Fgos preschool education. What is the Federal State Educational Standard for Preschool Education? educational programs for preschool educational institutions Structure of the preschool educational institution program according to the Federal State Educational Standard

Each preschool educational organization is obliged to change the structure of its main educational program in accordance with the Federal State Educational Standard (OOP of preschool educational institution according to the Federal State Educational Standard). In the Standard we definitely pay attention to what was not in the FGT. The structure of the Program includes three sections: target, content and organizational.

1. Target section of the educational educational institution according to the Federal State Educational Standard

The OOP of the preschool educational institution must contain an explanatory note and planned performance based on the Federal State Educational Standard. The explanatory note sets out what age groups, the contingent of children, what programs you implement the content for, etc. What’s new in the target section is a description or development of planned results, where it is necessary to reflect those results that you will present at the end of the academic year as a public report on the results of your organization.

1. Content section of the educational educational institution according to the Federal State Educational Standard

The content section will not cause any particular difficulties for teachers, because every kindergarten has it, but there should be a description in five areas, taking into account exemplary Programs and teaching aids: description of educational activities; age characteristics; teaching aids that you use; forms of methods, methods and means that are used in the pedagogical process; correction that is carried out in kindergarten (if there is such an area of ​​work); as well as the peculiarities of the organization of educational activities in different types of children's activities or in cultural practices that exist in many kindergartens.

If the FGT identified ten educational areas, then in the Standard these educational areas or directions were more generally stated:

1. social and communicative development
2. cognitive development
3. speech development (note: at the insistence of science, these two areas were separated - cognitive and speech development)
4. artistic and aesthetic development
5. physical development.

Thus, the Federal State Educational Standard has not ten, but five directions or educational areas.

The Federal State Educational Standard describes the characteristics or brief content of each of the five areas that should be required, at a minimum, to be included in the exemplary kindergarten program. These 5 areas determine the minimum content that each preschool organization implementing one or another exemplary Program must fulfill.

The FGT omitted a very important section on the age characteristics of children. The Standard describes that the specific content of the five educational areas depends primarily on the age of the children. OOP preschool educational institutions according to the Federal State Educational Standard can be implemented in various types of activities, but for each age these types are distinguished separately. Subheadings go here. For example, in infancy from 2 months to a year: direct emotional communication with an adult, manipulation of objects, cognitive research activities, perception of music, children's songs, poetry, motor activity and tactile motor games. For young children from 1 to 3 years old, you will also find a content part in the Federal State Educational Standard.

For children from 3 to 8 years old, the types of children's activities are already indicated, and they are also slightly adjusted. There were 8 types of FGT: 1) gaming, 2) communicative, 3) cognitive-research, 4) reading, 5) labor, 6) productive, 7) musical-art and 8) motor.

There are already nine of them in the Standard:

1. gaming,
2. communicative,
3. educational and research
4. perception of fiction and folklore,
5. self-service and basic household work,
6. design,
7. fine,
8. musical,
9. motor.

Changed:

• reading is absent, but as a type of activity it has become “the perception of fiction and folklore” (we, practitioners, understood this type of activity exactly this way, but now the wording has simply changed to a more correct one in relation to this section);
• design and visual activities are separated into separate types of activities - something that was not in the FGT;
• musical and visual activities are separated.

This is an important component of the Standard.

An important point in the content of the preschool education educational program according to the Federal State Educational Standard is ways to support children's initiative: what do you have for this in kindergarten, what forms are used.

The section of interaction with the family is the main part, but this content part can also include a part formed by the participants in the educational process - and then you choose any partial Program for the areas of activity of your kindergarten and take into account the specifics of national, sociocultural conditions, correctional or inclusive education.

Using sample programs for educational educational institutions according to the Federal State Educational Standard

1) In the preschool education system, there are already many exemplary programs that educators are guided by: “Origins”, “Childhood”, “From birth to school”, “Rainbow”, “Colored palms”, etc. New programs appear all the time: for example, “Happy Child”, “Dialogue”, “2100”, “2000”, as well as many partial programs. The Ministry of Education, having received from the authors the OEP of the preschool educational institution, conducts an examination for their compliance not with the FGT, but with the Federal State Educational Standard.

2) Then they are included in the registry (in other words, a list) of example programs that you can focus on. This register will be constantly updated so that teachers can use them. Many kindergartens employ good professionals who know their job, but they are not provided with scientific potential (and they are the majority in Russia). In such organizations, teachers cannot write the content of the educational program themselves - they will take them from sample programs.

1. Organizational section of the educational educational institution according to the Federal State Educational Standard

The organizational section includes:

• description of logistics, personnel and methodological support of the teaching process, teaching aids;
• this also includes the operating hours of the preschool institution, features of traditional events, holidays, activities, vacations (there are recommendations on how to build a model for organizing the educational process by month for the whole year, including these features);
• features of the development of subject-spatial environments, which must be described in sample programs developed by the authors - there may simply be a link to these programs.

An additional section of the preschool education educational program according to the Federal State Educational Standard is a brief presentation of the educational program designed for parents. This is a new addition to the organizational section of the educational program.
This presentation should include:

• the age and other characteristics of the children you serve or admit into your organization.
• sample Programs you use;
• characteristics of interaction between the teaching staff and parents.

There are two parts in the structure of the preschool education educational program according to the Federal State Educational Standard (FSES) - the obligatory part and the one formed by the participants of the educational process. When considering “approximate and partial programs”, you need to remember that the Federal Standard has slightly changed the ratio of parts. If in the FGT it was 80/20%: 80% was the obligatory part of implementation and 20% was allocated to priority areas that were formulated by the participants in the pedagogical process of a particular institution, then in the Federal State Educational Standard this ratio is 60/40%. It is very difficult for educators to determine and calculate this ratio exactly, but the Ministry of Education provides guidelines on this issue.

The educational program of each kindergarten or preschool organization determines the content and, most importantly, the description of the models of the pedagogical process.

Educational program of MDOU No. 5 “Dubok” of Arkhangelskaya village

Structure of the dow educational program

Basic provisions Section 1. Explanatory note 1.1.Relevance: -Age and individual characteristics of the contingent of children -Social order, educational needs of parents -Purpose of preschool educational institutions, main means of implementation -Priority areas of activity -Features of the educational process (national-cultural, demographic, climatic) -Principles and approaches to the formation of the program 1.2 .Description of the “graduate model” 1.3.Goals and objectives of the educational program Section 2. Educational programs and their methodological support 2.1.Selection of programs and pedagogical technologies, their integration and methodological support. 2.2.Building a holistic pedagogical process.

Section 3. Organization of the educational process of preschool educational institutions. 3.1.Design and planning of current teaching activities. 3.2.Content of psychological and pedagogical work on children’s mastery of educational areas

Section 4. System for monitoring children’s achievements of the planned results of mastering programs

Section 5. Conditions for the implementation of the educational program.

BASIC PROVISIONS OF THE EDUCATIONAL PROGRAM

1.1.Educational program of MDOU No. 5 “Dubok” Art. Arkhangelskaya was developed in accordance with clause 5 of article 14, clause 1 of article 9 of the Law of the Russian Federation “On Education”, the Model Regulations on Preschool Educational Institutions and federal state requirements for the structure of the basic general education program of preschool education.

1.2. Educational program of MDOU No. 5 “Dubok” Art. Arkhangelskaya was developed on the basis of approximate basic general education programs for preschool education.

1.3. Educational program of MDOU No. 5 “Dubok” Art. Arkhangelsk - a document that defines the specifics of the organization of the educational process in a preschool educational institution, the content of education, the forms of organizing the activities of preschool children and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening health of preschool children, correction of deficiencies in the physical and mental development of children.

1.4. Educational program of MDOU No. 5 “Dubok” Art. Arkhangelskaya ensures the construction of a holistic pedagogical process, including a set of educational areas that ensure the diversified development of children, taking into account their age and individual characteristics in the main areas: physical, social-moral, artistic-aesthetic, cognitive-speech.

1.5. Educational program of MDOU No. 5 “Dubok” Art. Arkhangelsk covers all the main aspects of the life of preschool children.

Today's children are indeed significantly different from the previous generation - and these are not just words. radically changed the lifestyle of our little ones, their priorities, opportunities and goals. What should adults do? How and what to teach kids? After all, the knowledge that teachers passed on to children a few years ago has become irrelevant today. The answer to this question is contained in a document called the “federal state standard”. We will explain in detail what the Federal State Educational Standard for preschool education is in this article.

Federal State Educational Standard - what is it?

What does the abbreviation FSES mean? Stands for Federal State Education Standard. This is a document drawn up by an authorized body of the Russian Federation, which reflects the requirements for the process of practical implementation of educational activities. The Federal State Educational Standard is used in preschool educational institutions, schools, secondary specialized educational institutions and universities. In particular, it specifies the requirements, norms and recommendations for the preparation of educational institutions' programs.

Federal Institute for Educational Development

In order to draw up a state education standard, enormous research and scientific work was required. This activity was carried out by an authorized body of the Russian Federation, which has the abbreviation FIRO. The Federal State Educational Standard for Preschool Education was also compiled by this research institute.

This government body was formed back in 2004 by merging several scientific institutes. Reports directly to the Ministry of Education of the Russian Federation. In 2011 it received the status of an autonomous scientific institution.

Relevance of the Federal State Educational Standard

In order to successfully implement the educational function of the modern generation in the Russian Federation, back in 2003, at the state level, they began to discuss the need to create unified generalized requirements for the knowledge and skills of students of educational institutions at various levels.

Thus, already in 2004, the first generation educational standard was created. It was introduced into the practical activities of various educational institutions, including the dissemination of Federal State Educational Standards standards in preschool educational institutions.

After this, the document is regularly updated. At the same time, the development of modern technological progress and the requirements of society are taken into account.

The Federal State Educational Standard is drawn up in accordance with the Constitution of the Russian Federation and the Convention on the Rights of the Child.

Why do we need an education standard?

What is the Federal State Educational Standard for preschool education, why is this document needed in a preschool educational institution? The Federal State Educational Standard was created, first of all, to systematize and logically unify the educational process. The document allows you to organize educational work in such a way that children do not experience great difficulties when moving to a new level of education, namely, they are equipped with the necessary and sufficient knowledge and have a certain level of psychological preparation.

The Federal State Education Standard is the main document on the basis of which educational programs are developed. It is the standard that determines the content of the entire educational process: what and how to teach children, what results need to be achieved and in what time frame. The work program for Federal State Educational Standards in preschool educational institutions has certain features, which we will discuss in detail in the corresponding section.

The document allows you to plan the work of educational institutions, which is directly reflected in their financing. Thanks to the established standards, work is also carried out with teaching staff - schedules for professional development and re-certification are developed, and the work of methodological associations is organized. Various forms of monitoring the level of training of students are also drawn up taking into account the requirements of the education standard.

Education standard structure

What is the Federal State Educational Standard? This is a clearly structured document of requirements for an organization in a preschool educational institution. It consists of the following three levels:

1. Requirements for drawing up an educational program. This section includes norms and criteria that teachers must take into account when planning the educational process. Namely, the volume of mandatory approved material and the ratio of different directions are indicated. The standard also involves the introduction into the work program of additional areas and sections of knowledge that are formed directly by participants in the educational process. Taking into account all the requirements of the document, a Federal State Educational Standard program for preschool education is drawn up.
2. Requirements that provide for the implementation of the compiled program. This means not only the direct acquisition of knowledge and skills by students, but also the financial, material and technical implementation of the educational process, work with the teaching staff, parents of children and other conditions that were planned at the stage of formation of the educational program.
3. The last section, which includes the state education standard, specifies the requirements for the results of the educational process. Various aspects of the educational process are also discussed here. The document specifies not only the minimum required level of training for students, but also the deadlines for completing assigned tasks, as well as the professional development of teachers.

The work program for the Federal State Educational Standard in a preschool educational institution must necessarily take into account all the requirements of the state education standard.

Implementation of the educational standard

In the educational process, the standard is implemented in the form of basic curricula, which, in turn, must include plans, schedules, and work programs for each subject. For example, the Federal State Educational Standard for mathematics in preschool educational institutions involves not so much teaching numbers and counting, but rather the development of the concepts of “quantity”, “group”, and solving life situations.

In addition to the programs, methodological literature and test and assessment materials are compiled based on the requirements of the standard.

Preschool education Federal State Educational Standard: basic

A distinctive feature of the new generation educational standard is a completely innovative approach to the process of educating children. If previously the goal was to transfer knowledge from teacher to child, to consolidate the necessary level of skills and abilities, today the main task is the formation of a holistic, harmoniously developed personality. Thus, the Federal State Educational Standards program for preschool education should contain not so much requirements for the student’s knowledge, but rather focus on the psychological aspect of the formation of the student as a participant in modern society. In accordance with this, when drawing up a program, the following factors should be taken into account:

• requirements of the Federal State Educational Standard and regional standards;
• material and technical capabilities of preschool educational institutions;
• available means of organizing work;
• focus, forms and methods of teaching in a particular educational institution;
• conditions for organizing the educational process in preschool educational institutions;
• social order of a specific area;
• type of educational institution;
• age and individual capabilities of pupils.

In addition, the main educational program of a preschool educational institution according to the Federal State Educational Standard must comply with the following conditions:

1. Do not contradict the Constitution of the Russian Federation, the Law “On Education”, other regional and internal regulations.
2. Guarantee the preservation and strengthening of children's health.
3. Ensure interaction between the teacher and the family of the students.
4. Be able to psychologically and physically prepare the child for school.
5. Provide equal conditions of education regardless of ethnicity, religion, social status, or place of residence.
6. Be consistent with the school curriculum.

The main goal of the Federal State Educational Standards program

Preschool education under the conditions of the Federal State Educational Standard sets the main goal of the entire educational process as the development of a harmonious personality of the student. That is, giving children a certain amount of knowledge today is not enough. It is much more important to introduce a child to society, the rules and norms of behavior in it, as well as to develop the skills of independence, responsibility, interaction with other people, teach them to show their individual characteristics and talents, and be an active member of modern society.

Undoubtedly, such results can be achieved only with a certain amount of knowledge. Therefore, teaching a child the basics of science is an equally important task of a preschool educational institution, but the criteria for assessing children’s mastery of such material are quite flexible. Today it is not necessary to be able to read when sitting down at a school desk for the first time, but it is important that a first-grader be psychologically prepared for the upcoming educational activities. So, the baby must be able to communicate with peers, be diligent, have attention and much more. The document outlines the targets of the Federal State Educational Standard for preschool education.

Key areas of knowledge for Federal State Educational Standards

There are only five main directions in which the content of the educational program in a preschool educational institution should be developed:

1. Cognitive development. As a result of educational activities within the planned period, children should achieve a persistent research interest in the world around them, natural and social phenomena in it.
2. Speech. Depending on age, specific standards are developed for this criterion. Thus, in the senior group of preschool educational institutions, children must have coherent, logically correct speech.
3. Artistic and aesthetic. This direction involves familiarizing students with works of art and music, introducing them to culture and art, as well as developing individual creative abilities and fine motor skills.
4. The socio-psychological section involves the child’s adaptation to a group of peers, teaching the child the rules of behavior in the group, the formation of psychological comfort and social status as a necessary element of the group’s existence.
5. The physical direction includes sports activities, health procedures, and occupational safety and health classes at preschool educational institutions.

The Federal State Educational Standards of preschool and primary education closely interact and are consistent. Therefore, work in the same areas is planned in the lower grades of school.

Features of drawing up a work program in a preschool educational institution according to the Federal State Educational Standard

In order to begin drawing up an educational program in a preschool institution according to the Federal State Educational Standard, you should clearly understand the structure of the document. So, its content should consist of 2 parts:

• according to the Federal State Educational Standard in the preschool educational institution;
• compiled by participants in the educational process.

The first part indicated must be displayed in full. The second is advisory and is formed on an individual basis.

The program must contain the following sections:

1. A title page indicating the name of the program, authors, when and by whom it was approved.
2. Explanatory note. It reveals the relevance of the selected work, the main concept of the document, the goals and objectives of the work, and the deadlines for their completion.
3. Daily routine at the preschool educational institution.
4. The content of educational work within individual areas. Including the methodological complex of work (what basic and additional programs are used, educational technologies, availability of teaching aids). The structure of the educational work system (daily routines, class schedules, employee work schedules, workload).
5. Expected results of work during the academic year.
6. Control and assessment work in preschool educational institutions (both for students and for teaching staff).

Target guidelines of the program for the Federal State Educational Standard

According to the requirements of the state education standard, intermediate and final knowledge certifications are excluded in preschool educational institutions. It is important to check not memorized facts, but the child’s psychological readiness for the next stage of education - school. In connection with this requirement, certain target guidelines of the Federal State Educational Standard for preschool education have been formed, by assessing which it is possible to determine the level of readiness of a preschooler for transfer to first grade:

• the child shows a positive attitude towards the world around him, people and himself;
• The preschooler is able to independently determine the task and complete it;
• initiative in games and educational activities is noted;
• a conscious understanding and implementation of the rules, norms, and requirements of society has been achieved;
• speech is understandable to others, correctly constructed;
• developed the ability to independently resolve problem or conflict situations;
• large and age appropriate;
• creativity and non-standard thinking are manifested in activities;
• possession of strong-willed qualities is noted;
• The child is inquisitive and observant.

Types of educational programs

There are 2 types of main educational programs in preschool educational institutions:

• general developmental (including various areas);
• specialized (narrowly focused).

The first include the programs “Rainbow”, “Development”, “Krokha” and others. Specialized - environmental, artistic-aesthetic, physical, social education.

In addition to the above programs, some preschool educational institutions use additional ones, for example, circle work documents.

In this article we explained preschool education and how to implement the requirements in teaching practice. It is important for methodologists of preschool institutions to correctly convey the basic requirements of the document to teaching staff and teach how to apply innovations in their work. After all, the Federal State Educational Standard is a document that helps organize educational activities taking into account the social order and modern requirements of society. Thanks to this document, a generation of our children is learning in a completely innovative format, leaving behind the beliefs of the past.

The main educational program of a preschool educational institution is a program that determines the content and organization of educational activities at the level of preschool education -

The main goals of the Program: q creation of favorable conditions for a full-fledged life for preschool children; q formation of the foundations of the basic culture of the individual; q comprehensive development of mental and physical qualities in accordance with age and individual characteristics; q preparation for life in modern societies; q formation of prerequisites for educational activities; q ensuring the life safety of a preschooler.

Federal State Educational Standards requirements for the structure of the preschool education educational program: q General requirements for the educational program q General requirements for the content of the educational program q General requirements for the structure and sections of the educational program

The educational program of a preschool educational institution includes two parts: 1. Mandatory part (60%) - implies a comprehensive approach, ensuring the development of children in all five complementary educational areas 2. Part formed by participants in the educational process (40%) - contains those selected and independently developed by educational participants relations Programs aimed at the development of children in one or more educational areas, types of activities and cultural practices (partial educational programs), methods, forms of organizing educational work.

The educational educational program includes the following sections: q Target q Organizational q Content q Additional

Explanatory note q Goals and objectives of the Program implementation; q Principles and approaches to the formation of the Program; q Characteristics significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age.

Planned results of mastering the Program: q Planned results of mastering the mandatory part of the Program. q Planned results of mastering the part of the Program formed by participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including disabled children.

II. Content section of the educational program of preschool educational institutions: q Educational activities of preschool educational institutions in educational areas (taking into account the used variable exemplary basic educational programs of preschool education and teaching aids that ensure the implementation of this content) q Variable forms, methods, methods and means of implementing the Program (taking into account age and individual characteristics pupils, the specifics of their educational needs and interests) q Educational activities for the professional correction of developmental disorders in children

The content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units representing certain areas of development and education of children - educational areas: 1. Social and communicative development 2. Cognitive development 3. Speech development 4. Artistic development aesthetic development 5. Physical development

Educational activities of preschool educational institutions in educational areas The mandatory part of the section contains: a) features of educational activities of different types and cultural practices; b) ways and directions of supporting children's initiative; c) features of interaction between the teaching staff and the families of students;

Educational activities of preschool educational institutions in educational areas The part formed by preschool educational institutions contains: - various directions chosen by participants in educational relations from among partial and other programs and created by them independently. This part of the Program takes into account the educational needs, interests and motives of children, members of their families and teachers and, in particular, can be focused on: - the specifics of national, sociocultural and other conditions in which educational activities are carried out; - selection of those partial educational programs and forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff; - established traditions of preschool educational institutions.

Educational activities for professional correction of children’s developmental disorders and inclusive education q Goals and objectives of correctional work and inclusive education. q Special educational conditions for correctional work and inclusive education

Goals and objectives of correctional work and inclusive education: q ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program; q mastery of the Program by children with disabilities; q their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Special educational conditions for correctional work and inclusive education. qmechanisms for adapting the Program for these children; q the use of special educational programs and methods, special teaching aids and teaching materials; qconducting group and individual correctional classes and qualified correction of developmental disorders; q special conditions for children with disabilities to receive education.

III. Organizational section of the preschool education educational institution Material and technical support of the Program: q Provision of teaching materials and means of training and education. q Daily routine and routine. q Plan for holding holidays and events. q Features of the organization of a developing subject-spatial environment.

IV. Additional section of the Preschool Educational Program Brief presentation of the Program q Age and other categories of children for whom the Preschool Program is focused, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children; q Partial programs used; q Interaction characteristics

Partial programs in preschool educational institutions: q Fundamentals of the safety of preschool children” by N. N. Avdeeva, O. L. Knyazeva, R. B. Sterkina and others; q - “Young ecologist” by S. N. Nikolaeva; q - “I am a man” by S. A. Kozlova; q - “Program for the development of speech for preschool children” by O. S. Ushakova.

Regional state government institution of social services

“Center for Assistance to Children Without Parental Care, Cheremkhovo”

Speech on the topic:“Requirements for the structure of educational programs.”

Round table on the topic:"Federal State Educational Standard for Primary General Education of Students with Disabilities."

Performance date: 26.11.2015.

The speech was prepared by:

teacher-defectologist: Artemyeva A.P.

Cheremkhovo 2015

Dear colleagues! Allow me to present to you the basic requirements for the structure of the program according to the Federal State Educational Standard.

The concept of “Federal state educational standards of preschool education” entered pedagogical practice after the adoption of the Federal Law of the Russian Federation of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, the federal state educational standard is a set of mandatory requirements for education at a certain level. According to Article 11 of this Law, the requirements are determined

1) to the structure of the main educational programs (including the ratio of the mandatory part of the main educational program and the part formed by participants in educational relations) and their volume;

The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. Target section includesincludes an explanatory note and the planned results of mastering the program.

Explanatory notemust disclose:

goals and objectives of the Program implementation;

principles and approaches to the formation of the Program;

characteristics significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age.

Planned resultsdevelopment of the Program specifies the requirements of the Standard for target guidelines in the mandatory part and the part formed by participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including disabled children ( hereinafter referred to as children with disabilities).

2.11.2. Content sectionrepresents the general content of the Program, ensuring the full development of the personality of children.

A) description of educational activitiesin accordance with the areas of child development presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and teaching aids that ensure the implementation of this content;

b) description of variable forms, methods, methods and means of implementing the Programtaking into account the age and individual characteristics of pupils, the specifics of their educational needs and interests;

V) description of educational activities for professional correction of developmental disorders of childrenif this work is provided for by the Program.

a) features of educational activities of different types and cultural practices;

b) ways and directions of supporting children's initiative;

c) features of interaction between the teaching staff and the families of students;

d) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.

Part of the Programformed by participants in educational relations, may include various directions chosen by participants in educational relations from among partial and other programs and/or created by them independently.

This part of the Program should take into account the educational needs, interests and motives of children, their family members and teachers and, in particular, can be focused on:

the specifics of national, sociocultural and other conditions in which educational activities are carried out;

selection of those partial educational programs and forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff;

established traditions of the Organization or Group.

This section must contain special conditions for obtaining education by children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and teaching materials, conducting group and individual correctional classes and providing qualified correction of disorders their development.

Correctional work and/or inclusive education should be are aimed at:

1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

2) development of the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and/or inclusive education of children with disabilities who are mastering the Program in Combined and Compensatory Groups (including for children with complex disabilities) must take into account the developmental characteristics and specific educational needs of each category of children.

When inclusive education organizations By reasons not related to children's health limitations, highlighting this sectionoptional; if it is separated, the content of this section is determined by the Organization independently.

2.11.3. Organizational sectionmust contain a description of the material and technical support of the Program, the provision of methodological materials and means of training and education, include the routine and/or daily routine, as well as features of traditional events, holidays, events; features of the organization of a developing subject-spatial environment.

2.12. IfThe mandatory part of the Program corresponds to the sample program, it is being processed as a link to the corresponding sample program. The mandatory part must be presented in detail in accordance with clause 2.11 Standard, if it does not correspond to one of the example programs.

The part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which allows one to become familiar with the content of partial programs, methods, and forms of organization of educational work chosen by the participants in educational relations.

2.13. An additional section of the Program is the text of its brief presentation.Brief presentation of the Programshould be aimed at parents (legal representatives) of children and available for review.

The brief presentation of the Program must indicate:

1) age and other categories of children for whom the Organization’s Program is focused, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;

2) the Sample programs used;

3) characteristics of the interaction of the teaching staff with the families of children.

1. Title page

The title page is a kind of “calling card” of the program. Therefore, like a business card, only the most necessary information should be indicated here:

Full name of the educational institution according to the Charter;

Where, when and by whom was this program approved (in the upper right corner - approved by the head of the preschool educational institution (date, signature, order number, in the upper left corner - ACCEPTED by the pedagogical council of the institution, protocol number);

Full name of the program (for example, Work program for joint activities of a teacher with children 3-4 years old, junior group.);

Compiled on the basis of ...... (approximate educational program of preschool education, educational program of preschool educational institution);

Duration of program implementation (academic year);

City name;

Year of program development.

The content of the work program is written down and the pages are indicated.

3. Target section:

1) Explanatory note

Work program for child development…. group was developed in accordance with the main general education program ...... (name of educational institution), in accordance with the introduction of the Federal State Educational Standard for preschool education.

The work program for the development of children ...... group ensures the diversified development of children aged __ to __ years, taking into account their age and individual characteristics in the main areas - physical, social-communicative, cognitive, speech and artistic-aesthetic.

Partial programs are used:

Partial programs are listed.

The program being implemented is based on the principle of personal development and humanistic interaction between adults and children.

D This program has been developed in accordance with the following regulatory documents:

Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation”;

Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 “On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education”;

Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education”;

Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”;

Charter of the institution.

Goal and tasks main educational program of the preschool educational institution (from the sample program or educational program of the preschool educational institution)

For example

Target:

Creating favorable conditions for a child to fully enjoy preschool childhood, forming the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing for life in modern society, for studying at school, ensuring the safety of a preschooler’s life.

Tasks ( mandatory part):

1. Caring for the health, emotional well-being and timely development of each child.

2. Creating an atmosphere in groups of a humane and friendly attitude towards all students, which allows them to grow sociable, kind, inquisitive, proactive, striving for independence and creativity.

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

4. Creative organization (creativity) of the educational process.

5. Variability in the use of educational material, allowing the development of creativity in accordance with the interests and inclinations of each child.

6. Respect for the results of children's creativity.

7. Unity of approaches to raising children in a preschool educational institution and family.

8. Maintain continuity in the work of kindergartens and primary schools, eliminating mental and physical overload in the content of education for preschool children, ensuring the absence of pressure from subject teaching.

Tasks (part of the preschool educational institution):

Principles and approachesin organizing the educational process:

1. Corresponds to the principle of developmental education, the goal of which is the development of the child.

2. Combines the principles of scientific validity and practical applicability (corresponds to the basic principles of developmental psychology and preschool pedagogy).

3. Meets the criteria of completeness, necessity and sufficiency (allows you to solve set goals and objectives using necessary and sufficient material, getting as close as possible to a reasonable “minimum”).

4. Ensures the unity of educational, training and developmental goals and objectives of the education process for preschool children, during the implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children.

5. It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of students.

6. Based on the complex thematic principle of constructing the educational process.

7. Provides for the solution of program educational tasks in the joint activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education.

8. Involves building the educational process on age-appropriate forms of working with children (play)

9. Built on the principle of cultural conformity. Takes into account national values ​​and traditions in education.

Content psychological and pedagogical work is focused on the diversified development of preschool children, taking into account their age and individual characteristics in the main areas of development and education of children: social and communicative development, cognitive development, speech development, artistic and aesthetic development, physical development.

Characteristics that are significant for the development and implementation of a work program.

- Age and individual characteristics of children in the ___group

For example All children in the group have perfect self-care skills and observe the rules of personal hygiene. Most children have developed fine motor skills. The children of the group are inquisitive, show high cognitive activity, and love to listen to books.

In play activities, children independently assign roles and structure their behavior, adhering to the play role.

Speech continues to improve, including its sound side. In visual arts they can depict objects of round, oval, rectangular shape. 60% of children know colors and shades. Our children master some non-traditional drawing techniques, etc.

- Planned results of mastering the Program(in the form of targets)

For example

U implementation training planOOP DO in the senior group of the Program

6) part formed by participants in the educational process- partial programs, etc.

Planning work with children in a group(in accordance with OS planning) :

Approximate annual planning

Calendar and thematic planning (GCD and joint activities)

Model for organizing joint activities of a teacher with pupils of a preschool educational institution (in accordance with OP OS)

H part of the preschool educational institution: Features of organizing the educational process in a group(climatic, demographic, national - cultural and others)

1) Climatic features:

The climate features of the region are briefly described.

2) Demographic features:

Analysis of the social status of families.

3) National and cultural features:

Ethnic composition of the group's students. Education and training in preschool educational institutions is carried out in Russian.

The main contingent of pupils lives in conditions (city, town, village).

The implementation of the regional component is carried out through familiarization with the national and cultural characteristics of Yakutia. Getting acquainted with his native land and its attractions, the child learns to recognize himself as living in a certain time period, in certain ethnocultural conditions. This information is implemented through targeted walks, conversations, projects in the Programs section……..

5. Organizational section

Daily routine (for cold and warm periods of the year), GCD structure.

List of teaching aids ensuring the implementation of educational activities in the group

Writing such a program is a huge job. The most important thing is to correlate the old educational program with the new requirements for its structure and content.

Let's look at how this can be done:

This is the framework of a mandatory part of a modern educational program.

Based on the results of correlating it with the previous structure, we can conclude that the mandatory part of the program “overlaps” the second, third and fourth sections of the previous kindergarten educational program. In the first and fifth, it is possible to make changes related to the formation of “part of the program formed by participants in the educational process.” This is 40%.

However, in the federal requirements approved by Order No. 655, this volume is reduced even more: to 20% of the total volume of the Program. And, although this order was approved by the Minister of Education, it implies a violation of the right of the kindergarten teaching staff to develop copyrighted, modify and adapt existing programs (If, based on the testing of existing programs and methods of raising and teaching children and the introduction of his own innovations as part of the implementation of these programs, the author has changed up to 40% of the material, then this refers to their improvement and modification. If up to 75% of the content is changed, then they talk about their own experimental (innovative) projects, if more than 75%, then they talk about creating an original program.) – including an approximate general education program. This right is approved in the Law “On Education”, in relation to which the order of the Minister of Education is a by-law that violates the principle of hierarchy of regulatory legal acts. On the other hand, it is impossible to charge teaching staff with the responsibility of developing such programs: this is a different category of legal relations. The right cannot be mandatory - the kindergarten staff may not use it.

At the same time, you should not narrow your options and think that this is indicated in the federal requirements. It says: “The volume of the mandatory part of the Program is no less than 80% of the time required to implement the Program, and the part formed by participants in the educational process is no more than 20% of the total volume of the Program” (clause 2.9.). This means that 80% of the time allocated to the implementation of various forms of educational activities should be associated with the implementation of the content of educational areas and the solution of related problems, including integration. 20% of the time is spent on implementing the forms and content that the teaching staff chooses independently. And although the share of this time is lower than the similar time allocated for teaching staff of schools and universities, it is enough to make up for the problems that arose during the design and planning of the educational process in accordance with federal requirements. To do this, you need to be able to analyze and generalize, combine the experience of a kindergarten related to the implementation of existing programs in which the educational institution has already worked, and plan and control educational activities and methodological work. Understanding this, below is a list of programs and teaching aids that will help you do this.

From all of the above, we can conclude that the following sections will be individual for each preschool educational institution: 1. Explanatory note; 2.Organization of the regime of stay in the preschool educational institution; 3. Contents of correctional work; 4. Monitoring system.

The following sections will be unified: 1. Contents of psychological and pedagogical work on the development of educational areas. 2. Planned results of children mastering the basic general education program of preschool education.