Order of the Ministry of Education and Science Russian Federation(Ministry of Education and Science of Russia)

"On approval of the federal state educational standard for preschool education"

Date of signing: October 17, 2013
Publication date: November 25, 2013
Effective: 01 January 2014
Registered with the Ministry of Justice of the Russian Federation: November 14, 2013
Registration number 30384

In accordance with paragraph 6 of Part 1 of Article 6 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; No. 30, art. 4036), subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 No. 466 (Collected Legislation of the Russian Federation, 2013, No. 23, art. 2923 ; No. 33, art. 4386; No. 37, art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 No. 661 (Collection of Legislation of the Russian Federation , 2013, No. 33, item 4377), I order:

1. Approve the attached federal state educational standard preschool education.

2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:

dated November 23, 2009 No. 655 "On the approval and implementation of federal state requirements for the structure of the main general education program preschool education" (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration number 16299);

dated July 20, 2011 No. 2151 "On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration No. 22303).

Minister
D. Livanov

Application

Federal state educational standard for preschool education

I. General provisions

1.1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.
The subject of regulation of the Standard are relations in the field of education arising from the implementation of the educational program of preschool education (hereinafter referred to as the Program).
Educational activities under the Program are carried out by organizations engaged in educational activities, individual entrepreneurs (hereinafter collectively - Organizations).
The provisions of this Standard may be used by parents (legal representatives) when children receive preschool education in the form of family education.

1.2. The standard was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child, which are based on the following basic principles:
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 - understanding (consideration) of childhood as a period of life significant in itself, without any conditions; significant by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period;
2) 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 play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

1.3. The Standard takes into account:
1) the individual needs of the child related to his life situation and state of health, which determine the special conditions for his education (hereinafter - special educational needs), individual needs of certain categories of children, including those with disabilities;
2) opportunities for the child to master the Program at different stages of its implementation.

1.4. Basic principles of preschool education:
1) full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;
2) construction 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 (hereinafter referred to as the individualization of preschool education);
3) assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;
4) support for children's initiatives 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) the formation of cognitive interests and cognitive actions of the child in various activities;
8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);
9) taking into account the ethno-cultural situation of children's development.

1.5. The standard aims to achieve the following goals:
1) raising the social status of preschool education;
2) provision by the state of equal opportunities for each child in obtaining a quality pre-school 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 unity educational space Russian Federation regarding the level of preschool education.

1.6. The standard is aimed at solving the following problems:
1) protecting and strengthening the physical and mental health of children, including their emotional well-being;
2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);
3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);
4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;
5) combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society;
6) formation of a common culture of the personality of children, including values healthy lifestyle life, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities;
7) ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health of children;
8) formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;
9) providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.

1.7. The standard is the basis for:
1) development of the Program;
2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);
3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;
4) an objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard;
5) formation of the content of vocational education and additional professional education of pedagogical workers, as well as their certification;
6) assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in developing individual abilities and necessary correction of violations of their development.

1.8. The standard includes requirements for:
- the structure of the Program and its scope;
- conditions for the implementation of the Program;
- the results of the development of the Program.

1.9. The program is being implemented on state language Russian Federation. The program may provide for the possibility of implementation on mother tongue from among the languages ​​of the peoples of the Russian Federation. The implementation of the Program in the native language from among the languages ​​of the peoples of the Russian Federation should not be carried out to the detriment of obtaining education in the state language of the Russian Federation.

II. Requirements for the structure of the educational program of preschool education and its volume

2.1. The program determines the content and organization of educational activities at the level of preschool education.
The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological features and should be aimed at solving the problems specified in clause 1.6 of the Standard.

2.2. Structural divisions in one Organization (hereinafter referred to as Groups) may implement different Programs.

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

2.4. The program is aimed at:
- creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, development initiatives and creativity through collaboration with adults and peers and age-appropriate activities;
- to create a developing educational environment, which is a system of conditions for the socialization and individualization of children.

2.5. The program is developed and approved by the Organization independently in accordance with this Standard and taking into account Model Programs.
When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of the tasks of educational activities to be solved, the maximum occupancy of the Groups. The Organization can develop and implement in Groups various Programs with different length of stay of children during the day, including Groups for short-term stay of children, Groups for full and extended days, Groups for round-the-clock stay, Groups of children of different ages from two months to eight years, including groups of different ages.
The program can be implemented during the entire time the children stay in the Organization.

2.6. The content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units, representing certain areas of development and education of children (hereinafter referred to as educational areas):
- social and communicative development;
- cognitive development; speech development;
- artistic and aesthetic development;
- physical development.

Social and communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and moral 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; development of social and emotional intelligence, emotional responsiveness, empathy, 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; the 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 involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the 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 includes 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 analytic-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development involves the development of the prerequisites for the 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; the formation of elementary ideas about the types of art; music perception, fiction, folklore; stimulating empathy for the characters works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.).

Physical development includes the acquisition of 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; conducive proper formation the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as with the correct, not damaging the body, the implementation of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastery of outdoor games with rules; the 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.).

2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities - as through mechanisms of child development):

in infancy (2 months - 1 year)- direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, physical activity and tactile-motor games;

at an early age (1 year - 3 years)- objective activity and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

for preschool children (3 years - 8 years)- a range of activities such as play, including role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research of objects of the surrounding world and experimentation with them), as well as the perception of fiction and folklore, self-service and elementary household work (indoors and on the street), construction from various materials, including constructors, modules, paper, natural and other materials, visual (drawing, modeling, appliqué), music (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, games for children musical instruments) and motor (mastery of basic movements) forms of child activity.

2.8. The content of the Program should reflect the following aspects of the educational environment for a preschool child:
1) subject-spatial developing educational environment;
2) nature of interaction with adults;
3) nature of interaction with other children;
4) the system of the child's relationship to the world, to other people, to himself.

2.9. The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of the implementation of the requirements of the Standard.
The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).
In the part formed by the participants in educational relations, Programs selected and / or developed independently by the participants in educational relations, aimed at the development of children in one or more educational areas, activities and / or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organization of educational work.
2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and the planned results of the development of the program.
The explanatory note should disclose:
- goals and objectives of the Program implementation;
- principles and approaches to the formation of the Program;
- characteristics that are significant for the development and implementation of the Program, including characteristics of the characteristics of the development of children of early and preschool age.
The planned results of the development of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by the participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children disabled (hereinafter - children with disabilities).

2.11.2. The content section presents the general content of the Program, which ensures the full development of the personality of children.
The content section of the Program should include:
A) a description of educational activities in accordance with the directions of the development of the child, presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and teaching aids providing the implementation of this content;
b) description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of pupils, the specifics of their educational needs and interests;
V) description of educational activities for the professional correction of developmental disorders in children if this work is provided for by the Program.
The content section of the Program should include:
A) features of educational activities of different types and cultural practices;
b) ways and directions of support for children's initiative;
V) features of the interaction of the teaching staff with the families of pupils;
G) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.
The part of the Program 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.
This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:
- the specifics of national, sociocultural and other conditions in which educational activities are carried out;
- selection of those partial educational programs and forms of organization of 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.
Content corrective work and / or inclusive education is included in the Program if it is planned to be mastered by children with disabilities.
This section should contain special conditions for the education of children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual remedial classes and carrying out qualified correction of violations their development.
Correctional work and/or inclusive education should be aimed at:
1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;
2) mastering the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.
Correctional work and/or inclusive education of children with disabilities studying the Program in Combined and Compensatory Groups (including those for children with complex (complex) disabilities) must take into account the developmental features and specific educational needs of each category of children.
In the case of organizing inclusive education on grounds not related to the disabilities of children's health, the allocation of this section is not mandatory; in the case of its allocation, the content of this section is determined by the Organization independently.

2.11.3. The organizational section should contain a description of the material and technical support of the Program, the provision of methodological materials and means of training and education, include the routine and / or daily routine, as well as the features of traditional events, holidays, events; features of the organization of the developing subject-spatial environment.

2.12. If the mandatory part of the Program corresponds to the exemplary program, it is drawn up as a link to the corresponding exemplary program. The mandatory part must be presented in detail in accordance with paragraph 2.11 of the Standard, if it does not correspond to one of the sample programs.
Part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which makes it possible to get acquainted with the content of the partial programs, methods, forms of organization of educational work chosen by the participants in educational relations.

2.13. An additional section of the Program is the text of its brief presentation. A brief presentation of the Program should be aimed at parents (legal representatives) of children and be available for review.
The short presentation of the Program should indicate:
1) 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;
2) the Sample Programs used;
3) characteristics of the interaction of the teaching staff with the families of children.

III. Requirements for the conditions for the implementation of the main educational program of preschool education

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing object-spatial environment.
The conditions for the implementation of the Program should ensure the full development of the personality of children in all major educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and to other people.
These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:
1) guarantees the protection and strengthening of the physical and mental health of children;
2) ensures the emotional well-being of children;
3) contributes to the professional development of teaching staff;
4) creates conditions for developing variable preschool education;
5) ensures the openness of preschool education;
6) creates conditions for the participation of parents (legal representatives) in educational activities.

3.2. Requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education.

3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:
1) adult respect 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 different types 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) protecting children from all forms of physical and mental abuse;
8) support for parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, to the maximum extent contributing to the receipt of preschool education, as well as the social development of these children, including through the organization of inclusive education for children with disabilities.

3.2.3. During the implementation of the Program, an assessment may be carried out individual development children. Such an assessment is carried out by a pedagogical worker 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 the following educational tasks:
1) individualization of education (including support for the child, building his educational trajectory or professional correction of the features of his development);
2) optimization of work with a group of children.
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 (teacher-psychologists, psychologists).
Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).
The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of children's development.

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, suggest:
1) ensuring emotional well-being through:
- direct communication with each child;
- respectful attitude to each child, to his feelings and needs;
2) support for the individuality and initiative of children through:
- creation of conditions for children to freely choose activities, participants in joint activities;
- creating conditions for children to make decisions, express their feelings and thoughts;
- non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);
3) establishing rules of interaction in different situations:
- creation of conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;
- development of children's communication skills, allowing them to resolve conflict situations with peers;
- development of children's ability to work in a group of peers;
4) construction of a variable developmental education focused on the level of development, manifested in a child in joint activities with an adult and more experienced peers, but not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:
- creating conditions for mastering cultural means activities;
- organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;
- support for the spontaneous play of children, its enrichment, providing play time and space;
- assessment of the individual development of children;
5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation educational projects together with the family on the basis of identifying the needs and supporting the educational initiatives of the family.

3.2.6. In order to effectively implement the Program, conditions must be created for:
1) professional development pedagogical and executive employees, including their additional professional education;
2) advisory support for teachers and parents (legal representatives) on the education and health of children, including inclusive education (if organized);
3) organizational and methodological support of the Program implementation process, including in interaction with peers and adults.

3.2.7. For corrective work with children with disabilities who master the Program together with other children in Combined Orientation Groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure that the special educational needs of children with disabilities are met.
When creating conditions for working with children with disabilities who are learning the Program, it should be taken into account individual program rehabilitation of a disabled child.

3.2.8. The organization should create opportunities:
1) to provide information about the Program to families and all interested persons involved in educational activities, as well as to 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 educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the work regime of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration No. 28564).

3.3. Requirements for the developing subject-spatial environment.

3.3.1. The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.

3.3.3. The developing object-spatial environment should provide:
- implementation of various educational programs;
- in the case of organizing inclusive education - the conditions necessary for it;
- taking into account national-cultural, climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

3.3.4. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.
1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.
The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).
The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:
- play, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
- motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;
- emotional well-being of children in interaction with the subject-spatial environment;
- the opportunity for self-expression of children.
For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, subject and gaming activity with different materials.
2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;
3) The multifunctionality of materials involves:
- the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;
- the presence in the Organization or the Group of polyfunctional (not having a rigidly fixed way of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).
4) The variability of the environment implies:
- the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;
- periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.
5) The availability of the environment implies:
- accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;
- free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;
- serviceability and safety of materials and equipment.
6) The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

3.3.5. The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

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. Researchers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those responsible for financial and economic activity, protection of life and health of children, ensure the implementation of the Program.
The qualifications of pedagogical and educational support workers must comply with the qualification characteristics established in the Unified Qualification Directory for the Positions of Managers, Specialists and Employees, section "Qualification Characteristics of the Positions of Educational Workers", approved by order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 No. 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration number 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation dated May 31, 2011 No. 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration No. 21240).
The position and number of employees required to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the developmental characteristics of children.
A necessary condition for the high-quality implementation of the Program is its continuous support by pedagogical and educational support staff throughout the entire period of its implementation in the Organization or in the Group.

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 health limitations of children, including assistants (helpers) who provide children with the necessary assistance. It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

3.4.4. When organizing inclusive education:
- when included in the Group of children with disabilities, additional pedagogical workers who have the appropriate qualifications to work with these health limitations of children may be involved in the implementation of the Program. It is recommended to involve the appropriate pedagogical staff for each Group in which inclusive education is organized;
- when other categories of children with special educational needs are included in the Group, including those in difficult life situation, additional teaching staff with appropriate qualifications may be involved.

3.5. Requirements for the material and technical conditions for the implementation of the main educational program of preschool education.

3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:
1) requirements determined in accordance with sanitary and epidemiological rules and regulations;
2) requirements determined in accordance with fire safety rules;
3) requirements for the means of training and education in accordance with the age and individual characteristics of the development of children;
4) equipping the premises with a developing object-spatial environment;
5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects).

3.6. Requirements for the financial conditions for the implementation of the main educational program of preschool education.

3.6.1. Financial provision of state guarantees for citizens to receive public and free preschool education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education, determined by the authorities state power constituent entities of the Russian Federation that ensure the implementation of the Program in accordance with the Standard.

3.6.2. Financial conditions for the implementation of the Program should:
1) ensure the possibility of fulfilling the requirements of the Standard for the conditions of implementation and the structure of the Program;
2) ensure the implementation of the mandatory part of the Program and the part formed by the participants educational process, considering the variability of individual developmental trajectories of children;
3) reflect the structure and amount of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount determined by the state authorities of the subjects of the Russian Federation of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education. These standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities (special conditions for education - special educational programs, methods and means of teaching, textbooks, study guides, didactic and visual materials, technical teaching aids for collective and individual use (including special ones), means of communication and communication, sign language translation in the implementation of educational programs, adaptation educational institutions and adjacent territories for free access to all categories of persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs by persons with disabilities difficult), providing additional professional education for teachers, ensuring safe conditions for education and upbringing, protecting the health of children, the focus of the Program, the category of children, forms of education and other features of educational activities, and should be sufficient and necessary for the Organization to implement:
- labor costs of employees implementing the Program;
- expenses for training and education facilities, relevant materials, including the purchase of educational publications in paper and in electronic format, didactic materials, audio and video materials, including materials, equipment, overalls, games and toys, electronic educational resources necessary for organizing all types of educational activities and creating a developing subject-spatial environment, including special ones for children with disabilities health. Developing object-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, accounting features and correction of shortcomings in their development, the acquisition of updated educational resources, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of training and education facilities, sports, recreational equipment, inventory, payment for communication services, including expenses, related to connection to the information and telecommunication network Internet;
- costs associated with additional vocational education management and teaching staff according to the profile of their activities;
- other expenses related to the implementation and implementation of the Program.

IV. Requirements for the results of mastering the main educational program of preschool education

4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which are social and normative age characteristics possible achievements of the child at the stage of completion of the level of preschool education. The specifics of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make it unlawful requirements from a preschool child of specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

4.2. Targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children. Mastering the Program is not accompanied by intermediate attestation and final attestation of pupils.

4.4. These requirements are guidelines for:
A) building an educational policy at the appropriate levels, taking into account the goals of preschool education common to the entire educational space of the Russian Federation;
b) problem solving:
- formation of the Program;
- analysis of professional activity;
- interaction with families;
V) studying the characteristics of education of children aged 2 months to 8 years;
G) informing parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation.

4.5. Targets cannot serve as a direct basis for solving managerial tasks, including:
- certification of teaching staff;
- assessment of the quality of education;
- assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);
- assessment of the fulfillment of the municipal (state) task by including them in the indicators of the quality of the task;
- distribution of the incentive fund for remuneration of employees of the Organization.

4.6. The targets of preschool education include the following social and normative age characteristics of the child's possible achievements:

Targets for infancy and early childhood education:

The child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
- uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;
- owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
- seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
- shows interest in peers; observes their actions and imitates them;
- shows interest in poems, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;
- the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).

Targets at the stage of completion of preschool education:

The child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activities, design, etc .; is able to choose his occupation, participants in joint activities;
- the child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;
- the child has a developed imagination, which is realized in various activities, and above all in the game; child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;
- the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;
- the child has developed a large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;
- the child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
- the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

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

4.8. If the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the direct target guidelines for the development of the Program by pupils - as creating prerequisites for their implementation.

Rossiyskaya Gazeta, December 25, 1993; Collection of Legislation of the Russian Federation, 2009, No. 1, Art. 1, art. 2.
Collection international treaties USSR, 1993, Issue XLVI.
Part 6 of Article 12 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).
When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of children.
Clause 9 of Part 1 of Article 34 of the Federal Law of December 29, 2012 No. 273-F3 "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).
Article 1 of the Federal Law of July 24, 1998 No. 124-FZ "On Basic Guarantees of the Rights of the Child in the Russian Federation" (Collected Legislation of the Russian Federation, 1998, No. 31, Art. 3802; 2004, No. 35, Art. 3607; No. 52 , item 5274; 2007, No. 27, item 3213, 3215; 2009, No. 18, item 2151; No. 51, item 6163; 2013, No. 14, item 1666; No. 27, item 3477).
Taking into account the provisions of Part 2 of Article 11 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326) .
Part 2 of Article 64 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

Consultation for preschool educators

"Requirements of the Federal State Educational Standard for preschool education for the organization

educational activities of preschoolers"

Today society is developing new system preschool education. The fundamental documents of the regulatory legal framework of the system of preschool education, mandatory for execution in all types and types of educational organizations, the benchmark for the development of the system of preschool education are:

United Nations Convention on the Rights of the Child

Constitution of the Russian Federation

Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation"

Federal state educational standard for preschool education

"Procedure for the organization and implementation of educational activities" » (approved by order No. 1014 of August 30, registration with the Ministry of Justice on September 26, 2013);

Sanitary and epidemiological requirements for the device, content and organization of work in preschool organizations.

The standardization of preschool education does not provide for the presentation of strict requirements for children of preschool age, does not consider them in a rigid "standard" framework.

The specificity of preschool age is such that the achievements of preschool children are determined not by the sum of specific knowledge, skills and abilities, but by a combination of personal qualities,including those providing psychological readiness child to school. It should be noted that the most significant difference between preschool education and general education is that in kindergarten there is no rigid subjectivity. The development of the child is carried out in the game, and not in educational activities. The standard of preschool education differs from the standard of primary education in that there are no strict requirements for the results of mastering the program for preschool education.

GEF puts at the forefront an individual approach to the child and the game, where the preservation of the inherent value of preschool childhood takes place and where the very nature of the preschooler is preserved. The leading types of children's activities will be: play, communicative, motor, cognitive-research, productive, etc.

It should be noted that educational activities are carried out throughout the entire time the child is in a preschool organization. This:

Joint (partnership) activities of a teacher with children:

Educational activities in regime moments;

Organized educational activities;

Educational activities are carried out in various types of activities and cover structural units representing certain areas of development and education of children (educational areas):

Social and communicative development;

cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

The content of educational areas can be implemented in various activities:

At an early age (1 year - 3 years) - objective activities and games with composite dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems. Looking at pictures, physical activity;

For children of preschool age (3 years - 8 years) - a number of activities, such as games, including a role-playing game. A game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research of objects of the surrounding world and experimentation with them), as well as the perception of fiction and folklore, self-service and elementary household work (indoors and on the street), construction from various materials, including constructors, modules, paper, natural and other materials, visual (drawing, modeling, appliqué), musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, games on children's musical instruments) and motor (mastery of basic movements) forms of the child's activity.

is the organization of joint activities of the teacher with children:

with one child;

with a subgroup of children;

with a whole group of children.

The choice of the number of children depends on:

Age and individual characteristics of children;

Type of activity (playing, cognitive-research, motor, productive)

their interest in the activity;

The complexity of the material;

But it must be remembered that every child should receive the same starting opportunities for schooling.

The main feature of the organization of educational activities in preschool educational institutions on present stage - this is a departure from educational activities (classes), raising the status of the game as the main activity of preschool children; inclusion in the process effective forms work with children: ICT, project activities, game, problem-learning situations within the framework of the integration of educational areas.

Thus, the "lesson" as a specially organized form of educational activity in kindergarten is cancelled. The activity should be interesting for children,a specific children's activity specially organized by the educator, which implies their activity, business interaction and communication, the accumulation of certain information by children about the world around them, the formation of certain knowledge, skills and abilities. But the learning process remains. Teachers continue to "engage" with children. Meanwhile, it is necessary to understand the difference between the "old" training and the "new".

Organized educational activities

as a learning activity

through the organization of children's activities

1. A child is an object of formative pedagogical influences of an adult. The adult is in charge. He guides and controls the child.

1. A child and an adult are both subjects of interaction. They are equal in importance. Each is equally valuable. Although an adult, of course, is older and more experienced.

2. The activity of an adult is higher than the activity of a child, including speech (an adult "talks a lot")

2. The activity of the child is at least not less than the activity of an adult

3. The main activity is educational. The main result of educational activity is the solution of any educational task assigned to children by adults. The goal is the knowledge, skills and abilities of children. The activity of children is needed to achieve this goal.

3. The main activity is the so-called children's activities.

The goal is the genuine activity (activity) of children, and the development of knowledge, skills and abilities - by-effect this activity.

4. The main model of the organization of the educational process is educational.

4. The main model for organizing the educational process is the joint activity of an adult and a child

5. The main form of work with children is an occupation.

5. The main forms of work with children are looking, observing, talking, talking, experimenting, researching, collecting, reading, implementing projects, workshop, etc.

6. The so-called direct teaching methods are mainly used (with frequent use of indirect ones)

6. The so-called indirect teaching methods are mainly used (with partial use of direct ones)

7. The motives for learning in the classroom, as a rule, are not related to the interest of children in the learning activity itself. The authority of an adult “holds” children in class. That is why teachers often have to “Decorate” the lesson with visualization, game techniques, characters in order to clothe the educational process in an attractive form for preschoolers. But after all, “the real goal of an adult is not to play at all, but to use a toy to motivate the development of subject knowledge that is unattractive for children.”

7. The motives for learning carried out as the organization of children's activities are primarily related to the interest of children in these activities.

8. All children must be present at the lesson

8. The so-called free "entry" and "exit" of children are allowed, which does not at all imply the proclamation of anarchy in kindergarten. Respecting the child, his condition, mood, preferences and interests, an adult is obliged to give him the opportunity to choose whether or not to participate with other children in a joint business, but at the same time he has the right to demand the same respect for the participants in this joint business.

9. The educational process is largely regulated. The main thing for an adult is to move according to a pre-planned plan, program. The teacher often relies on a prepared summary of the lesson, which lists the replicas and questions of an adult, the answers of children

9. The educational process involves making changes (adjustments) to plans, programs, taking into account the needs and interests of children, abstracts can be used partially to borrow factual material (for example, interesting information about composers, writers, artists and their works), individual methods and techniques, etc., but not as a “ready model” of the educational process.

The main theses of the organization of partnership activities of an adult with children, which are pointed out by N.A. Korotkova:

involvement of the educator in activities on an equal basis with children;

voluntary participation of preschoolers in activities (without mental and disciplinary coercion);

free communication and movement of children during activities (subject to the organization of the working space);

open time end activities (everyone works at their own pace).

Educational activities of children in the daily routine.

In addition to organized educational activities, the educator should also plan educational activities in the daily routine:

In the morning and evening hours

On a walk

During routine moments.

The goals of educational activities in the daily routine:

Health protection and the formation of the basis of a culture of health;

Formation in children of the foundations of the safety of their own life and the prerequisites for environmental consciousness (safety of the surrounding world)

Mastering the initial ideas of a social nature and the inclusion of children in the system of social relations

Formation of a positive attitude towards work in children.

Forms of educational activities in the daily routine:

Outdoor games with rules (including folk games), game exercises, motor pauses, sports jogging, competitions and holidays, physical culture minutes;

Wellness and hardening procedures, health-saving activities, thematic talks and stories, computer presentations, creative and research projects, exercises for the development of cultural and hygienic skills;

Analysis of problematic situations, game situations on the formation of a safety culture, conversations, stories, practical exercises, walks along the ecological path;

Game situations, games with rules (didactic), creative role-playing, theatrical, constructive;

Experiences and experiments, shifts, work (within the framework of practice-oriented projects), collecting, modeling, dramatization games,

Conversations, speech situations, compiling storytelling, retelling, guessing riddles, learning nursery rhymes, poems, songs, situational conversations;

Listening to the performance of musical works, musical and rhythmic movements, musical games and improvisations,

Vernissages of children's creativity, exhibitions visual arts, workshops of children's creativity, etc.

Independent activity of children.

According to the sanitary and epidemiological requirements for the content and organization of work in preschool organizations, at least 3-4 hours should be allotted for independent activities of children aged 3-7 years (games, preparation for educational activities, personal hygiene) in the daily routine.

But this does not mean that the child should be left to himself. To organize independent activities of children, it is necessary to create a developing subject-spatial environment and care and supervision for each child.

Developing object-spatial environment must be:

rich in content

transformable;

polyfunctional;

variable;

accessible;

safe.

1 ) Saturation of the medium should correspond to the age capabilities of children and the content of the Program.

The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:

play, cognitive, research and creative activity of all pupils, experimentation with materials available to children (including sand and water); motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions; emotional well-being of children in interaction with the object-spatial environment;

opportunity for children to express themselves.

For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

2) Transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children.

3) Polyfunctionality of materials suggests:

the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;

the presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).

4) Environment variability suggests:

the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;

periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

5) Environment Availability suggests:

accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;

free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;

serviceability and safety of materials and equipment.

6) Security of the object-spatial environment assumes the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

Today's children are indeed significantly different from the previous generation - and these are not just words. radically changed the way of life of our crumbs, their priorities, opportunities and goals. What should adults do? How and what to teach kids? After all, the knowledge that teachers passed on to children a few years ago has become irrelevant today. The answer to this question is contained in such a document, which is called the "federal state standard". What is the GEF of preschool education, we will describe in detail in this article.

Federal state educational standard - what is it?

What does the abbreviation FGOS mean? It stands for federal state standard of education. This is a document drawn up by the authorized body of the Russian Federation, which reflects the requirements for the process of practical implementation of educational activities. GEF is used in preschool educational institutions, schools, secondary specialized educational institutions and universities. In particular, it specifies the requirements, norms and recommendations for the preparation of programs for educational institutions.

Federal Institute for the Development of Education

In order to draw up the state standard of education, it took a colossal research and scientific work. The authorized body of the Russian Federation, which has the abbreviation FIRO, carried out such activities. The Federal State Educational Standard for Preschool Education also compiled this research institute.

This government agency was back in 2004 by merging several research institutes. Reported directly to the Ministry of Education of the Russian Federation. In 2011, it received the status of an autonomous scientific institution.

Relevance of GEF

In order to successfully implement the educational function of the modern generation in the Russian Federation, back in 2003, at the state level, they began to discuss the need to create uniform generalized requirements for the knowledge and skills of pupils of educational institutions of various levels.

Thus, already in 2004, the first generation educational standard was created. He was brought into practical activities various educational institutions, including the standards of the Federal State Educational Standards in preschool educational institutions.

Since then, the document has been regularly updated. At the same time, the development of modern technological progress and the requirements of society are taken into account.

GEF is drawn up in accordance with the Constitution of the Russian Federation and the Convention on the Rights of the Child.

What is the educational standard for?

What is the Federal State Educational Standard of preschool education, why is this document needed in a preschool educational institution? The Federal State Educational Standard was created, first of all, to systematize, logically unify the education process. The document allows organizing academic work in such a way that children do not experience great difficulties in the transition to a new level of education, namely, they are equipped with the necessary and sufficient knowledge, have a certain level of psychological preparation.

The federal state standard of education is the main document on the basis of which curricula are developed. It is the standard that determines the content of the entire educational process: what and how to teach children, what results need to be achieved and in what time frame. The work program for the Federal State Educational Standard in the preschool educational institution has certain features, which we will discuss in detail in the appropriate section.

The document allows you to plan the work of educational institutions, which is directly reflected in their funding. Thanks to the established standards, work is also carried out with teaching staff - schedules for professional development, recertification are developed, and the work of methodological associations is organized. Various forms of monitoring the level of training of pupils are also compiled taking into account the requirements of the education standard.

The structure of the education standard

What is GEF This is a clearly structured document of requirements for an organization in a preschool educational institution. It consists of these three levels:

1. Requirements for the preparation of an educational program. This section includes norms and criteria to be considered teaching staff when planning educational process. Namely, the volume of mandatory approved material, the ratio of different directions is indicated. The standard also involves the introduction of additional areas, sections of knowledge into the work program, which are formed directly by the participants in the educational process. Taking into account all the requirements of the document, a program of the Federal State Educational Standard for preschool education is being drawn up.
2. Requirements that provide for the implementation of the compiled program. This refers not only to the direct assimilation of knowledge and skills by pupils, but also the financial, material and technical implementation of the educational process, work with the teaching staff, parents of children and other conditions that were planned at the stage of formation of the educational program.
3. The last section, which includes the state standard of education, specifies the requirements for the results of the educational process. It also discusses different aspects of the educational process. The document indicates not only the minimum required level of training of pupils, but also the deadlines for completing the tasks, as well as the professional development of teachers.

The work program for the GEF in the preschool educational institution must necessarily take into account all the requirements state standard education.

Implementation of the educational standard

In the educational process, the standard is implemented in the form of basic curricula, which, in turn, should include plans, schedules, work programs for each subject. For example, the GEF in mathematics in a preschool educational institution involves not so much teaching numbers and counting, but the development of the concepts of “quantity”, “group”, and solving life situations.

In addition to programs, on the basis of the requirements of the standard, methodological literature, control and evaluation materials are compiled.

Preschool education GEF: basic

A distinctive feature of the educational standard of the new generation is a completely innovative approach to the process of educating children. If earlier the goal was to transfer knowledge from a teacher to a child, to consolidate the necessary level of skills and abilities, today the main task is to form a holistic, harmoniously developed personality. Thus, the program of the Federal State Educational Standard of preschool education should contain not so much the requirements for the knowledge of the student, but rather focus on the psychological aspect of the formation of the pupil as a participant in modern society. Accordingly, when drawing up a program, the following factors should be taken into account:

• requirements of the Federal State Educational Standard and regional standards;
• material and technical capabilities of the preschool educational institution;
• available means of organizing work;
• orientation, forms and methods of teaching in a particular educational institution;
• conditions for organizing the educational process in a preschool educational institution;
• social order of a particular area;
• type of educational institution;
• age and individual abilities of pupils.

In addition, the main educational preschool program FGOS must comply with the following conditions:

1. Do not contradict the Constitution of the Russian Federation, the law "On Education", other regional and internal orders.
2. To guarantee the preservation and strengthening of the health of children.
3. To ensure the interaction of the teacher with the family of pupils.
4. Be able to mentally and physically prepare the child for school.
5. Provide equal conditions for education regardless of ethnicity, religion, social status, place of residence.
6. Be consistent with the school curriculum.

The main goal of the GEF program

Pre-school education in the conditions of the Federal State Educational Standard sets the main goal of the entire educational process to develop a harmonious personality of the pupil. That is, to give kids a certain amount of knowledge today is not enough. It is much more important to introduce the child to society, the rules and norms of behavior in it, as well as to develop the skills of independence, responsibility, interaction with other people, to learn to show their individual characteristics and talents, to be an active member of modern society.

Undoubtedly, it is possible to achieve such results only with a certain amount of knowledge. Therefore, teaching a child the basics of science is an equally important task of a preschool educational institution, but the criteria for assessing the assimilation of such material by children are quite flexible. Today, it is not necessary to be able to read when sitting at a school desk for the first time, but it is important that a first-grader is psychologically prepared for the upcoming educational activities. So, the kid should be able to communicate with peers, be assiduous, have to keep attention and much more. The document outlines the targets of the Federal State Educational Standard for preschool education.

Main areas of knowledge on GEF

There are only five main directions in which the content of the educational program in the preschool educational institution should be developed:

1. cognitive development. Children should achieve, as a result of educational activities within the planned period, a persistent research interest in the world around them, natural and social phenomena in it.
2. Speech. Depending on age, specific norms are developed for this criterion. Yes, in the senior preschool group children should have coherent logically correct speech.
3. Artistic and aesthetic. This direction involves familiarization of pupils with artistic and musical works, familiarization with culture and art, as well as the development of individual creative abilities, fine motor skills.
4. The socio-psychological section implies the adaptation of the child in a group of peers, teaching the baby the rules of behavior in the group, the formation of psychological comfort and social status as a necessary element for the existence of the group.
5. The physical direction includes sports activities, wellness procedures, classes on OBZhD in a preschool educational institution.

GEF preschool and primary education closely interact, are successive. Therefore, it is planned to work in the same areas in the lower grades of the school.

Features of compiling a work program in a preschool educational institution according to GEF

In order to start compiling an educational program in a preschool institution according to the Federal State Educational Standard, one should clearly understand the structure of the document. So, its content should consist of 2 parts:

• according to GEF in DOW;
• compiled by the participants of the educational process.

The first specified part must be displayed in full. The second is advisory and is formed on an individual basis.

The program should contain the following sections:

1. The title page, which indicates the name of the program, the authors, when and by whom it was approved.
2. Explanatory note. It reveals the relevance of the selected work, the main concept of the document, the goals and objectives of the work, the timing of their implementation.
3. Day regimen in preschool.
4. The content of educational work within the framework of individual areas. Including the methodological complex of work (what are the main and additional programs applied, educational technologies, availability of teaching aids). The structure of the system of educational work (daily schedules, class schedules, employee work schedules, workload).
5. Expected results of work during the academic year.
6. Control and evaluation work in the preschool educational institution (both for pupils and for the teaching staff).

Targets of the GEF program

According to the requirements of the state standard of education, intermediate and final attestations of knowledge are excluded in preschool educational institutions. It is important to check not memorized facts, but the psychological readiness of the child for the next stage of education - school. In connection with this requirement, certain targets of the Federal State Educational Standard for preschool education were formed, by evaluating which it is possible to determine the level of readiness of a preschooler to transfer to the first grade:

• the child shows a positive attitude towards the world around him, people and himself;
• a preschooler is able to independently determine the task, complete it;
• initiative in games and educational activities is noted;
• a conscious understanding and implementation of the rules, norms, requirements of society has been achieved;
• speech is understandable to others, correctly constructed;
• the ability to independently resolve problematic or conflict situations;
• large and age appropriate;
• creativity, non-standard thinking is manifested in the activity;
• possession of volitional qualities is noted;
• the child is inquisitive, observant.

Types of educational programs

There are 2 types of basic educational programs in preschool educational institutions:

• general developmental (including various areas);
• specialized (narrowly targeted).

The first include the programs "Rainbow", "Development", "Krokha" and others. Specialized ones are ecological, artistic and aesthetic, physical, social education.

In addition to the above programs, in some preschool educational institutions additional ones are used, for example, circle work documents.

In this article, we explained preschool education and how to implement the set requirements in pedagogical practice. Methodists of children's preschool institutions it is important to correctly convey the main requirements of the document to pedagogical workers, to teach how to apply innovations in work. After all, the Federal State Educational Standard is a document that helps to organize educational activities, taking into account the social order and modern requirements of society. Thanks to this document, our generation of children is learning in a completely innovative way, leaving behind the beliefs of the past.

When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of the tasks of educational activities to be solved, the maximum occupancy of the Groups. The Organization can develop and implement in Groups various Programs with different length of stay of children during the day, including Groups for short-term stay of children, Groups for full and extended days, Groups for round-the-clock stay, Groups of children of different ages from two months to eight years, including groups of different ages.

The program may be implemented during the entire stay*(4) of the children in the Organization.

socio-communicative development;

cognitive development;

speech development;

artistic and aesthetic development;

physical development.

Social and communicative development is aimed at mastering the 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; the 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 involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the 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 a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

Speech development includes the 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 analytic-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development involves the development of the prerequisites for the 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; the 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 includes the acquisition of experience in the following types of children's activities: motor activities, 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 small motor skills of both hands, as well as the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the 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.).

2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities - as through mechanisms of child development):

in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, motor activity and tactile-motor games;

at an early age (1 year - 3 years) - objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

for preschool children (3 years - 8 years old) - a number of activities, such as games, including a role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research objects of the surrounding world and experimentation with them), as well as the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other materials, fine (drawing , modeling, application), musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

1) subject-spatial developing educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

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

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

The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).

In the part formed by the participants in educational relations, Programs selected and / or developed independently by the participants in educational relations, aimed at the development of children in one or more educational areas, activities and / or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organization of educational work.

2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and the planned results of the development of the program.

The explanatory note should disclose:

goals and objectives of the Program implementation;

principles and approaches to the formation of the Program;

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

The planned results of the development of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by the participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children disabled (hereinafter - children with disabilities).

a) a description of educational activities in accordance with the directions of the development of the child, presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and methodological aids that ensure the implementation of this content;

b) a description of the variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of the pupils, the specifics of their educational needs and interests;

c) a description of educational activities for the professional correction of developmental disorders in children if this work is provided for by the Program.

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

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

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

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

The part of the Program 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.

This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:

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

the choice of 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.

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

Correctional work and/or inclusive education should be aimed at:

1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

2) mastering the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

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

In the case of organizing inclusive education on grounds not related to the disabilities of children's health, the allocation of this section is not mandatory; in the case of its allocation, the content of this section is determined by the Organization independently.

2.11.3. The organizational section should contain a description of the material and technical support of the Program, the provision of methodological materials and means of training and education, include the routine and / or daily routine, as well as the features of traditional events, holidays, events; features of the organization of the developing subject-spatial environment.

2.12. If the mandatory part of the Program corresponds to the exemplary program, it is drawn up as a link to the corresponding exemplary program. The mandatory part must be presented in detail in accordance with paragraph 2.11 of the Standard, if it does not correspond to one of the sample programs.

Part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which makes it possible to get acquainted with the content of the partial programs, methods, forms of organization of educational work chosen by the participants in educational relations.

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

The short presentation of the Program should indicate:

1) 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;

2) the Sample Programs used;

3) a description of the interaction of the teaching staff with the families of children.

III. Requirements for the conditions for the implementation of the main educational program of preschool education

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing object-spatial environment.

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

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

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

2) ensures the emotional well-being of children;

3) contribute to the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensure the openness of preschool education;

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

3.2. Requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education.

3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

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;

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

3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, to the maximum extent contributing to the receipt of preschool education, as well as the social development of these children, including through the organization of inclusive education for children with disabilities.

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 the following educational tasks:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of the characteristics of his development);

2) optimization of work with a group of children.

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 (teacher-psychologists, psychologists).

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of children's development.

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, suggest:

1) ensuring emotional well-being through:

direct communication with each child;

respectful attitude to each child, to his feelings and needs;

2) support for the individuality and initiative of children through:

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

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

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

3) establishing the rules of interaction in different situations:

creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;

development of children's communication skills, allowing them to resolve conflict situations with peers;

development of children's ability to work in a group of peers;

4) the construction of a variable developmental education focused on the level of development, which manifests itself in a child in joint activities with an adult and more experienced peers, but is not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:

creation of conditions for mastering cultural means of activity;

organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;

support for spontaneous play of children, its enrichment, provision of play time and space;

assessment of the individual development of children;

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

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

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

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

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

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

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

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 educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration No. 28564).

3.3. Requirements for the developing subject-spatial environment.

3.3.1. The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.

3.3.3. The developing object-spatial environment should provide:

implementation of various educational programs;

in the case of organizing inclusive education - the conditions necessary for it;

taking into account the national-cultural, climatic conditions in which educational activities are carried out;

taking into account the age characteristics of children.

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

1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:

playful, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);

motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;

emotional well-being of children in interaction with the object-spatial environment;

opportunity for children to express themselves.

For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

3) The multifunctionality of materials involves:

the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;

the presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).

4) The variability of the environment implies:

the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;

periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

5) Accessibility of the environment implies:

accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;

free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;

serviceability and safety of materials and equipment.

6) The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

3.3.5. The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

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. Researchers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those engaged in financial and economic activities, protecting the life and health of children, ensure the implementation of the Program.

The qualifications of pedagogical and educational support workers must comply with the qualification characteristics established in the Unified Qualification Directory for the Positions of Managers, Specialists and Employees, section "Qualification Characteristics of the Positions of Educational Workers", approved by order of the Ministry of Health and Social Development of the Russian Federation of August 26, 2010 N 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration N 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation of May 31, 2011 N 448н (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration N 21240).

The position and number of employees required to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the developmental characteristics of children.

A necessary condition for the high-quality implementation of the Program is its continuous support by pedagogical and educational support staff throughout the entire period of its implementation in the Organization or in the Group.

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 health limitations of children, including assistants (helpers) who provide children with the necessary assistance. It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

3.4.4. When organizing inclusive education:

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

when other categories of children with special educational needs are included in the Group, including those in a difficult life situation * (6), additional pedagogical workers with the appropriate qualifications may be involved.

3.5. Requirements for the material and technical conditions for the implementation of the main educational program of preschool education.

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

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

2) requirements determined in accordance with fire safety rules;

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

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

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

3.6. Requirements for the financial conditions for the implementation of the main educational program of preschool education.

3.6.1. Financial provision of state guarantees for citizens to receive public and free pre-school education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of the standards for ensuring state guarantees for the realization of the rights to receive public and free pre-school education, determined by the state authorities of the subjects Russian Federation, ensuring the implementation of the Program in accordance with the Standard.

3.6.2. Financial conditions for the implementation of the Program should:

1) ensure the possibility of fulfilling the requirements of the Standard for the conditions of implementation and the structure of the Program;

2) ensure the implementation of the mandatory part of the Program and the part formed by the participants in the educational process, taking into account the variability of individual development trajectories of children;

3) reflect the structure and amount of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount determined by the state authorities of the subjects of the Russian Federation of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education. These standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities (special educational conditions - special educational programs, methods and teaching aids, textbooks, teaching aids, didactic and visual materials, technical means of teaching collective and individual use (including special ones), means of communication and communications, sign language translation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access to all categories of persons with disabilities, as well as pedagogical, psychological, pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs by persons with disabilities is difficult), providing additional professional education for teachers, ensuring safe conditions for education and upbringing, protecting children's health, the direction of the Program, categories of children, forms training and other features of educational activities, and should be sufficient and necessary for the Organization to:

labor costs of employees implementing the Program;

expenses on training and education facilities, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, overalls, games and toys, electronic educational resources necessary for the organization of all types of educational activities and the creation of a developing subject-spatial environment, including special ones for children with disabilities. Developing object-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, accounting features and correction of shortcomings in their development, the acquisition of updated educational resources, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of training and education facilities, sports, recreational equipment, inventory, payment for communication services, including expenses, related to connection to the information and telecommunication network Internet;

expenses related to additional professional education of managers and teachers in the profile of their activities;

other expenses related to the implementation and implementation of the Program.

IV. Requirements for the results of mastering the main educational program of preschool education

4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education. The specifics of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make it unlawful requirements from a preschool child of specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

4.2. Targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children * (7) . The development of the Program is not accompanied by intermediate certification and final certification of pupils * (8) .

4.4. These requirements are guidelines for:

a) building an educational policy at the appropriate levels, taking into account the goals of preschool education common to the entire educational space of the Russian Federation;

b) problem solving:

formation of the Program;

analysis of professional activity;

interactions with families;

c) studying the characteristics of education of children aged 2 months to 8 years;

d) informing parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation.

4.5. Targets cannot serve as a direct basis for solving managerial tasks, including:

certification of teaching staff;

assessment of the quality of education;

assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);

assessment of the fulfillment of the municipal (state) task by including them in the indicators of the quality of the task;

distribution of the stimulating payroll fund for employees of the Organization.

4.6. The targets of preschool education include the following social and normative age characteristics of the child's possible achievements:

Targets for infancy and early childhood education:

the child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;

uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;

owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;

seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;

shows interest in peers; observes their actions and imitates them;

shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;

the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).

Targets at the stage of completion of preschool education:

the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activities, design, etc.; is able to choose his occupation, participants in joint activities;

the child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;

the child has a developed imagination, which is realized in various activities, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;

the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;

the child has developed large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;

the child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;

the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

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

4.8. If the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the direct targets for the development of the Program by pupils - as creating prerequisites for their implementation.

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*(1) Rossiyskaya Gazeta, December 25, 1993; Collection of Legislation of the Russian Federation 2009, N 1, art. 1, art. 2.

*(2) Collection of International Treaties of the USSR, 1993, Issue XLVI.

*(7) Taking into account the provisions of Part 2 of Article 11 of the Federal Law of December 29, 2012 N 273-F3 "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, article 2326).

*(8) Part 2 of Article 64 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326 ).

In order to start compiling an educational program in a preschool institution according to the Federal State Educational Standard, one should clearly understand the structure of the document. So, its content should consist of 2 parts:

• according to GEF in DOW;
• compiled by the participants of the educational process.

The first specified part must be displayed in full. The second is advisory and is formed on an individual basis.

The program should contain the following sections:

• The title page, which indicates the name of the program, the authors, when and by whom it was approved.
• Explanatory note. It reveals the relevance of the selected work, the main concept of the document, the goals and objectives of the work, the timing of their implementation.
• Day regimen in preschool.
  The content of educational work within the framework of individual areas. Including the methodological complex of work (what basic and additional programs are used, educational technologies, the availability of methodological aids). The structure of the system of educational work (daily schedules, class schedules, employee work schedules, workload).
• Expected results of work during the academic year.
• Control and evaluation work in the preschool educational institution (both for pupils and for the teaching staff).

Targets of the GEF program

According to the requirements of the state standard of education, intermediate and final attestations of knowledge are excluded in preschool educational institutions. It is important to check not memorized facts, but the psychological readiness of the child for the next stage of education - school. In connection with this requirement, certain targets of the Federal State Educational Standard for preschool education were formed, by evaluating which it is possible to determine the level of readiness of a preschooler to transfer to the first grade:

• the child shows a positive attitude towards the world around him, people and himself;
• a preschooler is able to independently determine the task, complete it;
• initiative in games and educational activities is noted;
• a conscious understanding and implementation of the rules, norms, requirements of society has been achieved;
• speech is understandable to others, correctly constructed;
• the ability to independently resolve problematic or conflict situations;
• gross and fine motor skills are age appropriate;
• creativity, non-standard thinking is manifested in the activity;
• possession of volitional qualities is noted;
• the child is inquisitive, observant.

Types of educational programs

There are 2 types of basic educational programs in preschool educational institutions:

• general developmental (including various areas);
• specialized (narrowly targeted).

The first include the programs "Rainbow", "Development", "Krokha" and others. Specialized ones are ecological, artistic and aesthetic, physical, social education.

In addition to the above programs, in some preschool educational institutions additional ones are used, for example, circle work documents.

In this article, we explained what the Federal State Educational Standard of preschool education is, and how to implement the set requirements in pedagogical practice. It is important for methodologists of preschool institutions to correctly convey the main requirements of the document to pedagogical workers, to teach how to apply innovations in work. After all, the Federal State Educational Standard is a document that helps to organize educational activities, taking into account the social order and modern requirements of society. Thanks to this document, our generation of children is learning in a completely innovative way, leaving behind the beliefs of the past.