Modernization of the preschool education system. Essay “Modernization in preschool education The period of modernization of preschool education

The main task of Russian educational policy is to ensure modern quality of education based on maintaining its fundamental nature and compliance with the current and future needs of the individual, society and the state. Modernization of education is a political and national task; it should not and cannot be carried out as a departmental project.
The goal of modernization of education is to create a mechanism for the sustainable development of the education system.
To achieve this goal, the following priority, interrelated tasks will be solved as a matter of priority:

ensuring state guarantees of accessibility and equal opportunities to receive a full-fledged education;

achieving a new modern quality of preschool, general and vocational education;

the formation in the education system of regulatory, organizational and economic mechanisms for attracting and using extra-budgetary resources;

increasing the social status and professionalism of education workers, strengthening their state and public support;

development of education as an open state-social system based on the distribution of responsibilities between subjects of educational policy and increasing the role of all participants in the educational process - student, teacher, parent, educational institution.
The interests of society and the state in the field of education do not always coincide with the sectoral interests of the education system itself, and therefore the determination of directions for modernization and development of education cannot be confined to the framework of the educational community and the educational department. All citizens of Russia, the family and parental community, federal and regional government institutions, local governments, the professional and pedagogical community, scientific, cultural, commercial and public institutions should become active subjects of educational policy. The goal of modernization of education is to create a mechanism for the sustainable development of the education system. To achieve this goal, the following priority, interrelated tasks will be resolved as a matter of priority: ensuring state guarantees of accessibility and equal opportunities to receive a full-fledged education; achieving a new modern quality of preschool, general and vocational education; the formation in the education system of regulatory, organizational and economic mechanisms for attracting and using extra-budgetary resources; increasing the social status and professionalism of educators, strengthening their state and public support; development of education as an open state-social system based on the distribution of responsibilities between subjects of educational policy and increasing the role of all participants in the educational process - student, teacher, parent, educational institution. The basis of the modern educational policy of the state is social targeting and balance of social interests. The strategic goals of modernizing education can only be achieved through the process of constant interaction of the educational system with representatives of the national economy, science, culture, healthcare, all interested departments and public organizations, with parents and employers. The modernization of education affects almost every Russian family.
Modernization of the preschool education system, as defined in the Convention on the long-term socio-economic development of the Russian Federation for the period until 2020, is the basis for economic growth and social development of society, a factor in the well-being of citizens and the security of the country. Modernization affects the structure, content, technologies of education and training at all levels of the educational system.
The Concept of early socio-economic development of the Russian Federation for the period until 2020 presents a modern model of education, focused on improving the quality of education. “A developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, are capable of cooperation, and are characterized by mobility, dynamism, and constructiveness...”
The main goal of the educational policy of the Saratov region in the field of preschool education is to ensure guarantees of accessible and high-quality preschool education, providing equal starting conditions for the subsequent successful education of the child at school.
At the same time, accessibility is characterized by the possibility of choosing a kindergarten, and quality is characterized by the child’s capabilities and abilities to master programs at subsequent levels of education. To improve the quality of educational services, it is necessary for citizens to participate in the development of preschool education (assessing the quality of education, shaping the content of education, investing in preschool education) ;expansion of organizational forms of preschool education; development and implementation of a new system of remuneration for teachers; introduction of normative per capita financing in the preschool education system (development of standards).
Already at the age of 3–6 years, such key qualities for today's society as creativity and the ability to search for knowledge are formed. Therefore, the modern model of education involves high technologies for the development of imagination, literacy and other basic abilities of children. The basis of modern educational standards is the transition from the focus on memorizing a large amount of information to the development of new types of activities - design, creative, research. The use of these technologies requires highly qualified educators.
New times dictate new conditions. The range of problems facing a modern teacher is so wide that he is required to have mastery of information technology, the ability to effectively collaborate with other people, make full use of personal resources, and a willingness to pursue his own educational trajectory, ensuring success and competitiveness.
Therefore, the training of specialists in the field of preschool education is of particular importance. “Today, not just a teacher is in demand, but a teacher-researcher, a teacher-psychologist, a teacher-technologist.”
Creativity is the most essential and necessary characteristic of teaching work. Teachers working in the context of modernization of the education system will have to creatively comprehend the new content of teaching and educational material, find more effective ways, forms and methods of labor, moral, aesthetic and physical education. Mastering a higher level of professional skill is designed for highly developed professional thinking and activation of the teacher’s creative potential. In addition, the problem of preparing preschool teachers for teaching activities, as a creative process, is currently acquiring particular significance and urgency.
The modern information society sets before educational institutions, and, above all, before the system of advanced training, the task of training specialists capable of:
1) adapt flexibly to changing life situations, independently acquiring the necessary knowledge, skillfully applying it in practice to solve various emerging problems, in order to be able to find one’s place in it throughout life;
2) think independently critically, be able to see problems arising in reality and look for ways to rationally solve them using modern technologies; clearly understand where and how the knowledge they acquire can be applied in the reality around them; be able to generate new ideas and think creatively;
3) competently work with information (be able to collect the facts necessary to solve a certain problem, analyze them, put forward hypotheses for solutions, make the necessary generalizations, comparisons with similar or alternative solutions, establish statistical patterns, draw reasoned conclusions, apply the findings to identify and solve new problems);
4) be sociable, contactable in various social groups, and be able to work together in various areas.
The early childhood development system (from 0 to 3 years) is becoming an independent element of the modern education model. Since 2010, special pedagogical support services for early family education and targeted support programs for children from at-risk families have been created.
For mass coverage of preschool education, the state supports a variety of early childhood development programs offered by organizations of various forms of ownership. Within these programs, special attention will be paid to identifying giftedness and possible developmental difficulties. This type of educational services is aimed, first of all, at maximizing the full use of the educational potential of families.
As a result of increased attention to the early development of children, it will be possible to reduce the number of children in special education programs and significantly improve the quality of results of primary education.
Pre-school education (4-6 years old) exists, as a rule, in the form of pre-school institutions with strictly standardized services, which do not provide sufficiently wide coverage of children with pre-school education services. At the same time, preparation for the next stage of education is sometimes built as a simple transfer of elements of school education to kindergarten
By 2012, organizations of various forms of ownership will be attracted to expand coverage of a variety of preschool education services. Public-private partnership in this area will be expressed in a system of per capita financing of preschool education programs, which implies the possibility of obtaining budget funding by non-governmental organizations providing preschool education services.
At the same time, a fundamental requirement for the new scheme for the provision of preschool education services will be the flexibility of educational programs, their “adjustability” to the different needs of families. Specific options for the new scheme may be preschool education groups at general education institutions, short-stay groups at educational institutions of various types and types, including additional education institutions.

WAYS OF IMPLEMENTATION:

It is necessary to search for pedagogical ideas to update the content and educational technologies in the practice of raising and educating preschool children;

Modernization of preschool education technologies (introduction of innovative technologies into the educational process).

Constantly improve the professional skills and prestige of the work of preschool education teachers;

Create conditions for professional communication, self-realization and stimulation of the growth of creative potential of teachers, dissemination of best practices, introduction of new technologies of training and education;

To attract the attention of executive authorities, the scientific community, and the media to the problems of developing the system of preschool education for children;

Draw the attention of educators to the preschool education of children not enrolled in preschool education.

Expand the variety of forms of service provision.

SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations."

MUNICIPAL STATE PRE-SCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN No. 7 COMBINED TYPE

ROSSOSH

REPORT

SUBJECT“The need to modernize education.

Federal State Educational Standards and their significance."

Completed: teachers I-KK MKDOU d/s No. 7

combined type

Tsykalova Elena Alekseevna

Rossosh

2016 academic year

Introduction…………………………………………………………….. 3

Modernization of the education system in Russia……..…..5

Federal State Educational Standards and their significance ………………………………….. 10

Conclusion ………………………………………………. 13

List of used literature………………..…….. 15

Introduction

Education is an area of activity doomed to a permanent state of crisis; such a state is due to the very nature of things. Rapid paradigm shifts leave little time to adapt curricula and programs, and life urgently demands increasingly well-prepared people. However, each era understands the words “well-trained people” in its own way.

Today there is a lot of talk about the need to modernize domestic education. With any modernization of education, several problems arise. The first is to preserve what is positive in the existing system. The second is that if something useful for society was lost in education in previous years, then it is necessary to restore it. The third is the main one: to bring the education system in line with the needs of society. Over the past decade, great changes have taken place in the life of the country: a new social system is taking root, the economy is based on unique market relations, as a result of which new professions have emerged, and new demands are being made on old ones. For example, many areas of activity require fluency in at least one foreign language, ability to use a computer, etc. and so on. Therefore, it is clear that the new generation must be prepared for life differently than before. This determines the need to modernize the education system.

Modernization is the updating and improvement of the current education system.

The relevance of this topic lies in the fact that at present, a comprehensive and deep modernization of the education system is a general moral prescription of Russia’s educational policy, its main strategic direction. All Russian citizens who are interested in the development of education should become active subjects of educational policy. Now, in modern conditions, a significant modernization of the content and structure of vocational education is necessary in accordance with the requirements of the main industries, services, culture, public service, etc.

Target: consideration of the features of the process of training and education of the younger generation during the period of modernization of education.

Tasks:

Analyze the literature on the topic: “Main directions of modernization of education”;

Summarize the conditions for the implementation of the program for the modernization of Russian education;

Consider the main reasons for the transition to the Federal State Educational Standard.

As a result of the analysis of the material, the following structure of the work was formed: introduction, main part, conclusion and list of references.

An object: education in the Russian Federation.

Item: modernization of education in connection with the introduction of the Federal State Educational Standard.

§ 1. Modernization of the education system in Russia

Modernization of education is currently the leading idea and central task of Russian educational policy. Modernization of education is a comprehensive, comprehensive renewal of all links of the educational system and all spheres of educational activity in accordance with the requirements of modern life, while preserving and enhancing the best traditions of domestic education. This is a frontal revision of the principles of functioning of the education system, inherited from a bygone era, as well as the principles of managing this system. These are large-scale changes in the content, technology and organization of educational activities themselves, which also carry significant rudiments of the past and are largely subordinated to the tasks of yesterday. These are, finally, profound changes in the educational worldview, still largely authoritarian and totalitarian, in educational policy, which is still divorced from the needs of the individual, society, and country.

Two central directions of modernization of education are a radical update of the content of education and the economics of education. Its core objectives are to increase the accessibility, quality and effectiveness of education. Without solving these problems, education will not be able to fulfill its historical mission - to become the engine of the progressive development of the country, the generator of the growth of its human capital.

In the recent history of Russian education, all of the above problems were raised during the educational reform of 1990-1992. (which largely outstripped changes in other spheres of public life) and are reflected in the Law of the Russian Federation “On Education” of 1992. Today’s modernization of education originates precisely from the educational reform of 1990-1992, largely completing the solution of the tasks identified at that time. At the same time, it is making a significant step forward both in its economic and technological equipment, and in setting new educational tasks that meet the requirements of the time.

In this regard, the modernization of education appears as an answer for two calls: 1) a challenge to the unfinished historical action taken during the educational reform of 1990-1992;

2) the challenge of our time - the current and future development needs of the country. These needs of the new Russia in the new millennium are the dominant feature of the modernization of domestic education.

The problem of modernizing domestic education was identified in August 1999 at a meeting of the State Council of the Russian Federation. Since 2000, on the basis of the Law of the Russian Federation “On Education” of 1992, a number of important documents have been adopted, essentially defining the strategy for the development of Russian education in the first quarter of the 21st century.

The fundamental document establishing the strategy and main directions for the development of education is the National Doctrine of Education in the Russian Federation. It “determines the goals of education and training, ways to achieve them through state policy in the field of education, and the expected results of the development of the education system for the period until 2025.”

The need for modernization still exists today. The actions of the current authorities are considered in the literature as a mixture of foreign borrowings with Russian excess, with a rare ability to take everything to the extreme and absurdity, that is, to lose a sense of proportion. These actions include universal Unified State Examination and bachelor's degrees, the creation of mega-universities, a sharp strengthening of the role of government agencies, bureaucratic methods and procedures, the imposition of formalism, and neglect of the creative, meaningful side of education.

What is happening is fraught with degradation of the Russian education system. However, we would not like to exclude the possibility of improving things, provided that there are independent examinations of existing difficulties, new educational policies, systemic analysis, effective methodology, reliance on new theories and methods of educational activity, scientifically based modernization strategies, independent centers of real pedagogical measurements.

Preschool age is the most important period in the development of a child’s personality, when the prerequisites for civic qualities are laid, emotional and volitional qualities and the child’s ability to freely choose, respect and understand other people are formed, regardless of their social origin, race and nationality, language, gender, religion.

In modern conditions, the development of the preschool education system is aimed at the development of preschool children, adequate to their age characteristics. This means that the preschool education system is designed to provide for any child of preschool age the level of development that would allow him to be successful in learning in primary school and at subsequent levels of education. Analyzing the current state of preschool education, it is advisable to consider previously existing concepts of its development.

In 1989, the State Committee for Public Education of the USSR approved the Concept of Preschool Education, the authors of which pointed out a number of shortcomings of the public preschool education system: the educational and disciplinary model of interaction between adults and children, the orientation of the educational process towards the formation of a range of knowledge “ordered” by the school in preschool children , abilities and skills, excessive regulation of the daily routine of a preschool child, the use of games as an addition to the didactic process of acquiring knowledge.

These problems have not been resolved due to an insufficiently clearly developed mechanism for implementing the outlined conceptual approaches to the development of the preschool education system. Therefore, in the Concept of Preschool Education of 2003, the following are again named as pressing problems of public preschool education: underestimation of the role of play activities in the development of a child, the use of “school” teaching technologies and early learning of the first grade curriculum, a decrease in the quality of education and overload of children. In addition, the level of training of teaching staff and the inability of kindergarten teachers to implement an educational program taking into account the individual capabilities and needs of children were seriously criticized.

The last decade has brought radical changes to the system of domestic preschool education. The standard program has been replaced by variable ones, and the unified “kindergarten” has been replaced by different types and types of preschool educational institutions. The search for and independent choice of specific forms of educational work has become the norm for teachers. For a long time, the innovative movement in preschool education did not rely on a scientifically verified strategy for the modernization of preschool education, which would link together its social, organizational, financial, economic, psychological, pedagogical and other priorities, defining a well-thought-out program of action for the historically foreseeable period.

Today, the authors of modern concepts (Slobodchikov V.I., Rubtsov V.V., Kudryavtsev V.T. and others) call for the modernization of the preschool education system in order to prepare children for subsequent schooling, taking into account the variability of institutions implementing preschool education programs , levels of physical and mental development of preschool children, the degree of preparedness of teaching staff.

Directions for modernizing the municipal preschool education system:

Population satisfaction with the quality of preschool education;

Providing conditions that meet modern requirements for the educational process, including in terms of preserving and strengthening the health of students;

Introduction of information and communication technologies into the process of managing preschool education; increasing professional competence and motivational readiness for innovation;

Creation of an information and communication environment that provides parents with the opportunity to increase their competence in matters of development and upbringing of children;

Transition to a new level, new status of preschool educational institution.

Public availability.

Preschool education, in ensuring equal starting opportunities for children to study in primary school, is considered as a necessary prerequisite for the universal availability of high-quality general education. Achieving an optimal level of development for every preschool child, which will allow him to be successful in school, is one of the priority tasks for the development of preschool education in the Russian Federation. Its solution is impossible without a flexible, multifunctional preschool education system that ensures the constitutional right of every Russian citizen to publicly accessible and free preschool education.

In order to provide each child with that same equal start that will allow him to successfully study at school, it is necessary to standardize the content of preschool education in a certain way, no matter in which educational institution (or family) the child receives it.

The process of standardization of social systems, including educational systems, is a global trend. In Russia, currently, for most levels and stages of education, excluding preschool, federal state educational standards (hereinafter referred to as the Federal State Educational Standard) have been established.

§ 2. Federal State Educational Standards and their significance

Federal State Educational Standards represent a set of three groups of requirements - to the structure of basic educational programs, the conditions for their implementation and the results of mastery. The achievements of preschool children are determined not by the sum of specific ZUNs, but by the totality of personal qualities, therefore it is unlawful to impose strict requirements for results, which is present in the standard of primary general education.

Let's list the main reasons for the transition of the Federal State Educational Standard:

Changes taking place in modern social life have necessitated the development of new approaches to the system of training and education;

Children today have changed a lot compared to the time when the previous education system was created. It is quite natural that certain problems have arisen in the training and education of the current young generation;

There is a gradual washout of preschool activities and their replacement with educational activities. Role-playing play does not occupy a leading place in the life of an older preschooler, which leads to difficulties in the development of arbitrary behavior, imaginative thinking, and the motivational sphere, without ensuring the formation of psychological readiness for school learning;

The focus of adults exclusively on the mental development of the child to the detriment of spiritual and moral education and personal development is alarming. As a consequence of this process - loss of interest in learning;

Children's awareness has increased sharply. If earlier school and lessons were sources for children to obtain information about the world, people, society, nature, today the media and the Internet turn out to be a significant factor in the formation of a child’s picture of the world, and not always positive;

Modern children read little, especially classic and fiction literature. Television, films, and videos are replacing literary reading. Hence the difficulties in learning at school associated with the impossibility of semantic analysis of texts of various genres; lack of formation of an internal action plan; difficulty in logical thinking and imagination;

The life activities of modern children are characterized by limited communication with peers. Games and joint activities are often inaccessible to younger schoolchildren due to the closed nature of society, which makes it difficult to learn;

The category of gifted and capable children in secondary schools is decreasing, and the number of children who cannot work independently, “intellectually passive”, children with learning difficulties, and simply problem children is increasing.

Thus, it is obvious that education requires new approaches, which are embedded in the second generation state standards.

The Federal State Educational Standard for each level of education contains a personal reference point - a portrait of a graduate of the corresponding level. The positions characterizing a primary school student are a successor, but in-depth and expanded version of the characteristics of a primary school graduate. As an example, in the junior level (preschool education) it is necessary to learn to act independently and be responsible for one’s actions, and to be able to balance one’s actions with moral values.

As we see, the introduction of new federal state educational standards is radically changing the approach to the educational and educational process. The modern educational process, unlike previous approaches, is aimed not so much at achieving results in the field of subject knowledge, but at the personal growth of the child, the ability to adequately analyze and evaluate the situation, and the desire for self-education. The standard, developed in line with the system-activity approach, provides for a ratio of theoretical and practical shares in favor of the practical component, without compromising fundamental knowledge.

We expect our children to be good and independent people. This is what the school has always strived for. But in this case, I would like to hope that the features of the new Federal State Educational Standard will give even greater and even better results.

Conclusion

The problem of revising the content of education is now more relevant than ever. The period of development of the world economy, when its success was determined by a small elite, is over. Therefore, the level of development of the country directly depends on both the level and versatility of general education of the bulk of the population, and on the quality of training of specialists in secondary and higher vocational schools. It is possible to change and update the content of education for the benefit of business only by relying on its fundamentalization and with the obligatory use of interdisciplinary connections. This means that it is necessary to understand the current level of development of the relevant science as a whole and the specifics of its individual branches.

The modern education system is aimed at the formation of a highly educated, intellectually developed personality with a holistic view of the picture of the world, with an understanding of the depth of connections between the phenomena and processes that represent this picture. Subject disunity becomes one of the reasons for the fragmented worldview of a school graduate, while in the modern world tendencies towards economic, political, cultural, and information integration prevail. Thus, the independence of objects and their weak connection with each other give rise to serious difficulties in the formation of a holistic picture of the world in students and hinder the organic perception of culture. Therefore, there is a need to integrate what is being studied. In connection with the introduction of the Federal State Educational Standard, the question arose about the use of an integrated approach in education.

Federal State Educational Standards (FSES) are a set of requirements mandatory for the implementation of basic educational programs of primary general, basic general, secondary (full) general, primary vocational, secondary vocational and higher vocational education by educational institutions that have state accreditation. Federal state educational standards provide:

- unity of the educational space of the Russian Federation;

- continuity of the main educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education.

Thus, the main goal of general education should be the formation of a well-rounded personality capable of realizing their creative potential in dynamic socio-cultural conditions, both in their own vital interests and in the interests of society.

List of used literature:

1. Liferov A.P., Voronova O.E. New Russian mentality as an innovative resource for the modernization of education // Pedagogy. 2007, no. 2. p.12. 2. Polonsky V.M. Innovations in education // Innovations in education. 2007, March 33. With. 4. 3. Tolkachev G.P. On the problems of modernization of vocational education // Innovations in education. 2006, No. 2 March-April. p.78. 4. Filippov V.M. Some main measures for the implementation of the Concept of modernization of Russian education for the period until 2010 // Innovations in education. 2003, No. 3 May-June. p.5. 5. Volov V.E. Innovative principles of the education system // Pedagogy. 2007, No. 7. With. 108. 6. Kuzmenko N.E., Lunin V.V., Ryzhova O.N. On the modernization of education in Russia // Pedagogy. 2005, No. 3. With. 107. 7. Gubanova E.V., Verevko S.A. New standard: results, innovations, risks.//Public education.-2011.-No.5.-P.25-31. 8. Concept of federal state educational standards of general education: draft / Ros. acad. education; edited by A. M. Kondakova, A. A. Kuznetsova. - M., 2008. 9. Fedina N.V. Place and status of preschool education in the system of continuing education in Russia //Preschool education. 2008. - No. 8. – P. 7. 10. Fedina N.V. List of requirements for the conditions for the implementation of the basic general education program of preschool education // Management of a preschool educational institution. 2009. - No. 2. – P.40-47.

I. Elimination of waiting lists for kindergartens.

Target: to ensure 100% availability of preschool education for all children from three to seven years of age who need it by 2016 (clause 1 “c” of Decree of the President of the Russian Federation of May 7, 2012 No. 599).
Solution: construction of new modern kindergarten buildings and development of variable forms of preschool education.

II. Formation of new requirements for the qualifications of teaching staff in preschool institutions.

Target: increasing the level of qualifications of preschool teachers.
Solution: development of a professional standard for teachers of the preschool education system, increasing teachers’ salaries.

III. Introduction of a new standard of preschool education.

Target: to ensure the quality of preschool education provided to preschool children in various varied forms.
Solution: development of a new federal state educational standard (hereinafter referred to as the Federal State Educational Standard) for preschool education.

Came into force on January 1, 2014 Federal State Educational Standard preschool education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 N 1155 (registered by the Ministry of Justice of Russia on November 14, 2013, registration No. 30384) (hereinafter referred to as the Federal State Educational Standard for Education).

An action plan was approved to ensure the introduction of the federal state educational standard for preschool education, approved by the First Deputy Minister of Education and Science of the Russian Federation N.V. Tretyak December 31, 2013.
To ensure the introduction of the Federal State Educational Standard for Preschool Education (hereinafter referred to as the Federal State Educational Standard for Preschool Education), it is necessary to carry out a number of activities in the following areas:

creation of regulatory, methodological and analytical support for the implementation of the Federal State Educational Standard for Additional Education;
creation of organizational support for the implementation of the Federal State Educational Standard for Educational Education;
creation of personnel support for the introduction of the Federal State Educational Standard for Education;
creation of financial and economic support for the introduction of the Federal State Educational Standard for Education;
creation of information support for the introduction of Federal State Educational Standards for Additional Education.

Each preschool educational organization is recommended to develop its own action plan to ensure the introduction of the Federal State Educational Standard for Preschool Education, which will be aimed at:

Creation of a system of methodological work to provide support for the introduction of the Federal State Educational Standard for Education
Creation of a working group of preschool educational institutions on the introduction of Federal State Educational Standards for preschool education
Development and approval of a plan - schedule for the introduction of the Federal State Educational Standard for Education in an educational organization
Creating conditions for the participation of teaching staff in educational and methodological associations of the education system
Identifying mentors for young professionals
Participation of management and teaching staff of preschool education to undergo advanced training courses

Participation in seminars and conferences on the introduction of the Federal State Educational Standard for Education. Conducting pedagogical councils and other events in preschool educational institutions for the implementation of the Federal State Educational Standard for Preschool Education

Organization of the work of points for receiving methodological, psychological-pedagogical, diagnostic and advisory assistance to parents of children receiving preschool

Bringing local acts of educational organizations into compliance with the Federal State Educational Standard for preschool education

Adjustment and implementation of state (municipal) tasks.

In recent years, there has been a positive turn in the education system towards preschool

childhood as a period in which significant educational resources are embedded. Preschool age is the most important period in the development of a child’s personality.

At this age, children receive a basic set of knowledge that they will need in adulthood. And their future ability to be successful and mobile in any socio-economic conditions depends largely on how they live their seven years before school.

Modernization of preschool education is a set of measures aimed at ensuring guarantees of accessible and high-quality preschool education, providing equal starting conditions for the subsequent successful education of the child at school.

modernization of education consists precisely in creating a mechanism for the sustainable development of the education system, ensuring its compliance with the challenges of the 21st century, the social and economic needs of the country’s development, and the needs of the individual, society, and state.

To achieve it, a solution is needed already at the level of preschool education

the following priority, interrelated tasks:

ensuring state guarantees of accessibility and equal opportunities to receive full-fledged preschool education;
achieving a new modern quality of preschool education;
formation in the preschool education system of effective regulatory, organizational and economic mechanisms for attracting and using resources;
increasing the social status and professionalism of preschool education workers, strengthening their state and public support;
development of preschool education as an open state-public system based on the distribution of responsibilities between subjects of educational policy and increasing the role of all participants in educational relations - students, teachers, parents, educational organizations.

Mechanisms for solving these and other problems that are relevant at the present stage of development of preschool education are presented in a number of regulatory documents

different levels:

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

The procedure for organizing and implementing educational activities in basic general education programs—preschool educational programs
education (Order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1014);

Federal State Educational Standard for Preschool Education (
Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155);

Professional standard “Teacher (pedagogical activities in the field of
preschool, primary general, basic general, secondary general education)
(educator, teacher)" (Order of the Ministry of Labor of Russia dated October 18, 2013 No. 544n, etc.)

Among them, the Federal State Educational Standard for Preschool Education is the main document that sets

new coordinates for the development of preschool education and criteria are identified

its quality. On the basis of this document, relations in the field of preschool education are now regulated in the implementation of educational programs (instead of the federal state requirements canceled from 01/01/2014.

The standard program has been replaced by variable ones, and the unified “kindergarten” has been replaced by different types and types of preschool educational institutions. The search for and independent choice of specific forms of educational work has become the norm for teachers. For a long time, the innovative movement in preschool education did not rely on a scientifically verified strategy for the modernization of preschool education, which would link together its social, organizational, financial, economic, psychological, pedagogical and other priorities.

Directions for modernizing the preschool education system:

· population satisfaction with the quality of preschool education;

· providing conditions that meet modern requirements for the educational process, including in terms of preserving and strengthening the health of students;

· introduction of information and communication technologies into the process of managing preschool education; increasing professional competence and motivational readiness for innovation;

· creation of an information and communication environment that provides parents with the opportunity to increase their competence in matters of development and upbringing of children;

· Public availability.

Achieving an optimal level of development for every preschool child, which will allow him to be successful in school, is one of the priority tasks for the development of preschool education in the Russian Federation. Its solution is impossible without a flexible, multifunctional preschool education system that ensures the constitutional right of every Russian citizen to publicly accessible and free preschool education.

At its core, the Federal State Educational Standard for Additional Education represents a set of mandatory requirements for

preschool education:

to the structure of the basic educational program of preschool education, the conditions for its implementation and the results of its development. As it were, new guidelines have been set for the results of preschool education, new goals and objectives have been set, the structure of the preschool educational program and the requirements for the conditions for its implementation have been changed.

The Federal State Educational Standard proposes the following principles of preschool education:

Full-fledged experience by the child of all stages of childhood;
Enrichment of child development amplification;
Individualization of preschool education;
Cooperation between organizations and families;
Taking into account the ethnocultural situation of children's development.

Orientation of OOP OD. In the Federal State Educational Standard, special emphasis is placed on creating conditions for the socialization and individualization of children as a “minimum program” and their development as a “maximum program”, while the condition for creating a developmental educational environment is put forward as mandatory.

Requirements for the conditions for the implementation of OOP DO. Compared to the FGT requirements, the Federal State Educational Standards for Additional Education distinguishes fewer groups of requirements, and their content is not identical. For example, the Federal State Educational Standard for Educational Education does not have requirements for educational, material, medical, social, and information and methodological support for the educational process. Some became part of the material and technical conditions, some were included in a special group - requirements for a developing subject-spatial environment.

The selection of the last group is due to the focus

preschool education programs to create conditions for the development of preschool children.

The main task of the staff of a preschool organization at the stage of introducing the Federal State Educational Standard for Preschool Education

— carry out a detailed analysis for each group of requirements and identify what conditions

already available in kindergarten, which ones need to be created and what needs to be done for this. In addition, it is necessary to determine what conditions need to be created additionally, based on the characteristics of the functioning of this organization.

For example, modern requirements for personnel conditions provide for staffing an educational organization with qualified personnel who are competent:

in organizing events aimed at improving the health of students
and their physical development;
in organizing various types of activities for students;
in interacting with parents (legal representatives) of students and employees of the educational organization;
in methodological support of the educational process;
in the implementation of information and communication technologies;
in ensuring inclusive approaches to working with preschool children with special educational needs, including those with disabilities
etc.

The head of a preschool organization needs to analyze personnel conditions by answering the questions:

what experience and what qualifications are required from teachers to introduce the Federal State Educational Standard for Education;
do teachers have enough qualifications or do they need additional training,
advanced training (in what, where, in what volumes);
how to organize the selection, advanced training and (or) retraining of personnel for the implementation of the Federal State Educational Standard for Education?

Depending on the characteristics of the preschool organization (for example, the presence of groups

different directions, structural units) there is a need to create additional personnel conditions.

So, if a compensatory group works in a kindergarten, then, taking into account its type, the organization’s staff should include relevant specialists (speech therapists, speech pathologists, typhology and deaf teachers, educational psychologists, etc.), as well as additional educational resources. support staff (for example, assistants for children with visual impairments), etc.

If there is a consultation center for families of preschool children in the kindergarten,

who do not attend this organization, the manager should provide the opportunity

attracting, for example, a social teacher to work in it, or sending educators to appropriate advanced training courses.

Often, during the analysis of personnel conditions, the need to attract employees of third-party organizations is revealed, for example, researchers from universities, research institutes, etc.

Requirements for the results of mastering OOP DO. Instead of the integrative qualities of a preschooler, defined in the FGT as the planned final result of mastering the educational program of preschool education, the Federal State Educational Standard for Preschool Education proposes target guidelines for preschool education.

They are designated as social-normative age characteristics of a child’s possible achievements at the stage of completing the level of preschool education. Of course, guidelines differ from integrative qualities, since they reflect modern ideas about the goals of preschool education.

The specifics of preschool childhood (flexibility, plasticity of the child’s development, a high range of options for its development, its spontaneity and involuntariness),

as well as the systemic features of preschool education (non-mandatory level in the Russian Federation, the absence of the possibility of holding a child any responsibility for the result) make it unlawful to demand specific educational achievements from a preschool child. That is why 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. Consequently, the development of preschool education should not be accompanied by intermediate certifications and final certification of students. The results of children’s development, which are monitored by teachers three times a year (at the beginning, middle and end of the year), have not been canceled, but they are intended only so that the teacher can build an individual educational route for each pupil.

The question arises: if children’s knowledge is not assessed, then by what indicators will the activities of preschool educational institutions be assessed?

organizations? The kindergarten now faces challenges related to the development of children

and creating the necessary conditions for their solution. It is these conditions (fulfillment

requirements for the conditions for the implementation of educational educational programs) are the subject of assessment of the activities of the educational organization and the effectiveness of the work of teachers, including from the parent community.

In addition, targets act as the basis for the continuity of preschool

and primary general education and, subject to the above-mentioned conditions, a priori presuppose the formation in preschool children of prerequisites for educational

activities at the stage of completion of preschool education.

As for the child’s preparedness for school, what should he be able to do?

The Federal State Educational Standard for Preschool Education states that it is necessary to develop motivational readiness for learning (after preschool life, a desire to learn should appear), and not just teach the child to read, write, etc.

Thus, at the stage of introducing the Federal State Educational Standard for Education it is necessary to:

analyze and understand the essence of the target foundations (settings and guidelines) of modern preschool education;

compare the tasks and principles of preschool education presented in the FGT and the Federal State Educational Standard for Preschool Education;

determine areas for improving the professional competence of teachers, draw up a work plan for the methodological service of a preschool organization;

analyze the conditions created in each organization, each preschool educational group;

identify and try to level out existing problems that are under the jurisdiction of the preschool organization.

It is clear that one can expect immediate results from recently adopted regulatory

There's no need for documents. But you shouldn’t feel fear of them, which is still present.

So, let's summarize what was said above:

OOP DO is formed as a program of psychological and pedagogical support for positive socialization and individualization, the development of the personality of children and determines a set of basic characteristics of preschool education - volume, content and planned results in the form of targets for preschool education.

The Federal State Educational Standard for Educational Education does not mention as mandatory the principles of integration of educational areas and complex thematic construction of the educational process that have long been accepted and mastered by kindergarten teachers. This fact cannot be taken as their cancellation or a ban on implementation. Of course, they should be used in preschool organizations to the extent necessary for the effective construction of the educational process.

To ensure the introduction of the Federal State Educational Standard for Preschool Education (hereinafter referred to as the Federal State Educational Standard for Preschool Education), it is necessary to carry out a number of activities in the following areas:

creation of regulatory, methodological and analytical support for the implementation of the Federal State Educational Standard for Additional Education;
creation of organizational support for the implementation of the Federal State Educational Standard for Educational Education;
creation of personnel support for the introduction of the Federal State Educational Standard for Education;
creation of financial and economic support for the introduction of the Federal State Educational Standard for Education;
creation of information support for the introduction of Federal State Educational Standards for Additional Education.

Creation of a system of methodological work to provide support for the introduction of the Federal State Educational Standard for Education
Creation of a working group of preschool educational institutions on the introduction of Federal State Educational Standards for preschool education
Development and approval of a plan - schedule for the introduction of the Federal State Educational Standard for Education in an educational organization
Creating conditions for the participation of teaching staff in educational and methodological associations of the education system
Identifying mentors for young professionals
Participation of management and teaching staff of preschool education to undergo advanced training courses
Participation in seminars and conferences on the introduction of the Federal State Educational Standard for Education. Conducting pedagogical councils and other events in preschool educational institutions for the implementation of the Federal State Educational Standard for Preschool Education
Organization of the work of points for receiving methodological, psychological, pedagogical, diagnostic and advisory assistance to parents of children receiving preschool education
Bringing local acts of educational organizations into compliance with the Federal State Educational Standard for preschool education
Adjustment and implementation of state (municipal) tasks.

And a little for teachers. Today in our country the use of ICT is one of the priorities of education. As a result, new demands are placed on the teacher and his professional competence. A teacher or educator must not only be able to use a computer and modern multimedia equipment, but also create their own educational resources and widely use them in their activities.

Documents for download:

Lyubov Minina
Essay “Modernization in preschool education”

Preschool education has gone from a single compulsory program in Soviet times to an incredible variety of programs in the 90s.

In each time period of a country’s development, socio-economic changes occur transformation, which lead to serious changes in the system education in general.

The modern world is full of changes, changes associated with the renewal of all spheres of life. This is all the more important because it is designed to form in a person a social orientation, an adequate response to ongoing changes, and the ability for rapid self-regulation, self-determination and self-affirmation in new conditions.

Due to this educational An institution of any level is focused on a creative, successful individual who is ready to show initiative and analytical independence in social progress, regardless of social changes. Therefore, updating the content preschool education, technology and quality assessment system is natural.

Main goal educational policy in the field of preschool education is to ensure guarantees of affordable and high-quality preschool education, providing equal starting conditions for the child’s subsequent successful education at school.

Accessibility problem preschool education has been relevant for the last 5 years. At the same time, accessibility is characterized by the ability to choose a kindergarten, and quality is characterized by the child’s capabilities and abilities to master programs at subsequent levels. education. Today, along with preschool educational Institutions are gaining popularity in private kindergartens, home kindergartens, short-term stay groups, and short-term stay groups for children at school. I believe that this will improve the situation with a huge queue in preschool educational institutions.

Quality issue preschool education In recent years, it has become not only relevant, but also significant. It becomes one of the key tasks of system development preschool education.

In modern conditions of reform education, The preschool educational institution is an open and developing system. The main result of its life activity should be successful interaction with society, mastering which preschool educational the institution becomes a powerful means of socialization of the individual. In this regard, work planning is of particular importance. educational institutions in accordance with Federal state requirements.

FGTs generally reflect modern approaches to modernization of preschool education and set a unified basis for creating variable educational programs based on traditional areas of development baby: physical, social-personal, cognitive-speech and artistic-aesthetic. They fix the obligation to implement such principles as integration educational areas, complex thematic principle of construction educational process, unity of educational, developmental and training tasks.

Federal requirements propose training in the process of various types of children's activities, but the forms of this organization are omitted. The main organizing point is the game. All this is correct in relation to the development of the child. But what about classes? Refusal of them requires appeals educator to new forms of work with children that would allow figuratively speaking, teach preschoolers so so that they don’t even know about it. On an integrative basis, activities should not be done on their own. To the teacher preschool education there is a lot of work to be done to learn directly educational activity to solve several problems from various educational areas, and the children were able to master the content of various sections of the program in parallel.

I agree what to do preschool education high-quality and affordable, there is a lot that needs to be clarified, perhaps formulated differently and naturally introduce something new. The principle of the art of education reads: children should be raised not for the present, but for the future, so I perceive this situation positively: “It’s easier to build a flying ship that can sail into the future than to fight windmills.”

Portal for schoolchildren. Self-preparation

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