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 in order 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 goals:

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.

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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1. 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, 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 financial 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 reduced time spent 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.

The short stay group is a form of work with preschool children based on their short stay in a preschool institution.

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 purpose 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 exercises, 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:

1. 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;
2. 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;
3. institutional transformations of the system of preschool education will be carried out on the basis of the typical and specific diversity of institutions;
4. 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;
5. content, modern technologies andinnovativeeducational infrastructure will ensure the full personal development of the child, optimize the continuity of preschooland primary general education;
6. new approaches toeconomic support for the development of an innovative system of preschool education;
7. legal regulation is being optimized by innovative transformation of the system of preschool education;
8. 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;
9. a public-state system for managing the quality of preschool education will be formed.

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

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.

In this way, 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 pre-school 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. Work plan (Content of educational and educational work in the CIPR; time and mode of operation of the CIPR), 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.

Designed by:

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 from 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.

Julia Struchkova
"Development of Variable Forms in Preschool Education"

« Development of Variable Forms in Preschool Education»

I. Relevance development of variable forms of preschool education.

Service preschool education, regardless variability of forms of its provision,must:

Comply with the Federal Law of December 29, 2012 No. 273 "About education In Russian federation", other regulatory documents in force in the field 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;

Help the child reach the level development providing his psychological and physical readiness for school;

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

Be focused on interaction with the family in order to implement a full-fledged child development;

Be consistent with the main general educational primary general education.

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

In the "Concept of 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) as one of the priority problems of the domestic system educationthe following:

Implementation of innovative technologies in education, application of design methods;

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

Solving staffing problems educational system;

Updating the organizational and economic mechanisms of the system education;

Increasing flexibility and variety of forms providing system services preschool education;

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 an extension forms and ways to get preschool education, in accordance with the Federal Law of December 29, 2012 No. 273 "About education In Russian federation":

preschool educational organization - educational organization carrying out as the main goal of its activities educational activities in educational programs of preschool education childcare and care (art. 23);

organization carrying out educational activities - educational organizations and organizations providing training. to organizations that carry out educational activities are equated to individual entrepreneurs carrying out educational activities(art. 2).

Conditionally service preschool educationcan 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 preschool educationcan differentiate:

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 direction: general developmental, compensatory, health-improving.

Currently in the system preschool education Nizhny Novgorod Region, the following Variable forms of organization of preschool education:

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 educationyoung children may be:

Kindergarten for young children;

General groups development

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

Homestay groups education("tutor groups", "kindergarten at home").

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

Kindergarten for preschool children;

General groups development, compensatory, health-improving, combined orientation in kindergartens of various types;

Groups of short stay in kindergarten;

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

- preschool groups based on cultural and educational centers and centers of additional education;

Species a variety of variable forms of preschool education

"Adaptation Group".

"Future First Graders".

"Evening, weekend and holiday groups".

"Groups for children with disabilities in development» .

"Short Stay Groups".

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

Groups "Special Child".

"Groups development» .

"Advisory Point" (KP).

"Lekoteka".

"Family Kindergarten".

"Early Help" (PSA).

"Child Support Center" (CIPR).

Groups "Learning to swim".

ECE with a multicultural component.

Small kindergarten.

There are also other variable forms of preschool education.

II. Construction principles variable forms of preschool education

1. Availability preschool education

Implementation of the principle of accessibility when building a network of institutions that implement preschool educational programs, means the need to build a network in such a way way in order to optimally take into account educational needs of children, and spatial proximity of institutions to the place of residence of children.

2. Variability of preschool education and unity of requirements

Required system requirements preschool education are currently becoming variability(ability to match different educational needs) and unity (consistency as the ability to provide a single level of quality education for all preschoolers).

Need variability of preschool educationdue to two factors:

- variety of children's educational needs associated with different levels child development, different compensation needs, different learning opportunities educational programs of a high level of complexity;

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

Under network conditions variability program content and forms work with children creates favorable conditions for ensuring the maximum number of preschoolers with appropriate educational services.

3. System orientation preschool education for civil order

Civil order in the field preschool education is formedas an integration of different positions of interested adults: parents, doctors, teachers, speech therapists, psychologists.

Construction of civil order regarding education involves the step-by-step solution of several problems.

* The first task is informing citizens about opportunities education, about the goals of system modernization education about innovations. Preschool education has greater mobility and greater ability to respond to citizens' requests regarding the general education. But in order for citizens to start receiving these requests (in the future, such requests and decor expectations is a civil order for preschool education, initially it is necessary to open opportunities for citizens to express their expectations and requests (that is, to provide "place", a space for open discussion of their expectations from education in negotiations with representatives education, open the range of possibilities of the system itself preschool education, a range of services to ensure preschool education(that is, to present those possibilities preschool education, rather, educational programs, present, clearly show the results). Reverse communication begins to build with initiation from the system education.

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

* Building a dialogue (in format negotiation platforms, for example)- the third, most difficult, task in the field design civil order regarding preschool education.

4. System orientation preschool education to assess the quality of education

At the level of municipalities, criteria for assessing quality are being developed. The main focus is on the ability of children (cognitive, communicative and creative). For quality assessment preschool education different methods are used. Most preferred - mediated by quality indicators preschool education(do not require direct monitoring and diagnostics of abilities preschoolers). These indicators are educational conditions, indicators of dynamics development abilities and health of children, indirect indicators ability development(for example, the success of children's adaptation to school). High Quality Indicators educational conditions are material and personnel security educational institution(including the level of qualifications of teachers, in particular, their involvement in innovative activities, as well as educational program implemented in a specific educational institution(licensing educational programs or the status of innovative).

Ministry of Education of the Moscow Region

State educational institution of higher professional education

Moscow State Regional Humanitarian Institute

School of leaders of the preschool educational institution

"Effective management of preschool educational organizations in the context of the implementation of the federal state standard for preschool education"

Practically significant project

"Model for the organization of variable forms of preschool education in the preschool educational institution of the city"

Performed

Kiseleva Ludmila Nikolaevna

MDOU No. 37, head

Podolsk, Moscow region

Orekhovo-Zuevo 2014

At the present stage, the issue of creating variable forms of preschool education is relevant. Parents want to develop their children from an early age, and not everyone has the opportunity to go to preschool. But even those parents who were lucky enough to get into a kindergarten are not always satisfied with the range of services provided by a preschool institution. Today, the classical form of preschool education - a full-time kindergarten - has been replaced by new variable forms. The problem of providing preschoolers with places in kindergartens is partially solved by resorting to precisely such variable forms.

Recent years in Russia are characterized by the emergence of new types of educational institutions for children, a variety of pedagogical services that are offered to children and their parents. Along with the state, there are non-state kindergartens. Most of the children's institutions solve the problems of the general development of children, but there are already institutions that aim at the early development of the special abilities of preschoolers (aesthetic centers, preschool groups and kindergartens at lyceums, gymnasiums, etc.); integration of education of healthy children and children with some problems of physical development; creation of preschool groups working in conditions of bilingualism, and others. This state of affairs in preschool education is directly related both to the growing demands of parents who want to raise the general level of development of children, to reveal certain abilities in them, to prepare them for studying at a particular school, and to changes in preschool education itself. There is every reason to believe that in the future, trends towards the diversity of preschool institutions will intensify.

The development of preschool educational institutions is in the development of innovations that contribute to a qualitative change in the educational process. This is meeting the needs of parents in new forms of preschool education. One of these forms is the creation of short-stay groups for children in preschool educational institutions.

Short stay groups are 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 variability of education is one of the fundamental principles and direction of development of the modern education system in Russia. One of the priorities of social policy in the field of preschool education in Russia is to expand the availability of quality preschool education. An important step in ensuring this priority is the greatest coverage of children with preschool education.

Objective of the project .

Implementation of continuity and a smooth transition from raising children in a family environment to raising children in a kindergarten; promoting the comprehensive development of young children, their early socialization, which allows for the successful adaptation of the child to the conditions of a preschool institution; increasing the pedagogical competence of parents in matters of upbringing and development of children; development of the cognitive sphere of children, age-appropriate; broadening one's horizons, assimilation of socially developed ways of using objects of the surrounding world; interaction with parents in order to develop their pedagogical competence in relation to their own children, to create the necessary conditions for the upbringing and full development of the child, the realization of the individual potential inherent in it, active entry into the world of adults and peers.

Main taskswhich the group of short-term stay is called upon to solve are: organization of the period of adaptation of the child to kindergarten; the formation in children of age-appropriate ways and means of communication with adults and peers; establishing humane, friendly relations between children; strengthening the physical and mental health of children, ensuring emotional well-being and taking into account the individual capabilities of children; development of cognitive processes (perception, attention, memory, thinking); development of core activities; preparing children for kindergarten.

Hypothesis: the creation of a short-stay group will help ensure the maximum reduction in the social exclusion of families who do not attend kindergarten, providing them with qualified specialist assistance.

Implementation period: 201 – 2014 a.y.

An approximate list of documentation that ensures the operation of a kindergarten with short stay groups:

1. Regulations on short stay groups.

1. Order of the founder on the opening of short-stay groups on the basis of a specific preschool educational institution.

1. The charter of a preschool educational institution, which indicates the specific educational services provided by the institution in the section "Educational activities" (both within the allocated budget allocations for children and parents, and in the implementation of additional educational services provided to preschool children and parents for a fee) with a complete list of them.

1. An agreement with parents who wish to use the services of a short stay group.

1. Estimated expenses for the maintenance of a short stay group.

1. Staff schedule.

1. Job instructions.

1. Order for a preschool educational institution on the creation of short-stay groups.

Stages of formation of short stay groups

Examination of the conditions for creating groups

The organization of short-stay groups involves the analysis of the material, technical and personnel conditions of the preschool educational institution, the financial and economic base, the educational requests of parents as the basis for the selection of funds and the program and methodological content of the pedagogical process.

An examination of the conditions of a preschool educational institution for opening a short-stay group helps to choose the most optimal models of educational services that can be offered to parents. An examination can be carried out by a group of employees of a preschool educational institution, which is created by decision of the pedagogical council of the institution. Several areas are subject to examination: the employment of service personnel and specialists, the premises of the preschool educational institution during the working day; subject-developing environment of the institution.

Principles of work of short stay groups

The educational process is based on the balance of the free independent activity of children and the joint activity of an adult with children.

An adult attracts children to classes without psychological coercion, relying on their interest in the content and form of activity and activating it with his partner participation.

In the educational process, a differentiated and individual approach is implemented in several areas:

1. organization of a functional environment for free independent activity (ensuring self-realization of children with different levels of development);
2. flexible forms of organizing children (pairs, subgroups, small groups), enriching the content of children's activities with forms of communication that correspond to their interests and capabilities;
3. differentiated time regime for different types of joint activities.

The implementation of the principles of educational work is impossible without careful preparation, first of all, of educators who work directly with children. The educator should have a clear enough idea of ​​what goals are realized when building the pedagogical process, what results should be achieved, be able to design, analyze, build a development perspective for each child in the group based on psychological and pedagogical diagnostics. The work of a teacher in a short stay group 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 consolidate and expand children's ideas about the world around them. The foundation of all subsequent advisory and methodological assistance is pedagogical diagnostics and, as a result, filling in individual child development cards, discussing plans for the further development of the child with specialists and parents. Such work is complicated by the fact that children stay in a preschool institution for a rather short time, and feedback that provides the teacher with information about the real interests and current state of the child at the time of interaction is insufficient. The preparation of educators for work in the short stay group should primarily consist of the following:

• Development of the ability to work freely according to the educational programs of the new generation, focused on the development of the child. When organizing the pedagogical process, the teacher should keep in mind one or more goals that are important for the development of this particular child.
• When interacting with the child, provide feedback to obtain information about the level of development and the current state of each child, which will underlie the subsequent planning of pedagogical influences, their adjustment and organization of work with parents.

The activities of specialists working in the short-stay group consist of systematic, diagnostic-based, corrective work with pupils and advisory assistance to their parents in their field. To do this, a speech therapist, psychologist and other specialists must select diagnostic tools, be ready for close cooperation with teachers, a pediatrician, parents, develop an action program individually with each child and with the group as a whole.

Junior educators working in a short stay group should have an idea about the specifics of such groups, the features of the educational process, the main tasks of educating and educating preschoolers, and possess communication skills and abilities. For this purpose, the administration of the preschool educational institution can organize short-term courses for service personnel.

The work of a teacher-psychologist is regulated in accordance with the main directions of the educational process in short-stay groups.

Organization of the educational environment

The organization of the functioning of short-stay groups requires the creation of a special educational and material base and a subject-developing environment that corresponds to the characteristics and patterns of development of a preschool child: a trained pedagogical team consisting of professional specialists; rooms with the necessary set of furniture in accordance with the height and age of children; a game room with a set of soft modules, games and toys and a sports corner with a mini-sports complex and exercise equipment; rest rooms.

Furniture, equipment and play materials must comply with the psychophysiological characteristics of children of this age, meet the principles of functional comfort, safety requirements, and allow children to easily move in space. The design of the premises should be close to the home environment (comfort, coziness, aesthetics).

The play space is organized in accordance with the needs of the child in social development. It is necessary to determine the subject area for classes, plot-role-playing and theatrical games, design, artistic creativity, independent activities of children, as well as for communication of children and their solitude.

The tasks of the functioning of short-stay groups are realized not only in the process of classes, but also in developing games. Therefore, the subject-developing environment should be maximally equipped with a variety of educational and methodological aids.

When arranging the fund of toys, care must be taken that they are different: didactic, plot-figurative, musical, sports, theatrical, fun toys, etc. Among the didactic games, there must be games for comparing objects according to various properties, for recreating the whole from its parts. It is important that the child always has the opportunity to choose a game, and for this the set of games must be not only diverse, but also constantly changing.

It is necessary to equip the group with technical means for classes (tape recorder, player, etc.). Great attention should be paid to the selection of books, among which should be works of children's fiction.

Working with parents

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

The nature and effectiveness of contacts between teachers and family members depends on the correct choice of forms of work of an educational institution with a family. They will be most effective when the relationship is based on the awareness of the need for targeted influences on the child, understanding the expediency of their coordination. This imposes certain requirements on each of the parties. In general, they can be formulated as the desire and ability to interact and respect each other.

In order to interest and involve parents in joint work, it is necessary to substantiate the need for such cooperation, to present (predict) the results of the work. You can acquaint them with the work plan, identify their interests, desires, needs in this direction.

Joint work is based on the following principles that determine its content, organization and methodology:

• unity;
• systematic and consistent;
• individual approach to each child and to each family;
• mutual trust and mutual assistance of teachers and parents.

Various forms of work with parents should be interconnected and represent a single coherent system.

For closer cooperation with families, it is recommended to carry out:

• thematic parent meetings and parent living rooms;
• consultations of teachers, oral journals and discussions with the participation of a psychologist, doctors, specialists, as well as parents with experience in family education;
• educational events (lectures, meetings with specialists, workshops) for parents on educational policy, education, upbringing, age characteristics, preservation and promotion of children's health, familiarization with innovative ideas in the field of pedagogy and psychology;
• familiarization of parents with the results of diagnosing the development of the child;
• teaching specific techniques and methods of child development in various types of children's activities;
• "open days" for parents with a visit to a variety of activities with children;
• familiarization of parents with the content of work in an educational institution aimed at the physical, mental and socio-emotional development of the child;
• informing parents about the events of each day in the group (information in printed form on the stands);
• joint holidays and entertainment;
• joint viewing of the captured photo and video materials, discussions on the results of past events, summing up and planning;

Questioning (at least 2 times a year), etc.