preschool department

GBOU gymnasium №1409

2014-2015 academic year

Moscow, 2014

Main general education program preschool education developed in accordance with the federal state educational standard for preschool education (Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155) for the transitional period until the approval of the Model Basic Educational Program for Preschool Education.

Program Structure

Target section of the educational program

Explanatory note

1. Goals and objectives of the Program implementation

   Principles and approaches to the formation of the Program

   Characteristics of the developmental features of children of early and preschool age

1.4. The priority direction of activity of the Preschool Department of the GBOU Gymnasium No. 1409 for the implementation of the main general educational program of preschool education.

Planned results of the program development

1. Description educational activities in accordance with the directions of the development of the child

Educational area "Physical development"

Educational area "Social and communicative development"

Educational area "Development of speech"

Educational area "Cognitive development"

Educational area "Artistic and aesthetic development"

Description of variable forms, ways, methods and means of implementing the Program

Organization section

Logistics of the program.

Organization of the regime of stay of children in the Preschool department of the GBOU gymnasium No. 1409

4. Schedule of directly educational activities of children

1. Target section of the educational program

1. Explanatory note

The educational program of the Preschool Department of the GBOU Gymnasium No. 1409 was developed in accordance with the requirements of the main normative documents:

- Resolutions of the Chief State Sanitary Doctor Russian Federation dated May 15, 2013 N 26 SANITARY AND EPIDEMIOLOGICAL REQUIREMENTS FOR THE DEVICE, MAINTENANCE AND ORGANIZATION OF THE MODE OF WORK OF PRESCHOOL EDUCATIONAL ORGANIZATIONS (Sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13)

Federal state educational standard for preschool education

Charter GBOU gymnasium No. 1409

In accordance with the climatic conditions of the central region of the Russian Federation, as well as with the traditions of folk culture.

Goals and objectives of the program implementation.

Purpose of the program: positive socialization and comprehensive development of a child of early and preschool age in children adequate to his age activities.

Tasks:

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

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);

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);

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

combining training and education into an integral 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;

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;

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

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

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

The main tasks of educational areas:

Socio-communicative development

Appropriation of norms and values ​​accepted in society, including moral and ethical values.

Development of communication and interaction of the child with adults and peers.

The formation of independence, purposefulness and self-regulation of their own actions.

Development of social and emotional intelligence, emotional responsiveness, empathy.

Formation of readiness for joint activities.

Formation of a respectful attitude and a sense of belonging to one's family and the community of children and adults in the organization.

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

Formation of the foundations of security in everyday life, society, nature.

cognitive development

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

Formation of cognitive actions, formation of consciousness.

Development of imagination and creative activity.

Formation of primary ideas about oneself, other people, objects of the surrounding world, their properties and relationships (shape, color, size, material, sound, rhythm, type, quantity, number, part and whole, space and time, movement and rest, causes and consequences, etc.)

Formation of primary ideas about the small motherland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as a common home of people, about features of nature, the diversity of countries and peoples of the world.

Speech development

Speech as a means of communication.

Enrichment of the active vocabulary.

The development of coherent, grammatically correct dialogic and monologue speech.

The 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 literacy education.

Artistic and aesthetic development

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

The formation of an aesthetic attitude to the surrounding world.

Formation of elementary ideas about the types of art.

Perception of music, fiction, folklore.

Stimulation of empathy for the characters of works of art.

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

Physical development

Development of physical qualities.

The correct formation of the musculoskeletal system of the body, the development of balance, coordination of movements, large and small motor skills.

Correct execution of basic movements.

Formation of initial ideas about some sports.

Mastering outdoor games with rules.

The formation of purposefulness and self-regulation in the motor sphere.

Mastering the elementary norms and rules of a healthy lifestyle.

Principles and approaches to the formation of the main general educational program of the Preschool Department of the GBOU Gymnasium No. 1409

1. The principle of developing education, according to which the main goal of preschool education is the development of the child.

The principle of scientific validity and practical applicability.

The principle of integrating the content of preschool education in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas.

Complex-thematic principle of building the educational process .

Characteristics of the developmental features of children of early and preschool age

Age characteristics of children 2-3 years old

Physical development

Children have basic vital movements(walking, running, climbing, actions with objects), squatting, jumping off the bottom step.

In 2 year old children, there is a stable emotional condition. They are characterized by vivid emotional reactions associated with the immediate desires of the child. Manifestations of aggression are rare, the emotional mechanism of empathy, sympathy, joy is manifested. All children call themselves by name, use the pronoun “I” and give themselves a primary self-esteem - “I am good”, “I am myself”. For children of 3 years of age, unconsciousness of motives, impulsiveness and dependence of feelings and desires on the situation are characteristic. Children are easily infected by the emotional state of their peers. However, at this age, arbitrariness of behavior also begins to take shape. By the age of 3, children develop a sense of pride and shame, elements of consciousness associated with identification with the name and gender begin to form. Early age ends with a crisis of 3 years. The crisis is often accompanied by a number of negative manifestations: stubbornness, negativism, impaired communication with adults, etc.

The game is procedural in nature, the main thing in it is action. Children are already quietly playing next to other children, but the moments of common play are short-lived. They are made with game items close to reality. There are actions with objects - substitutes. For children 3 years of age, the game is nearby. In the game, children perform separate game actions that are conditional. The role is actually carried out, but not named. The plot of the game - a chain of 2 actions; an imaginary situation is held by an adult.

In the course of joint objective activities with adults, understanding continues to develop. speeches. The word is separated from the situation and acquires an independent meaning. The number of understood words is increasing. Active speech of children develops intensively. By the age of 3, they master the basic grammatical structures, try to build simple sentences, in a conversation with an adult, almost all parts of speech are used. The active dictionary reaches 1000-1500 words. By the end of the 3rd year of life, speech becomes a means of communication between the child and peers, children perceive all sounds mother tongue, but pronounce them with great distortion.

In the field cognitive development perception of the surrounding world - sensory - is crucial for children. They perceive the world with all the senses, but they perceive whole things, and not individual sensory properties. There is an interaction in the work of different sense organs. Sight and touch begin to interact with the perception of form, size and spatial relationships. Hearing and speech-motor systems begin to interact with the perception and discrimination of speech. Gradually, visual acuity is taken into account and the ability to distinguish colors increases. Attention children involuntarily. The child simply does not understand what it means to force oneself to be attentive, i.e. arbitrarily direct and hold your attention on any object. The stability of the child's attention depends on his interest in the object. Directing a child's attention to something by verbal indication is very difficult. It is difficult for children to immediately comply with requests. The scope of the child's attention is very small - one subject. Memory manifests itself mainly in the recognition of previously perceived things and events. There is no intentional memorization, but at the same time I remember what they liked, what they listened with interest or what they observed. The child remembers what he remembers himself. The main form of thinking becomes visual-effective.

At this age, the most accessible species is drawing and sculpting. The child is already able to formulate the intention to depict an object. But, of course, at first he does not succeed: the hand does not obey. Main images: lines, strokes, rounded objects. Typical is the image of a person in the form of a "cephalopod" - and lines extending from it.

In musical activities the child has an interest and desire to listen to music, to perform the simplest musical-rhythmic and dance movements. A child, along with an adult, is able to sing along with elementary musical phrases.

Age characteristics, a contingent of children 3-4 years old.

Physical development

A 3-year-old child knows the basic vital movements(walking, running, climbing, actions with objects). There is an interest in determining the correspondence of movements to the pattern. Children test their strength in more complex types activities, but at the same time they are characterized by the inability to measure their strengths with their capabilities.

Motor skills performance of movements is characterized by a more or less accurate reproduction of the structure of the movement, its phases, direction, etc. By the age of 4, the child can walk on the gymnastic bench without stopping, arms to the sides; hit the ball on the floor and catch it with both hands (3 times in a row); transfer one by one small items(buttons, peas, etc. - 20 pieces in total) from the surface of the table into a small box (with your right hand).

Self-esteem begins to develop when performing physical exercises, while children are guided to a large extent by the teacher's assessment.

3-4's summer child owns elementary hygiene skills self-service (washes hands independently and correctly with soap after a walk, games, toilet; carefully uses the toilet: toilet paper, does not forget to drain the water from the tank for draining; when eating, uses a spoon, napkin; knows how to use a handkerchief; can independently eliminate the mess in clothes, hairstyle, using a mirror, comb).

Social and personal development

For children of 3 years of age, it is typical a game near. In the game, children perform separate game actions that are conditional. The role is actually carried out, but not named. The plot of the game - a chain of 2 actions; an imaginary situation is held by an adult. By the age of 4, children can unite by 2-3 people to play the simplest role-playing games. Game actions are interconnected, have a clear role-playing character. The role is called, as the game progresses, children can change the role. The game chain consists of 3-4 interrelated actions. Children independently hold an imaginary situation.

Cognitive speech development

Communication child at this age is situational, initiated by an adult, unstable, short-term. Recognizes his gender. A new form of communication with adults is emerging - communication on educational topics, which is first included in a joint cognitive activity with an adult.

Uniqueness speech development children at this age lies in the fact that during this period the child has an increased sensitivity to the language, its sound and semantic side. At the younger preschool age, there is a transition from the exclusive dominance of situational (understandable only in a specific situation) speech to the use of both situational and contextual (free from visual situation) speech. Mastery of the native language is characterized by the use of basic grammatical categories (coordination, their use by number, time, etc., although some mistakes are made) and colloquial vocabulary. Possible sound defects.

In development cognitive sphere the ways and means of orienting the child in the environment are expanding and qualitatively changing. The child actively uses for its intended purpose some household items, toys, substitute items and verbal designations of objects in everyday life, play, and communication. Qualitatively new properties of sensory processes are formed: sensation and perception. In practical activities, the child takes into account the properties of objects and their purpose: knows the name of 3-4 colors and 2-3 shapes; can choose from 3 objects of different sizes "the largest". Examining new objects (plants, stones, etc.), the child is not limited to simple visual acquaintance, but moves on to tactile, auditory and olfactory perception. Memory images begin to play an important role. The memory and attention of the child is involuntary, passive. At the request of an adult, a child can remember at least 2-3 words and 5-6 names of objects. By the age of 4, he is able to memorize significant passages from his favorite works. When examining objects, the child singles out one, the most striking feature of the object, and, focusing on it, evaluates the object as a whole. He is interested in the results of the action, and the process of achievement itself is not yet able to trace.

constructive activity in 3-4 years it is limited to the construction of simple buildings according to the model (from 2-3 parts) and according to the plan. The child can engage in activities that are exciting for him for 5 minutes without stopping.

Artistic and aesthetic development

The child is happy to get acquainted with elementary means of expression (color, sound, shape, movements, gestures), shows interest in works of folk and classical art, literature (poems, songs, nursery rhymes), in performing and listening to musical works.

Visual activity child depends on his ideas about the subject. At 3-4 years old, they are just beginning to form. Graphic images are poor, objective, schematic. Some preschoolers lack details in the image, while others may have more detailed drawings. The idea changes as the image progresses. Children can already use color. Great importance for the development of motor skills at this age has modeling. A child can mold simple objects under the guidance of an adult. At 3-4 years old, due to insufficient development of the small muscles of the hand, children do not work with scissors, they apply from ready-made geometric shapes. The child is able to lay out and paste elements of a decorative pattern and a subject schematic image from 2-4 main parts.

IN musical and rhythmic activity a child of 3-4 years old feels the desire to listen to music and make natural movements to the sound of music. By the age of 4, he masters elementary singing skills of simple musical works. The child well transforms into the image of a bunny, a bear, a fox, a cockerel, etc. in movements, especially to a dance tune. Acquires elementary skills of playing along on children's percussion musical instruments (drum, metallophone). The foundations are laid for the development of musical-rhythmic and artistic abilities.

Age characteristics, contingent of children 4-5 years old

By the age of five, a “psychological portrait” of a person is formed, in which an important role belongs to competence, especially intellectual (this is the age of “why?”), as well as creativity.

Physical development

At this age, the growth of all organs and systems continues, the need for movement. Motor activity becomes purposeful, meets individual experience and interest, movements become meaningful, motivated and controlled. The high emotional significance of the process of activity for the child remains, the inability to complete it on demand. The ability to regulate motor activity appears. Children have an interest in knowing themselves, their bodies, their structure, and capabilities. Children have a need to act jointly, quickly, deftly, at the same pace for all children; observe certain intervals while moving in different formations, be the leader. Level functionality rises.

Positive changes are observed in the development motility. Preschoolers keep their balance better by stepping over small obstacles., stringing beads (20 pcs.) Of medium size (or buttons) on a thick fishing line.

At 4-5 years old, children improve cultural and hygienic skills ( the algorithm of washing, dressing, eating is well mastered): they are careful when eating, know how to put on shoes correctly, put their clothes, toys, books in their place. In elementary self-service (dressing, undressing, washing, etc.), the independence of the child is manifested.

Social and personal development

By the age of 5, children have increased interest and need in communication, especially with peers awareness of one's position among them. The child learns ways to interact with other people. Uses speech and other means of communication to meet a variety of needs. He is better oriented in human relations: he is able to notice the emotional state of a close adult, peer, show attention and sympathy. Children develop a need for respect from an adult, for them his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is an age-related phenomenon. The ability to use the established forms of polite address is being improved.

IN gaming activity role interactions. They indicate that preschoolers are beginning to separate themselves from the accepted role. During the game, the roles can change. At this age, regular play partners begin to appear. From two to five children can be involved in a common game, and the duration of joint games is on average 15-20 minutes.

The child begins to regulate his behavior in accordance with the norms accepted in society; knows how to bring the work begun to the end (build a structure, remove toys, rules of the game, etc.) - a manifestation of arbitrariness.

Children begin to develop the ability to control their emotions in motion, which is facilitated by their mastery of the language of emotions (a range of experiences, moods). The emotionality of a five-year-old child is distinguished by a variety of ways to express their feelings: joy, sadness, grief, pleasure. The child is able to show sympathy, empathy, which underlies moral actions.

By the age of 5, independence is manifested in the elementary performance of individual assignments (duty in the dining room, caring for plants and animals).

Cognitive speech development

Content changes communication child and adult. It goes beyond the specific situation in which the child finds himself. The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it is interesting.

IN speech development children 4-5 years old improve the pronunciation of sounds (except for sonorants) and diction. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes. The grammatical side of speech develops. Children are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational.

In cognitive development 4-5 year old children are characterized by high mental activity. 5-year-old "why-why" are interested in cause-and-effect relationships in different areas of life (changes in living and inanimate nature, the origin of man), the professional activities of adults, etc., that is, an idea of ​​​​the various aspects of the world begins to form. By the age of 5, perception becomes more developed. Children are able to name the shape that this or that object looks like. They can isolate simple forms in complex objects and from simple shapes recreate complex objects. Children are able to arrange groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Improved orientation in space. The amount of memory is increasing. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc. Imaginative thinking begins to develop. Children are able to use the sheets of schematized images to solve simple problems. Increased attention span. The child is available concentrated activity for 15-20 minutes.

Getting more complicated construction. Buildings can include 5-6 parts. Design skills are formed according to one's own plan, as well as planning a sequence of actions.

Artistic and aesthetic development

In the fifth year of life, a child perceives works of art, visual and musical creativity more consciously, easily establishes simple causal relationships in the plot, composition, etc., emotionally responds to actions, deeds, events reflected in a work of art, correlates what he sees with his ideas about beauty , joyful, sad, evil, etc. The child has a desire to share his impressions of meetings with art, with adults and peers. The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic.

Significant development is visual activity. Drawings become substantive and detailed. At this age, children draw objects of a rectangular, oval shape, simple images of animals. Children can timely saturate the bristle of the brush with paint, rinse at the end of work. Graphic image a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details. Children can cut scissors in a straight line, diagonally, by the age of 5 they master the techniques of cutting objects of a round and oval shape. Sculpt objects of round, oval, cylindrical shape, protozoa, fish, birds.

By the age of 5, the child performs elementary dance movements (spring, jumps, whirling, etc.). Can sing long, while starting and finishing singing together. The development of performing activity is facilitated by the dominance of productive motivation at this age (sing a song, dance a dance, play an instrument). Children make their first attempts at creativity.

Age characteristics, contingent of children 5-6 years old

Physical development

The process of ossification of the child's skeleton continues. The preschooler is more fully mastered various types movements. The body becomes noticeably stable. Children by the age of 6 can already walk, but for short distances. Six-year-old children are much more accurate in choosing the movements they need to perform. They usually do not have extra movements that are observed in children 3-5 years old. In the period from 5 to 6 years, the child gradually begins to adequately evaluate the results of his participation in competitive games. Satisfaction with the result obtained by the age of 6 begins to bring joy to the child, contributes to emotional well-being and maintains a positive attitude towards oneself (“I am good, dexterous”, etc.). Differences in the movements of boys and girls are already beginning to be observed (in boys - more intermittent, in girls - soft, smooth).

By the age of 6, the development of small motility fingers. Some children can thread the lace through the shoe and tie it in a bow.

Continue to improve as you get older cultural and hygienic skills: knows how to dress in accordance with weather conditions, follows the basic rules of personal hygiene, observes the rules of eating, shows independence skills. Good habits contribute to the assimilation of the basics of a healthy lifestyle.

Cognitive speech development

Communication children is expressed in a free dialogue with peers and adults, expressing their feelings and intentions with the help of verbal and non-verbal (gestural, mimic, pantomime) means.

Keeps improving speech, including her sonic side. Children can correctly reproduce hissing, whistling and sonorous sounds. Phonemic hearing, intonational expressiveness of speech develops when reading poetry in a role-playing game and in everyday life. The grammatical structure of speech is improved. Children use all parts of speech, are actively engaged in word creation. Vocabulary becomes richer: synonyms and antonyms are actively used. Coherent speech develops: children can retell, tell from the picture, conveying not only the main thing, but also the details.

IN cognitive activity the perception of color, shape and size, the structure of objects continues to improve; children's ideas are systematized. Children name not only the primary colors and their shades, but also intermediate color shades; the shape of rectangles, ovals, triangles. By the age of 6, children easily line up - in ascending or descending order - up to ten objects of different sizes. However, preschoolers experience difficulties in analyzing the spatial position of objects if they encounter a discrepancy between the shape and their spatial arrangement. At the senior preschool age figurative thinking continues to develop. Children are able not only to solve the problem in a visual way, but also to make transformations of the object. Generalizations continue to improve, which is the basis of verbal-logical thinking. 5-6 years is the age of creative imagination. Children can make up original, believable stories on their own. There is a transition from involuntary to voluntary attention.

Construction characterized by the ability to analyze the conditions in which this activity takes place. Children use and name various parts of the wooden construction set. They can replace building parts depending on the material available. Master the generalized method of examining the sample. Constructive activity can be carried out on the basis of a scheme, by design and by conditions. Children can construct from paper by folding it several times (2,4,6 folds); from natural material.

Social and personal development

Children show high cognitive activity. The child needs meaningful contacts with peers. Their speech contacts are becoming longer and more active. Children independently unite in small groups on the basis of mutual sympathy. At this age, children have a differentiated idea of ​​their gender according to essential features (feminine and masculine qualities, especially the manifestation of feelings).

Shows great interest in the game.

In play activities children of the sixth year of life can already distribute the birth before the start of the game and build their behavior, adhering to the role. Game interaction is accompanied by speech, corresponding both in content and intonation to the role taken. The speech that accompanies the real relationship of children differs from role-playing speech. When distributing roles, conflicts may arise related to the subordination of role behavior. The organization of the playing space is observed, in which the semantic "center" and "periphery" are distinguished. In the game, children often try to control each other - they indicate how this or that character should behave.

The child tries to compare pronounced emotional states, to see manifestations of the emotional state in expressions, gestures, voice intonation. Shows interest in the actions of peers.

In work activity previously mastered types of child labor are performed efficiently, quickly, and consciously. Planning and self-assessment of labor activity are actively developing.

Artistic and aesthetic development

IN visual activity A 5-6 year old child can freely depict objects of a round, oval, rectangular shape, consisting of parts different shapes and connections of different lines. Ideas about color are expanding (they know the basic colors and shades, they can independently prepare pink and blue colors). Older age is the age of active draw I. Drawings can be very diverse in content: these are life impressions of children, illustrations for films and books, imaginary situations. Typically, the drawings are schematic representations of various objects, but may differ in the originality of the compositional solution. The image of a person becomes more detailed and proportional. According to the drawing, one can judge the gender and emotional state of the depicted person. The drawings of individual children are distinguished by originality and creativity. IN modeling children do not find it difficult to create a more complex image in form. Children successfully cope with cutting out objects of rectangular and round shapes of different proportions.

Older preschoolers are distinguished by a vivid emotional reaction to music. An intonation-melodic orientation of musical perception appears. Preschoolers can sing without tension, smoothly, clearly pronouncing the words; freely perform dance movements: half-squats with legs on the heel, alternately throwing legs forward in a jump, etc. They can improvise, compose a melody on a given topic. Initial ideas about genres and types of music are formed.

Age characteristics, contingent of children 6-7 years old

Physical development

By the age of 7, the child's skeleton becomes stronger, so he can perform various movements that require flexibility, resilience, strength. His body acquires a noticeable stability, which is facilitated by the increased growth of the legs. Legs and arms become more resilient, dexterous, mobile. At this age, children can already take quite long walks, run for a long time, and perform complex physical exercises.

Seven-year-olds have no extra movements. The children already independently, without special instructions from an adult, can perform a series of movements in a certain sequence, controlling them, changing them (arbitrary regulation of movements).

The child is already able to adequately assess the results of his participation in mobile and sports games ah competitive nature. Satisfaction with the result gives the child joy and maintains a positive attitude towards himself and his team (“we won, we are stronger”).

Has an idea about his physical appearance (tall, fat, thin, small, etc.) and health, take care of him. owns cultural and hygienic skills and understands their need.

Social and personal development

By the age of seven, the child clearly shows self-confidence and self-esteem, the ability to defend one's position in joint activities. A seven-year-old child is capable of volitional regulation of behavior, overcoming immediate desires if they contradict established norms, a given word, a promise. Able to show strong-willed efforts in situations of choice between "can" and "impossible", "I want" and "should". Shows perseverance, patience, ability to overcome difficulties. Can restrain himself, express requests, suggestions, disagreement in a socially acceptable form. The arbitrariness of behavior is one of the most important indicators of psychological readiness for school.

Independence the child is manifested in the ability to solve various problems that arise in everyday life without the help of an adult (self-service, caring for plants and animals, creating an environment for amateur play, using simple safe devices - turning on the lights, TV, player, etc.).

In role-playing games children of the 7th year of life begin to master the complex interactions of people, reflecting characteristic significant life situations, for example, a wedding, illness, etc. Game actions become more complex, acquire a special meaning, which is not always revealed to an adult. The playing space is getting more complex. It can have several centers, each of which supports its own storyline. At the same time, children are able to track the behavior of partners throughout the playing space and change their behavior depending on the place in it (for example, a child addresses the seller not just as a buyer/but as a buyer-mother). If the logic of the game requires the emergence of a new role, then the child can take on a new role in the course of the game, while retaining the role taken earlier.

A seven-year-old child is able to notice changes in the mood of an adult and a peer, take into account the desires of other people; able to establish stable contacts with peers. A seven-year-old child is distinguished by great richness and depth of experiences, a variety of their manifestations and, at the same time, a greater restraint of emotions. He tends to " emotional anticipation" - a premonition of one's own experiences and the experiences of other people related to the results of certain actions and deeds ("If I give my mother my drawing, she will be very happy").

Cognitive speech development

There is an active development of dialogic speech. The dialogue of children acquires the character of coordinated subject and speech actions. In the bowels of the dialogic communication older preschoolers, a new form of speech is born and formed - a monologue. The preschooler listens attentively to the stories of his parents, what happened to them at work, is keenly interested in how they met when they met strangers they ask who it is, if they have children, etc.

Children continue to develop speech: its sound side, grammatical structure, vocabulary. Connected speech develops. Children's utterances reflect both the expanding vocabulary and the nature of the generalizations that form at this age. Children begin to actively use generalizing nouns, synonyms, antonyms, adjectives, etc.

cognitive processes undergo qualitative changes; arbitrariness develops. Along with visual-figurative thinking, elements of verbal-logical thinking appear. Skills of generalization and reasoning continue to develop, but they are still largely limited to visual signs of the situation. Imagination continues to develop, however, it is often necessary to state a decrease in the development of imagination at this age in comparison with the older group. This can be explained by various influences, including the media, leading to the stereotype of children's images. Attention becomes arbitrary, in some activities, the time of arbitrary concentration reaches 30 minutes. Children have a special interest in the printed word, mathematical relations. They are happy to recognize the letters, master the sound analysis of the word, counting and recounting individual objects.

By the age of 7, children have largely mastered construction from building material. They are fluent in generalized ways of analyzing both images and buildings. Free buildings become symmetrical and proportional. Children accurately imagine the sequence in which the construction will be carried out. At this age, children can already master complex shapes additions from a sheet of paper and invent your own. Complicated construction of natural material.

Artistic and aesthetic development

IN visual activity children 6-7 years old drawings acquire a more detailed character, their colors are enriched. The differences between the drawings of boys and girls become more pronounced. Boys willingly depict technology, space, military operations; girls usually draw female images: princesses, ballerinas, etc. There are often everyday scenes: mother and daughter, room, etc. With the right approach, children develop artistic and creative abilities in visual activity. The image of a person becomes even more detailed and proportional. Fingers, eyes, mouth, nose, eyebrows, chin appear. Clothing can be decorated with various details. The objects that children mold and cut out have a different shape, color, structure, and are differently located in space. At the same time, by the age of 7, they can convey specific properties of an object from nature. A seven-year-old child is characterized by an active activity position, readiness for spontaneous decisions, curiosity, constant questions to an adult, the ability to verbally comment on the process and result of one's own activity, persistent achievement motivation, and developed imagination. The process of creating a product is creative and exploratory in nature: the child is looking for different ways solving the same problem. A seven-year-old child quite adequately evaluates the results of his activities in comparison with other children, which leads to the formation of ideas about himself and his abilities.

Significantly enriches individual interpretation music. The child determines to which genre the listened work belongs. He sings clearly and expressively, correctly conveying the melody (accelerating, slowing down). A preschooler can independently come up with and show a dance or rhythmic movement.

PRIORITY ACTIVITIESPreschool department of GBOU gymnasium No. 1409FOR THE IMPLEMENTATION OF THE BASIC GENERAL EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION.

The activities of the Preschool Department of the GBOU Gymnasium No. 1409 are aimed at creating conditions for early socialization and social adaptation pupils, ensuring equal starting opportunities for teaching children in educational organizations implementing the basic educational program of primary general education.

The educational process in the Preschool Department of Gymnasium No. 1409 is built in accordance with the climatic conditions of the city, as well as in accordance with the traditions of the national Russian culture, which are implemented through the educational areas "Knowledge", "Social and communicative", "Artistic and aesthetic".

The leading directions in the implementation of the program are the creation of a favorable psychological, emotional, physical climate for a preschooler, the formation of the foundations of a basic personality culture, the development of mental and physical qualities, preparation for life in modern society, for schooling, familiarization with a healthy lifestyle, speech development of children .

The main educational program of preschool education

The main educational program of preschool education (hereinafter BEP DO) is a mandatory document that should be in every preschool educational institution. This program is being developed in accordance with the requirements of the main regulatory documents: the Law "On Education in the Russian Federation" and the Procedure for organizing and implementing educational activities for the main general educational programs - educational programs for preschool education in accordance with the Federal State Educational Standard for Education and is a mandatory regulatory document developed and implemented by each educational institution on its own. The main educational program of preschool education is one of the main regulatory documents of a preschool educational institution that regulates its life. Along with the Charter, it serves as the basis for licensing, changing budget financing, and organizing paid educational services in accordance with the social order of parents (legal representatives). The main educational program of preschool education is a regulatory and management document in which each institution determines goals of educational activity, its content, applied methods and technologies, forms of organization of educational and educational process. The purpose of the PEP DO is determined based on the fact that this is an internal (for a given institution) educational standard, compiled on the basis of one of the exemplary basic educational programs and taking into account the logic of the development of the educational institution itself, its capabilities, the educational needs of the main social customers - parents (legal representatives) .

The program should be aimed at: creating conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, developing initiative and creativity through collaboration with adults and peers and age-appropriate activities; To create a developing educational environment, which is a system of socialization and individualization of children. The content of the Program should cover the following educational areas:

● social and communicative development;

● cognitive development;

● speech development;

● artistic and aesthetic development;

● physical development.

Clause 2.7. standard - indicates that the content of the program is implemented in various leading activities (communication, play, cognitive research activities)

The program contains the main 3 sections:

Target section (explanatory note, goals and objectives, planned results of the program implementation)

Organizational section - logistics, teaching materials, daily routine, holidays, events, etc.

It is very important that everyone participate in the development of the main educational program. teaching staff preschool, since all preschool teachers will also have to work under this program. And in order for educators and teachers to understand what they “want” from them and what content is collected in the educational program, they must certainly become developers of OOP DO.

Annual Plan

Work plan for academic year(annual plan) is a mandatory documentation of a preschool educational institution. It defines directions, tasks and a system of specific measures for solving problems in a particular academic year, the methodology for their implementation, the composition of performers, etc. The annual work plan can be considered as a tool for the operational management of a preschool educational institution. The annual plan is a specification of the tasks and activities outlined in the development program and the educational program.

The annual work plan of the PEO defines:

 specific measures to solve problems in the educational process,

 a system of methodological support for educators in their professional growth,

- the formation of experience work of teachers,

 introduction of innovations in order to improve the quality of preschool education.

The annual plan is the focus of the team on the main tasks of a particular academic year.

The main tasks of planning are as follows:

 in ensuring the implementation of decisions of state bodies on the upbringing, development and emotional well-being of children of early and preschool age;

- in isolating the main, key issues in the activities of the teaching staff;

 in determining specific activities, the timing of their implementation and responsible executors;

 in the education of responsibility and discipline among the members of the team.

The main sections of the annual work plan of the ECE

1. Analysis of work for the past academic year.

2. Tasks for the upcoming academic year

3. Personnel management system:

 training in advanced training courses (for different categories of teachers, taking into account a differentiated approach);

 preparation for certification and certification;

 visits by teachers during the intercourse period of methodological associations, conferences, round tables, etc., in order to improve professional skills;

 Self-education of teachers.

4. Organizational and pedagogical work

 Work of creative groups.

 Preparation and holding of pedagogical councils.

 Study, generalization, implementation, dissemination of advanced pedagogical experience (master classes, open screenings, etc.)

 Participation in competitions and reviews.

5. Internal monitoring system.

This section is related to the control and diagnostic function in the management of a preschool educational institution and is presented as an internal monitoring system. Here, types and forms of control over the educational process are planned (operational, thematic, DRC, etc.).

6. Interaction in work with family, school and other organizations.

In this section, work is planned to improve pedagogical competence parents (parent meetings, seminars, trainings, workshops, round tables etc.). Joint creativity of children, parents and teachers. Creation of a data bank on the families of pupils. Events are planned on issues of continuity in work with the school and organizations with which contracts have been concluded.

7. Administrative and economic work. All work is planned to strengthen the logistical and financial base DOO: repair, equipment and replenishment of subject environments, etc.

Perspective and calendar plans of pedagogical workers

3. Introduction to reading and writing (junior, middle group); preparation for teaching literacy (from the senior group).

4. Formation of ideas about the surrounding world about oneself (younger age).

5. Acquaintance with nature ( middle group).

6. Formation of elementary ecological ideas.

7. Development of elements of logical thinking (from the senior group).

8. Formation of elementary mathematical representations(from the middle group).

9. Acquaintance with spatial relationships (from the middle group).

10. Constructive activity.

11. Visual activity.

12. Game activity.

In the program complex missing sections"Development of Musicality" and "Physical Development". The authors recommend programs: "Harmony", "Synthesis" (,); "Baby" () - musical education and development; recommendations on the organization of physical education in the preschool educational institution Makhaneva. The program offers additional sections: "Artistic Design", "Expressive Movement", "Director's Game".

Software and methodological support: Program "Development" (for each age group); lesson plans for the Development program (for each age group); "Educator's diary: the development of preschool children"; " Pedagogical diagnostics»; "Diagnosis of mental development of children of senior preschool age" (theoretical and practical material); "Recommendations for identifying mentally gifted children aged 5-6".

The program of education and training in kindergarten» ed. ,(3rd edition M., 2005) is a state program document, which is prepared taking into account the latest achievements modern science and practice of domestic preschool education and is a modern variable program, which comprehensively presents all the main content lines of education, training and development of a child from birth to 7 years.

The program highlights the developing function of education, which ensures the development of the child's personality and reveals his individual characteristics.

The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values ​​and traditions are taken into account in education, makes up for the shortcomings of the spiritual, moral and emotional education of the child.

The main criterion for selecting program material is its educational value, the high artistic level of the works of culture used (classical, both domestic and foreign), the possibility of developing the child's all-round abilities at each stage of preschool childhood.

The main goals of the program are the creation of favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, and the preparation of a child for life in modern society.

These goals are realized in the process of various types of children's activities: play, educational, artistic, motor, elementary labor.

To achieve the goals of the program, the following are of paramount importance:

Caring for the health, emotional well-being and timely comprehensive development of each child;

Creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which will allow them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

Maximum use of various types of children's activities; their integration in order to increase the efficiency of the educational process;

Creativity (creative organization) of the process of education and training;

The variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

Respect for the results of children's creativity;

Ensuring the development of the child in the process of education and training;

Coordination of approaches to raising children in terms of preschool and families;

Ensuring the participation of the family in the life of kindergarten groups and preschool institutions as a whole;

Maintaining continuity in the work of the kindergarten and elementary school excluding mental and physical overload in the content of the education of a child of preschool age.

It is quite obvious that the solution of the goals and objectives of education outlined in the program is possible only with the targeted influence of the teacher on the child from the first days of his stay in a preschool educational institution. The level of general development that the child will achieve and the degree of moral qualities acquired by him depend on the pedagogical skill of each educator, his culture, love for children. Taking care of the health and comprehensive education of children, preschool teachers educational institutions together with family should strive to make every child's childhood happy.

Program Structure: The program is composed by age groups. It covers four age periods of physical and mental development of children:

Early age - from birth to 2 years (first and second groups of early age);

Junior preschool age - from 2 to 4 years (first and second junior groups);

Average age - from 4 to 5 years (middle group);

Senior preschool age - from 5 to 7 years (senior and preparatory groups for school).

In each section of the program, a characteristic is given of the age characteristics of the mental and physical development of children, general and special tasks of upbringing and education are defined, the features of organizing the life of children, the formation of the necessary ideas, vital skills and abilities in the learning process and their development in everyday life. The program has developed the content of children's holidays, entertainment and leisure activities. Approximate levels of development are determined, which reflect the achievements acquired by the child by the end of each year of stay in a preschool institution .

The program is accompanied by lists of literary and musical works, didactic and outdoor games recommended for use in the pedagogical process.

The principles on which education is based are as follows:

the humanistic nature of education, the priority of universal human values, human life and health, and the free development of the individual. Education of citizenship, diligence, respect for human rights and freedoms, love for nature, Motherland, family; unity of federal cultural and educational space. Protection and development by the education system of national cultures, regional cultural traditions and characteristics in the conditions multinational state; general accessibility of education, adaptability of the education system to the levels and characteristics of the development and training of students and pupils; the secular nature of education in state and municipal educational institutions; freedom and pluralism in education; democratic, state-public nature of education management. Autonomy of educational institutions.

3. Subjective assessment of the merits and controversial positions of the program.

The choice of programs for preschool educational institutions is very relevant at the present time. The Ministry of General and Vocational Education developed and brought to the attention of the educational authorities Instructional letter dated June 2, 1998 No. 89 / 34-16 “On the implementation of the right of preschool educational institutions to choose programs and pedagogical technologies”.

Currently, before the introduction of the State Educational Standard, there are Temporary (exemplary) requirements for the content and methods of education and training implemented in a preschool educational institution (Appendix to the order of the Ministry of Education of the Russian Federation dated August 22, 1996 No. 000). State bodies management of education, including the Ministry of Education of Russia, ensure the development of exemplary educational programs. List of programs that have passed the examination federal level, is contained in the information letters of the Ministry of Education of Russia dated March 24, 1995 No. 42 / 19-15, dated January 29, 1996 No. 90 / 19-15, dated July 18, 1997 No. 000 / 36-14. In 1999, a catalog-reference book "Preschool Education in Russia" (ed.) was published, which also provides a list of recommended programs and new technologies for preschool institutions that meet the requirements of the state educational standard for preschool education.

Examination of programs is carried out by the Federal Expert Council for General Education of the Ministry of Education of the Russian Federation. In case of a positive assessment, the program is recommended for use by preschool educational institutions of the Russian Federation. Regional (local) educational authorities can create expert councils (commissions) for the examination of preschool education programs for a particular region (city, district). Examination of a set of specialized (partial) programs is carried out by: The Council of Teachers of a preschool educational institution for the use of a set of programs in the work of this institution; by the commission for attestation of a preschool educational institution in the process of a comprehensive examination of its activities.

In accordance with paragraph 5 of article 14 and paragraph 2 of article 32 of the Law of the Russian Federation “On Education”, as well as with paragraph 19 of the Model Regulations on a preschool educational institution (approved by Decree of the Government of the Russian Federation of July 1, 1995 No. 000 ) a preschool educational institution is independent both in choosing educational programs from a set of variant programs, and in making changes and developing own programs who do not have a stamp, subject to their proper implementation, can ensure the fulfillment of the Temporary (exemplary) requirements for the content and methods of education and training implemented in a preschool educational institution.

The choice of programs depends on the type of preschool educational institutions: kindergarten; a kindergarten with the priority implementation of one or more areas of development of pupils; a compensatory type kindergarten with the priority implementation of a qualified correction of deviations in the physical and mental development of pupils; kindergarten supervision and rehabilitation with priority implementation of sanitary-hygienic, preventive and health-improving measures and procedures; combined type kindergarten; child development center - a kindergarten with the implementation of physical and psychological development, correction and rehabilitation of all pupils.

The selected program must meet the objectives of the preschool educational institution. It is not allowed to use in work with children programs that have not passed the appropriate examination at the federal or city level. At the Council of the labor collective or Pedagogical Council a decision should be made on the introduction of a particular program in the work of a preschool institution. The program chosen by the kindergarten is recorded in the Charter of the kindergarten.

Despite the difficulties of the transition period, the changes taking place in the field of education preserve the best traditions of the Russian system of preschool education and undoubtedly have positive features. This was indicated in the analytical materials of the head of the Department of Preschool Education of the Ministry of Education Sterkina:

The principle of complexity is observed - the pedagogical process covers all the main areas of child development (physical, familiarization with the outside world, speech development, artistic and aesthetic, etc.), a system of measures is provided to protect and strengthen the health of children;

the use of some partial programs is combined with work in other areas of the pedagogical process; there is a development of new, non-traditional areas of the content of the work of a preschool educational institution, such as teaching choreography and rhythm, a foreign language, various new techniques of fine art, computer training, familiarization with national culture; greater emphasis is placed on creating conditions for independent experimentation and search activity of the children themselves, encouraging them to be creative in their activities, self-expression and improvisation in the process of its implementation; the integration of different types of activities, the complexity of the content contribute to the emancipation of the educational process in kindergarten; attempts are made to emotionally saturate the atmosphere in the learning process, which makes it possible to successfully overcome educational and disciplinary techniques and methods in the work of a teacher; there is a mastery of new pedagogical technologies, taking into account personality-oriented interaction - a transition to a new style of communication and play with the child; new forms and content of cooperation between teachers and parents are emerging, which contributes to overcoming formalism in continuity in the education and upbringing of a child in a kindergarten and family; the use of new models of the arrangement of the premises and its equipment ensures the child's need for joint activities with peers, and at the same time, conditions for individual lessons are created, which is important for the implementation of a real effective individual approach to children.

The program of development and (or) education is a necessary core in the work of a preschool institution. The main priorities of education are: the preservation and promotion of health, the provision of favorable conditions for the development of all children, respect for the child's right to preserve their individuality in the implementation of the basic content of education and upbringing. Important components of any program and the pedagogical process in accordance with it are the construction of the regime and the place of play in kindergarten, the hygienic conditions for organizing life, classes and all children's activities, and disease prevention.
According to experts and organizers of preschool education, civilized control over the level of education is important. Control that can protect the child from incompetent pedagogical influences, from unprofessionalism. Such control was ensured by the introduction of state educational standards. In 1996, by order of the Minister of Education of the Russian Federation, "Temporary (exemplary) requirements for the content and methods of education and training implemented in a preschool educational institution" were established. These requirements apply both to educational programs and pedagogical technologies, and to the nature of the interaction of staff with children.
The development of new programs that have been carried out in domestic preschool education for a number of years and introduce into practice the new content of education and pedagogical technologies, require from the authors, first of all, the definition of a conceptual approach to the development of the child, historical and pedagogical erudition, scientific conscientiousness, methodological literacy, creativity.
When creating new programs, it is inevitable to rely on the theoretical work of researchers and the use of elements of traditional technologies that ensured positive changes in the development of the child. At the same time, the theoretical competence of the authors and respect for their predecessors, their contribution to the theory and practice of preschool education are important. The combination of innovative approaches and traditions does not diminish the merits of new programs, but points to further development pedagogical thought.

The program focuses the attention of teachers on the interaction between an adult and a child, which is based on concern for the physical, mental and emotional well-being of the child.

The authors of the program believe that the recommendations for organizing a healthy lifestyle for children must be strictly followed. The child should move throughout the day (2/3 of the duration of the wakefulness period). Be sure to purposeful daily specially organized classes (classical physical education or rhythmic music). Walks include physical education classes as their components. The program provides for an active-motor rise after sleep (morning exercises at home), as well as a hygienic warm-up before breakfast as a necessary activator of the child's body. The program emphasizes the importance of the teacher's knowledge and ability to determine the characteristics of the child's physical development in order to form a culture of movement in children. Distinctive features section: for successful physical education, the authors of the program propose to draw up a kind of “forecast map” for each child with a characteristic of the “today's” state of the child, his physical development and motor activity. The forecast map: reflects (at each age stage) the characteristics of the child's development (development of muscles, organs, systems, etc.); those parts of the body are determined, for the strengthening of which developing, strengthening or improving actions are needed; those movements are determined that at this stage are contraindicated for the child, can harm him; those forms of movements are selected that allow achieving age-related physical perfection (not individual motor skills, but physical perfection in relation to a given age). Such an analysis requires collaborative work medical workers group teachers and parents.
for the teaching staff: the implementation of the program requires high organization labor. It is necessary to learn how to combine increased requirements for other sections of the program with the need to carry out physical education of children.

"The program of education and training in kindergarten"(authors, Gerbova T.S. - M.: Mozaika-Sintez, 2005).

The main task is to protect the life and improve the health of children, comprehensive education and training, preparation for school.
The program is composed by age groups. It covers four age stages of the physical and mental development of children: early age- from birth to 2 years (first and second groups of early age), younger preschool age - from 2 to 4 years (first and second junior group), average age- up to 5 years (middle group), senior preschool age - from 5 to 7 years (senior and preparatory to school). In accordance with this program, physical education in a preschool institution should be carried out both in special physical education classes and in everyday life. In all age groups, much attention is paid to educating children in cultural and hygienic skills, correct posture. In the physical education of preschoolers, a large place is given to physical exercises in the form of a game, and outdoor games. The program of the senior and preparatory groups for school includes teaching children sports exercises and elements of sports games (basketball, football, hockey, badminton, table tennis, games in small towns).
The program focuses on the fact that proper physical education in all age groups can be ensured only with constant medical and pedagogical control. During their stay in kindergarten, children should be brought up with the need to systematically perform morning exercises, tempering procedures, maintain correct posture, and also form strong cultural and hygienic skills, the need for daily motor activity, the skills of correct, rhythmic, easy walking, running.
Distinctive features: relying on detailed methodological recommendations that provide great assistance in the implementation of this program, the teaching staff will avoid many difficulties. For successful work can be used modern techniques and technologies of education of preschool children. Forecast of possible difficulties for the teaching staff: there is no new methodological support for the organization of sports and recreation work. For successful work, it is necessary to use modern methods and technologies in this area.

Development Program

The Development program was developed by a creative team led by a professor. The peculiarity of the program lies in the fact that it focuses teachers, first of all, on mastering children with ways to acquire new knowledge, skills, and skills, and not on simply mastering them. The program also includes the section "Gifted child".
Distinctive features: focus on the personality of the educator, creating an atmosphere of cooperation and partnership between adults and children.
The program itself does not contain a section on the physical development of children. Until recently, the authors of the program recommended using the "Typical Program" or the "Rainbow" program when organizing physical education for preschoolers. In 1998, methodological recommendations "Education healthy child"(, 1998), compiled on the basis of the experience of the Children's Center-Progymnasium "Smile" (Nizhny Novgorod). The authors of the "Development" program in the introduction to the issued methodological recommendations present it as "a necessary addition to their program, which does not contain a section on the physical development of children."
Harmonious physical and complete mental development the child is facilitated by a flexible daily routine. The authors recommend considering "a flexible daily routine in a preschool institution" in terms of organizing a dynamic daily routine for children; flexible working hours for educators, specialists and all service personnel.
IN guidelines an approximate schedule of classes for children of different age groups is given, which makes it possible to combine classes under the "Development" program with the necessary recreational activities. The authors propose to build all the work on physical education taking into account the physical fitness and existing deviations in the state of the child's health. Forecast of possible difficulties for the teaching staff: on the basis of individual medical records, the doctor of the preschool institution must, for each age group, draw up a summary chart on the health status of the children of the entire group and each child individually.

The methodological recommendations do not contain sections “Knowledge on physical education”, as well as “Diagnostics of the level of readiness of children”, but indicators have been determined by which it is possible to evaluate the effectiveness of physical education: changing the health group to a higher one, the level of development of children according to local standards, the implementation of basic movements: qualitative and quantitative characteristics by age, physical qualities and abilities (according to tests).
The authors of the recommendations believe that special attention in the daily routine should be given to hardening procedures that are different for children of each age period, as well as the level of preparedness that differs depending on the time of year. The focus of the program is not on the content of education, but on the means and methods of presenting the content of education to the child. Educators should be well versed in the methods of diagnosis and development of abilities.

Program "Childhood"

"Childhood" is a new generation program for preschool educational institutions. Developed by the team of authors of the Department of Preschool Pedagogy of the Russian State Pedagogical University. Herzen (author, and others. St. Petersburg; "Accent" 1997). This is a program of multifaceted development and education of the personality of the child, its humanistic orientation in different types activities. It is necessary to pay attention to the selected level indicators of the physical development of children (high, medium, low) for each age group, which allows the teacher to properly build his work.

The program solves the following tasks:

· strengthening the health of children;

education of the need for a healthy lifestyle;

development of physical qualities and ensuring a normal level of physical fitness in accordance with the capabilities and state of health of the child;

creation of conditions for the realization of the need for physical activity in everyday life;

· identification of interests, inclinations and abilities of children in motor activity and their implementation through the system of sports and health-improving work.

Distinctive features of the section: complex exercises are included in the program. In particular, preschoolers learn to climb a rope ladder, a rope, as well as grouping, rolling in a grouping position.

The program notes that, taking care of physical activity, an adult should not forget about curiosity and inquisitiveness, the emerging cognitive interest at this age. Therefore, before embarking on physical exercises or games to educate the basics of a healthy lifestyle, it is useful to put the child in front of the need to solve the problem.
Forecast of possible difficulties for the teaching staff: without denying the importance of physical education in kindergarten, the authors do not consider them to be the leading form of work. The number of classes and their duration is not strictly regulated. The program is implemented by integrating natural activities for the child into the daily life of the child. The teacher is given the right to independently determine the content of classes, the method of organization and the place in the daily routine. All this can cause difficulties for teachers, because they have different professional training.

Bibliography.

1., Baranova pedagogy. M.: 1997

2. Erofeeva educational programs for preschool institutions. - M: "Academy, 2000.

4. Mikhailenko N. New programs for kindergartens. \\ Preschool education. – 1995.-№8.

5. Solomennikov programs of preschool educational institutions and the technology of their use. M: ACRI 1999

6. Paramonova general educational program of education, training and development of children of early and preschool age. M: 2001

The register of exemplary programs is a state information system that is maintained on electronic media and functions in accordance with unified organizational, methodological, software and technical principles that ensure its compatibility and interaction with other state information systems and information and telecommunication networks. (Part 10 of Article 12 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

According to Part 10 of Article 12 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, Sample basic educational programs are included in the register of sample basic educational programs.

EXAMPLE

BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

APPROVED

by the decision of the federal educational and methodological association for general education (minutes of May 20, 2015 No. 2/15)

INTRODUCTION.. 3

1. TARGET SECTION.. 9

1.1. Explanatory note. 9

1.1.1. Goals and objectives of the Program.. 9

1.1.2. Principles and approaches to the formation of the Program .. 10

1.2. Planned results.. 13

Targets in infancy. 13

Targets at an early age. 14

Targets at the stage of completion of the development of the Program .. 15

1.3. Developing evaluation of the quality of educational activities under the Program. 16

2.1. General provisions. 20

2.2. Description of educational activities in accordance with the directions of development of the child, presented in five educational areas..21

2.2.1. Infant and early age. 22

Infant age (2–12 months). 22

Early age (1–3 years).. 27

2.2.2. preschool age. 32

Socio-communicative development. 32

cognitive development. 33

Speech development. 37

Artistic and aesthetic development. 39

Physical development. 40

2.3. Interaction between adults and children. 42

2.4. The interaction of the teaching staff with the families of preschoolers. 43

2.5. The program of correctional and developmental work with children with handicapped health. 45

3. ORGANIZATIONAL SECTION.. 48

3.1. Psychological and pedagogical conditions that ensure the development of the child. 48

3.2. Organization of a developing object-spatial environment.. 49

3.3. Personnel conditions implementation of the Program.. 54

3.4. Logistics of the Program .. 56

3.5. Financial conditions for the implementation of the Program.. 58

3.6. Planning of educational activities. 68

3.7. Daily routine and schedule. 68

3.8. Prospects for improving and developing the content of the Program and ensuring its implementation of legal, financial, scientific and methodological, personnel, information and material and technical resources. 69