educator and the child, aimed at the formation of knowledge, skills, and the comprehensive development of the child.
3. Learning is a process of active, purposeful interaction between the teacher and students, as a result of which students develop knowledge, skills, experience of activity and behavior, personal qualities.
4. Education is a purposeful process of interaction between the educator and the child, during which education is carried out, the versatile development of the individual.
5. There is no correct answer.

3. Indicate the most accurate meanings of the concept of "pedagogics":
1. Pedagogy - an area of ​​​​practical activity
2. Pedagogy is the art of education
3. Pedagogy is a field of scientific knowledge, science
4. Pedagogy - science and art
5. There is no correct answer.

4. At what time did pedagogy begin to take shape as a branch of theoretical knowledge:
1. in the 17th century
2. in the 18th century
3. in the 20th century
4. in 1148
5. There is no correct answer.

5. Whose name is associated with the formation of scientific pedagogy:
1. J.J. Rousseau
2. Ya.A. Comenius
3. K.D. Ushinsky
4. I.G. Pestalozzi
5. I don't know

6. Highlight the sources of pedagogy as a science:
1. Literature
2. Art
3. Religion
4. Folk pedagogy
5. Pedagogical practice

7. Highlight the branches of modern pedagogy:
1Philosophy
2. Preschool pedagogy
3. Psychology
4. History of pedagogy
5. Pedagogy of the school

8. What branch of pedagogy studies the theoretical foundations of raising children with developmental disabilities:
1. Private methods
2. Correctional pedagogy
3. Age pedagogy
4. History of pedagogy
5. There is no correct answer.

9. The connection of pedagogy with which sciences is most significant:
1. Philosophy
2. Psychology
3. Anatomy and physiology
4. Computer science
5. Mathematics

10. Specify the methods of pedagogical research:
1. Observation
2. Study of theoretical sources
3. Questionnaire
4. Laboratory experiment
5. I don't know

11. Specify the characteristics of the upbringing process:
1. Education is an eternal category
2. Education is a social phenomenon
3. Education is a historical phenomenon
4. Parenting is an ever-changing phenomenon
5. Education is the function of a teacher

12. The category of basic pedagogical concepts includes:
1. Personality
2. Education
3. Activities
4. Method
5. Pedagogical process

13. Indicate what is the subject of preschool pedagogy as a science:
1. Child
2. Patterns of child development
3. Patterns of raising a child
4. Interaction of the teacher with the child
5. Tasks of pedagogy

14. In which book was the system of preschool education first introduced:
1. "Great didactics" Ya.A. Comenius
2. "Maternal School" Ya.A. Comenius
3. "Hello, children" Sh.A. Amonashvili
4. "Birth of a citizen" V.A. Sukhomlinsky
5. "Teaching children" V. Monomakh

15. Free answer. Justify how you understand the words of great teachers:
1.Sh.A. Amonashvili: “A truly humane pedagogy is one that is able to involve a child in the process of creating himself”
2. K.D. Ushinsky: “In education, everything should be based on the personality of the educator, because the educational power flows only from the living source of the human personality.”
3. K..D. Ushinsky: "In order to educate a person in all respects, you need to know him in all respects."
4. V.A. Sukhomlinsky: "True education is accomplished only when there is self-education"

Test in preschool pedagogy "Labor education of preschool children"

1. Choose the most complete definition of labor education:
a) the interaction of the teacher and the child in order to form a positive attitude to work and mental qualities necessary for work
b) a way to attract a preschooler to work
c) purposeful influence on the child in order to form a positive attitude towards work
d) interaction between an adult and a child in the formation of the ability to work

2. Name the researchers of the problems of labor education of preschoolers:
a) M.V. Krulecht
b) D.V. Sergeeva
c) S.L. Novoselova
d) M.I. Lisina

3. Select the types of work for preschoolers:
a) productive work
b) household
c) manual
d) applied

5. Choose ways to organize the collective work of preschoolers:
a) individual
b) work nearby
c) teamwork
d) general labor

6. Choose the forms of labor organization for preschoolers:
a) self service
b) labor assignment
c) on duty
d) joint work with an adult

7. Define the components of labor as an activity:
a) motive
b) result
c) reception
d) way

8. What are the principles of labor education of preschool children:
a) the principle of voluntary participation
b) the principle of visibility
c) the principle of dialogue communication
d) the principle of humanization

9. Determine the specific features of the shifts:
a) always come from an adult
b) are a duty
c) it is work for others
d) are voluntary

10. What components reflect the ability of children to work:
a) mastery of the knowledge system
b) desire to work
c) the presence of generalized labor skills
d) availability of special labor skills

11. Name the means of labor education for preschoolers:
a) labor training
b) independent labor activity
c) familiarization with the work of adults
d) proverbs and sayings about work

12. Note the specific features of household work:
a) is cyclical
b) accompanies any activity
c) used only in primary preschool age
d) the target is distant in time

13. What forms of organization of labor education are typical for children of primary preschool age:
a) joint work with an adult
b) self-service
c) self-employment
d) long orders

14. What types of labor are typical for children of older preschool age:
a) teamwork
b) manual labor
c) labor in nature
d) individual work

15. What is the difference between work and play:
a) procedural activity
b) productive activity
c) activities carried out in an imaginary plan
d) realistic activity

Answers to test tasks:

"Education is the leading function of preschool pedagogy"
1. c 2. b 3. b 4. a c 5. a b d 6. b 7. a c d 8. a 9. a b c10. a b d11. a b c 12. a b c13. b 14.a b c 15.a b c

« Child and society
1.a b c 2. b 3. a b 4. b 5. a b c 6. a 7. a 8. b c 9. a b c10. a b c11. a 12. a b 13. b c 14. a c d15. c

Raising a healthy child

1.b 2. b c d 3. a b c 4. a c d 5. a b 6. a c d 7. a b c 8. c 9. b c d 10. a b c 11. a b d 12. a b c 13. a b d 14. a 15. a b c

Continuity between preschool educational institution and school

1.a 2.a b 3. a c 4. a c 5. a b 6. a b 7. a c 8. a b 9. a b 10. a c 11. a c 12. b 13. a 14 b 15.a b

"Game activity of a preschooler
1. a b c d 2. a c 3. a 4. a c e 5. c 6 a 7. a 8. a b c 9. c d e 10. d 11. a b c 12. b d e 13 b c d 14 a 15 a b c e 16 a b 17 a d e g 18 a b d e

Preschool education system

1. a c 2. a b d 3. b 4. a c d 5. a b c 6. a b d 7. a 8. a d 9. a b d 10. a 11. a 12. a c 13 a 14. a b c d15. a

Teaching preschool children

1.b 2.b c 3. a b 4. a 5. b 6. a b 7. b c 8. a 9. c 10. a b 11. b 12. b 13. a 14. b c 15. a B C

Preschool pedagogy as a science

1. 2 3 2. 3 3. 3 4. 1 5. 2 6. 3 4 5 7. 2 4 5 8. 9. 1 2 3 10. 1 2 3 11.1 2 3 12. 2 4 5 13. 3 14. 2 15.

"Labor education of preschool children"

1. a 2. a, b 3. b, c 4. b 5. b, c, d 6. b c d 7. a, b, d 8. a, c, d 9. b, c 10. a ,c,d 11.a,b,c 12.a,b 13.a 14.b,c 15.b,d

Preschool education is the first stage of education at which the foundations of a social personality are laid, and the most important institution for supporting the family. The main advantage of the kindergarten is the presence of a children's community, thanks to which a space for the child's social experience is created. Only in the conditions of a children's community does a child know himself in comparison with others, appropriate ways of communication and interaction that are adequate to various situations, overcome his inherent egocentrism (focus on himself, perception of the environment exclusively from his own position). No one, even a very smart adult, can make up for this for him. Embedding oneself in the children's community is an important qualitative change in the development of the child, without which it is impossible to further unproblematic progress on the path of learning and social contacts. It is important that the kindergarten acts as a measure to prevent "pedagogical neglect", which is now often observed in children who do not attend preschool institutions. A “pedagogically neglected child” actually has no prospect of getting a good school education.

Industry Analysis

Preschool educational institutions (DOE) are designed for children aged 2 months to 7 years. In accordance with the orientation, preschool educational institutions are divided into the following types (Table 1):

· Kindergarten;

· Kindergarten with the priority implementation of one or more areas of development of pupils (intellectual, artistic and aesthetic, physical, etc.);

· a compensatory type kindergarten with a priority implementation of a qualified correction of deviations in the physical and mental development of pupils;

· Kindergarten supervision and rehabilitation with priority implementation of sanitary-hygienic, preventive and health-improving measures and procedures;

· Kindergarten of a combined type (combined kindergarten may include general developmental, compensatory and health-improving groups in different combinations);

· child development center - a kindergarten with the implementation of physical and mental development, correction and rehabilitation of all pupils.

The main tasks of a preschool educational institution are:

Ensuring the intellectual, personal and physical development of the child;

protection of life and health promotion of children;

implementation of the necessary correction of deviations in the development of the child;

Introducing children to universal human values;

interaction with the family to ensure the full development of the child.

There are 47.2 thousand preschool educational institutions in Russia, in which 4423 thousand children are brought up. The form of ownership of preschool educational institutions is diverse (see Table 2).

Preschool educational institutions operate on the basis of the Model Regulation on an educational institution for children of preschool and primary school age dated September 19, 2006.

Table 1

Distribution of preschool institutions in Russia by purpose

Number of institutions
General development institutions
Institutions of care, supervision and rehabilitation
Compensatory institutions
Combined Purpose Institutions
Kindergartens
Kindergartens with the priority implementation of one or more areas of development of pupils
Child Development Centers
Compensatory Purpose Institutions with Compensatory Purpose Groups for children with hearing impairment for children with speech impairment (with intact hearing) for visually impaired children for children with intellectual disabilities (mentally retarded) for children with disorders of the musculoskeletal system sanatorium type for children with tuberculosis intoxication other profiles

By decision of the Ministry of Education of Russia from 2008 to 2011. an All-Russian experiment was carried out to create and put into operation new models of preschool educational institutions based on free short-term stay of pupils. These are the so-called "development groups", where children who do not attend kindergarten are prepared for school using various methods. DOW new models will not be an alternative to existing ones. They can exist alongside them, providing parents with new opportunities to choose affordable and high-quality educational services.

Table 2. Distribution of preschool educational institutions by form of ownership

The content of preschool education is being improved. Today, preschool institutions can work on any of the 28 programs that are stamped by the Russian Ministry of Education.

In March 2011, the Council for Preschool Education was established - a collegial advisory body of the Ministry of Education of Russia, which will help determine the priority areas of state policy in the field of preschool education; develop measures to ensure conditions conducive to the general accessibility of preschool education; ensure the continuity of pre-school and primary general education.