Oksana Morosh
Federal State Educational Standards in preschool educational institutions

Today we will talk to you about the implementation program Federal State Educational Standards in preschool educational institutions

What's happened Federal State Educational Standard? What is a standard? How does it differ from FGT? Federal State Educational Standard? And why is it called "Second generation standard"?

The training and education of preschool children is carried out in accordance with the Program preschool education (hereinafter referred to as the Program). The Law on Education in the Russian Federation determines that preschool education is one of the levels of general education and must be regulated by the federal state educational standard. This year, such a standard was developed and discussed by the public and by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” (registered with the Ministry of Justice of the Russian Federation on November 14, 2013, registration No. 30384) approved and put into effect on January 1, 2014.

Federal State educational standard preschool education (Further - GEF DO) created for the first time in Russian history. Based on the standard, the Program, variable exemplary educational programs, financial support standards for the implementation of the Program and cost standards for the provision of public services are developed. (municipal) services in the field of preschool education. Besides, Federal State Educational Standard DO is used for assessment educational activities organization, formation of training content teaching staff, as well as their certification.

Federal State Educational Standard The DO was developed on the basis of the Constitution of the Russian Federation, the Federation and legislation Russian Federation taking into account the UN Convention on the Rights of the Child. It takes into account the individual needs of the child related to his life situation and health status, the individual needs of certain categories of children, including children with disabilities. disabilities health.

Federal State Educational Standard DO is mandatory for use by organizations engaged in educational activities, individual entrepreneurs (hereinafter collectively referred to as Organizations implementing an educational program for preschool education, and can also be used by parents (legal representatives) when children receive preschool education in the form of family education.

About the requirements for working with parents

IN Federal State Educational Standard The DO has also formulated requirements for the Organization’s interaction with parents. It was emphasized that one of the principles of preschool education is the cooperation of the Organization with the family, and Federal State Educational Standard ECE is the basis for providing assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in the development of individual abilities and the necessary correction of their developmental disorders. One of the requirements for psychological and pedagogical conditions is the requirement to provide psychological and pedagogical support for the family and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health. Parents (legal representatives) must take part in the development of part of the educational Program of the Organization, formed by participants in educational relations, taking into account the educational needs, interests and motives of children, members of their families and teachers.

In accordance with Federal State Educational Standard DO Organization obliged:

Inform parents (legal representatives) and the public regarding the goals of preschool education, common to all educational space Russian Federation, as well as about the Program, and not only the family, but also all interested parties involved in educational activities; -ensure openness of preschool education; -create conditions for parental participation (legal representatives) in educational activities;

Support parents (legal representatives) in raising children, protecting and strengthening their health;

Ensure the involvement of families directly in educational activities, including through the creation educational projects together with the family on the basis of identifying needs and supporting educational initiatives of the family;

Create conditions for adults to search for and use materials that ensure the implementation of the Program, including information environment and also for discussion with parents (legal representatives) children issues related to the implementation of the Program.

The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

2) ensuring by the state equal opportunities for every child to receive quality preschool education;

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

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

Why is it needed? Federal State Educational Standard preschool education?

The standard for preschool educational institutions is a requirement of the new education law, in which preschool education is recognized as a level of general education. Until today, Federal state requirements were in force (FGT) to preschool education, which consisted of two parts: requirements for the structure of the main educational program of preschool education and requirements for the conditions for its implementation. The standard will include requirements for results, but this does not mean that kindergarten graduates will have to take exams! There will be no final certification; this is the norm of the law. At the same time, with the help of monitoring studies at different stages, it is possible and necessary to record the level of development of the child, so that teachers preschool institutions, the parents understood what to work on next. Attention to the standard will be more intense, because preschool childhood is that period of a child’s life when the family shows maximum interest in him.

Federal State Educational Standard includes requirements To:

The structure of the main educational programs (including the ratio of the compulsory part of the main educational program and the part formed by participants in educational relations) and their volume;

Conditions for the implementation of basic educational programs, including personnel, financial, logistics and other conditions;

About the requirements for the Program

Federal State Educational Standard The DO defines the requirements for the structure, content and scope of the Program.

The program must take into account the age and individual characteristics of children. Its content should ensure the development of children’s personality, motivation and abilities in various types activities and cover the following areas of child development and education (educational areas):

Social and communicative development;

Cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

On the requirements for the conditions of implementation of the Program

Requirements Federal State Educational Standard DO to the conditions for the implementation of the Program proceed from the fact that these conditions must ensure the full development of the personality of children in the areas of social-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.

Based on this, requirements have been formulated for the developmental subject-spatial environment, psychological, pedagogical, personnel, material and technical conditions for the implementation of the preschool education program.

Among the requirements for psychological and pedagogical conditions are the requirements for respect for the human dignity of children, the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics, the construction of educational activities based on the interaction of adults with children, support for the initiative and independence of children , protection of children from all forms of physical and mental violence, support for parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

Psychological diagnostics of child development (identification and study of individual psychological characteristics of children) must be carried out by qualified specialists (educational psychologists, psychologists) and only with the consent of their parents (legal representatives).

In order for children with disabilities to receive a quality education without discrimination, the necessary conditions must be created for the diagnosis and correction of developmental disorders and social adaptation, providing early corrective assistance.

For correctional work with children with disabilities mastering the Program together with other children in combined groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented correctional activities that ensure the satisfaction of the special educational needs of children with disabilities. The maximum permissible volume of educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, maintenance and organization of the operating mode of preschool educational organizations", approved by Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 N 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration N 28564). results of mastering basic educational programs.

About the requirements for the results of mastering the Program

Program

Educational activities - 60%.

Additional activities -40%.

What new things await preschool education in the near future?

Firstly, a preschool educational institution from a child’s “storage room” actually turns into an educational organization in which the implementation of the main educational program of preschool education is accompanied by the supervision and care of pupils, including the organization of their meals and daily routine.

Secondly, all children of preschool age should be provided with the opportunity to receive preschool education.

Thirdly, fees from parents (legal representatives) is charged for child care and supervision. The educational program is provided free of charge.

The difference is fundamentally visible. It is based on an activity approach; the child learns the world through activity.

ACTIVITY - should become the basis of a child’s education, i.e., move away from the monologue of the teacher and come to the point that the child becomes independent. In other words, he obtains knowledge for himself.

The teacher only accompanies the child during the first lesson (educational activities). The preschooler should feel like he is in control of what he can answer, when he can answer, and how he can answer. In other words, there is no stiffness. This does not mean that we are not engaged. We educators are involved in the development of the child, we know all his physiological characteristics, but do not demand that the child read and write. They will be taught all this at school.

The new document prioritizes an individual approach to the child and play, where the intrinsic value of preschool childhood is preserved and where the very nature of the preschooler is preserved. The fact that the role of play is increasing as the leading activity of a preschooler and that it is given a dominant place is certainly positive.

The need to abandon the educational-disciplinary model educational process– the abandonment of specially organized activities is long overdue. Leading types of children's activities will become: gaming, communicative, motor, cognitive-research, productive, etc. It should be noted that each type of children's activity corresponds to certain forms of work with children.

Order of the Ministry of Education and Science of the Russian Federation

(Ministry of Education and Science of Russia) Moscow

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

In accordance with paragraph 6 of part 1 of article 6 Federal Law dated December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collection of Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 30, Art. 4036), subparagraph 5.2.41 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 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, Art. 2923; N 33, Art. 4386; N 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 N 661 (Collection of Legislation of the Russian Federation, 2013, N 33, Art. 4377), I order:

1. Approve the attached federal state educational standard for preschool education.
2. The following orders of the Ministry of Education and Science of the Russian Federation shall be declared invalid:

dated November 23, 2009 N 655 “On 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 N 16299);

dated July 20, 2011 N 2151 “On approval of federal state requirements for the conditions for the implementation of the basic general education program of preschool education” (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration N 22303).

1. This order comes into force on January 1, 2014

Minister D. Livanov

Federal State Educational Standard

preschool education

1. 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 is relations in the field of education that arise during 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 and individual entrepreneurs (hereinafter collectively referred to as Organizations).

The provisions of this Standard can 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 Federation1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child2, which are based on the following basic principles:

1) support for the diversity of childhood; preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood - understanding (considering) childhood as a period of life that is significant in itself, without any conditions; significant because of what is happening to the child now, and not because this period is a period of preparation for the next period;

2) the personal developmental and humanistic nature of the interaction between adults (parents (legal representatives), teaching and other employees of the Organization) and children;

3) respect for the child’s personality;

4) implementation of the Program in forms specific to children of a given age group, primarily in the form of games, 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 him to receive education (hereinafter referred to as special educational needs), individual needs of certain categories of children, including those with disabilities;

2) the child’s ability to master the Program at different stages of its implementation.

1.4. Basic principles of preschool education:

1) full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;

2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education (hereinafter referred to as individualization of preschool education);

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

4) supporting children’s initiative in various activities;

5) cooperation of the Organization with the family;

6) introducing children to sociocultural norms, traditions of the family, society and state;

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

8) age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);

9) taking into account the ethnocultural situation of children's development.

1.5. The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

2) ensuring by the state equal opportunities for every child to receive quality preschool education;

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

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

1.6. The standard is aimed at solving the following problems:

1) protecting and strengthening the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of every 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 relationships with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and rules and norms of behavior accepted in society in the interests of the individual, family, and society;

6) formation of a general culture of children’s personality, including values healthy image life, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;

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

8) the formation of a sociocultural environment that corresponds 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) objective assessment of the compliance of the Organization’s educational activities with the requirements of the Standard;

5) forming the content of professional education and additional professional education of teaching staff, as well as conducting their certification;

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

1.8. The standard includes requirements for:

the structure of the Program and its scope;

conditions for the implementation of the Program;

results of mastering the Program.

1.9. The program is implemented in the state language of the Russian Federation. The program may include the possibility of implementation on native language 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 receiving education in the state language of the Russian Federation.

1. 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 characteristics and should be aimed at solving the problems specified in paragraph 1.6 of the Standard.

2.2. Structural units in one Organization (hereinafter referred to as Groups) can 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:

• creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creativity based on 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 the Model Programs3.

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

The program can be implemented during the entire period of children’s stay in the Organization.

• social and communicative development;
• cognitive development;
• speech development;
• artistic and aesthetic development;
• physical development.

Social and communicative development sent to assimilate 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, developing 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, and nature.

Cognitive development assumes development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, 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 relationships 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 planet Earth as common house people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; music perception, fiction, folklore; stimulating empathy for characters works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).

Physical development includes gaining experience in the following types of children's activities: motor, including those related to performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting correct formation musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

2.7. Specific content of the specified 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 and research activities - as end-to-end mechanisms of child development):

• in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive-exploratory actions, perception of music, children's songs and poems, motor activity and tactile-motor games;
• at an early age (1 year - 3 years) - object-based 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 objects (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 number of activities such as gaming, including role-playing game, a game with rules and other types of games,
• communicative(communication and interaction with adults and peers),
• educational and research(research of objects in the surrounding world and experimentation with them),
• perception of fiction and folklore,
• self-care and basic household work(indoors and outdoors),
• design from various materials, including construction sets, modules, paper, natural and other materials,
• fine art(drawing, modeling, applique),
• musical(perception and understanding of the meaning of musical works, singing, musical rhythmic movements, playing children's musical instruments)
• motor(mastery of basic movements) forms of child activity.

1) subject-spatial developmental educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the child’s system of relationships 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 implementing the requirements of the Standard.

Mandatory part of the Program assumes comprehensiveness of the approach, ensuring the development of children in all five complementary educational fields(clause 2.5 of the Standard).

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

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. Target section includes explanatory note and planned results of mastering 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 developmental characteristics of children of early and preschool age.

Planned results development of the Program specifies the requirements of the Standard for target guidelines in the mandatory part and the part formed by 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 disabled children ( hereinafter referred to as children with disabilities).

2.11.2. The content section presents the general content of the Program, ensuring the full development of the personality of children.

a) a description of educational activities in accordance with the areas of child development presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and teaching aids that ensure 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 students, the specifics of their educational needs and interests;

c) a description of educational activities for the professional correction of developmental disorders of 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 supporting children's initiative;

c) features of interaction between the teaching staff and the families of students;

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

Part of the Program formed by participants in educational relations , may include various directions chosen by participants in 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 family members and teachers and, in particular, can 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 organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff;
• established traditions of the Organization or Group.

This section must contain special conditions for obtaining education by 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 correctional classes and providing qualified correction of disorders their development.

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

In the case of organizing inclusive education for reasons not related to children’s health limitations, highlighting this section is not mandatory; if it is separated, the content of this section is determined by the Organization independently.

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

2.12. If a mandatory part of the Program corresponds to an example program, it is issued in the form of a link to the corresponding example program. The mandatory part must be presented in detail in accordance with clause 2.11 of the Standard, if it does not correspond to one of the sample programs.

The 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 allows one to become familiar with the content of partial programs, methods, and 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. Brief presentation Programs should be aimed at parents (legal representatives) of children and be available for review.

The brief presentation of the Program must indicate:

1) age and other categories of children for whom the Organization’s Program is focused, 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 basic 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 subject-spatial environment.

The conditions for the implementation of the Program must ensure the full development of the personality of children in all main 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 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) promotes the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensures openness of preschool education;

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

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

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

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

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

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

4) support by adults for the positive, friendly attitude of children towards each other and the interaction of children with each other in different types activities;

5) support for children’s initiative and independence in activities specific to them;

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

7) protection of children from all forms of physical and mental violence5;

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, without discrimination, a quality education 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 most suitable languages, methods, methods of communication and conditions for these children, contributing to the maximum extent 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. This assessment is carried out by the teaching staff within the framework of pedagogical diagnostics(assessment of the individual development of preschool children, related to the assessment of the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational problems:

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

2) optimization of work with a group of children.

Used if necessary psychological diagnostics child development (identification and study of individual psychological characteristics of children), which is carried out by qualified specialists (educational psychologists, psychologists).

A child’s participation in psychological diagnostics is permitted only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve problems psychological support and conducting 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 health status, and the specifics of the Program.

3.2.5. The conditions necessary to create a social situation for the development of children that corresponds to the specifics of preschool age presuppose:

1) ensuring emotional well-being through:

• direct communication with each child;
• respectful attitude towards each child, his feelings and needs;

2) support for children’s individuality and initiative through:

• creating conditions for children to freely choose activities and 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 (play, research, design, cognitive, etc.);

3) establishing rules of interaction in different situations:

• creating conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata, as well as those with different (including limited) health capabilities;
• development of children’s communication abilities, allowing them to resolve conflict situations with peers;
• developing children’s ability to work in a peer group;

4) construction of variable developmental education, focused on the level of development that is manifested in the child in joint activities with adults and more experienced peers, but is not updated in his individual activities (hereinafter referred to as the zone of proximal development of each child), through:

• creating conditions for mastery cultural means activities;
• organization of activities that promote the development of thinking, speech, communication, imagination and children's creativity, personal, physical, artistic and aesthetic development of children;
• supporting spontaneous play of children, enriching it, providing play time and space;
• assessment of children's individual development;

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

3.2.6. In order to effectively implement the Program, there must be conditions have been created For:

1) professional development teaching and management workers, including their additional professional education;

2) advisory support for teaching staff and parents (legal representatives) on issues of education and child health, including inclusive education (if it is organized);

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

3.2.7. For correctional work with children with disabilities who are mastering the Program together with other children in Combined Groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented correctional activities that ensure the satisfaction of the special educational needs of children with disabilities.

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

3.2.8. The organization must create possibilities:

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

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

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

3.2.9. The maximum permissible volume of educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations", approved by the resolution of the Chief State Sanitary Doctor of the Russian Federation of 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 a developing subject-spatial environment.

3.3.1. The developing subject-spatial environment ensures maximum realization of the educational potential of the space of the Organization, 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 inventory 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 correction of deficiencies in their development.

3.3.2. A developing subject-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.

3.3.3. The developing subject-spatial environment should provide:

• implementation of various educational programs;
• in the case of organizing inclusive education - the necessary conditions for it;
• taking into account national and cultural climatic conditions, in which educational activities are carried out; taking into account the age characteristics of children.

3.3.4. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

1) Saturation of the environment must correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).

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

• playful, educational, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
• motor activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;
• emotional well-being of children in interaction with the subject-spatial environment;
• opportunity for children to express themselves.

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

2) Transformability of space assumes 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 assumes:

• the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;
• the presence in the Organization or Group of multifunctional (not having a strictly fixed method of use) items, including natural materials, suitable for use in various types of children's activities (including as substitute objects in children's play).

4) Environmental Variability assumes:

• the presence in the Organization or Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure free choice for children;
• periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.

5) Availability of the environment assumes:

• accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out;
• free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;
• serviceability and safety of materials and equipment.

6) Safety of the subject-spatial environment assumes that all its elements comply with the requirements to ensure the reliability and safety of their use.

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

3.4. Requirements to personnel conditions implementation of the Program.

3.4.1. The implementation of the Program is ensured by management, pedagogical, educational support, administrative and economic employees of the Organization. Scientific workers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those involved in financial and economic activity, protecting the life and health of children, ensure the implementation of the Program.

The qualifications of teaching and educational support workers must correspond to the qualification characteristics established in the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section "Qualification Characteristics of Positions of Education Workers", approved by Order of the Ministry of Health and Social Development of the Russian Federation dated 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 dated May 31, 2011 N 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration N 21240).

The job composition 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 teaching and educational support workers throughout the entire period of its implementation in the Organization or in the Group.

3.4.2. Teaching staff implementing the Program must have the basic competencies necessary to create conditions for the development of children, as outlined in paragraph 3.2.5 of this Standard.

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide positions for teaching staff who have the appropriate qualifications to work with these disabilities of children, including assistants (assistants) 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 children with disabilities are included in the Group, additional teaching staff who have the appropriate qualifications to work with these children’s health limitations may be involved in the implementation of the Program. It is recommended to involve appropriate teaching 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 situations 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 basic 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 the rules fire safety;

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

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

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

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

3.6.1. Financial support for 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 standards for ensuring state guarantees for the implementation of the rights to receive public and free preschool education, determined by the authorities state power subjects of the Russian Federation ensuring the implementation of the Program in accordance with the Standard.

3.6.2. The financial conditions for the implementation of the Program must:

1) ensure the ability to meet the requirements of the Standard for the conditions of implementation and structure of the Program;

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

3) reflect the structure and volume 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 of standards determined by the state authorities of the constituent entities of the Russian Federation to ensure state guarantees of the implementation 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 obtaining education by children with disabilities (special conditions of education - special educational programs, methods and means of teaching, textbooks, teaching aids, didactic and visual materials, technical teaching aids for collective and individual use (including special ones), means of communication and communications, sign language translation in the implementation of educational programs, adaptation educational institutions and adjacent territories for free access of 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 difficult), providing additional professional education for teaching staff, ensuring safe conditions for training and education, protecting children’s health, the focus of the Program, categories of children, forms of education and other features of educational activities, and should be sufficient and necessary for the Organization to implement:

Costs for remuneration of employees implementing the Program;

Expenses for teaching and educational means, relevant materials, including the purchase of educational publications in paper and in electronic format, didactic materials, audio and video materials, including materials, equipment, clothing, 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 subject-spatial environment is a part of the educational environment, represented by a specially organized space (rooms, area, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, the protection and promotion of their health, accounting features and correction of deficiencies in their development, acquisition of updated educational resources, including consumables, subscriptions to update electronic resources, subscriptions to technical support for the activities of educational and educational means, sports and recreational equipment, inventory, payment for communication services, including expenses, related to connecting to the information and telecommunications 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 ensuring the implementation of the Program.

1. Requirements for the results of mastering the basic educational program of preschool education

4.1. Standard requirements for the results of mastering the Program presented in the form of targets for preschool education, which represent social-normative age characteristics the child’s possible achievements at the stage of completing preschool education. The specifics of preschool childhood (flexibility, plasticity of the child’s development, the high range of options for its development, its spontaneity and involuntary nature), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the absence of the possibility of holding the child any responsibility for the result) make it unlawful The requirements for specific educational achievements from a preschool child determine the need to determine the results of mastering the educational program in the form of targets.

4.2. Target guidelines for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of children’s development 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 children7. Mastering the Program is not accompanied by intermediate certifications and final certification of students8.

4.4. These requirements provide guidelines for:

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

b) solving problems:

Formation of the Program;

Analysis of professional activities;

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 regarding 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 management problems, including:

Certification of teaching staff;

Assessment of the quality of education;

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

Assessing the implementation of municipal (state) tasks through their inclusion in the quality indicators of the task;

distribution of the incentive payroll fund for the Organization's employees.

4.6. The target guidelines for preschool education include the following social and normative age characteristics of a child’s possible achievements:

Educational targets in infancy and early childhood:

• the child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions;
• uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior;
• has active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys;
• strives 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, strives to move to music; responds emotionally to various works of culture and art;
• The child has developed gross motor skills, he strives to master various types of movement (running, climbing, stepping, etc.).

Targets at the stage of completion of preschool education:

• the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; is able to choose his occupation and participants in joint activities;
• the child has a positive attitude towards the world, towards different types of work, other people and himself, has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;
• the child has a developed imagination, which is realized in various types of activities, and above all in play; child owns in different forms and types of games, distinguishes between conventional and real situations, knows how to obey different rules and social norms;
• the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can highlight sounds in words, the child develops the prerequisites for literacy;
• the child has developed large and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements;
• the child is capable of volitional efforts, can follow social norms of behavior and rules in various types of 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 cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe and experiment. Has basic knowledge about himself, about the natural and social world in which he lives; is familiar with works of children's literature, has basic understanding 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 Program's targets serve as the basis for the continuity of preschool and primary general education. Subject to compliance with the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education.

4.8. In case the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the immediate targets for mastering the Program by students - as creating the prerequisites for their implementation.

1 Rossiyskaya Gazeta, December 25, 1993; Collection of Legislation of the Russian Federation, 2009, No. 1, Art. 1, Art. 2.

2 Collection international treaties USSR, 1993, issue XLVI.

3 Part 6 of Article 12 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

4 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 the children.

5 Clause 9 of Part 1 of Article 34 of the Federal Law of December 29, 2012 N273-F3 “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

6 Article 1 of the Federal Law of July 24, 1998 N 124-FZ “On the Basic Guarantees of the Rights of the Child in the Russian Federation” (Collected Legislation of the Russian Federation, 1998, N 31, Art. 3802; 2004, N 35, Art. 3607; N 52, Art. 5274; 2007, N 27, Art. 3213, 3215; 2009, N18, Art. 2151; N51, Art. 6163; 2013, N 14, Art. 1666; N 27, Art. 3477).

7 Taking into account the provisions of Part 2 of Article 11 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326 ).

8 Part 2 of Article 64 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

Basic principles of preschool education and their implementation

Report

Prepared by:

Teacher of compensatory groups

Norik Natalya Ivanovna

Educator

Bakhtina Olga Alexandrovna

Vorkuta, 2014

Basic principles of preschool education and their implementation.

On January 1, 2014, the Federal State Educational Standard for Preschool Education came into force.

And today at our seminar we will try to reveal in more detail the basic principles of the standard and the need for their implementation.

These are principles that are important for every teacher to understand and implement.

The first principle is the principle of a child’s full enjoyment of all stages of childhood (infancy, early and preschool age), enriching child development.

Those. When implementing this principle, the teacher needs to maximally enrich the personal development of children on the basis of a wide variety of activities, as well as children’s communication with peers and adults. But it should be remembered that each age of the child corresponds to a certain type of leading activity.

At an early age, the leading type of activity is objective activity, i.e. transfer to adults and the child’s mastery of ways to use objects, the child’s mastery of instrumental actions based on the actions of an adult taken as a model.

The child’s mastery of objective activities occurs in interaction with adults.

And already in preschool age, the leading activity is play.

Amplification of child development is based on the use of games with a child that are appropriate for his age. It is through play that a child will develop such personal qualities like individuality, self-confidence, mental abilities.

Second, most important principle– this is the construction of educational activities based on the individual abilities of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education. Not an object of pedagogical efforts, but rather a subject whose interests and cognitive needs, as well as the characteristics of individual development, we must certainly take into account in constructing educational work.

However, under existing conditions (large number of children in groups), the implementation of an individual approach is very difficult. It is possible to carry out the pedagogical process taking into account the individual characteristics of children only by grouping children according to any of these characteristics.An individual approach occupies an intermediate position between frontal educational work with the entire team and individual work with each child. A necessary condition for such an approach is the study interpersonal relationships. An individual approach makes it possible to influence the relationship between an individual and a group, a group and a team, children and adults.In other words:"I" is only possible because there is "we".

When implementing this principle, the teacher does not engage in the formation of a personality with predetermined properties, but creates conditions for the full manifestation and, accordingly, development of the personal functions of the subjects of the educational process.

An individual approach to children cannot be turned into individual training when the teacher works with several children, leaving others as passive observers. Education in numbers is based on the fact that the teacher sets common tasks for everyone, interests children in each other’s work (work of a strong child with a weak one), and guides them general work, uses comments and suggestions from individual children to achieve success for everyone. An individual approach is used to create conditions for the maximum development of each child and prevent the influence of unfavorable circumstances.

For example, in classes on the formation of elementary mathematical representations You can offer the following tasks:

- By difficulty level, didactic exercise with counting sticks, in which there are three options: for one group of children to compose and name geometric figure, consisting of 3 sticks; the second - from 4 sticks; the third - from 6 sticks. This exercise arouses interest and great activity in children.

Or in classes on artistic and creative development, when the topic “Fruits” is reinforced, the child himself chooses which fruit he will depict and how he will depict it (draw, sculpt, or through appliqué).

The third principle is the assistance and cooperation of children and adults, recognition of the child as a full participant in educational relations.

To this principle I would like to add the provision of the standard that the educational program is implemented throughout the entire time the child is in kindergarten.

And due to what forms? Of course, not only through classes. You all know that classes take up little time in your daily routine. Consequently, some forms of organization of children are needed, forms of joint activity between the teacher and the child in mastering the educational program.

The main of these forms and the leading activity remains play.

But besides play, there are many forms of joint activities that make it possible to make a child’s life rich and interesting during the child’s stay in kindergarten:

This is definitely a project activity.

This is reading thin. literature, cognitive and educational literature

These are collecting, experimenting and exploring;

Workshop;

Various forms of musical and artistic activities.

Briefly about some of them:

A workshop is a form of organized productive activity.

It is important here that the child independently chooses activities, those very productive activities. The child’s independence is also manifested in the fact that he has the right to ask for help from the teacher, and the teacher provides this help only when or offers advice to the child only when the child needs it. The child himself can plan which part of the work he will do together with everyone else, and which part. I'll leave some for later. The most important thing is that the work is completed, that the intended result is obtained, and that the result is of high quality. This is what it's all about pedagogical support. And the child’s freedom in this form of joint activity lies in the fact that he can choose a partner for collective activity, or can work individually, but next to other children, to complete a common task.

A very interesting form is project activity, when the teacher creates conditions that allow children, independently or together with the teacher, to discover new practical experience, obtain it through experimental, exploratory methods, analyze and transform it.

These and other forms of activity are very important in our work. They must be mastered precisely to implement the fundamental principles of our standard: supporting children’s independence, a rich life, a full-fledged life for the child in the preschool period of childhood, and organizing the educational process throughout the child’s entire stay in kindergarten.

The fourth principle is supporting children’s initiative in various activities.

When implementing this principle it is necessary:

Creating conditions for independent creative or cognitive activity by interest.

Providing assistance (if necessary) to children in solving problems of organizing the game. It is unacceptable to dictate to children how and what they should play, or to impose game plots on them.

Creating a positive psychological microclimate in the group, equally showing love and care to all children.

Show respect for children's individual tastes and habits.

Take into account the individual characteristics of children, trying to find an approach to shy, indecisive, conflict-ridden, etc. children.

And also remember that for each age there are priority areas of initiative:

for children 3-4 years old – the priority area of ​​the initiative is productive activity.

At this age, it is important to recognize and publicly support any children's successes. You cannot criticize the results of children’s activities, as well as themselves. Use only game characters for whom these products were created as carriers of criticism.

for children 4-5 years old – priority area – knowledge of the surrounding world.

At this age, negative assessments can only be given to the child’s actions and only one on one.

The participation of an adult in children’s games is useful if the following conditions are met: children themselves invite an adult to play or voluntarily agree to his participation. In this case, the plot, the course of the game, as well as the role are determined by the children, not the teacher.

The priority area of ​​the initiative for children of senior preschool age is non-situational - personal communication and learning.

The teacher's activities include:

Involving children in planning the life of the group for the day and the longer term;

Assisting children in solving problems of organizing play (if necessary);

The teacher gives an adequate assessment of the result of the child’s activity, while recognizing his efforts and indicating possible ways and means of improving the product.

The teacher creates situations that allow the child to realize his competence, gaining respect and recognition from adults and peers.

The teacher can turn to children with a request to show and teach him topics individual achievements that every child has.

Olga Alexandrovna will talk about the following principles

The fifth principle is Cooperation between the Organization and the family.

The main condition of the Federal State Educational Standard for preschool education: interaction of the teaching staff with the families of pupils, and one of the principles of the Federal State Educational Standard for Preschool Education is the principle of partnership with the family.

Interaction kindergarten and families are a necessary condition for the full development of preschool children, since the best results are observed where teachers and parents act in concert. The concept of “interaction with the family” should not be confused with the concept of “working with parents”; although the second one is integral part first.

The basis of interaction is the cooperation of teachers and parents, which presupposes equality of positions of partners, respectful attitude towards each other of the interacting parties, taking into account individual capabilities and abilities. It is important for a preschool teacher to understand that cooperation presupposes mutual actions, mutual understanding, mutual trust, mutual knowledge, and mutual influence. A community-union based on friendship, unity of views, interests, it cannot occur without communication, that is, interaction.

The teaching staff of the preschool educational institution should have the following goal:to make parents active participants in the pedagogical process, providing them with assistance in realizing responsibility for the upbringing and education of children.

There are many different forms of interaction with family, these are:

- "Round table"on any topic;

Thematic exhibitions, etc.

For example, a lesson on teaching children fire safety was conducted with the participation of a firefighter dad, who gladly took part and told how important it is to be careful when handling fire-hazardous objects. Or a joint lesson between children and parents, where parents helped make attributes for the role-playing game “Shop”. Also, one of the forms of interaction with the family is consultations with specialists.

The sixth principle is the introduction of children to sociocultural norms, traditions of the family, society and state.

This principle has a social and communicative direction. The goal of which is to educate a worthy member of society, to form the foundations of moral, spiritual and ethical values ​​of the family, society, and state through the organization of space, a variety of materials, equipment that would provide: gaming, cognitive, research, creative and physical activity of preschool children.

The immediate environment, the social environment in which children live, is the basis for expanding children's horizons and for introducing children to sociocultural norms, traditions of the family, society, and state.

First, the teacher himself gets acquainted with the nature and culture of his republic.

Selects content for working with children, highlighting what is typical for a given area, what is only available where children live.

Thinks through how and through what connection can be shown to children hometown and families from all over the country, emphasize that will promote the ethnocultural social situation of children's development.

The implementation of the principle of introducing children to sociocultural norms, traditions of the family, society, and state is carried out in the joint activities of adults and children in play, productive types of children's activities, during excursions, and holidays. When carrying out this work, an integrated approach, interconnection and a unique interpenetration of material from different topics and everything that is connected with each other are necessary. The main task is to stimulate the cognitive activity of children, develop their curiosity, and develop the child’s imaginative and logical thinking.

It is important that when carrying out this work, the feelings of children are touched upon, developed and educated, so that they rejoice and are sad.

Particular attention should be paid to the forms of work with children, which should be different depending on the goal set by the teacher and the proposed content.

An indicator that work has a positive impact on children is:

Children's interest in phenomena public life which they strive to express in their free time, turning at their own request to various types of visual activities (drawings, modeling, appliqué);

Children showing initiative and an effective attitude towards life around them;

Observations of children (how they help each other; how they relate to books based on specially created situations, etc.).

The seventh principle is the formation of cognitive interests and cognitive actions of the child through inclusion in various types of activities.

Children's interest in knowledge appears when they are given systematized knowledge in an accessible form, reflecting significant connections depending on those areas of reality that the child encounters in his everyday life.

For the formation of full-fledged ideas and the development of cognitive processes - perception, memory, thinking - direct observation by children of the objects being studied is very important.

When carrying out work to develop cognitive interest and activity in children, it is important to adhere to the principle of systematicity.

Using an example, we can consider one of the forms of cognitive activity of a preschooler -collecting.It is in collecting that his cognitive interests manifest themselves. We can combine individual cognitive interests into common collections that will help us in implementing a particular educational area.

Collecting - this form is also good because we can collect not only material objects, but also, for example, a collection of seeds or minerals, a collection of emotions, impressions.

This collection can be represented by photographs, mainly actor in which our child appears. And then use these impressions and emotions so that the child transmits the acquired experience to other children.

In our group, we held photo exhibitions of emotions and impressions, one of them was called “Summer Emotions.”

Collecting is very effective in solving the problem of positive socialization and all-round development of the child.

Eighth principle -Age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics).

When implementing this principle, it is necessary to take into account the age characteristics of children and create conditions that will correspond to the age and developmental characteristics of each child. Use those forms that will be specific to children of this age group. (first of all, this is a game, cognitive and research activities, developing situations).

Each age period will correspond to certain forms and methods of work. For example,

at an early age - object-based 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 objects (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

for preschool children - a number of activities, such as play, communication, cognitive research, as well as the perception of fiction and folklore, self-service and basic household work, construction from various materials, visual, musical and motor activities.

Ninth principle -Taking into account the ethnocultural situation of children's development.

In our present time, we must not forget about the nationality and national character of education, which is one of the main principles of its development.

It is very important to introduce children to national culture, customs and traditions.

Ethnocultural education of preschool children will be more effective when children are introduced to the cultures of different nationalities, which contribute to the formation of a child’s ethnotolerance as the most important quality of a person living in a multicultural society. It is necessary to introduce children to the national identity, culture, customs, and traditions of different peoples from preschool age.

In early preschool age, folk culture is the main meaningful form of introducing children to the world around them. The enrichment of its elements is carried out as children master initial ideas about the structure, its decoration, household items, household utensils, dishes, toys, and kitchen. At this age, a child, under the guidance of an adult, is actively involved in leading round dances, performing dances, songs, and reflects the received ideas in specially organized activities (visual, speech, play, music).

At preschool age, systematic work is carried out to familiarize preschoolers with folk holiday culture (folk holidays), public holidays and holidays of the national calendar are celebrated.

Fairy tales and other works allow children to expand their ideas about kindness, about people with a kind heart, and show their beauty. Russians offered for primary preschool age folk tales and fairy tales of the peoples of the world are diverse in content, volume and dynamism. Originality of perception literary works lies in the fact that when comprehending the text, they proceed from their immediate and still limited everyday experience.

This system of work regulates the relationships between children, promotes the development of a moral attitude towards others, the formation of humane ways of showing sympathy, understanding, acceptance, and empathy for peers, which is one of the fundamental aspects of ethnocultural development.

The teacher maintains interest in events taking place not only in the country, but also in the world, and develops a sense of pride in Russia. To generalize knowledge about Russia, educational situations are created, including games and conversations. At this age, children can be more widely acquainted with national traditions, costumes, and customs. The teacher draws the children's attention to the fact that many people of different races and nationalities live on Earth, they are both similar to each other and different from each other.

Calendar games are an invaluable national treasure. They arouse interest not only as a genre of oral folk art. They contain information that gives an idea of ​​the daily life of our ancestors - their way of life, work, worldview. Many of them imitate the serious activities of adults - hunting animals, catching birds, caring for crops, etc.

In order to form in a preschooler an emotionally positive and tolerant attitude towards ethnocultural heritage, our preschool institution has developed a work plan for a resource center on the national-regional and ethnocultural component. The work plan of the resource center provides for acquaintance with the traditions and culture of the Komi people.

To ensure the implementation of the ethnocultural direction, an aesthetically attractive educational and cultural environment has been created, aimed, first of all, at ensuring the spiritual and moral development and upbringing of children. For many years, the Komi Museum, located in a specially equipped room, has been successfully developing and effectively using the preschool educational institution.

Work is carried out with parents to form the correct attitude towards children of a different nationality who are in the group, in the form of parent-teacher meetings and round tables.The family is the main source of folk traditions. Therefore, we actively interact with parents: they collect exhibits for the museum and participate in public holidays.

Until every educator implements these fundamental principles in his work, we will not be able to say that the Federal State Educational Standard for preschool education has been introduced into the practice of teaching.

Municipal budgetary preschool educational institution

“Kindergarten No. 12 village. Nogir"

Consultation for teachers

during teaching hour

Basic principles of preschool education in accordance with the Federal State Educational Standard for Preschool Education

Prepared a consultation

teacher

MBDOU "Kindergarten No. 12"

Kusraeva E.N.

Purpose of consultation: increasing the competence of teachers in solving the priority tasks of educational activities in accordance with the Federal State Educational Standard for preschool education.

The Federal State Educational Standard for Preschool Education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education. The standard was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child, which are based on the following basic principles:

1) support for the diversity of childhood; preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood - understanding (considering) childhood as a period of life that is significant in itself, without any conditions; significant because of what is happening to the child now, and not because this period is a period of preparation for the next period;

2) the personal developmental and humanistic nature of the interaction between adults (parents (legal representatives), teaching and other employees of the Organization) and children;

3) respect for the child’s personality;

4) implementation of the Program in forms specific to children of a given age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

The Standard takes into account:

1) individual needs of the child , related to his life situation and state of health, determining the special conditions for his education (hereinafter referred to as special educational needs), the individual needs of certain categories of children, including those with disabilities;

2) the child’s ability to master the Program at different stages of its implementation.

Basic principles of preschool education:

1) full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;

The founder of Russian preschool psychology, A.V. Zaporozhets, formulated the concept of amplification of child development. The theory is based not on forced stimulation of child development, which essentially shortens the child’s childhood, but on its enrichment through living out the age to the fullest extent possible. Each stage of a child’s age development has enormous potential, and instead of shortening these age stages, it is necessary to maximize the child’s reserves at each stage of age development. In other words, there is no need to invest in a child knowledge that is not appropriate for his age, but on the contrary, it is necessary to allow the child to develop in accordance with his age.

For example, there is no need to teach a child to read at two years old, because at this age it is more useful for him to hear a fairy tale from his parents rather than read it himself.

2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education (hereinafter -individualization of preschool education);

Individual approach is an organic part of the pedagogical process , Hehelps to involve all children in active activities to master the program material. Its essence is expressed in the fact that the general tasks of education that face a teacher working with a group of children are solved by him through pedagogical influence on each child, based on knowledge of his mental characteristics and living conditions.

The teacher must know the individual characteristics of each student and take them into account in his work. Individual approach to the child, taking into account the characteristics nervous system, the level of physical and mental development, established habits, reactions to the environment, to methods of pedagogical influence is necessary for the full development of the child, for his good health and cheerful mood.

Each child has his own pace of development, taking into account his temperament, character, mental characteristics (speech, thinking, perception, memory...)

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

Today, preschool educational institutions are faced with increasingly serious requirements, forcing them to reconsider traditional system work. Understanding the role of the teacheras a transmitter of knowledge in the past . The main thing today is to identify and develop the abilities of each pupil, to develop a wide range of competencies in preschoolers. Within the framework of the Federal State Educational Standard, a child must be a participant in educational relations based on interaction and cooperation both among themselves and with adults. Different types of children's activities: project activities, cognitive-research, gaming, productive will help the child become a full-fledged active participant in educational activities, etc. Vin accordance with the concept of a personality-oriented socio-pedagogical approach.

4) supporting children’s initiative in various activities;

initiative - (from the Latin initium - beginning) initiative, the first step in any matter; internal motivation for new forms of activity and entrepreneurship; a leading role in any action.Initiative is defined as “a characteristic of a person’s activity, behavior and personality, meaning the abilityact on inner impulse.

In the pedagogical literature, initiative is most often considered as a quality of a child, his efforts aimed at satisfying cognitive interests and needs. Each activity has a unique impact on the development of different components of independence. So,the game promotes the development of activity and initiative (S.A. Marutyan, N.Ya. Mikhailenko, D.B. Elkonin),work activity provides favorable opportunities for developing purposefulness and awareness of actions, persistence in achieving results(M.V. Krulekht, V.I. Loginova, D.V. Sergeeva),Productive activities develop the child’s independence from adults and the desire to find adequate means of self-expression.

5) cooperation between the Organization and the family; triune model of the educational process: teacher - child - parent. Only through cooperation with the family, through partnerships, can one fully build educational activities and solve educational problems.

6 ) introducing children to sociocultural norms, traditions of the family, society and state ;

We all understand that a position in life is impossible without knowledge of the cultural traditions of our own and other peoples.

In preschool age, the formation of basic personality characteristics occurs: self-esteem, emotional-need sphere, moral values ​​and attitudes, as well as socio-psychological characteristics in communicating with people. All this actualizes the problem of sociocultural education of children insocio-pedagogical level. The federal state standard for preschool education defines the task of introducing children to sociocultural norms, traditions of the family, society and state; emphasizes the need to form in children primary ideas about cultural traditions, about the diversity of cultures of countries and peoples of the world, as a result of which the socio-cultural development of the child is carried out.

7) formation of cognitive interests and cognitive actions of the child in various types of activities; Cognitive developmentinvolves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity

8) age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics).

When working with children, it is necessary to take into account the age capabilities of children, their psychological characteristics, know what types of children's activities are a priority for a given age, take into account the sensitive periods of development of preschoolers for a full-fledged, methodologically competent construction of the educational process (activity). Thus, the Federal State Educational Standards state that forpreschool children (3 years - 8 years) – the main activities are:

gaming , including role-playing games, games with rules and other types of games,

communicative (communication and interaction with adults and peers),

educational and research (research of objects in the surrounding world and experimentation with them),

perception of fiction and folklore,

self-care and basic household work (indoors and outdoors),

design from various materials, including construction sets, modules, paper, natural and other materials,

fine art (drawing, modeling, applique),

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

motor (mastery of basic movements) forms of child activity.

9) taking into account the ethnocultural situation of children's development.

When building educational activities, it is necessary to take into account the region in which we live, because for children it is a small homeland......

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 every 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 relationships with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and rules and norms of behavior accepted in society in the interests of the individual, family, and society;

6) the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;

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

8) the formation of a sociocultural environment that corresponds 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.

Consultation on Federal State Educational Standards

“What is the Federal State Educational Standard for preschool education?”

From 01.09.2013 Taking into account the entry into force of the new law “On Education”, kindergarten becomes the first compulsory stage of the educational process. The state now guarantees not only accessibility, but also the quality of education at this level.

From January 1, 2014All preschool educational institutions in Russia are switching to the new Federal State Educational Standard for Preschool Education (FSES DO).

What is the Federal State Standard for Preschool Education?

Federal state standards are established in the Russian Federation in accordance with the requirement of Article 12 of the “Law on Education” and according to Article 2, paragraph 6 of the new Law “On Education” they represent “a set of mandatory requirements for preschool education approved by the federal executive body exercising the functions of developing public policy and legal regulation in the field of education.”

That is distinctive feature Standard?

For the first time in history, preschool childhood has become a special, intrinsically valuable level of education, with the main goal of forming a successful personality. The key setting of the standard is to support the diversity of childhood through the creation of conditions for the social situation of assisting adults and children for the development of the abilities of each child.

Currently, preschool education is provided to the population of the Russian Federation in various models and forms, which differ significantly both in terms of the conditions for the implementation of the educational process and in the content of preschool education. The variability of preschool education has a number of negative consequences (implementation of the educational process in conditions that are not adequate for the age of preschool children. The Federal State Educational Standard for Preschool Education carries out legal regulation of the content, conditions and results of preschool education to the extent that is mandatory for all institutions implementing the basic general education program of preschool education. That is, the standard will set the lower acceptable limit of both the creation of conditions for the implementation of the educational process and the results of mastering the basic general education program.

What are the main goals GEF DO?

The state ensures equal opportunities for every child to receive quality preschool education;

Ensuring state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs, their structure and results of mastery;

Preserving the unity of the educational space of the Russian Federation regarding the level of preschool education.

It is the standard as normative legal document is designed to ensure that every child, regardless of national, territorial, property and other differences, has the opportunity to achieve the necessary and sufficient level of development for subsequent successful learning at the next level of the Russian lifelong education system.

What are the basic principles established by the Federal State Educational Standard for Education?

• supporting childhood diversity;
• preserving the uniqueness and intrinsic value of preschool childhood as an important stage in the overall development of a person;
• full-fledged living by the child of all stages of preschool childhood, amplification (enrichment) of child development;
• creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations.

What requirements does the new Federal State Educational Standard put forward?

The standard puts forward three groups of requirements:

1. Requirements for the structure of the educational program of preschool education;

2. Requirements for the conditions for the implementation of the educational program of preschool education, which include:

2.1. requirements for psychological and pedagogical conditions for the implementation of the basic educational program of preschool education:

2.2. to a developing subject-spatial environment;

• the subject-development environment ensures maximum realization of educational potential.
• Availability of the environment assumes:

Accessibility for students of all premises of the organization where the educational process is carried out.

Free access for pupils to games, toys, materials, and aids that provide all basic activities.

2.3. to personnel conditions for the implementation of the basic educational program of preschool education;

2.4. to the material and technical conditions for the implementation of the basic educational program of preschool education;

2.5. to the financial conditions for the implementation of the basic educational program of preschool education.

3. Requirements for the results of mastering the educational program of preschool education.

1. 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; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, 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, and nature.

2. Cognitive development;involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, 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 relationships 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 planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

3. Speech developmentincludes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write. 5.Physical developmentincludes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

5. Physical developmentincludes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of 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 healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of useful habits, etc.).

The Standard contains content requirements that will serve as guidelines for program developers. Requirements for mastery results are presented in the form of targets for preschool education. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics, and are not the basis for their formal comparison with the actual achievements of children. Mastering the Program is not accompanied by intermediate certifications and final certification of students.

“The Standard contains nothing about the Unified State Exam for preschoolers, nothing about control and testing of preschool institutions; it is not limited to school forms of life,” emphasized Alexander Asmolov, head working group on the preparation of the Standard. According to him, unlike other standards, in the Federal State Educational Standard for preschool education, the development of educational programs is not accompanied by intermediate certifications and final certification of students.

Target guidelines for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of children’s development and the Organization implementing the Program.

During the implementation of the Program, an assessment of the individual development of children may be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (an assessment of the individual development of preschool children, associated with an assessment of the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics can be used exclusively to solve the following educational problems:

If necessary, psychological diagnostics of children's development is used, which is carried out by qualified specialists (educational psychologists, psychologists).

What should a preschool educational institution graduate be like?

A child who graduates from a preschool educational institution must have personal characteristics, including initiative, independence, self-confidence, a positive attitude towards himself and others, a developed imagination, the ability to exert volition, and curiosity.

The purpose of kindergarten is to develop the child emotionally, communicatively, physically and mentally. To develop resistance to stress, to external and internal aggression, to develop abilities and a desire to learn. At the same time, we must take into account that the children of today are not the same children who were yesterday.

Example: A 3-year-old child was given pictures from the book by A.S. Pushkin, he put his fingers and began to move this picture apart in the book. But she, naturally, did not move, and he, stretching out his lips offendedly, threw away the book. When by the age of 2.5-3 years children become involved in information socialization, they already become information accelerators, they become different. They require completely different games.

What is parental involvement?

Parents have the right to choose any form of education. These include private and family kindergartens, and they have the right “to continue their education in an educational organization at any stage of their education.” In accordance with the Law “On Education in the Russian Federation”, Article 44 “parents are obliged to ensure that their children receive a general education.”

Preview:

Preview:

Order of the Ministry of Education and Science of the Russian Federation

(Ministry of Education and Science of Russia) Moscow

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

In accordance with paragraph 6 of part 1 of Article 6 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 30, Art. 4036), subclause 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 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, Art. 2923 ; N 33, Art. 4386; N 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 N 661 (Collection of Legislation of the Russian Federation , 2013, N 33, Art. 4377), I order:

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

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

dated November 23, 2009 N 655 “On the approval and implementation of federal state requirements for the structure of the basic general education program of preschool education” (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration N 16299);

dated July 20, 2011 N 2151 “On approval of federal state requirements for the conditions for the implementation of the basic general education program of preschool education” (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration N 22303).

Minister D. Livanov

Federal State Educational Standard

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 is relations in the field of education that arise during 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 and individual entrepreneurs (hereinafter collectively referred to as Organizations).

The provisions of this Standard can 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 Federation1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child2, which are based on the following basic principles:

1) support for the diversity of childhood; preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood - understanding (considering) childhood as a period of life that is significant in itself, without any conditions; significant because of what is happening to the child now, and not because this period is a period of preparation for the next period;

2) the personal developmental and humanistic nature of the interaction between adults (parents (legal representatives), teaching and other employees of the Organization) and children;

3) respect for the child’s personality;

4) implementation of the Program in forms specific to children of a given 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 referred to as special educational needs), the individual needs of certain categories of children, including those with disabilities;

2) the child’s ability to master the Program at different stages of its implementation.

1.4. Basic principles of preschool education:

1) full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;

2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education (hereinafter referred to as individualization of preschool education);

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

4) supporting children’s initiative in various activities;

5) cooperation of the Organization with the family;

6) introducing children to sociocultural norms, traditions of the family, society and state;

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

8) age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);

9) taking into account the ethnocultural situation of children's development.

1.5. The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

2) ensuring by the state equal opportunities for every child to receive quality preschool education;

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

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

1.6. The standard is aimed at solving the following problems:

1) protecting and strengthening the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of every 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 relationships with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and rules and norms of behavior accepted in society in the interests of the individual, family, and society;

6) the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;

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

8) the formation of a sociocultural environment that corresponds 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) objective assessment of the compliance of the Organization’s educational activities with the requirements of the Standard;

5) forming the content of professional education and additional professional education of teaching staff, as well as conducting their certification;

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

1.8. The standard includes requirements for:

the structure of the Program and its scope;

conditions for the implementation of the Program;

results of mastering the Program.

1.9. The program is implemented in the state language of the Russian Federation. The program may provide for the possibility of implementation in the native language 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 receiving 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 characteristics and should be aimed at solving the problems specified in paragraph 1.6 of the Standard.

2.2. Structural units in one Organization (hereinafter referred to as Groups) can 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:

• creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation 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 the Model Programs3.

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

The program can be implemented during the entire period of children’s 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 -educational areas):

• social and communicative development;
• cognitive development;
• speech development;
• artistic and aesthetic development;
• physical development.

Social and communicative development sent to assimilate 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; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, 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, and nature.

Cognitive development assumes development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, 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 relationships 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 planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic developmentinvolves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).

Physical development includes gaining experience in the following types of children's activities: motor, including those related to performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

2.7. Specific content of the specified educational areasdepends on the age and individual characteristics of children, is determined by the goals and objectives of the Program andcan be implemented in varioustypes of activities(communication, play, cognitive and research activities - as end-to-end mechanisms of child development):

• in infancy (2 months - 1 year)- direct emotional communication with an adult, manipulation with objects and cognitive-exploratory actions, perception of music, children's songs and poems, motor activity and tactile-motor games;
• at an early age (1 year - 3 years)- object-based 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 objects (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 number of activities such as gaming , including role-playing games, games with rules and other types of games,

• communicative(communication and interaction with adults and peers),
• educational and research(research of objects in the surrounding world and experimentation with them),
• perception of fiction and folklore,
• self-care and basic household work(indoors and outdoors),
• designfrom various materials, including construction sets, modules, paper, natural and other materials,
• fine art(drawing, modeling, applique),
• musical (perception and understanding of the meaning of musical works, singing, musical rhythmic movements, playing children's musical instruments)
• 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 developmental educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the child’s system of relationships 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 implementing the requirements of the Standard.

Mandatory part of the Program assumes comprehensiveness of the 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 independently developed by participants in educational relations aimed at the development of children in one or more educational areas, types of activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, and forms of organizing educational work should be presented.

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 mastering 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 developmental characteristics of children of early and preschool age.

Planned resultsdevelopment of the Program specifies the requirements of the Standard for target guidelines in the mandatory part and the part formed by 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 disabled children ( hereinafter referred to as children with disabilities).

2.11.2. The content section presents the general content of the Program, ensuring the full development of the personality of children.

a) a description of educational activities in accordance with the areas of child development presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and teaching aids that ensure 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 students, the specifics of their educational needs and interests;

c) a description of educational activities for the professional correction of developmental disorders of 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 supporting children's initiative;

c) features of interaction between the teaching staff and the families of students;

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

Part of the Program formed by participants in educational relations, may include various directions chosen by participants in 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 family members and teachers and, in particular, can 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 organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff;
• established traditions of the Organization or Group.

This section must contain special conditions for obtaining education by 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 correctional classes and providing qualified correction of disorders their development.

Corrective workand/or inclusive education should be are 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) development of 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 who are mastering the Program in Combined and Compensatory Groups (including for children with complex disabilities) must take into account the developmental characteristics and specific educational needs of each category of children.

In the case of organizing inclusive education for reasons not related to children’s health limitations, highlighting this section is not mandatory; if it is separated, the content of this section is determined by the Organization independently.

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

2.12. If a mandatory part of the Program corresponds to an example program, it is issued in the form of a link to the corresponding example program. The mandatory part must be presented in detail in accordance with clause 2.11 of the Standard, if it does not correspond to one of the sample programs.

The 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 allows one to become familiar with the content of partial programs, methods, and 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.Brief presentationPrograms should be aimed at parents (legal representatives) of children and be available for review.

The brief presentation of the Program must indicate:

1) age and other categories of children for whom the Organization’s Program is focused, 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 basic 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 subject-spatial environment.

The conditions for the implementation of the Program must ensure the full development of the personality of children in all main 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 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) promotes the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensures openness of preschool education;

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

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

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

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

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

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

4) support by adults for the positive, friendly attitude of children towards each other and the interaction of children with each other in different types of activities;

5) support for children’s initiative and independence in activities specific to them;

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

7) protection of children from all forms of physical and mental violence5;

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, without discrimination, a quality education 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 most suitable languages, methods, methods of communication and conditions for these children, contributing to the maximum extent 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 may be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (an assessment of the individual development of preschool children, associated with an assessment of the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational problems:

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

2) optimization of work with a group of children.

Used if necessarypsychological diagnosticschild development (identification and study of individual psychological characteristics of children), which is carried out by qualified specialists (educational psychologists, psychologists).

A child’s participation in psychological diagnostics is permitted only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve 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 health status, and the specifics of the Program.

3.2.5. The conditions necessary to create a social situation for the development of children that corresponds to the specifics of preschool age presuppose:

1) ensuring emotional well-being through:

• direct communication with each child;
• respectful attitude towards each child, his feelings and needs;

2) support for children’s individuality and initiative through:

• creating conditions for children to freely choose activities and 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 (play, research, design, cognitive, etc.);

3) establishing rules of interaction in different situations:

• creating conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata, as well as those with different (including limited) health capabilities;
• development of children’s communication abilities, allowing them to resolve conflict situations with peers;
• developing children’s ability to work in a peer group;

4) construction of variable developmental education, focused on the level of development that is manifested in the child in joint activities with adults and more experienced peers, but is not updated in his individual activities (hereinafter referred to as the zone of proximal development of each child), through:

• creating conditions for mastering cultural means of activity;
• organization of activities that promote the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic-aesthetic development of children;
• supporting spontaneous play of children, enriching it, providing play time and space;
• assessment of children's individual development;

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

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

1) professional development of teaching and management personnel, including their additional professional education;

2) advisory support for teaching staff and parents (legal representatives) on issues of education and child health, including inclusive education (if it is organized);

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

3.2.7. For correctional work with children with disabilities who are mastering the Program together with other children in Combined Groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented correctional activities that ensure the satisfaction of the special educational needs of children with disabilities.

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

3.2.8. The organization must create possibilities :

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

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

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

3.2.9. The maximum permissible volume of educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations", approved by the resolution of the Chief State Sanitary Doctor of the Russian Federation of 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 a developing subject-spatial environment.

3.3.1. The developing subject-spatial environment ensures maximum realization of the educational potential of the space of the Organization, 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 inventory 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 correction of deficiencies in their development.

3.3.2. A developing subject-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.

3.3.3. The developing subject-spatial environment should provide:

• implementation of various educational programs;
• in the case of organizing inclusive education - the necessary conditions for it;
• taking into account the national, cultural and climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

3.3.4. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

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

The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).

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

• playful, educational, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
• motor activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;
• emotional well-being of children in interaction with the subject-spatial environment;
• opportunity for children to express themselves.

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

2) Transformability of spaceassumes 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 assumes:

• the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;
• the presence in the Organization or Group of multifunctional (not having a strictly fixed method of use) objects, including natural materials, suitable for use in various types of children's activities (including as substitute objects in children's play).

4) Environmental Variability assumes:

• the presence in the Organization or Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure free choice for children;
• periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.

5) Availability of the environment assumes:

• accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out;
• free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;
• serviceability and safety of materials and equipment.

6) Safety of the subject-spatial environmentassumes that all its elements comply with the requirements to ensure the reliability and safety of their use.

3.3.5. The organization independently determinesmeans of education, 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 ensured by management, pedagogical, educational support, administrative and economic employees of the Organization. Scientific workers 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 teaching and educational support workers must correspond to the qualification characteristics established in the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section "Qualification Characteristics of Positions of Education Workers", approved by Order of the Ministry of Health and Social Development of the Russian Federation dated 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 dated May 31, 2011 N 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration N 21240).

The job composition 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 teaching and educational support workers throughout the entire period of its implementation in the Organization or in the Group.

3.4.2. Teaching staff implementing the Program must have the basic competencies necessary to create conditions for the development of children, as outlined in paragraph 3.2.5 of this Standard.

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide positions for teaching staff who have the appropriate qualifications to work with these disabilities of children, including assistants (assistants) 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 children with disabilities are included in the Group, additional teaching staff who have the appropriate qualifications to work with these children’s health limitations may be involved in the implementation of the Program. It is recommended to involve appropriate teaching 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 situations, additional teaching staff with appropriate qualifications may be involved.

3.5. Requirements for the material and technical conditions for the implementation of the basic 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 means of training and education in accordance with the age and individual developmental characteristics of children;

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

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

3.6. Requirements for financial conditions for the implementation of the basic 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 corresponding budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of standards for ensuring state guarantees for the implementation of the rights to receive public and free preschool education, determined by the state authorities of the constituent entities of the Russian Federation, ensuring the implementation of the Program in accordance with the Standard.

3.6.2. The financial conditions for the implementation of the Program must:

1) ensure the ability to meet the requirements of the Standard for the conditions of implementation and structure of the Program;

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

3) reflect the structure and volume 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 of standards determined by the state authorities of the constituent entities of the Russian Federation to ensure state guarantees of the implementation 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 obtaining education by children with disabilities (special conditions of education - special educational programs, methods and means of teaching, textbooks, teaching aids, didactic and visual materials, technical means of collective teaching and individual use (including special ones), means of communication and communication, sign language interpretation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access of 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 it is difficult for persons with disabilities to master educational programs), providing additional professional education for teaching staff, ensuring safe conditions for learning and education, protecting children’s health, the focus of the Program, categories of children, forms training and other features of educational activities, andshould be sufficientand necessary for the Organization to implement:

Costs for remuneration of employees implementing the Program;

Expenses for teaching and educational means, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, workwear, games and toys, electronic educational resources necessary for the organization all types of educational activities and the creation of a developing subject-spatial environment, including special ones for children with disabilities. Developing subject-spatial environment is a part of the educational environment, represented by a specially organized space (rooms, area, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, the protection and promotion of their health, accounting features and correction of deficiencies in their development, acquisition of updated educational resources, including consumables, subscriptions to update electronic resources, subscriptions to technical support for the activities of educational and educational means, sports and recreational equipment, inventory, payment for communication services, including expenses, related to connecting to the information and telecommunications network Internet;

Costs associated with additional professional education of management and teaching staff in the profile of their activities;

Other expenses related to the implementation and ensuring the implementation of the Program.

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

4.1. Standard requirements for the results of mastering the Programpresented in the form of targets for preschool education, which representsocial-normative age characteristics of a child’s possible achievements at the stage of completing preschool education.The specifics of preschool childhood (flexibility, plasticity of the child’s development, the high range of options for its development, its spontaneity and involuntary nature), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the absence of the possibility of holding the child any responsibility for the result) make it unlawful The requirements for specific educational achievements from a preschool child determine the need to determine the results of mastering the educational program in the form of targets.

4.2. Target guidelines for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of children’s development 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 children7. Mastering the Program is not accompanied by intermediate certifications and final certification of students8.

4.4. These requirements provide guidelines for:

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

b) solving problems:

Formation of the Program;

Analysis of professional activities;

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 regarding 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 management problems, including:

Certification of teaching staff;

Assessment of the quality of education;

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

Assessing the implementation of municipal (state) tasks through their inclusion in the quality indicators of the task;

distribution of the incentive payroll fund for the Organization's employees.

4.6. The target guidelines for preschool education include the following social and normative age characteristics of a child’s possible achievements:

Educational targets in infancy and early childhood:

• the child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions;
• uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior;
• has active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys;
• strives 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, strives to move to music; responds emotionally to various works of culture and art;
• The child has developed gross motor skills, he strives to master various types of movement (running, climbing, stepping, etc.).

Targets at the stage of completion of preschool education:

• the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; is able to choose his occupation and participants in joint activities;
• the child has a positive attitude towards the world, towards different types of work, other people and himself, has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;
• the child has a developed imagination, which is realized in various types of activities, and above all in play; the child knows different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms;
• the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can highlight sounds in words, the child develops the prerequisites for literacy;
• the child has developed gross and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements;
• the child is capable of volitional efforts, can follow social norms of behavior and rules in various types of 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 cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe and experiment. Has basic knowledge about himself, about the natural and social world in which he lives; is familiar with works of children's literature, has basic understanding 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 Program's targets serve as the basis for the continuity of preschool and primary general education. Subject to compliance with the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their 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 immediate targets for mastering the Program by pupils - as creating the prerequisites for their implementation.

1 Rossiyskaya Gazeta, December 25, 1993; Collection of Legislation of the Russian Federation, 2009, No. 1, Art. 1, Art. 2.

2 Collection of international treaties of the USSR, 1993, issue XLVI.

3 Part 6 of Article 12 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

4 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 the children.

5 Clause 9 of Part 1 of Article 34 of the Federal Law of December 29, 2012 N273-F3 “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

6 Article 1 of the Federal Law of July 24, 1998 N 124-FZ “On the Basic Guarantees of the Rights of the Child in the Russian Federation” (Collected Legislation of the Russian Federation, 1998, N 31, Art. 3802; 2004, N 35, Art. 3607; N 52, Art. 5274; 2007, N 27, Art. 3213, 3215; 2009, N18, Art. 2151; N51, Art. 6163; 2013, N 14, Art. 1666; N 27, Art. 3477).

7 Taking into account the provisions of Part 2 of Article 11 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326 ).

8 Part 2 of Article 64 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

Barabanova S.Yu - head

Sharikova E.N. - senior inflammation

Istomina O.A. - Deputy Head