Development of an exemplary educational program of preschool education. Register of Model Basic Education Programs: Model Basic Education Program for Preschool Education

The register of exemplary programs is a state information system that is maintained on electronic media and operates in accordance with uniform organizational, methodological and software and technical principles that ensure its compatibility and interaction with other state information systems and information and telecommunication networks. (Part 10 of Article 12 of the Federal Law of December 29, 2012 No. 273-FZ "On education in Russian Federation"(Collected Legislation of the Russian Federation, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

According to Part 10 of Article 12 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" Model basic educational programs are included in the register of model basic educational programs.

EXAMPLE

BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

APPROVED

by the decision of the federal educational and methodological association on general education(Minutes dated May 20, 2015 No. 2/15)

INTRODUCTION .. 3

1. TARGET SECTION .. 9

1.1. Explanatory note. nine

1.1.1. Goals and objectives of the Program .. 9

1.1.2. Principles and approaches to the formation of the Program .. 10

1.2. Expected results .. 13

Targets in infancy. 13

Targets at an early age. fourteen

Targets at the stage of completion of the development of the Program .. 15

1.3. Developmental assessment of the quality of educational activities under the Program. 16

2.1. General Provisions. 20

2.2 Description of educational activities in accordance with the directions of child development presented in five educational areas ... 21

2.2.1. Infant and early age. 22

Infant age (2-12 months). 22

Early age (1-3 years) .. 27

2.2.2. Preschool age. 32

Social and communicative development. 32

Cognitive development. 33

Speech development. 37

Artistic and aesthetic development. 39

Physical development. 40

2.3. Interaction between adults and children. 42

2.4. Interaction of the teaching staff with families of preschoolers. 43

2.5. The program of correctional and developmental work with children with disabilities. 45

3. ORGANIZATIONAL SECTION .. 48

3.1. Psychological and pedagogical conditions that ensure the development of the child. 48

3.2. Organization of a developing subject-spatial environment .. 49

3.3. Personnel conditions for the implementation of the Program .. 54

3.4. Material and technical support of the Program .. 56

3.5. Financial conditions for the implementation of the Program .. 58

3.6. Planning educational activities. 68

3.7. Daily routine and routine. 68

3.8. Prospects for improving and developing the content of the Program and ensuring its implementation of regulatory, financial, scientific and methodological, human, information and material and technical resources. 69

Analysis of the Model Basic Education Program for Early Childhood Education (PEP)

VET preschool education (hereinafter the Program) is developed

taking into account cultural and historical characteristics modern society, challenges of uncertainty and complexity of a changing world and emerging risks for the full development and safety of children;

in accordance with the Federal Law "On Education in the Russian Federation" and the Federal State Educational Standard for Preschool Education (hereinafter - FSES, Standard).

The standard definesinvariant goals and guidelines for the development of basic educational programs for preschool education, and the Program provides examplesvariable ways and means of achieving them. The program is a document, taking into account which organizations carrying out educational activities at the level of preschool education independently develop and approve the main general educational program of preschool education.

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

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

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

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

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

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

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

Such an environment provides a system of conditions for the development of children, includingspatio-temporal (flexibility and transformability of space and its subject matter, planning flexibility),social (forms of cooperation and communication, role and interpersonal relationships all participants in educational relations, including teachers, children, parents, administration),conditions of children's activity (the availability and variety of activities corresponding to the age-psychological characteristics of preschoolers, the developmental tasks of each child),logistical and other conditions of educational activity.

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

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

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

– cognitive research (research and knowledge of the natural and social worlds in the process of observation and interaction with them),

as well as suchactivities of the child , how:

– perception fiction and folklore,

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

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

– visual (drawing, modeling, applique),

– musical (perception and understanding of the meaning of musical works, singing, musical rhythmic movements, playing for children musical instruments),

– motor (mastering basic movements) forms of child's activity.

The purpose of the Program is the design of social situations of the child's development and the developing subject-spatial environment, providing positive socialization, motivation and support for the individuality of children through communication, play, cognitive research and other forms of activity.

Tasks:

– protecting and promoting 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;

– creation of favorable conditions for the development of children in accordance with their age and individual characteristics, the development of abilities and creativity each child as a subject of relations with other children, adults and the world;

– combining education and upbringing into a holistic educational process based on spiritual, moral and socio-cultural values, rules and norms of behavior adopted in society in the interests of a person, family, society;

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

– the formation of a socio-cultural environment corresponding to the age and individual characteristics of children;

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

– ensuring the continuity of goals, objectives and content of preschool general and primary general education.

Principles and approaches to the formation of the Program.

1. Supporting childhood diversity.

2. Preserving the uniqueness and intrinsic value of childhood

3. Positive socializationbaby

4. Personal developmental and humanistic nature of interactionadults and children

5. Promotion and cooperation of children and adults, recognition of the child as fullparticipant (subject) of educational relations.

6. Cooperation of the Organization with the family.

7. Networking with organizations

8. Individualization of preschool education

9. Age adequacy of education.

10. Developing variable education.

11. Completeness of content and integration of selected educational areas

12. Invariance of values and goals with variability of means of implementation and achievement of the goals of the Program.

Planned results.

The implementation of the educational goals and objectives of the Program is aimed atto achieve targets preschool education, which are described as the main characteristics of child development. The main characteristics of the child's development are presented in the form of a statement of the possible achievements of pupils at different age stages of preschool childhood.

infant (first and second half of life),

early (from 1 to 3 years old)

and preschool age (3 to 7 years).

The system for monitoring the dynamics of the development of children, the dynamics of their
educational achievements through:

– pedagogical observations, pedagogical diagnostics associated with the assessment of the effectiveness of pedagogical actions with the aim of their further optimization;

– children's portfolios, recording the child's achievements in the course of educational activities;

– child development cards;

– different scales of individual development.

The program provides the Organization with the right to independently choose the tools of pedagogical and psychological diagnostics development of children, including its dynamics.

In accordance with the provisions of the Standard and the principles of the Organization's Program, the right to choose the methods of implementing educational activities is given, depending on the specific conditions, preferences of the teaching staff of the Organization and other participants in educational relations, as well as taking into account the individual characteristics of the pupils, the specifics of their individual needs and interests. When organizing educational activities in the areas indicated by educational areas, it is necessary to follow the principles of the Program, in particular, the principles of supporting the diversity of childhood, individualization of preschool education, age adequacy of education, and others. When determining the content of educational activities in accordance with these principles, one should take into account the diversity of interests and motives of children, significant individual differences between children, the unevenness of the formation of different abilities in a child, as well as the peculiarities of the socio-cultural environment in which the families of pupils live, and the peculiarities of the location of the Organization. ...

An examplevariable forms, methods, methods of organizing educational activities such forms as : educational offers for the whole group (classes), different kinds games, including free play, exploration game, role-playing, and other types of games, outdoor and traditional folk games; interaction and

communication of children and adults and / or children with each other; projects of various orientations, primarily research; holidays, social events, etc., as well as the use of the educational potential of regime moments.

All forms together and each individually can be realized through a combination of activities organized by adults and independently initiated by children.

Interaction of the teaching staff with families of preschoolers.

Interacting with the family in a spirit of partnershipin the education and upbringing of children is a prerequisite for ensuring their full development.

Work is under constructionv mode of dialogue based on respect, empathy and sincerity.

Planning educational activities.

The program does not provide for strict regulation of the educational processand scheduling of educational activities, leaving the teachers of the Organization with space forflexible planning their activities, based on the characteristics of the main educational program being implemented, the conditions of educational activities, needs, opportunities and readiness, interests and initiatives of pupils and their families, teachers and other employees of the Organization.

It is unacceptable to demand from Organizations implementing the Program calendar training schedules (rigidly tied to annual and other types of planning) and work programs tied to the calendar for the implementation of the substantive components of the Program.

The planning of teachers' activities is based on the results of a pedagogical assessment of the individual development of children and should be aimed primarily at creating psychological and pedagogical conditions for the development of each child, including the formation of a developing subject-spatial environment.

The planning of the Organization's activities should be aimed at improving its activities and take into account the results of both internal and external assessments of the quality of implementation of the Organization's program.

Daily routine and routine.

The program reserves the right for the Organization to independently determine the regime and daily routine, established taking into account the conditions for the implementation of the Organization's program, the needs of participants in educational relations, the features of the implemented author's variable educational programs, including programs additional education preschoolers and other features of educational activities, as well as sanitary and epidemiological requirements.

Senior educator I.V. Anufrieva,

MDOU "Kindergarten" Bell "

r.p. Dukhovnitskoe of the Saratov region

Boyakova E.V.,
Cand. ped. Sci., senior Researcher Institute of Art Education and Cultural Studies Russian Academy education, Moscow

The approximate basic educational program of preschool education (hereinafter referred to as the Model Program) was approved by the decision of the federal educational and methodological association on May 20, 2015 and is posted in the Register of Model Basic Educational Programs. FSES DO, following the Federal Law "On Education in the Russian Federation", prescribed the creation of several exemplary programs. This entailed the revision of existing complex programs created by different teams of authors. Both practitioners, and the developers of the Federal State Educational Standard for preschool education, and the authors of the programs realized the importance of preserving the valuable and unique experience of the variability of the organization and content of preschool education accumulated over the previous 20 years.

V comprehensive school a somewhat different situation developed. In it, on the basis of one exemplary program, there were programs of different authors in all academic subjects. Textbooks became their main embodiment. Let's give an example with primary school: in the federal list of textbooks recommended for use in teaching educational programs of primary general education in 2014/15 academic year. year, 11 completed subject lines (11 author's textbooks for grades 1-4) were allowed to be used in the implementation of the compulsory part of the basic educational program in mathematics. In Russian - 13, in music - 8. It is through textbooks that the variability of education is supported.

The main message for the regulation of the content of education appeared with the first state programs. Until the 1990s. the role of standards was played by the education and training program, in which everything was prescribed: goals, objectives, educational load for a week, tasks by quarters, repertoire and a list of literature.

In the 1990s. an attempt was made to create standards. They were called Temporary Requirements. Their development was associated, first of all, with the emergence of several variable programs instead of one single one. And, secondly, with the intentions of joining the Bologna process. For 20 years, kindergartens have acquired invaluable experience free pedagogical creativity and work in a polyprogram environment. New forms of preschool education developed. For example, the experience of variable organization of preschool groups has been developed and implemented: short-term stay groups, play support center, counseling center, family kindergarten, early help groups, etc.

In 2013, the preschool education standard was adopted, which now defines the requirements for the organization, content and quality of kindergarten work.

The sample program as a document raises numerous questions from teachers. Let's try to answer some of them.

What is a sample program?

In paragraph 10, Art. 2 of the Federal Law "On Education in the Russian Federation" states that the approximate basic educational program is educational and methodological documentation that determines the "recommended volume and content of education of a certain level and (or) a certain orientation, the planned results of the development of the educational program, approximate conditions of educational activity , including approximate calculations of standard costs for the provision of public services for the implementation of the educational program. "

On the basis of what documents is a model preschool education program developed?

An exemplary program is being developed on the basis of the federal state educational standard for preschool education.

Where can I find an approved sample program?

Approved model programs are published by the Russian Ministry of Education and Science on the website "Register of Model Basic Educational Programs" (http://fgosreestr.ru). The register of exemplary programs is a publicly available state information system.

What are the parts (components) of an exemplary core preschool education program?

The approximate basic educational program has complex structure describing all components of the educational process.

1. Target section
1.1. Explanatory note. Explains the goals, objectives of the sample program, principles and approaches to its formation.
1.2. Planned results in the form of targets (infancy, early childhood and preschool age).
1.3. Developmental assessment of the quality of educational activities.
2. Content section
2.1. General Provisions.
2.2. Description of educational activities for five educational areas(social and communicative, cognitive, speech, artistic and aesthetic and physical development) in infancy, early and preschool age.
2.3. Interaction between adults and children.
2.4. Interaction of the teaching staff with families of preschoolers (in the form of goals and objectives of cooperation with parents or legal representatives).
2.5. The program of correctional and developmental work with children with disabilities (main tasks and settings for drawing up an adapted educational program).
3. Organizational section
3.1. Psychological and pedagogical conditions that ensure the development of the child.
3.2. Organization of a developing subject-spatial environment.
3.3. Personnel conditions.
3.4. Logistics support.
3.5. Financial conditions.
3.6. Planning educational activities.
3.7. Regime and daily routine.
3.8. Prospects for improving and developing the content of the sample program.
3.9. List of normative and normative-methodical documents.
3.10. Literature.

Following the specifics of preschool education, the sample program lacks an approximate syllabus, approximate calendar schedule, approximate work programs of academic subjects, courses, disciplines (modules). Structure Sample program differs from the requirements for the structure of the main educational program, declared by the standard. ECEs should take into account her recommendations. The main document regulating the structure of the main educational program is the educational standard.

What is developmental assessment of the quality of educational activities according to the Model Program?

“Assessment of quality, i.e. assessment of the compliance of educational activities implemented by the Organization with the specified requirements of the Standard and the Program * in preschool education is aimed primarily at assessing the conditions created by the Organization in the process of educational activities.

The system for assessing educational activities provided for by the Program involves assessing the quality of the conditions for educational activities provided by the Organizations, including psychological and pedagogical, personnel, material and technical, financial, informational and methodological, management of the Organization, etc.

The Program does not provide for the assessment of the quality of the educational activities of the Organization based on the achievement of the planned results of the development of the Program by children. "

The Model Program, following the standard, emphasizes that the achievement of targets cannot be assessed, does not serve as a criterion for the level of development of children, and cannot be the basis for assessing the quality of education in a particular preschool educational institution.

How can you track quality?

The approximate program provides for a system for monitoring the dynamics of the development of children, their educational achievements, based on the method of observation and pedagogical diagnostics. It is not the children who are assessed, but the actions of the teacher. Efficiency teaching activities is established to correct it in order to create optimal conditions for the development of all pupils.

Examples of a possible way of registering observations and pedagogical diagnostics are given: fixing children's achievements in a portfolio, a child's development map, scales of individual development.

The preschool organization is given the right to "independently choose the tools of pedagogical and psychological diagnostics of the development of children, including its dynamics."

The Model Program contains three levels for assessing the quality of educational activities: child diagnostics (to adjust pedagogical influences and planning individual work), internal (including self-assessment of preschool educational institutions), external (including professional and public independent examination).

The Model Program describes in detail the quality assessment tasks solved in the preschool educational institution, the criteria (psychological and pedagogical conditions for the implementation of the main educational program, the level of the educational process, etc.) and the participants in the implementation of the quality assessment system (teachers, preschool education administration, parents, etc.).

What is the system for assessing the quality of education at the level of a preschool organization focused on?

First of all, to assess the conditions for the implementation of the main educational program in five educational areas. The quality assessment system should ensure openness, take into account the preferences of the families of pupils and their satisfaction with preschool education, have uniform criteria and conditions for introspection and external peer review... The organization's performance cannot be assessed on the basis of data on the individual development of its pupils. The Sample Program emphasizes that unification is excluded. The system for assessing the quality of preschool education should support the "variability of programs, forms and methods of preschool education."

What is the framework of the Model Program?

The sample program presents modules from which each preschool educational organization makes up its main educational program. The main program is developed independently, taking into account the specifics of each kindergarten.

Can an organization create a core program without using a comprehensive program?

In paragraph 6 of Art. 12 of the Federal Law "On Education in the Russian Federation" it is written: "Educational programs for preschool education are developed and approved by the organization carrying out educational activities in accordance with the federal state educational standard for preschool education and taking into account the corresponding exemplary educational programs for preschool education." The same requirement is spelled out in clause 2.5 of the Federal State Educational Standard of DO. In the comments to the standard (letter from the Ministry of Education and Science of Russia No. 08-249 dated February 28, 2014), it is clarified that the term “taking into account” means a right, not an obligation.

Thus, it is imperative to follow educational standard... The sample program acts as a model for the development and application of the goals, content, conditions and results specified in the standard. An educational organization can draw up its own program based on the Federal State Educational Standard for DO and taking into account the sample program. However, this process is very laborious and involves not only practical pedagogical skills, but also the possession of skills in conducting scientific work writing documents. For ECE centers, it is more convenient and more familiar to use complex programs. They are, as a rule, compiled by teams of authors, where each develops the educational area (or part of it), to which he has devoted many years of his teaching and scientific activity. They are created to help educators. In quality modern programs there is always the possibility of pedagogical creativity.

Realize your creative possibilities in full measure, teachers can in part of the main program, formed by the participants in educational relations. Here you can use both existing partial programs along all lines of development, and those developed in an educational organization.

What should be considered when drawing up a basic educational program?

First of all - the features of a particular kindergarten. After all, each educational program is unique, as each kindergarten is unique. The program should take into account the conditions already created in the ECE, the experience that has proven itself well and brought positive results. It is important to realize and formulate the goals that the teaching staff wants to achieve in the future, relying on existing experience, established traditions, human resources and the capabilities of teachers.

When compiling a section describing the material conditions, it is necessary to analyze those that exist today, and the possibilities for the development of the material base, which are realizable in short- and long-term planning.

To improve the quality of education, the conditions of the social environment are taken into account. Crazy, the possibilities of big cities and towns differ. The city has much better infrastructure, but the mobility of children while in kindergarten below. There are restrictions on the export of organized groups. Therefore, the outdoor part of cultural and leisure activities is transferred to the family. In small towns, the infrastructure is more modest, but there is an opportunity to go outside the preschool educational institution as an organized children's group.

The educational program is designed taking into account the opinion of the parents. And their contingent, their readiness to participate in the work of the kindergarten, their needs must be taken into account. For some, it is important that the preschool educational institution is close to home and the child is taught to read. Another wants the child to be engaged in art, music, theater in kindergarten, to receive as many different impressions as possible. Such a kindergarten should develop a range of additional educational services, complete partial programs in the part implemented by the organization, taking into account the wishes of the parents. When drawing up an educational program, it is recommended to take into account the regional and national specifics, the existing experience of the organization's innovative work.

The developers of the sample program suggest taking into account the size of the educational organization. Although this parameter will have a greater impact on the size of the state assignment and material support educational process.

With the content of the program, the choice of directions provided within 40%, formed by the preschool educational institution at its own discretion, it is necessary to take into account the interests of all participants in the educational process: children, parents; do not forget the interests of teachers. If the educator is fond of ecology, you should not impose on him in-depth work on the development of mathematical abilities. Let him be engaged in the mathematical development of children on a sufficient, but not elevated level... If the music director does not work in depth with folklore or is not a follower of the K. Orff system, and the head of the organization wants everyone to play the recorder, get good results pedagogical work under the imposed program will be impossible. Changing a teacher for a program is not the best way out. We must not forget that his personality is of great importance. The transfer of knowledge and experience from master to student "eye to eye" cannot be disregarded.

The sample program serves as a model for the educational process. The main program of each kindergarten is designed using materials from variable preschool education programs. In clause 1.1.1 of the sample program, it is said that kindergartens, when developing a basic educational program, “will be able to select and use educational programs in their work ... ".

How to choose complex and partial programs?

It is necessary to be guided by the same principles as when drawing up the main educational program. All authors of complex programs understand that if their creative product does not correspond to the Federal State Educational Standard of Education and the Model Program, no one will work according to it. Therefore, you can choose any. If she also passed an independent professional examination, such a program can be trusted. It is important that the chosen program matches the capabilities of the preschool organization, the goals and objectives set.

Unfortunately, there is still a tradition of imposing programs by higher education authorities. Kindergartens are told that they should work according to "such and such" program, because it is the best. These actions do not meet either the requirements of the time or the law. The quality of pedagogical work and the achievements of the educational organization depend on how much the teaching staff is ready to implement this or that comprehensive program. Unification of educational content facilitates educational audit, but does not improve quality.

The guidelines for the Model Program provide a different algorithm for its application and selection of complex and partial programs. It is proposed to proceed from the principle by which the objectives of the annual plan are usually formulated. At the end school year the results are analyzed, vulnerabilities are found and the tasks of the next academic year are formulated, which will help to improve the results.

Basic educational program- a document that is not compiled anew annually, but only corrected. Therefore, it should not set small tasks that are formulated and solved with the help of the annual plan. If there are shortcomings in the work in some areas, it is necessary to send teachers to advanced training courses, invite specialists to the kindergarten who will help to overcome the gaps in a quality manner, organize the exchange of experience of teachers-mentors with colleagues in difficulty, conduct workshops, etc.

Can different groups of kindergarten work according to different complex programs?

According to clause 2.2 of the FSES DO, “structural divisions of one Organization (hereinafter referred to as the Group) can implement different Programs". (V this case refers to the main programs.)

If the organization has human and material potential to work on various complex programs, regulatory documents allow it. The difficulty lies in the fact that you will have to draw up several basic educational programs or develop sections of the main program, taking into account each comprehensive program. This approach complicates the organization of the educational process, methodical work and increases the number of documents to be processed.

If the kindergarten has correctional groups, groups of short-term stays, etc., their own basic educational program is compulsorily written for them.

How to plan the educational work of an ECE center?

The approximate program leaves it to teachers and educational organization the right to flexible planning. Each kindergarten draws up a work plan based on the main educational program and in accordance with the available material and technical conditions, the capabilities and needs of children, teachers and parents.

The planning should be based on the results of the quality review (internal and external). It is important to create conditions for the development of each child.

The compilers of the sample program in clause 3.6 emphasize: "It is unacceptable to demand from the Organizations implementing the Program calendar training schedules (rigidly tied to annual and other types of planning) and work programs tied to the calendar for the implementation of the substantive components of the Program."

Such recommendations can be found, for example, in the journal "Office of the preschool educational institution" (No. 3, 4, 5 for 2015). Several issues are devoted to the content of work in educational areas: social and communicative (No. 1/2015), speech (No. 7/2015), artistic and aesthetic (No. 8/2014), physical development (No. 1/2016). A deep study of various aspects of the upbringing and educational work of a kindergarten in accordance with the Federal State Educational Standard of DO and modern trends in the development of the industry is present in the thematic issues of the magazines "Office of the DOE" and "Methodist of the DOE", in the appendices to the magazine. Interesting materials with work experience come from the regions. Regional numbers are a unique phenomenon, the embodiment of variability, taking into account regional and national characteristics, a piggy bank that is open to everyone.

What routine and daily routine does the Sample Program establish?

In the Model Program, it is recommended to draw up the daily routine and regimen based on the sanitary and hygienic requirements, the needs of the participants in educational relations, the copyright programs used, the main educational program of the organization.

Each organization establishes the daily routine and work schedule independently. Once again, we draw attention to the fact that first of all it is necessary to take into account sanitary standards, since maintaining the health of children is of paramount importance. The maximum allowable amount of educational load for children from 1 to 7 years old is specified in clauses 11.9-11.13 -SanPin 2.4.1.3049-13 (see table).

Should ECEs include the literature given in the Model Curriculum in the main curriculum?

The developers of the Model Program provided a list of the literature on the basis of the ideas of which the program was developed. In the main educational program, each kindergarten indicates its own list in accordance with the chosen comprehensive program and programs used in the part that it forms independently. This list should be as specific as possible. It is not compiled for auditors, but for daily work preschool teachers. In accordance with the licensing requirements, the "age" of the main literature in the humanities, to which preschool education belongs, is not older than 5 years from the date of the last publication. Additional any year of release. It is advisable to include articles from journals in the list of additional literature. For example, from the journal "Methodist DOE", which is popular with teachers for its practical orientation and the vitality of the published materials.

In Soviet times, all teachers subscribed to newspapers and the only professional magazine. Today, subscription to magazines is a unique opportunity for continuous professional development. The teaching profession obliges you to study all your life. You must always be aware of new technologies, keep your finger on the pulse.

To read a professional magazine every month, to get acquainted with something new is a characteristic of a professional and cultural level. Information from the Internet will not replace printed publications for a very long time. As Umberto Eco wrote: "Don't expect to get rid of the books." First, electronic scientific and practical journals on pedagogy and psychology are not very widespread in our country. The most accessible electronic version of the printed edition. Secondly, the printed version of a magazine or book is more convenient to use in work. If only because not all workplaces of teachers and leaders of preschool educational institutions are equipped with a computer (especially a tablet) with a free connection to the World Wide Web. Thirdly, "notes" and other developments gleaned from publicly available Internet sites do not undergo peer review, which means they cannot guarantee quality.

Do the articles of the magazines "Office of the DOE" and "Methodist of the DOE" correspond to the Federal State Educational Standard?

The journals devoted several special issues to the introduction of the Federal State Educational Standard into the practice of preschool organizations. Each issue of the "Office of the preschool educational institution" publishes articles directly related to the work on the Federal State Educational Standard of DO. Each article submitted for consideration is analyzed from the point of view of relevance, scientific validity, compliance of its content with the requirements of regulatory legal documents. Only after that a decision is made on the admission of the material to print. Therefore, the question posed about the correspondence of articles in these journals to FSES DOs can be answered in the affirmative.

Asking the question about the correspondence of the articles of the Federal State Educational Standard of DO, it is necessary to understand the specifics of the scientific-practical journal in general and the stages of the passage of scientific knowledge in general. The latest scientific knowledge is usually reported at scientific and practical conferences and is published in their abstracts. After scientific verification of all the results obtained and the formulation of conclusions, the research material is published in scientific articles... With the accumulation of significant scientific experience, its generalization and methodological comprehension, it falls into a scientific monograph. Proven scientific knowledge forms the basis of university textbooks. And only that information that has passed many years of testing and does not cause debate gets into school textbooks. Step by step methodological developments published in guidelines and manuals.

From this chain it is clear that the content of the journal is primarily aimed at broadcasting new knowledge. A good journal provides a zone of proximal development for the teacher, or even horizons for professional development. Reading what everyone knows about is not interesting. A pedagogical journal should disseminate best practices. The editors of the magazines "Office of the DOE" and "Methodist of the DOE" are guided by this principle.

What regulatory legal and regulatory-methodological documents govern the work of ECE according to the Model Program?

The list of documents is given in clause 3.9 of the Sample Program. The list can be supplemented with the following sources:

- Approximate basic educational program of preschool education (approved on 05/20/2015);
— Guidelines on the use of the Approximate basic educational program of preschool education in the development of an educational program of preschool education in an educational organization, you can use other collections of documents.

Basic educational program of preschool education- This is a regulatory and administrative document of a preschool educational organization that characterizes the specifics of the content of education and the features of the organization of the educational process. The program is developed, approved and implemented by the educational organization in accordance with the Federal State Educational Standard of Preschool Education and taking into account the approximate educational program of preschool education.

The program should ensure the construction of a holistic pedagogical process aimed at the full-fledged all-round development of the child - physical, social and communicative, cognitive, speech, artistic and aesthetic.

Among the factors affecting the effectiveness and quality of education of children in preschool educational institutions, an important role belongs to the educational program. The modern differentiation of preschool education, the variety of types of preschool educational institutions suggest significant variability in the use of programs and pedagogical technologies... In accordance with paragraph 5 of Article 14 of the Law of the Russian Federation "On Education", each educational institution is given the right to independently develop or choose from a set of variable programs those programs that most fully take into account specific conditions work of the preschool educational institution... In the new educational policy variability of education, a number of domestic programs and pedagogical technologies of a new generation have been developed. All programs provide for different approaches to the organization of the pedagogical process in kindergarten.

All preschool programs can be divided into complex and partial.

Complex (or general developmental) - includes all the main directions of the child's development: physical, cognitive-speech, social-personal, artistic-aesthetic; contribute to the formation of various abilities (mental, communicative, motor, creative), the formation of specific types of children's activity (subject, play, theatrical, visual, musical activity, design, etc.).

Partial (specialized, local) - include one or more areas of the child's development. The integrity of the educational process can be achieved not only by using one main (complex) program, but also by the method of qualified selection of partial programs.

Comprehensive preschool education programs

The program of education and training in kindergarten, ed. Vasilyeva

Rainbow program

The program "From childhood to adolescence"

Childhood program

The Origins program

Development program

Tiny program

Partial preschool education programs

The program of health-preserving direction "Fundamentals of child safety preschool age»

Environmental education programs

Artistic and aesthetic cycle programs

Programs for the social and moral development of preschoolers

Physical development and health programs for preschoolers, etc.

About modern programs for preschool educational institutions

Programs developed by teams of authors in our country or borrowed from foreign pedagogy have undoubted advantages, originality of approaches to the construction of pedagogical work and a variety of views on the child and his development. At the same time, each program may contain such features that are not always indisputably accepted by every teacher. A large internal assessment is needed of whether the theoretical concept of a particular program is close to the teacher's worldview. Formal transfer of any of the most wonderful programs to the existing pedagogical situation will not be able to lead to a positive effect. Therefore, knowledge of various approaches to organizing the pedagogical process is very useful and promising for future teachers.

Many programs have been developed by serious scientists or large scientific teams who have tested experimental programs in practice for many years. Collectives of preschool institutions in collaboration with qualified methodologists also created their own programs.

In order to protect the child from incompetent pedagogical influence in the conditions of variability of education, the Ministry of Education of Russia in 1995 prepared a methodological letter "Recommendations for the examination of educational programs for preschool educational institutions of the Russian Federation", which indicated that complex and partial programs should be based on the principle of personal oriented interaction of adults with children and should provide:

Protection and strengthening of the physical and mental health of children, their physical development;

The emotional well-being of every child;

Intellectual development of the child;

Creation of conditions for the development of the child's personality, his creative abilities;

Introducing children to universal human values;

Interacting with the family to ensure the full development of the child.

The guidelines state that programs should provide for the organization of children's life in the classroom, in ad hoc activities and in free time provided for a child in kindergarten during the day. At the same time, the optimal combination of individual and joint activities of children in its various types (play, construction, visual, musical, theatrical and other types of activity) should be laid down.

Currently, all kinds of programs and guidelines for the upbringing and education of children in a preschool institution have been published and distributed through a variety of pedagogical seminars. A number of programs are the result of many years of work by scientific and scientific-pedagogical teams. All these programs show different approaches to the organization of the pedagogical process in kindergarten. It is the teaching staff that will have to choose the program according to which the given preschool will work.

Childhood is the most important period of human life, not preparation for a future life, but a real, bright, original, unique life. And from how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him, it decisively determines what kind of person today's baby will become.
V. A. Sukhomlinsky

The program should ensure the construction of an integral pedagogical process aimed at the full-fledged all-round development of the child - physical, social and communicative, cognitive, speech, artistic and aesthetic. One of the provisions of the Action Plan to ensure the introduction of the Federal State Educational Standard of Education is the provision on the introduction of the Federal Register of Model Basic Educational Programs used in educational process in accordance with FGOS DO.

The website of the federal register of exemplary basic general education programs: fgosreestr.ru. It published the "Approximate basic general educational program of preschool education", approved by the decision of the federal educational and methodological association for general education (minutes of May 20, 2015 No. 2/15).

On the website of the federal state autonomous institution " Federal Institute development of education "(FGAU" FIRO ") www.firo.ru created a section" Navigator of educational programs for preschool education. " On our site we publish a list of these programs with links to the publishers that release them. On the websites of publishing houses you can get acquainted with projects, program presentations, accompanying methodological literature.

Educational programs of preschool education, corresponding to the Federal State Educational Standard of DO:

Preschool education program "Colorful planet" / Edited by E.A. Khamraeva, D.B. Yumatova (Supervisor E.A.Khamraeva)
Part 1 Part 2
Publishing house "Juventa": uwenta.ru

Preschool education program"World of Discovery" / Under the general editorship of L.G. Peterson, I.A. Lykova (Scientific adviser L.G. Peterson)
Site of the Central House of Controllers "School 2000 ...": www.sch2000.ru
Tsvetnoy Mir Publishing House: colored world. rf

Educational program of preschool education for preschoolers with severe speech impairments / Ed. L. V. Lopatina

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