Material overview

Volkov Igor Pavlovich - teacher-innovator, honored teacher of the Russian Federation. He developed and implemented the technology of creative developmental education, in accordance with which the creative abilities of the individual are consistently formed on the basis of the child's free choice of extracurricular activities.

Altshuller Genrikh Saulovich - inventor, science fiction writer, author of TRIZ - the theory of inventive problem solving.

Ivanov Igor Petrovich - Academician of the Russian Academy of Education, author of the methods of communal education, methods of collective creative work.

In modern psychological and pedagogical science, it is believed that creativity is a conditional concept, which can be expressed not only in the creation of a fundamentally new one that did not exist before, but also in the discovery of a relatively new one.

Generalized creative abilities of the individual:

Independent vision of problems, analytical thinking;

Ability to transfer ZUN and SUD to a new situation;

Vision new side in a familiar object;

The ability to combine, synthesize previously learned methods of activity into new ones.

Achieving a creative level of personality development can be considered highest score in any educational technology. But there are technologies in which development creativity is a priority goal, it is:

Identification and development of creative abilities of I.P. Volkov;

Technology technical creativity G.S. Altshuller;

Technology of education of social creativity I.P. Ivanova.

They are aimed at the development of various spheres of personality and have both general and specific features.

Classification characteristics of creative technologies

By level of application: general pedagogical.

According to the main factor of development: psychogenic.

According to the concept of assimilation: associative-reflex + developing.

By orientation to personal structures: heuristic.

By the nature of the content: teaching-educational, secular, humanitarian + technocratic, general education + professional.

By type of management cognitive activity: system of small groups + individual.

By organizational forms: club, group + individual. By approach to the child: Pedagogy of cooperation.

According to the predominant method: creative.

In the direction of modernization: alternative.

Goal accents

According to I.P. Volkov:

Identify, take into account and develop creative abilities;

Frontally introduce students to a variety of creative activities with access to a specific product.

According to G. Saltshuller:

Teach creative activities.

Familiarize yourself with the techniques of creative imagination.

Learn how to solve creative problems. According to I.P. Ivanov:

Cultivate a socially active creative personality, capable of multiplying public culture to make a contribution to building a legal democratic society.

Conceptual Provisions

Hypothesis: creative abilities exist in parallel and independently of general and special abilities.

I. P. Volkov School of Creativity

Computer approach to learning: children are given solution algorithms specific tasks, primarily creative; they are accompanied by information and performance support.

Education in two equivalent areas: 1) unified basic program; 2) creative activity.

Block-parallel structure of educational material.

Identification, accounting and development of individual creative abilities.

The initial period of the formation of talent within the mass school.

Inclusion of the most important for this area of ​​scientific methods and generalized ways of solving problems.

The theory of inventive problem solving G.S. Altshuller

Theory is a catalyst creative solution problems.

Knowledge is a tool, the basis of creative intuition.

Everyone is endowed with creative abilities.

Creativity, like any activity, can be learned.

Include the main types of problems that are accessible to schoolchildren and are characteristic of a given area of ​​science or practice.

Collective creative education of I.P. Ivanova

Dialogue of all emerging points of view.

Respect for the child's self, his unique position in the world.

Social orientation of activity.

Collective activity as a means to create a powerful creative field.

Using the phenomenon of group influence on the individual abilities of the individual.

Creation of conditions for the manifestation and formation of the main features of creative activity.

Features of the content according to I.P. Volkov

The didactic reconstruction of educational material and the block-parallel system of education are based on intra-subject and inter-subject relationships. Instead of a sequence of subjects, sections and topics of a traditionally constructed program, it is proposed to combine the key questions on which a section, subject or several subjects are based. These issues are introduced as soon as possible after the start of training and are studied simultaneously, in parallel and in interconnection by performing practical work for all sections included in the block. There may be several such blocks.

According to G.S. Altshuller

The process of search, inventive activity is the main content of education.

The basic concept of the theory of inventive problem solving is a contradiction. When a contradiction arises, there are two possible ways to resolve it: A compromise, reconciliation of opposing requirements, for example, to a certain design; 2) putting forward a qualitatively new idea or a fundamentally new design.

G.S. Altshuller distinguishes 40 types of principles for eliminating technical contradictions: fragmentation, displacement, local quality, asymmetry, unification, universality, “matryoshka”, anti-weight, pre-stressing, preliminary execution, “pre-placed pillow”, equipotential, “vice versa”, spheroidality, dynamism, transition to another dimension, partial or redundant solution, use mechanical vibrations, intermittent operation, continuity of useful action, breakthrough, "turning harm into favor", feedback, "intermediary", self-service, copying, cheap fragility instead of expensive durability, replacement of the mechanical circuit, the use of pneumatic and hydraulic structures, the use of flexible shells and thin films, the use of porous materials, changes in color, uniformity, rejection and regeneration of parts, changes in the physical and mechanical parameters of the object, applications phase transitions, thermal expansion, strong oxidizers, inert atmosphere, composite materials. According to I.P. Ivanov

Collective creative affairs- this is social creativity aimed at serving the people, the Motherland, the creativity of the self-construction of the personality. Its content is caring for oneself, for a friend, for one's team, for close and distant people in specific practical social situations.

Developing content consists in the transition from close to medium, and then to distant target prospects. The algorithm for organizing and conducting KTD consists of the following stages: search, goal setting and organization, forecasting and planning, implementation, analytical and reflective activities.

Features of the technique

Common features of the technologies under consideration:

Free groups in which the child feels relaxed, does not feel submissive to the teacher.

Pedagogy of cooperation, co-creation of student and teacher.

Application of teamwork methods: brainstorming, organizational and activity game, free creative discussion.

Game techniques.

Motivation: the desire of the individual for creativity, for self-expression, self-affirmation, self-realization.

Age stages of technology

Primary School:

Game forms of creative activity;

Acquaintance with works of art, technical devices, standards of human relations;

Mastering the elements of creativity in practical activities;

Formation of a collective-evaluative attitude to the products of people's creativity, to their results. Middle link:

Technical creativity by a wide range applied industries;

Participation in literary, theatrical, musical events;

Fine art. senior level:

Performance creative projects aimed at making the world around us better;

Research work;

Literary, artistic and musical compositions.

According to I.L. Volkov

Creativity lessons for junior schoolchildren. The content of the material and the construction of training make it possible to identify and purposefully develop the inclinations and abilities of children, to develop the ability to show creativity in any business.

In introducing schoolchildren to independent and creative activities, all forms of extracurricular work are widely used, but with one condition - the work should be aimed at creating specific product, which could be recorded in a creative book.

In addition to existing forms extra-curricular activities are offered a new one - creative rooms. In a creative room of any type, students, regardless of age, receive an initial vocational training. For example, in a literary creative room, students learn the rules of writing literary works different genres; in the biological - they conduct research, experiments; in the technical - they master the professional skills of working with tools and machines in the manufacture of any products, as well as designing, inventing, etc.

According to G.S. Altshuller

The methodology includes both individual and collective methods.

The latter include: heuristic game, brainstorming, collective search.

Brainstorming as a method of collective generation of ideas for solving a creative problem was proposed by A.F. Osborne. The purpose of this method is to collect as many ideas as possible, to free oneself from the inertia of thinking, to overcome the usual train of thought in solving a creative problem.

The basic principle and rule of this method is that it is strictly forbidden to criticize the ideas proposed by the participants, while all kinds of remarks and jokes are encouraged. The success of the application of the method largely depends on the leader of the discussion, who must skillfully direct the course of the discussion, successfully pose stimulating questions, implement prompts, use jokes, and remarks.

The most optimal group size is considered to be from 7 to 15 people. big group divided into subgroups. It is desirable that participants have different levels of education, different specialties, but it is recommended to maintain a balance between participants of different levels of activity, character and temperament.

The selection of ideas is carried out by specialists-experts who evaluate them in two stages. First of total the most original and rational ones are selected, and then the most optimal one is selected, taking into account the specifics of the creative task and the purpose of its solution.

The motive for the activities of children in the KTD is their desire for self-affirmation, self-expression. The game, competitiveness is widely used.

Joint activities of children and adults, in which all members of the group participate in planning and analysis, contribute to the creation of a social product.

The main methodological feature of CTD is the subjective position of the individual.

Evaluation

Evaluation of the results of creativity: praise for any initiative; publication of the work; exhibition of works; awarding certificates, diplomas; conferring titles.

In the I.P. Volkov developed creative books for schoolchildren. This is a document that marks all independent work performed over curriculum that meet certain standards, for example: 10 photographs, 5-8 drawings, written work of at least 15 notebook pages, a musical concert of at least 10 minutes, etc. When issued, the book is certified with a seal on each spread and is taken into account when entering other educational institutions.

Note. In the literature there are many examples of technologies of an honest-methodical level with an emphasis on the development of individual creative abilities of a child. First of all, these are the systems of musical and creative education - D.B. Kabalevsky, V.V. Kiryushin, art education - B.M. Yemeni, formation literary creativity- In A. Levin, theatrical creativity - EY Sazonova and others.

AT foreign literature a number of search and research models of education are described, which are close in goals and methods to domestic technologies of creative development. J. Schwab's model focuses on research methods and procedures in the study of natural sciences, the model of J. Zuhman - on learning to collect data and build hypotheses.

How to issue a thesis, more here, about how to flash a diploma with threads.

The Synectics model is based on a number of ideas about the irrational nature of creative activity and an assumption about the possibilities of its purposeful construction. The specific feature of this model is that search activity is built as a fundamentally joint.

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Orientation - the most important property personality, which expresses the dynamics of human development as a social and spiritual being, the main trends of his behavior.

The orientation of the personality is the leading psychological property of the personality, in which the system of its motives for life and is represented.

No matter how different interpretations of personality in psychology may be, almost all researchers believe that leading component of personality structure, its backbone characteristic is the focus personality. It is in this property that the goals in the name of which the person acts, his motives, his subjective attitudes to various aspects of reality are expressed.

Orientation renders organizing influence not only on the components of the personality structure (for example, on the manifestation or development of abilities), but also on mental states(for example, overcoming stress) and the entire area of ​​mental processes.

Orientation is embodied in various forms ah - value orientations, likes or dislikes, tastes, inclinations, attachments and manifests itself in various fields human life: professional, family, political, etc. It is in the orientation that the goals are expressed in the name of which the person acts, his motives, his subjective attitudes to various aspects of reality, i.e. the whole system of se characteristics.

AT general plan personality orientation in psychology is defined as a system of stable needs, interests, ideals, i.e. whatever the person wants. Orientation sets the main trends of behavior. A person with a pronounced positive orientation is diligent, purposeful, and highly socially active.

Formation of personality orientation

Despite the difference in interpretations of personality in all approaches, its orientation is singled out as a leading characteristic. In different concepts, this characteristic is disclosed in different ways: as a “dynamic tendency” (S. L. Rubinshtein), “sense-forming motive” (A. N. Leontiev), “dominant attitude” (V. N. Myasishchev), “basic life orientation” (B. G. Ananiev), “dynamic organization of the essential forces of a person” (A. S. Prangishvili). Thus, the orientation acts as a generalized property of the personality, which determines its psychological make-up.

The set of stable motives that orient the activity of the personality and are relatively independent of these situations are called the orientation of the person's personality. It is always socially conditioned and is formed through education.

Orientation These are attitudes that have become personality traits.

Direction includes several related forms which we will briefly describe:

1. attraction- most primitive biological form orientation;
2. a wish- conscious need and attraction to something specific;
3. pursuit- arises when a volitional component is included in the structure of desire;
4. interest- cognitive form of focus on objects;
5. inclination- arises when the volitional component is included in the interest;
6. ideal- there is an objective goal of inclination concretized in the image or representation;
7. outlook- a system of ethical, aesthetic, philosophical, natural science and other views on the world around;
8. belief- the highest form of orientation is a system of motives of the individual, prompting him to act in accordance with his views, principles, worldview.

The main role of personality orientation belongs to conscious motives. And the function of motive is to direct produced activity. It is not enough just to start the activity and constantly “feed”. It needs to be carried out and implemented. Another function of the motive is the formation of meaning, thanks to which the concept of motive reaches the personal level. Meaning is the answer to the question: why? Why does a person need an object of his needs and activities? Man is a meaning-oriented being. If there is no convincing personal meaning, then the motive as an incentive will not work. There will be no activity and an unrealized motive will remain.

It should be noted that the need-motivational sphere characterizes the orientation of the personality only partially, being its basis, basis. On this foundation, the life goals of the individual are formed. In view of this, it is necessary to distinguish purpose of activity and life purpose. A person performs many diverse activities during his life, each of which realizes its own goal. The life goal acts as a union of all private goals associated with individual activities. The level of achievements of the individual is associated with life goals. Awareness of not only the goal, but also the reality is considered by a person as a perspective of the personality.

The state of frustration, depression, opposite to the experiences characteristic of a person who is aware of the prospect, is called frustration. It occurs in those cases when a person on the way to achieving a goal encounters really insurmountable obstacles, barriers, or when they are perceived as such.

The concept and essence of the orientation of the personality, the main components of the orientation

is a set of stable motives, attitudes, beliefs, needs and aspirations that orient a person to certain behavior and activities, to achieve relatively complex life goals.

Orientation is always socially conditioned and is formed in the learning process and acts as a personality trait, manifested in a worldview, professional orientation, in activities related to personal passion, doing something in their free time from the main activity (fishing, knitting, photography and fine art, sports, etc.).

In all types of human activity, the orientation is manifested in the peculiarities of the interests of the individual.

Human needs occupy a central place and play a leading role in the orientation system (Fig. 1) of the personality as in its complex mental property, which includes a system of motives that determines the activity of the individual and the selectivity of her attitudes towards reality. The personality orientation system includes the following main elements (components): value-semantic formations and claims of the personality, based on its assessment of its capabilities and situation, expectations of certain results of its actions, behavior, attitudes of others towards it, etc. The claims of the individual, or the need for status, is an integral form of expressing the values, level and nature of the individual's self-esteem; it is a claim to a certain place in the system of professional and other social and interpersonal relationships, for success in actions, deeds, for a particular place in life, etc. Self-esteem is one of the basic personal formations.

The need states of a person depend on the objective circumstances, objects and subjects of a person's needs, as well as on his systems of semantic and value formations, claims and other personality traits. The emergence of certain need states in a person determines the setting of appropriate goals and the emergence of motives for their implementation.

They implement two main functions - goal-setting and motivation. The first is determined by the system of semantic formations, and the second - by the system of value formations of the individual.

Rice. 1. The system of personality orientation (according to V.A. Slastenin and V.P. Kashirin):

• STsSOL - a system of value-semantic formations of a person;
• PS - the subjective need of the individual, her needs, her condition;
• MC - goal motive;
• MPSSRTS - motives of ways, means, ways of achieving the goal;
• C - goal;
• D - activity

Directivity

Depending on the sphere of manifestation, such types of personality orientation are distinguished as professional, moral, political, everyday, etc., for example, in the field of creativity, sports activities, etc.

The orientation of the personality is characterized by:

• the level of maturity - the degree of social significance of the basic aspirations of the individual, his moral character, ideological position, etc.;
• breadth - the range of spheres of manifestation of the aspirations of the individual;
• intensity - the strength of the aspirations of the individual to achieve the goals;
• a hierarchy of types of orientation of a particular person (leading types, main, dominant, etc.).

Even Ch. Darwin, recognizing that certain reactions and actions of a person are based on innate mechanisms, at the same time noted that much in human behavior is due to social norms. For example, such innate reactions as the experience of fear, the desire to avoid danger or self-defense, which can cause a physiological affect, can be restrained, controlled and directed by the human mind. In addition, these emotions, as shown by medical research, can be weakened or strengthened by means of medicines, therefore, they are not fatally locked in the innate mechanisms of the psyche. At the same time, everything that is specific to human behavior is not innate, and everything that is innate does not have features that are specific only to a person. Thus, experiences and emotions generated by both external and internal causes are usually expressed in a person in the form accepted in the culture to which he belongs.

Orientation in different scientific approaches to personality stands out as a leading characteristic, although it is interpreted in different ways: as a dynamic trend (S.L. Rubinshtein), as a meaning-forming motive (A.N. Leontiev), as a dominant attitude (V.N. Myasishchev), as the main life orientation (A.S. Prangishvili).

As mentioned above, motives can be conscious to a greater or lesser extent and completely unconscious. The main role in the direction of personality belongs to conscious motives. The orientation of the individual is always socially conditioned and is formed through education. The orientation of the personality is the personal purposefulness of a person determined by the system of motives, a set of motives that determine the activity and behavior of a person.

Summary: life success and psychological options for the orientation of the personality of children. How can your child achieve success in life?

There are several main psychological options for the orientation of the personality of children.

1. "Game" type.

For these children, the most important are game objects and game situations, and here there are at least two directions: manipulation of objects and dramatization - the translation of all everyday situations into role-playing games. These children (and maybe other adults) tend to turn everything into a game. Moreover, the games are endless and selfless and, as it were, to the detriment of the cause (but in fact this is not so).

2. Type "real-household", "real-practical".

These children prefer familiar everyday objects, situations, practical actions. They tend to act according to a certain pattern known to them, their thinking is concrete, they perceive better illustrative examples rather than abstract reasoning. They are especially active in situations where their practical experience can be applied.

3. The type of "living by the rules" ("schoolboys").

For these children, the rules, requirements of adults, social norms are very important. Doing the right thing, doing it right is the most important thing. They learn well formal requirements, formal logical schemes of knowledge and behavior, which allows them to cope well with social roles.

4. Type "relational".

Children with this type of personality orientation are closest and dearest to the world of human relations, emotional experiences. In this world they are often so deeply immersed that external world- objective objects and their connections - becomes for them, as it were, a stranger. As a result, they begin to navigate in it worse, more subject to internal impulses than external signals. The surrounding world is perceived by them through the assessments "I love - I do not love", "good (for me) - bad". And it is extremely important that other people think that I am good. "Relational" children are characterized by a subtle distinction between the emotional states of other people, increased sensitivity and impressionability, the intensity of emotions and the intensity of experiences within themselves.

5. Type "communal".

These children prefer spending time together with other people, joint activities, and the exchange of various information. They are interested in the world of people and their social interaction, and they are always active in it. Thanks to the lively contacts that they actively enter into, they often have quite extensive information from different areas of life, are talkative and quickly move forward in the accumulation of any information. But their practical experience of life, as a rule, is poor - after all, they talk more than they do.

6. Type "cognitive".

Such children differ markedly from the rest in their propensity for mental, cognitive work. They have developed speech, rather broad (for their age) knowledge in various fields, often an early interest in any special field of knowledge. They prefer intellectual pursuits: solving logical problems, puzzles, reasoning and discussion different issues marked by keen curiosity.

In contrast to the simple curiosity inherent in all children of a certain age, they are active in the search for sources of knowledge (books, communication), seek to generalize what they have learned, try to logically organize their knowledge (at a level accessible to them), discuss for a long time and return to any one that interests them. subject until they have a clear idea of ​​it.

However, they are often helpless in practical situations and actions. Their communication is not an end in itself, but a way of obtaining some interesting information, while in social children, contact with other people in itself gives a charge of activity and a sense of satisfaction.

Of course, a child in ordinary life is not limited exclusively to the framework of one type. While retaining the core of his personality, he can show traits of other types in his behavior.

Parents who have recognized their child in one of the descriptions should remember the main thing: none of these types is unambiguously bad or good, more or less convenient for the child himself and for those around him. Breaking someone is pointless.

Secondly, all of us, including children, are capable of changing throughout life, enriching our arsenal of habitual goals and behaviors.

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Interests

In ever-expanding contact with the surrounding world, a person encounters ever new objects and aspects of reality. When, due to certain circumstances, something acquires some significance for a person, it can arouse his interest - a specific orientation towards him of the personality.

The word "interest" has many meanings. One can be interested in something and be interested in something. These things are different, although undeniably related. We may be interested in a person in whom we are not at all interested, and we may, due to certain circumstances, be interested in a person in whom we are not at all interested.

Just as needs and, together with them, public interests - interests in the sense in which we speak of interests in the social sciences - determine "interest" in psychological sense, determine its direction, are its source. Being in this sense derived from public interests, interest in its psychological meaning is not identical either with public interest as a whole or with its subjective side. Interest in the psychological sense of the word is a specific orientation of the personality, which is only indirectly conditioned by the awareness of its public interests.

The specificity of interest, which distinguishes it from other tendencies that express the orientation of the personality, lies in the fact thatinterest is a focus on a particular subject of thought, causing a desire to get to know it better, to penetrate deeper into it, not to lose sight of it. Interest is a tendency or orientation of a person, which consists in the concentration of her thoughts on a particular subject. At the same time, by thought, we mean a complex and indecomposable formation - directed thought, thought-care, thought-participation, thought-initiation, containing within itself a specific emotional coloring.

As the orientation of thoughts, interest differs significantly from the orientation of desires, in which the need is primarily manifested. Interest affects the focus of attention, thoughts, thoughts; need - in inclinations, desires, in will. The need causes a desire in some sense to possess the subject, interest - to get acquainted with it. Interests are therefore specific motives for cultural and, in particular, cognitive human activity. An attempt to reduce interest to a need, defining it exclusively as a conscious need, is untenable. Awareness of a need may arouse interest in an object that can satisfy it, but an unconscious need as such is still a need (turning into a desire), and not an interest. Of course, in a single diverse personality orientation, all sides are interconnected. The concentration of desires on some subject usually entails the concentration of interest on it; concentration on the subject of interest, thoughts gives rise to a specific desire to get to know the subject more closely, to penetrate deeper into it; but still desire and interest do not coincide.

An essential property of interest is that it is always directed to one or another object (in broad sense the words). If one can still speak of drives and needs in the drive stage as internal impulses reflecting the internal organic state and initially consciously unrelated to the object, then interest is necessarily an interest in this or that object, in something or in someone: there are no pointless interests at all.<...>The "objectification" of interest and its consciousness are closely connected; more precisely, they are two sides of the same thing; in the awareness of the object to which the interest is directed, and first of all the conscious nature of the interest is manifested.

Interest is a motive that operates by virtue of its conscious significance and emotional attractiveness. In each interest, both points are usually represented to some extent, but the ratio between them is different levels consciousness can be different. When the general level of consciousness or awareness of a given interest is low, emotional attraction dominates. At this level of consciousness, there can be only one answer to the question of why one is interested in something: one is interested because one is interested, one likes it because one likes it.

The higher the level of consciousness, the greater the role in interest is the awareness of the objective significance of those tasks in which a person is involved. However, no matter how high and strong the consciousness of the objective significance of the corresponding tasks, it cannot exclude the emotional attractiveness of what arouses interest. In the absence of more or less immediate emotional attraction, there will be a consciousness of significance, duty, duty, but no interest.

The emotional state itself caused by interest, or, more precisely, the emotional component of interest, has a specific character, different, in particular, from the one that accompanies or expresses the need: when needs are not met, it is difficult to live; when interests do not receive food or they do not exist, life is boring. Obviously, specific manifestations in the emotional sphere are associated with interest.

Being conditioned by emotional attraction and perceived significance, interest is manifested primarily in attention. Being an expression of the general orientation of the personality, interest covers all mental processes - perception, memory, thinking. Directing them along a certain channel, interest at the same time activates the activity of the individual. When a person works with interest, it is known that he works easier and more productively.

Interest in a particular subject - to science, music, sports - encourages appropriate action. Thereby interest generates inclination or passes into it. We discern interest as a focus on an object that encourages us to engage in it, and inclination as a focus on the corresponding activity. Distinguishing, we at the same time connect them in the closest way. But still they cannot be recognized as identical. So, in one or another person, an interest in technology can be combined with a lack of inclination towards the activity of an engineer, which is unattractive to him in any way; thus, within unity, a contradiction between interest and inclination is also possible. However, since the object to which the activity is directed and the activity directed to this object are inextricably linked and pass into each other, interest and inclination are also interconnected and it is very often difficult to establish a line between them.

Interests differ primarily in content , it most of all determines their social value. One has interests directed to social work, to science or art, to the other - to collecting stamps, to fashion; These are certainly not equal interests.

In interest in a particular object, there is usually a difference have direct and indirect interest. They talk about the presence of direct interest when the student is interested in the study itself, the subject being studied, when he is guided by the desire for knowledge; speak of an indirect interest, when it is directed not to knowledge as such, but to something connected with it, for example, to the advantages that an educational qualification can give ... The ability to show interest in science, in art, in social business, regardless of personal gain, is one of the most valuable properties of a person. However, it is completely wrong to oppose direct interest and mediated interest. On the one hand, any immediate interest is usually mediated by a consciousness of the importance, significance, value of a given object or business; on the other hand, no less important and valuable than the ability to show interest, free from personal gain, is the ability to do business that is not of direct interest, but is necessary, important, socially significant. Actually, if you truly realize the significance of the work that you are doing, then because of this it will inevitably become interesting; thus, the mediated interest turns into a direct one.

Interests, more may vary in levels . The amorphous level is expressed in a diffuse, undifferentiated, more or less easily excited (or not excited) interest in everything in general and in nothing in particular.

Interest coverage is related to their distribution . For some, the interest is entirely concentrated on some one subject or a narrowly limited area, which leads to a one-sided development of the personality and is at the same time the result of such a one-sided development.<...>Others have two or even several centers around which their interests are grouped. Only with a very successful combination, namely, when these interests lie in completely different areas (for example, one - in practical activities or science, and the other - in art) and differ significantly from each other in their strength, this bifocality of interests does not cause no complications. Otherwise, it can easily lead to a split that will slow down activity in one direction as well as in the other: a person will not enter into anything entirely, with genuine passion, and will not succeed anywhere. Finally, a situation is also possible in which interests, sufficiently broad and multifaceted, are concentrated in one area and, moreover, so connected by the most essential aspects of human activity that a fairly ramified system of interests can be grouped around this single core. It is this structure of interests that is obviously the most favorable for the all-round development of the personality and, at the same time, that concentration that is necessary for successful activity.<...>

Different coverage and distribution of interests, expressed in one or another of their breadth and structure, are combined with one or another their strength or activity. In some cases, interest can be expressed only in a certain preferred direction, or turn, of the personality, as a result of which a person is more likely to pay attention to one or another object if it arises in addition to his efforts. In other cases, the interest may be so strong that the person is actively seeking to satisfy it. There are many examples (M. V. Lomonosov, A. M. Gorky) when the interest in science or art among people who lived in conditions in which he could not be satisfied was so great that they restructured their lives and made the greatest sacrifices to satisfy this interest. In the first case, one speaks of passive interest, in the second, of active interest; but passive and active interests are not so much a qualitative difference between the two kinds of interests, as allowing for many gradations of quantitative differences in their strength or intensity. True, this quantitative difference, reaching a certain measure, turns into a qualitative one, expressed in the fact that in one case only involuntary attention, in the second it becomes a direct motive for real practical actions. The difference between passive and active interest is not absolute: passive interest easily turns into active interest, and vice versa.

The strength of the interest is often, though not necessarily, coupled with its persistence. In very impulsive, emotional, unstable natures, it happens that one or another interest, while it dominates, is intense, active, but the time of its domination is short: one interest is quickly replaced by another. The stability of interest is expressed in the duration during which it retains its strength: time serves as a quantitative measure of the stability of interest. Associated with strength, the stability of interest is fundamentally determined not so much by it as by depth, i.e. the degree of connection of interest with the main content and personality traits. Thus, the first prerequisite for the very possibility of the existence of stable interests in a person is the presence of a core, a general life line in a given person. If it does not exist, there are no sustainable interests; if it exists, those interests that are connected with it will be stable, partly expressing it, partly shaping it.

At the same time, interests that are usually interconnected in bundles or, rather, in dynamic systems, are arranged as if in nests and differ in depth, since among them there are always basic, more general, and derivatives, more particular. The more general interest is usually the more sustainable.

The presence of such a common interest does not mean, of course, that this interest, for example, in painting, in music, is always relevant; it only means that he easily becomes one (one can be interested in music in general, but at the moment not feel like listening to it). Common interests are latent interests that are easily updated.

The stability of these common, generalized interests does not mean their rigidity. It is precisely because of their generalization that the stability of common interests can be perfectly combined with their lability, mobility, flexibility, and variability. In different situations, the same general interest appears as different, in relation to changed specific conditions. In this way, interests in the general orientation of the personality form a system of mobile, changeable, dynamic tendencies with a moving center of gravity.

Interest, that is, the focus of attention, thoughts, can cause everything that is somehow connected with feeling, with the sphere of human emotions. Our thoughts easily focus on the cause that is dear to us, on the person we love.

Being formed on the basis of needs, interest in the psychological sense of the word is by no means limited to objects directly related to needs. Already in monkeys, curiosity is clearly manifested, not subordinated to a direct food or any other organic need, a craving for everything new, a tendency to manipulate every object that comes across, which gave rise to talk about an orienting, exploratory reflex or impulse. This curiosity, the ability to pay attention to new objects that are not at all connected with the satisfaction of needs, has a biological significance, being an essential prerequisite for the satisfaction of needs.<... >

The monkey's propensity to manipulate with any object turned into curiosity in man, which eventually took the form of theoretical activity to obtain scientific knowledge. Interest can arouse in a person everything new, unexpected, unknown, unsolved, problematic - everything that sets tasks for him and requires work of thought from him. Being motives, motivations for activities aimed at creating science, art, interests are at the same time the result of this activity. Interest in technology was formed in a person as technology arose and developed, interest in fine arts- with the emergence and development of visual activity, and interest in science - with the emergence and development of scientific knowledge.

During individual development interests are formed as children come into more and more conscious contact with the outside world and, in the process of education and upbringing, master the historically established and developing culture. Interests are both a prerequisite for learning and its result. Education is based on the interests of children, and it also shapes them. Interests therefore, on the one hand, serve as a means that the teacher uses to make learning more effective, on the other hand, interests, their formation are the goal of pedagogical work; the formation of full-valued interests is the most essential task of education.

Interests are formed and consolidated in the process of activity, through which a person enters a particular area or subject. Therefore, little children do not have any established stable interests, channels that would determine their direction for any length of time. They usually have only some mobile, easily excited and quickly fading orientation.

The vague and unstable orientation of the interests of the child largely reflects the interests social environment. Relatively greater stability is acquired by those interests that are associated with the activities of children. As a result, older children preschool age“seasonal” interests are formed, hobbies that last for some, not very long period, then being replaced by others. In order to develop and maintain an active interest in this or that activity, it is very important that the activity gives a materialized result, a new product, and that its individual links clearly appear before the child as steps leading to the goal.

Significantly new conditions for the development of a child's interests arise when he enters school and begins teaching various subjects.

In the course of educational work, the interest of schoolchildren is often fixed on a subject that is especially well set and in which children make especially tangible, obvious successes for themselves. Much here depends on the teacher. But at the same time, these interests are mostly short-lived at first. Somewhat stable interests begin to take shape in a secondary school student. The early appearance of stable interests, which last for a lifetime, is observed only in cases where there is a bright, early-determined talent. Such a talent, successfully developing, becomes a vocation; conscious as such, it determines the stable orientation of the main interests.

The most significant in the development of the interests of a teenager is: 1) the beginning of the establishment of a circle of interests, united in a small number among themselves related systems, acquiring a certain stability; 2) switching interests from the private and the concrete (collecting at school age) to the abstract and the general, in particular, the growth of interest in issues of ideology, worldview; 3) the simultaneous emergence of interest in the practical application of acquired knowledge, in matters of practical life; 4) the growth of interest in the mental experiences of other people and especially their own (youthful diaries); 5) beginning differentiation and specialization of interests. Orientation of interests to specific area activity, profession - technique, a certain scientific field, literature, art, etc. is carried out under the influence of the entire system of conditions in which a teenager develops.

The dominant interests are manifested in predominantly readable literature - in the so-called reader's interests. Adolescents have a significant interest in technical and popular science literature, as well as in travel. Interest in novels, and in fiction in general, increases mainly in youth, which is partly explained by the interest in inner experiences, in personal moments, characteristic of this age. Interests at the stage of their formation are labile and more susceptible to the influence of environmental conditions. Thus, the interest in technology usually inherent in adolescents has especially increased in connection with the industrialization of the country.

Interests are not the product of the child's self-enclosed nature. They arise from contact with the outside world; the surrounding people have a special influence on their development. The conscious use of interests in the pedagogical process in no way means that teaching should be adapted to the existing interests of students. The pedagogical process, the choice of subjects of study, etc., are based on the tasks of education, on objective considerations, and interests should be directed in accordance with these objectively justified goals. Interests can neither be fetishized nor ignored: they must be taken into account and formed.

The development of interests is accomplished in part by switching them: based on the existing interest, the one that is needed is developed. But this, of course, does not mean that the formation of interests is always the transfer of existing interests from one subject to another or the transformation of one and the same interest. A person has new interests that replace the dying, old ones, as he, in the course of his life, is included in new tasks and in a new way realizes the significance of those tasks that life sets before him; development of interests is not a closed process. Along with the switching of already existing interests, new interests can arise out of direct succession with the old ones, by including the individual in the interests of the new team as a result of new relationships that he develops with others. The formation of interests in children and adolescents depends on the entire system of conditions that determine the formation of personality. Skillful pedagogical influence is of particular importance for the formation of objectively valuable interests. The older the child, the greater the role can be played by his awareness of the social significance of the tasks that are set before him.

Of the interests that are formed in adolescence, the interests that play a significant role in choosing a profession and determining the future life path of a person are of great importance. Careful pedagogical work on the formation of interests, especially in adolescence and youth, at a time when there is a choice of profession, admission to a special higher educational institution, which determines the future path of life, is an extremely important and responsible task.<...>

Significant individual differences are observed in the direction of interests and the ways of their formation.

Ideals

Whatever importance one attaches to needs and interests, it is obvious that they do not exhaust motives. human behavior; the orientation of the individual is not limited to them. We do not only what we have an immediate need for, and we do not only what interests us. We have moral beliefs about duty, about our obligations, which also govern our behavior.

The proper, on the one hand, opposes the individual, since it is perceived as independent of him - socially universally significant, not subject to his subjective arbitrariness; at the same time, if we experience something for granted, and not only abstractly know that it is considered as such, the due becomes the subject of our personal aspirations, the socially significant becomes at the same time personally significant, the person’s own conviction, the idea that has seized him feelings and will. Determined by their worldview, they find a generalized abstract expression in the norms of behavior, they receive their concrete expression in ideals.

The ideal can act as a set of norms of behavior; sometimes it is an image that embodies the most valuable and in this sense attractive human traits - an image that serves as a model. The ideal of a person does not always represent his idealized reflection; the ideal can even be in a compensatory-antagonistic relation to the real appearance of a person; it can be emphasized that a person especially appreciates and what he just lacks. The ideal is not what a person really is, but what what he would like to be , not what it really is, but what what he would like to be. But it would be wrong, purely outwardly, to oppose the proper and the existing, what a person is and what he desires: what a person desires is also indicative of what he is, his ideal - for himself. The ideal of man is thus both that and not that which he is. It's a foreshadowing of what he can become. These are the best trends, which, embodied in the image-sample, become a stimulus and regulator of its development.

Ideals are formed under direct social influence. They are largely determined by ideology, world outlook. Each historical era has its own ideals - its own perfect image a person in whom time and environment, the spirit of the era embody the most significant features. Such, for example, is the ideal of a sophist or philosopher in the "age of enlightenment" in ancient Greece, a brave knight and a humble monk in feudal era. Capitalism and the science it created have their own ideal: “its true ideal is the ascetic, but usurious miser and the ascetic, but producing slave.” * Our era has created its own ideal, embodying in it the features and properties forged in the struggle for socialist society and creative work by its construction. Sometimes the ideal is a generalized image, an image as a synthesis of the main, especially significant and valued features. Often, the ideal is a historical personality in which these traits are most clearly embodied.<...>The presence of a certain ideal brings clarity and unity to the orientation of the individual.

* Marx K., Engels F. Op. T. 42. S. 131.

At an early age, the ideal is to a greater extent the people of the immediate environment - father, mother, older brother, someone close, then a teacher. Later, as an ideal, which a teenager, a young man would like to be like, appears historical figure, very often one of the contemporaries.<...>

In the ideals of a person, his general orientation is clearly manifested. Manifesting itself in them, it is formed through them. Ideals are formed under the determining influence of social assessments. Embodied in the ideal, through it, these social assessments form the general orientation of the individual.

* * *
Needs, interests, ideals constitute various aspects or moments of the diverse and at the same time, in a certain sense, single orientation of the personality, which acts as a motivation for its activity.

Between the various motives of human activity, the needs and interests of a person, a certain hierarchy is usually established. It determines the entry into action of this or that impulse and regulates the direction of our thoughts and actions.

It often happens that we are full of anxiety and excitement due to the fact that some of our interests are hurt. But as soon as a serious misfortune approaches, threatening much more urgent, vital interests, and concern for interests, the fate of which just so worried, loses all relevance. They almost cease to exist for us. It seems incomprehensible, wild, how could we take such secondary interests so close to our hearts: “Is it possible to worry about such trifles?” We are consumed by the threat looming over us. “If only the trouble looming over us would pass, and we don’t need anything more.” But now the trouble has passed, and it turns out: as soon as the threat to more pressing needs and interests has disappeared, or at least has only receded, how the interests that have lost all relevance begin to speak again and then rise to their full height; "trifles" became important again; thoughts are again focused on them, worries and hopes are connected with them. The most urgent needs are provided, nothing threatens them, which means that there is nothing to think about them. More relevant now is something else; other interests are next; our joys and sorrows are now connected with their fate.

Such common law: while primary, more urgent needs and interests are relevant, secondary, less urgent ones recede; as the more primary ones lose their sharpness and relevance, one after the other comes forward. The need and interests of various significance for the individual appear in the mind in a certain sequence. This sequence is determined by the above law.

The appearance of a personality is essentially determined, firstly, by the level at which the basic needs, interests, and general tendencies of the personality are located. This primarily determines the greater or lesser significance or wretchedness of its internal content. For some people, everything is reduced to elementary, primitive interests; in the personality and life of others they play a subordinate role: over them the whole world other interests connected with the highest areas of human activity. The appearance of a person changes significantly depending on what specific weight these higher interests acquire.

For the appearance of the individual, it is essential secondly, the range of its needs, interests, ideals. The breadth of this circle determines the content, the range of a person.

The difference in the range of interests determines the basis of the spiritual life of the individual, which is different in content - from the spiritually beggarly, wretched life of some people to the life of others that amaze with its wealth. The question of the breadth of a person's spiritual life is obviously closely intertwined with the question of its level. First of all, there can be no talk of special breadth and wealth where all the needs and interests of a person are limited by the level of elementary needs and interests. Any significant increase in the breadth and richness of interests can only be achieved through a transition to higher levels.

Further, the same degree of narrowness of interests, even the focus of the entire orientation of the personality on one need, on one interest, acquires a completely different quality depending on the level at which this need or interest lies; it is one thing when it comes to a need or interest, which, due to its elementarity, is itself very narrow, it is quite another thing when, although the personality is focused entirely on one interest, the interest itself is so significant that from its height, wide horizons.

AT close connection with questions about the level and wealth or content of the needs and interests of the individual, its structure and appearance, there is the question of their distribution. A person's life is entirely concentrated on one thing, on one narrowly limited area; the whole development of the personality takes place one-sidedly, one-sidedly, heading along one - for some more, for others less significant - channel. It also happens that in the structure of the personality there are two or even several, as it were, outstanding, apex points, between which sometimes a person’s life is more or less conflict-free, and sometimes, in two, a person’s life is split. Finally, it happens - and this is obviously the most favorable of possibilities - that the personality is at the same time many-sided and one; its needs and interests are at the same time not only meaningful and, in this sense, rich, but also diverse and nevertheless centered around single center. Ideally performs comprehensively and harmoniously developed personality, a personality, connected with the main spheres of human activity with its needs and interests, so that all of them, reflected and combined in it, form a true unity.

The study of needs, interests, ideals, attitudes and tendencies, in general, the orientation of the personality gives an answer to the question: what does a person want, what does he aspire to? But following the question of what a person wants, another naturally and naturally arises: what can he do? This is a question about his abilities, talents, giftedness.

EXAMPLE

GENERAL EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

FROM BIRTH TO SCHOOL

Edited by

N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva

Pilot option

Publishing house MOSAIC-SINTEZ Moscow, 2014

BBK 74.100 UDC 373.2

The leaders of the team of authors - Doctor of Psychology, Professor -N. E. Veraksa; doctor pedagogical sciences, Professor, Honored Worker of Science of the Russian Federation, Academician International Academy Sciences of Pedagogical Education - T. S. Komarova; Honored Teacher of Russia, Excellence in Education of the USSR, Excellence in Education of the RSFSR - M. A. Vasilyeva.

Authors - N. A. Arapova-Piskareva; K. Yu. Belaya - candidate of pedagogical sciences; M. M. Borisova - Candidate of Pedagogical Sciences; A. N. Veraksa - candidate of psychological sciences; N. E. Veraksa - Doctor of Psychological Sciences, T. V. Volosovets - Candidate of Pedagogical Sciences; VV Gerbova - Candidate of Pedagogical Sciences; N. F. Gubanova - Candidate of Pedagogical Sciences; N. S. Denisenkova - candidate of psychological sciences; EM. Dorofeeva, General Director of the publishing house "Mosaic-Synthesis"; O.V. Dybina - Doctor of Pedagogical Sciences; E. S. Evdokimova - candidate of pedagogical sciences; M. V. Zhigoreva - Doctor of Pedagogical Sciences; M. B. Zatsepina - Doctor of Pedagogical Sciences; I. L. Kirillov - Candidate of Pedagogical Sciences; T. S. Komarova - Doctor of Pedagogical Sciences; E. N. Kutepova - candidate of pedagogical sciences; L. V. Kutsakova - teacher-methodologist; G. M. Lyamina - candidate of pedagogical sciences; V. I. Petrova - Doctor of Pedagogical Sciences; L. F. Samborenko - Candidate of Pedagogical Sciences; O. A. Solomennikova - candidate of pedagogical sciences; E. Ya. Stepanenkova - candidate of pedagogical sciences; T. D. Stulnik - candidate of pedagogical sciences; S. N. Teplyuk, Candidate of Pedagogical Sciences; O. A. Shiyan - Candidate of Pedagogical Sciences.

FROM BIRTH TO SCHOOL. Exemplary general education program preschool education(pilot version) / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.: MOSAIC-SYNTHESIS, 2014. - 368 p.

An exemplary general educational program of preschool education "FROM BIRTH TO SCHOOL" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva is an innovative general educational program document for preschool institutions, prepared taking into account the latest achievements science and practice of domestic and foreign preschool education.

The program "From Birth to School" was developed on the basis of the Federal State Educational Standard for Education and is intended for use in preschool educational organizations to form basic educational programs.

© N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva et al., 2014 ISBN 978-5-4315-0504-1 © MOSAIC-SINTEZ, 2014

INTRODUCTION

This version of the draft of the exemplary general education program "From Birth to School" was published as part of the public discussion of exemplary programs. To date, the regulatory framework for the creation of exemplary general educational programs for preschool education has not been fully formed. After the development and official publication by the Ministry of Education and Science of the Russian Federation of the relevant legal documents Birth to School will be amended as necessary.

The publishing house and the team of authors will be deeply grateful for all comments and suggestions on the content of the program "From Birth to School" and the educational and methodological package for it. Please send your comments and suggestions to the MOSAIC-SINTEZ publishing house at: [email protected]

Veraksa Nikolai Evgenievich - Doctor of Psychology, Professor, Dean of the Faculty of Educational Psychology, Institute of Psychology. L. S. Vygotsky Russian State University for the Humanities, Rector of ANO VPO Moskovskaya pedagogical academy preschool education, editor-in-chief of the journal "Modern preschool education".

Komarova Tamara Semenovna - Doctor of Pedagogical Sciences, Professor, Honored Scientist of the Russian Federation, Academician of the International Academy of Sciences of Pedagogical Education, Head of the Department primary education and pedagogical technologies MGGU im. M. A. Sholokhova, Director of the Scientific and Educational Center "New educational technologies and creative development of personality Faculty of Education MGGU im. M. A. Sholokhova.

Vasilyeva Margarita Alexandrovna - Honored Teacher of Russia, Excellence in Education of the USSR, Excellence in Education of the RSFSR, executive editor of the first edition of the "Program of Education and Education in Kindergarten" (M., 1985).

Arapova-Piskareva Natalya Alexandrovna (“Formation of elementary mathematical representations”).

Belaya Ksenia Yurievna - PhD in Pedagogics, Professor of the Department of Pedagogy and Methods of Preschool Education of the Moscow Institute open education(“Forming the Foundations of Security”).

Borisova Marina Mikhailovna - Candidate of Pedagogy, Associate Professor of the Department of Preschool Pedagogy, Moscow State Pedagogical Educational Institution "Institute of Pedagogy and Psychology of Education" ("Formation of initial ideas about a healthy lifestyle").

Veraksa Alexander Nikolaevich - Candidate of Psychological Sciences, Associate Professor, Faculty of Psychology, Lomonosov Moscow State University. M. V. Lomonosov (“Planned results of the development of the program”, “Project activity”).

Veraksa Nikolai Evgenievich - Doctor of Psychology, Professor, Dean of the Faculty of Educational Psychology, Institute of Psychology named after A.I. L. S. Vygotsky Russian State University for the Humanities, Rector of the ANO VPO Moscow Pedagogical Academy of Preschool Education, editor-in-chief of the journal “Modern Preschool Education” (“Explanatory Note”, “ Age features children”, “Planned results of the development of the program”, “Project activities”).

Volosovets Tatyana Vladimirovna - Candidate of Pedagogical Sciences, Professor, Director of the Institute of Psychological and Pedagogical Problems of Childhood of the Russian Academy of Education (“Organization and content of inclusive practice in groups of combined orientation”).

Gerbova Valentina Viktorovna - Candidate of Pedagogical Sciences ("Development of Speech", "Introduction to Fiction", "Exemplary List of Literature for Reading to Children").

Gubanova Natalya Fedorovna - Candidate of Pedagogical Sciences, Associate Professor of the Department of Primary, Preschool and Special Education of the State Autonomous Educational Institution of Higher Professional Education of the Moscow State Educational Institution, Corresponding Member of the IANPE (“Development gaming activity»).

Denisenkova Natalya Sergeevna - Candidate of Psychological Sciences, Associate Professor of the Department of Social Psychology of Development, Faculty of Social Psychology, Moscow State University of Psychology and Education (“Child in the Family and Community”, “Introduction to the Social World”).

Dorofeeva Elfiya Minimullovna - General Director of the publishing house "MOZAIKA-SINTEZ" (development of the structure of the program, " Distinctive features program "From birth to school"", "Features of the organization of the object-spatial environment").

Dybina Olga Vitalievna - Doctor of Pedagogy, Professor, Head of the Department of Preschool Pedagogy and Psychology, Togliatti State University, Honorary Worker of Higher Professional Education of the Russian Federation (“Child in the Family and Community”, “Introduction to the Subject Environment”, “Introduction to the Social World”).

Evdokimova Elena Sergeevna - Candidate of Pedagogical Sciences, Associate Professor, Head of the Research Laboratory for the Problems of Parent Education socio-pedagogical University” (“Interaction of the kindergarten with the family”).

Zhigoreva Marina Vasilievna - Doctor of Pedagogy, Professor of the Department of Special Pedagogy and special psychology Defectology Faculty of FGBOU VPO Moscow State humanitarian university them. M. A. Sholokhov (“ Correctional work in pre-school educational institutions (in educational areas)).

Zatsepina Maria Borisovna - Doctor of Pedagogical Sciences, Professor, Academician of the International Academy of Sciences of Pedagogical Education, Professor of the Department of Primary Education and Pedagogical Technologies, Moscow State University for Humanities. M. A. Sholokhova (“Musical activity”, “Cultural and leisure activities”, “ Indicative list entertainment and holidays”, “Exemplary musical repertoire”).

Kirillov Ivan Lvovich - candidate of psychological sciences; Deputy Director of the Institute of Psychological and Pedagogical Problems of Childhood of the Russian Academy of Education, Associate Professor of the Department of Preschool Pedagogy and Psychology of the Moscow City Psychological and Pedagogical University (MGPPU) (“Recommendations for writing the main program”).

Komarova Tamara Semyonovna - Doctor of Pedagogical Sciences, Professor, Honored Scientist of the Russian Federation, Academician of the International Academy of Sciences of Pedagogical Education, Head of the Department of Primary Education and Pedagogical Technologies, Moscow State University for the Humanities. M. A. Sholokhova, Director of the Scientific and Educational Center "New Educational Technologies and Creative Development of the Personality" at the Pedagogical Faculty of the Moscow State University for the Humanities. M. A. Sholokhova (“Explanatory note”, “Introduction to art”, “ Visual activity”, “Sensory development”, “Labor education”).

Kutepova Elena Nikolaevna - Candidate of Pedagogical Sciences, Deputy Head of the Institute for Problems of Integrated (Inclusive) Education of the Moscow State University of Psychology and Education (“Organization and Content of Inclusive Practice in Combined Orientation Groups”).

Kutsakova Lyudmila Viktorovna - teacher-methodologist, senior lecturer of the institute, Excellent student of education, laureate international competition"School 2000" ("Constructive-model activity").

Lyamina Galina Mikhailovna - Candidate of Pedagogical Sciences (“Content of psychological and pedagogical work with children from 2 months to 1 year old (infant group)”, “Content of psychological and pedagogical work with children 1-2 years old (first group of early age)”).

Petrova Vera Ivanovna - Doctor of Pedagogy ("Socialization, development of communication, moral education").

Samborenko Lyudmila Filippovna - Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool Education, SBEE HPE MO "Academy social management"("Personnel conditions for the implementation of the program").

Solomennikova Olga Anatolyevna - Candidate of Pedagogical Sciences, Associate Professor, Honorary Worker of Higher and Professional Education, Head of the Department of Preschool Education, SBEE HPE MO "Academy of Social Management" ("Introduction to the Natural World").

Stepanenkova Emma Yakovlevna - candidate of pedagogical sciences (" Physical Culture”, “An approximate list of basic movements, outdoor games and exercises”).

Stulnik Tatyana Dmitrievna - Candidate of Pedagogical Sciences, Associate Professor of the Department of Sociology, Psychology and Social Management of the Moscow aviation institute(“Socialization, development of communication, moral education”).

Teplyuk Svetlana Nikolaevna - Candidate of Pedagogical Sciences (“Content of psychological and pedagogical work with children from 2 months to 1 year old (infant group)”, “Content of psychological and pedagogical work with children 1-2 years old (first group of early age)”).

Shiyan Olga Alexandrovna - Candidate of Pedagogical Sciences, Leading Researcher of the Child Development Laboratory of NIISO MSPU (“Psychological and Pedagogical Conditions for the Program Implementation”).

List of used abbreviations

DO - preschool education.

DOO - preschool educational organization.

ICT - information and communication technologies.

HIA - limited health opportunities.

OOP is the main educational program.

Organization - organization, individual entrepreneur carrying out educational activities under the Program.

UMK - educational and methodical set.

GEF DO - the federal state educational standard for preschool education (Order No. 1155 of October 17, 2013).

TARGET SECTION

EXPLANATORY NOTE

Goals and objectives of the Program implementation

An exemplary program "From birth to school" (hereinafter referred to as the Program) was developed on the basis of the Federal State educational standard preschool education (FGOS DO) and is intended for use in preschool educational organizations for the formation of basic educational programs (BEP).

The main task, facing the authors of the Program, is the creation of a policy document that helps teachers organize the educational process in accordance with the requirements of the Federal State Educational Standard and allows them to write on the basis of Sample program your OOP.

The leading objectives of the Program are the creation favorable conditions for a full life of a child preschool childhood, the formation of the foundations of the basic culture of the individual, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, the formation of prerequisites for learning activities, ensuring the safety of the life of a preschooler.

Particular attention in the Program is paid to the development of the child's personality, the preservation and strengthening of children's health, as well as the education in preschoolers of such qualities as patriotism, an active life position, a creative approach to solving various life situations, and respect for traditional values.

These goals are realized in the process of various types of children's activities: play, communication, labor, cognitive research, productive (pictorial, constructive, etc.), music, reading.

To achieve the goals of the Program, the following are of paramount importance:

Caring for the health, emotional well-being and timely comprehensive development of each child;

Creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which allows them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

Creative organization of the educational process;

The variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

Respect for the results of children's creativity;

The unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family;

Compliance with continuity in the work of the kindergarten and elementary school, excluding mental and physical overload in the content of the education of preschool children, ensuring the absence of pressure on subject education.

The solution of the goals and objectives of education outlined in the Program is possible only with the systematic and targeted support by the teacher of various forms of children's activity and initiative, starting from the first days of the child's stay in a preschool educational institution. The level of general development that the child will achieve, the degree of strength of the acquired moral qualities depend on the pedagogical skill of each educator, his culture, love for children. Taking care of the health and comprehensive upbringing of children, teachers of preschool educational institutions, together with the family, should strive to make happy childhood every child.

Principles and approaches to the formation of the Program

The Program highlights the developmental function of education, which ensures the formation of the child's personality and orients the teacher to his individual characteristics, which corresponds to the modern scientific "Concept preschool education”(authors V.V. Davydov, V.A. Petrovsky and others) about the recognition of the inherent value of the preschool period of childhood.

The program is built on the positions of a humane-personal attitude towards the child and is aimed at its comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities.

The Program lacks strict regulation of children's knowledge and subject centrism in teaching.

When developing the Program, the authors relied on best traditions national preschool education, its fundamental nature: a comprehensive solution to the problems of protecting the life and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities.

A special role in the Program is given to play activities as a leading activity in preschool childhood (A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, etc.).

The authors of the Program relied on the most important didactic principle- developmental education and scientific position L. S. Vygotsky about what is right organized learning leads the development. Education and mental development cannot act as two separate independent friend from a friend of the process, but at the same time “education serves as a necessary and universal form of a child’s development” (V. V. Davydov). Thus, development within the framework of the Program acts as the most important result success in the upbringing and education of children.

The Program comprehensively presents all the main content lines of upbringing and education of the child from birth to school.

The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions in education, makes up for the shortcomings of spiritual, moral and emotional education. Education is seen as a process of introducing the child to the main components of human culture (knowledge, morality, art, labor).

The main criterion for selecting program material is its educational value, the high artistic level of the works of culture used (classical and folk - both domestic and foreign), the possibility of developing the child's all-round abilities at each stage of preschool childhood (E. A. Flerina, N. P. Sakulina, N. A. Vetlugina, N. S. Karpinskaya).

Program "From birth to school":

Corresponds to the principle of developmental education, the purpose of which is the development of the child;

Combines principles scientific validity and practical applicability (the content of the Program corresponds to the main provisions of developmental psychology and preschool pedagogy and, as experience shows, can be successfully implemented in mass practice preschool education);

Meets the criteria of completeness, necessity and sufficiency (allowing you to solve the set goals and objectives using a reasonable "minimum" of the material);

Ensures the unity of the educational, developmental and teaching goals and objectives of the process of educating preschool children, during the implementation of which such qualities are formed that are key in the development of preschoolers;

It is built taking into account the principle of integration educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;

Based on the complex-thematic principle of building the educational process;

Provides software solutions educational goals in joint activities of an adult and children and independent activities of preschoolers, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education;

It involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschoolers and the leading type of their activity is the game;

Allows for variation of the educational process depending on regional characteristics;

It is built taking into account the observance of continuity between all age preschool groups and between kindergarten and primary school.

Distinctive features of the Program

Focus on the development of the personality of the child

The priority of the Program is the upbringing of a free, self-confident person, with an active life position who seeks a creative approach to solving various life situations, has his own opinion and is able to defend it.