Psychological and pedagogical support for preschool children under the conditions of the introduction of the Federal State Educational Standard. “Methodological support for teachers in the context of the implementation of the Federal State Educational Standard” methodological development on the topic Support for the introduction of the Federal State Educational Standard for preschool education

Tatiana Kashina
Methodological support for Federal State Educational Standards

METHODOLOGICAL PROVIDING INTRODUCTION

FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION

Slide 2. Federal state educational standard

preschool education

Developed in accordance with the requirements of the Federal Law that entered into force on September 1, 2013 No. 273-FZ

Slide 3. Legal support GEF DO

1. Order of the Ministry of Education and Science of the Russian Federation dated January 30, 2013 No. 57 “On the development of the federal state educational standard for preschool education.”

2. Federal Law of December 29, 2012 No. 273 “On education in the Russian Federation”.

3. Plan for the development of the state educational standard for preschool education (approved by the Ministry of Education and Science of the Russian Federation D. Livanov in February 2013).

4. Order of the Government of the Russian Federation of May 15, 2013 No. 792-r “On approval of the State program of the Russian Federation "Development of education for 2013-2020".

5. 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 for basic general education programs - educational programs for preschool education.” Enters force: November 1, 2013

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

Slide 4. The subject of regulation by the Federal State Educational Standard

are relations in the field of education between participants in the educational process that arise during the implementation of the main educational program of preschool education by the organization carrying out educational activities

The standard is developed based on

UN Convention on the Rights of the Child, the Constitution of the Russian Federation, legislation of the Russian Federation; when developing and implementing OOP, DO provides the opportunity to take into account regional, national, ethnocultural and other characteristics of the peoples of the Russian Federation.

When developing the Standard taken into account:

special educational needs of certain categories of children, including those with disabilities;

the child’s ability to master the Program at different stages of its implementation.

Slide 5. The standard states the main principles:

supporting childhood diversity;

preserving the uniqueness and intrinsic value of preschool childhood as an important stage in the overall development of a person;

full-fledged living by the child at all stages of preschool childhood, enrichment of child development;

creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations;

assistance and cooperation of children and adults in the process of children's development and their interaction with people, culture and the world around them;

introducing children to sociocultural norms,

traditions of family, society and state;

formation of cognitive interests and cognitive actions of the child through his inclusion in various types of activities;

taking into account the ethnocultural and social situation of children's development.

Slide 6. The standard pursues the following goals:

ensuring by the state equal opportunities for every child to receive quality preschool education;

ensuring state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs, their structure and the results of their development;

maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education;

increasing the social status of subsidiaries

Slide 7. The standard decides tasks:

protecting and strengthening the physical and mental health of children, including their emotional well-being;

ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological characteristics (including disabilities);

ensuring continuity of basic educational programs of preschool and primary general education;

creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations to develop the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;

combining training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and socially accepted rules and norms of behavior in the interests of the individual, family, and society;

formation of a general culture of children’s personality, development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, formation of prerequisites for educational activities;

ensuring variability and diversity of the content of educational programs and organizational forms of the level of preschool education, the possibility of creating educational programs of various directions, taking into account the educational needs and abilities of children;

formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;

providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health

Slide 8. The standard is the basis For:

Development and implementation of OOP DO

Training, professional retraining, advanced training and certification of teaching staff

Development of exemplary educational programs for preschool education

Formation by the founder of the state (municipal) assignments regarding Organizations

Objective assessment of compliance of the Organization’s educational activities with the requirements of the Standard

Providing assistance to parents (legal representatives) in raising children, developing individual abilities

Slide 9. Difficulties of introduction Federal State Educational Standard as a whole

Decrease in motivation for innovative activities of a significant part of teachers (compared to the 90s,

which may negatively affect the introduction GEF DO.

Change of priorities in educational policy, attention to federal initiatives (often at the level "execution-report") to the detriment of supporting regional and municipal growth points

Poor understanding of both teachers and management structures about the means by which (resources) results can be achieved GEF DO.

Unpreparedness of teachers, their associations, methodologists to interaction in terms of updating the content of education

Difficulties of introduction Federal State Educational Standard DO in preschool institutions.

Psychological: rejection of ideology GEF DO; the teacher’s unpreparedness for a change in behavioral paradigm.

Didactic: teachers’ unwillingness to organize children’s activities

Organizational methodological: lack of experience in designing and implementing OOP; resistance new requirements for creating an educational program

Logistics and personnel: insufficient material and technical support; teachers’ unwillingness to use available software and hardware, electronic resources

Slide 10. Authority methodological service

“On education in the Russian Federation”

In the education system, in accordance with the legislation of the Russian Federation, organizations that provide educational activities, carry out scientific research, can be created and operate. methodical, methodical, resource and information technology support for educational activities and management of the education system, assessment of the quality of education.

Slide 11. Goal methodological work -

Creation of personnel, organizational and methodological,

information conditions,

ensuring the formation

readiness for introduction GEF DO;

providing scientific methodological and organizational and pedagogical support for teachers in solving problems of introduction GEF DO

Slide 12. Introduction model Federal State Educational Standard

Information methodical

Diagnostic and analytical

Logistics

Personnel (training)

Organizational methodical

Coordination methodical

Slide 14. Informational methodical provision at the federal level

Slide 15. Informational methodical provision at the regional and municipal level

Slide 16. Informational methodical provision at kindergarten level

Slide 17. Introduction plan Federal State Educational Standard Pre-kindergarten includes sections:

Slide 19. Methodical materials and sample programs.

Slide 20. Diagnostic and analytical direction.

Slide 21. Results of diagnostics of the teaching staff on readiness for introduction GEF DO Diagram

Ready 24 30 42 48

More likely ready 45 45 51 45

More likely no than yes 22 16 7 7

Not ready 9 9 0 0

Slide 22. Logistics direction

Slide 23. Purchased:

44 copies methodological program benefits "Childhood", including the 2014 program itself. ,

5 laptops, 1 desktop computer (3 in total, 3 MFPs, 1 color printer,

Multimedia projector with screen.

There is an email

electronic document flow is carried out,

Internet access using modems.

Improvement of the RPPS is planned with funds from Gosstandart

Slide 24. Personnel (training)

Slide 25. Completed advanced training courses in GEF DO:

In the 2013-2014 academic year. year: 5 teachers, including the head and senior teacher. teacher;31%;

In the 2014-2015 academic year. year: 8 teachers, including a speech therapist, music director and physical education teacher; 81%;

In the 2015-2016 academic year. year: 3 teachers. 100%

At the moment, all teachers have completed advanced training courses in GEF DO.

Slide 26. Certification

2013-2014 2014-2015 2015-2016

SZD 6.6/1 25/4 62.4/10

Slide 27. Organizational methodical

Organization and holding methodological events with teachers (teaching councils, seminars, methodical watch, consultations, etc.)

Organization and conduct of RPS of teachers, specialists, managers on the basis of a kindergarten

Organizing the participation of kindergarten teachers in the RPS on the basis of other institutions

Organization and conduct of certification of teachers

Slide 28. Coordination methodical

Organization of work on the development of a preschool educational program in accordance with exemplary educational programs

Development of an optimal model for organizing the educational process in accordance with GEF DO;

Organization of individual consultations for teachers on psychological and pedagogical issues support for the introduction of the Federal State Educational Standard.

Slide 29. Model of organizing the educational process

Slide 30. A relatively new direction in methodological work:

Informatization of the education system

The senior teacher should know: “…basics of working with word processors, spreadsheets, email and browsers, multimedia equipment”

Slide 31. Introduction activities Federal State Educational Standard

Slides 32-39. Objectives and activities for their implementation by academic year.

Slide 40. In addition to those listed, a Cycle was carried out methodological activities

* study of regulatory documents

* -viewing webinars, presentations about GEF DO

* - study of requirements Federal State Educational Standard DO to the organization of the educational process

Slide 41. The following forms were the most effective work:

Methodological seminars, seminars - workshops at which teachers receive any new knowledge, clarify existing knowledge, and practice applying knowledge in the course of performing practical tasks

Methodological support teachers in preparation for events, including competitions. In my opinion, this is a very effective individual form of work, which allows not only to summarize the experience of each teacher and support him, but also to identify and develop positive professional components. In the course of studying materials, adjusting and refining, the teacher improves himself and reaches a higher level. methodological literacy, acquires new professional skills.

Open viewings of teachers’ events with analysis and self-analysis help all teachers see the educational process "from the side", correlate with requirements GEF DO, analyze the components of GCD, think about how to change and improve the forms of organizing children’s activities, what methods and techniques to use, etc.

Master classes - using specific examples within a narrow topic - allow you to transfer professional experience from one teacher to another. And the teacher who conducts the master class is allowed to hone his skills, increase self-esteem and stimulate the desire for further self-improvement.

Methodological support -

interaction accompanied and accompanying, aimed at resolving problems of professional activity that are relevant to a teacher, carried out in the processes of updating and diagnosing the essence of the problem, information search for a possible way to solve the problem, consultations at the stage of choosing a path, constructing an action plan and the initial implementation of the plan.

Target methodological support under conditions of introduction Federal State Educational Standard –

ensure the professional readiness of teaching staff to implement Federal State Educational Standard DO through the creation of a system of continuous professional development.

Slide 43-46. Plan methodological support for the introduction of the Federal State Educational Standard

for the 2014-2015 academic year.

Slide 47. Effective working techniques

Practical tasks

Chinese proverb reads: “Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand.”

Practical tasks

Aimed at the practical application of acquired knowledge; (Workshop for teachers)

Aimed at the creative use of existing knowledge; (Fill out the system web)

Aimed at analyzing what was seen or heard (Differences and similarities)

Watching videos

View with comments

View and answer pre-received questions

Viewing followed by discussion of controversial or unclear issues

Viewing with discussion of the possibility of practical application

To identify knowledge on the topic and clarify it

(Seminar test)

Slide 51. Memos

Memo to the teacher on organizing RPPS in a group for preschool children.

Memo “How to summarize your experience”

Planning aid

Requirements for organizing GCD in accordance with GEF DO

Sample reminder for self-analysis of the lesson

based on self-analysis of the professional activities of educators and specialists

(tables)

Predicted results.

* - Coordination of the actions of all participants in the educational process as part of the introduction Federal State Educational Standard DO was achieved by implementing the activities of the annual plan, the objectives of which are formulated in accordance with GEF DO, with also the implementation of the approved introduction plan GEF DO in kindergarten.

* -Creation of standards and resource support for the implementation process in the educational institution GEF DO

There is regulatory support, including methodologically, both in text and electronic versions, is communicated to every teacher. The provision of resources is still insufficient; everything is related to financing.

* -Increasing the level of professional competence of teaching and management personnel

Increasing the level of professional competence of teachers is ensured by passing retraining courses and methodological activities spent in kindergarten

* -Formation of motivational readiness of implementation participants GEF DO

The level of motivational readiness of teachers has increased, the results have been demonstrated earlier.

* - Enrichment with modern educational technologies

Teachers actively use design technology, gaming technologies, technology for developing research skills, elements of TRIZ technology, and use ICT. You will see some examples a little later.

Slide 54.55 Criteria for the readiness of an educational organization to introduce Federal State Educational Standard

Slide 56. Analysis of kindergarten readiness

Slide 57. Problems and directions in work

Further study and implementation of educational technologies

Improvement in the use of design technologies

Finalization of OOP DO

Providing material, technical and other conditions for the implementation of the main educational program in accordance with the requirements Federal State Educational Standard preschool education

Slide 58. The future lies with information technology.

New forms methodological ICT based work

online conferences, seminars

webinars;

Skype consultations;

master classes, thematic consultations in

interactive mode on websites;

virtual methodological exhibitions of educational resources;

maintaining a kindergarten website, etc.

Thank you for your attention!

The Federal State Educational Standard for Education establishes REQUIREMENTS: 1. for the structure of the Program 2. for conditions, including requirements for psychological and pedagogical, personnel, financial conditions and for the subject-spatial environment; 3. to the results, presented in the form of targets for preschool education.

OBJECTIVES OF THE FEDERAL STATE EDUCATION: ensuring by the state equal opportunities for every child in receiving preschool education; maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education; ensuring state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs, their structure and the results of their development.

In the Federal State Educational Standard for Preliminary Education, the main thing is not the result, but the conditions! The Federal State Educational Standard for Preschool Education is aimed at the comprehensive development of the child and is child-centric in nature. Ensures the health, safety and healthy lifestyle of the child. What's changing? The level of responsibility of the manager increases. The uniqueness, specificity, and variability of preschool childhood are preserved. Preschool childhood is not tied to school.

The developers of the Federal State Educational Standard for Preschool Education are against one (single) program! There must be a choice! The basic educational program (BEP) is defined as: “A program of psychological and pedagogical support for positive socialization and individualization of the child’s development, not learning!” The standard does not provide for certification of children; the conditions, effectiveness and quality of work with the child are assessed.

Objectives of methodological services: - creation of a unique information system for access to information for all subjects of the educational process; - formation of a bank of pedagogical information aimed at solving the problems of introducing the Federal State Educational Standard for Education; - analysis and generalization of the experience of introducing the Federal State Educational Standard for Education; - dissemination (production and replication) of innovative pedagogical experience; - familiarization and provision of teaching staff with the latest literature on the issues of the Federal State Educational Standard for Education.

Forms of work Monitoring the readiness of preschool educational institutions and the results of the transition to the Federal State Educational Standard Development of remote forms of support for preschool educational institutions, network communities of teachers Advanced training and retraining of teachers (including tutors in the regions) Information and scientific and methodological support for the activities of preschool educational institutions - innovative platforms for the introduction of Federal State Educational Standards Case preparation documents and methodological developments for the implementation of the Federal State Educational Standard for Preschool Education (based on interdepartmental interaction) Formation of a media library, a bank of innovative proposals based on the “Information for All” platform (virtual kindergarten) Dissemination of the effective experience of preschool education

REQUIREMENTS FOR THE CONDITIONS OF IMPLEMENTING THE PROGRAM Requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education Requirements for the developing subject-spatial environment Requirements for personnel conditions for the implementation of the main educational program of preschool education Requirements for the material and technical conditions for the implementation of the main educational program of preschool education Requirements for financial conditions implementation of the basic educational program of preschool education

MODEL OF CHILDREN'S EDUCATIONAL ACTIVITIES IN ECE-CARE PRINCIPLES Principles of -Developmental education; -integration; - scientific nature Joint activity of the teacher and the child Independent activity of children Child: mastery of integrative qualities Forms of work Goal: to create optimal conditions for a competency-based approach in the field of social and personal development of preschool children, taking into account his physical and mental health, intellectual development for the implementation of psychological and pedagogical readiness for learning at school and adaptation to the surrounding society Reading Solving problem situations Conversation Experiment-titration Observation Game Approach - cultural; -active -personal

Methodological support Regulatory and legal tasks: creating a bank of documentation on the issues of introducing the Federal State Educational Standard for Educational Education, maintaining it in an up-to-date and operational state, posting it on the websites of educational authorities and municipal methodological services, developing methodological recommendations for designing a program and creating a package of local regulatory legal acts of educational institutions , ensuring the introduction of the standard

Methodological support for the development and implementation of educational programs Information tasks: creation of an educational map of the region, city with the aim of effectively organizing network interaction within the framework of the implementation of the Federal State Educational Standard for Education; providing information on the implementation of the Federal State Educational Standard for Education (public reports, statistical data, municipal programs for the development of the education system).

Methodological support for the development and implementation of EP Consulting tasks: organizing the work of the municipal consultation center for the development and implementation of EP for preschool education; providing consulting support to preschool educational organizations on the introduction of the Federal State Educational Standard for Education; conducting training, design, practice-oriented seminars, discussion platforms; organizing the activities of virtual teaching rooms, conducting webinars, Internet forums; conducting master classes for teachers of preschool educational organizations.

New forms of methodological work based on ICT electronic distribution of materials, online conferences, seminars, webinars; Skype consultations; master classes, thematic consultations online on the websites of municipal methodological services; virtual methodological exhibitions of educational resources

Directions for methodological support for the introduction of the Federal State Educational Standard for Education at the municipal level Methodological support for the development and implementation of basic educational programs; Methodological work with teaching staff ensuring the introduction of the Federal State Educational Standard for Education; Support for educational organizations, their interaction with each other and social partners; Information support of the municipal education system and preschool educational institutions.

Formation of a data bank of regulatory documents at the federal, regional, municipal levels, local acts regulating the introduction and implementation of the Federal State Educational Standard. Development of a plan for methodological support for the introduction of the Federal State Educational Standard in preschool educational institutions. Organization of continuous training on the issue of introducing the Federal State Educational Standard; advanced training of teaching staff through an internal training system. Conducting instructional and methodological meetings and training seminars on the introduction of the Federal State Educational Standard for Education. Priority areas of methodological support for the introduction of Federal State Educational Standards for Preschool Education in preschool educational organizations

ENSURING THE INTRODUCTION OF FSES DO Direction of activity Regulatory and legal support Material and technical provisions on various infrastructure facilities of the institution, taking into account the requirements of FSES DO for educational institutions in terms of the minimum equipment of the educational process and equipment of premises. -Regulations on the methodological room (support) (general provisions, tasks and directions of activity of the methodological room, management and planning of the work of the methodological room, equipment of the methodological room) -Regulations on the music room. -Regulations on the gym. -Regulations on the art studio. etc.

ENSURING THE INTRODUCTION OF THE FSES DO Direction of activity Legal support Financial 1. Regulations on remuneration and material incentives for employees of an educational institution 2. Regulations on the distribution of the incentive part of the wage fund for employees of an educational institution. 3. Obtaining a license for the implementation of additional educational services 4. Regulations on the provision of paid additional educational services (Resolution of the Government of the Russian Federation of August 15, 2013 N 706 “On approval of the Rules for the provision of paid educational services”).

ENSURING THE INTRODUCTION OF FSES DO Regulatory and legal support Information 1. Regulations on the organization and conduct of self-examination and publication of a public report of an educational institution. 2. Regulations on the Internet site of an educational institution (Federal Law from the Federal Law, Article 29; Decree of the Government of the Russian Federation of July 10, 2013 N 582 “On approval of the Rules for posting on the official website of an educational organization in the information and telecommunications network “Internet” and updates information about the educational organization")

ENSURING THE INTRODUCTION OF FSES DO Direction of activity Regulatory and legal support Personnel 1. Job descriptions of employees of an educational institution (order of the Ministry of Health and Social Development of the Russian Federation dated “On approval of the Unified Qualification Directory of Positions of Managers, Specialists and Employees”). 2. Order on approval of the schedule for advanced training of teaching and management employees of an educational institution in connection with the introduction of the Federal State Educational Standard for Educational Education. 3. Orders, regulations on summarizing the experience of participants in competitive events 4. regulations, orders on the work of tutors and mentors for young professionals

ENSURING THE INTRODUCTION OF FSES DO Direction of activity Regulatory support Organizational 1. Charter of the educational institution (Federal Law of the Federal Law, Article 25). 2. Internal regulations of the educational institution. 3. Agreement between the educational institution and the founder. 4. Agreement between the educational institution and the parents (legal representatives) of the students. 5. Order on approval of the schedule (network schedule, road map) for the introduction of the Federal State Educational Standard for Educational Education in an educational institution. 6. Order on the creation of a working group in an educational institution on the introduction of the Federal State Educational Standard for Education 7. Order on the organization of seminars on training teaching staff 8. Order on the organization of advisory assistance to parents

ENSURING THE INTRODUCTION OF THE FSES DO Direction of activity Regulatory and legal support Scientific and methodological 1. Order on approval of the basic educational program of preschool education of an educational institution (Federal Law from the Federal Law, Art. 12). 2. Regulations on the system of internal monitoring of the quality of education in an educational institution. 3. Order on the creation of a working group to develop a professional standard for a preschool teacher 4. Order on the approval of indicators and performance criteria, etc.

A survey of course participants was conducted on the problems of introducing the Federal State Educational Standard for Education. A video library of teaching materials was created. 90 moderators of internship and testing sites were trained. At 4 internship sites, tutors were trained who conduct independent on-site classes. Preschool educational institutions 4,7,12,14 in Kurchatov and preschool educational institutions 33,76,77,97,98,116,122,128 in Kursk take an active part in the formation of a methodological video library and conducting advanced training courses. On the basis of the Rainbow pro-gymnasium, a model of the educational process is being tested based on the exemplary educational program “Worlds of Childhood”, including work on interaction with parents (children’s calendar) Methodological recommendations were published summarizing the experience of kindergartens in Kurchatov and Kursk. PERFORMANCE OF SCIENTIFIC AND METHODOLOGICAL SUPPORT OF FSES BEFORE

Current page: 1 (21 pages total) [available reading passage: 14 pages]

T. P. Avdulova
Psychological and pedagogical support for the implementation of Federal State Educational Standards for Preschool Education (FSES DO)

T. P. Avdulova, candidate of psychological sciences, associate professor; O. V. Gavrichenko, candidate of psychological sciences, associate professor; L. A. Grigorovich, d. pskh. n, professor; E. I. Izotova, candidate of psychological sciences, associate professor; O. A. Komarova, Ph.D., Associate Professor; T. V. Kostyak, candidate of psychological sciences, associate professor; G. V. Molchanova, candidate of psychological sciences, associate professor; E. V. Ponevazh, candidate of psychological sciences, associate professor; G. N. Tolkacheva, Ph.D., Associate Professor; G. R. Khuzeeva, candidate of psychological sciences, associate professor; E. A. Shvets; N. B. Fakhrutdinova

© Avdulova T. P. et al., 2016

© VLADOS Humanitarian Publishing Center LLC, 2016

Introduction

Dear Colleagues!

You have in your hands a methodological manual that reveals the issues of content and organization of psychological and pedagogical support for the development of a preschooler in accordance with the Federal State Educational Standard for Preschool Education. It was prepared to help teachers of educational organizations carrying out educational activities in preschool education programs.

The manual contains methodological support, including the author's practical developments, diagnostic materials that allow identifying and implementing the emotional, communicative, ethical, sociocultural development of children, as well as the development of identity, processes of socialization and individualization, preschoolers' ideas about themselves and the picture of the world in accordance with the Federal State Educational Standard BEFORE. The issues of psychological and pedagogical support for families in the context of the implementation of the Federal State Educational Standard for Education are considered. All presented materials have been successfully tested in preschool educational organizations in Moscow.

Accompaniment, as defined by M.R. Bityanova, is a certain ideology of work that combines the goals of psychological and pedagogical practice and focuses on the main thing - the child’s personality. The main goal of support is the creation of social and pedagogical conditions in which each child becomes the subject of his own activities, communication and his own inner world. Psychological and pedagogical support– professional activity of adults interacting with a child in an educational environment. Thus, support activities are aimed at creating favorable socio-psychological conditions that contribute to the successful development of children.

In a preschool educational organization, psychological and pedagogical support for a child is carried out mainly by pedagogical means, through the teacher and traditional forms of interaction between adults and children. It is the teacher who monitors the dynamics of the child’s development in the educational process and creates socio-psychological conditions for the development of her personality. Diagnostic methods are used to obtain and analyze information. Based on the data obtained, the teacher develops individual development trajectories for each child, selects means and forms of organizing educational activities, advises and educates parents, and creates situations of cooperation with them.

Psychological and pedagogical support of the development process of a preschooler is of particular relevance today, during the period of radical changes taking place in the Russian education system. They are associated with reform and comprehensive renewal of all parts of the educational system and areas of educational activity. The process of modernizing the education system is accompanied by updating its regulatory and legal framework. In recent years, fundamentally new documents have been published regulating activities in the field of preschool education. In September 2013, the new law “On Education in the Russian Federation” came into force; in November 2013 - “The procedure for organizing and implementing educational activities in basic general education programs - educational programs for preschool education”; in January 2014 – Federal State Educational Standard for Preschool Education. The Professional Standard for Teachers will appear in January 2017. A natural question arises: what are the specifics of the documents regulating the activities of preschool educational organizations? You can understand the focus and features of the documents released by studying the information presented in Table 1.

With the introduction of new documents, new terms that a teacher needs to know have come into use:

the level of education– a completed education cycle, characterized by a certain unified set of requirements;

general education– a type of education aimed at personal development and the acquisition, in the process of mastering basic general education programs, of knowledge, abilities, skills and the formation of competencies necessary for a person’s life in society, an informed choice of profession and obtaining vocational education;

Table 1

Features of regulatory documents regulating relations in the field of education

additional education– a type of education aimed at comprehensively satisfying a person’s educational needs in intellectual, spiritual, moral, physical and (or) professional improvement and is not accompanied by an increase in the level of education;

Federal state educational standard - a set of mandatory requirements for education of a certain level and (or) for a profession, specialty and area of ​​training, approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education;

Student – ​​an individual studying an educational program;

educational activities– activities for the implementation of educational programs;

educational organization– a non-profit organization that carries out educational activities on the basis of a license as its main activity in accordance with the goals for which such an organization was created;

Inclusive education– ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities;

participants in educational relations– students, parents (legal representatives) of minor students, teaching staff and their representatives, organizations carrying out educational activities;

babysitting and child care– a set of measures to organize nutrition and household services for children, ensure their compliance with personal hygiene and daily routine.

A modern teacher must be able to navigate regulatory documents and carry out professional activities in accordance with the Federal State Educational Standard for Preschool Education. Further, in Chapter 1, the structure and content of the Federal State Educational Standard for preschool education are revealed.

We hope that the materials in the manual will help teachers in organizing work on psychological and pedagogical support of the development process of preschool children in accordance with the Federal State Educational Standard for Educational Education.

Chapter I
The structure and content of the Federal State Educational Standard for Education in Questions and Answers
G. N. Tolkacheva, candidate of pedagogical sciences, professor

What is different about the new standard?

What is important to know in order to successfully implement the Federal State Educational Standard for Education?

Basic concepts and structure of the Federal State Educational Standard for Education

The entry into force of new documents requires a restructuring of the professional activities of teaching staff. It can be stated that standardization is a characteristic of the modern period of educational development. Currently, federal state educational standards have been established for all levels of education, including preschool.

Teachers rightfully have many questions related to the organization of educational activities in accordance with the introduction of the federal state educational standard for preschool education. The chapter provides answers to the most frequently asked questions.

Why are standards needed in the education system?

The standards are:

– one of the ways to maintain order and stability of the educational system;

– a necessary condition for the formation and functioning of the education system as an organized integrity;

– a kind of universal language of international communication in the global information space.

Federal state educational standards provide:

1) the unity of the educational space of the Russian Federation;

2) continuity of basic educational programs;

3) variability in the content of educational programs at the appropriate level of education, the possibility of creating educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of students;

4) state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs and the results of their development.

What is the Federal State Educational Standard for Preschool Education?

The Federal State Educational Standard for Preschool Education is a regulatory document containing a set of mandatory requirements for preschool education. Its main function, according to A.G. Asmolov, is the formation and development of the child’s personality.

What determines the need to introduce the Federal State Educational Standard for preschool education?

According to the Federal Law “On Education in the Russian Federation,” preschool education became the first level of general education and required the introduction of a federal state standard for preschool education (hereinafter referred to as the Standard) as a regulatory document defining a set of mandatory requirements for preschool education. The standard regulates relations in the field of education that arise during the implementation of the educational program of preschool education.

What is a preschool education program?

Educational program– a set of basic characteristics of education (volume, content, planned results), organizational and pedagogical conditions.

Sample basic educational program– educational and methodological documentation defining the recommended volume and content of education at a certain level and (or) focus, the planned results of mastering the educational program, approximate conditions of educational activities, including approximate calculations of the standard costs of providing public services for the implementation of the educational program. The legal basis for drawing up the basic educational programs of preschool educational organizations, taking into account exemplary ones, is the Law “On Education in the Russian Federation”.

What are the expected results of the introduction of the Federal State Educational Standard for Education?

The introduction of the standard will allow:

– improve the social status of preschool education;

– ensure equal opportunities for every child to receive quality preschool education;

– provide state guarantees of the level and quality of preschool education;

What are the requirements for preschool education made by the Federal State Educational Standard?

The standard includes three groups of requirements:

– to the structure of the program and its scope;

– conditions for the implementation of the program;

– results of mastering the program.

What are the distinctive features of the Federal State Educational Standard for preschool education?

The Federal State Educational Standard for Preschool Education has significant differences from other standards of general education, which are as follows:

– the results of mastering the educational program are presented in the form of targets;

– they are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children;

– targets do not serve as the basis for an objective assessment of compliance with the established requirements of educational activities and training of children.

– mastering the program is not accompanied by intermediate and final assessments of students.

What key psychological and pedagogical ideas are included in the standard?

The basic values ​​of preschool education according to the Federal State Educational Standard are:

1) support for the specificity and diversity of childhood;

2) understanding childhood as a period of life that is significant in itself, without any conditions; significant because of what is happening to the child now, and not because this period is preparation for the next;

3) preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person;

4) the personal developmental and humanistic nature of interaction between adults (parents (legal representatives), teachers and other employees of the organization) and children;

5) respect for the child’s personality;

6) organization of the educational process in forms specific to children of a given age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

The standard takes into account:

– the individual needs of the child related to his life situation and health status, which determine the special conditions for his education (hereinafter referred to as special educational needs),

– individual needs of certain categories of children, including those with disabilities;

– the child’s ability to master the program at different stages of its implementation.

What principles of preschool education are approved by the Federal State Educational Standard for preschool education?

1) full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;

2) building educational activities based on the individual characteristics of each child, when the child himself becomes active in choosing the content of his education, becomes a subject of education (individualization of preschool education);

3) assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;

4) supporting children’s initiative in various activities;

5) cooperation between the organization and the family;

6) introducing children to sociocultural norms, traditions of the family, society and state;

7) formation of cognitive interests and cognitive actions of the child in various types of activities;

8) age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);

9) taking into account the ethnocultural situation of children's development.

What is the structure of the Federal State Educational Standard for preschool education or how can a teacher navigate the document?

The Federal State Educational Standard consists of four sections:

1. General provisions. This section reveals the concept of the Federal State Educational Standard, the principles implemented in the Standard, the principles of preschool education, the goals and objectives of the Federal State Educational Standard, a list of basic requirements for preschool education.

2. Requirements for the structure of the main preschool education program and its volume. This section presents the characteristics, structure and main content of the preschool education program, and shows the specifics of the content of correctional work and inclusive education.

3. Requirements for the conditions for the implementation of the basic educational program of preschool education. This section contains information about the requirements for psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the program, as well as for the developing subject-spatial environment.

4. Requirements for the results of mastering the basic educational program of preschool education. This section characterizes the possible achievements of children, taking into account age characteristics. Requirements for the results of mastering the program are presented as targets for preschool education that are not subject to direct assessment, including pedagogical diagnostics (monitoring).

What problems is the Federal State Educational Standard for Education designed to solve?

The standard is aimed at solving the following problems:

1) protection and strengthening of the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creation of favorable conditions for the education of children in accordance with their age and individual characteristics and inclinations, development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and socially accepted rules and norms of behavior in the interests of the individual, family, and society;

6) the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;

7) ensuring variability and diversity in the content of programs and organizational forms of preschool education, the possibility of creating programs of various directions, taking into account the educational needs, abilities and health status of children;

8) the formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.

Main educational program

What should a teacher know about the basic educational program of preschool education?

The program determines the content and organization of educational activities at the level of preschool education.

Structural units (groups) in one organization can implement different programs.

The program is developed and approved by the organization independently in accordance with this standard and taking into account sample programs.

The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and determines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

– social and communicative development;

– cognitive development;

– speech development;

– artistic and aesthetic development;

- physical development.

The program consists of a mandatory part and a part formed by participants in educational relations. Both are complementary and necessary from the point of view of implementing the requirements of the standard.

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.

What are the requirements for the conditions for the implementation of the main educational program in the Federal State Educational Standard for Education?

Implementation of the program includes requirements for:

– psychological and pedagogical conditions;

– personnel conditions;

– material and technical conditions;

– financial conditions;

– developing subject-spatial environment.

The conditions for implementing the program must ensure the full development of children’s personalities in all main educational areas against the backdrop of their emotional well-being and positive attitude towards the world, themselves and other people.

The requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment.

What should a graduate of a preschool educational organization be like?

Section 4.6 of the Federal State Educational Standard for preschool education contains social and normative age characteristics of a child’s possible achievements at the stage of completion of preschool education. These include: mastery of cultural ways of activity and a positive attitude towards the world, initiative, activity and independence, self-confidence, developed speech, imagination, creativity, gross and fine motor skills, the ability to interact with peers and adults, the ability to exert volition, curiosity, etc.

How will children be prepared for school?

The standard notes that if the requirements for the conditions for implementing the program are met, the target guidelines assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education.

It is important to note that the program’s targets serve as the basis for the continuity of preschool and primary general education.

What is the role of parents in the educational process of a preschool educational organization?

The Federal Law “On Education in the Russian Federation” notes that parents are obliged to ensure that their children receive a general education, have the right to choose the form of education, and have the right to receive methodological, psychological, pedagogical, diagnostic and advisory assistance in consultation centers organized in educational organizations. Parents are participants in educational relations.

The standard is the basis for providing assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, developing individual abilities and the necessary correction of their developmental disorders. One of the tasks set in the Federal State Educational Standard for Education is to provide psychological and pedagogical support for the family and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.

What requirements does the Federal State Educational Standard for Preschool Education impose on teachers working in the preschool education system?

A modern teacher of a preschool educational organization must have the following competencies:

1) ensuring emotional well-being through:

– direct communication with each child;

– respectful attitude towards each child, his feelings and needs;

2) support for children’s individuality and initiative through:

– creating conditions for children to freely choose activities and participants in joint activities;

– creating conditions for children to make decisions, express feelings and thoughts;

– non-directive assistance to children, support for their initiative and independence in various types of activities (play, research, project, cognitive, etc.);

3) establishing rules of interaction in different situations:

– creating conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata, as well as those who have different (including limited) health capabilities;

– development of children’s communication abilities, allowing them to resolve conflict situations with peers;

– developing children’s ability to work in a peer group;

4) construction of variable developmental education, focused on the level of development that is manifested in the child in joint activities with adults and more experienced peers, but is not updated in his individual activities (hereinafter referred to as the zone of proximal development of each child), through:

– creating conditions for mastering cultural means of activity;

– organization of activities that promote the development of thinking, speech, communication, imagination and children’s creativity, personal, physical and artistic-aesthetic development of children;

– supporting children’s spontaneous play, enriching it, providing play time and space;

– assessment of children’s individual development;

5) interaction with parents (legal representatives) on issues of the child’s education, their direct involvement in educational activities, including in the context of creating educational projects together with the family based on identifying needs and supporting the family’s educational initiatives.

The teacher needs to know that from January 1, 2017, the Professional Standard of Teacher (teaching activities in preschool, primary general, basic general, secondary general education) (educator, teacher) comes into force, which sets out the basic requirements for his qualifications.

Why do we need a Professional Teacher Standard?

The teacher's professional standard will apply:

a) when applying for a job in a general education institution for the position of “teacher”;

c) when carrying out certification of teachers of educational institutions by regional executive authorities exercising management in the field of education;

d) during the certification of teachers by educational organizations if they are given the appropriate powers.

Therefore, the professional standard will allow:

– ensure the necessary awareness of the teacher about the requirements placed on him;

– determine the necessary qualifications that influence the results of the child’s education, upbringing and development.

The professional standard provides characteristics of the labor actions of a teacher in a preschool educational organization, the necessary skills and knowledge that he must possess. It is these parameters that will serve as the basis for determining the teacher’s qualification level.

Olga Dyatchina
Psychological and pedagogical support for preschool children in the context of the introduction of the Federal State Educational Standard for Preschool Education

In system preschool Education has undergone great changes.

On September 1, 2013, a new law came into force “On education in the Russian Federation”, in which for the first time preschool education is fixed as a level of general education.

This approach made it necessary to develop a federal state educational standard preschool education, which came into force on January 1, 2014.

The developers of the standard laid down several principles in the document, of which the most important is the preservation of uniqueness and intrinsic value preschool childhood, as an important stage in the overall development of man.

Key line preschool childhood is an introduction to cultural values, the socialization of a child in society, and not teaching him to write, count and read. And this familiarization occurs through the leading type of children's activity - play.

In system preschool education is becoming most in demand among all participants in the educational process. Therefore, concern for the realization of the child’s right to full and free development is today an integral part of the activities of any preschool.

Based on the results of a focus group survey "What do you expect from preschool education?» the following were received results:

The most important and valuable for parents is not the child’s mastery of certain knowledge, skills and abilities, but the presence of qualities that determine his successful socialization.

Educators are also focused on developing certain qualities in the child, rather than narrow subject knowledge, skills and abilities. Main conditions Educators consider the creation of a safe developmental environment and the professional competence of teachers to be successful in the educational process.

Unlike parents and educators preschool institutions, primary school teachers give preference to the presence of certain subject knowledge and the child’s ability to obey established rules.

Who to listen to?

Developers Federal State Educational Standard DO went their own way.

Teach for life, not for school!

Thus, in every preschool the institution needs to build the right trajectory aimed at development preschoolers.

Accompanying a child during preschool training involves the implementation of the following principles:

Following the natural development of the child on this age stage of his life's journey.

Accompaniment relies on those mental personal achievements that the child actually has and constitute the unique baggage of his personality. Psychological the environment does not carry influence and pressure. The priority of goals, values, development needs of the child’s inner world.

Orientation of activity towards creation conditions, allowing the child to independently build a system of relationships with the world, the people around him and himself, and make personally significant positive life choices.

In my work I determine psychological and pedagogical support as a system of professional activity aimed at creating social psychological conditions for the successful upbringing, training and development of a child at every age stage.

Target escort in our preschool educational institution - create psychological and pedagogical conditions for the full development and education of the child’s personality within the framework of his age and individual capabilities.

Tasks psychological and pedagogical support:

Security and strengthening children's mental health, including their emotional well-being;

Creating favorable conditions for the development of children in accordance with age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;

Formation of a socio-cultural environment appropriate age, individual, psychological and physiological characteristics children;

Security psychologically- pedagogical support for families and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of health children.

Main subjects psychological exposure in kindergarten are:

Educators, teachers;

Parents.

Main stages psychological and pedagogical support:

1. diagnostic;

2. clarification of the identified difficulties or giftedness of the child;

3. correctional - developmental;

4. analysis of intermediate results.

The diagnostic stage involves the discovery and identification of difficulties in the development of the child or his interests, which may come from parents and educators.

At this stage, the teachers and I introduce parents to age characteristics of children. At the same time, teachers and parents determine the individual characteristics of each child, which takes into account 5 areas preschool education:

Social - communicative

Cognitive

Speech

Artistic and aesthetic

Physical

The diagnostic stage is also an adaptation stage. Adaptation is the child’s entry into a new environment and adaptation to it.

During the adaptation period, we introduce parents to the organization of the child’s life in kindergarten, diet, daily routine, educational program, education of the child’s cultural, hygienic and self-care skills, features of the adaptation period, and adaptation indicators.

We offer parents an adaptation sheet, which they fill out within a month, and some even longer, until the child’s adaptation period ends.

There is a club at the kindergarten "Nest", where parents can receive individual advice on the adaptation of their child.

At the stage of clarifying the identified difficulties or talents of the child, educators collect additional information from other kindergarten teachers, parents, and study special literature to clarify the identified difficulties or abilities of the child.

At the request of educators and with the consent of parents, diagnostics of cognitive and emotional-volitional development are carried out preschoolers in order to create development programs for each child.

For each child, upon arrival at kindergarten, a "Diary support of child development» , where educators and teachers psychologist collect information about the child’s family, adaptation sheets, conclusions and recommendations for accompanying the child at each age stage of development.

The correctional and developmental stage is the stage of working with the child, advisory and other work with parents and educators.

At this stage, educators and teachers - psychologist Conducts correctional and developmental work with children with developmental difficulties. Consultative work is carried out with kindergarten teachers, educators and parents. For example, consultations and seminars on aggression issues preschoolers, anxiety, development of cognitive processes, development of volitional efforts, etc.

To solve the tasks at this stage, I use the following correctional and developmental programs:

Yu. V. Ostankova “System of correctional and developmental training classes children to school»

I. Yarushin “Social - psychological, correctional and developmental work with children"

I. L. Artsishevskaya “Classes with hyperactive children”

E. O. Sevastyanova “Classes on the development of intelligence children 5-7 years old» etc.

At the stage of analysis of intermediate results escort child development educators, teacher – psychologist, preschool teachers are adjusting the individual program or recommendations for accompaniment development of each child.

Teachers organize various forms of presentation of gifted development children: exhibitions of author's works, concerts, mono performances, etc.

We explain to parents whose children attend the preparatory group that for successful adaptation to school life, much more important than the ability to count and write, the child needs psychological stability, high self-esteem, self-confidence. These priorities are embedded in GEF DO.

That is why they are designated in the standard as targets for all participants in educational relations.

Reasons for determining the results of children's mastery of the educational program preschool education through targets according to GEF DO:

1. specificity preschool childhood(flexibility, plasticity of the child’s development, a high range of options for his development, his spontaneity and involuntariness);

2. system features preschool education(optional level preschool education in the Russian Federation; the absence of the possibility of imputing any responsibility for the result to the child).

TARGETS PRESCHOOL EDUCATION:

Serve as the basis for continuity preschool and primary general education;

Subject to compliance with the requirements conditions program implementation preschool education they involve the formation of preschool children prerequisites for educational activities at the stage of completion by them preschool education.

Any standard presupposes some kind of result, that is, if a standard is introduced, then it is assumed that this standard will change something in the education system and we will get one or another planned result.

So this is the result, the developers emphasize, that socialization should be children.

Not an educational result, but rather the formation in a child of vitally important basic values ​​of a culture of peace.

Particular attention should be paid to the development of the motivational sphere (this is the need for curiosity, knowledge of the world, the growth of questions about why, why, the desire and need for creativity, the need and motivation for achievements, pride in one’s achievements, etc.)

Every child is a reason for us, and we need, in essence, not to extinguish the reasons, but to give them the opportunity to feel like confident people.

All this is possible if it is built correctly psychological and pedagogical support not only for preschoolers, but also all participants in the educational process.