Tatyana Goryacheva
Consultation for educators "Implementation of the Federal State Educational Standard of DO in the practice of work of preschool educational institutions"

DEAR COLLEAGUES! For the second year I am the head of the GMO educators of preparatory groups for school. Now the main topic is the implementation or introduction of GEF DO in the practice of preschool institutions. There are a lot of questions for educators: why this document appeared, how it was created, what will change in our work with the introduction of the Federal State Educational Standard. I tried my best in plain language for teachers to state the essence of the FSES DO, and also developed a questionnaire to identify teachers' ideas about the FSES DO. I bring to your attention this article. I sincerely hope that it will be useful to you.

GEF DO - Federal State Standard for Preschool Education - a document that all preschool educational organizations are required to implement. Entered into force on 01.01.2014.

This was preceded by the following work:

1) Order of the Ministry of Education and Science on the development of GEF DO;

2) Created working group as part of Asmolov, Skorolupova, Volosovets, Karabanova, Rubtsov, Sobkin - people with different opinions and positions.

What was discussed by the working group?

Program requirements;

Condition requirements;

Requirements for the results of socialization.

The developers have the following questions:

1) Isn't the Standard a risk to the education system?

2) What is the uniqueness of the Standard?

3) What will be the results?

4) Does the Standard bear increased financial burdens;

5) What new things will the Standard bring to self-valuable preschool life? And etc.

What is expected from the Standard:

TEACHER

Security;

Tolerant attitude from parents;

Reduced paperwork;

More educational programs available;

Learning to count and write should be in school;

Desire to learn - PC courses

TEACHER

obedient child; i.e. a child prepared for schooling

PARENTS

For early and accelerated development;

The state is responsible for education;

The main thing is the health of children;

Except educational program child development in other areas (creativity)

What is the reason for the development of this document?

Two grounds for the introduction of GEF DO:

1) Law "On Education of the Russian Federation";

2) The current socio-cultural situation.

GEF DO is based on the following documents:

1) Convention on the Rights of the Child;

2) Law on Education of the Russian Federation;

3) the Constitution of the Russian Federation.

4) State program "Development of education for 2013-2020"

The Law on Education of the Russian Federation provides:

1) availability and free of charge of preschool education. Ensuring pre-school education is mandatory, because this is the first level of general education and it is the responsibility of the state, for the family it is a right.

2) Publication of the Standard in 2013.

4) Cancellation of the provision on 20% of the cost of paying for the maintenance of a child in preschool;

5) Increasing requirements for educators (with the introduction of the Standard, teachers of a new level should appear);

6) The law provides for the receipt of preschool education outside of preschool organizations;

7) The rights and obligations of parents are fixed - the priority for upbringing is for the family.

Parents are included in the educational process as partners, and not as third-party consumers of educational services.

GEF DO establishes the right to receive affordable and free high-quality preschool education + financial support (a place for a child in a kindergarten).

Until 2009, there were Temporary (exemplary) requirements for the content and methods of preschool education. In 2009, by the Order of the Ministry of Education and Science, FGT was introduced to the structure of the PEP, in 2011 - to the conditions for the implementation of the PEP. In 2013, by Order of the Ministry of Education and Science No. 1155 on the introduction of the Federal State Educational Standard.

Basic concepts of GEF DO:

1) Unity educational space:

Ensuring uniform conditions and quality of education, regardless of the place of study, excluding the possibility of discrimination in the field of education (organization of advisory centers, short stay groups);

2) educational environment - a set of conditions purposefully created in order to ensure the completeness of education and development of children (networking: museum, school, etc.)

3) developing object-spatial environment;

4) the social situation of development.

What is the difference between FGT and GEF DO?

2 groups of requirements:

Toward the OOP structure;

To the conditions for the implementation of the PLO;

10 educational areas;

80% - obligatory part of the program;

20% - variable

GEF DO

3 groups of requirements

Toward the OOP structure;

To the conditions for the implementation of the PLO;

To the results of the development of OOP

5 educational areas:

Physical development

cognitive development;

Artistic aesthetic development;

Social communication development(social-personal);

Speech development

60% - obligatory part of the program;

40% - variable

Non-standard "Standard"

3 groups of requirements

Toward the OOP structure;

To the conditions for the implementation of the PLO;

To the results of the development of OOP

In GEF, the main thing is not the result, but the conditions. This is the standard conditions. Conditions are the social situation of the child's development - the established system of interaction between the child and the outside world, represented by adults and children. If the conditions are created, the Standard is implemented.

Social situation of development has three sets of requirements:

1) Spatio-temporal - space and toys;

2) Social - a system of relationships with adults, peers

3) Activity - children's activities: motor, play, communicative, construction from various materials, visual, perception fiction and folklore.

The main condition is the number of children in the group.

What are the conditions for:

1) Psychological and pedagogical;

2) Personnel;

3) Logistics;

4) Financial;

5) To the subject-developing environment.

Personnel conditions are the main ones. In this regard, the professional standard of the teacher is being developed. It is planned to be introduced by September 2014.

Evaluation of the professional activity of a teacher:

The dynamics of the development of the integrative qualities of the teacher;

Positive attitude of the child to kindergarten;

A high degree of activity and involvement of parents in the educational process and the life of the kindergarten.

Requirements for the results of mastering the program:

The main result is the socialization of children.

1) The result of socialization;

2) The personal results of the development of the child, and not the result of learning.

GEF DO provides for 1 group of results - personal (subject, meta-subject and personal at school).

The results of the development of the program are described in the form of targets:

* Initiative

* Independence

* Self confidence

* Imagination

* Physical development

* Volitional efforts

* Curiosity

* Child's interest.

The targets are not subject to the evaluation of the results.

What will be assessed:

1) Pedagogical process;

2) Conditions (social situation of development);

3) Pedagogical personnel.

Naturally, despite the absence of such forms of control that are available at higher levels of education, both teachers themselves and parents want to understand what the child has managed to achieve. Here, unlike other standards, we are talking only about personal results. In this regard, it is allowed to monitor the dynamics of the child's development, but it is needed not for evaluation in itself, but for identifying the ways in which the teacher can allow the child to develop, discover some abilities, overcome problems. It is the teacher-psychologist who should be engaged in such monitoring. Such a study can be carried out only with the consent of the parents or legal representatives of the child.

OOP structure requirements.

PEP is defined as a program of psychological and pedagogical support for the development, socialization and individualization of a child's development, and not learning. Individualization is a set of partial programs implemented in a preschool educational institution.

OOP is written for 1 year, expert review conducted by the education authority. Until 2015, we are working according to previously developed programs.

OOP OOP is designed around the Exemplary OOP, not based on it. On the basis of the OOP, preschool educational programs are developed for teachers.

The sample program is an educational and methodological document funded by the state. Now they are being processed in accordance with the Federal State Educational Standard, new ones are being created. The developers of the GEF DO oppose a single program - there should be a choice.

1) Options for the schedule of classes;

2) Partial programs;

3) Forms of planning;

4) Daily routine, vital activity;

5) Methodological support;

6) Curriculum;

7) Monitoring.

Readiness of preschool educational institutions for the introduction of GEF DO

1) Developed and approved by the PEP DOO;

2) The regulatory framework has been brought into line with the Federal State Educational Standard;

3) Job Descriptions developed in accordance with GEF DO;

4) The list of partial programs is defined;

5) Local acts have been developed;

6) The model of interaction between preschool educational institutions and social partners was determined;

7) Plan methodical work to the introduction of GEF DO;

8) Professional development of teachers was carried out;

9) Providing personnel, financial conditions.

Dear Colleagues! I have developed a questionnaire for teachers on the topic of GEF DO.

The purpose of this survey: to reveal teachers' ideas about the Federal State Educational Standard.

QUESTIONNAIRE FOR TEACHERS

1. What is GEF DO? When did it enter into force?

2. What is the reason for the development of this document - GEF DO?

3. What documents is the GEF DO based on?

4. What rights of citizens does the Federal State Educational Standard establish?

5. What is the difference between FGT and GEF DO?

6. Taking into account what should be implemented by the GEF DO preschool

educational organizations?

7. The adoption of the standard will lead to an increase in social status (specify):

* - childhood

* - preschool institutions

* - educators

8. What will be the name of educational activities after the introduction of GEF DO:

1) occupation

9. What is positive, in your opinion, transferred from FGT to GEF DO?

THANK YOU FOR YOUR COOPERATION!

marina malyukova
Consultation for teachers "What is the GEF of preschool education?"

From January 1, 2014 all preschool educational Russian institutions are moving to the new Federal State educational standard of preschool education(GEF DO) .

What is the GEF of preschool education?

GEF are established in the Russian Federation in accordance with the requirement of Article 12 "Law on education» and according to article 2 paragraph 6 of the new law "About education» are a set of mandatory requirements for preschool education approved by the federal executive body responsible for the development of state 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 self-valuable level education, which sets the main goal of forming a successful personality. The key setting of the standard is support diversity childhood through the creation of conditions for the social situation of the assistance of adults and children for the development of the abilities of each child.

Currently preschool education the population of the Russian Federation is provided in various models and forms, which differ significantly in terms of implementation educational process , and by content preschool education. variability preschool education has a number of negative consequences (implementation educational process in conditions not appropriate for the age of the children preschool age . GEF DO carries out legal regulation of the content, conditions and results preschool education in volume, mandatory for all institutions implementing the main general educational program of preschool education. That is, the standard will set the lower acceptable limit as creating conditions for the implementation educational process, and the results of mastering the main general education program .

What are the main goals GEF DO?

Ensuring by the state of equal opportunities for each child in obtaining quality preschool education;

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

Preserving Unity educational RF space relative to the level 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 education at the next level of the lifelong learning system. education in Russia.

What are the basic principles GEF DO?

Support childhood diversity;

Preservation of uniqueness and self-worth preschool childhood as an important stage in the overall development of a person;

Full-fledged living by a child of all stages preschool childhood, amplification (enrichment) child development;

Creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations.

What are the requirements GEF DO?

The standard puts forward three groups requirements:

1. Requirements for the structure;

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

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

2.2. to the developing subject-spatial environment;

Domain Development Environment Provides Maximum Implementation educational potential.

Environment Availability suggests:

Accessibility for pupils of all premises of the organization where educational process.

Free access for pupils to games, toys, materials, manuals, providing all basic activities.

2.3. To personnel conditions implementation of the main educational program of preschool education;

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

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

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

1. Socio-communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

2. Cognitive-speech development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc., about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as general people, about the features of its nature, diversity countries and peoples of the world.

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

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

5. Physical development includes gaining experience in the following activities children: motor, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; conducive proper formation the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as with the correct, not damaging the body, the implementation of basic movements (walking, running, soft jumps, turns in both directions, the formation of initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; the formation of healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

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

“There is nothing in the Standard about the USE for preschoolers, nothing about control and testing preschool institutions; it is not limited to school forms of life, - stressed Alexander Asmolov, head of the working group for the preparation of the Standard. According to him, unlike other standards, in GEF preschool education development of educational programs are not accompanied by intermediate certification and final certification of students.

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

During the implementation of the Program, an assessment may be carried out individual development children. This assessment is made pedagogical employee within the pedagogical diagnostics(assessments of individual development of children preschool age associated with the evaluation of the effectiveness pedagogical actions and the underlying planning for them).

results pedagogical diagnostics can only be used to solve the following educational goals:

1) individualization education(including supporting the child, building his educational trajectory or professional correction of the features of its development);

2) optimization of work with a group of children.

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

The results of psychological diagnostics can be used to solve problems psychological support and conducting a qualified correction of the development of children.

What should be a graduate of a preschool educational institution?

A child - a graduate of a preschool educational institution should have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, developed imagination, ability to volitional efforts, curiosity.

The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it must be borne in mind that today's children are not the children that were yesterday.

The federal state standard for preschool education was developed for the first time in Russian history in accordance with the requirements of the federal law "On Education in the Russian Federation" that came into force on September 1, 2013. In accordance with the federal state educational standard for preschool education, exemplary educational programs for preschool education are being developed.

Educational programs of preschool education are aimed at the versatile development of preschool children, taking into account their age and individual characteristics, including the achievement by children of preschool age of the level of development necessary and sufficient for their successful mastering of educational programs of primary general education, based on an individual approach to preschool children and activities specific to preschool children.

The federal state educational standard includes requirements for:

1) the structure of the main educational programs (including the ratio of the mandatory part of the main educational program and the part formed by the participants in educational relations) and their scope;

2) conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions;

3) the results of mastering the main educational programs.

Unlike other standards, the GEF of preschool education is not the basis for assessing compliance with established requirements. educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students.

Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education

Registration N 30384

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" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 30, art. 4036), subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by the 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 (Collected Legislation of the Russian Federation , 2013, N 33, item 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 main general educational 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 main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration N 22303).

Minister

D. Livanov

Application

Federal state educational standard for preschool education

I. General provisions

1.1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.

The subject of regulation of the Standard are relations in the field of education arising from the implementation of the educational program of preschool education (hereinafter referred to as the Program).

Educational activities under the Program are carried out by organizations engaged in educational activities, individual entrepreneurs (hereinafter collectively referred to as Organizations).

The provisions of this Standard may be used by parents (legal representatives) when children receive preschool education in the form of family education.

1.2. The standard was developed on the basis of the Constitution of the Russian Federation 1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child 2 , which are based on the following basic principles:

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

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

3) respect for the personality of the child;

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

1.3. The Standard takes into account:

1) the individual needs of the child, related to his life situation and state of health, which determine the special conditions for his education (hereinafter - special educational needs), individual needs of certain categories of children, including those with handicapped health;

2) opportunities for the child to master the Program at different stages of its implementation.

1.4. Basic principles of preschool education:

1) full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;

2) 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 the subject of education (hereinafter referred to as the individualization of preschool education);

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

4) support for the initiative of children in various types activities;

5) cooperation of the Organization with the family;

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

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

8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

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

1.5. The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

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

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

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

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

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

2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;

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

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

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

8) formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of the health of children.

1.7. The standard is the basis for:

1) development of the Program;

2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);

3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;

4) an objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard;

5) formation of the content of vocational education and additional vocational education teaching staff, as well as their certification;

6) 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 violations of their development.

1.8. The standard includes requirements for:

structure of the Program and its scope;

conditions for the implementation of the Program;

the results of the development of the Program.

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

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

2.1. The program determines the content and organization of educational activities at the level of preschool education.

The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving the problems specified in clause 1.6 of the Standard.

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

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

2.4. The program is aimed at:

• creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, development initiatives and creativity through collaboration with adults and peers and age-appropriate activities;
• on the creation of 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 Exemplary Programs 3 .

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

The program can be implemented during the entire stay of 4 children in the Organization.

• socio-communicative development;
• cognitive development; speech development;
• artistic and aesthetic development;
• physical development.

Social and communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; the development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as common house people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

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

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

Physical development includes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; the formation of the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

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

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

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

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

1) subject-spatial developing educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

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

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

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

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

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

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

2.11.1. Target section includes explanatory note and the planned results of the development of the program.

The explanatory note should disclose:

• goals and objectives of the Program implementation;
• principles and approaches to the formation of the Program;
• characteristics significant for the development and implementation of the Program, including characteristics of the characteristics of the development of children of early and preschool age.

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

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

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

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

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

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

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

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

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

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

• the specifics of national, sociocultural and other conditions in which educational activities are carried out;
• the choice of those partial educational programs and forms of organizing work with children that best meet the needs and interests of children, as well as the capabilities of the teaching staff;
• established traditions of the Organization or Group.

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

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

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

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

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

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

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

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

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

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

The short presentation of the Program should indicate:

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

2) the Sample Programs used;

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

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

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

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

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

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

2) ensures the emotional well-being of children;

3) contribute to the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensure the openness of preschool education;

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

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

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

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

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

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

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

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

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

7) protection of children from all forms of physical and mental violence 5 ;

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

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

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

The results of pedagogical diagnostics (monitoring) can be used exclusively for solving the following educational tasks:

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

2) optimization of work with a group of children.

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

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

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

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

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

1) ensuring emotional well-being through:

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

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

• creating conditions for children to freely choose activities, participants in joint activities;
• creating conditions for children to make decisions, express their feelings and thoughts;
• non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);

3) establishing the rules of interaction in different situations:

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

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

• creation of conditions for mastering cultural means activities;
• organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;
• support for spontaneous play of children, its enrichment, provision of play time and space;
• assessment of the individual development of children;
• 5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.

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

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

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

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

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

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

3.2.8. The organization should create opportunities:

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

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

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

3.2.9. The maximum allowable educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation 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 the developing subject-spatial environment.

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

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

3.3.3. The developing object-spatial environment should provide:

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

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

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

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

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

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

For infants and early age educational space should provide the necessary and sufficient opportunities for movement, subject and gaming activity with different materials.

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

3) The multifunctionality of materials involves:

• the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;
• the presence in the Organization or the Group of multifunctional (not having a rigidly fixed way of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).

4) The variability of the environment implies:

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

5) Accessibility of the environment implies:

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

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

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

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

3.4.1. The implementation of the Program is provided by the leading, pedagogical, educational and auxiliary, administrative and economic employees of the Organization. Researchers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those responsible for financial and economic activity, protection of life and health of children, ensure the implementation of the Program.

The qualifications of pedagogical and educational support workers must comply with the qualification characteristics established in the Unified Qualification Directory for the Positions of Managers, Specialists and Employees, section "Qualification Characteristics of the Positions of Educational Workers", approved by order of the Ministry of Health and Social Development of the Russian Federation of August 26, 2010 N 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration N 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation of May 31, 2011 N 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration No. 21240).

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

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

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

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work with these health limitations of children, including assistants (helpers) who provide children with the necessary assistance. It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

3.4.4. When organizing inclusive education:

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

when other categories of children with special educational needs are included in the Group, including those in difficult life situation 6, additional teaching staff with the appropriate qualifications may be involved.

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

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

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

2) requirements determined in accordance with fire safety rules;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

4.4. These requirements are guidelines for:

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

b) problem solving:

• formation of the Program;
• analysis of professional activity;
• interactions with families;

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

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

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

• certification of teaching staff;
• assessment of the quality of education;
• assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);
• assessment of the fulfillment of the municipal (state) task by including them in the indicators of the quality of the task;
• distribution of the stimulating payroll fund for employees of the Organization.

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

Targets for infancy and early childhood education:

• the child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
• uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;
• owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
• seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
• shows interest in peers; observes their actions and imitates them;
• shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;
• the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).
• Targets at the stage of completion of preschool education:
• the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activity, design, etc .; is able to choose his occupation, participants in joint activities;
• the child has a positive attitude to the world, to different types of labor, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;
• the child has a developed imagination, which is realized in various activities, and above all in the game; child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;
• the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;
• the child has a large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;
• the child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
• the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

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

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

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

2 Collection international treaties USSR, 1993, Issue XLVI.

3 Part 6 of Article 12 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 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 children.

5 Clause 9 of Part 1 of Article 34 of Federal Law No. 273-F3 of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

6 Article 1 of Federal Law No. 124-FZ of July 24, 1998 “On Basic Guarantees of the Rights of the Child in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 1998, No. 31, Art. 3802; 2004, No. 35, Art. 3607; N 52, item 5274; 2007, N 27, item 3213, 3215; 2009, N18, item 2151; N51, item 6163; 2013, N 14, item 1666; N 27, item 3477).

7 Taking into account the provisions of Part 2 of Article 11 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ).

8 Part 2 of Article 64 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

Olga Chudakova
The new content of preschool education in accordance with the Federal State Educational Standard

"God forbid you live in an era of change", - says Chinese wisdom. Modern world changing at an incredible rate. Social systems are changing, relationships are changing, huge changes are taking place in science…

However, maybe it is worth arguing with Chinese wisdom? Hard time This is the time of great opportunity! It is important to see these changes, to enter into them, which means "be in time".

New entails significant and qualitative changes in the practice of the educator. And, probably, each teacher alone is unlikely to cope with them. Moreover, not every educational the institution has such an arsenal of connections and opportunities to flexibly and effectively adapt the teacher to work in new conditions.

In the study and phased implementation of the work of the kindergarten GEF DO among teachers began to appear questions:

What is the Standard and what should change in the work of the kindergarten with its adoption?

Is the team ready? preschool educational institutions accept the idea new document, to work in new direction?

And it will be so new content of preschool education for kindergarten teachers?

To answer these questions, it took a kind of revision: target comparison installations, basic requirements GEF and the institutional experience of traditional preschool education.

Answering the question, what is the Standard and what should change in the work of the kindergarten with its adoption?

federal state educational standard - a set of mandatory requirements for education approved by the federal executive body responsible for the development of public policy legal regulation in the field education". According to Alexander Asmolov "Standard preschool education is First of all, support standard childhood diversity". And another one of his quote: "Standard preschool education should ensure the implementation of state guarantees and will be aimed at meeting the needs of parents and children at this stage education».

With acceptance GEF preschool education the development of the activities of the preschool educational institution has also changed.

First, recognition of the importance and weight preschool childhood provided a more attentive attitude towards him at all levels.

Secondly, it entailed an increase in quality requirements preschool education, which is positive way began to affect its development and its results.

It will be just as new content of preschool education for kindergarten teachers?

It cannot be said that the point of view the content of preschool education is new, but recognizing it as the only true one at the level of the state standard education, led to profound constructive changes in the activities of the preschool educational institution.

Changed the way children's views are organized activities: not adult guidance, but collaborative (affiliate) activities of adults and children.

educational activities covered certain areas of development of children, which are called educational areas. GEF defines 5 educational areas:

1) social and communicative development, aimed at the assimilation of norms and values ​​accepted in society, the development of communication and interaction of the child with adults and peers, the formation of independence;

2) cognitive development, involves the development of children's interests, curiosity and cognitive motivation;

3) speech development, includes mastery of speech as a means of communication and culture, enrichment of the active vocabulary, development of coherent, grammatically correct speech;

4) artistic and aesthetic development, involves the development of the prerequisites for the value-semantic perception and understanding of works of art, the world of nature, the formation of an aesthetic attitude to the surrounding world;

5) physical development, includes the acquisition of experience in motor activity, the formation of healthy values lifestyle.

Educational areas correspond age and individual characteristics of children and are related to each other. Relationship educational areas provide the formation of a complete picture of the world around the child.

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

- educational activities in regime moments;

Organized educational activities;

Independent activity of children.

One of the principles preschool education is cooperation preschool with family, and state standards are basis to help parents (legal representatives) in the upbringing of children, the protection and strengthening of their physical and mental health, in the development of individual abilities and the necessary correction of violations of their development.

IN in accordance with GEF DO preschool obliged:

Advise parents (legal representatives) for questions education and child health;

Inform parents (legal representatives, the public, stakeholders involved in educational activities, about goals preschool education;

Ensure openness preschool education;

Create conditions for parent participation (legal representatives) V educational activities;

Ensure that families are directly involved in educational activities, including through the creation educational projects together with the family based on the identification of needs and support family educational initiatives.

The requirements of the Standard for the results of the development of the Program are presented in the form of targets preschool education.

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Judging by the speeches of its participants, as well as by the quite expected questions of fellow journalists, there is no need to worry about the fate of the standard. If the given framework remains unchanged - and no one has any reason to change them, the professional, and indeed the general public, will accept any document proposed by the group of directors of FSAU "FIRO" Alexandra Asmolova.

It has long been known that preschool education should receive its own standard. With the adoption of the new law "On Education", it became the first level of general education, and it required the Federal State Educational Standard - the same as for the three levels of school, with three "T", that is, requirements for the structure of the main educational program, the conditions for its implementation and results its development. With one fundamental limitation: there should be no certifications, exams, grades and other similar manipulations on children within the third “T”. And although the author of these lines has never met non-humans in his homeland who claim that exams and grades in kindergartens are vital, the legislators, at the insistence of the profile commission of the Public Chamber of the Russian Federation, just in case, prepared for them an aspen stake. A provision was introduced into the law "On Education" prohibiting any form of certification of preschoolers.

Standard and Revolution
It is worth noting that the word "standard" in the Russian educational and political lexicon over the past twenty years has become perhaps the most abusive. The second generation standards developed by Alexander Kondakov's team are by no means the root cause of such an unenviable image. Attempts to create school standards based on a mandatory minimum content of education—failed in the 1990s and culminated in at least some kind of compromise in the 2000s under Minister Vladimir Filippov—were no less difficult. But since current customers preschool standard- young top managers from the new team of the Ministry of Education and Science - in those years they were just starting their brilliant careers, more recent memories of the battles around the second generation of the Federal State Educational Standards are important for them - frankly, not the most rosy.

The first problem faced by Andrey Fursenko's department (with Dmitry Livanov, Natalya Tretyak, Igor Remorenko and Elena Nizienko already working in it) was the competition between teams at the standards development stage, which sometimes went beyond the limits of decency. elementary school. At the meetings of the Ministerial Council on Standards, chaired by the then Deputy Minister Isaac Kalina, it didn’t even come to a fight. The general director of "Prosveshcheniya" Alexander Kondakov - the head of the first team - emphasized the system-activity approach, spoke about the education of the individual, the formation of civic identity. The focus of attention of the head of "Evrika" Alexander Adamsky, who by that time had become proficient in monitoring KPMO, was normative per capita funding, a new wage system, restructuring of the school network and other economic mechanisms. Differences in approach undoubtedly took place, although to the uninitiated observer these discussions resembled a dispute between blunt-pointed and pointed-pointed ...

However further development events showed that the intensity of passions in the professional environment can not be compared with the intensity of the passions of the people. The discussion about the draft high school standard, which unexpectedly went beyond the boundaries of departmental platforms, almost swept away its developers, and with them Andrey Fursenko's department. The blogosphere reared up, seeing in the standard a threat to education, even if non-existent, but it was all the more difficult for Alexander Kondakov to fend off attacks - first alone, and then hand in hand with those who, it would seem, disagreed with him on many ideological issues . And although the project was eventually finalized, adopted and signed by Andrei Fursenko, his successor in the word "standard" certainly heard the same notes as Signor Tomato in the word "revolution". Given that another standard was to be adopted - this time preschool, Dmitry Livanov had to do everything possible and impossible so as not to repeat the mistakes of his predecessor: not to arrange senseless team competition and - most importantly - to prevent an uprising in the blogosphere.

There is no doubt that such fears were at the top of the Ministry of Education and Science (and probably still are) - it was enough to assess the composition of the audience of the press conference on March 29: there were definitely more ministerial and near-ministerial PR specialists and experts in the hall than journalists. And although only the main outlines of the project were presented at this event, and not the document itself (it is not yet ready), all previous work confirmed that Dmitry Livanov had learned the lessons of Andrey Fursenko.

"Political child-centrism"
To prepare the Federal State Educational Standard for preschool education, a working group was created, headed by FIRO director Alexander Asmolov, who played a significant role in the design of school standards: it was he who developed their basis - a system-activity approach rooted in the concept of the cultural-historical school of Lev Vygotsky and his followers. The introduction of variability in education was associated with the figure of Asmolov back in the 1990s. All this generally accepted ideology gave him the opportunity not only to find mutual language with a wide range of experts who advocate education reform, and put them on a common trajectory, but also extinguish the ambitions of especially zealous debaters. Even if some talk more about the formation of values, and others about the economy, this is not a problem with unity of purpose. Only one substance, with which it was impossible to agree by definition, remained outside the scope of his influence - the conservative wing of the RAO. Its representatives, even at the stage of discussing school standards, proposed returning to the Zunov (knowledge-skills-skills) approach instead of the systemic-activity approach, to the mandatory minimum content of education and, in the words of Efim Rachevsky, proclaimed the principle “not a single child will leave school without having learned full course of chemistry” (physics, biology and further down the list).

The lack of interest among journalists and bloggers in any level of education, with the exception of high school, was explained a couple of years ago by HSE Rector Yaroslav Kuzminov at a meeting of the Public Council under the Ministry of Education and Science. The public relates to the standards of different levels of general education in exactly the same way as an ordinary Russian family. You can even build a graph showing the dynamics of the family's investment in the child's education. When he is just starting to get an education, parents are more interested in everyday problems - “buy a sofa, go south”, and they start to catch on only when the child needs to move somewhere from school, according to the well-known principle “until the thunder strikes”. However, the same Yaroslav Kuzminov did not deny the importance of the standards of the previous level - on the contrary, he emphasized that it is too late to influence the interests and competencies of the child in high school, since they were formed at the previous levels, and even suggested returning to the discussion of the already adopted standards of primary and general education. After all, there, in his opinion, there were shortcomings, correcting which is even more important than raising a cry about the high school standard.

Will Alexander Asmolov succeed in avoiding such statements, having achieved a consensus on preschool education in the professional community here and now, it will be clear in the coming months, when he will present the text of the document, because already from September 1, 2013, the standard is going to be tested in pilot educational institutions. But today there is no reason to assume that events will develop according to a different scenario.