: approximate basic educational program Materials prepared by M.A. Khudyakova, Ph.D., Associate Professor of the Department of International Education and Science, PSPU

Law of the Russian Federation “On Education” Article 9 Educational programs The educational program determines the content of education at a certain level and focus Educational programs: 1) general education (basic and additional) 2) professional (basic and additional) The main general education program is aimed at solving the problems of forming a general culture of the individual , adaptation of the individual to life in society, to create the basis for a conscious choice and development of professional educational programs. The main general educational programs include: 1) preschool education; 2) primary general education; 3) basic general education; 4) secondary (complete) general education.

Law of the Russian Federation "On Education" Articles 14, 29 Educational program The main educational program of the educational institution is developed on the basis of the relevant exemplary basic educational programs

The main educational program of the NEO: determines the content and organization of the educational process at the stage of primary general education is aimed at: the formation of a common culture, spiritual, moral, social, personal and intellectual development of students,

The main educational program of the IEO: is aimed at: creating the basis for the independent implementation of educational activities that ensure social success, development of creative abilities, self-development and self-improvement, preservation and strengthening of the health of students

The main educational program of the IEO: the mandatory part of the main educational program of primary general education is 80%, and the part formed by the participants in the educational process is 20% of the total volume of the main educational program of primary general education

The main educational program developed by the educational institution should ensure: achievement of the planned results of mastering the main educational program; identification and development of students' abilities; organization of scientific and technical creativity and design and research activities; use in the educational process of modern educational technologies of the activity type; the possibility of effective independent work of students with the support of tutors; …

Objects of standardization Planned results of the Development program of the UUD Exemplary curricula Assessment system and models Other materials Education and socialization programs Requirements for the structure of the main educational programs Programs of extracurricular activities of the BUP

The structure of the PEP of primary general education explanatory note; basic curriculum; planned results of mastering the main educational program; exemplary curricula of subjects; Exemplary programs: formation of universal educational activities; spiritual and moral development and education of students; formation of a culture of healthy and safe lifestyle; corrective work; a system for assessing the achievement of planned results.

Exemplary programs Cross-cutting programs: Program for the formation of universal educational activities Reading and working with information Curriculums: Russian language Literary reading Foreign language (English) Mathematics The world around us Visual arts Music Technology Physical education

The content of the BEP 1. The explanatory note should disclose: the objectives of the implementation of the main educational program of primary general education, specified in accordance with the requirements of the Standard for the results of mastering the main educational program of primary general education by students; principles and approaches to the formation of the main educational program of primary general education and the composition of participants in the educational process of a particular educational institution; a general description of the basic educational program of primary general education.

In the OU program: a part formed by the participants of the educational process: clarifies the principles and approaches to the formation of the main educational program, taking into account the features of the OU and on the basis of the agreed positions of the participants in the educational process

2. Planned results of mastering the basic educational program of primary general education by students In accordance with the system-activity approach: the content of the planned results describes and characterizes generalized ways of acting with educational material that allow students to successfully solve educational and educational and practical tasks - including tasks, aimed at working out theoretical models and concepts, as well as tasks, as close as possible to real life situations.

the system of planned results gives an idea of ​​what kind of actions - cognitive, personal, regulatory, communicative - refracted through the specifics of the content of a particular subject, students will master in the course of the educational process. special emphasis is placed on educational material that has a supporting character, which serves as the basis for subsequent training.

Levels of description of the planned results as a system of generalized personality-oriented goals of education: 1) Goals - guidelines that determine the main targets and the main expected results of the development of this program. The answer to the question: "Why do you need to study this subject at school?". 2) Objectives that characterize the system of educational activities in relation to the basic educational material The answer to the question: what level of development is expected from graduates? Objectives 1 and 2 are provided in the Graduate Learn blocks for each section of the curriculum.

The goals that characterize the system of educational activities in relation to knowledge, skills, expanding and deepening the support system, or acting as propaedeutics for further study of this subject of Goal 3 are given in the blocks "The graduate will have the opportunity to learn" for each section of the curriculum.

Mathematics "Arithmetic operations" The graduate will learn: - to perform actions in writing with multi-digit numbers; perform verbal addition, subtraction, multiplication, division of one-digit, two-digit ... select an unknown component of an arithmetic operation and find its value; calculate the value of a numerical expression. The graduate will have the opportunity to learn: - to perform actions with values; use the properties of arithmetic operations for the convenience of calculations; to check the correctness of calculations (...)

Planned results of development: Two interdisciplinary programs: "Formation of universal educational activities" and "Reading. Work with text"; Programs in all academic subjects.

In the OU program: the part formed by the participants in the educational process (further clarification and concretization) conveys the specifics of the educational process in a particular educational institution is a meaningful and criterial basis for the development of work programs for educational subjects

3. The basic curriculum of primary general education The basic curriculum is the basis for developing the curriculum of an educational institution The basic curriculum consists of two parts: the mandatory part of the part formed by the participants in the educational process, including extracurricular activities

Basic curriculum of primary general education The basic curriculum reflects the main indicators: the composition of subjects; weekly distribution of study time allotted for the development of the content of education by class, academic subjects; the maximum amount of classroom load of students; areas of extracurricular activities.

Compulsory subject areas Philology Mathematics and computer science Social science and natural science (Environment) Fundamentals of the spiritual and moral culture of the peoples of Russia Art Technology Physical culture

Three options for the basic curriculum: option 1 - for educational institutions where teaching is conducted in Russian; option 2 - for educational institutions where education is conducted in Russian, but one of the languages ​​of the peoples of Russia is also studied; option 3 - for educational institutions in which education is conducted in the native (non-Russian) language.

In the OU program: Part of the basic curriculum formed by the participants in the educational process by: increasing the teaching hours devoted to the study of individual subjects of the compulsory part; the introduction of training courses that ensure the various interests of students, including ethno-cultural ones. This section also includes extracurricular activities.

Grigoriev DV Types of extracurricular activities: gaming; cognitive; problem-value communication; leisure and entertainment activities (leisure communication); artistic creativity; social creativity (socially transformative volunteering); labor (production) activity; sports and recreation activities; tourism and local history activities.

Levels of educational results: The first level is the acquisition by the student of social knowledge (about social norms, about the structure of society, about socially approved and disapproved forms of behavior in society, etc.), a primary understanding of social reality and everyday life

The second level is the formation of positive attitudes of the student to the basic values ​​of society (person, family, Fatherland, nature, peace, knowledge, work, culture), a value attitude to social reality as a whole. The third level is the acquisition by the student of the experience of independent social action.

4. An exemplary program for the formation of universal educational activities An exemplary program for the formation of universal educational activities for primary general education: establishes the value orientations of primary education; defines the concept, functions, composition and characteristics of universal educational activities in primary school age; reveals the connection of universal educational activities with the content of educational subjects; determines the conditions that ensure the continuity of the program for the formation of universal educational activities for students in the transition from preschool to primary and basic general education.

Types of universal learning activities. corresponding to the key goals of general education: personal, regulatory, cognitive, communicative.

In the OU program: The part formed by the participants of the educational process clarifies the characteristics and typical tasks of the formation of personal, regulatory, cognitive and communicative universal educational activities

5. Exemplary programs of educational subjects of the program provide: the definition of those knowledge, skills and methods of activity that are meta-subject, the allocation of not only the content, but also the types of educational activities, ways of organizing educational activities and cooperation, cognitive, creative, artistic, aesthetic and communicative activities schoolchildren.

Sample Curricula

In accordance with the GEF, the programs include: an explanatory note, a general description of the subject; description of its place in the curriculum and value orientations of its content; personal, meta-subject and subject results of mastering the subject; the main content of the subject; exemplary thematic planning with the definition of the main types of educational activities of students; description of the material and technical support of the educational process.

In the OU program: a part formed by the participants in the educational process Exemplary subject programs: allow, on their basis, to determine the emphasis in the implementation of specific priority content lines, to implement ethnocultural traditions, to include additional technical and technological methods available to students, types of work based on one of the proposed content lines options (thematic planning) or compiling your own.

6. An exemplary program of spiritual and moral development and education of students is a guideline for the formation of all sections of the main educational program of primary general education. conceptual and methodological basis for the development of an educational institution's own program

Structure: Purpose and tasks of spiritual and moral development and education Value installations of spiritual and moral development and education of Russian schoolchildren Main directions and value bases of spiritual and moral development and education Content of spiritual and moral development and education of students Joint activities of the school, family and the public in spiritual and moral development and education Planned results of spiritual and moral development and education

In the OU program: the part formed by the participants in the educational process integrates the traditions and features of the educational system of the educational institution, the "school way" forms a holistic educational environment, including classroom, extracurricular and extracurricular activities, takes into account historical, cultural, ethnic regional specifics

7. An exemplary program for the formation of a culture of a healthy and safe lifestyle is a comprehensive program for the formation of knowledge, attitudes, personal guidelines and norms of behavior that ensure the preservation and strengthening of the physical and psychological health of students as one of the value components that contribute to the cognitive and emotional development of the child, the achievement of the planned results of development the main educational program of primary general education.

contains a basic model for organizing the work of an educational institution to form a culture of a safe and healthy lifestyle among students In the OU program: the part formed by the participants in the educational process expands and supplements the basic model for organizing the work of an educational institution to form a culture of a safe and healthy lifestyle among students, taking into account the specifics of the educational institution

The program for the formation of a culture of a healthy and safe lifestyle should contain: 1) an information note, including the availability of analytical data on the formation of the value of a healthy and safe lifestyle among students; 2) the purpose and objectives of the program for the formation of a culture of a healthy and safe lifestyle for students at the level of primary general education, as well as a description of the value orientations underlying it; 3) directions of health-saving activities, reflecting the specifics of the educational institution;

The program for the formation of a culture of a healthy and safe lifestyle should contain: 4) a model for organizing work on the formation of a culture of a healthy and safe lifestyle, including, among other things, the rational organization of the educational process, the organization of sports and recreation work and the prevention of the use of psychoactive substances by students, the organization of the system educational and methodological work with participants in the educational process; 5) the content of the health-saving activities of the educational institution; 6) criteria, performance indicators of the educational institution in terms of the formation of a healthy and safe lifestyle for students; 7) monitoring the formation of a culture of a healthy and safe lifestyle of students and pupils.

8. EVALUATION SYSTEM FOR ACHIEVING THE PLANNED RESULTS The planned results are the substantive and criterial basis of the assessment system; the functions are: orientation of the educational process towards the spiritual and moral development and education of younger students, achievement of the planned results of mastering the basic educational program of primary general education; providing an effective "feedback" that allows for the regulation (management) of the education system

Key features of the assessment system, in contrast to the first generation standards: achievement criteria - planned results; assessment of subject, meta-subject, personal results; assessment of the ability to solve educational and practical problems; combination of internal and external evaluation integrated approach: use of standardized works (oral, written); non-standardized work: projects, practical work, portfolio, introspection, self-assessment, etc.

tiered approach in the toolkit, in the presentation of results; cumulative system for assessing individual achievements; use of personalized and non-personalized information; interpretation of results based on contextual information

The part formed by the participants of the educational process provides for the use of a variety of mutually complementary methods and forms of assessment provides an assessment of the planned results of mastering the main educational program in the part formed by the participants of the educational process

Individual educational programs study of individual subjects (educational modules) in educational institutions and other educational institutions, independent study by students of subjects of interest to them (with the advisory support of teachers), participation of students in various types of extracurricular social and creative activities and in additional education.

Materials that ensure the implementation of the OOP Exemplary OOP OU; How to design UUD in elementary school; Planned results of the IEO; Extracurricular activities of schoolchildren. methodical constructor.

Materials that ensure the implementation of the requirements for the results of the development of the BEP Assessment of the achievement of planned results in primary school; Sample programs for academic subjects; Exemplary programs in / lesson activities; My achievements. Final complex work: Grade 1, Grade 2; Project tasks in elementary school; Project activities of schoolchildren.

Recommendations on the organization of the introduction of the Federal State Educational Standard -2 The procedure for the introduction of the Federal State Educational Standard IEO; Agreement on the provision of general education by municipal state educational institutions.

In accordance with Articles 12 and 28 of Federal Law No. 273-FZ

Exemplary BEPs are developed taking into account their level and focus in accordance with the Federal State Educational Standard and, based on the results of the examination, are included in the register of exemplary basic general education programs, which is the state information system: http://www.fgosreestr.ru/.

At present, in accordance with the decision of the federal educational and methodological association for general education (minutes No. 1/15 dated April 8, 2015), the Sample Basic Educational Program of Primary General Education is included in the register of exemplary basic general education programs (http://fgosreestr.ru/node /2067) and the Approximate basic educational program of basic general education (http://fgosreestr.ru/node/2068).

The above programs have been significantly improved in comparison with the previous versions, they have clarified, concretized, methodically reinforced the provisions related to the results of mastering the OOP (including taking into account the concepts of philological, mathematical, historical education, the introduction of the TRP complex), the assessment system, extracurricular activities, assessment of the quality of the implementation of the BEP and more.

BEP The EPs included in the register have the status of educational and methodological, and not legal documentation, therefore they are advisory in nature and are used by the school when developing their own basic educational program.

PEP PA are accepted by the collegiate management bodies of the educational organization in accordance with the Charter and does not require approval, examination and approval in regional executive authorities and local governments that manage education.

The main educational program of an educational organization becomes the object of external evaluation during the period of licensing, state accreditation, as well as state control and supervision in the field of education.

The conditions and procedure for the development of the main educational program are established by a separate local regulatory act of the general educational organization in accordance with the legislation of the Russian Federation in the manner established by the Charter, which should indicate:

the procedure and frequency for the development of the BEP OO or for making changes to the current basic educational program (in accordance with the frequency of updating educational standards, as well as in connection with changes in the life of an educational organization);

the composition of the participants in the development of the OO OO, their powers and responsibilities.

the procedure for discussing the draft OOP OO;

the procedure for approval of the OO OO and commissioning.

The main educational program of general education is implemented by an educational organization in compliance with the requirements of state sanitary and epidemiological rules and norms (in the course of its development, changes are taken into account regarding the total volume of the maximum allowable classroom and extracurricular, daily workload, the possibility of alternating classroom and

extracurricular activities (clauses 17, 20, 21) 6 . The forms of organization of the educational process, the alternation of classroom and extracurricular activities within the framework of the implementation of the main educational program of general education are determined by the educational organization.

The main educational program of general education contains a mandatory part and a part formed by the participants in the educational process. The obligatory part of the basic educational program of primary general education is 80%, and the part formed by the participants in the educational process is 20% of the total volume of basic educational

programs. At the level of basic general education, this ratio is 70% and 30%, respectively, and at the level of secondary general education, 60% and 40% 7 . This ratio of parts of the OOP OO should be represented in everyfrom three sections of the main educational program: target, content and organizational.

The structure of the OO OO should include:

a) Target section: explanatory note;

the planned results of mastering the main educational program by students;

a system for assessing the achievement of the planned results of mastering the main educational program.

a program for the development of universal educational activities (a program for the formation of general educational skills and abilities);

programs of individual subjects, courses; program of education and socialization; remedial program.

c) Organizational section: curriculum;

plan for extracurricular activities; calendar study schedule;

system of conditions for the implementation of the main educational program in accordance with the requirements of the Standard.

It must be borne in mind that changes have been made to the OO OO, according to which organizational section along with the curriculum, extracurricular activities plan added:

calendar study schedule(Orders of the Ministry of Education and Science of the Russian Federation dated December 29, 2014 No. 1643, 1644, 1645 clarified that “the calendar study schedule should determine the alternation of educational activities (class and extracurricular) and planned breaks in obtaining education for recreation and other social purposes (holidays) for calendar periods of the academic year : dates of the beginning and end of the academic year; duration of the academic year, quarters (trimesters); terms and duration of holidays; terms for intermediate certifications ");

in the system of conditions for the implementation of the BEP - evaluation and methodological materials;

other components at the discretion of the educational organization.

Thus, the BEP is a local normative act that defines the goals, objectives, planned results, content and organization of the educational process at each level of general education in a particular educational organization, 8 taking into account the characteristics, composition of students, location, pedagogical opportunities.

When implementing educational programs of organizations, a form of organizing educational activities can be used, based on the modular principle of presenting the content of the educational program and building curricula, using appropriate educational technologies. nine

Within the framework of Federal Law No. 273-FZ, educational programs are implemented by an organization carrying out educational activities, both independently and through network forms of their implementation 10 .

According to Article 15 of Federal Law No. 273-FZ, “a network form of implementing an educational program is a joint implementation of an educational program by several organizations engaged in educational activities, with the involvement, if necessary, of organizations of science, culture, sports and other organizations that have the resources necessary for the implementation of training, training and industrial practices and other types of educational activities provided for by the relevant educational program, through the organization of network interaction.

Work programs for academic subjects (courses)

Work programs for academic subjects (courses) are an integral part of the substantive section of the main educational program of a general educational organization. They can be drawn up by teachers of an educational organization, taking into account exemplary programs for individual academic subjects (courses) of general education included in the state register.

Sample Programs cannot be used as workers, since they do not set the sequence of studying the material and distributing it by grade or year of study, they do not reflect the features of the educational program of the school, the contingent of students, the methodological system and the individual style of the teacher.

Teachers have the right to develop and apply copyright programs and methods of teaching and education within the limits of the implemented educational

program, individual subject, course, discipline (module).

The work programs of the subjects are developed in accordance with the Federal State Educational Standard of the OO, taking into account the exemplary work programs of the subjects.

Work programs for academic subjects (courses) of primary generaleducation.

The structure of the program of subjects and courses is determined by the Federal State Educational Standard of the IEO 11 and should contain:

an explanatory note that specifies the general goals of primary general education, taking into account the specifics of the subject, course; general characteristics of the subject, course; description of the place of the subject, course in the curriculum; description of the value orientations of the content of the subject; personal, meta-subject and subject results of mastering a particular academic subject, course;

description of the material and technical support of the educational process. In this case in an explanatory note the validity of those changes and additions that distinguish it from the exemplary program in the subject, including the features of the main educational program of the school, the contingent of students, and the methodological system of teachers, should be spelled out.

Thus, the variable part of the work program for the subject (course) will be reflected to a greater extent in the explanatory note.

Thematic planning with the definition of the main types of educationalactivities of students is drawn up clearly in accordance with the textbook on which the training is carried out.

Personal, metasubject, subject results learning the subject, the course should be specified, including the results studycourse by years of study.

In addition, educational results should be added by changing the content, the results for two levels of mastering the curriculum should be specified: what the student will learn in the process of studying the course, and what will be able to learn in the process of studying the course.

In chapter "Material and technical support of the educational process" on the subject, the course indicates a textbook, teaching aids, a list of literature for students that develops their cognitive interest in the subject, control and measuring materials, digital educational resources (DERs), electronic educational resources (EORs), technical teaching aids, educational and practical equipment, etc.

The structure of the work program for the subject (course) within theimplementation of the GEF of basic general education is defined by normative document 12 and includes the following sections:

an explanatory note specifying the general goals of basic general education, taking into account the specifics of the subject; general characteristics of the subject, course; description of the place of the subject, course in the curriculum; personal, meta-subject and subject results of mastering a particular academic subject, course;

thematic planning with the definition of the main types of educational activities;

description of the educational, methodological and logistical support of the educational process;

planned results of the study of the subject, course.

This structure of the work program for the subject (course) is mandatory when developing a work curriculum for the subject, which is expedient (for example, "History 5-9 grade"). This allows you to see the perspective, step-by-step planning and progress towards the planned educational results by year of study.

Also, the development of a work program for a subject can be the result of the work of a methodological association of subject teachers, in which case all teachers teaching this subject in a given educational organization can work on it.

The structure of the work program for the subject, course withinimplementation of the GEF of secondary general education is defined by normative document 13 and includes the following sections:

an explanatory note that specifies the general goals of secondary general education, taking into account the specifics of the subject; general characteristics of the subject, course; description of the place of the subject, course in the curriculum; personal, meta-subject and subject results of mastering a particular academic subject, course;

thematic planning with the definition of the main types of educational activities of students;

description of the educational, methodological and logistical support of the educational process.

This structure of the work program for the subject (course) is mandatory, as well as in primary and secondary schools it is advisable develop to the level of learning secondary general education (grades 10-11).

In accordance with the requirements of the standard, the study of academic subjects, courses at the choice of students can be conducted at a basic or advanced level. In accordance with this, work programs for academic subjects can be developed separately (a work program for the subject of chemistry (basic level), a work program for the subject of chemistry (advanced level) or within the framework of one work program, basic and advanced levels of studying a subject can be distinguished.

A number of subjects are of an integrated nature and they are included in the curriculum of secondary general education as a single subject (Russian language and literature; native language and literature, mathematics: algebra and the beginning of analysis, geometry), therefore, such subjects should have one work program. At the same time, such subjects as social science, Russia in the world, ecology, natural science, physical education, life safety are studied only at a basic level, which should be reflected in the work program.

Work programs for academic subjects (courses) are developed and approved by the educational organization independently and should notundergo mandatory external examination and approval in regional, mun iti palny governing bodies of education and methodological services.

In addition, being part of the substantive section of the main educational program, they are fixed by the local regulatory act of the educational organization on the approval of the main educational program and do not require a separate order.

In the work program for the subject, the same ratio of the variable and invariant parts must be observed as in the whole in the PEP.

Calendar-thematic (per-hour) planning is optionalpart of the work program.

Its presence (obligation), the frequency of compilation, as well as the form is determined by the local regulatory act of the educational organization. It is calendar-thematic planning that is a personalized document that reflects the development of the program in a particular class, organized by a particular teacher.

Changes during the academic year are made to the calendar and thematic planning, and not to the work program, since its implementation must be fully ensured. The introduction of changes should be fixed by the local regulatory act of the educational organization.

In the case when a subject is implemented at the expense of hours from the compulsory part of the curriculum and is enhanced by additional hours from the part formed by the participants in educational relations (for example, mathematics - 4 hours from the compulsory part + 1 hour from the optional part), a one workingprogram in mathematics at the rate of 5 teaching hours per week.

In the work program (item No. 3), a corresponding entry is made on the implementation of the program through both parts of the curriculum. If material is added to the variable part that supplements, expands the content of the basic program (for example, an introduction to geometry, logic games, mathematical design), then a separate work program for this course is developed in accordance with the above requirements (i.e. work programs will be two - mathematics (4 hours) and logic games (1 hour).

When developing work programs, you can use the work program constructor proposed during the public discussion of the main educational programs of primary and basic general education on the corresponding portal (http://edu.crowdexpert.ru).

Author's curricula of educational subjects, developed on the basis of exemplary curricula, can be considered as working programs. The issue of the possibility of their use in the structure of the main educational program of the school is decided at the level of the educational organization (letter of the Ministry of Education and Science of Russia dated April 19, 2011 No. 03-255 “On the introduction of federal state educational standards for general education”).

Didactic support of work programs in academic subjects, courses that meet the requirements of the Federal State Educational Standard for primary, basic and secondary general education is determined by the federal list of textbooks recommended by the Ministry of Education and Science of the Russian Federation for use in the implementation of those with state accreditation

programs of primary general, basic general, secondary general education.

In accordance with paragraph 3. of this document, organizations engaged in educational activities on basic general educational programs have the right use within five years in educational activities, acquired before the entry into force of this order, textbooks from the Federal list of textbooks recommended by the Ministry of Education and Science for use in the educational process in general education, special (correctional) educational institutions for the 2013-2014 academic year 14 .

We draw attention to the clarifications made to the Federal List in connection with the approval of the historical and cultural standard (at the moment, the lines of history textbooks published by the Prosveshcheniye, Drofa, and Russkoe Slovo publishing houses have passed RIO scientific expertise).

In accordance with the Federal State Educational Standard, the rate of provision of educational activities with educational publications is determined based on the calculation:

at least one textbook in printed and (or) electronic form, sufficient for mastering the program of the subject for each student in each subject included in the mandatory part of the curriculum of the main educational program of primary, basic and secondary general education;

at least one textbook in printed and (or) electronic form or a textbook sufficient to master the program of the subject for each student for each subject included in the part formed by the participants in educational relations, the curriculum of the main educational program of primary, basic and secondary general education (as amended by the Orders of the Ministry of Education and Science of Russia dated December 29, 2014 N1643, 1644, 1645).

Explanations on the acquisition of textbooks and teaching aids for students in schools are given in the letter of the Committee for General and Vocational Education of the Leningrad Region dated May 27, 2015 No. 19-3723 / 15-0-0.

PRESCHOOL

EDUCATION

2.3. Interaction of adults with children 41

2.4. Interaction of the teaching staff with families of preschoolers 42

2.5. Program of correctional and developmental work with children with disabilities 44

3. ORGANIZATIONAL SECTION 47

3.1. Psychological and pedagogical conditions that ensure the development of the child 47

3.2. Organization of a developing object-spatial environment 47

3.3. Personnel conditions for the implementation of the Program 52

3.4. Logistics of Program 54

3.5. Financial conditions for the implementation of the Program 56

3.6. Educational planning 65

3.7. Daily routine and routine 65

3.9. List of normative and normative-methodical documents 70

3.10. List of references 71

INTRODUCTION

According to the Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273-FZ (hereinafter referred to as the Federal Law “On Education in the Russian Federation”), preschool education is a level of general education along with primary general, basic general and secondary general education .

It is in preschool childhood that the value orientations of the development of the child's personality, the foundations of his identity, attitudes towards the world, society, family and himself are laid.

Therefore, the mission of preschool education is to preserve the uniqueness and intrinsic value of preschool childhood as a starting point for inclusion and further mastery of various forms of life in a rapidly changing world, to promote the development of various forms of child activity, to transfer social norms and values ​​that contribute to positive socialization in a multicultural multinational society.

The transformation of Russia into a post-industrial society, the processes of informatization, the growing importance of the media as an institution of socialization, a wide range of information and educational resources open up new opportunities for the development of a child's personality, but at the same time they carry various kinds of risks.

The task of introducing children to life in the modern social space requires updating not only content preschool education, but ways interaction between children and adults, the formation of a child's basic trust in the world, a comfortable and safe lifestyle.

The need for such an update is caused by a number of objective factors in the development of modern society and the economy and the new requirements for education associated with this, changes in the living conditions and growing up of children, generalized in the concept of "new sociocultural situation in the development of childhood", as well as new data from numerous studies in the field of neuroscience , developmental psychology, family and childhood studies, etc.

International pedagogical research such as the TIMSS, PISA and PIRLS Comparative Student Achievement Studies, and OECD research such as StartingStrong, the children's rights movement that has spread worldwide since the adoption of the 1989 United Nations Convention on the Rights of the Child, show understanding the key importance of education in the stable development of society, the importance of creating conditions for the accessibility of quality education for children at the earliest stages of development.

The rethinking of the role and objectives of education in the period of early and preschool childhood, which is taking place all over the world, is associated with the identification of the educational potential of children of early and preschool age, factors influencing the development of children, short-term and long-term effects of living conditions and educational strategies in the early stages of development, their influence on the biography of an individual, the importance for the stable development of society and the economy as a whole.

All this requires the development of innovative programs for early and preschool education that correspond to the current level of development of pedagogical science and practice, taking into account and integrating the best examples of domestic and foreign experience.

Modern educational programs and the modern pedagogical process should be aimed at supporting the diversity of childhood, which implies variability in the content and organization of preschool education. The variability of the content of preschool education can only be achieved through the preservation of a wide variety of educational programs that already exist in the Russian educational space and are being developed at the moment.

In the context of the rapid growth of social, economic, technological and psychological changes, modern programs of psychological and pedagogical support for the younger generations are aimed primarily at revealing the various forms of activity inherent in the child himself.

Modern achievements of civilization open up new opportunities for the development of a child from the first days of his life. These possibilities are related:

- with an increase in the value status of childhood in modern society;

- with the creation of new forms and types of developing environments that can motivate children;

- with the advent of communication and network technologies;

- with the expansion of innovative programs for the professional training of teachers and educators who have the mastery of communicative competence and the art of motivating children's behavior.

At the same time, the growth of social uncertainty, the increasing speed of socio-economic changes, the expanding boundaries of the information society, the range of information and communication technologies give rise to a new social situation in the development of the child, which carries certain risks for preschool children:

- a pronounced differentiation of the socio-economic conditions of life of Russian citizens leads to an increase differences in the development trajectories of children from different strata, from different regions, from urban and rural areas, threatens to lose a single educational space;

- the growth of a group of children characterized by accelerated development, with an increase in the number of children with problematic developmental options, children growing up in conditions of socio-economic, biomedical, environmental, pedagogical and psychological risk, leads to an increase in differences in the dynamics of children's development, in the degree of development their abilities, to motivational differences;

-ignoring the age specifics of preschool childhood, transferring the educational and disciplinary model into the practice of pedagogical work at the level of preschool education creates an increasing gap between the levels of preschool and general education;

- a tendency to "shkolarization" of preschool education, to forcing the intellectual development of children in the form of artificial acceleration due to the displacement of typical children's activities and replacing them with pseudo-educational activities leads to a decrease the general activity of children - play, cognitive, research, communicative, etc., which leads to poor formation of the prerequisites for educational activity in children, and, consequently, to a decrease in their motivation for learning at the next levels of education;

- an unfavorable tendency towards impoverishment and restriction of children's communication with other children leads to growth phenomena of social isolation (children's loneliness), rejection, to a low level of communicative competence of children, low motivation for communication and cooperation, insufficient development of life skills of interaction and cooperation with other children, increased manifestations of anxiety and child aggressiveness.

Taking into account the cultural and historical features of modern society, the challenges of the uncertainty and complexity of the changing world and the above risks for the full development and safety of children, in accordance with the Federal Law "On Education in the Russian Federation" and the Federal State Educational Standard for Preschool Education (hereinafter - FSES DO , Standard), this Exemplary Basic Educational Program for Preschool Education (hereinafter referred to as the Program) has been developed.

The standard defines invariant goals and guidelines for the development of basic educational programs for preschool education, and the Program provides examples of variable ways and means to achieve them.

The program is a document, taking into account which organizations carrying out educational activities at the level of preschool education (hereinafter - Organizations) independently develop and approve the main general educational program of preschool education.

According to its organizational and managerial status, this Program, which implements the principles of the Standard, has a modular structure.

The framework nature of the exemplary Program is revealed through the presentation of a general model of the educational process in preschool educational institutions, age development standards, determining the structure and content of the content of educational activities in accordance with the directions of the child's development in five educational areas. Educational areas, the content of educational activities, as well as the organization of the educational environment, including the subject-spatial and developing educational environment, act as modules from which the main general educational program of the Organization is created. The modular nature of the presentation of the content of the Program makes it possible to design the main educational program of a preschool educational organization based on the materials of a wide range of existing educational programs for preschool education.

This Program is based on interdisciplinary studies of the nature of childhood as a special cultural and historical phenomenon in the development of mankind, on the historical and evolutionary approach to the development of personality in nature and society, cultural and activity psychology of the child's socialization, pedagogical anthropology, pedagogy of dignity and pedagogy of cooperation.

According to the historical-evolutionary, cultural-activity approaches to the development of a child, the knowledge accumulated in the experience of previous generations is not simply transferred directly from an adult to a child; the child himself actively acquires his own experience, creatively creates his own knowledge and meanings, builds interactions in joint-separated activities and in communication with other children and adults. Thus, knowledge and meanings are not acquired mechanically, but are actively created (constructed) by the child himself in the process of interaction and dialogue with the natural and social world.

The program is aimed at creating a social situation for the development of preschoolers, social and material conditions that open up opportunities for positive socialization of the child, the formation of his confidence in the world, in people and in himself, his personal and cognitive development, the development of initiative and creative abilities through culturally appropriate and age-appropriate activities in cooperation with adults and other children, and to ensure the health and safety of children.

The social situation of development is determined by the place of the child in society; social requirements and expectations regarding the age norms of children's behavior, corresponding to the historically established image of childhood; the interests of the child himself, the nature and content of his activity.

The formed social situation of development acts as a source of socialization and development of the child's personality, determines the way of life of a preschooler, including the forms and content of communication and joint activities of the child in the family and in the educational organization.

On the basis of the Program, a motivating educational environment is constructed at different age stages of development and socialization of preschoolers.

A motivating educational environment provides a system of conditions for the development of children, including spatio-temporal (flexibility and transformability of space and its subject content, planning flexibility), social (forms of cooperation and communication, role-playing and interpersonal relationships of all participants in educational relations, including teachers, children, parents ( legal representatives), administration), the conditions of children's activity (accessibility and variety of activities that correspond to the age and psychological characteristics of preschoolers, the developmental tasks of each child), material and technical and other conditions of educational activities.

Target Section The Program determines its goals and objectives, principles and approaches to the formation of the Program, the planned results of its development in the form of targets.

The program determines the approximate content of educational areas, taking into account the age and individual characteristics of children in various activities, such as:

- game (role-playing game, game with rules and other types of game),

- communicative (communication and interaction with adults and other children),

- cognitive research (research and knowledge of the natural and social worlds in the process of observation and interaction with them), as well as such types of child activity as:

- perception of fiction and folklore,

– self-service and elementary household work (indoors and outdoors),

– construction from different materials, including constructors, modules, paper, natural and other materials,

- graphic (drawing, modeling, application),

- musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments),

- motor (mastery of basic movements) forms of activity of the child.

The organizational section of the Program describes the system of conditions for the implementation of educational activities necessary to achieve the goals of the Program, the planned results of its development in the form of targets, as well as the features of the organization of educational activities, namely the description:

– psychological, pedagogical, personnel, material, technical and financial conditions,

- features of the organization of the developing subject-spatial environment,

– features of educational activities of different types and cultural practices,

– ways and directions to support children's initiative,

- features of the interaction of the teaching staff with the families of preschoolers,

- features of the development of the daily routine and the formation of the daily routine, taking into account the age and individual characteristics of children, their special educational needs.

The volume of the compulsory part of the main educational program must be at least 60% of its total volume. The volume of the part of the main educational program formed by the participants in educational relations should not exceed 40% of its total volume.

In accordance with the Program, it is recommended to include a description of traditional events, holidays and events, taking into account regional and other sociocultural characteristics, in the part formed by the participants in educational relations on their own.

The program also contains recommendations on developmental assessment of the achievement of goals in the form of pedagogical and psychological diagnostics of the development of children, as well as the quality of the implementation of the main general educational program of the Organization. The system for evaluating the quality of the implementation of the Organization's program is aimed primarily at assessing the conditions created by the Organization within the educational process.

The program ends with a description of the prospects for its improvement and development.