Variability and variety of forms of preschool education. "Development of Variable Forms in Preschool Education

Modern society makes new demands on the education system of the younger generation and, in particular, on its first stage - on the system of preschool education. Another urgent task is the introduction of variable organizational forms of preschool education.

The purpose of the variable forms of preschool education is to realize the right of every child to a quality and affordable education and provides for a different mode of stay for children, both with the norm of development, and with disabilities and special educational needs.

This material offers the experience of the preschool educational institution in organizing various variable forms of preschool education.

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Variability of the educational system in a preschool institution.

We see the development of our preschool educational institution in the development of innovations that contribute to a qualitative change in the educational process. For us, this is, first of all, meeting the needs of the parent community in new forms of preschool education. Modern mothers want to develop their children early.

It would seem that today, in the context of a total shortage of places in kindergartens, it makes no sense to talk about increasing the competitiveness of preschool institutions, but nevertheless, there is competition. A preschool institution is not indifferent to who comes to their kindergarten: passive consumers of educational services or interested parents who are ready to actively participate in the educational process, invest financial and intellectual resources in it, etc.

Today we are convinced that the classical form of preschool education - a full-time kindergarten - has been replaced by new variable forms. Using the example of preschool education in our city, we see that the problem of providing preschoolers with places in kindergartens is partially solved by referring to such variable forms. forms.

One of the priorities of the work of our institution is interaction with the families of pupils. For several years now, the preschool educational institution has been a reference kindergarten for interaction with parents for city teachers.

One of the most important issues in this area of work is building partnerships in the "teacher - child - parent" system.

Teachers' awareness of the meaning of ongoing processes is largely associated with their acceptance of the variability of education, the desire to update its content and technologies.

This gave a new impetus to the development of initiatives and creativity of teachers, including the development of variable forms.

3. Family group (structural unit of the preschool educational institution)

Family groups are a form of organizing preschool education aimed at ensuring the comprehensive development of children who do not attend preschool educational institutions, supporting large families, providing parents with employment opportunities, and the practical implementation of an individual approach to raising a child.

The family group is a structural subdivision of a preschool educational institution. A family group is organized in residential premises (private residential houses or apartments) at the place of residence of the family. Family group employees are employees of the institution.

An important point in the organization of this form of preschool education is its design as a family group. This requirement is dictated by the peculiarities of the current legislation governing this area. Requirements for the conditions of activity of family preschool groups are provided for in Section XI SanPiN 2.4.1.2660-10 “Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours in preschool organizations” (approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated July 22, 2010 No. 91).

On the basis of the Decree of the Head of the city, the order of the Head of the Department of Education in June 2009, 2 family groups were opened in the preschool educational institution. Currently, there are 5 such groups with a total of 8 children. In accordance with this, changes were made to the staffing table.

When opening groups, the necessary package of documents was collected: job descriptions, employment contract, statements, extracts from orders, interaction agreements

Senior educators drew up a work plan for the preschool educational institution for interaction with family groups and developed a number of methodological recommendations for organizing and conducting educational and educational work with children of family groups, the subject-developing environment, the daily routine recommended in the family group, and the schedule of classes in the preschool educational institution.

The specialists of the preschool educational institution developed and carried out the following activities: conversations, consultations, memos, booklets on various topics: “How to organize leisure at home”, “How to spend a weekend with a child”, “Games in the kitchen”, “Motor activity of kids”, “Speech games and exercises”, etc. The senior nurse conducted a conversation on hardening and walking.

A small library of pedagogical literature has been collected, both pedagogical, for junior educators, and fiction, for reading to children.

The kindergarten provided practical assistance in the selection of material for developing and playing activities (games, teaching aids, audio library).

The operational psychological, medical and pedagogical control of the family group of the preschool educational institution was compiled, the Visiting Sheets, the social passport of the family were developed and filled out.

In order to comply with sanitary and hygienic conditions, equipping, organizing a developing environment, visits were made to the families of the head, senior educators, and the head nurse. The organization of food was checked by the manager of the farm. Acts of visiting families, control cards were drawn up.

The senior educator of the preschool educational institution spoke with the aim of exchanging experience in the work of family groups at the August forum in Mariinsk. I visited a family kindergarten there.

It has become a tradition to celebrate children's birthdays; making gifts by the hands of children and teachers of preschool educational institutions. Photos collected.

Classes with children and other activities in the family group are held both in the kindergarten building (music classes, preparation and participation in matinees, sports activities, swimming pool, etc.) and at home. Relevant recommendations are given.

THEN. the following social effects of the organization of family groups in preschool educational institutions can be noted:

1. The issue of reducing the queue in kindergartens and the implementation of the constitutional right of citizens of the Russian Federation to receive public and free preschool education is being addressed.

2. Parents can get an official job - they become educators, junior educators attached to the preschool educational institution. Consequently, they have a work book and salary, depending on qualifications.

3. Family groups are a material support for the family, since a certain amount will be allocated for the food of each child.

4. Children who for various reasons do not attend ordinary preschool institutions can go to a family group.

4. Short stay group as one of the variant forms of preschool education

Short stay groups (GKP) - a variable form of preschool education, which is a structural subdivision of a preschool educational institution that implements preschool education programs (from 2 months to 7 years). These groups are created for children of early and preschool age in order to ensure their comprehensive development and formation of the foundations of school education for them, providing advisory and methodological support to their parents (or legal representatives) in organizing the upbringing and education of the child, his social adaptation.

Today, various types of short-stay groups for children are working and actively opening in preschool institutions, the flexible mode of which (from 2 to 5 times a week, from 2 to 5 hours a day, depending on the needs of parents) and the content of the work attract parents. The species diversity of the groups allows parents to choose educational routes for their children. Among the short-stay groups, such as: “Adaptation group” (from 2 to 3 years), “Development group” (from 3 to 7 years), “Playing, learning” (from 1.5 to 7 years), “ Group of evening stay, weekend and holiday” (from 2 to 7 years old), etc.

In 2012, the team of our educational institution conducted a mini-study to study the demand for types of short-stay groups in the nearby area. The results of the study showed that the most popular is the adaptation group (53%).

The shortened stay in the preschool educational institution and learning in the form of a game make it possible to provide the most comfortable environment for the child, give him the opportunity to get the first positive experience in new social conditions, which decides many communication problems. Daily communication with parentson issues of concern, as well as holding group consultations on a single topic, allow solving the issues of adaptation, development and upbringing of children most effectively, in accordance with their age and psychological characteristics.

Together with the identified difficulties and contradictions, the work of the GKP showed that there is a real opportunity for cooperation between preschool educational institutions with different categories of families, ensuring the availability of preschool education, social adaptation of children, preparing them for school, as well as increasing the prestige of the institution and rational use of its internal resources

The increased demand for PCP is associated with an increase in the importance of preschool education in the eyes of parents, recognition of the value of the preschool period of childhood, as well as a gradual increase in the birth rate of children.

A short stay group is a form of work with preschoolers based on their short stay in a preschool.

The adaptation group of short-term stay functioned in the preschool educational institution from May to July 2012. The group is designed for children from 1.5 to 3 years old.

We want to introduce our algorithm for organizing the activities of the adaptation group.

First of all, we studied the regulatory framework, assessed the capabilities of our institution: material and technical base; availability of premises; compliance with the conditions of SanPin; methodological support of the educational process; professionalism and creativity of teachers.

To regulate the activities of the group in kindergarten, we have developed special local acts: the regulation on the short-stay group; agreement between MBDOU and parents (legal representatives); an order to open a group of short-term stay in MBDOU; job descriptions of employees (educator and assistant educator); the mode of operation of the group; definition of the program of the educational process; group documentation (work plans, information about children, about parents, attendance records, receipts for parental fees).

From the very beginning of the work, the goal of the activity of the short stay group was clearly formulated: the realization of the right of every child to an accessible and quality education.

Tasks defined:

Ensuring access to pre-school education for young children;

Providing pedagogical and psychological assistance to parents raising children at home;

To create favorable conditions for adaptation to the social world of young children, to facilitate entry into the peer group, admission to kindergarten.

In the adaptation groups of short-term stay, we recruited 8-10 people of unorganized children.

The kids in this group attended kindergarten every day for two months.

One of the leading principles for organizing directly educational activities in this group is the principle of child-adult cooperation, based on the interests of the child and the prospects for his further development.

The work is planned in such a way that the parents of children attending the short stay group are active participants in the educational process, and not outside observers, they are willingly involved in the child's development. This helps to avoid complications in the initial phase of adaptation, to ensure its optimal course and the gradual transition of the child from the family to preschool.

Parents, being with a child in a group, get to know their baby better, see and understand what he is successful in and what difficulties he has, as well as parents, watching the work of a teacher, learn forms of versatile communication and interaction with their children.

The work of a teacher in a group of short-term stay provides for various forms of interaction with the parents of children in order to ensure the continuity of the upbringing and education of the child, to expand and consolidate children's ideas about the world around them.

For the baby himself, attending a group of short-term stay is a holistic way of life - two hours a day are filled with a variety of activities, activities that are organized by the teacher of the group. These are: - finger, round dance, outdoor games;

Dramatization games (playing fairy tales together with parents);

Games with didactic toys;

Story games;

Joint drawing (felt-tip pens, chalk, wax crayons, gouache, plasticine);

Joint construction from large and small builders, as well as from paper and natural materials.

All directly educational activities are carried out in a relaxed partnership form (in pairs, small subgroups), which contributes to the free communication of children, teachers and parents.

Due to such multi-age and diverse cooperation, children's communication is stimulated, emotions and motives develop that contribute to the establishment of interpersonal relationships, as a result of which the child is ready to transfer to the "full day" group, independence and an emotionally positive attitude towards kindergarten develop.

In conditions of short-term stay of children in preschool, close cooperation with the family is a decisive factor. A child can fully develop only if parents play, engage and communicate with children at home, using the recommendations, advice, and advice of professional teachers.

Parents systematically use the literature of the kindergarten library. In addition, parents do not worry about the emotional state of the child, who will soon start attending kindergarten full-time.

The results of the work of the adaptation group of short-term stay had a positive effect on the teaching staff of MBDOU. In addition to building a positive reputation of the kindergarten (the authority among parents has increased) and raising their own social status, teachers provide high-quality preparation for children to attend preschool for a full day. The demand of the parent community for the need for short-stay group activities has increased.

THEN. the organization of short-stay groups makes it possible for children who do not attend preschool educational institutions to undergo "initial" socialization among their peers.

5. Organization of the work of the Advisory Center (CP) for parents.

Advisory point (CP) - for children aged 1 to 7 years old, brought up in a family environment, is created with goal ensuring the unity and continuity of family and public education; providing psychological and pedagogical assistance to parents; support for the comprehensive development of the personality of children who do not attend educational institutions.

The main tasks of the KP:

providing advice to parents on various issues of upbringing, education and development of a child of preschool age;

assistance in the socialization of preschool children.

Relevant preparations for the work of the CP were carried out:

1. A work plan for the advisory point has been drawn up.

2. Effective forms and methods of work with parents and children are determined.

3. The necessary documentation has been developed.

With parents or persons replacing them who will visit the CP, a conversation was held about the rules of the CP, about mutual rights and obligations, contracts were concluded.

Since September 17, 2012 in our kindergarten No. 40 "Solnyshko" the Advisory Center began its workfor parents and children not attending preschool. It was created in order to ensure the unity and continuity of family and social education, provide psychological and pedagogical assistance to parents, support the comprehensive development of the personality of children who do not attend kindergarten.

The work plan of the Consultative Point during the year includes meetings with specialists from preschool educational institutions, practical classes, round tables, performances and entertainment for children. Parents have the opportunity to contact specialists at any time and get the necessary advice.

The classes at the Counseling Center are fruitful and interesting. Those present were familiarized with the legislative framework in preschool education, other regulatory documents, the Regulations on the Advisory Center were brought to their attention. We also got acquainted with the work of the kindergarten, its successes and traditions. Specialists of the preschool educational institution also organized and conducted master classes: a teacher of additional education offered her help in the manufacture of environmentally friendly paints, speech therapists talked about the development of the child's active vocabulary, a physical education instructor taught parents several dynamic games. On the eve of the new year, they held a joint holiday of the New Year tree.

Parents exchanged their opinions, shared problems in raising their children, expressed their wishes, filled out questionnaires. All meetings are held in a warm, relaxed atmosphere,in an atmosphere of mutual interest and, we hope, became the first step towards constructive cooperation in the future.

Conclusion

Thus, the variability of education is one of the fundamental principles and direction of development of the modern education system in Russia. A variable educational process is an interconnected activity of all participants in the educational process to achieve the goals of education, carried out in the conditions of choosing the content (within the framework of state standards), means and methods of activity and communication, the value-semantic attitude of the individual to the goals, content and process of education.

It is necessary to emphasize the fact that the processes of democratization in the education system, its variability, innovative programs have influenced the nature of the interaction between the preschool educational institution and the family.

An analysis of the current situation in the education system, on the issue raised, shows that at the moment the increase in the queue for preschool institutions has decreased, and parental interest in these institutions has increased.

Expected results from the introduction of variable forms of education in a preschool institution:

the quality and accessibility of preschool education for children from different social groups and strata of the population will increase, regardless of the place of residence and income of parents;
a cultural image of preschool childhood will develop as the main resource for the development of all spheres of the child's life and his future, which will make it possible to meaningfully determine his place in the structure of the age stratification of society;
institutional transformations of the system of preschool education will be carried out on the basis of the typical and specific diversity of institutions;
flexibility and versatility of the structure of preschool education will be ensured by optimal interactionvarious spheres of life in the city of Yurga and the Kemerovo region;
content, modern technologies andinnovativeeducational infrastructure will ensure the full personal development of the child, optimize the continuity of preschooland primary general education;
new approaches toeconomic support for the development of an innovative system of preschool education;
legal regulation is being optimized by innovative transformation of the system of preschool education;
Based on the competency-based approach, a monitoring system will be formed to assess the quality of the innovation activity of a specialist andflexible system of profiles of his training and retraining;
a public-state system for managing the quality of preschool education will be formed.

All sorts of forms are needed, different forms are important .

Consultation

«Variable forms of preschool education.

Advisory center of the preschool educational institution "

Modern society makes new demands on the education system of the younger generation and, in particular, on its first stage - on the system of preschool education.

Today, the continuity of education of the first stage is manifested through the use of variable forms of preschool education, since none of the age periods can be separated from the other to ensure the holistic development of the child.

The specificity of preschool age is such that the achievements of preschool children are determined not by the sum of specific knowledge, skills and abilities, but by a combination of personal qualities, including those that ensure the child's psychological readiness for school.

The modern differentiation of preschool education, the variety of types of preschool educational institutions suggest significant variability in the use of programs and pedagogical technologies. Each educational institution has the right to independently develop the educational program of the preschool educational institution on the basis of the Exemplary Educational Programs (complex) and from the complex of variable, specialized programs to choose those programs that most fully take into account the specific conditions of the work of the preschool educational institution.

Since there are different types and types of preschool institutions, the trend towards a variability of preschool education is inevitable. The use of variable programs contributes to the provision of individualization and personality-oriented education. Currently, teachers in modern preschool education are given a great opportunity for creativity and improvisation.

Parents and employees of preschool educational institutions have a huge responsibility for the quality of education and the ever-increasing demands on it. The most significant influence on the development of a preschool child is his parents. With insufficient or poor awareness, parents cannot provide the child with conditions that develop personality. It is important to explain to parents the full value and significance of the development of a child of preschool age.

In order to compensate for the missed moments, various adaptation groups, counseling centers, groups for short stays of children, i.e., began to be created in kindergartens. variable forms of preschool education .

Variable forms of preschool education- these are structural divisions of state educational institutions that implement general educational programs of preschool education (from 2 months to 7 years).

The goal of variable forms of preschool education is the realization of the right of every child to a quality and affordable education, increasing the coverage of children with preschool education and creating equal starting opportunities when children enter school, assisting parents in raising children, and provides for a different mode of stay for children, both with the norm of development and with disabilities and special educational needs.

Variable forms of preschool education for children from 2 months to 7 years old include:

Short stay group;

Child play support center;

Advisory point;

Early Intervention Service;

Lekoteka;

Family kindergarten.

Relevance project development «Variable forms of preschool education. Advisory center of the preschool educational institution " due to significant organizational and content changes in the system of preschool education that have arisen as a result of socio-economic transformations:

Realization of the right of every child to a quality and affordable education;

The growing need of the population to receive a variety of educational services for preschool children;

Increasing the number of parents wishing to use the services of preschool education.

Also, the goals and objectives of such documents and literature, such as the Law "On Education" in the Russian Federation, the Federal State Educational Standard, educational programs for preschool education aim us at creating variable forms of preschool education in preschool educational institutions.

Let's take a closer look at one of the variable forms of preschool education - advisory point.

Many researchers of the past and present speak of the uniqueness of the family as one of the social institutions. But, unfortunately, as studies show, today there is an inefficient use of the educational potential of the family. Parents do not have a program of education, it is mostly spontaneous, their pedagogical knowledge is fragmentary, there are no clear ideas about the age and mental characteristics and needs of the child, they do not know how to analyze their methods of education. And as a result - frequent mistakes that reduce its effectiveness. The wrong attitude of parents to the upbringing of children leads to serious problems in the formation of the child's personality, violations of social adaptation, and the development of neurotic deviations.

More competent in this are the teachers and specialists of the preschool educational institution (head, deputy head for VMR, teacher-psychologist, speech therapist, physical education instructor, music director, nurse). They can make direct contact with parents, observe the development of the child, receive “feedback” from parents.

The development of new forms of education in the city of Yegorievsk, Moscow Region, is connected with the implementation of the ideas of accessibility of education, increasing its effectiveness.

By her own consultation form(lat. consultation - confer, discuss, care) is not new for kindergartens. One of the traditional forms of interaction between the preschool educational institution and the family is the advice of teachers to the parents of pupils - individual and group. In the practice of preschool institutions, consultations are carried out by educators based on the request of parents or taking into account the developmental characteristics of children. However, this form is intended for parents of children attending preschool.

The counseling centers are designed to provide psychological and pedagogical assistance to parents who do not have the opportunity to communicate regularly with teachers, psychologists and other specialists working in the preschool educational institution, as well as to help the harmonious development of children.

In our kindergarten No. 12 "Bell" (Yegoryevsk) advisory point working since 2011 . It was created to ensure the unity and continuity of family and social education; providing psychological and pedagogical assistance to parents; support for the comprehensive development of the personality of children who do not attend educational institutions.

The main tasks of the KP:

Providing advice to parents on various issues of upbringing, education and development of a child of preschool age;

Assistance in the socialization of preschool children; conducting a comprehensive prevention of various deviations in the physical, mental and social development of children;

Providing comprehensive assistance to parents and children of preschool age in ensuring equal starting opportunities when entering school;

Ensuring interaction between the state educational institution implementing the general educational program of preschool education and other organizations of social and medical support for children and parents.

At the moment you can do some findings: accompaniment of children who do not attend kindergarten is a system of professional activities of preschool educational institutions aimed at creating socio-psychological conditions for the successful upbringing, education and development of a child at each age stage.

After analyzing the population's requests for educational services, evaluating the possibilities of preschool educational institutions (material and technical base, availability of premises, professional level of teachers), the administration of the kindergarten came to the conclusion that it was expedient to open an advisory center on the basis of preschool educational institutions.

The main activities are carried out by teachers and specialists of the preschool educational institution, the coordination and integration of the activities of specialists is carried out by the deputy head for VMR.

The sequence of work to accompany children is the following algorithm:

Conversation with parents, questioning of parents, examination of the physical and mental development of preschoolers, analysis of the results of adaptation.
Planning and implementation of educational activities and individual work with children.
Systematic observations of children in various activities and constant recording of the results of observation.
Monitoring the effectiveness of psychological and pedagogical activities.
Understanding and evaluating the results of maintenance activities, which involves answering the questions: What was successful? What failed? Why? What do we do next?

Teachers who organize the activities of the advisory center widely use an innovative approach in organizing the space of preschool educational institutions when planning individual work with children who do not attend kindergarten, choose adequate forms and methods of work, taking into account the characteristics of each child.

To inform the population of the city about the work of the advisory center based on the kindergarten, teachers wrote an article "Qualified assistance from teachers at the advisory center of the kindergarten", which was posted in the media of the Yegoryevsk municipal district, the Znamya Truda newspaper, December 2012.

Conclusion

The priority goal of modernizing education today is to ensure a high quality of education, which is associated with the concept of "quality of life" and is revealed through such categories as "health", "social well-being", "self-realization", "security". Therefore, the sphere of responsibility of the system of psychological and pedagogical support can and should ensure successful socialization, preserve and strengthen the health of children, protect their rights, including the right to education. The advisory center is a promising form of work with children and parents, which allows taking into account the urgent needs of families - children and parents, contributing to the formation of an active life position of all participants in the process, strengthening the institution of the family, and transferring experience in raising children.

Bibliography

Law "On Education" in the Russian Federation.
GEF.
The main general educational program of preschool education "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, 2014
Internet resources

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "MOSCOW PEDAGOGICAL STATE

UNIVERSITY"

Faculty of Preschool Pedagogy and Psychology

CHARACTERISTICS OF VARIATIVE FORMS OF PRESCHOOL EDUCATION XXI CENTURIES

STUDENTS OF THE 1st YEAR OF 105 GROUP OF CORRESPONDENCE TRAINING

MELNIKOVA

EKATERINA ROMANOVNA

Lecturer: Volobuyeva L.M.

Moscow, 2017

VARIABLE FORMS OF PRESCHOOL EDUCATION

The goal of the social policy in the field of preschool education is to realize the right of every child to a quality and affordable education and to increase the enrollment of children in preschool education.

The implementation of this goal is solved within the following priority areas:

accessibility of preschool education: development of variable forms of preschool education;

development of inclusive, integrative and special preschool education: ensuring the availability of education and determining educational routes for children with disabilities and special educational needs;

psychological and pedagogical support of the family: assistance to parents raising children in the family.

What are Variable Forms of Preschool Education?

Variable forms of preschool education -

these are modern models aimed at the most complete satisfaction of the demand of the population for preschool education services and the quality of the services provided, including the creation of conditions for the development of the non-state sector of preschool education, and the provision of support for family education.

these are structural subdivisions of state educational institutions that implement general educational programs of preschool education (from 2 months to 7 years).

Variable forms of preschool education are being created in order to increase the coverage of children with preschool education and create equal starting opportunities when children enter school.

Variable forms of preschool education provide for a different mode of stay for children, both with the norm of development and with disabilities and special educational needs.

What types of variable forms of preschool education exist?

Variable forms of preschool education for children from 2 months to 7 years old include:

short stay group;

child play support center;

advisory point;

early intervention service;

lekoteka;

family kindergarten

Short stay groups (GKP) - a variable form of preschool education, which is a structural subdivision of an educational institution (GOU) that implements programs of preschool education (from 2 months to 7 years), which is created for children of early and preschool age in order to ensure their comprehensive development and form the foundations of school education for them, providing advisory and methodological support to their parents (or legal representatives) in organizing the upbringing and education of the child, his social adaptation and the formation of the prerequisites for educational activities.

At present, the GKP includes:

"Adaptation Group" - for children from 2 months to 3 years old, which aims to ensure early socialization of children and their adaptation to entering preschool;

"Development Group" - for children from 3 to 7 years old, pursuing the goal of the comprehensive development of children, their socialization in a team of peers and adults;

group "Playing, learning" - for children from 1.5 to 7 years old, ensuring the development of social experience by the child, communication with peers and adults in joint play activities, the formation of the foundations of readiness for schooling;

group "Future first grader" - for children 5-6 years old, the purpose of which is to prepare children of senior preschool age for schooling;

"A group for children whose native language is not Russian" - for children from 3 to 7 years old, aimed at the adaptation of a non-Russian child in a new Russian-speaking environment for him, at mastering the skills of Russian speech, forming his readiness for schooling;

"Group of evening stay, weekend and holiday" - for children from 2 to 7 years old, the purpose of which is to assist parents in raising and educating children, organizing childcare and care;

"Group for children with developmental disabilities" - for children for children from 2 to 7 years old, aimed at providing systematic psychological, medical and pedagogical assistance to children with developmental disabilities, their upbringing and education, consultative and methodological support for parents"

group "Special child" - for children from 2 to 7 years old, aimed at providing systematic psychological, medical and pedagogical assistance to children with disabilities, the formation of prerequisites for educational activities, social adaptation, assistance to parents in organizing the upbringing and education of children

group "Young Olympian" - for children from 4 to 7 years old, aimed at physical development and introducing children to sports;

group "Learning to swim" - for children from 2 to 7 years old, with the aim of teaching children different ways of swimming;

group "Home Kindergarten" - for children from 1 to 7 years old as a structural unit of a preschool educational institution operating in a residential building.

Child Play Support Center (CIPR) is created with the aim of organizing psychological and pedagogical activities aimed at the comprehensive development of children aged 6 months to 3 years on the basis of modern methods of organizing gaming activities, using modern gaming technologies in the practice of educating and adapting the child to entering a preschool educational institution.

The main tasks of the CIPR:

assistance in the socialization of children of early preschool age on the basis of the organization of play activities;

development of individual play support programs and organization of psychological and pedagogical support for the child;

training parents and specialists of the preschool educational institution how to use various gaming learning tools: organizing developmental games and gaming interaction with children on their basis;

advising parents on the creation of a developing environment in the conditions of family education, the formation of the optimal composition of gaming teaching aids, the rules for their choice; familiarization of parents and specialists of preschool educational institutions with modern types of game teaching aids.

Advisory point (CP) - for children aged 1 to 7 years old, brought up in a family environment, is created in order to ensure the unity and continuity of family and public education; providing psychological and pedagogical assistance to parents; support for the comprehensive development of the personality of children who do not attend educational institutions.

The main tasks of the KP:

providing advice to parents on various issues of upbringing, education and development of a child of preschool age;

assistance in the socialization of preschool children; conducting a comprehensive prevention of various deviations in the physical, mental and social development of children;

providing comprehensive assistance to parents and children aged 5-6 in ensuring equal starting opportunities when entering school;

ensuring interaction between the state educational institution implementing the general educational program of preschool education and other organizations of social and medical support for children and parents.

Family Kindergarten (SDS) is created with the aim of ensuring the comprehensive development of children from 1 to 7 years old, putting into practice an individual approach to raising a child, expanding the forms of preschool education for children with health and development problems, supporting large families and providing employment opportunities to parents with many children.

The parent of a large family in which he is created is appointed to the post of SDS educator. If a large family has one or two children of preschool age, the organization of a family kindergarten is allowed provided that children of preschool age from other large families are accepted.

Stages of creating a family kindergarten:

1. Identification of the need for family kindergarten services at the micro-site.

2. study of the regulatory framework.

3. study of work experience.

4. selection of candidates for the post of educator.

5. familiarization with the conditions of the family.

6. familiarization of the teacher of the family kindergarten with the pedagogical process in the preschool educational institution.

7. methodological support of the family kindergarten.

8. consultations of specialists about age characteristics.

9. providing the educator with practical material.

10. master classes, open days.

11. inclusion of a family kindergarten teacher in the pedagogical process.

Early Intervention Service (ESA) is created for children from 2 months to 4 years old with identified developmental disorders (or the risk of developmental disorders) who do not attend educational institutions.

The purpose of the PSA is organized psychological, pedagogical and social support for a family with a child with identified developmental disorders (risk of developmental disorders) who does not attend an educational institution, the selection of adequate ways of interacting with the child, his upbringing and education, and the correction of developmental deviations.

The main tasks of the PSA:

conducting a psychological and pedagogical examination of children with developmental disorders (at risk of impairment) and their families;

providing comprehensive correctional and developmental assistance to children with developmental disorders (risk of developmental disorders) and psychological and pedagogical support for their families;

implementation of work on adaptation, socialization and integration of children with developmental disorders (risk of violation);

the inclusion of parents in the process of raising and educating the child;

determination of the further educational route of the child.

Lekoteka is created to provide psychological and pedagogical support for children from 2 months to 7 years old with developmental disabilities for socialization, the formation of prerequisites for educational activities, support for the development of the child's personality and the provision of psychological and pedagogical assistance to parents.

Main tasks:

implementation of an educational program developed on the basis of the characteristics of the psychophysical development and individual capabilities of pupils;

carrying out psychoprophylaxis, psychotherapy and psychocorrection by means of play in children from 2 months to 7 years with developmental disorders;

training parents, specialists of state educational institutions in methods of game interaction with children with developmental disabilities;

carrying out psycho-prophylactic and psycho-corrective work with family members of a child from 2 months to 7 years with a developmental disorder;

psychological and pedagogical examination of children from 2 months to 7 years old with developmental disorders with parental consent;

assistance to parents in the selection of adequate means of communication with the child;

selection of individual techniques for the formation of the prerequisites for the educational activity of the child; support for parents' initiatives in organizing family interaction programs.

"Development of Variable Forms in Preschool Education"

I. The relevance of the development of variable forms of preschool education.

The service of preschool education, regardless of the variability of the forms of its provision, must:

Comply with the Federal Law of December 29, 2012 No. 273 "On Education in the Russian Federation", other regulatory documents in force in the field of preschool education;

To ensure the protection and preservation of the health of children, their comprehensive (physical, cognitive-speech, artistic-aesthetic, social-personal) development through the organization of various types of children's activities and amateur performances, the leading of which is the game;

To help the child achieve a level of development that ensures his psychological and physical readiness for school;

Create equal conditions for the upbringing, development and education of children;

Be focused on interaction with the family in order to implement the full development of the child;

To be successive with the main general education programs of primary general education.

The direction of work in variable forms of preschool education depends on the age and social characteristics of children.

In the "Concept for the long-term socio-economic development of the Russian Federation until 2020" (Decree of the Government of the Russian Federation of November 17, 2008 No. 1662 r), the following are identified as one of the priority problems of the domestic education system:

Introduction of innovative technologies in education, application of project methods;

Competitive identification and support of leaders implementing new approaches in education;

Solving the problems of staffing the educational system;

Updating the organizational and economic mechanisms of the education system;

Increasing the flexibility and diversity of forms of providing services to the preschool education system;

Pre-school preparation of children entering the first grade;

Full use of the potential of the family in the upbringing of children.

In accordance with the Decree of the President of the Russian Federation of May 7, 2012 No. 599 “On measures to implement state policy in the field of education and science”, the task is to take measures aimed at eliminating queues for enrolling children in preschool educational institutions, providing for the expansion of forms and methods receiving preschool education, in accordance with the Federal Law of December 29, 2012 No. 273 "On Education in the Russian Federation":

pre-school educational organization - an educational organization that, as the main goal of its activity, carries out educational activities in educational programs of pre-school education, childcare and care (Article 23);

organization carrying out educational activities - educational organizations, as well as organizations providing training. Individual entrepreneurs engaged in educational activities are equated to organizations engaged in educational activities (Article 2).

Conventionally, the service of preschool education can be divided into two components:

1. implementation of the main educational program of preschool education,

2. supervision and care of children.

At the same time, the service of preschool education can be differentiated:

By age group - from 2 months. up to 1.5 years, from 1.5 to 3 years, from 3 to 7 years;

By the duration of the service - 12 hours - full day, 8-10, 5 hours. - shortened day, 13-14 hours. - extended day, 3-5 hours. - short stay, 24 hours. – round-the-clock stay, groups organized on weekends and holidays;

By orientation: general developmental, compensatory, health-improving.

Currently, the following variable forms of organization of preschool education are being implemented in the system of preschool education in the Nizhny Novgorod region:

Municipal preschools;

Family kindergarten;

Private educational institution;

tutor services in the family;

Groups of short-stay children;

Groups of confessional orientation (spiritual and moral education of children on the traditions of national culture, etc.).

Possible organizational forms of preschool education for young children can be:

Kindergarten for young children;

Groups of joint short-term stay of a child and a parent (“child - parent”, “child play support center”, “adaptation group”, organized on the basis of kindergartens, institutions of additional education;

Groups of home education ("tutor groups", "kindergarten at home").

At the present stage of development of preschool education, it is necessary to ensure the introduction of new models of education for children of senior preschool age. Possible organizational forms of education for children of senior preschool age can be:

Kindergarten for preschool children;

Groups of general development, compensatory, health-improving, combined orientation in kindergartens of various types;

Groups of short stay in kindergarten;

Groups for children of senior preschool age on the basis of educational institutions;

Preschool groups on the basis of cultural and educational centers and centers of additional education;

Species diversity of variable forms of preschool education

"Adaptation Group"

"Future First Graders"

"Groups of evening stay, weekends and holidays."

Groups for children with developmental disabilities.

"Short Stay Groups".

"Short-stay groups for children whose native language is not Russian".

"Special Child" group.

Development groups.

"Consultative point" (CP).

"Lekoteka".

"Family Kindergarten"

"Early Intervention Service" (ESA).

"Child Play Support Center" (CIPR).

"Learning to swim" group.

ECE with a multicultural component.

Small kindergarten.

There are also other variable forms of preschool education.

II. Principles for constructing variable forms of preschool education

1. Availability of preschool education

The implementation of the principle of accessibility when building a network of institutions implementing preschool educational programs means the need to build a network in such a way as to optimally take into account both the educational needs of children and the spatial proximity of institutions to the place where children live.

2. Variability of preschool education and unity of requirements

Variability (the ability to meet various educational needs) and unity (systemacity as the ability to provide a single level of education quality for all preschoolers) are now becoming necessary requirements for the system of preschool education.

The need for variability in preschool education is due to two factors:

The variety of children's educational needs associated with different levels of development of children, different needs for compensation for violations, different opportunities for mastering educational programs of a high level of complexity;

The development of the educational space itself, the emergence of innovative projects that differ both in the content of education and in the forms of work with children.

In the context of the network, the variability of the content of programs and forms of work with children creates favorable conditions for providing the maximum number of preschoolers with appropriate educational services.

3. Orientation of the system of preschool education to the civil order

The civil order in the field of preschool education is formed as an integration of various positions of interested adults: parents, physicians, teachers, speech therapists, psychologists.

Building a civil order for education involves a phased solution of several tasks.

* The first task is to inform citizens about the possibilities of education, about the goals of modernizing the education system, and about innovations. Pre-school education has greater mobility and greater ability to respond to citizens' requests for general education. But in order for these requests to start coming from citizens (in the future, such requests and expectations are a civil order for preschool education), it is first necessary to open up opportunities for citizens to express their expectations and requests (that is, provide a “place”, space for open discussing your expectations from education in negotiations with representatives of education, open up the range of opportunities for the system of preschool education itself, the range of services for providing preschool education (that is, present those possibilities of preschool education, or rather, educational programs, present, clearly show the results). initiated by the education system.

* The second task that needs to be solved is the task of studying the expectations of citizens from the system of preschool education, the study of satisfaction with the quality of services provided in the field of preschool education. Based on the conducted information campaigns, studies of citizens' expectations, it becomes possible to build a dialogue between representatives of the education system and civil society institutions.

* Building a dialogue (in the format of negotiation platforms, for example) is the third, most difficult, task in the field of civil ordering in relation to preschool education.

4. Orientation of the system of preschool education to assess the quality of education

At the level of municipalities, criteria for assessing quality are being developed. The main guideline in this case is the abilities of children (cognitive, communicative and creative). Different methods are used to assess the quality of preschool education. The most preferable are those mediated by indicators of the quality of preschool education (they do not require direct monitoring and diagnostics of the abilities of preschoolers). Such indicators are educational conditions, indicators of the dynamics of the development of children's abilities and health, indirect indicators of the development of abilities (for example, the success of children's adaptation to school). Indicators of an indicator of the high quality of educational conditions are the material and staffing of an educational institution (including the level of qualifications of teachers, in particular, their involvement in innovative activities, as well as the educational program implemented in a particular educational institution (licensing educational programs or having the status of innovative).

www.maam.ru

Variable forms of preschool education

Preschool education includes, in addition to full-time groups, other forms of a child's stay in kindergarten. In a number of preschool institutions there are short-stay groups (STGs), which sometimes turn out to be more “useful” and “sparing” for children.

Regardless of the direction of the group, an agreement is concluded between the parent and the preschool institution, which specifies all the obligations of the parties. In addition, parents pay a monthly fee. The only exception is the "Special Child" group.

Pre-school education in the GKP is more suitable for children from families where it is possible to stay at home with the child - kids in groups study from 2 to 5 times a week. Classes in kindergarten last several hours, depending on the needs of the child. Kids will not have to sleep in the group, as classes are organized either in the morning or in the evening.

You can sign up for these groups in the same way as for full-day groups - through commissions or the Internet.

Adaptation group

The adaptation group is intended for children from 2 months to 3 years. Classes are held together with mothers and are aimed at ensuring that the kids get used to the atmosphere of the kindergarten and to communicate in a team.

In addition, such classes are useful for mothers - at preschool "lessons" they get acquainted with developing methods that can be followed in home schooling. Such a group, as practice shows, is in great demand by parents.

Classes are built on a frequent change of activity. Each block of classes is united by one fairy-tale plot using fairy-tale characters and toys.

The first part of the lesson is a greeting - everyone sits in a circle and sings a children's song. A fairy-tale character greets each kid in turn.

Then the teacher tells a fairy tale and invites the kids to creative activities: modeling, drawing, appliqué. Mobile and musical-rhythmic games are held. Be sure to spend some time on free play activities.

At the end of the lesson, the children say goodbye to the fairy-tale character and say "See you again."

Development Group

The development group is the next step in your child's preschool education. The group is intended for children from 3 to 7 years old. Classes are held without mothers and are a continuation of classes in the adaptation group.

The main goal is the socialization of kids in the team.

Group FUTURE FIRST GRADE

The group is attended by children of preschool age. The main goal is to prepare children for schooling.

Classes in this group necessarily include physical education, mathematics, literacy lessons, the basics of environmental literacy, musical exercises, speech development and motor skills. The mandatory program also includes playing activities with an adult, because no one canceled childhood.

Group PLAYING, LEARNING

The group is organized for children from 1.5 to 7 years old. The main goal is the adaptation of children to a preschool institution.

Morning gymnastics, physical exercises, health jogging, physical activity for a walk are held daily. Sports festivals are organized twice a year.

Group YOUNG OLYMPIAN

The group includes children from 4 to 7 years old. The main goal is the physical development and familiarization of children with sports. The group holds not only sports events, but also other activities.

For example, in the ski section, kids, in addition to mastering this sport, attend creative lessons.

For clarity, we present the planning of activities in the ski section:

game - various relay games;
communicative - reading fairy tales on the topic, learning poetry;
labor - cleaning the site with breath control;
cognitive-research - the study of types of step;
musical and artistic - drawing on the topic "Healthy lifestyle", the story "If I became a skier";
exhibition of parent-child creativity;
development of general motor skills, coordination of movements, gymnastics;
self-massage and massage.

Such sections can often be found in preschool institutions with a priority implementation of physical development.

Group LEARNING TO SWIMMING

The "Learning to Swim" group can be attended from the age of two. This is ideal for those who want to easily accustom a child to water.

Teaching children to swim in groups is carried out in a complex with various forms:

physical culture and health-improving (physical education classes, dynamic pauses, outdoor games, exercise therapy classes, rhythmoplasty classes, etc.);
upbringing and educational (musical classes, visual activity, cognitive classes, etc.).

As a rule, the first hour is devoted to classes in the pool, the second hour is dedicated to music and fine arts.

It is the combination of educational activities with classes in the pool and a rational mode of activity and rest for children that can give a positive result in hardening the body and improving health.

The material was prepared by Maria Danilenko.

New forms of preschool education

Currently, the creation of variable forms of preschool education is becoming relevant and in demand. For example, family kindergarten, short stay groups, adaptation groups, etc.

Family Kindergarten can be either a subdivision (branch) of an educational institution of any organizational and legal form, implementing the main general educational program of preschool education, or a private one.

A family kindergarten is organized in residential buildings or apartments at the place of residence of the family, and must comply with the “Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours in preschool organizations”, approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated July 22, 2010 No. 91 (as amended dated December 20, 2010 No. 164) .

A family kindergarten as a subdivision of a preschool educational institution is opened by order of the founder and head of the institution.

The grounds for opening a family kindergarten are:

A written application from a potential family kindergarten teacher;

An act of examination by specialists of the education authority, the Rospotrebnadzor service of social and living conditions and the psychological climate in the family of a potential family kindergarten teacher;

Applications of at least 3 parents and the conclusion of an agreement with them on the placement of a child in a family kindergarten;

Conclusion of an employment contract between the administration of the institution and a candidate for family kindergarten employees on hiring him with a probationary period of 3 months.

An employee of a family kindergarten is enrolled in the staff of the institution with a fixed salary under an agreement with the institution. From the moment of hiring a teacher of a family kindergarten, the teaching experience is counted.

Financing of a family kindergarten is carried out in accordance with the procedure established by the founder.

A child in a family kindergarten is a pupil of the institution and is accepted in accordance with the procedure established by the charter of the institution, on the basis of a medical report.

Classes with children and other activities in the family kindergarten can be carried out both in the building of the institution and at home.

Meals for children in the family kindergarten are organized in accordance with the established norms for children of preschool age, in a place specially designated for this. Several types of catering are allowed: with delivery in a special container from the institution or with cooking according to an approved menu, if necessary, from a raw set of products provided by the institution. In the absence of opportunities to provide children with hot meals, the work of a family kindergarten is built in the mode of short-term stay of children.

The mode of operation of a family kindergarten and the duration of stay of children in it are determined by the charter of the preschool educational institution, the agreement between the preschool educational institution and the founder.

Short stay group at an educational institution - a form of organization of preschool children, implementing the main general educational program of preschool education, for a certain time.

Short-stay groups operate according to a flexible schedule: from 2 to 5 times a week, from 2 to 5 hours a day, depending on the needs of parents (legal representatives).

Groups can be opened during the academic year, as recruitment.

The educational process in short-stay groups includes flexible content and pedagogical technologies that ensure the individual, personality-oriented development of the child.

The organization of educational work provides for the creation of conditions for the development of various types of activities, taking into account the capabilities, interests, needs of the children themselves.

In groups of short stay, it is allowed to organize additional educational services outside the main activity in the prescribed manner (by increasing the duration of the stay of children).

Evening stay group at an educational institution - a form of organization of preschool children aimed at assisting parents in raising and educating children, as well as looking after and caring for children.

Weekend group for preschool children who do not attend a preschool educational institution during the working week - a form of organization of preschool children on weekends of the year, aimed at looking after, caring for, educating and improving preschool children who do not attend a preschool educational institution during the working week. This form of provision of preschool education services can be organized on the basis of state, municipal and non-state general educational institutions and institutions of additional education.

The tasks of the weekend groups can be:

assistance to parents in the supervision and care of children of early and preschool age;
assimilation by children of basic knowledge appropriate for age;
social and moral education of children.

More details on the website edu.tatar.ru

The order of teaching preschoolers is determined

Prior to the entry into force of the law on education in the Russian Federation, the activities of preschool educational institutions were regulated by the Model Regulations on a preschool educational institution. Now it is no longer valid, and the activities of preschool educational organizations are determined by the "Procedure for organizing and implementing educational activities for the main general educational programs - educational programs for preschool education" (hereinafter referred to as the Procedure), approved by order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 N 1014 (registered with the Ministry of Justice RF September 26, 2013 Registration N 30038) .

The task of the head of an educational organization implementing educational programs for preschool education is to familiarize all participants in educational relations with this document, organize educational activities in accordance with it, and, in agreement with the founder, make the necessary changes and additions to the local acts of the educational organization.

To whom does the document apply?

This Procedure is mandatory for organizations engaged in educational activities and implementing educational programs for preschool education (preschool educational institutions, educational organizations, etc.), including individual entrepreneurs.

Where can preschool education be obtained?

The procedure establishes that preschool education can be obtained in organizations engaged in educational activities, as well as outside organizations - in the form of family education.

Forms of early childhood education and training

A combination of various forms of education and forms of education is allowed. A network form of implementation of the educational program can also be used on the basis of an agreement between organizations.

Forms of obtaining preschool education and forms of education for a specific educational program of preschool education are determined by the federal state educational standard for preschool education (hereinafter - FGOSS PEO), unless otherwise established by the Federal Law of December 29, 2012 N 273-ФЗ "On Education in the Russian Federation" .

According to the order the development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students.

Age and terms of study

The educational organization provides preschool education, supervision and care for pupils aged from two months to the termination of educational relations. The terms for receiving preschool education are established by the Federal State Educational Standard of the PEO.

Educational programs of preschool education are developed and approved by the educational organization independently in accordance with the Federal State Educational Standard of the PEO and taking into account the relevant exemplary educational programs of preschool education .

Languages of instruction

The procedure establishes that educational activities in an educational organization are carried out in the state language of the Russian Federation.

In state and municipal educational organizations located on the territory of the republics of the Russian Federation, the teaching and study of the state languages of these republics may be introduced in accordance with their legislation, but not to the detriment of teaching the state language of the Russian Federation.

Organization of educational activities

Educational activities are carried out in groups that may have general developmental, compensatory, health-improving or combined orientation .

AT general developmental groups the educational program of preschool education is being implemented.

AT groups of compensatory orientation an adapted educational program of preschool education for children with disabilities is being implemented.

Wellness groups are created for children with tuberculosis intoxication, frequently ill children and other categories of children in need of long-term treatment and the necessary complex of special medical and recreational measures for them. They carry out the implementation of the educational program of preschool education, as well as a complex of sanitary-hygienic, health-improving and preventive measures and procedures.

AT groups of combined orientation joint education of healthy children and children with disabilities is carried out.

can be arranged without the implementation of the educational program:

groups of young children providing development, supervision, care and rehabilitation of pupils aged from 2 months to 3 years;
care groups for pupils aged from 2 months to 7 years. In groups for supervision and care, a set of measures is provided for catering and household services for children, ensuring that they observe personal hygiene and daily routine;
family preschool groups in order to meet the needs of the population in the services of preschool education in families. Family preschool groups may have a general developmental orientation or provide supervision and care for children.

Groups can include both pupils of the same age and pupils of different ages (different age groups).

Working mode

Hours of Operation: 5 or 6 days a week determined by the educational organization independently in accordance with its charter.

Groups can function in the mode:

full day (12-hour stay) ;
shortened day (8 - 10.5 hour stay);
extended day (13-14 hour stay) ;
short stay (from 3 to 5 hours a day) and round-the-clock stay;
weekend groups - at the request of parents (legal representatives) on weekends and holidays.

Organization of educational activities for persons with disabilities

This Procedure also defines the organization of preschool education for persons with disabilities.

It has been established that their preschool education can be organized as jointly with other children, and individual groups or in individual educational organizations.

The number of students with disabilities in the study group is established up to 15 people.

In educational organizations that carry out educational activities on adapted educational programs of preschool education with children with disabilities, special conditions, including:

use of special educational programs and methods of training and education;
use of special textbooks, teaching aids and didactic materials;
use of special technical training aids for collective and individual use;
provision of services of an assistant (assistant), providing children with the necessary technical assistance;
conducting group and individual remedial classes;
providing access to the buildings of educational organizations;
other conditions without which it is impossible or difficult to master the educational programs of preschool education for children with disabilities.

At the same time, pupils with disabilities provided free of charge:

special textbooks and teaching aids;
other educational literature;
services of sign language and sign language interpreters.

For pupils in need of long-term treatment, disabled children who, for health reasons, cannot attend educational organizations, on the basis of the conclusion of a medical organization and a written request from parents (legal representatives), training in educational programs of preschool education is organized at home or in medical organizations.

The procedure for regulating and formalizing relations between the state and municipal educational organization and parents (legal representatives) of pupils in this case determined by a normative legal act authorized body of state power of the subject of the Russian Federation.

About family education

Parents (legal representatives) of a minor pupil, who ensure that the pupil receives preschool education in the form of family education, have the right to receive methodological, psychological and pedagogical, diagnostic and advisory assistance free of charge, including in preschool educational organizations and general educational organizations, if they relevant counseling centers. Ensuring the provision of such types of assistance is carried out by state authorities of the constituent entities of the Russian Federation.

Note. The full text of the order is on the Garant website.

The italic, bold and color font is ours.

More details on the website eduinspector.ru

Innovative forms of preschool education - Preschool pedagogy - Teaching materials for students

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Innovative forms of preschool education

Currently, the mechanism for providing state guarantees on family and childhood issues is being improved, the legal framework is being updated, and priority areas for the development of the educational system of the Russian Federation are being determined. Preschool institutions are faced with the task of finding internal sources of their development, the transition to the rational use of all available resources in order to improve the quality of educational services.

These processes are reflected in the systemic changes in preschool education in different regions of Russia, including Moscow, where a number of measures have been taken to develop new forms of preschool education.

Order of the Department of Education of the City of Moscow dated March 10, 2006 No. 116 on the implementation of the Decree of the Government of Moscow dated February 14, 2006 No. 104-PP "On the development of the system of preschool education in the city of Moscow" became the first document that reflects the specifics of the organization of the activities of preschool institutions in the new conditions. One of the main prerequisites for the appearance of this document is the shortage of places in preschool educational institutions. The expected result of the implementation of the resolution is the organization of new forms of preschool education in accordance with the needs of the population, an increase in the coverage of children with preschool education and the creation of equal starting opportunities when children enter school.

In the City Target Program for the Development of Education "Capital Education-5" for 2009-2011. major directions for the development of preschool education, including ensuring its walking distance and creating conditions for parents to choose the most convenient form of education and training. This is facilitated by the development of new forms of preschool education. The following new forms of preschool education for children from 2 months are distinguished. up to 7 years:

– short stay groups(for children not attending preschool educational institutions);

– child play support centers(for children aged 6 months to 3 years who do not attend preschool institutions);

– advisory points(for children aged 1 to 7 years, brought up in a family environment);

– early intervention services(for children from 2 months to 3 years old who are unable to attend preschool institutions due to health or development reasons);

– lecotheques(for children from 2 months to 7 years old with developmental disabilities that significantly impede their functioning, learning and social adaptation, with and without the status of a disabled child);

– family kindergarten(providing parents with many children with employment opportunities without interrupting the process of raising children from 1 to 7 years old).

We will present the species diversity and staffing of new forms of preschool education in the form of a table. 34-36.

Particular attention is paid to the development of new forms of preschool education in the main directions "Programs for the development of preschool education in the city of Moscow for 2008-2017", where it is noted that the goal of Moscow's educational policy in the field of preschool education is the realization of the right of every child to a quality and affordable education. To substantiate the relevance of this study, it is important to note that the implementation of this goal involves solving problems within the following priority areas:

- availability of preschool education: development of its new forms in accordance with the needs of the population;

- development of inclusive, integrative and special preschool education: ensuring accessibility and determining educational routes for children with various developmental and health disorders;

- ensuring the quality of preschool education: achieving the greatest efficiency of each teacher's work through the development of a continuous variable system of methodological support, professional training, retraining and advanced training of teaching staff;

Table 34

Material studme.org

Topic: "Development of variable forms of preschool education"

accessibility of preschool education: development of variable forms of preschool education;
development of inclusive, integrative and special preschool education: ensuring the availability of education and determining educational routes for children.
psychological and pedagogical support of the family: assistance to parents raising children in the family.

October 27 in our kindergarten: an information and practical seminar was held, the main problems of which were determined by the issues of implementing variable forms of preschool education.

“I hope that the new approaches to the modernization of preschool education, found in our kindergarten, will become for some a guideline in their own activities, for others - a reason to compare with the effects of modernization that take place in their kindergartens. The main thing is that we jointly solve the problem of accessibility of pre-school education for children, observing all the requirements of the "Law on Education" and the Convention on the Rights of the Child, -.

In recent years, significant attention has been paid to preschool education at the state level. This is evidenced by the adopted laws, other regulatory legal acts of the federal and regional levels, instructions of the President of the Russian Federation and the Government on issues of preschool education.

Pre-school education is the subject of parliamentary hearings and professional public discussions. This is not accidental, since the need for pre-school education services is not satisfied, the queue for all the steps taken is not reduced (1.9 million children need to be on the waiting list for a place in a preschool educational institution). In other words, the system does not keep up with the growth in the birth rate and the desire and ability of parents to send their child to a preschool institution.

About what measures are being taken to ensure the availability of preschool education in the Russian regions. A new form of financial support for families with children of preschool age has been introduced - compensation for part of the parental fee for the maintenance of a child in educational institutions, incl. non-state, implementing the main general educational program of preschool education. The set of measures provides for the implementation of measures to develop preschool education at all levels - federal, regional and municipal - in two main areas: ensuring the availability of preschool education and ensuring its quality

The new organizational forms of preschool education include: the so-called "family kindergartens", or built-in kindergartens, home or tutor groups, family clubs, social playrooms - as structural units of municipal or state preschool educational institutions that provide these forms with personnel, carry out psychological and pedagogical support and control. What is needed for the introduction of modern models of preschool education?

First of all, regulatory mechanisms - the Draft Federal Law "On Amendments to Certain Legislative Acts of the Russian Federation in Part of Assistance to Citizens in Obtaining Education in Non-State Educational Institutions"; new Model regulation on a preschool educational institution, 2011 (in addition to groups of four different directions - general developmental, health-improving, compensatory, combined), family education groups and child care groups are introduced as organizational forms as structural divisions of state and municipal preschool educational institutions. Further - development of recommendations for the executive authorities of the constituent entities of the Russian Federation that manage education.

“The importance of preschool education is due to many reasons: socialization among peers, maintaining the health of children, the work of specialists with families, the availability of quality education for all those who need it. One of the main problems is the discrepancy between the number of children in need of preschool education and the organizational and technical capabilities of preschool educational institutions in meeting these needs.

In MBDOU, a combined type kindergarten No. 23 has an adaptation group for short stays.

achieve full-fledged interaction with the parents of children, organize information and advisory assistance to parents in preparing children for attending kindergarten and improve the level of pedagogical education of parents.
formation of the child's personality, taking into account the characteristics of his physical and mental development, individual capabilities, health promotion, development of cognitive abilities, gradually including him in the system of preschool education.

The tasks of education:

1. Create conditions for protecting and strengthening the health of children, facilitating the period of adaptation to the conditions of a preschool institution.

2. To form healthy lifestyle skills in children, to promote the full physical development of children:

a) organize a rational day regimen in a group that provides each child with physical and mental comfort;

b) to form in children the habit of neatness and cleanliness, to instill the simplest self-service skills;

c) ensure that children understand the meaning of the implementation of regime processes;

d) to educate children in the need for independent physical activity.

3. Lay the foundations of the future personality:

a) to educate children in self-confidence and their abilities, to develop activity, initiative, independence;

b) lay the foundations for a trusting attitude of children towards adults, forming trust and attachment to the educator;

c) lay the foundations for a friendly attitude of children towards each other;

d) maintain children's interest in the surrounding reality;

e) awaken in children emotional responsiveness to the aesthetic side of the surrounding reality (nature, surrounding objects, paintings, illustrations, music).

The work of the adaptation group includes the following activities:

Classes of the cognitive-speech cycle;

TOPIC: Variable forms of preschool education.

The complex and contradictory changes that have affected the educational system at all its levels in recent years have required a rethinking of the quality and conditions of educational activities, professional training and retraining of teaching staff.

RELEVANCE

The Russian education system, making the transition “to continuous individualized education for all, focused on the formation of a “creative socially responsible personality”, is being rebuilt on the basis of the principles of individualization and variability. At the basic level of the system in preschool education and upbringing, these principles are reflected in the creation of a network of educational services of choice in accordance with the individual capabilities of the child (personal, physical, educational) and in variable preschool training programs (variable educational routes).

Variability is the quality of an educational system that characterizes its ability to create and provide students with options for educational programs or certain types of educational services for selection in accordance with their changing educational needs and opportunities. Indicators of the degree of variability of the pedagogical system are:

the presence in it of several equally attractive and accessible program options for preschoolers;
the ability to choose one of the options for obtaining education (the availability of an option that is attractive individually for each child); flexibility of the system (creation of conditions for changing educational needs)

PURPOSE, OBJECT, SUBJECT

Social, economic and ideological changes taking place outside the education system cannot leave the education system and the upbringing of the younger generation unchanged.

When selecting materials for our work, we studied the research of specialists in the field of economics of variable education, determining its role in socio-economic development, its effectiveness, issues of development management, innovation and quality, through studying the experience of colleagues and assessing resource support within our preschool educational institution.

Thus, object of studyis the system of preschool education in preschool educational institution No. 17, subject - the variability of preschool education, in the form of parents, children and teachers of our kindergarten.

GOALS

The purpose of our present project is to develop a project for a variable system of preschool education, which includes the following:

1. Study of the regulatory and methodological framework for variable forms of preschool education;

2. Monitoring of the social order in the field of variable forms of preschool education.

3. Assessment of compliance with own goals and resources;

4. Development of models of variable forms of preschool education in our preschool educational institution (normative and methodological support).

TASKS

To achieve this goal in the work it is necessary to solve the following tasks:

1. Analyze the modern system of preschool education, identify the problems of the variability of preschool education and its development at the present time;

2. Assess and characterize the level of demand for variable forms in a preschool institution;

3. Develop a project of variable preschool education for kindergarten.

FORMATION

The aim of our work was mainly the desire to manage the quality of preschool education in practice, in the scope and on the example of our kindergarten. The content of the development was aimed at understanding by teachers - ALL participants in the history of the formation of variable forms, the essence and place of new forms in the general system of preschool education and upbringing; acquaintance with modern doctrines and concepts, legal and methodological documents in this area; mastering the basics of managing a preschool institution and its structural divisions; formation of ideas about the content and structure of variable educational programs for different contingents of children, differing in age, health opportunities and educational needs.

BACKGROUND

Modern society makes new demands on the education system of the younger generation and, in particular, on its first stage - on the system of preschool education. The principles of humanization and variability of preschool education have already entered into life. Many educational programs for kindergartens with updated content have appeared.

The next urgent task is the introduction of variable organizational forms of preschool education and the development of the foundations for the normative and methodological support of the educational process for these forms.

SCROLL

1. Development and approvallist of implemented and potentially demanded variable forms of preschool education, for this it is necessary:

2. Implementation of the preparation of the regulatory framework:

Licensing of an additional educational program;

Amendments to the Articles of Association;

Development of the Regulations on each variable form separately;

Development of a form of agreement with parents;

Development of a form of contract with employees;

Development of job description.

3. Development of an educational program.

4. Selection of the necessary equipment and creation of conditions in kindergarten

Selection of premises, personnel, equipment of the environment.

5. Establishing contacts with social. partners.

6. Acquisition of groups.

SHORT STAY GROUPS

Goal: comprehensive development of children who do not attend kindergarten.

Adaptation group "Early development" - for children from 1 to 3 years. Such groups are created in order to prepare the child for admission to kindergarten.

"Playing, learning" - for children from 1 to 7 years. Such groups are created for the comprehensive development and socialization of children in a group with peers and adults through play activities.

The Regulations on short stay groups (GKP), the Work Plan (Content of educational and educational work in the group of short stay; forms of work; time and mode of operation of groups of GKP) have been developed, the categories of employees who will work in the GKP have been determined.

Purpose: ensuring the early development and socialization of young children.

Tasks:

1. Early diagnosis and development of young children;

2. Establishing contacts with parents, pedagogical education;

3. Formation of communication skills with peers.

Child Play Support Center (CIPR)

The purpose of the upbringing and educational work of the CIPR is the comprehensive development of preschool children based on the use of modern and traditional gaming technologies in the practice of education, the child's adaptation to entering a preschool educational institution.

The main tasks of the CIPR:

Familiarization of parents with modern and traditional types of game teaching aids;

Teaching parents how to use different types of game teaching aids;

Organization on their basis of developing games and game interaction with children;

Teaching parents (legal representatives) to choose the best methods and means for the development of preschool children;

Assistance in the socialization of children of early and preschool age on the basis of the organization of gaming activities;

Game support and organization of psychological and pedagogical support of the child.

The Regulations on the Child Play Support Center (CIPR) have been developed. The work plan (Content of educational and educational work in the CIPR; the time and mode of operation of the CIPR), the categories of workers who will carry out work in the CIPR are determined.

The goals of the educational and educational process of the CIPR:

1. Create favorable conditions for a full-fledged life of a child during preschool childhood.

2. Form the foundations of the basic culture of the individual.

3. Comprehensively develop mental and physical qualities in accordance with age and individual characteristics.

4. Prepare the child for life in modern society.

These goals are realized in the process of various types of children's activities: gaming, artistic, motor, elementary labor

Advisory point

Purpose: ensuring the unity and continuity of family and social education.

The main tasks of the KP are:

1. Ensuring the unity and continuity of family and public education.

2. Providing psychological and pedagogical assistance to parents (legal representatives).

3. Support for the comprehensive development of the personality of children aged 1 to 7 years who do not attend preschool.

4. Assistance in the socialization of children who do not attend preschool.

Regulations on the Advisory Center;

Work plan of the Advisory Point;

Plan-schedule of work of the advisory center for parents;

Mode, form of work of the Consultative Point;

The advisory center is created for families with children aged 1 to 7 years old, attending preschool educational institutions and being brought up at home, to support the comprehensive development of the personality of children.

LEKOTEKA Purpose: to provide psychological and pedagogical support for children from 1 to 7 years old with developmental disabilities for socialization, the formation of prerequisites for educational activities, support for the development of the personality of children and the provision of psychological and pedagogical assistance to parents (legal representatives).

The objectives of Lekoteka's activities are determined by: an individually-oriented program for accompanying a child, developed by specialists, based on existing methods and techniques of correctional and developmental work with children with special educational needs. The game is the main method of Lekoteka. Equal partnership of specialists and parents is the main condition for effective work.

"Lekoteka" carries out psychological and pedagogical activities aimed at the comprehensive development of children aged 1 to 7 years based on modern and traditional methods of organizing gaming activities.

Expected results

The main goal of educational policy at the present stage is the realization of the right of every child to a quality and affordable education that provides equal starting conditions for the full physical and mental development of children as the basis for successful schooling. To implement the task set in the priority area of access to preschool education and psychological and pedagogical support for the family, the following tasks are solved:

Development of new forms of preschool education in accordance with the needs of the population;

Ensuring the comprehensive development of children who do not attend preschool educational institutions;

Assistance to parents raising children in the family, support for motherhood and childhood.

Expected results from the introduction of variable forms of education in a preschool institution:

improving the quality and accessibility of preschool education for children and their parents;
the content, modern technologies and models of innovative educational infrastructure will ensure the full personal development of the child, optimize the continuity of preschool and primary general education;
determination of new approaches to economic support for the development of an innovative system of preschool education;
optimization of legal regulation by innovative transformations of the system of preschool education.

The main conclusion The work done is to discover the relationship between the organization of variable forms and the quality of education in preschool educational institutions, which made it possible to recommend the introduction of specific educational programs.

Practical valuework, at the same time, lies in the fact that the presented project of variable education on the example of the functioning of a kindergarten is applicable to implementation in any preschool institution.

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