Preschool education program as a document. Overview of variable preschool education programs

1. Explanatory note ……………………………………………………. 3

2. Thematic planning ………………………………………………… 10

3. Content educational activities according to the program ………… 13

4. Methodological support ………………………………………………… 18

5. Monitoring the achievement of planned results by children ……… 24

6. References…. …………………………………………………… 27

7. Appendices ……………………………………………………………………… 28

Explanatory note

Tell me and I will forget

Show me and I will remember

Give it a try - and I will understand.

(Chinese proverb)

Modern children live in the era of informatization and computerization. In the conditions of a rapidly changing life, a person is required not only to possess knowledge, but also, first of all, the ability to obtain this knowledge himself, to operate with it, to think independently, creatively.

Throughout preschool childhood, along with play activities, cognitive activity is of great relevance in the development of the child's personality, in the processes of socialization - as the search for knowledge, the acquisition of knowledge independently or under the guidance of an adult.

In the works of many domestic teachers, it is said about the need to include preschoolers in meaningful activity, in the process of which they themselves could discover more and more new properties of objects and phenomena, their similarities and differences, about giving them the opportunity to acquire new knowledge on their own. (G.M. Lyamina, A.P. Usova, E.A. Panko, etc.)

Older preschool age- an intrinsically valuable stage in the development of a child's cognitive activity, which is understood not only the process of mastering knowledge, abilities and skills, but mainly the search for knowledge, the acquisition of knowledge independently or together with an adult under his tactful guidance.

One of effective methods cognition of the laws and phenomena of the surrounding world is a method of experimentation.

All researchers of experimentation in one form or another highlight the main feature cognitive activities:the child learns the object in the course of practical activity with it, the practical actions carried out by the child perform a cognitive, orienting-research function, creating conditions in which the content of this object is revealed. Everything is assimilated firmly and for a long time, if the child hears, sees and does it himself.

Children's experimentation is based on this, the theoretical basis of which is the research of N.N. Poddkov, who singles out the activity of experimentation as the main type of orienting-research (search) activity of children. “Children's experimentation claims to be the leading activity in the period preschool development child ". N.N. Poddyakov

The "Book of Discovery" is an additional program, the development of which was carried out in accordance with federal state requirements and is intended for children of senior preschool age. The program is implemented in the integration of such educational areas as "Cognition", "Communication", "Socialization", "Labor" in the cognitive and research activities of older preschool children.

Approximate types of integration of the "Cognition" area of the program

According to the tasks and content of the psychological pedagogical work

By means of organizing and optimizing the educational process

"Communication" - Discuss information about objects, phenomena with children. Listen to children, clarify their answers, suggest words that more accurately reflect the peculiarity of an object, phenomenon, help to express a judgment in a logical and understandable way. Expand ideas about objects, phenomena. To intensify the use in speech of the names of objects, their parts of the materials from which they are made.

"Socialization" - Foster independence in organizing familiar games with a small group of peers. Teach you to follow the rules yourself. Introduce with didactic games aimed at consolidating ideas about the properties of objects

"Labor" - To cultivate the desire to be always neat and tidy. Form the ability to independently prepare your workplace and clean it after the end of classes. Teach children to independently maintain order in the group room.

"Reading fiction" The use of works of art for the formation of primary value ideas, ideas about the world around

"Artistic creation" Use of funds productive species activities to enrich the content, consolidate the results of the development of the field of "Cognition"

Purpose of the program: development of cognitive activity of older preschool children through experimental activities.

Focus of the program: Cognitive-speech, dominant area: "Cognition"

Tasks

Educational:

1. Teach children to see and highlight the problem of the experiment.

2. Learn to accept and set the goal of the experiment.

3. Learn to select funds and materials for independent activities.

4. Teach children to establish causal relationships

5. To acquaint the child with the various properties of substances (hardness, softness, flowability, viscosity, buoyancy, etc.).

6. To acquaint with the main types and characteristics of movement: speed, directions.

Developing:

1. Develop cognitive activity in the process of experimentation.

2. Generate interest in search activities…

3. To develop personal qualities: purposefulness, perseverance, decisiveness, curiosity, activity.

4. Develop ideas about the main physical phenomena: magnetic and terrestrial attraction, electricity, reflection and refraction of light, etc.

Educational:

Foster independence in Everyday life, in various types of children's activities.

To cultivate the ability to strictly follow the required sequence of actions.

To cultivate the ability to organize your workplace, to clean up after yourself.

To foster a respect for nature.

Children's age: senior preschool age (5-6 years).

Terms of implementation: 1 year.

Mode of educational activity:

Educational activities under the program are carried out once a week in the morning. Duration - no more than 25 minutes.

The program is based on the principles:

The principle of psychological comfort.
The principle of conformity to nature is development in accordance with the nature of the child, his health, mental and physical constitution, his characteristics and inclinations, individual characteristics, perception.
The principle of a differentiated approach.
The principle of integration is the integration of experimental and experimental activities with other activities.
Scientific principle - Children are given only reliable scientific knowledge that cannot be refuted.
The principle of accessibility - All knowledge must correspond to the age level of preschool children. Ensure the child's assimilation of the methods of cognition, research activities.
The principle of the developmental effect of content. - Knowledge should be based on the zone of proximal development of children, ensure the child's assimilation of the methods of cognition.
The principle of consistency. All knowledge should be related to each other, to provide the child with the knowledge of a holistic picture of the world.
Local history principle. To ensure the connection of the acquired knowledge with the daily life of a preschooler, it is necessary to rely on his immediate environment - natural materials our area.

The desire to observe and experiment, to independently seek new information about the world are the most important features of normal children's behavior. Exploratory search activity is a natural state of the child. Children's need for exploratory research is biologically driven. In children 5-6 years old, intensive sensory development continues, and the processes of sensation, perception, ideas are developed in a child of this age much better than thinking. At the age of 5-6, children are well aware of the features of the sounds of human speech and musical sounds, as well as the shape, size and color of objects. Further development and improvement of sensory processes proceeds along the line of a specially organized examination of objects. Children learn the skills to quickly isolate the necessary properties, navigate them, compare and group objects according to common characteristics, correlate them with sensory standards. The famous psychologist J. Piaget argued that one of the most important properties of human nature is the desire for contact and interaction with the outside world, the desire to be in an active search for new tasks. The expansion of the child's cognitive development is most facilitated by giving him the opportunity to explore the environment and influence it. At the same time, speaking about traditional methods of teaching, built mainly on reproductive methods, Piaget constantly emphasized that often, by teaching children specific skills, we deprive them of the chance to make their own discovery.

Expected results:

Educational result:

The presence of cognitive interests in environmental objects.

Be able to formulate cognitive questions and know the answers to them.

Have the skills of cognitive experimentation.

Personal outcome:

To act independently in everyday life, in various types of children's activities.

Be able to seek help from an adult in situations of real difficulty.

Take a lively, interested participation in the educational process.

Observation levels (monitoring):

Cognitive interests:

High. Shows a variety of cognitive interests (to the world of objects and things, the world of social relations and his inner peace), when perceiving something new, he tries to understand the essence of what is happening, to establish cause-and-effect relationships.

Average. Predominantly shows cognitive interests in the world of physical phenomena.

Short. The manifestations of cognitive interests are unstable, subject-oriented, utilitarian interests prevail (the interests of owning objects or satisfying one's utilitarian needs).

Lower. Interests are not formalized, not differentiated; reacts to novelty, but when the novelty of perception passes, loses interest in what is happening, quickly becomes satiated.

Cognitive questions:

High. The questions are predominantly causal in nature, reflect attempts to understand the essential connections and relationships in the world around them, listens carefully to the answers, correlates them with the system of existing knowledge, ideas and judgments.

Average. Questions are of a causal nature, combined with clarifying questions; he listens to the answers with interest, puts forward his own versions of the answers, can insist on them, focusing on his own experience or everyday ideas.

Short. Asks questions that mainly reflect everyday, everyday connections and relationships; may not show interest in the answers; insists on his own versions of the answers, often contradicting the obvious facts.

Lower. Rarely asks questions; in questions, reflects what he perceives directly, at the moment, is satisfied with a short ascertaining answer; may disagree with the answer, contradicting the obvious facts.

Cognitive experimentation:

High. Likes to experiment, in the process of experimentation shows vivid cognitive feelings: surprise, doubt, joy of learning new things; seeks to independently experiment to gain new knowledge, solve a problem; capable of mental experimentation, reasoning, putting forward and testing hypotheses.

Average. Takes an interest in experimenting organized by an adult; seeks to experiment himself, but needs the help of an adult; in speech reflects the course and result of experimentation, asks questions.

Short. She willingly takes part in experiments organized by an adult, reflects in speech the emotions that arise in the process of work, sometimes asks clarifying questions, he does not organize the experimentation.

Lower. Is not interested in experimentation, does not show vivid positive emotions, cognitive feelings in the process of work organized by an adult; does not initiate experimentation.

Independence:

High. He acts independently in everyday life, in various types of children's activities, I am sure that he clearly adheres to the necessary sequence of actions, organizes his workplace, cleans up after himself.

Average. Independently, consistently acts in everyday life and familiar environment; in the situation of setting a new task, or in the case when the process of achieving a result is not clear enough and not obvious, the level of independence decreases.

Short. Systematically does not show independence; acting alone, may disrupt the required sequence of actions; when performed independently, the quality of the result of the activity decreases.

Lower. Independent, dependent on an adult, the requirement of an adult to act independently can cause a hidden or open protest, negative experiences.

Seeking help from an adult:

High. Asks for help in situations of real difficulties, involves an adult to help in solving problems after trying to solve them on his own, does not try to shift the efforts to solve the problem to an adult.

Average. Asks for help in a situation of real difficulties, but avoids solving the problem, addressing this task to an adult.

Short. Seeks help in situations where he can solve the problem himself. Lower. Does not involve an adult in assistance, may insist on independence even in a situation of unproductive activity, refuses to cooperate with an adult

Participation in the educational process:

High. Takes a lively, interested participation in the educational process; does not think of himself outside the group, makes suggestions on the choice of activities, solving other important issues for the life of the group's children, for example, preparing for the holiday; participates in the preparation of holidays in the institution and at home; freely navigates the premises of the institution.

Average. He is interested in what is happening in the children's group, asks questions about the anticipated events (the content of the upcoming lesson, the expected game), feels satisfaction from the activity common with other children, seeks to actively participate in the life of the group, expresses his proposals, but they can be unrealistic, without taking into account the specifics of the interaction of children with each other or with a teacher in a kindergarten.

Short. Responds to suggestions from an adult for participation in group activities; does not show initiative or shows rarely, does not show a clear interest in the educational process, or shows an unstable interest.

Lower. Does not seek to participate in the educational process together with other children, prefers individual forms of interaction with an adult, which may become the only opportunity to cause the child to be active in the educational process.

The full version of the program can be download.

Bibliography:

Federal state requirements for the structure of the main general education program preschool education Order dated November 23, 2009 No. 655.
Model regulation on a preschool educational institution dated September 12, 2008 No. 666.
Project. Success. The main general educational program of preschool education. Edited by N.V. Fedina.
SanPiN 2.4.1.2660 - 10.
The main general educational program of preschool education "From birth to school" (edited by NE Veraksa, TS Komarova, MA Vasilyeva. M .: Mosaic - Synthesis, 2010.
Success: an approximate basic general educational program of preschool education / N.O.Berezina, I.A. Burlakova, E.N. Gerasimova. - M.: Education, 2011.
Dybina O.V. Unknown nearby: entertaining experiences and experiments for preschoolers / O.V. Dybin, N.P. Rakhmanova, V.V. Shchetinin. - M .: TC "Sphere", 2005.
Dybina O.V. What are the objects made of: scenarios of games-activities for preschoolers / O.V. Dybin. –M .: TC "Sphere", 2004
Ivanova A.I. Natural science observations and experiments in kindergarten... Plants. / Children's encyclopedia / A. I. Ivanova –M .: TC "Sphere", 2004.
Kostyuchenko M. Experimenting! / M. Kostyuchenko // Preschool education. - 2006. - No. 8. - p.19-22
Martynova E.A. Organization of experimental activities of children 2-7 years old: thematic planning, recommendations, class notes. / E.A. Martynova, I.M. Suchkov. - Volgograd: Teacher, 2010.
Ryzhova N.A. A. Ryzhova. - M .: Linka-Press, 1997.
Shapiro A. Scientific fun / A. Shapiro // Kindergarten from all sides. - 2001. - No. 41-42.

preschool education.

Goals, objectives: the main goal of education is the education of a MAN! It cannot be solved by the efforts of one educational program, but at the same time, each educational program (preschool, general, higher education) must contribute to the achievement of this goal, which has lasting value.

The program is aimed at solving problems:

The formation of a general culture, the preservation and strengthening of the health of preschool children, the development of their physical, intellectual, moral, aesthetic and personal qualities, including the prerequisites for educational activities;

Preservation of the uniqueness and intrinsic value of preschool childhood as an important period of human life;

Equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language and social status;

Equal access to education for all preschool children, taking into account the diversity of special educational needs and individual opportunities;

Formation of the socio-cultural environment of preschool childhood, uniting the family, in which the child acquires his main experience of life and work, and all the institutions of non-family education for the purpose of diversified and full-fledged development of children;

Development of individual abilities and creativity of each child; continuity of preschool and primary levels of general education.

The program is based on the following scientifically based approaches: cultural-historical, activity, personal, axiological, cultural, andragogical, systemic, etc.

Age: the program defines the compulsory part of the basic general education program of preschool education for children from 3 to 7 years old.

Development directions:

Cognitive development;

Speech development;

Physical development.

Structure:

Target section;

Approximate calculations of standard costs for the provision of public services for the implementation of the Program;

Application

Anthropometric indicators of physical development and health of children.

Age and sex standards of physiometric indicators;

Average age-sex values of indicators of the development of physical qualities of children 4-7 years old;

Age standards of children's motor activity for a full day of stay in kindergarten;

Criteria for frequent (acute) morbidity in children by the number of respiratory diseases per year;

Assessment of the level of biological maturity by the timing of the eruption of permanent teeth;

Assessment of the functional state of the central nervous system;

Approximate cyclogram of educational activities;

Methodological support.

Output: the game in the program "Success" is given the most productive time in the first half of the day, because the game (storyline, with the rules) is the leading activity of preschool age. At the same time, the program fully ensures the formation of the prerequisites for future educational activities, the solution of such complex problems as the formation of a holistic picture of the world, the outlook of modern preschoolers.

The program is designed in such a way that the teacher has the opportunity to take into account the individual characteristics and pace of individual development of children in the course of everyday educational work.

And finally, the most important thing. The program aims to make every child in kindergarten feel successful.

Leaders of the writing team and scientific editors of the program: candidate pedagogical sciences, Professor T. I. Babaeva, Doctor of Pedagogical Sciences, Professor A. G. Gogoberidze, Candidate of Pedagogical Sciences, Associate Professor O. V. Solntseva.

Target: create an opportunity for every child in kindergarten to develop abilities, interact with the world, actively practice different types activity, creative self-realization. The program is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the behavior, activities and attitude of the child to the world.

Strengthening the physical and mental health of the child, the formation of the foundations of his motor and hygienic culture;

Holistic development of the child as a subject of activities feasible for a preschooler;

Enriched child development, providing a single process of socialization-individualization, taking into account children's needs, capabilities and abilities;

Development on the basis of different educational content of emotional responsiveness, the ability to empathize, readiness to manifest a humane attitude in children's activities, behavior, actions;

The development of cognitive activity, curiosity, the desire for independent knowledge and reflection, the development of the child's mental abilities and speech;

Awakening the creative activity and imagination of the child, the desire to be involved in creative activity;

The child's organic entry into the modern world, the diverse interaction of preschoolers with various spheres of culture: with fine arts and music, children's literature and native language, ecology, mathematics, play;

Introducing the child to the culture of his country and fostering respect for other peoples and cultures;

The introduction of the child to beauty, goodness, non-violence, for it is important that preschool age becomes the time when the child awakens a sense of his own involvement in the world, the desire to do good deeds.

Age: from birth to 7 years.

Development directions:

Social and communicative development;

Cognitive development;

Speech development;

Artistically aesthetic development;

Physical development;

Structure:

Target section of the program;

Organizational section of the program

Early age. Childhood from birth to three years

Preschool age. Childhood from three to seven years;

Applications

Applications and teaching materials:

Appendix 1. Approximate partial educational program "Childhood with hometown" for a part of the program formed by participants in educational relations

Appendix 2. Approximate partial educational program "Multicultural childhood" for a part of the program formed by participants in educational relations. ethnocultural education and education of preschoolers

Appendix 3. Approximate partial educational program "Childhood with English language"For the part of the program formed by the participants of educational relations

Output:

The Childhood program is based on a complex - thematic principle of building the educational process, which is based on the idea of integrating the content of different educational areas around a single common theme, which for a certain time (days, weeks) becomes unifying, for example, "Our favorite toys", "Our kindergarten "," My family "," Seasons ". The choice of the topic takes into account the interests of children, the tasks of the development of education, current phenomena and bright events (seasons, holidays). The program provides valeological education for preschoolers: the development of ideas about a healthy lifestyle, about the importance of hygienic and motor culture, about health and means of strengthening it, about the functioning of the body and the rules of caring for it, knowledge about the rules of safe behavior and reasonable actions in unforeseen situations, ways of providing basic help and self-help. This information becomes an important component of the preschooler's personal culture and social security. The weak link in the Childhood program is the math section. The material offered in it is sometimes difficult for children in the national republics to access. Mathematics in the Childhood program is focused on the development of logical thinking. But children who learn Russian do not always cope with logical tasks... Therefore, taking into account the national component, the proposed complex material must be replaced with more accessible one, and then, assessing the level of preparedness of the children, it must be included again in the classes in an easier form.

Particular emphasis in the program is placed on introducing children to the natural world, fostering respect for natural objects

In general, this program allows you to vary, make changes to the material presented, making the educational process interesting and accessible for the child. It implies the educator's creative approach to planning, the choice of tools and techniques for the implementation of tasks. That is, it is not the children who should catch up to the level given by the program, but it should be adjusted to the children.

supervisor- Doctor of Pedagogical Sciences L.A. Paramonova

: ensuring the full, diversified development of each child, the formation of his basic trust in the world and universal, including, creativity to the level corresponding to the age specifics and the requirements of modern society; creating equal conditions for the development of children with different opportunities. Being comprehensive, the program provides for the enrichment child development, the interconnection of all its sides. The implementation of the basic educational program ensures the child's rights to physical, intellectual, social and emotional development("Convention on the Rights of the Child", FGOS DO) at the preschool level and during the transition to primary school.

Age: from birth to 7 years.

Development directions:

Social and communicative development;

Cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development;

Structure:

Target section;

early childhood

preschool childhood;

Organizational section;

Applications

Applications and teaching materials:

Appendix 1. Teaching a second language

Appendix 2. Approximate musical repertoire

Appendix 4. An indicative list of works of fine art.

Output: The program, humanistic in orientation, allows the teacher, relying on age criteria, to take into account the different pace of development of children and implement an individual approach to them. (Psychological age does not coincide with chronological age, and one psychological age is not equal in duration to another).

The program takes into account the specifics of preschool education, which is fundamentally different from school. To achieve the unity of the goals and objectives of raising a child, the program provides for meaningful interaction between the kindergarten and the family.

Download:

Preview:

Analysis of sample variable programs

Preschool education.

Success program

Goals, objectives:

Age:

Development directions:

Structure:

Applications and teaching materials:

Output:

Childhood program

Target:

The priority tasks for the development and upbringing of children are:

Age: from birth to 7 years.

Development directions:

Structure:

Applications and teaching materials:

Output:

The Origins program.

supervisor

Goals and objectives of the Program

Age : from birth to 7 years.

Development directions:

Social and communicative development; - Cognitive development; - Speech development; - Artistic and aesthetic development; - Physical development;

Structure:

Applications and teaching materials:

Output:

Preview:

Analysis of sample variable programs

Preschool education.

Success program

Goals, objectives: the main goal of education is the education of a MAN! It cannot be solved by the efforts of one educational program, but at the same time, each educational program (preschool, general, higher education) must contribute to the achievement of this goal, which has lasting value.

The program is aimed at solving problems:

Preservation of the uniqueness and intrinsic value of preschool childhood as an important period of human life;

Equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language and social status;

Equal access to education for all preschool children, taking into account the diversity of special educational needs and individual opportunities;

Development of individual abilities and creativity of each child; continuity of preschool and primary levels of general education.

The program is based on the following scientifically based approaches: cultural-historical, activity, personal, axiological, cultural, andragogical, systemic, etc.

Age: the program defines the compulsory part of the basic general education program of preschool education for children from 3 to 7 years old.

Development directions:

Social and communicative development; - Cognitive development; - Speech development; - Artistic and aesthetic development; - Physical development.

Structure:

Target section; - Content section; - Organizational section; - Recommendations for the development of a part of the basic educational program of preschool education, formed by participants in educational relations; - Approximate calculations of standard costs for the provision of public services for the implementation of the Program; - Application

Applications and teaching materials:

Anthropometric indicators of physical development and health of children.

Age and sex standards of physiometric indicators;

Average age-sex values of indicators of the development of physical qualities of children 4-7 years old;

Age standards of children's motor activity for a full day of stay in kindergarten;

Criteria for frequent (acute) morbidity in children by the number of respiratory diseases per year;

Assessment of the level of biological maturity by the timing of the eruption of permanent teeth;

Assessment of the functional state of the central nervous system;

Approximate cyclogram of educational activities; - Methodological support.

Output: the game in the program "Success" is given the most productive time in the first half of the day, because the game (storyline, with the rules) is the leading activity of preschool age. At the same time, the program in full ensures the formation of the prerequisites for future educational activities, the solution of such complex problems as the formation of a holistic picture of the world, the outlook of modern preschoolers.

And finally, the most important thing. The program aims to make every child in kindergarten feel successful.

Childhood program

The team leaders and scientific editors of the program: Candidate of Pedagogical Sciences, Professor T. I. Babaeva, Doctor of Pedagogical Sciences, Professor A. G. Gogoberidze, Candidate of Pedagogical Sciences, Associate Professor O. V. Solntseva.

Target: to create an opportunity for each child in kindergarten to develop abilities, interact with the world, actively practice in different types of activities, and creative self-realization. The program is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the behavior, activities and attitude of the child to the world.

The priority tasks for the development and upbringing of children are:

Strengthening the physical and mental health of the child, the formation of the foundations of his motor and hygienic culture; - the holistic development of the child as a subject of activities that are feasible for a preschooler; - enriched development of the child, providing a single process of socialization-individualization, taking into account children's needs, capabilities and abilities; - development on the basis of different educational content of emotional responsiveness, the ability to empathize, readiness to manifest a humane attitude in children's activities, behavior, actions; - the development of cognitive activity, curiosity, the desire for independent cognition and reflection, the development of the child's mental abilities and speech; - awakening of the child's creative activity and imagination, the desire to be involved in creative activity; - the child's organic entry into the modern world, the diverse interaction of preschoolers with various spheres of culture: with fine arts and music, children's literature and native language, ecology, mathematics, play; - introducing the child to the culture of his country and fostering respect for other peoples and cultures; - the introduction of the child to beauty, goodness, non-violence, because it is important that preschool age becomes the time when the child awakens a sense of his own involvement in the world, the desire to do good deeds.

Age: from birth to 7 years.

Development directions:

Social and communicative development; - Cognitive development; - Speech development; - Artistic and aesthetic development; - Physical development;

Structure:

Target section of the program; - Content section of the program Early age. Childhood from birth to three years Preschool age. Childhood from three to seven years; - Organizational section of the program Early age. Childhood from birth to three years Preschool age. Childhood from three to seven years; - The content of correctional work and inclusive education of preschoolers with severe speech impairments; - Applications

Applications and teaching materials:

Appendix 1. Approximate partial educational program "Childhood with hometown" for a part of the program formed by participants in educational relations Appendix 2. Approximate partial educational program "Multicultural childhood" for a part of the program formed by participants in educational relations Means of ethnocultural education and upbringing of preschoolers Appendix 3. Approximate partial educational program "Childhood with English" for a part of the program formed by participants in educational relations

Output:

The Childhood program is based on a complex - thematic principle of building the educational process,which is based on the idea of integrating the content of different educational areas around a single common theme, which for a certain time (days, weeks) becomes uniting, for example, "Our favorite toys", "Our kindergarten", "My family", "Seasons". The choice of the topic takes into account the interests of children, the tasks of the development of education, current phenomena and bright events (seasons, holidays).The program provides valeological education for preschoolers: the development of ideas about a healthy lifestyle, about the importance of hygienic and motor culture, about health and means of strengthening it, about the functioning of the body and the rules of caring for it, knowledge about the rules of safe behavior and reasonable actions in unforeseen situations, ways of providing basic help and self-help. This information becomes an important component of the preschooler's personal culture and social security.The weak link in the Childhood program is the math section. The material offered in it is sometimes difficult for children in the national republics to access. Mathematics in the Childhood program is development-oriented logical thinking... But children who master the Russian language do not always cope with logical tasks. Therefore, taking into account the national component, the proposed complex material must be replaced with more accessible one, and then, assessing the level of preparedness of the children, it must be included again in the classes in an easier form.

Particular emphasis in the program is placed on introducing children to the natural world, fostering respect for natural objects

In general, this program allows you to vary, make changes to the presented material, making the upbringing and educational process interesting and accessible for the child. She means creativity educator to planning, the choice of tools and techniques for the implementation of tasks. That is, it is not the children who should catch up to the level given by the program, but it should be adjusted to the children..

The Origins program.

supervisor- Doctor of Pedagogical Sciences L.A. Paramonova

Goals and objectives of the Program: ensuring the full, diversified development of each child, the formation of his basic trust in the world and universal, including, creative abilities to a level corresponding to the age specifics and the requirements of modern society; creating equal conditions for the development of children with different opportunities. Being comprehensive, the program provides for the enrichment of child development, the interconnection of all its aspects. The implementation of the basic educational program ensures the child's rights to physical, intellectual, social and emotional development ("Convention on the Rights of the Child", FGOS DO) at the preschool level and during the transition to primary school.

Age : from birth to 7 years.

Development directions:

Social and communicative development; - Cognitive development; - Speech development; - Artistic and aesthetic development; - Physical development;

Structure:

Target section; - Content section early childhood preschool childhood; - Organizational section; - Applications

Applications and teaching materials:

Appendix 1. Teaching a second language Appendix 2. Sample musical repertoire Appendix 3. Recommended works of fiction and folklore Appendix 4. An approximate list of works of fine art.

Output: The program, which is humanistic in orientation, allows the teacher, based on age criteria, to take into account the different pace of development of children and implement an individual approach to them. (Psychological age does not coincide with chronological age, and one psychological age is not equal in duration to another).

The radical political and economic changes that have taken place in our society have also affected the education system of the Russian Federation. The preschool system of education, upbringing and development of children has also undergone some changes.

First of all, preschool institutions began to be called also educational.

Here, the main thing for the pedagogical collectives of kindergartens is to remember that the main task of these institutions is the socialization of the little person, upbringing, and then preparation for school and only after that "preschool education."

The physiological capabilities of the child's body are limited, and it can withstand not all loads without pathological changes.

The integrity of the pedagogical process in a preschool educational institution is ensured by specially developed and tested programs.

In the context of the variability of education, enshrined in the "Law on Education of the Russian Federation", for preschool institutions more and more new programs have been developed and are being developed.

Any program recommended by the Ministry of Education of the Russian Federation for use is a state document that defines the goals, objectives and content of educational activities with 134 Children of a preschool institution.

The first draft of the program for kindergartens was created and issued in 1932. The improvement of this document continued until 1962. In the same year, a unified program of upbringing and educational work with children in kindergarten was approved and recommended for use.

In 1978, the Ministry of Education of the RSFSR made the necessary corrections and additions to the program. It was called the "Typical Program" and is still in use.

The standard program played a positive role in the systematization of the content, forms and types of activities of preschool children. With the advent of this program, continuity was ensured in the teaching and upbringing of preschoolers of various age groups in preparation for school.

At present, when we are talking about the versatile development of a child, and we proclaim a personality-oriented relationship with a child as the main principle of upbringing, the Standard Program cannot fully meet the requirements of teaching and upbringing of a new generation of preschool children. It is overly ideologized, includes areas of activity and topics for study that are inaccessible to the child's life experience and his age-related capabilities, the program does not take into account regional characteristics that are important for the formation of the child's personality. In connection with the adoption of the law of the Russian Federation "On Education" and the orientation of preschool educational institutions to the standard of preschool education whole line scientific teams have developed new versions of programs for preschool education, upbringing and development of the child.

At the same time, it was taken into account that all variable programs must meet certain psychological and pedagogical requirements.

Each program must reflect the content of education and training and comply with the Law of the Russian Federation "On Education". In addition, all variable modern programs should be focused on the new Model Provisions on various types of preschool educational institutions. The program itself should direct preschool workers to personality-oriented interaction between adults and children.

Programs should focus not only on common human culture, but also on Russian cultural traditions. Therefore, the main place in their content is the development of children's speech, physical, cognitive and aesthetic development. In accordance with the age characteristics of children, elements of labor education, the formation of a child's attitude to nature, the formation of a need for a healthy lifestyle are introduced into the content of the programs.

All new programs should be aimed at developing the child's abilities, his curiosity, at the formation of children's creativity and the ability to communicate with adults and peers.

Each program should provide for the forms of organizing the life of children during their stay in kindergarten, classes as a specially organized form of education; unregulated activities of children, organization of free time during the day.

Modern programs should combine various types of activities of children, taking into account the age capabilities of pupils and orient educators and teachers to implement an individual approach to the child, to ensure the optimal load for the child and protect his health.

Programs for preschool educational institutions can be complex and partial. The comprehensive program includes all the main areas of work with children, ensuring the diversified development of the child. A partial program includes one or more areas of the child's development.

Any program is subject to expert evaluation, which is carried out by a special expert council. With a positive assessment, the program is recommended for use by preschool educational institutions.

In accordance with the law of the Russian Federation "On Education", pedagogical teams of educational institutions, including preschool ones, have the right to independently choose a program of work with children, as well as make changes to the program, methods and forms of work with pupils.

The new generation programs (1990s) include three programs recommended by the Ministry of Education of the Russian Federation for use in the work of preschool educational institutions. All these programs are built on the principle of personality-oriented interaction with the child.

One of the first practical workers of preschool institutions was recommended the program "Rainbow". This program is designed for the period of preschool childhood from 2 to 7 years. "Rainbow" is five programs with methodological support, covering the following age groups of children: 2 - 3 years; 34 years; 45 years; 5 - 6 years old; 6 - 7 years old.

The program "Rainbow" reflects the integral system of the child's progressive development. It is about the formation of his consciousness, the role of various types of activity in the development of personality. The leading role in this program is assigned to the theory of mental neoplasms in each age group of children.

The structure of the program includes the characteristics of children of a certain age. Getting started, educators, teachers have the opportunity to study the psychological capabilities of their pupils, to trace changes in the consciousness of a child of a certain age and the outlined ways of becoming a personality. The goal of the "Rainbow" program is to provide every child with a joyful and meaningful life during preschool childhood.

In all five programs "Rainbow", specific tasks of upbringing and the corresponding main directions of pedagogical work are highlighted. For example, for teachers and educators middle group kindergarten one of the leading tasks - the protection and strengthening of the health of children, the formation of habits to a healthy lifestyle. To implement this task, the following areas of activity with children are proposed: to comply with sanitary norms and rules for protecting the life and health of children; create an atmosphere of psychological comfort, protect the nervous system of children from stress and overload; organize a rational daily routine; to achieve unity of approaches to health promotion in the family and in kindergarten; pay attention to the prevention of visual impairments, posture, the occurrence of allergic reactions.

The structure of the program "Rainbow" contains the following sections: "Forming a habit of a healthy lifestyle", "Development of speech", "The child learns the world", "Mathematics", "Visual activity", "Constructive and practical productive activity of children", "Development musicality ".

The "Rainbow" program makes it possible to develop the existing abilities of a child through various types of activities, and especially by enhancing the cognitive activity of children. Unlike other programs, the content of the formation has been expanded in "Rainbow" mathematical representations child and the development of prerequisites for logical thinking.

The use in practice of all the "Rainbow" programs requires a radical restructuring of the traditional work of a preschool institution that has developed over many years in the following areas: questions individual communication with the child, which ensures the development of his individual abilities, interests and needs. In order to humanize the upbringing and educational process, all program tasks are formulated and presented in such a way that they involve the use of a variety of methods.

Currently, most of the preschool educational institutions are actively using the "Rainbow" program.

A team of employees led by the famous psychologist L.A. Wenger was developed and recommended for implementation by the Ministry of Education of the Russian Federation development program. Its name already speaks about the features of this program. The authors tried to get away from the task of developing skills and abilities and focused their attention on the holistic development of the child. The program is focused on a differentiated approach to children with different levels of development.

The authors emphasize that it is impossible to transfer to preschool childhood, to a preschool institution school uniforms training and education. It is necessary to develop technologies that meet the age characteristics of preschool children.

Each section of the "Development" program consists of an explanatory note, recommendations for work, approximate lesson plans. In their recommendations, the authors suggest conducting classes in subgroups and in a fairly free form: children can walk in a group, work while standing or sitting at tables, on a carpet, etc.

In general, the "Development" program is designed for a personality-oriented model of education, which involves the creation of relations of cooperation and partnership between adults and children.

Research team of the Russian State Pedagogical University named after A.I. Herzen, St. Petersburg developed a program for the development and education of preschool children "Childhood".

This is a comprehensive educational program based on a personality-oriented approach to the development and education of preschool children. The authors of the program distinguish three age groups - junior, middle and senior. The programs for each age group are based on the ideas of humanistic pedagogy. Employees of preschool educational institutions are invited to work on intellectual, emotional, moral, volitional, emotional and personal development in the natural conditions for a child, choosing the most significant types of activity for each age.

In the introduction to the program, a "Word to the teacher" is given, in which it is noted that "The task of preschool education is not to accelerate the child's development as much to create for each preschooler all conditions for the fullest disclosure and realization of his unique, specific age potential ”. The entire content of the program for three age groups is combined into four blocks: "Cognition", " Humane attitude"," Creation "," Healthy lifestyle ".

The program consists of three parts - each part corresponds to one age group.

In each part, a characteristic of the age characteristics of children is given and the tasks of upbringing and development of a preschooler are specified. Then the content of work with children is given in the following areas: "We raise children healthy, strong, cheerful", "We develop in the game, learn the world, communicate", "A child in the circle of adults and peers", "Surrounding objects and the child", "The child discovers the natural world ”,“ A child in the world of fine arts and music ”,“ First steps into mathematics ”.

For each area of work with children, the tasks of their upbringing and development are specified. After each direction, the characteristics or indicators of the levels of assimilation of the program material are given. At the same time, there are three levels - low, medium, high. There are also methodological advice in the program. The program "Childhood" ends with the section "Coming soon to school".

The Childhood program is distinguished by its systematic nature, a deep analysis of the age-related capabilities of children, the specification of the tasks of upbringing and development in each direction of the content of work with children.

Let us follow the example of this program, how the general and specific tasks of teaching, upbringing and development of children of each age group are solved.

In section 1 "Younger preschooler in kindergarten", after characterizing the age characteristics of children, the following general tasks of upbringing are given:

1. To promote the favorable adaptation of kids in kindergarten, the establishment good relations with a teacher and children in a group, stable emotional and positive well-being and activity of each child.

2. Provide complete physical development children, their timely mastery of basic movements, cultural and hygienic skills, the development of the need for active motor activity.

3. To contribute to the development of the cognitive activity of children, to enrich their ideas about the surrounding objects and phenomena, to teach to highlight some of the features of objects on the basis of sensory examination, comparison, and elementary analysis.

4. To cultivate a benevolent attitude of children towards others, emotional responsiveness to the state of other people.

5. To develop children's interest in cooperation, skills of speech and activity communication with peers and adults, enrich the experience of game communication.

6. Promote the development of imagination and creativity, instill an interest in artistic activities with elements of creativity.

The general tasks of upbringing, highlighted in part I "Younger preschool age", are concretized in each specific block. So, in the block "A child in the circle of adults and peers" the following tasks of social and moral education are indicated younger preschoolers:

To develop a benevolent attitude of children towards close people (adults and peers), to encourage the manifestation of a positive attitude towards others (love for parents, affection for the educator and peers);

Awaken emotional responsiveness to the state of loved ones, peers, heroes of children's fairy tales and stories, etc. (to pity, comfort, caress, say an affectionate word);

To accustom to the implementation of the elementary rules of cultural behavior and communication, to be able to use "polite" words: "thank you", "please", "hello", " Good night», Express requests in a calm tone;

To foster a positive attitude towards the assimilation of cultural and hygienic skills, to develop independence in self-service;

To develop the ability to reflect the emotional state in imitation games, dance movements, round dance and musical games in accordance with the musical image (sad and funny bunnies, nesting dolls, kind Vanya, etc.);

Form children's ideas about people (adults, peers), about their characteristics appearance, about pronounced emotional states, about actions, manifestations of attention and care for others.

In part II - "Middle age" - the tasks of upbringing and development are already more compact and differ significantly from those that were given for working with children. younger age... In addition, the analysis of the tasks shows the continuity in the upbringing and development of children of different age groups. The tasks of upbringing and development of children in the middle age group:

1. Further strengthening of health, hardening and development of physical activity of children.

2. The development of cognitive activity through the enrichment of the experience of activity and the idea of the environment.

3. Strengthening friendships between children and in joint activities.

4. Education of independence based on the development of various ways of activity and the development of the desire for self-affirmation.

5. Development of creative manifestations and imagination in artistic, visual and play activities.

In part III - "Older age" - the main tasks of upbringing orient workers of preschool institutions towards respect for the rights of the child, a humane-personal attitude and an individual approach.

More specific tasks for the upbringing and development of children are as follows:

1. Strengthening health, development of motor and hygienic culture of children.

2. Development of the humanistic orientation of children's attitudes to the world, fostering a culture of communication, emotional responsiveness and goodwill towards people.

3. Development of children's aesthetic feelings, emotional and value orientations, familiarizing children with artistic culture.

4. Development of cognitive activity, cognitive , interests intellectual abilities.

5. The development of the child's desire for schooling, interest in school, a new social position of the student.

6. Development of children's independence and initiative, instilling in each child a sense of self-esteem, self-esteem, striving for vigorous activity and creativity.

Thus, the program "Childhood" defines the basic, cognitive, practical, speech skills that allow the child to consciously join the world of accessible objects and use them in their activities. Serious attention paid to the issues of mastering the culture of activity, cooperation, creativity by the child.

The team of authors of the Center "Preschool Childhood" them. A.V. Zaporozhets prepared a basic program for the development of a preschool child "Istoki". As the team of authors notes, this is a new type of program. Its goal is the versatile, full-fledged development of the child, the formation of universal, including creative, abilities to the level corresponding to the age capabilities and requirements of modern society. The program is based on an activity-based approach to child development, taking into account the age characteristics of children of different age groups of a preschool educational institution.

The basic program is based on the following areas of child development: social development; physical development; aesthetic development; cognitive development; nature and man; history, geography and culture of the Motherland; diploma; development of speech and speech communication; mastering a second language; health.

In the basic program for the development of a preschool child, in comparison with other programs, age features children of each age group as a whole. In addition, for each of the areas of work with children, reasonable age opportunities are given, and on their basis, the tasks of raising children are specified.

For the first time, the program "Origins" introduced the section "Content and conditions of pedagogical work" into all areas of work with children. This section of the program orients preschool teachers to the selection of methods and technologies for working with preschoolers in each of the areas of development and education of children.

In addition to those listed, there are other programs that include one or more areas of education and development of preschool children.

This is the "Gifted Child" program, developed by a team of researchers from the Children's Center under the leadership of L.A. Wenger; the program "Golden Key", created by a team of scientists under the leadership of G.G. Kravtsova; programs "Harmony", "Synthesis", "We play in the orchestra by ear".

The presence of various programs reflecting different options and approaches to the upbringing and development of a child requires attention when selecting them for use in the practical activities of educators and teachers of a preschool educational institution. First of all, the teaching staff must be psychologically prepared for the transition to one of the recommended programs. And for this, the program should be carefully studied, selected didactic and methodological material... The transition to a new program must necessarily begin with the younger preschool group. Only in this case a certain continuity in the upbringing, development and teaching of children will be observed, and the main theoretical provisions of the chosen program will be implemented.

Irina Morozova
Variability sample programs preschool education (comparative analysis)

« Variability of sample preschool education programs»

1 slide. Comparative analysis of approximate general education programs of preschool education"Rainbow" edited by E.V. Solovyova and "From birth to school" edited by N. Ye. Veraksa, T. S. Komarova, M. A. Vasilyeva

2 slide. Program"FROM BIRTH TO SCHOOL" is innovative general educational program document for preschool educational institutions prepared taking into account the latest achievements of science and practice of domestic and foreign preschool education.

Program written in accordance with FSES DO. Publishing house Mosaic-synthesis Moscow, 2014

3 slide. To the benefits programs"From birth to school", of course, it should be attributed to the fact that it covers all age periods of physical and mental development children: infant age (from 2 months to 1 of the year: infant group); early age (from 1 year to 3 years: first and second groups early age) ; preschool age(from 3 years old to schools: junior, middle, senior and preparatory groups for school).

4 slide. Authors programs named it"Rainbow" on analogies with a seven-color rainbow, since it includes seven most important activities for children and activities, in the process of which the upbringing and development of personality occurs baby: physical education, game, pictorial activities and manual labor, design, music and plastic arts classes, speech development classes, familiarization with the world around and mathematics. Each of the sections has a specific rainbow color that emphasizes uniqueness its use in work with preschoolers

5 slide. Work on program"Rainbow" carried out in various forms of organizing children's activities, taking into account age and individual characteristics children and activities. Delivered in program tasks are realized in so-called everyday learning situations, during regime moments. Widely used play forms and methods of teaching and consolidating the acquired knowledge. Great importance is attached to the independent cognitive and productive activities of children.

7 slide. Leading goals Programs"From birth to school"- creating favorable conditions for a full-fledged living for a child preschool childhood, the formation of the foundations of the basic culture of the individual, the all-round development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, the formation of prerequisites for educational activities, ensuring the safety of life preschooler.

8 slide. Tasks programs"From birth to school"... Protecting and promoting the physical and mental health of children, including their emotional well-being.

9. Education of patriotism, active life position, respect for traditional values.

9 slide. Main sections programs.

Program"Rainbow"

Target section (Explanatory note; Planned results of the development of OOP)

Content section (Content educational activities for five educational areas; technologies for implementing the content of OOP in accordance with educational areas; Technologies for creating an atmosphere of joyful living preschool childhood; Support for children's initiative; Family interaction, Pedagogical diagnostics; Correctional work and / inclusive education)

Organizational section (daily routine, organization of group life; forms of implementation preschool education; Additional paid educational services; methodological support; Personnel policy; holidays, events; developing subject-spatial educational environment; exemplary calculations of standard costs for the provision of public services for the implementation programs)

10 slide. Planned development results Programs.

Planned development results Programs... Targets at the completion stage preschool education, also completely match:

12 slide. Features of the content programs"From birth to school":

Focus on the development of the child's personality

Patriotic orientation Programs

Focus on moral education supporting traditional values

Focus on further education

Focus on preserving and strengthening the health of children. Focus on taking into account the individual characteristics of the child

13 slide: Content Features programs"Rainbow"

Program"Rainbow" conceived and implemented as covering all major aspects education children aged 2 months to 8 years in a kindergarten and provides for the possibility of a wide variability operating conditions.

14 slide: Goals and objectives of interaction with families of pupils

V program"From birth to school" The goal is to create the necessary conditions for the formation of responsible relationships with the families of pupils and the development of parents' competence.

15 slide. Forms of interaction with the family ( "From birth to school")

16 slide. Features of the organization of the subject-spatial environment for program"From birth to school"

Program"From birth to school" does not impose any special special requirements for equipping the developing subject-spatial environment (as, for example, v the Montessori program, in addition to the requirements specified in the FSES DO. With a lack or lack of funding, program can be implemented using equipment that is already available in preschool organization, most importantly, to comply with the requirements of the Federal State Educational Standard of Education and the principles of organizing space, indicated in program.

17 slide. Features of the organization of the subject-spatial environment for program"Rainbow"

Educational the organization, in accordance with the goals set, creates a developing subject-spatial environment according to the Federal State Educational Standard of DO. Depending on the material and personnel conditions that the organization has, and the nature of the request that parents make to it, it is possible to organize the logistics of three levels. The minimum level is mat. those. provision allows you to successfully implement FSES DO in a mass kindergarten, with any, no matter how modest, material resources. It implies the co-creation of teachers and parents in the creation of an RPPS, many elements of which are created by their hands with the feasible participation of children. If the organization has some additional opportunities (swimming pool, theater hall, additional specialists, then the organization has the resource to create a basic level. If the organization is focused on working with families with higher demands for education child and ready to financially support the development of MTB preschool educational institutions, organizes additional paid educational services, you can provide an extended level of logistics.

18 slide. Style "Rainbow" group

Developing subject-spatial environment "Rainbow" preschool groups are distinguished by an abundance of children's works, each of which is characterized by a bright individuality of the concept and the means of its implementation. Rich zone cognitive development, zone of mathematics and literacy. Free access for children should always be various visual materials... Required availability "Shelves of beauty".

19 slide. V Program the developmental function is highlighted education, ensuring the formation of the child's personality and orienting the teacher to his individual characteristics, which corresponds to modern scientific "Concepts preschool education » (authors V.V.Davydov, V.A.Petrovsky, etc.) on the recognition of self-worth preschool childhood.

Program"Rainbow" The Personality is brought up by the Personality. Therefore we know what: it is important for children that the educator is really interested in what he is talking about;

children want to know about the life and experiences of adults;

a child can be well taught only what you love to do;

a child can be taught well only by the adult whom he loves;

v "Rainbow" groups, children do not have the same jobs;

v "Rainbow" there are no identical groups in kindergartens;

each teacher creates his own day, month, year of life and work with children as a work of authorship.

Variability of education - one of the fundamental principles and direction of development of the modern education system in Russia.

The indicators of the degree of variability of the pedagogical system, according to N.V. Nemova and T.P. Afanasyeva, are: the presence of several equally attractive and accessible program options for students (redundancy of equally attractive options); the opportunity for children to choose one of the options for obtaining education (the availability of an attractive option); flexibility of the system (creating conditions for changing the educational needs of students).

Speaking about the system of preschool education, we can distinguish the following indicators of the degree of variability of the pedagogical system of preschool educational institutions:

the presence of an optimal educational program that comes from the child, and does not remake the child for himself;
building the educational process according to the principle "from the natural interests of children to the vaccinated";
orientation in the formation of the content of preschool education to "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";
taking into account the principle of the child's increasing independence from adults in the process of activity and, accordingly, the teacher's intentional muffling of his subjectivity in favor of the child.

The variability of education aims to ensure the highest possible degree of individualization of education.

Thus, variable educational process - the interconnected activity of participants in educational relations to realize the goals of education, carried out in the context of the choice of content (within the framework of state standards), means and methods of activity and communication, value-semantic attitude of the individual to the goals, content and process of education.

Today it is becoming obvious that the variability of the content, forms and methods of education is the only adequate response to the fact of the diversity of social situations in the development of a preschool child, which in the 21st century becomes impossible to ignore. Nowadays, the category of children with special educational needs is determined not only by their state of health, although children with disabilities in a high degree need true educational and social inclusion, and, consequently, that their development environment has the necessary flexibility and variability. We are also increasingly dealing with cultural inclusion. The diversity of cultures, languages, traditions that teachers face in school classes and in kindergarten groups requires that teachers, parents and founders of educational organizations can choose the most suitable programs, moreover, they can build the content of education in accordance with the emerging educational situation... This requirement gives rise to the need for a fan of proposals in the "market" of programs, methodology and technologies. Variation turns out to be the only possible strategy for personality developmental education.

An analysis of the currently existing preschool education programs, updated and newly created, showed their great variety and variable content (subject to the requirements of the Standard):

We can note that the increase in the variability of education is an indicator of the humanitarian nature of preschool education and increases its subjectivity and contributes to the renewal of the content of preschool education in the context of modernization.

The main idea of modern programs and the modernization of education in general is to stop raising children and learn how to help them grow in the conditions of a natural and self-valuable period of childhood.

Comparative analysis of preschool education programs

Both Programs have been revised in accordance with the Federal State Educational Standard for Preschool Education.
In accordance with the requirements for the structure of the educational program, the "Development" program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological characteristics.
The program is aimed at developing children's abilities in the process of specific preschool species activities in the process of communication with adults and children.

Unlike the Development Program, the result of raising a child under the Kindergarten 2100 Program should be the preschooler's awareness of himself, his characteristics and capabilities, the disclosure of his individual potential, the ability to cooperate with peers and adults, communicate with them, the habit of maintaining a healthy lifestyle life, physical education, as well as psychological and functional readiness for school. A feature of the Kindergarten 2100 OOP is that it was developed taking into account the peculiarities and patterns of development of modern children, which differ significantly from their peers of the last century. Modern children possess a new type of consciousness: systemic-semantic (N.A. Gorlova), and not systemic-structural, characteristic of children of the last century. Their consciousness is dominated by the semantic sphere, which determines the semantic orientation to activity. In other words, if the child does not understand the meaning of the activity that is offered to him, then he refuses to perform it.

The main goal of the Kindergarten 2100 program is to implement the principle of continuity, to ensure the upbringing and development of preschoolers in close relationship with the comprehensive School 2100 system, with its postulates and concepts. The key feature of the program is a real solution to the problem of continuity of preschool and primary school education. Preschool education should create conditions for the maximum possible disclosure of the potential of each child in accordance with his age. A modern kindergarten synchronizes the processes of education and training, which begin to complement each other, and not oppose each other, and also ensure the rich development of children. The child believes in his own strength, learns to be successful, sees his potential, becomes the subject of his life. All this, undoubtedly, makes it easier for the child to say goodbye to kindergarten and enroll in school, and also maintains and develops his interest in learning in new conditions.

The Development program has several lines of development:
* development of children's intellectual abilities, which occurs in the process of assimilating substitution actions, building and using visual models, as well as words in the planning function.
* development of the child's creative abilities. They are manifested in the independent testing of new material, in the process of mastering new methods of action jointly with adults and other children, but most importantly, in the formation of ideas and their implementation. In many sections of the program there are tasks aimed at developing children's opportunities for more and more high level create and implement your own ideas.
* development of communication skills. Communication skills are considered as playing a leading role in the social development of a preschooler. The result of the development of communicative skills will be "socialization" as the mastery of ways of behavior that allow you to comply with communicative norms, to be accepted in society.

Dignity the Kindergarten 2100 program. Preschoolers who are brought up according to this program know how to clearly defend their point of view, they are independent, sociable, liberated and open to the world. The program is based on conducting a dialogue with children, and the educator does not just transfer knowledge, but allows the child to discover it himself. The learning process is accompanied by lessons with colorful manuals, consisting of several parts and including an impressive amount of knowledge and entertaining tasks. And yet - the minimax principle. Knowledge is given within the age norm to the maximum, but minimum requirements are imposed on the assimilation of knowledge (according to the limits determined by the State Standard). Comfortable conditions for development are provided for each child, each of the preschool children learns at an individual pace. This eliminates overload, but the performance does not decrease. The minimax principle allows you to determine the lower level of content that each child must learn, and also offers its upper limit.

I think I was able to reveal the advantages, individuality, and nuances of these programs, which will help you, without a doubt, choose one or another program and hope that with its help you will successfully create conditions for the maximum possible disclosure of the potential of each child in accordance with his age.

To understand how to do a comparative analysis of variable programs, we involved our experts with extensive experience in solving this problem, and here are some other solutions to this issue we managed to find, we hope it will be useful to you.

Cheat Sheet: Analysis of Modern Educational Programs for Preschool Institutions

Analysis of modern educational programs for preschool educational institutions.

Currently, there are a number of programs for working with preschool children. Among them, there are complex (general developmental) and specialized (partial, local).

Complex programs- programs that include all the main areas of educational work of the preschool educational institution. [P. 13]

Specialized programs- programs in one or more areas, implemented as part of the main educational activities of a preschool educational institution. [Page 13]

Basic and additional programs DOE.

The integrity of the educational process is achieved not only through the use of one main program, but also by the method of qualified selection of specialized programs.

One of the main requirements for basic programs (comprehensive, partial set) is to maintain continuity with primary education programs. [Page 13]

1. Red - physical culture.

2. Orange is a game.

3. Yellow- visual activity and manual labor.

4. Green color- design.

5. Blue color - classes in musical and plastic arts.

6. Blue color- classes on the development of speech and familiarization with the outside world.

7. Purple is mathematics.

The aim of the program is to form such personality traits as good breeding, independence, purposefulness, the ability to set a task for oneself and achieve its solution.

The program is based on the idea that each year of a child's life is decisive for the formation of certain mental neoplasms. The effectiveness of the upbringing and educational process depends on how much specific pedagogical work is focused on the formation of these new formations. Therefore, the teacher has the following tasks:

1. create an opportunity for the child to live these years joyfully and meaningfully;

2. to ensure the protection and promotion of his health;

3. to promote comprehensive and timely mental development;

4. to form an active and respectful attitude to the surrounding world;

5. to familiarize with the main spheres of human culture (labor, knowledge, art, morality).

The advantage of this program is that in guidelines for each age group, an approximate planning of pedagogical work for a year is given, the content of the work during the day is revealed: the list and duration of individual elements of the daily routine, as well as their methodological content, purpose and means.

In 1995, a team of teachers from the Department of Preschool Pedagogy of the Russian State Pedagogical University named after A.I. Herzen developed a program "Childhood" .

The goal of the program is to ensure the holistic development of the child's personality during preschool childhood: intellectual, physical, emotional, moral, strong-willed, social and personal.

The program is focused on the social and personal development of the child, fostering a positive attitude to the world around, includes a new important section - "Attitude to oneself".

The program consists of three parts: junior, middle and senior preschool age. The content is concretized by sections:

1. Characteristics of the age period.

2. Features of the field of activity.

3. General tasks of education.

4. Representations (orientations).

5. Practical skills.

6. Levels of mastering skills.

The advantage of this program is that the teacher's creative attitude to planning is assumed: the teacher independently chooses from the proposed content what can be implemented.

The program indicates characteristics different periods of childhood and tasks are defined in two main areas - "Health" and "Development".

The advantage of this program is that the program focuses adults on personality-oriented interaction with the child, the participation of parents in the upbringing and education of children in the family, in kindergarten, and then at school.

Program "Education and training in kindergarten" is an improved version of the "Program of education and training in kindergarten" (Moscow: Education, 1985, responsible. Ed. MA Vasilyeva). The program has been finalized taking into account the latest achievements of modern science and practice of domestic preschool education.

The goal of the program is to create favorable conditions for a full-fledged life of a child of preschool childhood, the formation of the foundations of a basic culture of a personality, the all-round development of mental and physical qualities.

The program is organized by age group. It covers 4 age periods of the development of children: early age, younger preschool age, middle age, senior preschool age and has a certain structure:

1. Age features.

2. Tasks that are solved in each section.

3. Approximate daily routine.

4. Sections of the program:

An indicative list of the main activities for a five-day week.

The goal of the program is to ensure continuity between preschool and primary education, to create optimal conditions for the personal and mental development of pupils.

The program of family and public education "Golden Key" has the structure:

The tasks of training and education.

Organization of work in the family-community children's center"Golden Key".

The principles of organizing life in a group.

Curriculum for elementary school - kindergarten.

Themes of classes for seven years of study.

The advantage of this program is that the program is designed to work with children from 3 to 10 years old. Primary School works directly in the children's center. Students come to their group in the morning, have breakfast, go to lessons, and then return to their groups.

The program is designed to work with children from 1 to 6.

The goal of the program is to optimally implement the health-improving, educational and educational direction of physical education, taking into account the individual possibilities of the child's development.

1. health improvement direction - ensuring high-quality work of preschool institutions to improve the health of children.

2. educational direction - ensuring the social formation of the child's personality, the development of his creative powers and abilities.

3. educational direction - ensuring the assimilation of systematized knowledge, the formation of motor skills and abilities.

The advantage of this program is that for each age group, various developmental exercises and their dosage are allocated, as well as various forms work with children on physical education and their duration.

The program contains sections: "Art in the life of a child", "Aesthetic developmental environment", "Beauty of nature", "Acquaintance with architecture", "Literature", "Fine arts", "Musical activities", "Leisure and creativity", "Creativity ".

The program is aimed at introducing children to a healthy lifestyle as a result of comprehensive education (development of various movements, strengthening muscles, etc.)

The advantage of the program is that the program of aesthetic education, education and development of children is holistic, integrated in all areas of aesthetic education, based on different types of art, carried out by means of nature, an aesthetic developmental environment, and a variety of artistic and creative activities.

The structure of the course "Introduction to the world of art" contains sections:

1. Material. Natural and unnatural material and its properties.

2. Color. Color as a sign of the material world and color as a means of art.

4. Emotions. As feelings experienced by a person and as an aesthetic experience of the world.

9. Symmetry. Rhythm.

10. Interaction as a way of implementing internal and external relations.

The advantage of this program is that all topics are interconnected with each other and a detailed travel itinerary for the content of the course is presented.

Program "Drawing and modeling" O.V. Grigorieva.

The purpose of the program: the development of the creative abilities of preschoolers.

The program is designed to work with children 3-9 years old visual activity... The program presents a calendar-thematic plan for visual activity in 4 versions, which gives the teacher the opportunity to vary the pace, materials, types of art, depending on the abilities of the children. Work planning is carried out taking into account the individual characteristics of children.

The advantage of the program is that the program includes 28 abstracts of classes with children of the junior, middle, preparatory group for activity.

Program "Musical masterpieces" O.P. Radynova.

The purpose of the program: the formation of the foundations of the musical culture of preschool children.

The center of the program is the development of creative listening to music, which involves encouraging children to manifest different forms creative activity - musical, musical-motor, artistic.

The formation of the musical culture of children is ensured by the selection of works of musical classics and folk music, which are "standards of beauty" for children. The main principle of the program is thematic. The program includes 6 topics that are studied for one to two months and are repeated on new material in each age group.

The advantage of the program is that it is a methodically built system of forming the foundations of children's musical culture, including the principles, content, methods and forms of work.

Environmental program "The planet is our home."

Purpose of the program: to develop an interest in nature through the emotional sphere.

The program uses unique techniques:

Telling fairy tales using "live pictures"

Training in techniques of figurative plastics, breathing exercises, self-massage

Drawing an individual ecological book.

The advantage of this program is that it introduces children to the natural world, using different means from pantomime and riddles to slides and chemical experiments, and at the end of each topic studied there is a Book Festival.

1. Glazyrina L.D. Physical education for preschoolers. M .: Vlados, 1999.

2. Doronova T.N. and others. From childhood to adolescence: a program for parents and educators on the formation of health and development of children of the fifth year of life. M., 1997.

3. Solomennikova O.A. Basic and additional programs of preschool educational institution: method. Manual. M .: Ayris-press, 2006.

4. Modern educational programs for preschool institutions: under. ed. T.I. Erofeeva. Moscow: Academy, 2000.

5. Childhood: a program for the development and education of children in kindergarten / under. ed. T.I. Babaeva, Z.A. Mikhailova, L.M. Gurovich. SPb .: Aktsident, 1996.

6. Rainbow: program and guidance for the educator / compiled by T.N. Doronov. Moscow: Education, 1999.

Abstract on the topic:

Analysis of modern educational programs for preschool institutions

Irina Morozova
Variability of sample preschool education programs (comparative analysis)

« Variability of sample preschool education programs»

1 slide. Comparative analysis of approximate general education programs of preschool education "Rainbow" edited by E.V. Solovyova and "From birth to school" edited by N. Ye. Veraksa, T. S. Komarova, M. A. Vasilyeva

2 slide. Program "FROM BIRTH TO SCHOOL" is innovative general educational program document for preschool educational institutions prepared taking into account the latest achievements of science and practice of domestic and foreign preschool education.

Program written in accordance with FSES DO. Publishing house Mosaic-synthesis Moscow, 2014

3 slide. To the benefits programs "From birth to school", of course, it should be attributed to the fact that it covers all age periods of physical and mental development children: infant age (from 2 months to 1 of the year: infant group); early age (from 1 year to 3 years: the first and second groups of early age) ; preschool age(from 3 years old to schools: junior, middle, senior and preparatory groups for school).

5 slide. Work on program "Rainbow" is carried out in various forms of organizing children's activities, taking into account the age and individual characteristics of children and types of activities. Delivered in program tasks are realized in so-called everyday learning situations, during regime moments. Game forms and methods of teaching and consolidating the acquired knowledge are widely used. Great importance is attached to the independent cognitive and productive activities of children.

7 slide. Leading goals Programs "From birth to school"- creating favorable conditions for a full-fledged living for a child preschool childhood, the formation of the foundations of the basic culture of the individual, the all-round development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, the formation of prerequisites for educational activities, ensuring the safety of life preschooler.

8 slide. Tasks programs "From birth to school"... Protecting and promoting the physical and mental health of children, including their emotional well-being.

9. Education of patriotism, active life position, respect for traditional values.

9 slide. Main sections programs.

Program "Rainbow"

Target section (Explanatory note; Planned results of the development of OOP)

10 slide. Planned development results Programs.

Planned development results Programs... Targets at the completion stage preschool education, also completely match:

12 slide. Features of the content programs "From birth to school":

Focus on the development of the child's personality

Patriotic orientation Programs

Focus on moral education, support of traditional values

Focus on further education

Focus on preserving and strengthening the health of children. Focus on taking into account the individual characteristics of the child

13 slide: Content Features programs "Rainbow"

Program "Rainbow" conceived and implemented as covering all major aspects education children aged 2 months to 8 years in a kindergarten and provides for the possibility of a wide variability operating conditions.

14 slide: Goals and objectives of interaction with families of pupils

V program "From birth to school" The goal is to create the necessary conditions for the formation of responsible relationships with the families of pupils and the development of parents' competence.

15 slide. Forms of interaction with the family ( "From birth to school")

16 slide. Features of the organization of the subject-spatial environment for program "From birth to school"

Program "From birth to school" does not impose any special special requirements for equipping the developing subject-spatial environment (as, for example, v the Montessori program, in addition to the requirements specified in the FSES DO. With a lack or lack of funding, program can be implemented using equipment that is already available in preschool organization, most importantly, to comply with the requirements of the Federal State Educational Standard of Education and the principles of organizing space, indicated in program.

17 slide. Features of the organization of the subject-spatial environment for program "Rainbow"

18 slide. Style "Rainbow" group

Developing subject-spatial environment "Rainbow" preschool groups are distinguished by an abundance of children's works, each of which is characterized by a bright individuality of the concept and the means of its implementation. The zone of cognitive development, the zone of mathematics and literacy is rich. Free access for children should always be various visual materials... Required availability "Shelves of beauty".

Program "Rainbow" The Personality is brought up by the Personality. Therefore we know what: it is important for children that the educator is really interested in what he is talking about;

children want to know about the life and experiences of adults;

a child can be well taught only what you love to do;

a child can be taught well only by the adult whom he loves;

v "Rainbow" groups, children do not have the same jobs;

v "Rainbow" there are no identical groups in kindergartens;

Pedagogical council “Quality modern education and ways to achieve it: new stage development of preschool education ”What is FSES? Federal State Educational Standard for Preschool Education. Standards are a social conventional norm.

Continuity of educational programs for preschool and primary general education within the framework of the Federal State Educational Standard Slide 1: Hello, dear colleagues! Today I will share my work experience with you.