Trends and prospects for the development of preschool education in the Russian Federation. Essay "The main trends in the development of preschool childhood at the present stage Positive trends in the development of kindergarten

Filipova E.V.

The article reveals the concept, essence, content of preschool education in Russia. The author of the article, a teacher with many years of teaching experience in the first qualification category, tried to reveal the organization of preschool education in Russia as an education system as a whole.

Key words: concept, essence, content, educational program, federal state educational standard for preschool education, education system.

The article reveals the concept, essence, content of pre-school education in Russia. The author of the article, the educator with the longest pedagogical experience, was the first qualification category to try to disclose the organization of preschool education in Russia as an educational system in general.

Key words: concept, essence, content, educational program, federal state educational standard of preschool education, education system.

"Education is the key to open the golden gates of freedom" .
George Washington

Preschool education in Russia - ensuring the intellectual, personal and physical development of a child of preschool age from 2 to 7 years.

A concept is a thought that reflects in a generalized form the objects and phenomena of reality and the connections between them by fixing common and specific features.

Essence is a set of such properties of an object, without which it is unable to exist and which determine all its other properties.

Preschool education is aimed at the formation of a general culture, the development of physical, intellectual, moral, aesthetic and personal qualities, the formation of the prerequisites for educational activities, the preservation and strengthening of the health of preschool children.
Educational programs of preschool education are aimed at the versatile development of preschool children, taking into account their age and individual characteristics, including the achievement by children of preschool age of the level of development necessary and sufficient for their successful mastering of educational programs of primary general education, based on an individual approach to children of preschool age and activities specific to preschool children. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students.
Parents (legal representatives) minors who provide children with preschool education in the form of family education have the right to receive methodological, psychological and pedagogical, diagnostic and advisory assistance free of charge, including in preschool educational organizations and general education organizations, if they have established appropriate counseling centers. Ensuring the provision of such types of assistance is carried out by state authorities of the constituent entities of the Russian Federation.

The ideas of humanization and democratization are put in the basis of the state policy in the field of education. They are reflected in the Constitution of the Russian Federation (1993) (KRF. Article 2 of the Constitution puts into effect in our country the highest legal principles developed by democratic movements and enshrined in the constitutional experience of the peoples of Western Europe, the USA and many other countries, carries out the aspirations of liberal and democratic movements in Russia at least since the beginning of the 19th century. This world experience is summarized by a number of international legal acts recognized at different times by Russia and also binding on it, such as the UN Charter of 1945, the Universal Declaration of Human Rights of 1948, the International Covenant on Civil and Political Rights, and the International Covenant on Economic, Social and Cultural Rights of 1966, the Charter of the Council of Europe, the European Convention for the Protection of Human Rights and Fundamental Freedoms of 1950, etc.) , , ; and in the Law of the Russian Federation "On education" (Article 5). The right to education. State guarantees for the realization of the right to education in the Russian Federation. 1. The Russian Federation guarantees the right of every person to education. 2. The right to education in the Russian Federation is guaranteed regardless of gender, race, nationality, language, origin, property, social and official status, place of residence, attitude to religion, beliefs, membership in public associations, as well as other circumstances. 3. In the Russian Federation, preschool, primary general, basic general and secondary general education, secondary vocational education are guaranteed to be generally accessible and free of charge in accordance with federal state educational standards, as well as free higher education on a competitive basis, if a citizen receives education at this level for the first time. 3. In the Russian Federation, the realization of the right of every person to education is ensured by the creation by federal state bodies, state authorities of the constituent entities of the Russian Federation and local governments of appropriate socio-economic conditions for obtaining it, expanding opportunities to meet the needs of a person in obtaining education of various levels and directions in throughout life.

The documents state that “1) education is a single purposeful process of upbringing and training, which is a socially significant good and is carried out in the interests of a person, family, society and the state, as well as a set of acquired knowledge, skills, values, experience and competence of a certain volume and complexity in purposes of intellectual, spiritual, moral, creative, physical and (or) professional development of a person, satisfaction of his educational needs and interests; 2) upbringing - an activity aimed at developing the personality, creating conditions for self-determination and socialization of the student on the basis of socio-cultural, spiritual and moral values and the rules and norms of behavior accepted in society in the interests of the individual, family, society and the state; 4) level of education - a completed cycle of education, characterized by a certain unified set of requirements; " “The Russian Federation guarantees the right of every person to education.” .

The education system in the Russian Federation is a combination of a system of successive educational programs and state educational standards of various levels and directions; networks of educational institutions of various organizational and legal forms, types and types that implement them; the system of educational authorities and their subordinate institutions and enterprises.

Preschool education is the first link in the Russian education system. From an early age, the child is guaranteed the right to education, which, from the standpoint of the Convention on the Rights of the Child (1989) includes the following aspects:

the opportunity to visit an educational institution
creating conditions for educational activities
the content of education that prepares the child for a conscious life in a free society in the spirit of understanding, peace, tolerance (tolerance), equality of men and women, and friendship between peoples.
relations between participants in the educational process based on respect for the human dignity of the child The participating States recognize the right of the child to education, and with a view to progressively achieving the realization of this right on the basis of equal opportunity, they. States Parties agree that the education of the child should be directed to: (a) the development of the child's personality, talents and mental and physical abilities to their fullest potential; States Parties recognize the right of the child to rest and leisure, the right to participate in games and recreational activities appropriate to his age, and to freely participate in cultural life and the arts.).

The system of preschool education is constantly changing, improving and updating. It fulfilled and fulfills the most important social order of society, is one of the factors of its development. In the Law of the Russian Federation "On education" the role of parents, who are the first teachers, is supported. Parents (legal representatives) minor students have a preferential right to the education and upbringing of children over all other persons. They are obliged to lay the foundations for the physical, moral and intellectual development of the child's personality.) Their duty is to develop the foundations for the physical, moral and intellectual development of the child's personality in infancy. A network of preschool educational institutions operates to help the family. Therefore, the Ministry of Education considers the preservation and development of the network of preschool educational organizations the main strategic task of the Department of Preschool Education.

Modern preschool organizations are characterized by multifunctionality, variety, freedom in choosing the priority direction of the educational process, polyprogramming in the implementation of content. All this lowers the level of variability, independent activity of preschool educational institutions, and adaptability to regional conditions. The system of preschool educational organizations includes the following types:

Kindergarten with priority implementation of one or more areas of child development (intellectual, artistic and aesthetic, physical, etc.).
Kindergarten of a compensating type with the priority implementation of the qualification correction of deviations in the physical and mental development of pupils;
Kindergarten of supervision and improvement with priority implementation of sanitary-hygienic and health-improving measures and procedures;
Kindergarten of a combined type (which may include general developmental, compensatory and recreational groups in various combinations;
Child Development Center - a kindergarten with the implementation of physical and mental development, correction and rehabilitation of all children.

Thus, preschool educational organization as a type of education system includes a variety of types that have their own distinctive features. (usually associated with the model of the educational process, the basis of which is the educational program).

Preschool educational organizations, performing various functions of their activities, are responsible for the quality of their work, for the compliance of the results of their activities with the state educational standard.

“The federal state educational standard is a set of mandatory requirements for education of a certain level and (or) to the profession, specialty and area of training, approved by the federal executive body responsible for the development of state policy and legal regulation in the field of education;” .

1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.

The subject of regulation of the Standard are relations in the field of education arising from the implementation of the educational program of preschool education (hereinafter referred to as the Program).

Educational activities under the Program are carried out by organizations engaged in educational activities, individual entrepreneurs (hereinafter collectively - Organizations).

The provisions of this Standard may be used by parents (legal representatives) when children receive preschool education in the form of family education.

2. The standard was developed on the basis of the Constitution of the Russian Federation1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child2, which are based on the following basic principles:

support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood is understanding (consideration) childhood as a period of life significant in itself, without any conditions; significant by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period;
personality-developing and humanistic nature of adult interaction (parents (legal representatives), pedagogical and other employees of the Organization) and children;
respect for the personality of the child;
implementation of the Program in forms specific for children of this 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:
individual needs of the child related to his life situation and state of health, which determine the special conditions for his education (hereinafter - special educational needs), individual needs of certain categories of children, including those with disabilities;
opportunities for the child to master the Program at different stages of its implementation.
Basic principles of preschool education:
full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) child development;
building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education (hereinafter - the individualization of preschool education);
assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) educational relations;
supporting the initiative of children in various activities;
cooperation of the Organization with the family;
introducing children to socio-cultural norms, traditions of the family, society and the state;
the formation of cognitive interests and cognitive actions of the child in various activities;
age appropriateness of preschool education (correspondence of conditions, requirements, methods to age and features of development);
taking into account the ethno-cultural situation of children's development.
The standard aims to achieve the following goals:
raising the social status of preschool education;
provision by the state of equal opportunities for each child in obtaining a quality pre-school education;
ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs for preschool education, 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.
The standard is aimed at solving the following problems:
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 and other characteristics (including disabilities);
ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter - the continuity of the main 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, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;
combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of a person, family, society;
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 the prerequisites for educational activities;
ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health of children;
formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;
providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.

The federal component of the standard acts as an invariant part that cannot be changed locally, ensures the preservation of the best traditions, and the further development of the preschool education system. The federal component of the state standard creates the unity of the educational space on the territory of the Russian Federation, regulates the quality of this education, and is the basis for certification of preschool educational institutions, an objective assessment of the level of education.

The national regional component of the state educational standard reflects the socio-economic; national-ethnic, natural-climatic, cultural-historical features of the region (region). This component supplements the mandatory minimum of the content of the educational program, implements in the preschool educational institution.

The system of preschool education is constantly changing, improving and updating. It fulfilled and fulfills the most important social order of society, is one of the factors of its development.

The concept of education development for 2016-2020 was approved by the Government of the Russian Federation and signed by D.A. Medvedev December 29, 2014 (No. 2765-r). The need for its creation is justified by the expiration of the previous state education program, designed for 2011-2015. This document, officially called "The Concept of the Federal Target Program for the Development of Education for 2016 - 2020" , determines the goals and objectives, directions and activities, means and stages of implementing a promising program for the development of Russian education at all levels, based on the requirements of the concept of long-term socio-economic development of the Russian Federation for the period up to 2020....

The main goal of the proposed program is the opportunity for the most effective development of education in the Russian Federation, which should be aimed at "formation of competitive human potential" capable of realizing itself not only within the Russian Federation, but also on a global scale. Achieving this goal is possible through the gradual solution of tasks that allow graduates to improve in terms of obtaining professional skills in various educational institutions. Emphasis is also placed on the development of the competencies of teachers and leaders. They must master the programs and methods of working with children of different levels of education who have disabilities and national identity. This concept proposes to disseminate the experience of scientific, practical and creative activities. This is necessary in order to timely identify and support gifted children, allow them to improve themselves and achieve a certain personal growth. Among the priority tasks is the need to create an infrastructure that allows to implement the education program at a high level....

Thus, the content of preschool education is a backbone element that reflects social, economic, and pedagogical changes in the life of society.

List of literature sources:

Doronova T.N. The right to education // preschool education - 2001. No. 10, p. 2-6
[Article 28];
Convention on the Rights of the Child Adopted by General Assembly resolution 44/25 of 20 November 1989. [Article 29];
Convention on the Rights of the Child Adopted by General Assembly resolution 44/25 of 20 November 1989. [Article 31];
Constitution of the Russian Federation 2016 Current version with Comments as of 03.10.2016);
Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow "On approval of the federal state educational standard for preschool education" Date of signing: 17.10.2013. Date of publication: 25.11.2013 00:00. .. Registration N 30384);
Explanatory dictionary of Ozhegov. AST, Peace and Education, 2014; with. 736;
[Chapter 1] [Article 2];
Federal Law of December 29, 2012 No. 273-FZ (as amended on 07.05.2013 with amendments that came into force on 19.05.2013) "On Education in the Russian Federation" December 29, 2012 N 273-FZ Adopted by the State Duma on December 21, 2012. Approved by the Federation Council on December 26, 2012). [Chapter 1] [Article 5];
Federal Law of December 29, 2012 No. 273-FZ (as amended on 07.05.2013 with amendments that came into force on 19.05.2013) "On Education in the Russian Federation" December 29, 2012 N 273-FZ Adopted by the State Duma on December 21, 2012. Approved by the Federation Council on December 26, 2012). [Chapter 4 [Article 44];
Federal Law of December 29, 2012 No. 273-FZ (as amended on 07.05.2013 with amendments that came into force on 19.05.2013) "On Education in the Russian Federation" December 29, 2012 N 273-FZ Adopted by the State Duma on December 21, 2012. Approved by the Federation Council on December 26, 2012). [Chapter 7] [Article 64];
Federal Law of December 29, 2012 No. 273-FZ (as amended on 07.05.2013 with amendments that came into force on 19.05.2013) "On Education in the Russian Federation" December 29, 2012 N 273-FZ Adopted by the State Duma on December 21, 2012. Approved by the Federation Council on December 26, 2012). [Chapter 12] [Article 89];
.Philosophical encyclopedic dictionary. Moscow: Soviet Encyclopedia. Ch. editors: L. F. Ilyichev, P. N. Fedoseev, S. M. Kovalev, V. G. Panov. 1983.); 14. Philosophy: Encyclopedic Dictionary. M.: Gardariki. Edited by A.A. Ivin. 2004);

UDC 373.21

A. A. Antonov

MODERN TRENDS IN PRESCHOOL EDUCATION

The main educational programs used in the educational process of a preschool educational institution both in Russia and in foreign countries are analyzed. The exceptional importance of the physical education of children and the need to find ways to further improve it are emphasized.

This article analyzes the basic educational programs used in the educational process at preschool education institutions both in Russia and abroad. The author emphasizes the exceptional importance of physical education of children and its further improvement.

Key words: preschool psychology, preschool educational institutions, preschool education.

Key words: child psychology, preschool education institutions, preschool education.

The main task of the Russian educational policy in recent years has been to ensure the modern quality of education while maintaining its fundamental nature and compliance with the current and future needs of the individual, society and the state. To solve it, the Government of the Russian Federation and the Ministry of Education developed the "Concept for the modernization of Russian education for the period up to 2010"

The priorities in the educational policy of the first stage of modernization are the implementation of preschool education programs and the adoption of measures to improve the health of the younger generation.

Speaking about the current state of preschool education, it should be noted that, despite the difficulties that it is experiencing, it has managed to preserve the best Russian traditions. The pedagogical process covers all the main areas of child development (physical education, familiarization with the outside world, artistic and aesthetic, etc.), a system of measures is provided for the protection and promotion of children's health, the principle of complexity is observed, partial programs are used that combine various aspects of the pedagogical process. There are also new, non-traditional types of content for the work of a preschool educational institution: choreography and rhythm, teaching a foreign language, new technologies of fine art, computer training, familiarization with national culture, more emphasis is placed on creating conditions for independent experimentation and search activity of the children themselves. There is a transition to a different style of communication and play with the child - taking into account personality-oriented interaction.

In today's educational space, a wide range of domestic programs are offered that implement different approaches to organizing the pedagogical process in a preschool educational institution. Each of them puts forward one or another priority of education: cognitive development, aesthetic, ecological. It is important to take into account that the activation of some areas of the child's development at the expense of others leads to the impoverishment of personal development and the deterioration of the physical and mental state of the preschooler. Despite this, among the trends in the educational process in preschool educational institutions at the present stage, there is a significant increase in the volume and intensity of cognitive activity. Additional classes are being introduced for the child, for example, foreign languages, computer training, ecology, life safety, etc. At the same time, there is no clear control and dosing of the teaching load, many preschool institutions do not have adequate pedagogical conditions and organizational and methodological approaches have not been developed that would allow compensate for the negative impact of increased intellectual loads. Innovations of this kind reduce the already insufficient, according to experts, level of physical activity and have a negative impact on the health of children. It is known that the need of children for physical activity is satisfied during their stay in the preschool educational institution only by 45 - 50% even with three physical education classes a day, and now in many preschool educational institutions their number has decreased to two, and sometimes even once a week.

In modern programs for preschool educational institutions, physical education is not a priority section. However, numerous previous studies have noted a close relationship between the level of morbidity and the level of human motor activity at various stages of ontogenesis. It has been established that the greatest effectiveness of the process of preschool education is achieved if the daily volume of organized motor

Bulletin of the Russian State University. I. Kant. 2010. Issue. 11. S. 22 - 27.

activity of the child is from 30 to 40% of the time of wakefulness. The orientation of the content of the programs mainly on the mental development of children reduces the interest of teachers in the physical education of preschoolers.

Filippova S.O., having analyzed the content of domestic physical education programs for preschoolers, came to the conclusion that these programs are focused more on the formation of basic motor skills in children and, to a lesser extent, on promoting the targeted development of motor qualities, do not directly affect the systems and body functions of children and their health. In many programs, due attention is not paid to the development of physical qualities of preschool children, while a significant number of preschoolers (28 - 40%) have a low and below average level of physical fitness, and as a result, indicators of the functions of the cardiovascular and respiratory systems indicate a decrease in reserve capabilities children's bodies.

The implementation of the concept of preserving the health of the child is presented in the domestic educational programs "Health", "Fundamentals of Safety for Preschool Children". "Rainbow", "Kindergarten - the house of joy", "Friendly guys", "Heritage" and "Golden Key" are mainly aimed at the social development of the child. Aesthetic development is embodied in the programs "Development", "Origins", "Childhood", the ideas about the need for the development of creativity are contained in "TRIZ". Some programs are of a highly specialized nature, for example: "Young Ecologist", "Preschooler and Economics", "Baby", "Planet of Childhood", "Synthesis", "Harmony", "Kid", "Children's Giftedness", "Start", etc. . P.

Along with domestic ones, foreign education systems are also used in our country: Montessori, Pilot School, Step by Step, the Green Door Center for Early Socialization of Children, etc. There is no doubt that they have accumulated positive experience, but its implementation by we need a preliminary in-depth study and a comparative evaluation of the effectiveness of programs. As practice shows, the use of programs of foreign authors in the educational process of preschool educational institutions is not always justified. The material in such programs is presented in a specific way: some have a fairly pronounced structure, others are more of a kind of philosophy, and still others are pedagogical technology. The Step by Step program (Georgetown University, Washington, USA) generally denies classes as a special form of teaching preschool children, and recommends that all education be built through play and independent activity of children. Physical education is not included in this program. Organized motor activity of children is excluded from the daily routine in favor of independent. Therefore, the process of child development to a certain extent is spontaneously disordered and chaotic.

It should be noted that, despite the peculiarity of the ways of development of pedagogical science and practice, the systems of preschool education in various countries of the world strive to solve common problems. We are talking about determining the content, forms, means and methods that are most suitable for the harmonious psychophysical and social development of children.

An analysis of the literature showed that foreign programs of preschool education are mostly aimed at the integrated nature of the curriculum. Preschool programs in the UK, recognizing the intrinsic value of childhood, consider it as part of life, and not as preparation for learning at the next stage of life, the child is perceived as a holistic being, all aspects of whose development are interconnected. Therefore, training is not divided into subjects.

The requirements of the American National Association for the Education of Young Children in the United States also orient preschool institutions towards the development and education of the “child as a whole”: practice must correspond to the level of development of children, that is, the curriculum should not be divided into separate disciplines.

Continuing the conversation about the problems of educational programs for preschool educational institutions, one cannot fail to say that all of them are intended mainly for healthy children, the number of which, according to the data of the Research Institute for Hygiene and Health Protection of Children and Adolescents of the Scientific Center for Health of the Russian Academy of Medical Sciences, is only about 10%. When planning the pedagogical process in a preschool educational institution, the state of mental health, adaptive resources and the capabilities of children are practically not taken into account. The trend of deterioration in the health of preschool children necessitates physical education and health work directly in the conditions of the kindergarten, where the child is almost daily and where, therefore, it is possible to ensure the timeliness and regularity of impacts.

In the modern system of public preschool education, there have been qualitative changes associated with the emergence of diverse types and types of preschool educational institutions, distributed in different categories. In this regard, children brought up in such preschool educational institutions are provided with

different educational conditions. The third (lowest) category includes a kindergarten that implements the state educational standard (SES); to the second - with the excess of the GOS in one or several areas of development (intellectual, physical, aesthetic, etc.); to the first (highest) - with the excess of the State Educational Standard in all areas (Child Development Center). Children attending preschools of various categories are taught differently, including in the field of physical culture. Undoubtedly, the effectiveness of the implementation of the tasks and content of physical education largely depends on the quantity and quality of physical culture and sports equipment and inventory, on an adequate subject-spatial developing environment that provides versatile physical development. Today, a number of preschool educational institutions (mainly of the third category) have limited opportunities for improving the material and technical equipment of physical education, updating sports and gaming equipment and inventory, acquiring methodological support, and expanding the staffing table. Preschools of the first category have more opportunities. They are much better equipped with sports halls and playgrounds, swimming pools, equipment and inventory. Classes are conducted by specialists in physical education.

It should be noted that the preschool educational institution exceeding the standard for physical education also does not always give positive results. According to the theory of amplification, substantiated by A. V. Zaporozhets, the individual functions of the child do not develop independently and autonomously, but in interconnection, as properties of an integral personality. Work built on the basis of certain lines of development (intellectual, physical) can cause serious distortions in the personality of a preschooler. The way out is the reasonable integration of the motor and cognitive activity of the child at all stages of his education.

Currently, in the system of preschool education, there is a problem of mental overload experienced by children and a deteriorating state of health. This is due to a large number of various program areas and additional extra-curricular education, a decrease in motor activity. In the programs of preschool educational institutions in various academic disciplines, due attention is not paid to the use of health-saving technologies, the integration of motor and cognitive activities of children. Despite the various developments offered today for preschool educational institutions, there are no such ones that would be responsible for the high need of children for motor activity, organized in accordance with the characteristics of the child's body.

Numerous studies conducted in our country and abroad testify to the indispensable contribution of purposeful physical education to the process of psychomotor, mental and emotional development of preschool children. Preschool age is a decisive period of a person's life in the formation of attitudes towards physical activity as an essential element of a healthy lifestyle. The foregoing emphasizes the exceptional importance of the physical education of children and the need to find ways to further improve it, taking into account the main trends in the development of preschool education in Russia. Improving the system of physical education of preschool children is a complex problem, the successful solution of which depends on its resource support: organizational, scientific and methodological, personnel, financial and material and technical.

Bibliography

1. The program of education and training in kindergarten / otv. ed. M. A. Vasil'eva. M., 1985.

2. Komkov A. G., Kirillova E. G. Organizational and pedagogical technology of formation of physical activity of schoolchildren // Physical culture: education, education, training. 2002. No. 1. S. 2 - 4.

3. Filippova S. O. On the issue of programs of physical culture and health work in preschool educational institutions / / Preschool education. 1999. No. 12. S. 36 - 38.

4. Solodkov A. S., Esina E. M. Physical and functional development of preschool children in St. Petersburg // Physical culture: education, education, training. 1999. No. 1-2. pp. 12-15.

5. Erofeeva T. I. Study of approaches to the organization of variable education for preschool children (on the basis of teaching mathematics) // Problems of preschool education: mater. scientific conf. M., 1994. S. 34 - 37.

6. Golovina O. V., Aizmana R. I. Influence of normalized physical load on the psychophysical development of a preschool child // Valeology. 1999. No. 1. S. 47-52.

7. Paramonova L. A., Protasova E. Yu. Preschool and primary education abroad: history and modernity: textbook. allowance. M., 2001.

8. Filippova S. O. Regional component of the state standard of education for preschoolers in the field of physical culture // Modern educational trends in physical culture. Sat. scientific tr. intl. scientific-practical. conf. SPb., 2000.

9. Kozlov I. M., Pravdov M. A., Nikiforov Yu. B. Physical culture and health of preschoolers // Physical culture, sport and health of the nation: mater. intl. congress. SPb., 1996.

Andrey Alexandrovich Antonov - Ph.D. ped. Sciences, Associate Professor, Shuya State Pedagogical University, e-mail: [email protected]

Dr. Andrey Antonov, Associate Professor, Shuya State Pedagogical University, e-mail: [email protected]

This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.

The standard was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child.

1.5. The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

2) ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;

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

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

1.6. 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 each 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) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of a person, family, 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 the prerequisites for educational activities;

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

8) formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

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

1.7. The standard is the basis for:

1) development of the Program;

2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);

3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;

4) an objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard;

6) assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in developing individual abilities and necessary correction of violations of their development.

1.8. The standard includes requirements for:

structure of the Program and its scope;

conditions for the implementation of the Program;

the results of the development of the Program

II. REQUIREMENTS FOR THE STRUCTURE OF THE EDUCATIONAL PROGRAM

PRESCHOOL EDUCATION AND ITS VOLUME

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

The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving problems. Groups can implement different programs. The program is developed and approved by the Organization independently in accordance with this Standard and taking into account Model Programs. determines the duration of the stay of children in the Organization, the operating mode of the Organization in accordance with the volume of educational activities to be solved, the maximum occupancy of the Groups. The Organization can develop and implement in Groups various Programs with different length of stay of children during the day, including Groups for short-term stay of children, Groups for full and extended days, Groups for round-the-clock stay, Groups of children of different ages from two months to eight years, including groups of different ages.

The program can be implemented during the entire stay<1>children in the Organization, but not more than 14 hours, taking into account the daily routine and age categories of 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 (hereinafter referred to as educational areas):

socio-communicative development;

cognitive development;

speech development;

artistic and aesthetic development;

physical development

The content of the Program should reflect the following aspects of the educational environment for a preschool child:

1) subject-spatial developing educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the system of the child's relationship to the world, to other people, to himself.

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.

The content section of the Program should include:

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

b) ways and directions of support for children's initiative;

c) features of the interaction of the teaching staff with the families of pupils;

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

The content of correctional work and / or inclusive education is included in the Program if it is planned to be mastered by children with disabilities.

This section should contain special conditions for the education of children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual remedial classes and carrying out qualified correction of violations their development.

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

The organizational section should 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 the features of traditional events, holidays, events; features of the organization of the developing subject-spatial environment.

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

III. REQUIREMENTS FOR THE CONDITIONS FOR THE IMPLEMENTATION OF THE MAIN

EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

The conditions for the implementation of the Program should ensure the full development of the personality of children in all major educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and to other people.

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

1) guarantee the protection and strengthening of the physical and mental health of children;

2) ensures the emotional well-being of children;

3) contribute to the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensure the openness of preschool education;

6) creates conditions for the participation of parents (legal representatives) in educational activities.

The occupancy of the Group is determined taking into account the age of the children, their state of health, the specifics of the Program.

In order to effectively implement the Program, conditions must be created for:

1) professional development of pedagogical and managerial employees, including their additional professional education;

2) advisory support for teachers and parents (legal representatives) on the education and health of children, including inclusive education (if organized);

3) organizational and methodological support for the implementation of the Program, including in interaction with peers and adults.

For corrective work with children with disabilities who master the Program together with other children in Combined Orientation Groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure that the special educational needs of children with disabilities are met.

When creating conditions for working with disabled children mastering the Program, an individual rehabilitation program for a disabled child should be taken into account.

The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

Requirements for staffing conditions for the implementation of the Program: When working in Groups for children with disabilities, the Organization may additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work with these disabilities of children's health, including assistants (helpers) who provide children with the necessary assistance . It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

When organizing inclusive education:

when included in the Group of children with disabilities, additional pedagogical workers who have the appropriate qualifications to work with these health limitations of children may be involved in the implementation of the Program. It is recommended to involve the appropriate pedagogical staff for each Group in which inclusive education is organized;

when other categories of children with special educational needs are included in the Group, including those in a difficult life situation<1>, additional teaching staff with appropriate qualifications may be involved.

Requirements for the material and technical conditions for the implementation of the Program include:

1) requirements determined in accordance with sanitary and epidemiological rules and regulations;

2) requirements determined in accordance with fire safety rules;

3) requirements for the means of education and upbringing in accordance with the age and individual characteristics of the development of children;

4) equipping the premises with a developing object-spatial environment;

5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects).

The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for learning activities in preschool children at the stage of completion of preschool education.

And preschool

1. MODERN TRENDS IN THE RENEWAL OF PRESCHOOL EDUCATION IN THE COUNTRY 4

1.1. MAIN DOCUMENTS REGULATING THE ACTIVITIES OF DOW 4

1.2. TREND IN THE DEVELOPMENT OF PRESCHOOL EDUCATION 7

1.3. CHARACTERISTICS OF TYPES AND TYPES OF DOE AND VARIATIVE MODELS OF GROUPS OF SHORT STAY OF CHILDREN IN DOW 12

2. VARIATIVE PROGRAMS AND TECHNOLOGIES OF EDUCATION, TRAINING AND PRESCHOOL AGE 16

2.1. CHARACTERISTICS OF ALTERNATIVE PROGRAMS OF EDUCATION AND TRAINING OF PRESCHOOL CHILDREN 16

2.2. NEW PEDAGOGICAL TECHNOLOGIES 23

CONCLUSION 27

REFERENCES 29

Introduction (excerpt)

Preschool age is the most important period in the formation of a personality, when the prerequisites for civic qualities are laid, the responsibility and ability of the child to freely choose, respect and understand other people, regardless of their social origin, race and nationality, language, gender, religion are formed. The purpose of preschool education at the present stage is not only the formation of a certain amount of knowledge, but also the development of the basic abilities of the individual, his social and cultural skills, the foundations of environmentally sound behavior, and a healthy lifestyle.

The topic of the presented independent work is the current trends in the renewal of preschool education in the country and the variable programs and technologies of education, training and preschool age.

In order to reveal the topic of the presented work, it is necessary to consider such questions as:

the main documents regulating the activities of the preschool educational institution;

development trend of preschool education;

characteristics of the types and types of preschool educational institutions and variable models of groups of short-term stay of children in preschool educational institutions;

characteristics of alternative programs for the upbringing and education of preschool children;

new pedagogical technologies.

Detailed answers to these questions will be given in the present work.

Extract from the main part

The main documents regulating the activities of a preschool educational institution are:

Law of the Russian Federation "On Education" (as amended on November 16, 1997, July 20, August 7, December 27, 2000, December 30, 2001, February 13, March 21, June 25, July 25, December 24, 2002 ., January 10, 2003)

Charter of the educational institution.

License to carry out educational activities.

Certificate of state accreditation.

Federal Law of July 24, 1998 No. 124-FZ "On Basic Guarantees of the Rights of the Child in the Russian Federation" (as amended on July 20, 2000).

Letter "On approval of the Model Regulations on an educational institution for children of preschool and primary school age."

Model regulation on an educational institution for children of preschool and primary school age (as amended on December 23, 2002) .

Model regulation on a preschool educational institution. (2009) .

On sending a package of sample documents implementing the Model Regulations on Preschool Educational Institutions in the Russian Federation (Letter from the Ministry of Education of the Russian Federation).

An agreement between a preschool educational institution and parents (persons replacing them) of a child attending a preschool educational institution.

Agreement between the founder and preschool educational institution

On the implementation of the rights of children in admission to preschool and general educational institutions (Letter of the Ministry of Education of the Russian Federation).

On the names of state and municipal educational institutions (Letter of the Ministry of Education of the Russian Federation).

List of types and types of state and municipal educational institutions.

On the secular nature of education in state educational institutions of the Russian Federation. (Letter from the Ministry of Education of the Russian Federation).

On streamlining the payment for the maintenance of children in preschool institutions and financial support for the system of these institutions. Decree of the Supreme Council of the Russian Federation.

On the organization of control over the activities of preschool educational institutions (Letter of the Ministry of Education of the Russian Federation).

On the streamlining of inspection and control activities in the education system (Order of the Ministry of Education of the Russian Federation) .

The list of natural standards in force in the education system:

1. Norms of food consumption by type of institutions, the contingent of the population served in them.

2. Norms of consumption of soft inventory by types of institutions.

3. Standards for the number of places in preschool institutions.

4. Occupancy standards for groups in preschool institutions (by age groups).

5. Standards for the total area of buildings of educational institutions by their types.

6. Standards for specific capital investments in new construction and reconstruction by types of educational institutions.

In addition, one of the main documents regulating the activities of a preschool educational institution is the educational program of a preschool educational institution. It, along with the Charter, serves as the basis for licensing, attestation, accreditation, changes in budget financing, organization of paid educational services in accordance with the social order of parents (legal representatives).

Conclusion (excerpt)

Based on the results of the work carried out to study the current trends in the renewal of preschool education in the country and the variable programs and technologies of upbringing, education and preschool age, a number of conclusions can be drawn:

Change and update of its content;

Variability;

Material www.zachetik.ru

To

Academy of Social Management, Russia

Modern trends in the development of preschool education

In the context of the "multi-vector" nature of modern preschool education, there has been a trend towards the implementation of a single strategic direction of the activity of this system. And this is due to the introduction of Federal State Requirements (FGT) to the structure of the main general educational program of preschool education.

In 1996, the Ministry of Education of the Russian Federation defined a set of requirements in the field of preschool education, which was reflected in the development and approval of the Interim Requirements for the content and methods of education and training implemented in preschool educational institutions.

It was assumed that Temporary or exemplary requirements will be valid until the introduction of the state educational standard in the field of preschool education. However, in the near future there will be no state educational standard for preschool education, because. its introduction contradicts the age characteristics of the mental development of preschool children.

In 2008, the Ministry of Education and Science of the Russian Federation, within the framework of the Federal Target Program for the Development of Education for 2006–2010, developed the conceptual framework for determining the Federal State Requirements (FGT) to the structure of the main general educational program of preschool education, the FGT project.

It should be noted that in the history of Russian preschool education there is no experience in the development, approval of the state educational standard and FGT.

Thus, the Temporary Requirements have been replaced by the FGT, which will have to be reviewed and established at least once every 10 years.

Federal government requirements (FGT) determine the structure of the main general educational program of preschool education, the conditions for its implementation and the results of mastering the program.

FGT to the structure of the main general educational program of preschool education was approved by order of the Ministry of Education and Science of the Russian Federation of November 23, 2009 No. 655. At the same time, in the Law of the Russian Federation "On Education" (clause 4, art.

7) the structure of the main educational programs is understood as the ratio and volume of their parts, the ratio of the mandatory part of the main general educational program of preschool education and the part formed by the participants in the educational process.

It is not uncommon to hear that the Federal State Requirements are called the "state educational standard for preschool education." To understand the difference between "requirements" and "standards", one should compare the structure that Federal State Educational Standard (FSES) and Federal State Requirements (FGT). So, The Federal State Educational Standard of general education and other levels of the continuous system of Russian education includes 3 groups of requirements:

1) FGT to the structure of basic educational programs

2) FGT to the conditions of their implementation

3) FGT to the results of the development of programs.

It is necessary to know that for the system of preschool education, only 2 groups of federal state requirements are established:

1) FGT to the structure of the program;

2) FGT to the conditions of its implementation.

In other words, in the system of preschool education there are no federal state requirements for the results of mastering the program. And this means that speaking of FGT in relation to the preschool level of education, it is not and cannot be.

And, therefore, about the standard of speech does not go. In this case, it would be more correct to say that FGT is a program for standardizing the content of preschool education, and not a standard for preschool education.

The Ministry of Education and Science of the Russian Federation in the FGT included in the structure of the program requirements for the final result of mastering the program. In this regard, in the FGT, a mandatory section of the program of any preschool educational institution is allocated to the structure of the preschool education program - "Planned results of mastering the main general educational program of preschool education by children". It describes the integrative qualities that a child can acquire as a result of mastering the program.

As for the planned results of the activities of a preschool institution, then the planned final result of preschool education - social portrait of a 7 year old childwho has mastered the basic general education program. The “social portrait” is understood as a set of integrative qualities, i.e. such system formations that:

§ are formed in the child in the process of mastering the program;

§ contribute to the child's independent solution of life tasks adequate to his age;

§are indicators and characterize 3 spheres of development - personal, intellectual, physical.

Thus, the main trends in the development of preschool education are reflected in the following important points of federal state requirements.

First, the FGT defines the structure of the content of preschool education.

Directions for the development of children

More details on the website www.rusnauka.com

Trends in the development of preschool education at the present stage

The development of preschool education is one of the priority goals for the development of Russian education at the present stage.

For lining up variable education it is necessary, first of all, determine the invariant, i.e. obligatory essential core of the content of education. In his capacity are standards.

1. "Federal state requirements for the structure of the basic general educational program of preschool education" Published: March 5, 2010 in "RG" - Federal issue No. 5125 Effective: March 16, 2010

2. "Federal state requirements for the conditions for the implementation of the main general educational program of preschool education" Published: November 21, 2011 in "RG" - Federal issue No. 5637 Effective: December 2, 2011

3. N 273-FZ Federal Law "On Education in the Russian Federation". Adopted by the State Duma on December 21, 2012 Approved by the Federation Council on December 26, 2012 entered into force on September 1, 2013.

The enactment of the Federal Law "On Education in the Russian Federation" marked new stage in the development of the domestic system of preschool education. Pre-school education received the status of the first stage of education, which required a change in the regulatory framework for its implementation.

On the one hand, this recognition of the importance of early childhood education in the development of the child, on the other hand, increasing the requirements for preschool education, including through the adoption of the federal state educational standard for preschool education.

4. The most important innovation of a fundamental nature is the creation of the Federal State Educational Standard for Preschool Education (FSES DO) - a document that has no analogues in Russian history.

The development of the standard was carried out with January 30, 2013 year by a working group of leading experts in the field of preschool education under the leadership of the director of the Federal Institute for the Development of Education Alexander Asmolov.

June 2013 year, the GEF project of preschool education was presented to the public public discussion. Over 300 comments and suggestions received on the draft standard were considered at a meeting of the Council of the Ministry of Education and Science of the Russian Federation on Federal State Educational Standards on July 3, 2013.

In accordance with the decision of the Council, the draft Federal State Educational Standard for preschool education was finalized and submitted for reconsideration. Based on the conclusions of 11 expert organizations and the recommendation of the working group of general education Council of the Ministry of Education and Science of the Russian Federation on Federal State Educational Standards On August 28, 2013, he decided to approve the Federal State Educational Standard for preschool education.

Introduction of GEF DO into practice will require the implementation of a number of activities, determining their nature and sequence. It is obvious that there should be developed "road maps" at the level of the country, regions, specific institutions, including both material and technical equipment, and methodological support for the modernization of the system of preschool education.

At the same time, the effectiveness of the implementation of all measures will be largely determined by understanding the content of the Federal State Educational Standard, understanding and accepting the ideas of the authors of this document.

Didn't find the information you need? Use Google search...

SIMILAR ARTICLES:

Material from helpiks.org

Melnikova Olga | Methodological service of preschool education at the present stage | Journal "Preschool Education" No. 19/2009

Changes in the methodological service of the educational institution should reflect the specifics of the changes taking place in preschool education.

The current trends in the development of preschool education primarily include:

Change and update of its content; - variability; - more intensive process of technical equipment (introduction of modern (new) information technologies); - a systematic approach to the work of an OU teacher (educational technologies).

In accordance with these trends, it is necessary to formulate the goals and objectives of methodological work at the present stage. To do this is to determine the desired performance.

The main goals of the methodological service in modern conditions

1. Creation of a system of methodological services based on the needs of teachers (i.e. customers).

Sample tasks:

Organization of information support for teachers (informing about the new requirements for work, the latest achievements of preschool pedagogy); - introduction of modern methods and means into the educational process; - development (testing, adjustment) and introduction of new educational technologies (for example, distance learning); - study and use in practice of modern methods of diagnosing the success of a child; - identification and prevention of shortcomings, difficulties, overload in the work of the teaching staff, etc.

2. Creation of conditions for research work for teachers in the mode of innovation.

Sample tasks:

Development of joint projects with regional and foreign partners (in Moscow - a joint pilot project of UNESCO and the Department of Education of the city of Moscow "Moscow education: from infancy to school"); - selection, development, approbation, adjustment, phased introduction of author's programs, integrated courses and special courses (educational, correctional orientation); - creation and practical testing of a new model of the methodological service of the educational institution, which ensures the development of the pedagogical skills of the teacher, increasing his motivation, self-improvement; - organizational, pedagogical and content support for the innovative activities of teachers; support for teachers who develop and strive to implement copyright programs, courses, manuals.

3. Development of pedagogical creativity and methodological support for advanced training of teachers.

Sample tasks:

Training and development of teaching staff, improving their skills to the level required by the metropolitan education; - stimulation of initiative and creativity of members of the teaching staff, activation of its activities in research, search work; - increasing the level of psychological equipment and readiness of the teacher; - development of interaction with universities, scientific institutions, parents, the public.

4. Translation of pedagogical experience into work practice: identification, study and dissemination of the most valuable experience of pedagogical, innovative and other activities of members of the teaching staff.

Of course, this is only an approximate and far from complete list of goals and objectives. The goals and objectives of the methodological service are realized in its content and are directly dependent on its forms. In order to realize the stated goals and objectives in the context of updating the content of preschool education, the forms, models and directions of methodological work should be improved and changed in accordance with modern trends in the development of education.

Modern trends in the development of education

Variability in the choice of the structure of the methodological space. Different models of the methodological service implement different content of the work and are differently effective depending on the needs and capabilities of the educational institution.

The development of the child's personality is connected with the personality of the teacher. Focusing on the formation of the personality of the child, it must be remembered that it is formed by the personality of the teacher. Therefore, for the growth of his professional skills, the structure of the methodological service must be efficient and effective, i.e. the model must be adequate to the reflected object. The structure of the methodological space should take into account the possibilities and needs of the preschool educational institution (taking into account the tasks facing the educational institution, areas of activity, taking into account the composition of the teaching staff, etc. in accordance with a number of criteria, among which one of the main ones is the need to solve specific problems and difficulties) .

Problem-diagnostic approach in the formation of a methodological service model. Specially carried out diagnostic procedures are aimed at identifying personal and professional problems of a preschool teacher in order to manage success, create the best conditions for activity.

The variety of forms of methodical work that can be used (collective, group, individual). Forms are determined by the structure of the methodological service, the interconnection of all its links, but at the same time they have some independence. A huge arsenal of forms of methodical work provides opportunities for the optimal choice depending on the needs of preschool educational institutions, which are detected diagnostically.

One of the current trends is to take advantage of micro-group work. Combining teachers in preschool educational institutions into problem groups for a certain fixed period helps to solve, perhaps, a small, but specific task, i.e. in this case, there is a refusal to solve some global, abstract pedagogical problems in favor of real difficulties. These difficulties may include:

a) solution of general pedagogical problems, clarification of general pedagogical issues; b) the solution of topical issues determined by the modern problems of preschool education; c) issues of private special methods (changes in the content of education in certain areas, the use of new forms of control, etc.).

Improving methodological work towards its greater individualization. Methodological work today cannot fit exclusively into mass forms. It is necessary to develop various forms of individual work with educators. For example, interviews at the beginning and end of the year, visits and analysis of classes in order to help, because. methodological service functionally does not replace the administrative bodies.

First block

Leading and modern problems in the development of preschool pedagogy in general and in one method or another in particular.

New educational technologies, trends in the development of preschool education, new concepts.

New educational and methodological support in accordance with the updating of the content of preschool education (curricula, programs, manuals, etc.).

Second block

Mastering modern pedagogical experience, which can manifest itself in the methods and forms of teaching, in new aspects of educational work, in psychological preparation.

Third block

Accounting for individual information needs teacher. This way of constructing content is exemplary. Blocks or directions can be distinguished differently, but all of them will necessarily affect certain aspects of the general pedagogical, worldview, methodological and didactic preparation of the teacher.

Increasing attention to innovation. A systematic approach to the organization and content of methodological work, the democratization of its construction, which makes it possible to create more acceptable, favorable conditions for the professional growth of preschool teachers, makes it possible to solve urgent problems posed by the current level of development of the capital's preschool education.

material from the site

2. Variability of preschool education.

The modern system of domestic preschool education is built on the principles of dynamism, variability organizational forms, flexible response to the needs of society and the individual, is characterized by the emergence and development of new types of educational institutions for children, a variety of pedagogical services.

The trend of transition to the variability of education presented in the broadest sense. Various types and types of preschool educational institutions, short-term maintenance groups, additional educational services (studios, sections, clubs) are focused on the needs of the family and the interests of society. Variable educational programs provide differentiation and individualization of the pedagogical process, personality-oriented training and education.

Educational work with children, due to the variability of the pedagogical process, its forms and content, should be based simultaneously on two principles:

1. Planning aimed at mastering the content of the program by children ( strategy of the pedagogical process) .

2. Pedagogical improvisation, through which an adult varies the content, forms and methods in each specific situation of interaction with the child ( tactics of the pedagogical process) .

The variability of the pedagogical process contributes to the development of another major trend in updating the content of education - the transition to person-centered interaction a teacher with children, the most important aspect of the implementation of which is the implementation of an individual approach. Individualization of upbringing and education is considered in this regard as the acceptance of the uniqueness and uniqueness of the personality of each child, the support of his individual needs and interests, the orientation of the pedagogical process to the originality of his features and potentialities. In accordance with this, upbringing and educational work with preschoolers should be based on a differentiated variant program that provides an individual development trajectory for each child.

3. Preschool education.

Age characteristics of the child entering school. Targets for each level of education are presented in the form of age portraits that describe the child's achievements by the end of the level.

The age portrait of a preschool child reflects ideal socio-cultural expectations, and not the average level of achievements of children of this age. These expectations cannot serve as a direct basis for assessing the quality of education or the advancement of the child himself. The portrait of a junior student reflects the required (minimum) level of achievement that must be achieved as a result of studying at the first degree of education.

A characteristic feature of an older preschooler is a stable positive attitude towards himself, self-confidence, openness to the outside world. The child shows initiative and independence in various types of children's activities - playing, generalizing, designing, drawing, modeling, in the sphere of solving elementary social and everyday tasks.

He actively interacts with peers and adults, participates in joint games, organizes them; able to negotiate, take into account the interests of others, restrain their emotions. The child shows benevolent attention to others, is responsive to the experiences of another person, has a sense of his own dignity, respects the dignity of others. In the course of joint activities, he discusses emerging problems, rules, and can support a conversation on a topic of interest to him.

Being in a society of peers in a subject-rich environment, the child easily chooses his occupation, partners and discovers the ability to generate and implement a variety of successive ideas. The child's ability to fantasy, imagination is especially clearly manifested in the role-playing and directing game, which by the end of the preschool period is characterized by the presence of an original idea, the flexibility of unfolding the storyline in accordance with the conditions and circumstances.

The creative abilities of children are also manifested in drawing, inventing fairy tales, dancing, singing. Children love to fantasize aloud, play with sounds and words. This ability is closely connected with the development of speech and testifies to the emergence of an internal plan of action, the development of the function of imagination and the formation of the arbitrariness of objective action.

For the child, his own body and bodily movements become a special object of development; children's movements acquire an arbitrary character.

The volitional beginning in the actions of the child is manifested in productive activity, where he discovers the ability to achieve goals, where he discovers the ability to achieve goals, try to make a product of high quality, redo it if it didn’t work out. Arbitrariness is also manifested in social behavior: the child can follow the instructions of the teacher, follow the established rules.

In preschool childhood, the cognitive abilities of the child are developed. He shows broad curiosity, asks questions about near and distant objects and phenomena, is interested in causal relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people's actions.

He likes to observe, experiment, collect various collections. Shows interest in cognitive literature, symbolic languages, graphic schemes, tries to use them independently.

Simultaneously with the development of these qualities, the child's competence in various activities and in the sphere of relations increases. The competence of the child is manifested not only in the fact that he has knowledge, skills, but also in what he is able to make decisions on its basis (Denyakina L. M.).

in the Educational system "School 2100". The general provisions of the concept of pre-school education in the comprehensive program "Kindergarten 2100" are based on the main provisions of the Educational System "School 2100", created under the guidance of Academician of the Russian Academy of Education A. A. Leontiev.

The concept of pre-school education is aimed at:

1. To develop and improve the content of education for children of senior preschool age.

2. To provide the content of education with program-methodical and educational materials.

3. For the implementation in the educational process of the methodological principles set forth in the Law of the Russian Federation "On Education".

The concept reflects the need of society and the state for high-quality preschool education, which can be recommended "... as an effective way to equalize the starting opportunities for children going to the first grade of primary school."

The concept takes into account socio-cultural features and trends of today's Russian society, for example, the presence of social and material inequality in it. The authors note that these are restrictions imposed on the principle of public access to education, incl. preschool. Meanwhile, the realization of the child's abilities should not depend on the material resources of the parents.

"School 2100" is a modern personality oriented a program that implements the ideas of developing education continuously and successively from the preschool stage to the end of a secondary school. Her goal - cultivation of a “functionally literate personality” (A. A. Leontiev).

The authors focus on the fact that, in accordance with the main goals and objectives of the state educational system "School 2100", the concept of pre-school education corresponds to the general approach to the educational process, which is defined by them as developing, variable, humanistic, personality-oriented. This is opposed to "manipulative" pedagogy, where the child acts as an object of the processes of education and upbringing, and not as a person with his own individual characteristics.

The concept of pre-school education suggests a solution at the same time two tasks:

1) prepare children for a new type of activity for them - learning (motivational readiness, cognitive and speech development, etc.);

2) prepare children for studying at school (i.e., for working in a team, communicating with peers and adults, etc.).

Pre-school education can be institutional (preschool educational institutions, child development centers, institutions of additional education, etc.) and non-institutional (family or home education), while the content of education should be determined by institutional education

The result of pre-school education the child should be ready for further development - social, personal, cognitive (cognitive), etc., the appearance in him of a primary holistic picture of the world, i.e. meaningful and systematized primary knowledge about the world.

The authors of the concept draw attention to the fact that the technological positions of pre-school education in the Kindergarten 2100 program are close to those of the authors of the well-known Development program developed under the leadership of L. A. Venger. The content and didactics of preschool education are defined by four lines of preschooler development:

1) the line of formation of arbitrary behavior;

2) the line of mastering the means and standards of cognitive activity;

3) the line of transition from egocentrism to decentration;

4) line of motivational readiness.

The authors of the concept propose to solve the problem of selecting the content of preschool education based on minimax principle. This principle defines a “lower limit” (the content of education that every child should learn at a minimum) and proposes an “upper limit” (the content of education that we can offer to an older preschooler).

The educational environment plays an important role in education and upbringing. Modern children, well-informed, sociable, not too healthy, require dynamically changing educational environment.

For them, visual perception, figurative representations of the world began to play an important role, the problem of correlation in cognitive and educational activities of concrete visual and theoretical knowledge became more complicated. There has been a fundamental shift in the value system. In this context, it is important to create a personality-oriented educational environment that will provide children with the opportunity to meet (and develop) their needs: in safety; in the assimilation of ethical norms and rules; in love and recognition, public approval; in significant activities; in self-knowledge, cognitive need, etc.

Pre-school education will not be implemented, the authors of the concept argue, unless it is possible to properly prepare teachers and change some of their ideas. The main indicators of a teacher's readiness to implement pre-school education, the authors of the concept, distinguish the following:

1) the ability to work in a personal paradigm;

2) professional knowledge of age-related pedagogy and psychology, possession of relevant methods and technologies;

3) readiness for self-development, the ability to fit into a constantly changing environment, to reflect.

The task of including parents in the process of pre-school education of the child is relevant. The authors of the concept developed directions for solving this problem:

1) the participation of parents in the implementation of the educational policy of the Russian Federation both at the state and at the public levels;

2) promotion among parents of the ideas of developmental education and ensuring their active cooperation with teachers of educational institutions involved in pre-school education;

3) assistance to parents who independently provide pre-school education for the child, providing them with a full package of necessary materials.

Bureau of the Presidium of the Russian Academy of Education at the meeting on November 16, 2005 considered the results of the work of the Educational system "School 2100" and in its conclusion:

Recognized that "... the team of authors of "School 2100" managed to create a modern personality-oriented educational system that implements the ideas of developmental education continuously and successively from preschool to graduation from a general education school";

It recommended “the departments of pedagogy and private methods of pedagogical universities, regional institutes for advanced training of personnel and regional departments of education to actively use the successful experience of the School 2100 Educational System in solving the problems of modernizing Russian education.”

The subject of a comprehensive examination was a comprehensive program for the development and education of preschool children "Kindergarten 2100". The program is recommended for use at the state level.

The main goal of the comprehensive program "Kindergarten 2100" is the implementation of the principle of continuity and ensuring the development and education of preschoolers in accordance with the concept of the Educational System "School 2100", i.e. create conditions for the maximum disclosure of the individual age potential of the child.

A distinctive feature of the program is that it solves the problem of the continuity of preschool and school education, incl. provides pre-school education (education of children of senior preschool age).

complies with the "Temporary (approximate) requirements for the content and methods of education and training implemented in a preschool educational institution" (Order of the Ministry of Defense of the Russian Federation dated 02.08.96 No. 448, clause 1.2) . The program is valid until the adoption of new state requirements for the basic educational program of preschool education and for the provision of the educational process in a preschool educational institution.

Comprehensive program "Kindergarten 2100" fully provided with manuals for children, guidelines for teachers and parents, visual and handout materials, materials for diagnosing the development of children.

More details on the website www.orenipk.ru

Creation of a system of preschool education in Russia. The concept of "education system" in the Federal Law of the Russian Federation No. 273 "On Education". Components of the system of preschool education in accordance with regulatory documents.

Determination of the state strategy in the field of development of the system of preschool education (analysis of legal documents regulating the development of preschool educational institutions: National Doctrine of the Russian Federation, "Federal Target Program for the Development of Education until 2020", Roadmap for the development of the system of preschool education in the Russian Federation until 2020, "Our new school”, etc.). The main directions of development of the system of preschool education in the Russian Federation: the availability and quality of preschool education; development of teaching staff and raising the social status of pedagogical activity; state-public nature of education management; increasing the economic efficiency of preschool education.

Creation of a system of preschool education in Russia. The concept of "education system" in the Federal Law of the Russian Federation No. 273 "On Education".

It is a multifunctional network of preschool educational institutions (DOE), focused on the needs of society and the family;

Solves the problems of protecting and strengthening the health of children;

Implements a range of educational programs (basic and additional) in accordance with the priority direction of the preschool educational institution and the needs of consumers (variable types of preschool educational institutions account for about 35% of the total number of kindergartens);

Provides a diverse range of educational, health and medical services, taking into account the age and individual characteristics of the child's development;

Creates psychological and pedagogical conditions for the child's stay in preschool;

Interacts with the family on the upbringing, education and development of preschool children;

It is integrated into the system of continuous education (despite its optionality);

It develops in the conditions of social partnership.

It takes into account regional peculiarities of the development of education.

Advantageous features of the system of preschool education at the present stage

The holistic nature of the pedagogical process, its developing and educating nature, the "pre-subject" content of education.

In the conditions of preschool education, the integrity of the medical, psychological and pedagogical support of the child is ensured, which is necessary due to the age characteristics of the preschooler, flexibility, mobility and sensitivity in the development of somatics, physiology, and the psyche.

The presence in preschool education institutions of an emotionally comfortable educational environment that develops the child. The variability of the educational space provides children with the opportunity to choose and manifest independence in accordance with their interests and inclinations. The organization of multifunctional types of children's activities initiates the creation of children's associations in which each child performs a function he likes and at the same time cooperates with other children. In such an educational space, the processes of socialization and individualization leading at preschool age harmoniously complement each other.

National Doctrine of Education in the Russian Federation

The National Doctrine of Education in the Russian Federation (hereinafter referred to as the Doctrine) is a fundamental state document that establishes the priority of education in state policy, the strategy and the main directions of its development.

The doctrine defines the goals of education and training, ways to achieve them through the state policy in the field of education, the expected results of the development of the education system for the period up to 2025.

The strategic goals of education are closely linked to the problems of the development of Russian society, including:

Creation of the basis for the sustainable socio-economic and spiritual development of Russia, ensuring a high quality of life for the people and national security;

Strengthening the democratic rule of law and the development of civil society;

Staffing for a dynamically developing market economy, integrating into the world economy, highly competitive and investment attractive;

Assertion of Russia's status in the world community as a great power in the field of education, culture, art, science, high technology and economy.

The doctrine reflects the interests of the citizens of the multinational Russian state and is designed to create conditions in the country for the general education of the population, to ensure real equality of citizens' rights and the opportunity for everyone to improve their educational level throughout their lives.

The doctrine recognizes education as a priority area for accumulating knowledge and developing skills, creating the most favorable conditions for identifying and developing the creative abilities of every citizen of Russia, educating in him diligence and high moral principles, and also recognizes education as a sphere of employment of the population, profitable long-term investments and the most effective investment capital.

The doctrine reflects the new conditions for the functioning of education, the responsibility of social partners - the state, society, families, employers - in matters of the quality of general and vocational education, and the upbringing of the younger generation.

The doctrine defines the main directions for improving the legislation in the field of education and is the basis for the development of programs for the development of education.

The adoption of normative acts that contradict the doctrine, including those that reduce the level of guarantees of the rights of citizens in the field of education and the level of its financing, is not allowed.

The doctrine reflects the determination and will of the state to assume, together with the public, responsibility for the present and future of national education, which is the basis of the socio-economic and spiritual development of Russia.

Expected results of the implementation of the doctrine

The quality of education

The state policy in the field of education provides:

Creation of a democratic education system that guarantees the necessary conditions for full-fledged quality education at all levels;

Individualization of the educational process due to the variety of types and forms of educational institutions and educational programs that take into account the interests and abilities of the individual;

A competitive level of education both in terms of the content of educational programs and the quality of educational services.

Availability of education

All citizens of the Russian Federation, regardless of gender, race, nationality, language, origin, place of residence, attitude to religion, beliefs, membership in public associations, age, health status, social, property and official status are provided with:

Public and free pre-school education;

Compulsory and free basic general education;

Public and free secondary (complete) general education, including the possibility of choosing the main profiles of education;

Public and free primary vocational education;

Free higher and secondary vocational education on a competitive basis;

Free postgraduate education on a competitive basis in graduate school, doctoral studies;

Additional education for children - on the basis of targeted financial support for children from low-income families;

Public and free special education for people with disabilities.

Remuneration of teaching staff

The wages of educators will grow at a faster rate than the average in industry, due to an increase in the share of expenditures on education in the state budget, expanding the independence of industry organizations and stimulating the effective use of budgetary and extrabudgetary funds.

This will make it possible to achieve a level of wages that ensures the sustainable competitiveness of education in the labor market and gradually bring wages closer:

Teachers and other teaching staff to the average salary of industrial workers in the Russian Federation;

Other employees of educational institutions to the average wages of similar categories of industrial workers in the Russian Federation.

Already at the first stage, the remuneration of teachers from among the teaching staff of educational institutions of higher professional education will be close to twice the average wage of industrial workers in the Russian Federation.

Pension provision

On the basis of wage increases and the creation of a sectoral pension system, educators will be provided with a decent level of pension provision.

Already at the first stage, the creation of an industry-specific professional pension system for educators will begin. Due to this system and the funds of educational organizations, in particular, increased old-age pensions for faculty, researchers and other categories of pedagogical workers will be provided.

At the same time, pedagogical workers with a teaching experience of more than 25 years, in return for a pension for years of service, will be given the right to receive an allowance for work experience if they continue their teaching activities.

Social security of students, pupils, students and graduate students

Children and youth studying in educational institutions are guaranteed:

Protection of life, preservation of health, physical education of preschoolers, students, students and graduate students;

Targeted provision of academic and social scholarships, as well as statutory allowances for students and students from low-income families and other specific categories of students;

Assistance in employment and employment of students, graduate students, graduates of educational institutions.

Financing the education system

The state policy in the field of financing education is obliged to ensure at the first stage the outstripping growth of expenditures on the education system in the total volume of public expenditures and a significant increase in their efficiency, the creation of conditions for attracting funds from extrabudgetary sources to the education sector.

To achieve the goals and objectives defined by the doctrine, the achievement of the next level of financing of the education system is ensured.

At the first stage (until 2004), the growth rates of budgetary funds will outstrip the growth rates of the total volume of budget expenditures.

Starting from 2001, targeted funds will be provided for the development of education, including the informatization of educational institutions.

Opportunities to attract funds from family budgets and other non-budgetary sources to the education sector will be expanded.

At the second stage (until 2010) - it is necessary to ensure the growth rates of budget financing of education in accordance with the GDP growth rates. Additional financial resources will come from family budgets and enterprises.

At the third stage (until 2025), while maintaining the growth rate of budget financing, there will be a further increase in the flow of financial resources into the education system from various extra-budgetary sources.

In the relevant budgets for the next financial year, as well as from other sources established by law, funds should be provided in the amounts necessary to implement the provisions of the current legislation on education in the Russian Federation.

Education determines the position of the state in the modern world and of a person in society. Domestic education has deep historical traditions, recognized achievements: in the 20th century, Russia became a country of universal literacy, was the first to go into space, reached the forefront in all areas of fundamental science, and significantly enriched world culture.

In the last decade, many of the achievements of Russian education have been lost, so the doctrine is designed to help change the direction of state policy in the field of education, to strengthen in the public mind the idea of education and science as the determining factors in the development of modern Russian society.

The priority development of education on the basis of this doctrine is designed to lead Russia out of the crisis, to ensure the future of the nation, a decent life for every family, every citizen of Russia.

Determination of the state strategy in the field of development of the system of preschool education