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Features of the structure of the main educational program preschool education In accordance with the federal state requirements for the structure of the main educational program of pre-school education

In recent years, significant changes in the system of pre-school education occur. Only for 2 years a few significant regulatory documentsdefining new priorities for the development of pre-school education.

Today, DOU is working on the implementation of the main educational program, the purpose of which is to ensure the qualitative implementation of the program through the selection and the creation of methodological support and the change in the structure educational process.

The main general educational program of the DOA is a regulatory and management document of a preschool institution that characterizes the specifics of the content of education, the characteristics of the educational and educational process, the nature of the educational services provided.

mandatory part Parts formed by the participants of the educational process The main general educational program of pre-school education 80% of the total program of 20% of the total program is 65% - 80% of the functioning of the preschool institution

Structure of the program Chapter 2. Organization of the residence mode of children in the DOU; Chapter 3. The content of psychological and pedagogical work on the development of educational regions; Chapter 4. Content correctional work; Chapter 5. Planned results of the development of children of the general education program (interim and final assessment); Chapter 6. Monitoring System. Chapter 7. Terms of implementation of the pre-school program educational institution. Chapter 1. Explanatory note I part (mandatory) Title leaf I I Part (variative)

Title sheet 1. Name DOU. 2. "I approve: Head of Dow ... .." 3. "Adopted at a meeting of the Pedagogical Council, the date, protocol number ..." 4. "AGREED" (UO or other) 5. Year. 6. On the back title leaf Content (table of contents) OP.

Structure of the program Explanatory note Name DOU in accordance with the license. Age and individual features of the contingent of pupils. Development directions. The content of the educational process. Goals and objectives dOU activities. Features of the educational process. Principles and approaches to the formation of the educational program.

Main Directions Development Cognitive-River Development Social and Personal Development Physical Development of Artistic and Aesthetic Development Physical education Health Music Artistic Creativity Communication Cognition Reading Artistic Literature Socialization Labor Safety Explanatory Note

The approximate general education program of pre-school education * determines the mandatory (invariant) part of the main educational program of pre-school education, which should be implemented in any establishment of pre-school education, which has state accreditation. * It is the basis for pre-school education and ensures the achievement of psychological and physical readiness for school. Explanatory note

The volume of educational burden in the main directions of the development of children in existing programs: informative-speech development of artistic and aesthetic development 20 - 40% physical development Social and personal development Explanatory note

The total volume of the mandatory part of the program includes the time allotted by: NOD During Mother Moments Interaction with Children's families Independent activities Children An explanatory note

The main general educational program of pre-school education must comply with the principle of developing education to combine the principles of scientific validity and practical applicability to comply with the criteria of completeness, necessity and sufficiency to ensure the unity of educational, developing and educational purposes and the tasks of the education process of children preschool age. Based on the principle of integrating educational areas in accordance with the age capabilities and features of pupils, the specifics and features of educational areas to be based on a comprehensive-thematic principle of building an educational process to provide a solution to program educational tasks in joint with adults and independent activities, as well as during regime moments in According to the specifics of pre-school education, it is based on adequate age forms of working with children in the form of games, conversations, reading, observations, etc., through the organization of various types of childhood activities and amateur activities, leading from which is the game. Explanatory note

The content of psychological and pedagogical work on the development of children educational areas. Design, planning and organizing the current educational activities For all educational areas includes: purpose, tasks; Model, diagram or table for integration with other educational areas; Software; Table or scheme for the implementation of educational areas in different forms Work, means, techniques, work techniques. Chapter 3.

Calculation of the total PHO OOP BEA and CFUPA structure of the educational process of the OOP before the age of children 6-7 years old is the main part - 80% of the CFUP -20% of the work of the institution: 10.5 h. Minutes: 630 minutes total: 630 min. Time when not being implemented by OOP Up (sleep, leaving and care) 120 min. Time for the implementation of the OOP to the general: 510 min 80% 408 min 102 min Nod, carried out in the process of implementing various types of children's activities total: 120 min 90 min 30 min, carried out during regime moments Total: 240 min (510-120-150) 192 min 48 min Independent activities Children General: 150 min 120 min 30 min Chapter 3.

Directions for the development of pupils Educational areas Leading activity Related activities Integration of educational areas Physical development F Isicious culture Motor gaming communicative. Musical and Artistic Cognitive-Research Health Safety Music Communicative Cognition Health Game Muscular Communicative Cognitive-Research Reading Humble Working Productive Physical Culture Communicative Cognition Reading the work of art. Creativity cyclicogram of educational activities Chapter 3.

The planned results of the development of the main educational program of the DOW include: final results, or a set of integrative qualities of children "at the exit" from the pre-school education system (social portrait of a child of 7 years); Intermediate results reflecting the age dynamics of the formation of the integrative qualities of the child. Chapter 5.

The system of monitoring the achievement of the planned results of the program's development should provide: an amphibological approach to the evaluation of the final and interim results of the program development, allow evaluating the dynamics of children's achievements and include a description of the object, forms, methods, frequency and monitoring content Chapter 6.

this part of the main is part of the main general educational program of pre-school education, formed by the participants of the educational process in addition to the obligatory part, and reflects: a species diversity of institutions (groups), the availability of priority activities (except for qualified deficiencies in physical and (or) mental Development Children S. limited features Health specifics of socio-economic, national cultural, demographic, climatic and other conditions in which the educational process is carried out. I first part. Program variative structure

Various options for the ratio of the mandatory part of the program and the part formed by the participants in the educational process are mandatory part + part formed by the participants in the educational process, reflecting the specifics of its implementation conditions. Mandatory part + part formed by the participants in the educational process, reflecting: 1) the specifics of its implementation; 2) Priority activity. Mandatory part + part formed by the participants in the educational process, reflecting: 1) the specifics of its implementation; 2) priority activities; 3) Program Implementation additional education.

The conditions for the implementation of the Educational Program of the Dow include: Managing the Implementation of the Program; Creating and updating the subject-developing environment; Innovative or experimental work; Forms of cooperation with family; Continuity in the work of the DOC and School; Interaction DOU with other institutions. Chapter 7.

Individual for each dow will be sections: Explanatory note. Organization of the residence mode in the presence of a correctional work. Monitoring system of monitoring system will be partitions: the content of psychological and pedagogical work on the development of educational areas The planned results of the development of the main educational program of pre-school education.

Thanks for attention!

Municipal Institution

"Department of Education of the Administration of the City of Biysk"

Information and Methodical Center

Development of an educational program

pre-school educational institution.

Biisk

Compilers:

– methodist IMTS MU "Department of Education of the Administration of the City of Biysk"

– head of MDOU "Kindergarten № 51"

Development of the educational program of the pre-school educational institution. Guidelines.

The educational program of the pre-school educational institution is developed in accordance with the requirements of the main regulatory documents: the law Russian Federation "On education" and the Model Regulations on a preschool educational institution is a mandatory regulatory document developed and implemented by each educational institution independently. In paragraph 21 of the Model Regulations on the preschool educational institution, it was noted that "the content of the educational process in a preschool educational institution is determined by the educational program of pre-school education developed and implemented independently".

The educational program of a pre-school educational institution is one of the main regulatory documents regulating its livelihood. She, along with the Charter, serves as the basis for licensing, accreditation, changes in budget financing, the organization of paid educational services in accordance with the social order of parents (legal representatives).

Along with the Charter of the educational institution, a license for the right to conduct educational activities, a certificate of state accreditation of an educational institution, it is necessary to acquaint parents with documents regulating the organization of the educational process, individually with each to enter into a parental contract. From among other documents with which parents need to be acquainted, first of all, it is necessary to note the educational program DOU. This document will focus parents on information about educational services provided, which in turn will contribute to ensuring the realization of the right of parents to the choice of educational services, the rights to guarantee their receipt.

To develop a high-quality educational program of practitioners from the very concept of the concept of "educational program" existing ones in determining the concept of "educational program", which various authors are interpreted either as a program of development, or as a program that reflects the specifics of educational institution's educational activities or as a document that allows individualization educational routes Pupils. The most common misconception is that the educational program is often identified with the curriculum implemented in a particular pre-school institution. At the same time, there is a real experience of developing educational programs by analogy with the school model or on the basis of its own logic of understanding this document. Thus, it is possible to record another explicit contradiction between the requirement of the Law of the Russian Federation "On Education" and other regulatory documents on the development and implementation of each educational institution independently. "

Practical significance this issueHis relevance determined the logic of the selection of materials for this manual. The submitted materials reflect the main objectives and specifics of a preschool educational institution, the program of which should be based taking into account the peculiarities of organizing work with children of preschool age, when the predominant are the values \u200b\u200bof development and education.

In accordance with the approval and commissioning of federal state requirements for the structure of the main educational program of preschool education (Order of the Ministry of Education and Science of the Russian Federation No. 000 dated 01.01.01), the form and structure varies Educational program Dow.

Currently based on federal requirements Develop:

approximate basic general education program for pre-school education;

approximate basic general education program for preschool education for children with disabilities.

Before entering these two programs, these recommendations are temporary.

General provisions

The concept of "educational program" entered into pedagogical practice after the adoption of the Law of the Russian Federation "On Education".

Educational program - a regulatory and management document, justifying the choice of the goal, the contents applied by methods and technologies, the forms of organizing an educational process in each particular preschool educational institution (S. Kuzmin).

Educational program - This is a specific model of the educational process of one or another pre-school institution. It should cover all types of activities of children (and not just training), taking into account their priority in each age period ().

Educational program DOU - This is a complex of a certain content of education, certain means of pedagogical communications (forms, methods and means of training and education), as well as personnel and material conditions for the implementation of educational needs of pupils ().

Educational program - a document that determines the specifics of the organization of the educational and educational process (content, form), taking into account the standard of pre-school level of education. This is a model of an educational process. It sets out a multicomponent formation of education and consists of a holistic range of parts, mutually related. The selection of components can not wear a random nature and must be oriented, first of all, to create a holistic system ().

Educational program - This is a document that is subject to permanent (annual) adjustment.

The appointment of the educational program is determined on the basis of the fact that it is an internal (for this institution) the educational standard, due to the municipal development program, the logic of the development of the most educational institution, its capabilities, educational demands of the main social customers - parents (legal representatives).

The appointment of the educational program is a motivated substantiation of the content of the educational process, choosing an educational program in each specific preschool educational institution.

Summarizing all the above, the educational program of preschool institution can be defined as: the regulatory document, the internal standard of the institution, which determines the content of preschool education, developed in the main directions of the development of children and is a complex of funds for education, training, recovery, development and correction of children implemented on the basis of available resources (personnel and material) in accordance with the social order of the territory.

The educational program should cover all the main points of the life of children, and not just education, taking into account the priority of species of children's activities in each age period.

The program must show:

· As taking into account the specific conditions and features of the contingent of pupils in a preschool educational institution of any kind, its own non-traditional model of organizing education, education and preschoolers;

· What new pedagogical technologies are applied in working with children;

· As customary features and opportunities for pupils are taken into account.

The DOW educational program should not be viewed as a written document and not subject to correction. The structure and content of the educational program is determined, as a rule, for a period of 3-5 years, but if necessary, teachers are adjusted in accordance with the real conditions annually.

Structure of the educational program of the pre-school educational institution

Since there are currently different points of view on the essence of the educational program and various approaches to the definition of its content, we propose to consider the "model" of the structure of the educational program of the pre-school educational institution as an approximate.

Title page.

When and by whom it was approved, where it is considered, with whom the program has been agreed. Name of the program with the full name of the institution.

Name of settlement, year of development.

Section 1. General provisions.

1.1. Explanatory note.

1.2. Information certificate about DOU.

2.1. Analysis of the material and technical base of DOU.

2.2. Analysis of the main achievements and problems of teachers.

2.3. Analysis of the medical and social conditions of children in Dow.

2.4. Analysis of the results of the educational process.

2.5. Analysis of personality-oriented interaction with parents of pupils and social institutions.

2.6. Characteristics of social order for education.

educational institution.

Section 6. The content of the educational process.

6.1. Implemented pre-school education programs, justifying them

6.2. The characteristic of the main didactic and methodical manualsoriented in the main directions of the development of children.

Section 7. Design and Planning Pedagogical

Activities, building a holistic pedagogical

process.

7.1. Principles of organization of the educational process.

7.2. The system of implementing a secondary program of preschool

education.

7.3. The modes of the day for the cold and warm period by age groups,

according to the general education program

preschool education.

7.4. The system of work on the adaptation of newly arrived children to the premises of the DOU.

7.6. Syllabus.

7.7. Timetable of classes.

7.8. Circle timetables.

7.9. Correction and interaction of specialists to ensure

individual accompaniment of pupils.

7.10. Planning the content of the educational and educational process for a month in the morning and evening hours.

7.11. System of physical recovery work.

7.12. Food organization.

7.13. Planning system of holidays and entertainment.

7.14. Educational system Dow.

Section 8. Monitoring the development of children.

Section 9. Terms of implementation of the DOU educational program.

9.1. Regulatory framework Program implementation.

9.2. Dow Management System.

9.3. Methodical work model.

9.4. Model of interaction of specialists DOU.

9.5. Forms of work with parents.

9.6. Continuity in the work of the DOA and School.

9.7. Interaction DOU with other institutions.

9.8. SPECIFIC SPECIAL ORGANIZATION OF DOU.

9.9. Dynamics of professional growth and individual achievements Pedagogues.

9.10. Innovative Plan work DOU. Innovative projects of teachers.

The educational program contains various information on the features of the pre-school institution as a whole in age groups. From how correctly and systemically this information is presented in the program depends on the quality of educational activities of the institution.

1. Title leaf.

On the title list of the educational program, it is advisable to submit the following information:

· In the upper left corner of the sheet, information is indicated about where the program was considered and adopted (for example, adopted on the TWO Council, Protocol No. ___ from _______);

· In the upper right corner, information on the approval of the program is indicated (for example, I approve. Head of MDOU "Kindergarten No. ___". The signature of the head of the institution, decoding and printing;

· In the central part of the title list, the full name of the institution is given (for example, the "educational program of MDOU" Kindergarten No. __ "of a combined species, II category);

· Below the names are indicated by the authors, program developers, which can be specialists of the pre-school institution (group teachers, as well as heads, senior educators, psychologist, speaker, educator) or creative team, including specialists of other educational institutions (supervisor, education specialist) ;

· At the bottom of the title list, the name of the settlement is indicated, in which the DOW and the year of developing an educational program are located.

Section 1. General provisions.

The General Regulations section includes an explanatory note and a DOU inflation.

IN explanatory note The main conceptual approaches used in the development of the program, a description of its goals and values \u200b\u200band the estimated deadlines for its implementation are indicated.

In the concept of the program, it is important to submit a substantiation of relevance to the establishment of the development of a particular version of the program. As a rule, in justifying the choice of the version of the educational program, the following topical positions are noted:

· The educational program takes into account the needs of the children's contingent, which is especially relevant for institutions with priorities in activities (for example, DWs are visited by children with development problems requiring specialized correction, in connection with this, the program provides a system of correctional development work with children),

· The content of education can be focused on the order of parents, which is important to take into account the Dow-Development Centers (in this regard, the Program includes the relevant content of additional education, or variable services are organized by the microdistrict families),

· In the development of the program, the cultural and educational features of the territory are also taken into account, which is important for the DW of any kind (in this case, the content includes the regional component of education, for example, regional programs and technologies for museum-pedagogical work, local history),

· In the development of the educational program (OP), the features of the activities of the Dow specialists can also be taken into account, the level of their qualifications, which make it possible to expand the structure being implemented on the group through the author's methodological support developed by teachers.

The concept also includes the characteristic of the purposes and values \u200b\u200bof the program. Values As a rule, the general ideological benchmarks of education correspond to the general ideological orientation of the child, the upbringing of moral consciousness and behavior, a healthy lifestyle, the formation of a common culture of the individual, etc.). Goal implemented by the educational program are concretization of goals general Education And may be different, but regardless of its specific option aims to implement conditions for training, education, development, recovery of pupils. The objectives and objectives of OU are also determined in accordance with the Model Regulations on a preschool educational institution, its charter and implemented programs, technologies.

IN information referencea preschool educational institution should be noted:

General.

· Full name (indicating type, view) and address of the institution (legal address, actual address, telephones, fax, e-mail).

· Head of (FULL NAME).

· Priority direction in educational activities.

· Brief historical reference.

· Design capacity and real occupancy.

· Listing premises and structures DOU.

Founder MDOU.

Constituent documents.

DOU structure (total groups, number of specialized groups, information on the flow rate of groups).

Personnel potential DOU: Total employees - ..., of which the administrative composition - ... Man, pedagogical staff - ... Man, educational and auxiliary staff - ... Man serving staff - ... person.

Must be submitted social passport Dow.

You can submit information that reveals the individuality of the DOU.

Section 2. Problem-oriented analysis of activities.

This section of the educational program includes a characteristic of a social order for education, the main achievements and problems of teachers.

Analysis of the main achievements and problems seems to be in the educational program, taking into account the content being implemented in accordance with the diagnostic tools used by teachers.

This section of the program presents generalized results of training, education, development, correction and recovery of pupils, as a rule, in the form of consolidated tables or diagrams: for example,

· The level of social competence and educational children;

· Total number of or% of children who have mastered programs (by levels presented in the integrated programs implemented);

· Results of developing children of different activities;

· Dynamics of the development of physical qualities of pupils;

· Incidence rates (for 3 years);

· Number or percentage of children released with clean speech;

· The number of children who have prepared readiness for school;

· Results of adaptation of children in primary school;

· Other results in accordance with the content of DWA diagnostics.

Section 3. Purpose of pre-school educational institution.

In this section, it is necessary to formulate the purpose of a particular pre-school educational institution. It is formulated in accordance with the Model Regulations on the preschool educational institution, based on the status, the species (for which category of children), the state and municipal order is justified by the capabilities of a particular educational institution and family requests.

The purpose of the destination should be brief and clear both the pedagogical team and the nearest social environment of the pre-school educational institution and first of all family.

Section 4. Description of the "model" of a graduate of preschool

educational institution.

Under the graduate model means the estimated result of joint activities kindergarten Both families characterizing their ideas about the most important qualities of the child's personality who must have a graduate of a pre-school educational institution. The graduate model is developed in accordance with the federal state requirements for the structure of the main educational program of pre-school education, chosen by the content of education (implemented by the main and partial general education programs), the specifics and purpose of a particular pre-school educational institution.

The graduate model is of great importance. First, it performs an integrating role in relation to other components of the pre-school institution, secondly, is the basis for the development of target reference points of the educational process, which makes it possible to maximally take into account the environmental features, the specifics of the institution, the originality pedagogical team. Thirdly, the graduate model acts as the main criterion for the effectiveness of the educational and educational process, due to which it is possible to relate the results with the opinion of teachers, medical workers to DOU and parents about the desired results.

1. The design of the graduate is useful to relate with the state educational standard, previous achievements of the pedagogical team of this educational institution, the results of the work of educational institutions of a similar type and type.

2. The image of a graduate needs to include both high-quality and quantitative parameters of the development of the pupil personality.

3. The main parameters of the graduate preparedness should be expressed on the basis of the priority of the functions of this educational institution, its purpose.

4. The image of a graduate is a minimum program that allows members of the pedagogical team to focus its efforts not only on the formation of common qualities, but also on the support and development of unique features of the child.

5. It is useful to design a graduate of a specific pre-school educational institution, taking into account the opinions of the nearest educational institutions in which graduates will continue their education. This will help strengthen the connections of continuity in the upbringing and development of pupils at different levels of learning.

As a basis for the description of the graduate model, you can take a description of the integrative qualities of a child preschooler:

physically developed, mastered the main cultural and hygienic skills. The child has basic physical qualities and the need for motor activity. Independently performs hygienic procedures available, complies with the elementary rules healthy image life;

inquisitive, active. Interested in a new, unknown in the world (world of items and things, peace of relationships and their inner world). Specifies the questions to an adult, likes to experiment. It is able to act independently (in everyday life, in various types of children's activities). In cases of difficulties, refers to an adult. Takes a living, interested participation in the educational process;

emotionally responsive. Fits on the emotions of close people and friends. Expresses the characters of fairy tales, stories, stories. Emotionally reacts to works visual arts, musical and artwork, world of nature;

miscelled to communicate and ways of interaction with adults and peers. The child adequately uses verbal and non-verbal means of communication, owns the dialogical speech and constructive ways of interaction with children and adults (negotiating, exchanged items, distributes actions in cooperation). Able to change the style of communication with adults or peer, depending on the situation;

be able to manage their behavior and plan their actions based on primary value ideas, which complies with elementary generally accepted norms and rules of conduct. The behavior of the child is predominantly determined by no momentary desires and needs, but by the requirements of adults and primary value ideas about what is good and what is bad. " The child is able to plan his actions aimed at achieving a specific goal. Complies with the rules of behavior on the street (road rules), in public places (transport, shop, clinic, theater, etc.);

able to solve intelligent and personal tasks (problems), adequate age. The child can apply independently learned knowledge and ways of activity to solve prepared tasks (problems) set as adults and themselves; Depending on the situation, it may transform ways to solve problems (problems). The child is able to offer his own intention and embody it in the drawing, building, story, etc.;

the primary ideas about himself, family, society, state, peace and nature. The child has an idea of \u200b\u200bitself, its own affiliation and accessories of other people to a certain floor; about the composition of the family, related relations and relationships, the distribution of family responsibilities, family traditions; about society, his cultural values; about the state and belonging to it; about the world;

mastering universal premises learning activities - skills work according to rule and sample, listen to an adult and execute its instructions;

mastered the necessary skills and skills. The child has a skill and skills necessary for the implementation of various types of children's activities.

In addition, the scientific team of the Research Center "Preschool Childhood". Allocated the basic characteristics of the identity of the child, which are formed in preschool age, are in constant development, on each age stage have its own content. These personality characteristics are inherently make up the "desired image" of a child of a senior preschool age, which is ready for school. The basic characteristics of the individual include: competence, emotionality, initiative, independence. These characteristics are determined in our representation "model" of a graduate of the modern pre-school educational institution that can adapt in the modern information world. The formation of identity qualities is the result of the implementation of variable educational programs in preschool education, in a particular institution.

In preschool age to seven years, the basic characteristics of the individuals become the most informative than throughout the preschool childhood: the level of arbitrariness and freedom of behavior is significantly increased, which is due to the increased opportunities of the child, his confidence in their forces; A more adequate assessment of the success in various activities (drawing, game, design, etc.) and persistent motivation of achievements and success are appear.

Competence

The social competence of the child allows him to understand the different nature of the attitude towards him of surrounding adults and peers, their attitude towards them and choose the corresponding line of behavior. The ability to notice changes in the mood of adult and peers, take into account the desires of other people; The ability to establish sustainable contacts with peers.

Communicative competence is manifested in a possible free dialogue with peers and adults, expressing their feelings and intentions with the help of speech and non-echoe (gesturing, mimic, pantomime) funds.

To seven years, a child is brightly manifested by self-confidence and self-esteem, the ability to defend their position in joint activities. Dignity is the most valuable quality of personality, which requires support from all employees of the educational institution and parents.

The intellectual competence of senior preschoolers is characterized by the ability to practical and mental experimentation, generalization, establishment of causal relationships and speech planning. The child shows awareness in different spheres of life: knows about some natural phenomena and their patterns, familiar with universal signs - alphabet; Numbers and others. Senior preschooler fluently owns a speech (has a sufficiently large vocabulary, grammatically referred proposals, has a developed phonderatic hearing) and has an idea of \u200b\u200bsound, word, offer.

The competence of the physical development of the senior preschooler is defined as the increased ownership of their body, various species of increasingly perfect movements. He has knowledge of his body, about the healthy lifestyle and the need for care for his health. The senior preschooler possesses cultural and hygienic skills and understands their necessity.

Emotionic

The child of a senior preschool age is distinguished by the great wealth of experiences, a variety of their manifestations and at the same time a large manifestation of the aromatic emotional sphere. Psychologists emphasize the emergence of one of the important mental neoplasms - "emotional anticipation" - premonition of their own experiences and experiences of other people related to the results of activities.

Empathy at this age is manifested not only in sympathy and empathy to another person, but also in helping him.

Creativity

The child is capable of creating a new drawing, design, image of fancy, movement, etc., which differ in originality, variability, flexibility and mobility. The child on the threshold of the school is increasingly active, ready for spontaneous solutions, curious, asks questions to an adult, is capable of speech commenting on the process and the result of its own activity, has a resistant motivation of achievements, developed imagination. The process of creating a product is creative search: a child is looking for different ways to solve the same task.

Arbitration

The seven-year preschooler is capable of volitional regulation of behavior, overcoming immediate desires, if they contradict the established standards, rule. Exhibits volitional efforts in situations of choice between "you can" and "it is impossible", "I want" and "should". Shows perseverance, patience, ability to overcome difficulties. It can restrain himself, express requests, proposals, disagreement in a socially acceptable form. Arbitration of behavior is one of the most important indicators of psychological readiness for school.

Initiative

Initiative is manifested in all types of activities of the child: in communication, subject activity, game, experimentation, etc. He can choose a type of activity as desired, to join the conversation. Initiative is associated with curiosity, inventiveness of mind, ingenuity.

Children's initiative, freedom, reasonable and morally directed, needs a benevolent direction from adults to support and develop these features.

Independence and responsibility

The independence of the child is manifested in the ability without the help of an adult to solve various tasks that arise in everyday life (self-service, planting and animals, creating an environment for a self-employment game, using simple safe devices - turning on lighting, television, player, etc.). An independent child is not afraid to take responsibility, can correct the mistake of the mistake.

The responsible child seeks to fulfill the case entrusted to him, meaningful not only for him, but also for others; Following the sense of satisfaction.

Self-satisfaction

The child of seven years has enough adequately assesses the results of its activities compared to other children, which leads to the formation of ideas about themselves and its capabilities. But psychologists emphasize important psychological peculiarity: Characterized overestimated overall self-esteem, which affects his positive attitude towards himself ("I do not draw very well, but I am good").

Freedom of behavior

This complex concept is based on competence and pupils that have a child formed. A free child is distinguished by internal discharge, openness in communication, sincerity in the expression of feelings, truthfulness. At the same time, the child is careful and prudent, avoids injuries, it takes reasonable caution in an unfamiliar atmosphere, at meetings with other people's people. The preschooler can perform the rules of behavior developed by the Company. Education in the preschooler Feeling safety and freedom of behavior relies on an understanding of causal relationships in a wide variety of life situations.

The requirements for a graduate can be supplemented in accordance with the specifics of education goals in each pre-school educational institution. In this case, the qualification of the graduate qualities is necessary, depending on the type and purpose of the educational institution.

Section 5. Objectives and objectives of the educational process.

The purpose and objectives of the educational process in each particular preschool educational institution should be determined in accordance with the developed "model" of a graduate and the determination of the place of each pre-school educational institution in the educational space of the city and the nearest social environment.

Structure and content of educational program DOU

• New approaches to management in the pre-school education system cause a change in the spectrum of functions, principles, methods and techniques of management activities of educational institutions. These changes are objective and caused by the following main factors:

main factors:

• the formation of market relations, including in the social sphere, and, as a result, competition of educational institutions;

• the formation of an alternative system for escorting children of preschool age in the form of governess and private educational institutions;

main factors:

• departure from a unified program in the field of pre-school education and the presence of a firm training program, benefits, didactic materials;

• lack of regulatory financing of pre-school educational institutions;

• opportunities for attracting extrabudgetary funds to institutions;

main factors:

• parents' interest as major social customers in productive activities of a particular educational institution;

• the pursuit of the public to influence the educational process in the institution, etc.

• The optimal mechanism providing these processes is the activities of a pre-school educational institution for the development and implementation of its basic Communication Program (OOP)

• The main general program (OOP) is a mandatory regulatory document developed and implemented, in accordance with paragraph 5, Art. 14 of the Law of the Russian Federation "On Education", "Each educational institution yourself"

• Order of the Ministry of Education and Science of the Russian Federation of November 23, 2009 N 655 "On approval and enforcement of federal state requirements for the structure of the main educational program of pre-school education"

• The OOP of a pre-school educational institution is one of the main regulatory documents regulating its livelihood.

• She, along with the Charter, serves as the basis for accreditation, changes in budget financing, the organization of paid educational services in accordance with the social order of parents (legal representatives).

The main general educational program of the pre-school educational institution -

• regulatory management document substantiating goal contents Applicable methods and technologies, forms Organization of the educational and educational process in each concretepreschool educational institution

• OOP DOU is considered as a model of organizing an educational process oriented educational education and taking into account the appearance of a pre-school educational institution, as well as priority activities

OOP and statute

• The charter is a legal document, a peculiar constitution of the educational institution. It defines the features of the functioning of the entire educational institution as a whole.

• OOP determines the content of the educational process, in detail the standardizing its components

OOP and educational standards

• Temporary standards for pre-school education define a mandatory part of pre-school education and the level of assimilation of this content.

• The means of implementing the standard is a combination of basic and partial programs developed by each educational institution individually and fixed in OOP

OOP and development program

The development program is a type of targeted program. Unlike OOP she is no obligatory The regulatory document for the educational institution and is aimed primarily on the solution of the most pressing problems of the entire educational institution as a whole, while affecting all parties to its livelihoods: economic, regulatory, material and technical, etc.

• The OOP is aimed at implementing the goals of education, development and teaching of children, that is, the successful implementation and development of the directly pedagogical component of the educational institution

OOP and educational institution concept

• The concept is a composite, the necessary part of the development program. It is a system of values \u200b\u200band norms that choose a pedagogical team of an educational institution and which he intends to enjoy in his professional activities.

• OOP acts in this case as a comprehensive condition for the implementation of the concept.

OOP and program of experimental work

If the Dow is an experimental platform of any level, then it develops a program of an experiment, which includes justifying the problem, the study hypothesis, the definition of the object and the subject of work, theoretical analysis of the main concepts, as well as the methodological part. It is aimed at determining the effectiveness of certain innovations.

• OOP in this case is one of the options for organizational design of experimental work.

OOP and state accreditation procedures

If, as a result of the planned development, the educational institution wants to change its status, then on the basis of the developed and implemented general education program, in which the desired status (type and view) must already be specified, it is, in accordance with the approved procedure, undergoes the state procedure accreditation And subsequently, it receives one or another status.

• In this case, the educational program of the pre-school educational institution is the basis and basis for the qualitative and successful passage of the designated procedure.

• Thus, the process of developing and implementing the OOP can be viewed as the process of coordination of state educational standards, social order to a specific educational institution and its pedagogical possibilities.

Clause 4 of Article 7 of the Federal Law "On Education"

Under "The structure of the main educational programs" It is understood as the ratio and volume of their parts, as well as the ratio of the mandatory part of the main educational program and the part formed by the participants of the educational process.

Recommended structure of the OOP pre-school educational institution

• Mandatory part Programs

• Second part (variative)Programs formed by the participants of the educational process

• Applications to the program.

Analysis of existing (integrated) programs

• Program of upbringing and learning in kindergarten/ Ed. MA Vasilyeva, V.V. Herb, TS Komarov (version 2005).

• Rainbow: The program of education, education and development of preschool children in a kindergarten / T.N. Doronov, S.G. Jacobson, E.V. Solovyov et al.; Scientific Hands. So-called Doronov.

• Childhood: Program for the development and education of children in kindergarten / V.I. Loginova, T.I. Babayeva, N.A. Notkin etc.; Ed. T.I. Babaeva, Z.A. Mikhailova, L.M. Gurovich,

• Approximate general educational program of education, training and development of children of early and preschool age / ed. L.A. Paramonic.

conclusions

1) "cementing" the basis of pre-school education under conditions of its variability is 4 directions corresponding to the main lines of child development:

• - informative-speech;

• - physical;

• - socio-personal;

• - Artistic and aesthetic.

conclusions

2) "fullness" of each of the above directions in the analyzed programs of heterogeneous in quantitative and qualitative relations;

3) Currently, there is no single point of view on how the content of preschool education should be achieving a graduate of a kindergarten of physical and psychological readiness for school to successfully master the main general education programs primary general education;

4) the volume of educational burden on the main directions of the development of children in existing programs is distributed rather unequal:

• 1st place - informative-speech development (from 40 to 47% of classes);

• 2nd place - artistic and aesthetic development (from 20 to 40%);

• 3 place - physical development (19-20%).

• 4th place - social and personal development (from 0 to 13%).

conclusions

5) within the framework of the above-mentioned main directions (socio-personal, physical, cognitive-speech, artistic and aesthetic) volume of educational burden on various types of children (gaming, speech, productive, etc.) is also represented, with violation of principles. age approach To the formation of preschool children and SanPiN requirements.

"Integration of pre-school education" –

the state (or process leading to such a state) of the connectedness, interpenetration and interaction of individual educational areas of pre-school education, ensuring the integrity of the educational process.

Recommendations for the development of the content of OOP sections

"Mandatory part of the main educational program of pre-school education"–

part of the main educational program, which should be implemented in any educational institution (group), implementing the basic general educational program of pre-school education. Provides achieving pupils readiness for school.In compensating and combined regions, includes activities on qualified deficiencies in physical and (or) mental development of children with disabilities.

• explanatory note;

• organization of the regime of children's stay in an educational institution;

• content of psychological and pedagogical work on the development of children educational areas "Physical Culture", "Health", "Safety", "Socialization," Labor "," Cognition "," Communication "," Reading fiction "," Artistic creativity "," Music";

The mandatory part of the program should contain the following sections:

• correctional work content (for children with disabilities);

• planned results of the development of the main educational program of pre-school education;

• the system of monitoring the achievement of the planned results of the program development.

The second part of the program formed by the participants of the educational process should reflect:

• 1) species diversity of institutions,

• the presence of priority activities, including to ensure equal starting opportunities for teaching children in general education institutions,

"Part of the main general education program for pre-school education, formed by the participants of the educational process" –

this is part of the main general educational program of pre-school education, formed by the participants of the educational process in addition to the mandatory part, and reflecting: 1) a species diversity of institutions (groups), the availability of priority activities (except for the qualified deficiencies in physical and (or) mental development of children with limited health capabilities); 2) the specifics of socio-economic, national-cultural, demographic, climatic and other conditions in which the educational process is carried out.

• Each preschool educational institution has its own individual, characterized only by him means of implementing its destination.

• It is them and necessary to designate.

The total volume of the mandatory part of the main educational program, which must be implemented in any educational institution (group), except for groups of compensating and combined orientation,

it is calculated in accordance with the age of pupils, the main directions of their development, the specifics of pre-school education and includes the time allotted on:

• directly educational activities;

• educational activities carried out in the course of moderates;

• interaction with families of children in the implementation of the main educational program of pre-school education

Exemplary total amount of mandatory part of the main educational program of pre-school education

The volume of the obligatory part of the main educational program of preschool education is not included in the time allotted on:

• joint activities of adult and children carried out in the course of moderates and aimed at carrying out the supervision functions and (or) care;

• day sleep (in groups of full, abbreviated, extended day and around the clock stay).

The optimal is the equational ratio of the obligatory part of the main general educational program of pre-school education in the main directions of the development of children, such as physical, socio-personal, cognitive-speech, artistic and aesthetic (approximately 25% of the total volume).

The total volume of the mandatory part of the main educational program for children with disabilities, which should be implemented in groups of compensating and combined orientation,

includes time allotted on:

• directly educational activities with a qualified correction of deficiencies in physical and (or) mental development of children;

• educational activities with a qualified correction of deficiencies in the physical and (or) mental development of children carried out in the course of moderates;

• independent activities of children;

• interaction with families of children on the implementation of the main general education program for preschool education for children with disabilities

Approximate total volume of the mandatory part of the main educational program of pre-school education for children with disabilities

• an additional 5-6% of the directly educational activities of children and educational activities carried out in the course of regime, the obligatory part of the main general educational program, if the establishment of state accreditation results have one priority activity;

• an additional 11-12%, if the institution according to the results of state accreditation has two priority areas of activity;

Exemplary total part formed by participants in the educational process

• an additional 17-18%, if the establishment on the results of state accreditation has three priority areas of activity;

• additionally 24-25%, if the institution based on the results of state accreditation, all activities are priorities.

"Joint activity of adult and children" -

the activities of two or more participants in the educational process (adults and pupils) by solving educational tasks in one space and at the same time. It is distinguished by the presence of an affiliate (equal) position of the adult and affiliate form of the organization (the possibility of free placement, movement and communication of children in the process of educational activities). It implies an individual, subgroup and group forms of organization of work with pupils.

"Independent activity of children" -

1) Free activities of pupils in the context of the subject-developing educational environment created by educators, providing the choice of each child interest in interest and allowing it to interact with peers or to act individually;

2) The activities of pupils, organized by the educator, aimed at solving problems associated with the interests of other people (emotional well-being of other people, help to others in everyday life, etc.).

The main general education program for pre-school education

should:

• Provide protection and strengthening of children's health, their comprehensive (physical, informative-speech, artistic and aesthetic, socio-personal) development through the organization of various types of children's activities and amateur activities, leading from which is the game.

• Contribute to the development of the level of development, providing its psychological and physical readiness for school, to create equal conditions for the upbringing, development and training of children regardless of the material wealth of the family, the place of residence, language and cultural medium, ethnicity.

• Comply with the principle of developing education, the purpose of which is the development of the child.

• Complies with the criteria of completeness, necessity and sufficiency (allowing to solve the goals and tasks only on the necessary and sufficient material, as much as possible to the reasonable "minimum").

• To form such qualities, knowledge, skills and skills that are directly related to the development of preschool children.

• Base on a comprehensive-thematic principle of building an educational process. Software themes should be available to children and cause a positive emotional relationship needed to occur in their relevant motivation in the educational process.

• Building adequate age forms of working with children in the form of games, conversations, reading, observations, etc. The main form of working with children of preschool age is a game that in the educational process is given by adults.

Explanatory note

The purpose and tasks of the educational process

• Purpose:

- the creation of an integrated system for the physical education and recovery of children.

• Tasks:

Ensure the rational organization of the motor activity of children; - Create conditions for health regimes; - strengthen attention to the formation of correct posture; - promote the formation of a healthy lifestyle in children in constant interaction with family.

• 1. Comprehensive Preschool Education Program "Rainbow"(Bibliographic description of the document under GOST).

• 2. Partial programs:

- "Our House - Nature" (N. Zhovova); - "Start" (L. Yakovlev, R.Rodina) and others.

Partial programs must be selected in order to "strengthen" any least developed sections of a comprehensive program.

• 3. A corrective program for special (correctional) educational institutions of the 4th form (for children with violation of vision) ed. L.I. Plaksina.

• 4. Scientific and methodological materials that substantiate the content of the correctional work in kindergarten, for example:

- A.V. Grishwine, E.Ya. Pubyrevskaya, E.V. Federated. "Games - classes with children in early age with violations of mental and speech development"; - N.D. Shmatko. "Children with deviations in development", etc.

1. Organization of the regime of children in an educational institution

• Flexible activity depending on the social order of parents, the availability of specialists, teachers, medical workers, approaches to the development and education of preschoolers, to the organization of all types of children's activities

• Graphs of interaction of teachers, specialists and educators;

• The model of the educational process using a variety of forms and taking into account the time of year and the age psychophysiological capabilities of children, the relationship of the planned classes with the daily life of children in kindergarten

• - a system of hardening events;

• - Physical and recreational activities system

2. The content of psychological and pedagogical work on the development of educational areas

3. Correction work (for children with disabilities

• includes activities to correct deficiencies in physical and (or) mental development of children with disabilities.

• This section also includes a selection of programs and technologies used in DW in accordance with the direction of correction.

4. Planned results of the development of the main educational program of pre-school education

Intermediate rating

• (once every half or once a year) is a description of the dynamics of the formation of integrative qualities of students of each age group on the development of the program in all areas of the development of children;

• - these are monitoring results

final grade

• it is conducted when the child is released from the kindergarten to school and includes a description of the integrative qualities of the DOU graduate.

• It is held annually in the preparatory to school group.

• A graduate portrait can be drawn up by a pedagogical team of the Dow, taking into account the regulatory documents

5. System of monitoring the achievement of the planned results of the development of the program

• Departure Monitoring System planned results of the development of the program Must ensure an integrated assessment approach total and intermediate The results of the program will allow to assess the dynamics of children's achievements and include description of the object, forms, frequency and contentmonitoring.

• In the monitoring process, physical, intellectual and personal qualities are investigated

• Time is planned for the psychological and pedagogical diagnosis of the results of the development of the program: 5-7 days in September and May.

Features of the educational and educational process

• The section describes the features of the organization of the educational process in a preschool educational institution, which ensure the achievement of the planned results of joint activities, for example:

In the mode of operation of a pre-school educational institution; - in leading forms of classes; - in the organization of the objective and developmental environment; - in the selection of personnel; - in the peculiarities of the organization and conduct of various events; - in establishing social partnership; - in collaboration with family; - In the traditions of the pre-school educational institution, etc.

• It is desirable to distinguish those features of the educational process of kindergarten, which distinguish it from other preschool educational institutions.

• For example, the organization of the work of groups separately for boys and girls; short stay, etc.

• It is also recommended to note additional educational services provided by the institution as within the budget financing and on a fee, which strengthen the priority activity chosen by the kindergarten.

Annexes to OOP

• - the composition of the Working Group on the Development of OP; - plan of work of the working group; - expert opinion on the OP; - Protocol of the Pedagogical Council on approval of OP; - Order on the implementation of the implementation of OP, with the indication of those responsible for certain directions; - plan for the implementation of the educational program DOU; - diagnostic techniques ("Tool") to section 6;

Annexes to OOP

The glossary of the main terms used by the members of the pedagogical team within the educational institution; - the results of the diagnosis of the implementation of the educational program; - analytical materials, justify the content of the sections of the educational program; - Analytical materials that substantiate the need to make changes and additions to the sections of the educational program.

• Cornilova Marina Vladimirovna,

Educational program MDOU number 5 "Dubok" of the village of Arkhangelsk

	Section 1. Explanatory note ...........................................
	1.1. Activity ............................................................... ..
	1.2. The description of the "graduate model" ........................................
	1.3.The checks and tasks of the educational program ........................ ...
	Section 2. Educational programs and their methodological support ..........................................................................
	2.1. Selection of programs and pedagogical technologies, their complexation and methodical support .........................
	2.2. Stringing a holistic pedagogical process ............ ..
	Section 3. Organization of the educational and educational process DOU .............................................................................. ..
	3.1. Projecting and planning of current pedagogical activity .................................................................................
	Section 4. Systems of monitoring achievements of the planned results of the development of programs ...............................................
	Section 5. Terms of implementation of the educational program ..........

Structure of educational programs DOU

Basic provisions Section 1. Explanatory note 1.1. Actuality: -Ascencies and individual features of the contingent of children -social order, educational needs of parents -Presentation of the DOU, the fixed assets of the implementation of the implementation of the activities of the educational process (national cultural, demographic, climatic) -procyps and approaches to the formation of the program 1.2 The description of the "graduate model" 1.3. The following and tasks of the educational program Section 2. Educational programs and their methodical support2.1. Selection of programs and pedagogical technologies, their complexation and methodological support. 2.2. Stringing a holistic pedagogical process.

Section 3. Organization of the educational and educational process of DOU.3.1. Projecting and planning of current pedagogical activities. 3.2. Construction of psychological and pedagogical work on the development of educational areas

SECTION 4. System of monitoring achievements by children planned program development results

Section 5. Terms of implementation of the educational program.

The main provisions of the educational program

1.1. Educational program MDOU No. 5 "Dubok" Art. The Arkhangelsk was developed in accordance with paragraph 5 of Article 14, paragraph 1 of Article 9 of the Law of the Russian Federation "On Education", the Model Regulations on the DOP and federal state requirements for the structure of the main educational program of pre-school education.

1.2. Educational program MDOU № 5 "Dubok" Art. Arkhangelsk was developed on the basis of exemplary main general education programs for pre-school education.

1.3. Educational program MDOU № 5 "Dubok" Art. Arkhangelsk - a document that determines the specifics of the organization of the educational and educational process in the DOU, the content of education, the form of organizing children of preschool age and is aimed at the formation of a common culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening Health of preschool children, correction of shortcomings in the physical and mental development of children.

1.4. Educational program MDOU № 5 "Dubok" Art. Arkhangelsk is ensuring the construction of a holistic pedagogical process, includes a set of educational areas that provide the versatile development of children, taking into account their age and individual features In the main directions: physical, socio-moral, artistic and aesthetic, informative-speech.

1.5. Educational program MDOU № 5 "Dubok" Art. Arkhangelskaya covers all the main points of the life of children of preschool age.