Children (educational areas)

Directions for the development and education of children

(educational areas)

Tasks for their implementation

Social and communicative development

Assimilation of norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; - the formation of independence, purposefulness and self-regulation of one's own actions;

The development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization;

Formation of positive attitudes towards various types of work and creativity;

Formation of the foundations of safe behavior in everyday life, society, nature.

cognitive development

Development of children's interests, curiosity and cognitive motivation;

Formation of cognitive actions, formation of consciousness;

Development of imagination and creative activity;

Formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as common house people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

Speech development

Possession of speech as a means of communication and culture;

Enrichment of the active dictionary;

Development of coherent, grammatically correct dialogic and monologue speech;

Development of speech creativity;

Development of sound and intonation culture of speech, phonemic hearing;

Acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;

Formation of sound analytical and synthetic activity as a prerequisite for literacy.

Artistic and aesthetic development

Development of the prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world;

The formation of an aesthetic attitude to the world around;

Formation of elementary ideas about the types of art;

perception of music fiction, folklore;

Stimulation of empathy for the characters of works of art;

Implementation of independent creative activity of children (fine, constructive-model, musical, etc.).

Physical development

Gaining experience in the following types of children's activities: motor, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and fine motor skills both hands, as well as with the correct performance of basic movements that does not harm the body (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering outdoor games with rules;

Formation of purposefulness and self-regulation in the motor sphere;

The formation of the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

Source

Source edu.mari.ru

Comparative analysis of FGT and GEF DO

GEF requirements

The program determines the content and organization educational process for children of age and is aimed at

Formation of a common culture,

Development of physical, intellectual and personal qualities,

Formation of prerequisites for educational activities that ensure social success,

Preservation and promotion of children's health preschool age,

Correction of shortcomings in the physical and (or) mental development of children.

1) increase in social status preschool education;

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

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

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

Integrative qualities

Targets - social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education

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

Principles

Scientific validity and practical applicability;

Completeness, necessity and sufficiency;

The unity of educational, developing and teaching goals and objectives;

Integration of educational areas;

Complex-thematic principle of building the educational process;

Solving program educational tasks in joint activities of age-appropriate forms of work with children. The main form of work with children of preschool age and the leading activity for them is the game.

Clause 1.2. (legislation of the Russian Federation):

1) support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood;

2) the personality-developing and humanistic nature of the interaction between adults (parents (legal representatives), pedagogical and other employees of the Organization) and children;

3) respect for the personality of the child;

4) implementation of the Program in forms specific for children of this age group, primarily in the form of a game ...

Clause 1.4. Basic principles of preschool education:

1.full living by the child of all stages of childhood, enrichment (amplification) of child development;

2.building educational activities on the basis of 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;

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

4.Support children's initiative in various types activities;

5. cooperation of the Organization with the family;

6.introducing children to socio-cultural norms, traditions of the family, society and the state;

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

8. Age appropriateness of preschool education;

9. taking into account the ethno-cultural situation of children's development

Structuring content

4 child development lines, 10 educational areas

Social and communicative development;

Early and preschool age

Monitoring the effectiveness of educational activities

Monitoring system achievement by children of the planned results of mastering the Program (assessment of the final and intermediate results of mastering the Program), allows you to assess the dynamics of children's achievements and include a description of the object, forms, frequency and content of monitoring

Clause 3.2.3. .

Such an assessment is carried out by a teacher in the framework of pedagogical diagnostics (assessments individual development children of preschool age, associated with the evaluation of the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively for solving educational problems.

If necessary, psychological diagnostics of the development of children is used (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (educators-psychologists, psychologists).

The structure of the educational program

Age and individual characteristics of the contingent of children brought up in an educational institution;

Priority areas of activity educational institution on the implementation of the main general educational program of preschool education;

Goals and objectives of the activity of an educational institution for the implementation of the main general educational program of preschool education;

Features of the implementation of the educational process (national-cultural, demographic, climatic and others);

Principles and approaches to the formation of the Program.

Explanatory note:

1.goals and objectives of the implementation of the Program (clause 2.4)

2.principles and approaches to the formation of the Program (clause 1.4)

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

Organization of the regime of stay of children in an educational institution

Planned results of mastering the main general educational program of preschool education by children;

The system for monitoring the achievement by children of the planned results of the development of the Program.

2. Part of the Program formed by participants in educational relations reflects:

1) species diversity of institutions, the presence of priority areas of activity, including ensuring equal starting opportunities for teaching children in general educational institutions ... (except for activities for the qualified correction of deficiencies in the physical and (or) mental development of children with handicapped health);

2) the specifics of national-cultural, demographic, climatic conditions in which the educational process is carried out.

1. Mandatory part of the EP: in accordance with the directions of the child's development, presented in five educational areas: social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development;

- The part formed by the participants of educational relations: may include various directions chosen by the participants of educational relations from among partial and other programs and / or created by them independently.

2. Description of variable forms, methods, methods and means of implementing the Program, taking into account age and individual characteristics, the specifics of their educational needs and interests.

-Part formed by the participants of educational relations should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:

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

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

established traditions of the Organization or Group.

3. Description of educational activities for the professional correction of developmental disorders in children if this work is provided for by the Program.

In the case of organizing inclusive education on the grounds, unrelated with limited health opportunities children, highlighting this section is optional; in the case of his selection content this section is determined by the Organization on one's own.

Organization section

If the mandatory part of the Program complies with exemplary program, it is made in the form of a link to the corresponding exemplary program. The mandatory part must be presented in full in accordance with paragraph 2.11 of the Standard, if it does not match one of the example programs.

- Part of the Program formed by participants in educational relations, can be represented as links on the relevant methodological literature, allowing you to get acquainted with the content of the educational relations chosen by the participants partial programs, methods, forms of organization of educational work (clause 2.12) .

Additional section

The text of a brief presentation of the OP, focused on parents (legal representatives) of children and available for review:

Age and other categories of children targeted by the Program of the Organization, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;

Sample programs used;

Characteristics of the interaction of the teaching staff with the families of children.

Conditions for the implementation of the OOP

Formation of professional interaction between teachers and children

Maintaining the mental health of pupils

Ensuring the unity of educational, teaching and developing goals and objectives of the educational process

Taking into account the gender specificity of the development of preschool children

Ensuring continuity with exemplary basic general education programs of primary general education

Building interaction with the families of pupils

Creation of a system of organizational and methodological support of the EP

The division of pupils into age groups

The focus of organizational and methodological support of the main general educational program of preschool education on working with children in the zone of proximal development and on organizing independent activities of pupils

Compliance with the requirements for the interaction of the educational institution with parents

3.2.1. Psychological and pedagogical conditions:

1) respect of adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;

2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);

3) building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

4) support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in various activities;

5) support for the initiative and independence of children in activities specific to them;

6) the opportunity for children to choose materials, types of activity, participants in joint activities and communication;

7) protection of children from all forms of physical and mental abuse;

8) support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

3.2.2. To receive a quality education without discrimination children with disabilities are created the necessary conditions for the diagnosis and correction of developmental disorders and social adaptation, the provision of early corrective assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children.

3.2.3. During the implementation of the Program, an assessment of the individual development of children can be carried out . Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning). The results of pedagogical diagnostics (monitoring) can be used exclusively for solving educational problems.

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

3.2.5. The conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age ....

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

professional development pedagogical and executive employees, including their additional professional education;

advisory support for teachers and parents…

3.2.7. For corrective work with children with disabilities, mastering the Program together with other children in Groups of combined orientation, conditions should be created in accordance with the list and plan for the implementation of individually oriented corrective measures.

3.2.8. The organization should create opportunities:

1) to provide information about the Program to the family and all interested persons involved in educational activities, as well as the general public;

2) for adults to search, use materials that ensure the implementation of the Program, including in the information environment;

3) to discuss with the parents (legal representatives) of children of issues related to the implementation of the Program.

3.2.9. The maximum allowable amount of educational load..

Personnel conditions

The level of qualifications of pedagogical and other employees

Continuity of professional development of teaching staff

3.4. Requirements for personnel conditions for the implementation of the Program.

3.4.1. The implementation of the Program is provided by the leading, pedagogical, educational and auxiliary, administrative and economic employees of the Organization.

3.4.2. The teaching staff implementing the Program must have the basic competencies necessary to create the conditions for the development of children, indicated in clause 3.2.5 of this Standard.

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work with these children's health limitations.

3.4.4. When organizing inclusive education:

when included in the Group of children with disabilities, additional teaching staff appropriately qualified to work with these children's health limitations.

Logistics conditions

Material perm371.ru

1. List the priority areas for the development of the preschool education system.

2. Name the main regulatory documents that define new priorities for the development of preschool education.

3. What is the most important direction of modernization of Russian and regional education?

4. Why was the standard of preschool education not approved in the field of preschool education, as in?

5. Name the main 6 directions of the National Strategy of Action for Children for 2012-2017.

1 .List priority areasi development system of preschool abouteducation

Answer:

The Russian government is currently paying a lot of attention to preschool education. This is evidenced by the current programs of the FTsPRO - 2011-2013, 2011-2015, created in 2015-2017, 2020, 2025. The state policy has given priority functions in strategic development to the construction of new preschool educational institutions according to new standard projects, variable preschool education, including variable forms - kindergartens supervision and rehabilitation; compensatory type; child development centers; educational institutions " Primary School- kindergarten”, “landing” groups, adaptation groups “nursery + mother”, groups of short-term stay of children in kindergarten and other institutions, etc.

Ensuring state guarantees for the availability of preschool education and its new quality are the most important areas for the modernization of Russian and regional education. Accessibility is characterized by the possibility of choosing a kindergarten, its quality - by the child's opportunities and abilities to master educational programs at subsequent levels of education.

A strategy for the development of the system of preschool education has been developed, which is being implemented in several directions.

First direction– planning the reconstruction of buildings and increasing the number of groups, construction and commissioning of new kindergartens. Re-profiling of objects used in education for other purposes.

Second direction- the introduction of paid additional services in the preschool educational institution in accordance with the social request: health, development, educational, organizational, etc.

third direction- an increase in the number of groups in existing preschool educational institutions of a compensating and combined orientation, equipping groups with specialized equipment, which will make it possible to correct for early stages identify problems and help create a level playing field for the child.

Fourth direction- organization of the work of groups of short-term and round-the-clock stay of children in preschool educational institutions.

Fifth direction- search for new variable forms of work with unorganized children - combined, compensatory and recreational orientation, provision of services at home, distance learning children with disabilities. Approbation of innovative models - a group of comfortable stay of children on a self-supporting basis.

The above directions will contribute to the availability and quality of educational services, remove the existing differences in readiness to master the programs of preschool and school education

2. What are the main regulatory documents that define new priorities for the development of preschool education.

Answer:

"Law on education" of the Russian Federation.

Decree of the Government of the Stavropol Territory dated December 16, 2009 No. 303P “On the regional target program “Development of Education in the Stavropol Territory for 2010-2013.” (As amended by the Decrees of the Government of the Stavropol Territory No. 14P dated January 20, 2010, No. 272P dated August 18, 2010, No. 444P dated December 15, 2010, No. 110P dated April 4, 2011, No. 221P dated June 16, 2011, No. 382P dated September 21, 2011, dated 26.10.11 No. 433P) a subprogram on preschool education was adopted, which became a guide to action for the modernization of the regional system of preschool education.

3. What is the most important direction of modernization of Russian and regional education?

Answer:

The modernization of preschool education in the region is connected with the demographic factor and the problem of placing children in kindergartens. There is difficulty in accessing preschools for children with disabilities (HIA). Taking into account the problems, the self-governing bodies of the constituent entities of the Russian Federation have developed a strategy for the development of the system of preschool education, which is being implemented in several directions.

Ensure the availability of high-quality educational services to the population, improve the skills of trainees in advanced training courses (CPC) in the field of modernization of preschool education based on modern management models and disseminate the positive experience of the system of preschool education of the municipalities of the Stavropol Territory to the constituent entities of the Russian Federation

4. Why didn’t they approve the standard of preschool education in the field of preschool education, as in school?

Answer:

Standards - the realities of modern preschool education, define a certain general matrix - the content of the requirements for educational services, quality, goals and results of preschool education. Regarding preschool childhood and the age of the child, at first glance, the standard cannot be acceptable (this was the first feeling when developing the Temporary Requirements). But in the process of their approbation, a taste of creativity appeared, and with further certification, accreditation, licensing, the preschool educational institution acquired, to put it mildly, a distorted formalized character over time.

Standards cannot reduce the variability of preschool educational institutions and impose a unified educational program. The philosophy of new educational standards in preschool educational institutions, general education and vocational schools consists precisely in expanding educational freedoms and services, providing an educational environment for an individual trajectory of personal development, for choosing content and technological content for self-realization, and gaining experience to learn and work.

5. What are the main 6 directions of the National Strategy of Action for Children for 2012-2017.

Answer:

Availability of high-quality education and upbringing, cultural development and information security of children;

Child-friendly healthcare and healthy lifestyle;

Equal opportunities for children in need of special state care;

Creation of a system for protecting and ensuring the rights and interests of children and child-friendly justice;

Children are participants in the implementation of the National Strategy.

see also:

Material from the site aplik.ru

Modern problems of preschool education,

Phase I Call"

(awakening of existing knowledge of interest in obtaining new information)

Pay attention to the topic title Contemporary Issues preschool education, trends in its development and directions of reform(on the screen)

and answer the question: Is this question relevant for college graduates? Why?

Frontal conversation

1. When did a unified program for kindergartens appear in our country?

In the early 60s. 20th century a unified a comprehensive program for educating children in kindergarten, one hundred which was a mandatory document in the work of preschool educational institutions of the USSR. The leading research institutes of preschool education of the country and the leading departments of preschool pedagogy worked on the content of this program.

2. What are the benefits Soviet system preschool education?

And although Soviet preschool education was focused on the demands of the system, it had its own advantages: systemic character, general availability, public funding.

3. What changes took place in the late 80s and early 90s of the last century?

On the threshold of the 21st century, The concept of preschool education, the authors of which were teachers Davydov V. and Petrovsky V..

This Concept contains the basic principles of preschool education in Russia:

• humanization(education of the humanistic orientation of the personality of a preschooler, the basics of citizenship, diligence, respect for human rights and freedoms, love for the family, nature).
• Developmental nature of education(orientation to the personality of the child, preservation and strengthening of his health, installation on mastering the ways of thinking and activity, development of speech).
• Deideologization of preschool education(the priority of universal human values, the rejection of the ideological orientation of the content of the educational programs of the kindergarten).
• Differentiation and individualization of education and training(development of the child in accordance with his inclinations, interests, abilities and capabilities).

- A variety of variable or alternative preschool education programs have emerged.

Today we will get acquainted with the issues that concern every preschool teacher, parents of preschoolers, scientists, officials who are directly related to preschool education. Modern problems of preschool education, trends in its development and directions of reform.

Phase II Understanding the content" (getting new information)

Getting acquainted with a number of today's materials, try to analyze the information according to the PMI methodology (plus-minus-interesting). (See Appendix 2)

It is used in the technology "Development of critical thinking"

We learn to work with information, to analyze various aspects of phenomena.

Edward de Bono Edward de Bono; genus. May 19, 1933, Malta) - British psychologist and writer, expert in the field of creative thinking, doctor of medicine, creator of the concept of "out-of-the-box thinking".

Students keep a brief record of the material, make notes on the tablets according to the PMI method (plus-minus-interesting)

Topic: Modern problems of preschool education, trends in its development and directions for reform

1. Modern problems of preschool education. Let's discuss the problems first. Please advise, I think that all these problems are familiar to you:

1. Given the gradually improving demographic situation in the country, the demand for kindergarten services is constantly growing. In large cities of Russia there is a clear shortage of preschool educational institutions.

There are not enough places in preschool educational institutions. Parents enroll their child in kindergarten immediately after birth, and this is not always a guarantee that he will get there.

At present, 400,000 children in Russia are waiting for their turn to enter a kindergarten. Before the state, first of all, it is worth the task of accessibility of preschool education for all segments of the population.

2. The need of preschool educational institutions for qualified teaching staff. The preschool administration is forced to reduce the requirements for staff in terms of their professional and experience in working with children.

3. Currently, in the Russian Federation, increase in the number of children with disabilities: twice as compared to 2002, "children with special educational needs" should not be isolated in society, hence the need for inclusive education.

4. The features of the sociocultural environment are changing modern society-This multiculturalism, multinationality, polyethnicity. Therefore, it is necessary to build multicultural educational preschool environment, creation of a multicultural educational space; it is necessary to look for new technologies for the upbringing and development of children, including children who do not speak Russian well enough.

5. The need for diversification**(assignment to students - the concept is entered in the plate "PMI", column "Interesting".look it up in a dictionary), i.e., sufficient variety of types and types of institutions, educational services and approaches to their implementation in order to meet the diverse and versatile needs of participants in the educational process in preschool educational institutions.

6. Transition of most preschools from operating mode to search mode and to development mode. The need for a raise methodological competence preschool teachers , students pedagogical educational institutions.

7. Currently changes in the social order of parents, their requirements for the services provided by preschool institutions. If for many decades health care and childcare for many parents were considered as the main areas of work of kindergartens, today more and more requirements are placed on the educational programs of the main and additional education.

8. Continuity between preschool and primary school age is often determined by the presence or absence of certain knowledge in academic subjects. This leads to early learning for children.

It must be admitted that it is precisely this approach that can be conditionally designated as narrowly pragmatic, oriented towards the needs of the system, and not the child himself. Modern pedagogical research shows that the main problem of preschool education is the loss of vivacity, the attractiveness of the process of cognition. The number of preschool children who do not want to go to school is increasing; the positive motivation for classes has decreased, the performance of children is falling.

9. Educators are embarrassed by the absence rigid objectivity, necessity integration educational areas. But it is only in integrated content that preschool children are free to make wide choices and express their as yet unstructured interests and creativity.

10. Strong in Russian pedagogy the emphasis was usually placed on the game forms and methods of teaching children, and not on free play. However, it is very important for development to be played by a child, not an adult. What if it was just a game, and not its imitation.

11. Informatization of preschool education- the process is objective and inevitable. A new educational environment is being formed in kindergartens, high-tech information tools for teaching and developing preschoolers are emerging, and the interest of teachers and preschool education specialists in these technologies and the possibilities of using them in their professional activities is growing.

However, not all teachers are ICT-savvy. This complicates the use of ICT in working with children or makes it impossible for a modern channel of communication with parents and other members of the pedagogical community.

2. Trends in the development of preschool education at the present stage

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

For lining up variable education it is necessary, first of all, determine the invariant, i.e. obligatory essential core of the content of education. In his capacity are standards. In what direction was work carried out in the field of preschool education?

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

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

Federal Law "On Education in the Russian Federation". Accepted State Duma December 21, 2012 Approved by the Federation Council on December 26, 2012 entered into force on September 1, 2013.

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

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

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

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

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

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

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

The assignment for students is to find out the meaning of the concept of "Roadmap" (Internet http://ru.wikipedia.org) The concept is entered in the "PMI" plate, the "Interesting" column. (See Appendix 3)

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

Viewing a fragment of the presentation in the international multimedia press center RIA Novosti of the project of the Federal State Educational Standard for Preschool Education.http://pressria.ru/media/20130614/601783488.html June 14, 2013

Today you will get acquainted with the latest version of the Federal State Educational Standard, which, according to experts, was approved on August 28.

Please choose on which information carrier you prefer to work - on paper or in in electronic format. The teacher offers materials - the draft Federal State Educational Standard on paper or on the website http://minobrnauki.rf.pdf.

Questions for familiarization with the Federal State Educational Standard of preschool education:

1. The main components of the educational standard, structure (use the abbreviations GEF DO, OOP DO).

2. Basic values ​​of Russian preschool education.

3. Principles of preschool education.

Material from the site ext.spb.ru

The ongoing transformations in the system of preschool education are due to the objective need for an adequate change in social development and the development of the educational system, which is reflected in the awareness of the pedagogical community of the need for significant changes in the previous course of the functioning of the institution. The main mechanism for optimizing the development of the preschool education system is the search for and development of innovations that contribute to qualitative changes in the activities of a preschool educational institution (DOE), which is expressed in the transition of institutions to the development mode.

Today, we can confidently state the fact of the formal or meaningful transition of most preschool educational institutions to the search mode. This mode is transitional on the way to qualitative changes and the transfer of preschool educational institutions to the development mode. Another aspect is related to the qualitative features of this transition: to what extent the innovations implemented in the preschool educational institution correspond to the urgent needs and opportunities for its development, satisfy the interests and needs of children, parents, teachers, and contribute to the achievement of sustainable high development indicators. So the question of definition actual problems in the development of preschool education becomes the most important.

The analysis of existing concepts, projects and programs in the field of preschool education allows us to identify a number of basic trends in the development of the system:

• humanization - determines the primacy of the personal development of subjects (parents, teachers, children), the centering of the educational process on the values ​​of human development, the orientation towards the comprehensive and harmonious development of the personality, the transfer of the subject to the position of self-managed development in the process of revealing essential forces. The humanization of education is a process aimed at developing the personality as a subject of creative activity, which "is also the most important characteristic of the lifestyle of teachers and pupils, which involves the establishment of truly human (humane) relations between them in the pedagogical process" and is a key component of the new pedagogical thinking, focused around the idea of ​​personality development
• · democratization is associated with the expansion of the rights and powers of the participants in the educational process, the focus on meeting the individual needs and requests of the subjects. This involves the creation of prerequisites for the development of activity, initiative and creativity of pupils and teachers, their interested interaction, as well as broad public participation in the management of preschool education;
• Diversification is defined as a necessary and sufficient variety of types and types of institutions, educational services and approaches to their implementation in order to meet the diverse and versatile needs of participants in the educational process in preschool educational institutions.

The projection of the identified foundations on the educational process in a preschool educational institution presents all its subsystems in a new way.

As a result, a number of basic principles that ensure the implementation of these areas in the process development of preschool and its members:

• The principle of human conformity (the unity of cultural and natural conformity).
• the principle of the integrity of the pedagogical process and the complexity of goals;
• · the principle of activity and equal partnership in the pedagogical interaction of all subjects of the pedagogical process.

The modernization of the management of a preschool educational institution is associated with a variety of types and management technologies that provide a comprehensive and comprehensive impact of the management system on the managed system of preschool educational institutions within the framework of motivational and program-targeted approaches, motivational program-targeted management, co-management, reflexive management and self-government. The indicators of the qualitative transformation of the management of preschool educational institutions are, first of all, the new principles:

• democratization and humanization;
• · consistency and integrity of management;
• · centralization/decentralization;
• Interrelation and separation of the strategic, tactical and operational levels of management and the types of management corresponding to them (traditional, reflexive, self-government);
• Unity of command and collegiality;
• · objectivity and completeness of information in making managerial decisions.

At the present stage, there are a number of problems in the development of the innovation process in preschool educational institutions, in particular, such as:

• Ш combination of innovative programs with existing ones in preschool educational institutions;
• Ш split of the pedagogical community and the coexistence of representatives of various pedagogical concepts;
• Ш non-compliance of new types of preschool educational institutions with the expectations and requirements of parents;
• Ø the need for a new scientific and methodological support for ongoing educational activities;
• Ø the need for new teaching staff;
• Ш adaptation of innovations to new conditions;
• Ø the problem of change, optimization, replacement of innovations, the ability to get rid of outdated, pedagogically inappropriate in time;
• Ш the problem of reproduction of innovativeness and formation of conditions contributing to this.

Based on the analysis of existing concepts for the development of preschool education, the leading areas of innovation in preschool education include the assertion of humane subject-subject relations, the development of creative abilities, the intellectual powers of children; individual creative development of the child's personality; development of communication between practitioners and researchers in the field of innovation.

Changing the basic settings modern education allows us to consider the development of a child as a process of his self-development, where education is a form of mental development of a preschooler, and development standards are transformed into an understanding of development as a norm (V.T. Kudryavtsev, 2007).

Accordingly, the main trends in the development of preschool education are associated with the installation of a full-fledged space for the development of the child and the organization of comprehensive support for the individual development of preschool children. A rich and safe life, eventfulness, connectedness of an adult and a child in the educational process, the priority of developing and educational tasks in preschool educational institutions contribute to the favorable socialization of children and lay the basic competencies of a preschooler in mastering the world and appropriating culture.

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The current state of the system of preschool education

The main directions of development of DO: - ensuring the availability of preschool education: - improving its quality. Ensuring equal accessibility of educational services is one of the priority tasks for the development of preschool education in the Russian Federation at the present time. Its solution is impossible without a flexible, multifunctional system of preschool education, which should ensure the constitutional right of every citizen of Russia to public and free preschool education.

The system of preschool education is considered today as: - one of the factors of strengthening and maintaining the health of children; - improving the demographic situation in Russia. Objectively, an increase in the birth rate is impossible without providing the citizens of Russia, especially women, with solid social guarantees, including guarantees for the placement of a child in a preschool educational institution. Thus, ensuring the accessibility of preschool education is important aspect demographic policy of the state.

At this stage, the problem of lack of places in preschool educational institutions remains relevant for many regions of the country. In our country, there are more than a million children older than three years on the lists of children in need of preschool education. To this number must be added children of early preschool age, children from remote settlements where there are no kindergartens, children who cannot attend institutions of a general developmental type for health reasons; children whose parents cannot pay for kindergarten, etc.

The problem of accessibility of preschool education for all categories of citizens with children of preschool age can be largely resolved through the use of internal reserves of the education system, including the development of various organizational forms of preschool education, as well as a more flexible system of regimes for children in preschool. In Group full day, for example, there may be several modes - from 10.5 hours a day.

The system of preschool education in the Russian Federation is represented by a network of educational institutions of various types and types. When it is formed, the state, represented by authorities at all levels, tries to take into account the characteristics of children and the needs of their parents as much as possible.

The “Model Regulation on a Preschool Educational Institution” establishes various types of preschool educational institutions: kindergarten; kindergarten for children early age; kindergarten for children of preschool (older preschool) age; kindergarten supervision and rehabilitation; compensatory type kindergarten; combined type kindergarten; a kindergarten of a general developmental type with priority implementation of activities in one of the areas of development of children; child development center - kindergarten.

The main structural unit of the organization of the educational process is a group of preschool children. Groups have a different focus: general developmental, compensatory, combined, health-improving. This allows you to take into account the characteristics of a certain contingent of children.

The activities of general developmental groups are focused on the harmonious and comprehensive development of preschoolers. Compensatory groups are created for children with disabilities. Their goal is a qualified correction of shortcomings in the physical and (or) mental development of children and preschool education for children with disabilities. Health-improving groups are created for children with tuberculosis intoxication, frequently ill children and other categories of preschoolers who need a set of special health-improving measures. In these groups, DO programs are being implemented, as well as a set of sanitary, preventive and health-improving measures and procedures. In groups of a combined orientation, joint education and upbringing of healthy children and preschool children with disabilities, including children with disabilities, is carried out.

Groups of preschool children can work in different modes: full (12 hours), shortened (8 - 10 hours), extended (14 hours) day, round-the-clock or short-term (3-5 hours) stay. Such a different mode of stay is associated both with the characteristics of the children themselves and with the needs of their families. The greatest demand among parents is for full-day kindergartens, where supervision, care, meals are carried out for 12 hours, and pre-school education programs are implemented.

Groups for preschool children can be created not only in preschool educational institutions, but also in general education institutions, educational institutions for children of preschool and primary school age, institutions of additional education, culture, and social purposes.

Creation of groups of various types for children from 2 months to 7 years old: - in preschool educational institutions, - on the basis of various cultural and educational centers and centers for additional education of children (libraries, museums, clubs, houses of children's creativity, etc.), - on the basis of Voluntary parental communities operating in different time modes (with full or part-time stay, everyday or several days a week), makes it possible to bring the market of educational services closer to the diverse needs of the population, to more fully use the cultural potential of society in the education of preschool children.

Classification of educational structures in the system of preschool education children's health camps). By the time of stay of children in the educational space: - groups of short stay, - full day, - round-the-clock stay.

By educational orientation: - groups of a general developmental type, - correctional orientation, - preparation for school, - groups of social adaptation, - walking and playing groups, - children's - parent educational and creative associations. According to the contingent of children: - groups for frequently and long-term ill children; - for children with developmental disabilities. By age of pupils: - preschool educational groups for children of early, younger, middle and senior preschool age; - mixed age groups.

FORMS OF ORGANIZING EDUCATION At present, in the educational practice of most regions of Russia, three main models are being implemented to ensure equal starting conditions for the education of preschool children from different social groups and segments of the population: - in full-time groups, on the basis of educational institutions that carry out the main general education program BEFORE; - in groups of short-term stay on the basis of educational institutions of various types, cultural institutions, health care, social services and parental communities; - in the conditions of family education in the form of family education proper, carried out by parents (persons replacing them), as well as in the form of tutorship.

Model 1 . Full stay preschool educational groups This model can be implemented in various modes: full day (12-hour stay), reduced day (8-10 hour stay), extended day (14-hour stay), round-the-clock stay; work in the mode of 5-day and 6-day working week. At the request of parents, it is possible to organize the work of such groups on weekends and holidays. The model has undeniable advantages, since in conditions of full stay (with the organization of regime moments - feeding, sleeping, walking, etc.), the main general educational program of preschool education can be fully implemented.

in preschool different kind material, technical and human resources are concentrated, which makes it possible to adapt to the rapidly changing socio-economic conditions of modern society, as well as to the annually renewing contingent of children. However, there is still a situation in which a significant number of preschoolers cannot receive educational services within the framework of this model.

To a certain extent, the problem of enrolling children from families of the above categories can be solved by full-time preschool educational groups based on children's health camps. The main task of creating a pre-school group on the basis of a children's health-improving school camp is to create conditions for organizing a period of adaptation of future first-graders to schooling.

In the conditions of the school camp, a number of tasks are solved related to increasing the level of readiness of children for learning and the adaptability of the school itself: 1. Organization of acquaintance of future first-graders with the school premises. 2. Acquaintance with the traditions of the school, the development of rules for the interaction of children and adults. 3. Organization of pedagogical supervision of children. 4. Building constructive and productive relationships between participants in the educational process. 5. Increasing the level of readiness of future first-graders for the implementation of educational activities. 6. Helping children develop the ability to express themselves productively.

When drawing up a unified work program for a children's school camp, the need to present school life as an opportunity for self-actualization in various activities that are interesting to children. Children of the preschool group are included in the work of circles, sections, creative associations. It is obligatory to familiarize future first-graders with the work of sections, to provide an opportunity to try themselves in various activities.

Full-stay group on the basis of a traveling health camp Traditionally, children from disadvantaged, low-income and single-parent families, from remote rural areas where there are no kindergartens and preschool educational groups at schools, remain outside the preschool education system. Among the reasons why preschoolers do not receive education are the remoteness of preschool educational institutions from their place of residence, low income in the family, the lack of parents' desire to take care of correcting and supporting the development of their children, and to give children education. It is preschoolers from these categories who, upon entering school, replenish the contingent of children with poor health, signs of school maladaptation, and learning difficulties.

The annual increase in the number of children at risk has prompted experts to develop an alternative model of preparing for school. Thus, the researchers substantiated the possibility of organizing pre-school training on the basis of an outreach health camp, they note that during one shift a set of certain pedagogical tasks can be implemented in the camp, a full-fledged health and educational cycle can be carried out.

Model 2. Preschool educational groups of short-term stay Groups of short-term stay are organized in order to ensure the comprehensive (physical, intellectual, social, aesthetic, etc.) schooling. They can function on a flexible schedule: from 2 to 5 times a week, from 3 to 5 hours a day, depending on the needs of the parents. Groups can open during the academic year, as recruitment. The preschool educational institution, which has these groups in its composition, is responsible during the educational process for the life and health of children, group workers, for the compliance of the forms, methods and means of its organization with the age and psychophysiological capabilities of children.

The main feature of the functioning of the GKP is the organization of interaction between teachers and parents. Cooperation with parents includes several traditional areas: - psychological and pedagogical education of parents, - involving them in active participation in the educational process, - identifying and disseminating positive experience in the rehabilitation and education of children in a family environment. Particular attention in working with the family in a short stay group is paid to the formation of the readiness of parents to organize joint activities with children in the family.

The following types of short stay groups can be distinguished: "Adaptation group" - for children aged 2 months. up to 3 years. (created in order to ensure the early socialization of children and their adaptation to entering the preschool educational institution). "Development Group" - for children from 3 to 7 years old. (it is created for the purpose of the comprehensive development of children, their socialization in a team of peers and adults). Group "Future first grader" - for children 5-6 years old (in order to prepare children of senior preschool age for schooling). "A group for preschoolers for whom Russian is not their native language" - for children aged 3 - 7 years (created to ensure the child's adaptation in the Russian-speaking environment, mastering the skills of Russian speech, forming the foundations of school readiness). “Group for preschoolers with developmental disabilities” - for children aged 2 to 7 years (provision of systematic psychological, medical and pedagogical assistance to children with developmental disabilities, their upbringing and education, consultative and methodological support for parents). Group " special child"- for children with disabilities aged 2-7 years (in order to provide systematic psychological, medical and pedagogical assistance to children with disabilities, the formation of prerequisites for their educational activities, social adaptation, assistance to parents in organizing the upbringing and education of children). Group " Playing, learning" - for children 1.5 - 7 years old (created to ensure that the child masters social experience, communicates with peers and adults in a joint gaming activity, the formation of the foundations of readiness for schooling). "Groups of evening stay, weekend and holiday" - for children 2 - 7 years old (created to assist parents in raising and educating children, organizing supervision and care for them). "Short-stay groups for frequently and long-term ill children"

Within the framework of these groups for children, the organization of interaction between teachers and families of pupils has certain features. Cooperation includes several traditional areas: -psychological and pedagogical education of parents, -engaging them to actively participate in the educational process, -identification and dissemination of positive experience in the rehabilitation and education of children in a family environment. Particular attention in working with the family in a short stay group is paid to the formation of the readiness of parents to organize joint activities with children in the family. The work plan of the preschool educational institution specialists with the family provides for versatile informing parents about the directions, content and methods of working with preschoolers.

An innovative component of the organization of interaction between the preschool educational institution and the family are two experimental options for teaching children in cooperation with parents: full-time and part-time. Active cooperation between teachers and parents, based on building a partnership dialogue, is an indispensable condition for the successful education of frequently and long-term ill children. A specific feature of the full-time option of parent education is the establishment of close contact (meetings at the "School for Parents", seminars - workshops, joint events with the participation of children and parents, pedagogical lounges, etc.). The part-time option for parent training provides for the establishment of such interaction with the family, which is characterized by limited contact communication of its participants with a predominance of remote forms of work (information sheets, thematic booklets, newspapers, memos, video library, information exchange on the website of the preschool educational institution, etc.). At the same time, various reminders and recommendations offered to parents do not replace meaningful communication with teachers, but complement it.

The obvious advantages of this form of work with parents include: a minimum of time costs, the possibility for parents to slowly comprehend the information received, and the prevention of possible situations of unconstructive communication between participants in the interaction. At the initial stage of the functioning of the short stay group, face-to-face forms of work with parents are most appropriate: a coordination meeting, consultations, workshops, showing fragments of classes, holding joint events with the participation of parents and children, business games with training elements. Their main goal is to unite the parent team, create positive attitudes to communicate with teachers and form ideas about the ways of improving and educating often and long-term ill children. To the maximum extent, the designated targets are implemented during the preparation and holding of joint holidays and entertainment with the participation of children, parents and teachers.

Families may be offered a series of information booklets. For example: “Health Library”: “Magic gymnastics”, “Health procedures at home”, “Posture by order”, “Teach your child to breathe properly”, “Physical rehabilitation in the first or second week of illness”, etc. “On the way to school” : “Developing attention”, “The smartest”, “Dreamers”, etc. A brief and specific form of presentation of the material in booklets provides parents with the necessary information, allows them to give answers to their questions, exchange experience in solving: actual problems

As part of the implementation of the full-time variant of interaction with parents in a number of preschool educational institutions, a fairly new form of work with the family, the “Hotline”, can be used. On a certain day of the week, parents can call and get advice from any preschool specialist on a question of interest to them. Interactive forms of work are widely used: - presentation of health recipes, - business game with elements of training (“Getting ready for school: I want and I can”), - protection of family creative and research projects(“The coat of arms of the family”, “New Year's beauty”, “Family birthday”, “Time to go to school!”, “Suit of my dreams”, etc.).

The project method involves a phased organization of search-cognitive, creative activities of children and adults. This method to the maximum extent ensures the implementation of the principle of independence and activity in learning, and also allows you to combine a single content, exciting activities of all participants in the educational process.

After special training of parents in short-stay groups, the practice of "homework" can be introduced to ensure continuity in the work of the preschool educational institution and the family. The subject, content and structure of "homework" is determined taking into account the individual characteristics of children and the content of educational work carried out in the group (manufacturing of garlic beads, pendants for the prevention of colds, aromatic pillows, compiling a library " family reading”, performing game exercises for the development of attention, memory, perception, etc.).

Groups of short-term stay of correctional orientation Groups of short-term stay of correctional orientation are now becoming relevant and in demand. At the same time, work in them is carried out in two directions: - organization of correctional and developmental classes with children - and counseling for families with children with developmental problems. Options for the functioning of such groups: Option 1. Inclusion of correctional services in the practice of the traditional PCU. This practice is common in combined kindergartens, Child Development Centers, various centers for rehabilitation, psychological, pedagogical and medical and social assistance to children.

The staffing of such institutions presupposes the presence of various specialists (teachers-speech therapists, educational psychologists, social pedagogues, etc.) who can provide qualified services to identify and correct children's developmental deficiencies in the conditions of the GKP created on their basis. The program according to which the group works includes a correctional and developmental block that allows you to set an individual trajectory for the development of a child with a particular developmental disorder. " Individual route” is compiled for each child based on the results of a diagnostic examination at the stage of “entry” into the group, and then corrected at intermediate stages (middle, end of the year). It takes into account the range of disorders, the individual characteristics of the development of the child, as well as the targeted and balanced impact of specialists on him. Based on the results of the work, recommendations can be given to parents on organizing further effective work with this child.

For a more complete implementation of the tasks set within the framework of the correctional and developmental block, special classes are held for children on the formation of cognitive functions, the development of emotional-volitional and personal spheres. They can be group and subgroup, depending on| how many children and with what violations arrived. At the same time, children are not deprived of the traditional types of activities provided for by the program, and work with them does not turn into “training” in certain areas. During the break between classes, children have the opportunity to play plot-role-playing, mobile, didactic, board-printed games, engage in independent artistic and creative activities, retire or be in a team of children and adults, and also prepare for the next lesson by fulfilling the teacher's labor assignments.

In general, the tasks of the correctional and developmental block are as follows: early diagnosis of developmental disabilities; overcoming violations in the development of a preschooler and their further prevention; an integrated approach to the examination and correction of developmental disorders; providing assistance to children with developmental disabilities, with problems of social adaptation, experiencing difficulties in mastering educational programs; creation of conditions in the institution for the implementation of the continuity of the educational process; prevention of disadaptation to schooling, deviations in the psychological health of children; systematic educational activities to promote and disseminate advanced basic knowledge to ensure effective interaction between teachers, parents and children.

To solve the set tasks, it is possible only by providing, effective interaction specialists. a speech therapist identifies and corrects speech disorders, accompanies the child after the correction; a teacher-psychologist conducts early diagnosis of developmental disorders, assists in the development of all mental functions (attention, memory, thinking, performance, etc.), forms psychological readiness for school, improves communication and communication skills; the social pedagogue promotes the social adaptation of children in society, conducts prevention of deviations in socialization, and works with parents of families at risk. The general organization and current control of correctional work is carried out by the psychological, medical and pedagogical council of the institution.

Option 2. Short stay group for the provision of additional (correctional) services to children of senior preschool age. Such groups are created for children who show an insufficient (low and below average) level of psychological and pedagogical readiness for school, whose parents are unable for various reasons (remoteness from home, lack of specialists, low income, etc.) to provide the child with individual lessons with specialists before entering school. It is advisable to organize such groups at schools, institutions "Primary School - Kindergarten", centers of psychological, pedagogical, rehabilitation assistance, in which there are specialists with a sufficient level of qualification. The number of groups can be from 7 to 10 people, classes should be held in a separate room with two zones: training (with tables or desks) and games (carpet, floor cushions) In some cases, it is necessary to conduct classes in a relaxation room (psychological unloading), where there is no training area.

Work in a group can be carried out by various specialists, among whom there must be a teacher-psychologist, defectologists (according to the profile of the group), a social teacher and an educator. The optimal frequency of classes is 2 times a week, the duration of correction is from 1 to 2 years (depending on the complexity of the problem).

GKP for preparation for school on the basis of general education schools "School of the Future First Grader" on weekends) - Schools often do not consider the SBP as a special unit, the work of which should be organized according to the requirements for the structures of preschool education. This directly contradicts the Model Regulations on a preschool educational institution, according to which the preschool educational group is recognized as the main structural unit of any educational institution implementing a preschool education program - a violation of the requirement for completing groups. Here, in one group of pre-school preparation, both children who do not attend and attend preschool educational institutions are recruited. As a result, this structure does not solve the main task for which the creation of variable forms of preschool education was conceived - increasing the coverage of educational services for children of preschool age.

For children who do not attend kindergarten, the GKP should become a structure in which they, first of all, can master the mandatory part of the main general education program of preschool education. If children attend a preschool educational institution, then on the basis of the school they can only be offered additional educational services (that is, services that go beyond the basic general education programs. - Children attending both kindergarten and SBP find themselves in a situation of overload. The fact that classes are organized in the evenings or on weekends, with a violation of the regime negatively affects their health and motivation to study at school. classroom not adapted for the implementation of the educational process with children of preschool age. In such rooms, the furniture is not for the height of the children, the norms of the area for each child are not observed, there is no play area and a recreation area, and a subject-developing environment is provided. - Traditionally, in SBP, the emphasis is on teaching children to read and write, familiarization with the basics of mathematical knowledge, and the entire educational process often comes down to solving these problems. This leads to a violation of the requirements for the content, forms and methods of working with preschoolers and entails a number of problems. - The BBP more often declares than complies with the requirement to ensure continuity between preschool and primary general education.

Model 3. Education of preschoolers in the family state organization in the process of education of preschool children.

Education of preschool children in the family. As part of the organization of preschool education for children who do not attend kindergartens, family preschool groups. According to the Model Regulations on preschool educational institutions, “if necessary, preschool educational institutions can organize “family preschool groups in order to meet the needs of the population for preschool education services in families. Family preschool groups may have a general developmental orientation or provide supervision and care for children without implementing the main general educational program of preschool education. These Groups are a structural subdivision of the preschool educational institution, organized in families with at the time of their creation 2 or more children aged 2 months - 7 years. If there is one child in the family, it is possible to organize an SDH provided that children from other families are accepted. The group includes both children of the same age and children of different ages. Thus, family groups are a form of organization of pre-school education with small attendance (3-5 children).

SDGs can be created in free municipal premises; at the caregiver's home. It is important that each such group can train a variety of assistance and support from the nearest kindergarten, specialist advice, medical care for children and training of family group teachers. Thus, family groups can be created by physical and legal entities and carry out its activities as a structural unit of the municipal preschool educational institution implementing the main general educational program of preschool education, and as an amateur organization.

In the event that SDGs are opened by decision of the Founder of the preschool educational institution, the parent of the children applying for the position of educator submits an application to the preschool educational institution to open a group and Required documents. Preschool educational institution, whose structural subdivision is a family group, provides: - equipment necessary for the maintenance of children and the implementation of the educational process with equipment and inventory; - organization of the educational process; catering for children; medical care for the pupils of the group; control over its operation. This form of organizing the education of preschoolers is represented primarily by groups that provide supervision and care for children aged 2 months to 7 years.

They are organized in order to support large families, provide parents with children with employment opportunities without interrupting the process of raising children; development of new forms of preschool education with the implementation of an individual approach in education; ensuring the fullest coverage of children with preschool education. The educator of a family group can be a parent of a large family who has passed a socio-psychological examination. To be appointed to the position of a family group educator, a parent must have a secondary or higher pedagogical education, secondary vocational or higher vocational (non-pedagogical) education and additional professional training in the field of pedagogy, psychology and methods of preschool education. The employees of the family group become employees of the educational institution.

Different categories of families can be attributed to a family group: large families with 3 or more children aged from 2 months to 7 years (in this case, the pupils of the family group are the own children of the family on the basis of which the group was created); large families with one or two children of preschool age, provided that children of preschool age are accepted from other families; families with a child of preschool age and a child with a disability, provided that children of preschool age are accepted from other families; other categories of families by decision of local authorities (the total number of children in the group is determined taking into account their age, area of ​​\u200b\u200bthe dwelling and the number of rooms in it).

To provide psychological and pedagogical assistance to families raising children at home, it is recommended to organize such a form of work with the family as advisory centers at kindergartens and other institutions that have specialists in preschool education of various profiles (methodologists of preschool education, pedagogues-psychologists, speech therapists and etc). The activities of the KP involve close cooperation between the preschool educational institution and the family. All forms and types of interaction should be aimed at: - establishing a trusting relationship between parents and teachers, - assisting parents in establishing contact with their children; - to educate the need to share their problems with each other and solve them together. The purpose of the KP is to provide a municipal service for the provision of advisory and methodological assistance families raising children of preschool age at home, on the upbringing, education and development of children from birth to 7 years.

The main tasks of advisory points: recognition, diagnosis of problems in the development of preschoolers; assistance in the socialization of preschool children who do not attend preschool educational institutions; providing comprehensive assistance to parents of children aged 5-7 who do not attend educational institutions in ensuring equal starting opportunities when entering school.

Services provided by advisory points: education of parents - informing parents, aimed at preventing emerging family problems and the formation of a pedagogical culture of parents in order to combine the requirements for a child in education from all family members, the formation of positive relationships in the family; diagnosis of child development - psychological and pedagogical study of the child, determination of individual characteristics and inclinations of the individual, its potentialities, as well as identification of the causes and mechanisms of developmental disorders, social adaptation, development of recommendations for the further development and upbringing of the child; counseling (psychological, social, pedagogical) - informing parents about the physiological and psychological characteristics child development, the main directions of educational influences, overcoming crisis situations; conducting correctional and developmental classes based on the individual characteristics of the child, aimed at teaching parents the organization of the educational process in a family environment; social adaptation child in the children's team - the development of the child's skills social behavior and communication qualities.

The listed services can be implemented through the development by parents of various pedagogical programs- general and special. General programs involve the development of the pedagogical competence of parents in the main issues of the upbringing and development of the child; special - in one or more areas, the most significant for this category of parents. The need to participate in special program can be caused both by the needs of the parents themselves (problems of preparing the child for schooling, difficulties in communicating with the child, inability to organize the child’s independent activities), and problems in the development of children (deviant behavior, poor health, etc.).

Galina Vasilyeva
Preschool education in modern Russia: problems and development prospects

Article 43 of the Constitution Russian Federation, adopted in 1993, citizens of the Russian Federation are guaranteed "general availability and free preschool, basic general and secondary vocational education in state or municipal educational institutions". In accordance with the Law of the Russian Federation "On education"as amended by the Federal Law of 13.01.1996 12-FZ (Clause 3, Article 5) the state "guarantees to citizens the general availability and free of charge of primary general, basic general, secondary (full) general education and initial vocational education. ". For more than ten years, there has been an obvious contradiction between the Constitution Russian Federation, which is the basic law Russia, and Law Russian Federation"About education"in terms of state guarantees of the rights of citizens in the region education. Such a legal conflict gave rise to a corresponding attitude towards preschool education by officials at all levels non-compulsory education(as opposed to general education, and optional not from the point of view of the fact that the child is preschooler is entitled to receive education, as in the conditions preschool educational institution, and in family settings, but in terms of the fact that the authorities are not obliged to ensure public access preschool educational services.

So way despite the change legislative framework, the situation in education in general, and in preschool education especially, can now be characterized as a crisis. Any crisis gives rise to an urgent need to reform something. According to the Federal Law "On education"as amended by the Federal Law of August 22, 2004 122 - FZ, the decision of strategic educational problems is still within the scope Russian Federation.

preschool education as the first step education, on which the foundations of the social personality and the most important institution of family support are laid, over the past 10 years, it has gone through a difficult path of fitting into new realities. Initial sharp decline in child enrollment preschool education had stabilized by 1995. Currently, about 55% of children attend kindergartens (for example, in the Scandinavian countries, such children are about 90%).

As long-term studies show, a full-fledged development the child occurs subject to the presence of two components of his life - a full-fledged family and a kindergarten. The family provides the necessary intimate and personal relationships for the child, the formation of a sense of security, trust and openness to the world. At the same time, the family itself needs support, which the kindergarten is designed to provide - parents can work and study without feeling guilty that the child is abandoned at this time, they can be sure that the child is in comfortable conditions , eats normally, teachers are engaged with him. In addition, the system preschool education traditionally approached the parental fee in a differentiated way, low-income families received benefits, that is, they received targeted support, today this happens, unfortunately, only in certain regions. It's obvious that contemporary conditions, the tradition of differentiated parental fees must be preserved.

And what does kindergarten give the child himself? The main advantage of the kindergarten is the presence of a children's community, thanks to which a space for the child's social experience is created. Only in the conditions of the children's community does the child know himself in comparison with others, appropriates ways of communication and interaction that are adequate different situations, overcomes its inherent egocentrism (focus on oneself, perception of the environment exclusively from one's own.

The system itself has also changed. preschool education. Introduced differentiation preschool educational institutions by types and categories. To the previously existing only type - "kindergarten" new ones were added - a kindergarten with priority implementation of intellectual or artistic-aesthetic, or physical development of pupils, kindergarten for children with physical and mental disabilities development, care and health improvement, center child development, etc.. On the one hand, it allows parents to choose educational institution that meets their needs, on the other hand, most of these types (with the exception of correctional ones - for children with serious health problems) do not meet the patterns of children's development.

Organization of work with young children contemporary conditions places special demands on professionalism and personal qualities teachers. However, today young professionals who have received education, practically do not go to work in kindergartens. The reason for this is not just small, but a meager salary that does not reach the subsistence level. The work of a teacher in a kindergarten, who is responsible for the life and health of children, conducting multifaceted educational work, requires a huge expenditure of mental and physical strength. And only such teachers will be able to adequately raise children. From this follows a brief conclusion: worthy teachers - a decent salary.

In accordance with the Modernization Concept Russian education it is planned to introduce equity financing, which involves payment by the state only of a fixed amount educational services of kindergartens. However, specific education in preschool institution is that, unlike school, it is carried out throughout the day and is not limited to training sessions (it is necessary to teach the child to wash their hands, eat properly, behave politely in different situations, be neat, play and cooperate with others). children and more). That's why preschool educational services institutions to reduce to 3-4 hours is almost impossible. Equally unacceptable is the division of parental payment for the maintenance of a child. (basically, nutrition, which so many children now need) and budget financing education.

Development for young children largely depends on the subject environment around them (toys, manuals, materials for drawing, modeling, construction, books, musical instruments, physical education equipment, etc.). Solution problems organization of various forms of outreach to children preschool education, decent wages for teachers, the availability of a quality kindergarten for all children require separate budgetary funding at the federal and regional levels.

Since 2000, it has been possible to achieve an increase in the cost of education and science. This created the prerequisites for institutional restructuring in the field of education, primarily related to the modernization of the structure and content of general and professional education, improving its quality, management efficiency educational system, occurrences Russian Federation to the world educational space. In particular, the quality of implementation is considered first of all. educational program. One of the significant factors in this indicator is the implementation of an experimental program in the preschool educational institution, subject to the justification of the goal and methods, as well as the evidence of the productivity of the experiment.

Sphere education in Russia traditionally considered a costly area. At different periods of the modern history of the city, attempts were made to change the situation, to turn the sphere education in investment. However, in essence, the economic foundation education did not create sufficient infrastructure to attract investment.

On the other hand, attempts to directly transfer market economic mechanisms of regulation into the sphere education often turned out to be unsuccessful due to the fact that the effect of investments was measured exclusively in monetary terms. educational an institution as a payback project or a project that brings profit in monetary terms has not become a mass phenomenon.

These disparities were most pronounced in preschool education in many cities of Russia, including in Irkutsk. In the context of a demographic decline, natural way there was a decrease in preschool educational institutions. Moreover, the number of currently available preschool educational institutions of the city hardly corresponds to the real demand of the population for educational services for the education of preschool children.

The network of departmental kindergartens has practically disappeared, although in large cities, for example, in Moscow, many of them were transferred to municipal ownership and kept for children. In general, for Russia there is a trend of re-profiling former departmental kindergartens and selling their buildings.

Today, a number of institutions preschool education many other regions Russia made the transition to new organizational and legal forms. Such a transition became possible due to the objective fact of the growing demand on the part of parents to receive, in addition to budgetary services, also additional educational services. Actual demand for customized educational programs and preferential conditions in preschool educational institutions today is quite high. Parents are ready to order and pay for preferential terms and additional programs preschool education outside the budget service.

High quality preschool education with increasing coverage of children preschool age can be ensured by establishing horizontal links between educational institutions of various levels and types. Resource centers are being created at the municipal level preschool education providing methodological support preschool educational institutions in the respective area.

While variability is a requirement for diversity services provided, accessibility education- the requirement for the breadth of the network, its ability to cover the maximum number of children. The implementation of the accessibility principle when building a network of institutions that implement means the need to build a network in such a way way in order to optimally take into account educational needs of children, and spatial proximity of institutions to the place of residence of children. Educational services can be provided not only by traditional kindergartens, but also by other educational institutions, realizing preschool educational programs . Task development of a network of educational institutions implementing programs preschool education, is to ensure that the range of services and their quality correspond to modern concept of quality preschool education and were optimal.

So way, building a network preschool educational institutions involves the institutionalization along with traditional kindergartens of such forms preschool educational institutions as

Groups of joint short-term stay of the child and the parent ( "child-parent", "nursery with mom", game support center, "adaptation group" etc., organized on the basis of kindergartens, at centers of children's creativity, in special centers for working with young children or at psychological and pedagogical centers;

Homestay groups education("baby and nanny", "tutor groups", "family groups", "mini garden" etc., organized by parents at home or in residential apartments specially rented for this purpose;

Groups of short-term stay of the child in kindergarten, or in another educational institution, or organizations in which the program is implemented preschool education;

Adaptation groups for children of refugees and internally displaced persons.

Optimal distribution of material resource inside preschool educational network is aimed at the rational use of the resources that exist in the network of current preschool educational institutions - equipment, premises, sports facilities, park areas, etc. At the regional level, it is necessary to develop regulatory documents regulating the use of these resources preschool educational institutions networks. At the municipal level, it is necessary to develop guidelines preparing these resources for use preschool educational network.

Optimal distribution of human resources within preschool educational network involves the most effective use of the potential of methodologists, psychologists, speech therapists, teachers of foreign languages, educators-experimenters, senior educators to improve the quality education in the network as a whole. Development of a network of preschool education involves the emergence of small kindergartens, home groups, parent groups, etc.

resource development network is an innovative activity. At the regional and municipal levels, it is expected to adopt regulations and guidance materials aimed at development innovation activities online preschool educational institutions/organizations and its expert support.

The problem of general accessibility of preschool education for all categories of citizens should be solved today also through the use of internal reserves of the system education, including development of various forms of preschool education, as well as a more flexible system of regimes for the stay of children in a preschool educational institution.

It should be noted that the network of short stay groups develops not contrary to or instead of traditional preschool full-time institutions, and with them. Along with the traditional modes of operation preschool educational institutions(The 12-hour and 24-hour schedules for children have also been using 10-hour and 14-hour schedules since 2000 (in many cases, the 14-hour schedule is most preferred by parents and is less expensive than the 24-hour schedule). This improves accessibility preschool education for different categories of citizens.

In addition, at present, in parallel with the development of traditional forms of preschool education, new models are being tested: preschool groups based on educational institutions, preschool groups based on additional institutions education, as well as systematic preschool education age in the context of family education.

So way, it can be concluded that the efficiency development of a network of educational institutions will only be achieved if there is a comprehensive approach to the process development(upgrades).

It is much more important to take into account the needs contemporary families in various forms of organization of functioning preschool institutions. An increase in the number of groups for young children is required (from 2 months to 3 years, groups with round-the-clock and evening stay of children, holidays and days off, groups of short stay (2-3 times a week for 3-4 hours) and etc.

Much more expedient to all state preschool institutions corresponded to one “good” category, providing full-fledged education and child development. And parents who have special needs(although it is not a fact that it is useful for the child, they could use the services of non-state preschool institutions. The only problem is that these institutions need, as a rule, special control by the state (this is evidenced, for example, by the experience of France, where such control is the most important task of the inspection service in education).

In view of the foregoing, as well as the fact that in the last 10-15 years there has been a virtual total "municipalization" of institutions

preschool education(mass transfer of kindergartens from various departments to municipal ownership, solving issues of survival, functioning and development of the system of preschool education currently depends mainly on local governments.

It is the local governments in the municipal education(city, region) certain organizational and pedagogical conditions must be created that will allow the municipal system to preschool education get out of a crisis state and move into a state of normal, stable functioning and development.

Program for the development of a preschool educational institution

Modern trends in the development of preschool education

The ongoing transformations in the system of preschool education are due to the objective need for an adequate change in social development and the development of the educational system, which is reflected in the awareness of the pedagogical community of the need for significant changes in the previous course of the functioning of the institution. The main mechanism for optimizing the development of the preschool education system is the search for and development of innovations that contribute to qualitative changes in the activities of a preschool educational institution (DOE), which is expressed in the transition of institutions to the development mode.

Today, we can confidently state the fact of the formal or meaningful transition of most preschool educational institutions to the search mode. This mode is transitional on the way to qualitative changes and the transfer of preschool educational institutions to the development mode. Another aspect is related to the qualitative features of this transition: to what extent the innovations implemented in the preschool educational institution correspond to the urgent needs and opportunities for its development, satisfy the interests and needs of children, parents, teachers, and contribute to the achievement of sustainable high development indicators. Therefore, the issue of determining actual problems in the development of preschool educational institutions becomes the most important.

The analysis of existing concepts, projects and programs in the field of preschool education allows us to identify a number of basic trends in the development of the system:

humanization- determines the primacy of the personal development of subjects (parents, teachers, children), the centering of the educational process on the values ​​of human development, the orientation towards the comprehensive and harmonious development of the personality, the transfer of the subject to the position of self-managed development in the process of revealing the essential forces. The humanization of education is a process aimed at developing the personality as a subject of creative activity, which "is also the most important characteristic of the lifestyle of teachers and pupils, which involves the establishment of truly human (humane) relations between them in the pedagogical process" and is a key component of the new pedagogical thinking, focused around the idea of ​​personality development. The leading direction of the humanization of education counts "self-determination of personality in culture", its familiarization with national and cultural traditions enriched with the human content of humanization - increased attention to the personality of each child as the highest social value of society, setting on the formation of a citizen with high intellectual, moral and physical qualities;

democratization is associated with the expansion of the rights and powers of the participants in the educational process, the focus on meeting the individual needs and requests of the subjects. This involves the creation of prerequisites for the development of activity, initiative and creativity of pupils and teachers, their interested interaction, as well as broad public participation in the management of preschool education;

diversification is defined as a necessary and sufficient variety of types and types of institutions, educational services and approaches to their implementation in order to meet the diverse and versatile needs of participants in the educational process in a preschool educational institution.

The projection of the identified foundations on the educational process in a preschool educational institution presents all its subsystems in a new way.
In this regard, a number of basic principles appear that ensure the implementation of these areas in the development process of the preschool educational institution and its participants:

The principle of human conformity (the unity of cultural and natural conformity);
- the principle of the integrity of the pedagogical process and the complexity of goals;
- the principle of activity and equal partnership in the pedagogical interaction of all subjects of the pedagogical process.

The modernization of the management of a preschool educational institution is associated with a variety of types and management technologies that provide a comprehensive and comprehensive impact of the management system on the managed system of preschool educational institutions within the framework of motivational and program-targeted approaches, motivational program-targeted management, co-management, reflexive management and self-government. Indicators of the qualitative transformation of the management of preschool educational institutions are primarily new principles:

Democratization and humanization;
- consistency and integrity of management;
- centralization/decentralization;
- interconnections and separation of strategic, tactical and operational levels of management and their respective types of management (traditional, reflexive, self-management);
- unity of command and collegiality;
- objectivity and completeness of information in making managerial decisions.

At the present stage, there are a number of problems in the development of the innovation process in preschool educational institutions, in particular, such as:

combining innovative programs with existing ones in preschool educational institutions;

the split of the pedagogical community and the coexistence of representatives of various pedagogical concepts;

non-compliance of new types of preschool educational institutions with the expectations and requirements of parents;

the need for new scientific and methodological support for ongoing educational activities;

the need for new teaching staff;

adaptation of innovations to new conditions;

the problem of changing, optimizing, replacing innovations, the ability to get rid of outdated, pedagogically inappropriate in time;

the problem of the reproduction of innovation and the formation of conditions conducive to this.

Based on the analysis of existing concepts for the development of preschool education, the leading areas of innovation in preschool education include the assertion of humane subject-subject relations, the development of creative abilities, the intellectual powers of children; individual creative development of the child's personality; development of communication between practitioners and researchers in the field of innovation.

The change in the paradigm settings of modern education makes it possible to consider the development of a child as a process of his self-development, where education is a form of mental development of a preschooler, and development standards are transformed into an understanding of development as a norm (V.T. Kudryavtsev, 1999).

Accordingly, the main trends in the development of preschool education are associated with the installation of a full-fledged space for the development of the child and the organization of comprehensive support for the individual development of preschool children. A rich and safe life, eventfulness, connectedness of an adult and a child in the educational process, the priority of developing and educational tasks in preschool educational institutions contribute to the favorable socialization of children and lay the basic competencies of a preschooler in mastering the world and appropriating culture.

Part I. Preschool educational institution as an open developmental system

1.1. Structural and functional model of the activity of a preschool educational institution as an open and developing system

A preschool educational institution as a system is a complex socio-psycho-pedagogical education, consisting of a combination of: a) system-forming factors, b) structural and c) functional components, d) operating conditions.

a) system-forming factors are represented by the mission, concept and development program, partial programs that fix the set of leading ideas, goal and result activities of the preschool educational institution;

b) the structural components are indicated by the control and managed systems, their composition (educators, parents, children), as well as the technologies of the activities of subjects at all levels of management regarding the implementation of program content in the preschool educational institution;

c) the functional components are determined by the appointment of managerial functions in the activities of the preschool educational institution (analytical-diagnostic, motivational-stimulating, planning and prognostic, organizational and executive, control and evaluation, regulatory and correctional) for the formation of interconnected activities in the system "teacher - child - parents" and relevant subsystems;

d) the conditions for the functioning of the preschool educational institution are determined by the existing spaces of its activity - medical-valeological, social, psychological and pedagogical environments, time frames and psychophysiological characteristics and capabilities of the participants in the educational process in the preschool educational institution.

Modern trends in the development of preschool education

The openness of a preschool educational institution as a system is determined on the basis of the development spaces that exist in the institution, as well as the dynamics of their changes.

The characteristics of the openness of a preschool educational institution can be the degree of non-equilibrium of its state (relatively stable, but not absolutely changeable), the mechanism of self-regulation and the nature of the reaction to environmental changes (adaptation or super-adaptive activity), the type and degree of regulation of the control system (traditional or innovative, the predominance of vertical or horizontal connections), etc.

The main result of the functioning of an open system will be successful interaction with the society, mastering which the preschool educational institution itself becomes a powerful means of socialization of the individual. The comprehensive and harmonious development of the child's personality can be ensured by a complex impact on all aspects of his activity. The complex impact is based on a set of interconnected spaces for the development of subjects of education within a preschool institution.

The allocated spaces are necessary and currently sufficient for the majority of preschool educational institutions in order to ensure the required level of reproduction of the results of the innovative activities of the institution.

Modeling and designing the development process of a preschool educational institution

For the full development of an educational institution, it is necessary to build a project of its activities for the foreseeable future, taking into account the model of a preschool educational institution and the mechanism for the gradual transformation of its components.

At the same time, the model in our understanding will be the system of spaces of the preschool educational institution, fixing the development of the subjects of the educational process in interaction, as well as indicators of their interconnected activities.

The model presented in the diagram space for the development of a preschool educational institution performs criteria-diagnostic, planned-prognostic and developing-forming functions that allow optimal management of the institution's activities.

The space for the development of a preschool educational institution (DOE) consists of three interconnected spaces for the development of its subjects: educators, parents, and children. The main structural unit in the process of development of the preschool educational institution is the interaction of participants in the educational process in the system "teacher - child - parent". By describing the specifics of the functioning of this system, we come to understand the direction and purpose of the allocated spaces for the development of all subjects: parents form a social order at the level of social need, educators are direct implementers of educational services at the state level, children act as consumers of educational services provided by preschool educational institutions for training, education , personal development.

Space for the development of a preschool educational institution

The logic of the deployment of development processes in each of the spaces is to change the stages and levels of development: adaptation, integration, individualization. The identified stages, on the one hand, fix the continuity and quantitative transformation of changes, on the other hand, determine the levels that characterize the qualitative changes in a particular space of development of a preschool institution.

At the stage of adaptation, the actualization of the potential for development and self-development of teachers, parents, children is ensured, conditions are created for their transfer from the position of an object to the position of a subject of their own life activity.

The stage of integration is associated with the provision of development and self-development by means of interaction in the system "teacher - child - parent" in the form of co-creative productive activity and communication. The result of this stage is the transfer of teachers, parents, children from the position of the subject into the personal context of life fulfillment.

The stage of individualization is connected with the analysis of the degree of isolation of the personality of the teacher, parent, child in the corresponding integrated community and the determination of the development potential in the process of maximum disclosure of the individual essence of the subjects.

The logic of the deployment of socio-psychological and pedagogical support for the individual development of subjects in a preschool educational institution

Integration of the above spaces makes it possible to develop a mechanism for complex medical, social, psychological and pedagogical support of the individual path of development of each subject in logic:

a) the structural organization of the social order in the field of preschool education. If we single out aspects of the social order formed at different levels of social development and the development of the educational system, we will get federal, national-regional and intra-institutional (DOE) components, which simultaneously represent the structural elements of the State Standard in the field of preschool education;

b) change of stages and levels of deployment of the subject's essential forces. The representation of social development as a change in certain stages of the subject's socialization allows us to fix the logic and direction of the development of all subjects of the educational process in the preschool educational institution (adaptation, integration, individualization);

c) changing the leading types of management in the preschool educational institution. The selected types of management develop along the line “from simple to complex” - from the predominance of predominantly external influences to internal ones, from focusing on a collective prescription to the primacy of self-programming and managing one’s own development (traditional management, motivational program-targeted management, co-management, reflexive management, self-management) ;

d) changing the leading forms of interrelated activities of the subjects of the development process of the preschool educational institution. Fixed in such concepts as "impact", "interaction", "self-influence", the trajectory of the development of children, parents, teachers in joint activities appears to be the main mechanism for changing the forms and types of management proposed above.

1.2. Modes of life of a preschool educational institution

There are two main modes of operation of a preschool educational institution. Below are the main characteristics of each type and their distinctive features.

The activity of the preschool educational institution in the development mode is a purposeful, natural, continuous and irreversible process of the transition of the institution to a qualitatively new state, characterized by a multi-level organization, cultural and creative orientation and the use of an ever-expanding development potential.

The activity of the preschool educational institution in the mode of operation is the life process of the preschool educational institution, aimed at the stable maintenance of a certain state, characterized by cyclical repetition, reproduction of accumulated experience and the use of accumulated potential.

The table below allows you to determine the nature of the life of a particular institution based on the main indicators of the modes of development and functioning.

The main characteristics of the life modes of preschool educational institutions

Signs of the activity of the preschool educational institution in the development mode:

the relevance (significance and timeliness) of the ongoing work aimed at developing practical measures to solve a serious problem;

the involvement in the search activities of the majority of teachers, the innovative potential and climate of the team, as well as the balance of interests of all participants in innovative activities;

characteristics of the results: efficiency, productivity, optimality;

indicators of innovative development: sustainability, reproducibility;

qualitative transformation of the management system, all components of a holistic pedagogical process and the conditions for its implementation in a preschool educational institution.

Conditions for the development of preschool educational institutions and sources of development ideas:

a clear statement of the goal based on a comprehensive problem analysis;

the presence of a development concept;

availability of staffing, material and technical base, scientific and methodological support, resources for the forthcoming work;

a favorable socio-psychological climate in the team, the readiness of teachers to implement the development program, the satisfaction of the subjects with the current results of work, the balance of interests of all participants in the innovation process;

providing freedom of choice in solving tasks;

selection of pedagogically expedient, optimal technologies for innovative activity;

use of the educational potential of the society;

expansion of external relations, openness of the preschool educational institution;

organization of expedient management, optimal combination of types of management;

studying and using the positive experience of other preschool educational institutions, creating an innovation bank.

The logic of transferring the preschool educational institution to the development mode is associated with the implementation of the main functions of management, analysis, planning, organization, control and regulation of the transformation process.
A detailed analysis of the activities of a preschool educational institution according to the selected indicators allows us to present a set of interrelated criteria for assessing the current and potential level of its development. They are based on the understanding that the identified stages and levels of development of the institution as a whole and its individual spaces are determined by a single logic of the development of subjects.

A system of interrelated criteria for assessing the current and potential level of development of a preschool educational institution

Attention should be paid to the possibility of fixing the actual and potential development of the institution based on the proposed criteria. The logic for determining the identified levels of development fits into the scheme for describing the actual and ideal state of the preschool educational institution, as well as the system of steps to transfer the institution to the desired state by determining the achievable level of development of the preschool educational institution on the existing base, with the involvement of external modernization resources.

The use of such an algorithm makes it possible to identify problem areas in the functioning and development of a preschool educational institution, plan a system of actions and organize work to overcome the identified contradictions, determine the intermediate and final results of such activities, correct shortcomings in a timely manner, and also predict further lines of development of preschool educational institutions.

This format was used to develop a number of programs for the development of preschool educational institutions in Barnaul and proved to be a very productive form of developing basic ideas and determining directions for the development of institutions. An essential condition for its effective implementation is the maximum attraction or delegation of the initiative to the teaching staff. In fact, the consultant or project manager is facilitating the production of the maximum number of ideas based on the information about the state of the preschool institution that was collected at the analytical and diagnostic stage of the activity.

1.3. Programming the development of a preschool educational institution

DOW development program - a normative model of joint activity of a group or many groups of people, which determines: a) the initial state (mode) of a preschool educational institution, b) the image of the desired future (a qualitatively new state of the system), c) the composition and structure of actions to transform - transfer preschool educational institutions to a qualitatively new state .

The development program is a regulatory document that regulates the process of transferring preschool educational institutions from their actual state to a qualitatively new level of development.

The components of the development program fix the goal and objectives, problem analysis with the justification of the relevance, novelty and practical significance of the proposed project, the initial scientific and theoretical prerequisites, indicators characterizing the success of achieving the goal, the timing and stages of the program, performers, resource and information support, control over the course implementation of the program, analysis and correction of results.

The main requirements for the development program allow you to model a truly viable project:

1. Relevance and problematic.

2. Predictability (taking into account today's and tomorrow's conditions).

3. Rationality (correspondence of goals, objectives, content, technologies and results).

4. Realism.

5. Integrity.

6. Sensitivity to failures.

7. Personal, social, moral orientation.

8. Heuristic, experimental, innovative approach.

The source of the formation of the mission, strategy and tactics of the development of the institution is the problematic analysis of its activities.

Problem Analysis Algorithm

1. The initial state of the preschool educational institution is fixed: first of all, the results of the institution's activities for reporting period and an examination of the products obtained is carried out in order to determine the compliance of the achieved goals and objectives. Problematic fields are identified at the level of performance results.

2. The content and course of the educational process are analyzed in detail.

3. The conditions for the functioning of the preschool educational institution are analyzed.

The logic of problem analysis

For each of the problems identified in the process of analysis, a tree of goals is built - a system of steps to eliminate contradictions in each of the aspects of the institution's activities: conditions, process, result (see the following diagram).

Building a tree of goals for solving a specific problem

Explanation for the scheme: c - goals, Vc - the leading goal (I get), cA1 - the formation of motivational readiness (I want), cA2 - the formation of theoretical readiness (I can), cA3 - the formation of technological readiness (I do).

One of the forms of training and updating the skills of teachers in the field of designing and implementing an experimental program in a preschool educational institution can be a business game. Below is an example of using the contextual learning format in the process of innovation.

Didactic game "Program for the development of preschool educational institutions" *

The initial stage in the formation of the teacher's competence in the field of pedagogical innovation is considered the transfer of the subject from the state of unconscious incompetence to the state of conscious incompetence. The form of its implementation is a business game, which is carried out at the initial stage of preparation and development of a development program. The business game is aimed at updating/forming the skills to determine the logic and sequence of developing an experimental program for mastering innovation.

Purpose of the game: to master the algorithm for constructing an experimental program in a preschool educational institution.

The purpose of the game interaction: to develop a single decision in the subgroup regarding the sequence of stages in the development of the program.

The object of imitation in the game: a joint meeting of a temporary creative team of teachers of preschool education in order to develop a program for the development of preschool educational institutions.

Preliminary preparation is connected with informing the participants about the essence and purpose of the business game in educational process, basic rules, competencies of players and leader.

To organize the game, it is necessary to form several subgroups of 5-7 people (depending on the size and preparedness of the audience). Approximate set of roles: chairman (leader), generators of ideas, speaker, secretary, opponent, analyst.

The game takes place in several stages:

Stage I (3-5 minutes) preparatory: drawing up a flowchart (game format): (see table 4-7 columns, 17 lines), designation of column headings and filling in the first column "Program creation steps" of the table.

Stage II (5-7 minutes). Each individual in column 2 "Individual assessment" independently determines the order of the elements of the program: 1 - the first element, 2 - the next, ..., 15 - the last element of the program.

Stage III (10-15 minutes). In subgroups, teachers jointly determine the program development algorithm and make a group decision, which is recorded in the "Group assessment" column.

Stage IV (5-10 minutes). Speech by subgroups: the speaker fixes the logic of creating a development program determined by the group, opponents of other subgroups ask clarifying and problematic questions regarding the content of the speech.

Format of the business game "Program for the development of preschool educational institutions"

Stage V (10-15 minutes). Processing of results. The column "Correct answer" specifies the sequence of steps in the development of the program. After the first three columns are filled in, the following columns are calculated:

“Individual error”: subtract the value in the corresponding row of the “Correct answer” column from the value of the corresponding row of the “Individual assessment” column, place the difference without a minus sign in the corresponding row of the “Individual error” column (for example, according to performance criteria: 2 - 12 = 10);

"Group error": the same algorithm of actions - the difference in the values ​​in the corresponding rows of the "Group assessment" and "Correct answer" columns is calculated and placed in the "Group error" column (for example, for the program topic: 1 - 1 = 0);

"Leadership": the "subtraction" action is performed with the values ​​in the corresponding rows of the "Individual Error" and "Group Error" columns, the difference without the "minus" sign is placed in the "Leadership" column (for example, for the relevance of the program: 7 - 8 = 1) .

The last action is to calculate the sum for each of the last three columns "Individual error", "Group error", "Leadership", the value of which is placed in the corresponding column of the "Total" row.

Interpretation of the results: if you scored less than 60 points in the corresponding column "Individual error", "Group error" of the "Total" row, then this result is considered to be optimal. You are competent enough to design a development program either on an individual or group level.

The severity of leadership qualities is determined by the rating scale:

less than 20 points: you have pronounced leadership qualities;

20-30 points: you have a fairly high level of leadership;

31-40 points: you have the makings of a leader, but you do not strive to show them;

more than 40 points: you are characterized by a position of conformism.

Stage VI (10 minutes). The group discussion is intended to determine the main accents and priorities in the development of the program, to develop a common point of view on the sequence of steps in its creation.

Stage VII (10 minutes). Reflection of the results and the process of interaction in the game allows teachers to update their own meanings and values, to comprehend the proposed content of the game situation.

1.4. Algorithms for developing a development program for preschool educational institutions

Algorithmizing the process of developing and implementing the development program for the preschool educational institution makes it possible to alleviate the organizational costs of transferring the preschool educational institution to the development mode. The main point in choosing one or another algorithm is to resolve the issues of how the potential of the preschool educational institution allows you to determine the development strategy and identify what problems exist in the preschool educational institution that impede its transition to a qualitatively new level of life activity. Depending on the available answers, for example, to the first question, a strategy is chosen to deepen the problem analysis for an already defined development perspective. If the problems are more or less defined, and the strategy has not yet been formulated, then one should start by defining a development strategy, and then it is necessary to clarify and rank the problems in the preschool educational institution that make it difficult to achieve the indicated ideal goal (see Table 5).

Sample Format for Designing a Development Program

The proposed grounds for analyzing the activities of a preschool educational institution are the organizational basis for developing a development program using the algorithms below.

Algorithm 1 (managerial)

The process of developing a development program can be represented in the logic of management functions.

Analysis (analytical and diagnostic): diagnosis of the initial situation (fixing problems in the state of the preschool educational institution), search for directions and ideas for development (ideal model of the preschool educational institution), building a program to transfer the preschool educational institution to the development mode. Organizational work is aimed at determining the main methodological and methodological approaches to planning and implementing a development program; systematization and generalization of the internal experience of the activity of the preschool educational institution, coordination of the development program with the educational authorities.

Planning (planning and prognostic): determining the ideal model of the future system and the algorithm for transferring the preschool educational institution to the desired state - determining the available and additional resources for transferring the preschool educational institution to the development mode, developing indicators for monitoring the transfer of the preschool educational institution to the development mode; creation of an integrative basis for the activities of all specialists within the framework of pilot programs.

Organization (organizational and executive): creating conditions that ensure the efficiency and effectiveness of the work of all participants in the experiment, establishing cooperation with interested organizations, providing scientific and advisory support for the experiment: implementing experimental programs; involvement of parents, specialists of social institutions of childhood, teachers of preschool educational institutions and children in a single creative productive activity.

Control (control and adjustment): organization of current and final control (monitoring of the progress and results of the experiment); carrying out timely correction and regulation of the course of the experiment based on the data obtained; collection, processing and interpretation of data; organization of the reflexive activity of the participants in the experiment.

Generalization of the results of the experiment, their verification: substantiation of reliability and reliability. Preparation of a managerial decision on the course of the experiment, reviewing the work, methodological recommendations for teachers working in the innovation mode, recommendations for disseminating experience. Dissemination of experience in the framework of new projects and programs in preschool educational institutions. Transfer of preschool educational institution to the status methodological center on the stated problem of working with children from socially disadvantaged families.

Algorithm 2 (meaningful)

All work on the preparation of the development program is represented by 6 blocks:

1. Analytical block: preparation of an information statement on the state of the preschool educational institution in order to conduct a comprehensive analysis of its activities.
Structure and approximate content of the certificate: a) general information about the establishment (regulatory framework, founders; characteristics of the building, the number of groups-sets; b) analysis of the social situation of development (information about the microdistrict, infrastructure, external relations); c) information about the group of pupils (number, gender and age characteristics, group size); d) information about the team of teachers (experience, qualifications, gender and age characteristics, special merits); e) analysis of the basic spaces of the preschool educational institution and the results of activities for the reporting period, identification of development prospects and problems; f) additional information (merits, traditions of the team).

2. Target block: formation of a set of ideas and development priorities, determination of development goals and objectives. As a rule, development targets are selected based on the definition of the mission of the preschool educational institution (its philosophy), as well as basic values ​​based on the analysis of the social order and the specification of parents' requests for educational services of the preschool educational institution.

3. Content block: associated with the development of directions and content of innovation. The implementation of the set goal and the solution of the tasks identified in the previous block are associated with the specific content of the activity (what is being mastered, what changes occur due to the introduction of innovations, etc.).

4. Technological block: the scope of work is determined, the methods, forms, means of activity within the framework of the managing and executing programs are specified, the performers, time, place of activity and technologies of their work are indicated in detail.

5. The effective block fixes the expected result at the level of the measured indicators of goal achievement. The criteria for the effectiveness of activities for the transfer of preschool educational institutions to the development mode are determined, the qualitative indicators of the new state are described.

6. Expert block: in conclusion, the proposed project is subject to examination by experts - usually external specialists who are competent in the problem being developed. The results of the analysis can be drawn up in the form of a review of the program or an analytical note containing a conclusion on the feasibility, relevance and novelty, as well as the reality of the project proposed for implementation.

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* In accordance with the psychological and pedagogical principles of design and the structure of the business game, the proposed format has been developed. Materials of the methodological manual were used: Bobrova M.P.. Didactic training of pedagogical staff of preschool institutions in the context of professional activity: Methodological guide. Barnaul: Publishing house of BSPU, 1997. S. 48-57.

Photo by A. Stepanov