Educational program MDOU No. 5 "Dubok" stanitsa Arkhangelskaya

	Section 1. Explanatory note …………………………………….
	1.1. Relevance …………………………………………………… ..
	1.2. Description of the “graduate model” ………………………………….
	1.3. Goals and objectives of the educational program .....................
	Section 2. Educational programs and their methodological support …………………………………………………………….
	2.1. The choice of programs and pedagogical technologies, their integration and methodological support …………………….
	2.2. Building a holistic pedagogical process ………… ..
	Section 3. Organization of the educational process of preschool educational institution ………………………………………………………………… ..
	3.1. Design and planning of current teaching activities ……………………………………………………………
	Section 4. The system of monitoring the achievements of children of the planned results of the development of programs .............................................
	Section 5. Conditions for the implementation of the educational program ……….

Educational structure dhow programs

Key provisions Section 1. Explanatory note 1.1 Relevance: -Age and individual characteristics contingent of children -Social order, educational needs of parents -Purpose of the preschool educational institution, the main means of implementation -Priority areas of activity -Features of the educational process (national, cultural, demographic, climatic) -Principles and approaches to the formation of the program 1.2. Description of the "graduate model" 1.3. and objectives of the educational program Section 2. Educational programs and their methodological support2.1. The choice of programs and pedagogical technologies, their integration and methodological support. 2.2. Building a holistic pedagogical process.

Section 3. Organization of the educational process of the preschool educational institution.3.1. Design and planning of current teaching activities. 3.2. The content of psychological and pedagogical work on the development of educational areas by children

Section 4: System for monitoring the achievement of the planned results of the development of programs by children

Section 5. Conditions for the implementation of the educational program.

MAIN PROVISIONS OF THE EDUCATIONAL PROGRAM

1.1. Educational program MDOU № 5 "Dubok" Art. Arkhangelskaya was developed in accordance with paragraph 5 of article 14, paragraph 1 of article 9 of the Law Russian Federation "On Education", the Model Regulations on preschool educational institutions and federal state requirements for the structure of the main general education program preschool education.

1.2. Educational program MDOU № 5 "Dubok" Art. Arkhangelskaya was developed on the basis of approximate basic general educational programs of preschool education.

1.3. Educational program MDOU № 5 "Dubok" Art. Arkhangelskaya is a document that defines the specifics of the organization of educational educational process in preschool educational institutions, educational content, forms of organization of children's activities preschool age and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites learning activitiesensuring social success, maintaining and strengthening the health of preschool children, correcting deficiencies in the physical and mental development of children.

1.4. Educational program MDOU № 5 "Dubok" Art. Arkhangelskaya provides the construction of an integral pedagogical process, includes a set of educational areas that ensure the diversified development of children, taking into account their age and individual characteristics in the main areas: physical, social and moral, artistic and aesthetic, cognitive and speech.

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

The structure and content of the educational program of the preschool educational institution

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

main factors:

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

• the formation of an alternative system for accompanying preschool children in the form of governorship and private educational institutions;

main factors:

• a departure from a single program in the field of preschool education and the presence of a fan of curricula, manuals, didactic materials;

• insufficient regulatory funding of preschool educational institutions;

• opportunities for attracting extra-budgetary funds to institutions;

main factors:

• the interest of parents as the main social customers in the productive activities of a particular educational institution;

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

• The optimal mechanism that ensures these processes is the activity of a preschool educational institution for the development and implementation of its basic general education program (OOP)

• The main general education 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 independently"

• Order of the Ministry of Education and Science of the Russian Federation of November 23, 2009 N 655 "On Approval and Implementation of Federal State Requirements for the Structure of the Basic General Education Program of Preschool Education"

• OOP of a preschool educational institution is one of the main regulatory documents governing its life.

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

The main general educational program of a preschool educational institution -

• regulatory and management document justifying the choice goals, content, applied techniques and technologies, forms organization of the educational process in each specificpreschool educational institution

• OOP preschool educational institution is considered as a model of the organization of the educational process focused on the personality of the pupil and taking into account the type of preschool educational institution, as well as priority areas of activity

PLO and Charter

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

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

OOP and educational standards

• Time standards for preschool education determine the compulsory part of preschool education and the requirements for 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 recorded in the OOP

PLO and development program

The development program is a kind of targeted programs. Unlike OOP, it optional normative document for educational institution and is aimed primarily at solving the most pressing problems of the entire educational institution as a whole, affecting all aspects of its life: economic, regulatory, material and technical, etc.

• PLO is aimed at realizing the goals of upbringing, development and education of children, that is, at the successful implementation and development of the pedagogical component of the educational institution.

OOP and the concept of an educational institution

• The concept is an integral, necessary part of the development program. It is a system of values \u200b\u200band norms that the teaching staff of an educational institution chooses for themselves and which they intend to use in their professional activities.

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

OOP and experimental work program

If the preschool educational institution is an experimental site of any level, then it, together with the scientific supervisor, develops an experiment program that includes a substantiation of the problem, a research hypothesis, definition of the object and subject of work, a theoretical analysis of basic concepts, as well as a methodological part. It is aimed at determining the effectiveness of certain innovations.

• OOP in this case is one of the options for organizing experimental work

PLO and state accreditation procedures

If, as a result of planned development, an educational institution wants to change its status, then on the basis of the developed and implemented general education program, in which the required status (type and type) must already be indicated, it, in accordance with the approved procedure, goes through the state accreditation and subsequently, according to its results, it receives one or another status.

• In this case, the educational program of a preschool educational institution is the basis and basis for a high-quality and successful passage of the indicated procedure.

• Thus, the process of developing and implementing OEP can be considered as a process of agreeing on state educational standards, social order for a specific educational institution and its pedagogical capabilities.

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

Under "The structure of basic educational programs" means the ratio and volume of their parts, as well as the ratio of the compulsory part of the main educational program and the part formed by the participants in the educational process.

Recommended structure of the PLO of a preschool educational institution

• Mandatory part Programs

• Second part (variable)Programs formed by participants in the educational process

• Applications to the Program.

Analysis of existing (complex) programs

• Kindergarten education and training program/ Ed. M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova (2005 version).

• Rainbow: Program of upbringing, education and development of preschool children in a kindergarten / T.N. Doronova, S.G. Yakobson, E.V. Solovyov and others; Sci. hands. T.N. Doronov.

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

• An approximate general educational program of education, training and development of children of early and preschool age / Ed. L.A. Paramonova.

conclusions

1) the "cementing" basis of the content of preschool education in terms of its variability are 4 directions corresponding to the main lines of the child's development:

• - cognitive and speech;

• - physical;

• - social and personal;

• - artistic and aesthetic.

conclusions

2) the "fullness" of each of the above directions in the analyzed programs is not uniform in quantitative and qualitative terms;

3) there is currently no single point of view on what the content of preschool education should be in order to ensure the achievement of a graduate kindergarten the level of physical and psychological readiness for school for the successful development of basic general education programs of primary general education;

4) the volume of educational load in the main areas of children's development in existing programs is distributed rather unequally:

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

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

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

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

conclusions

5) within the framework of the above main directions (social and personal, physical, cognitive-speech, artistic and aesthetic), the volume of educational load in various types of children's activities (play, speech, productive, etc.) is also presented unequally, in violation of the principles age approach to the education of preschool children and the requirements of SanPiN.

"Integration of the content of preschool education" –

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

Recommendations for developing the content of OOP sections

"Compulsory part of the main general educational program of preschool education"–

part of the main general education program, which must be implemented in any educational institution (group) that implements the main general education program of preschool education. Ensures pupils' achievement readiness for school.In groups of compensatory and combined orientation, it includes activities for the qualified correction of deficiencies in the physical and (or) mental development of children with disabilities health.

• explanatory note;

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

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

The mandatory part of the Program must contain the following sections:

• content of correctional work (for children with disabilities);

• the planned results of the development by children of the main general educational program of preschool education;

• a system for monitoring the achievement by children of the planned results of mastering the Program

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

• 1) the species diversity of institutions,

• the presence of priority areas of activity, including ensuring equal starting opportunities for the education of children in educational institutions,

"Part of the main general educational program of preschool education, formed by participants in the educational process" –

this is a part of the main general educational program of preschool education, formed by participants in the educational process in addition to the compulsory part, and reflecting: 1) the species diversity of institutions (groups), the presence of priority areas of activity (except for activities for the qualified correction of disabilities in the physical and (or) mental development of children disabilities); 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, peculiar only to it means of realizing its mission.

• It is them that need to be identified.

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

is calculated in accordance with the age of pupils, the main directions of their development, the specifics of preschool education and includes the time allotted for:

• directly educational activities;

• educational activities carried out during times of security;

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

The approximate total volume of the compulsory part of the main general education program of preschool education

The compulsory part of the basic general education program of preschool education does not include the time allotted for:

• joint activities of an adult and children, carried out during regime moments and aimed at performing the functions of supervision and (or) care;

• daytime sleep (in groups of full, reduced, extended day and round-the-clock stay).

The optimal ratio is the equal proportion of the volumes of the compulsory part of the main general educational program of preschool education in the main areas of children's development, such as physical, social and personal, cognitive-speech, artistic and aesthetic (approximately 25% of the total volume).

The total volume of the compulsory part of the main general education program for children with disabilities, which should be implemented in groups of compensatory and combined orientation,

includes time allotted for:

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

• educational activities with qualified correction of deficiencies in the physical and (or) mental development of children, carried out during the regime moments;

• independent activity of children;

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

Approximate total volume of the compulsory part of the main general education program of preschool education for children with disabilities

• an additional 5-6% to the direct educational activities of children and educational activities carried out during regime moments, a compulsory part of the main general education program, if the institution, based on the results of state accreditation, has one priority area of \u200b\u200bactivity;

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

The approximate total volume of the part formed by the participants of the educational process

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

• additionally 24-25%, if the institution has priority in all areas of activity based on the results of state accreditation.

"Joint activity of an adult and children" -

activity of two or more participants in the educational process (adults and pupils) to solve educational problems in the same space and at the same time. It is distinguished by the presence of a partner (equal) position of an adult and a partner form of organization (the possibility of free placement, movement and communication of children in the process educational activities). Assumes individual, subgroup and group forms of organization of work with pupils.

"Independent activities of children" -

1) free activity of pupils in the conditions of a subject-developing educational environment created by teachers, which ensures that each child chooses activities according to interests and allows him to interact with peers or act individually;

2) the activity of pupils organized by the educator, aimed at solving problems related to the interests of other people (emotional well-being of other people, helping others in everyday life, etc.).

The main general education program of preschool education

should:

• To ensure the protection and strengthening of children's health, their all-round (physical, cognitive-speech, artistic-aesthetic, social-personal) development through the organization of various types of children's activities and amateur performances, the leading of which is play.

• Promote the child's achievement of a level of development that ensures his psychological and physical readiness for school, create equal conditions for the upbringing, development and education of children, regardless of the material wealth of the family, place of residence, linguistic and cultural environment, ethnicity.

• To comply with the principle of developmental education, the purpose of which is the development of the child

• To meet the criteria of completeness, necessity and sufficiency (to allow to solve the set goals and objectives only on the necessary and sufficient material, as close as possible to a reasonable "minimum").

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

• Be based on a complex thematic principle of building the educational process. Program topics should be accessible to children and evoke a positive emotional attitude necessary for them to develop appropriate motivation in the educational process.

• Build on age-appropriate forms of work with children in the form of games, conversations, reading, observations, etc. The main form of work with preschool children is play, which is given to adults in the educational process.

Explanatory note

The purpose and objectives of the educational process

• Goal:

- creation of an integrated system for physical education and health improvement of children.

• Tasks:

Provide a rational organization of children's motor activity; - create conditions for health-improving regimes for children; - to increase attention to the formation of correct posture; - to promote the formation of a healthy lifestyle in children in constant interaction with the family.

• 1. A comprehensive preschool education program "Rainbow"(bibliographic description of the document according to GOST).

• 2. Partial programs:

- “Our home is nature” (N. Ryzhova); - "Start" (L. Yakovleva, R. Rodina) and others.

Partial programs should be chosen with the aim of "strengthening" any of the least developed sections of the complex program.

• 3. Correctional program for special (correctional) educational institutions of the 4th type (for children with visual impairment), ed. L.I. Plaksina.

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

- A.V. Grishvina, E. Ya. Puzyrevskaya, E.V. Sochevanov. "Games-activities with young children with mental and speech disorders"; - N. D. Shmatko. "Children with developmental disabilities", etc.

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

• A flexible mode of 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

• Schedules of interaction between teachers, specialists and educators;

• Model of the educational process using various forms and taking into account the time of year and age-related psychophysiological capabilities of children, the relationship of planned activities with the daily life of children in kindergarten

• - System of hardening measures;

• - System of physical culture and recreation activities

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

3. Content of correctional work (for children with disabilities

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

• This section also includes a selection of programs and technologies used in preschool educational institutions in accordance with the direction of correction

4. Planned results of the development of the basic general educational program of preschool education by children

Interim assessment

• (once every six months or once a year) - this is a description of the dynamics of the formation of integrative qualities of pupils of each age group as they master the Program in all areas of children's development;

• - these are the results of monitoring

final grade

• is carried out when a child leaves kindergarten to school and includes a description of the integrative qualities of a preschool graduate.

• Held annually in a preparatory group for school.

• The portrait of a graduate can be drawn up by the teaching staff of the preschool educational institution, taking into account the regulatory documents

5. System for monitoring the achievement of the planned results of the development of the Program by children

• Children's achievement monitoring system the planned results of the development of the Program should provide an integrated approach to assessment the final and intermediate the results of the development of the Program, allow to assess the dynamics of the achievements of children and include description of the object, forms, frequency and contentmonitoring.

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

• Time is planned to conduct psychological and pedagogical diagnostics of the results of mastering the Program: 5-7 days in September and May.

Features of the organization of the 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 operating mode of a preschool educational institution; - in the leading forms of conducting classes; - in the organization of a subject-development environment; - in the selection of personnel; - in the specifics of organizing and holding various events; - in the establishment of social partnership; - in interaction with the family; - in the tradition of a preschool educational institution, etc.

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

• For example, organizing group work separately for boys and girls; short stay, etc.

• It is also recommended to note the additional educational services provided by the institution both within the framework of budgetary funding and on a paid basis, which strengthen the priority area of \u200b\u200bactivity chosen by the kindergarten.

OOP applications

• - the composition of the working group on the development of EP; - work plan of the working group; - expert opinion on the EP; - minutes of the pedagogical council on the approval of the EP; - an order for a preschool educational institution on the implementation of the OP, indicating those responsible for certain areas; - plan for the implementation of the educational program of the preschool educational institution; - diagnostic techniques ("tool") to section 6;

OOP applications

Glossary of basic terms used by members of the teaching staff within the educational institution; - results of diagnostics of the educational program implementation; - analytical materialsjustifying the content of the sections of the educational program; - analytical materials justifying the need for changes and additions to the sections of the educational program.

• Kornilova Marina Vladimirovna,

Moscow Department of Education

Moscow Institute of Open Education

Moscow City University of Psychology and Education

In accordance with the approval and implementation of the Federal State Requirements for the Structure of the Main General Education Program of Preschool Education (Order of the Ministry of Education and Science of the Russian Federation No. 655 of November 23, 2009), the form and structure are changed Educational program Preschool educational institution of the city of Moscow.

Currently based on federal requirements developed by:

Approximate basic general education program of preschool education;

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

Until the implementation of these two programs, these recommendations are temporary.

The educational program of a preschool educational institution is considered as a model of the organization of the educational process focused on personality of the pupil and taking into account the type of preschool educational institution, as well as priority areas of activity.

The main general educational program of preschool education (hereinafter referred to as the Program) is developed, approved and implemented in an educational institution based on approximate basic general education programs of preschool education.

The program determines the content and organization of the educational process for preschool children and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of the prerequisites for educational activities that ensure social success, the preservation and strengthening of the health of preschool children, the correction of physical and (or ) mental development of children.

The program should:

Comply with the principle of developmental education, the purpose of which is the development of the child;

Combine principles of scientific validity and practical applicability;

Meet the criteria for completeness, necessity and sufficiency;

To ensure the unity of educational, developmental and teaching goals and objectives of the process of education of preschool children, in the process of implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;

It should be built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of the pupils, the specifics and capabilities of educational areas;

Be based on a complex-thematic principle of building the educational process;

Provide for the solution of program educational tasks in the joint activities of an adult and children and the independent activity of children, not only within the framework of educational activities directly, but also during regime moments in accordance with the specifics of preschool education;

Assume the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschool children and the leading activity for them is play.

The educational program of the preschool educational institution consists of two parts:

1) the mandatory part;

2) the part formed by the participants of the educational process.

Mandatory part Programs must be implemented in any educational institution , working on the basic general educational program of preschool education. It ensures that pupils achieve readiness for school, namely the necessary and sufficient level of development of the child for the successful mastering of the basic educational programs of primary general education. In groups of compensatory and combined orientation, the mandatory part of the Program includes activities for the qualified correction of disabilities in the physical and (or) mental development of children with disabilities.

II part of the Program, formed by the participants of the educational process, reflects: 1) the species diversity of institutions, the presence of priority areas of activity, including ensuring equal starting opportunities for teaching children in educational institutions, for carrying out sanitary and hygienic, preventive and health-improving measures and procedures, for physical, social and personal, cognitive-speech, artistic and aesthetic development of children (except for activities for the qualified correction of disabilities in the physical and (or) mental development of children with disabilities); 2) the specifics of national-cultural, demographic, climatic conditions in which the educational process is carried out.

Timerequired for the implementation of the Program ranges from 65% to 80% of the time spent by children in groups with a 12-hour stay, depending on the age of the children, their individual characteristics and needs.

Volume the mandatory part of the Program is at least 80% of the time required for the implementation of the Program, and the part formed by the participants of the educational process is no more than 20% of the total volume of the Program.

The structure of the educational program of the preschool educational institution

Title page

1. The name of the DOE.

2. "I approve: the head of the preschool educational institution ...".

3. “Adopted at a meeting of the scientific and methodological council (pedagogical council), small pedagogical council, date, protocol number.

4. “Agreed” (MA or CMC).

6. On the back title page the content (table of contents) of the educational program is given.

Explanatory note

The general educational program of preschool educational institution No. ______ ensures the diversified development of children aged from ___ to ____ years, taking into account their age and individual characteristics in the main areas - physical, social and personal, cognitive-speech and artistic-aesthetic. The program ensures that pupils achieve readiness for school.

The explanatory note should disclose:

1. Age and individual characteristics of the contingent of children brought up in an educational institution, information about the qualifications of teaching staff and information about the families of pupils.

The main priority areas in the activities of an educational institution are: (to formulate).

3. Goals and objectives activities of preschool educational institutions on the implementation of the basic educational program determined based on the analysis of the results of the previous teaching activities, the needs of parents, the society in which the preschool educational institution is located.

Considering that the institution has developed a "Program development of preschool educational institutions", Which defines conceptual ideas, development strategy of the entire educational institution and mechanisms for its implementation, the Program prescribes the goals and objectives of organizing the pedagogical process for its participants (children, teachers, parents of pupils).

4. Features of the educational process.

We remind you that they can be: organizational, national-cultural, demographic, climatic, etc.

When organizing the educational process, the principles of integrating educational areas (physical culture, health, safety, socialization, labor, cognition, communication, reading fiction, artistic creativity, music) should be taken into account in accordance with the age capabilities and characteristics of the pupils. Indicate this position, as well as the fact that “the organization of the educational process is based on a complex thematic principle with leading game activities, and the solution of program tasks is carried out in different forms joint activities of adults and children, as well as in independent activities of children. "

5. Principles and approaches to the formation of a general education program (open in accordance with the above). For example: "The content of the general education program complies with the basic provisions developmental psychology and preschool pedagogy and ensures the unity of educational, developmental and educational goals and objectives. "

1st part (mandatory)

1. Organization of the regime of stay of children in preschool educational institutions

In this section, the preschool educational institution must submit:

A flexible mode of activity depending on the social order of parents, the availability of specialists, teachers, medical workers, approaches to teaching and upbringing of preschoolers, to the organization of all types of children's activities;

Schedules of interaction between teachers, specialists and educators;

Model of the educational process using various forms and taking into account the time of year and age-related psychophysiological capabilities of children, the relationship of planned activities with the daily life of children in kindergarten (Appendix No. 3);

Hardening system;

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

This section includes materials related to the design, planning and organization of current educational activities in all educational areas: physical culture, health, safety, socialization, labor, cognition, communication, reading fiction, artistic creativity, music ... Each educational area can be presented in two tables: the first is a list of programs, technologies, benefits; the second is the selection of forms of organization of the educational process that correspond to the tasks set and the selected content. This section is specific for each preschool educational institution and even for each age group, therefore, the forms of educational activity can be included in the long-term plan for each educational area of \u200b\u200bknowledge. age groups... Considering that each educational area has its own specifics, the educator independently chooses the forms of educational activities of children. At the same time, the total volume of the compulsory part of the Program is calculated in accordance with the age of the pupils, the main directions of their development, the specifics of preschool education and includes the time allotted for:

Educational activities carried out in the process of organizing various types of children's activities (play, communicative, labor, cognitive research, productive, musical and artistic, reading);

Educational activities carried out during times of security;

Independent activities of children;

Interaction with families of children on the implementation of the basic general educational program of preschool education.

List of comprehensive programs

1. The program of education and training in kindergarten / n od ed. M. A. Vasilyeva, V. V. Gerbovoy, T. S. Komarova. - M .: Mosaika-Synthesis, 2007.

2. Origins: Basic program for the development of a preschool child / Scientific. ed. L.A. Paramonova, A.N.Davidchuk, K.V. Tarasova and others - M .: Karapuz, 1997.

3. Development program / L. A. Venger, O. M. Dyachenko, N. S. Varentsova and others - M., 1994; 1995.

4. Childhood: Program for the development and education of children in kindergarten / V. I. Loginova et al. - M .: Childhood-Press, 2010.

5. From childhood to adolescence: A program for parents and educators on the formation of health and development of children from 1 to 7 years old / TN Doronova et al. - M .: Education, 2001.

6. The program "Kindergarten - a house of joy" / N. M. Krylova, V. T. Ivanova. - Perm, 1990; 1991.

2.1. The content of psychological and pedagogical work on the development of the educational field "Physical culture"

Objectives:the formation of children's interest and value attitude to classes physical education, harmonious physical development through the solution of the following specific tasks:

- development of physical qualities (speed, strength, flexibility, endurance and coordination);

- accumulation and enrichment of children's motor experience (mastering basic movements);

- the formation of the pupils' need for physical activity and physical improvement.

Each pedagogical collective independently decides in what form and how often the results of the mastering by children of the main general educational program of preschool education will be assessed.

List of programs and technologies

The planned final results of the mastering by children of the main general educational program of preschool education should describe the integrative qualities of the child that he can acquire as a result of mastering the Program. We give an example in accordance with FGTOP:

- physically developed, having mastered the basic cultural and hygienic skills. The child has formed basic physical qualities and the need for physical activity. Performs hygienic procedures available to age independently, observes the elementary rules of a healthy lifestyle;

- l inquisitive, active. Interested in new, unknown in the world around him (the world of objects and things, the world of relationships and his inner world). Asks questions to an adult, likes to experiment. Able to act independently (in everyday life, in various types of children's activities). In cases of difficulty, he turns to an adult for help. Takes a lively, interested participation in the educational process;

- emotionally responsive. Reacts to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Reacts emotionally to works visual arts, musical and artistic works, the natural world;

- mastered the means of communication and methods of interaction with adults and peers. The child adequately uses verbal and non-verbal means of communication, owns dialogical speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation). Able to change the style of communication with an adult or peer, depending on the situation;

- able to manage their behavior and plan their actions on the basis of primary value concepts, observing the elementary generally accepted norms and rules of behavior. The behavior of a child is mainly determined not by momentary desires and needs, but by the demands 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. Observes the rules of behavior on the street (road rules), in public places (transport, shop, clinic, theater, etc.);

- able to solve intellectual and personal tasks (problems), adequate to age. A child can apply independently acquired knowledge and methods of activity to solve new tasks (problems) posed by both adults and themselves; depending on the situation, it can transform the ways of solving problems (problems). The child is able to propose his own idea and embody it in a drawing, construction, story, etc.;

- having primary ideas about himself, family, society, state, world and nature. The child has an idea of \u200b\u200bhimself, his own belonging and the belonging of other people to a particular gender; the composition of the family, family relationships and relationships, the distribution of family responsibilities, family traditions; about society, its cultural values; about the state and belonging to it; about the world;

- who has mastered the universal prerequisites of educational activity - the ability to work according to the rule and according to the model, listen to an adult and follow his instructions;

- who has mastered the necessary skills and abilities. The child has formed the skills and abilities necessary for the implementation of various types of children's activities.

The portrait of a graduate reflects the qualities of the child's personality and the degree of their formation.

2nd part. Regional component.

The main goal of preschool education in the city of Moscow is the realization of the right of every child to high-quality and affordable education, which provides equal starting conditions for a full-fledged physical and mental development children as the basis for their successful schooling.

In the "Main directions of the Program for the development of preschool education in the city of Moscow for 2008-2017." the tasks of two large projects are clearly defined, in the implementation of which all preschool educational institutions of the city of Moscow are gradually included:

Joint pilot project of the Moscow Department of Education and UNESCO “Moscow education: from infancy to school”;

Project "Kindergarten of the Future".

The developed programs, methodological manuals and recommendations on the directions of the implementation of these two projects act as regional features that must be taken into account when organizing the educational process in a preschool educational institution.

In accordance with the order of the Moscow Department of Education dated March 12, 2008. No. 82 "On the resource center as part of the implementation of a joint pilot project in the field of upbringing and education of children younger age “Moscow education: from infancy to school” between the Moscow Department of Education and the United Nations Educational, Scientific and Cultural Organization (UNESCO) ”an experimental platform“ Moscow education: from infancy to school ”was created. Currently, 32 educational institutions are included in the structure of the site: 17 resource centers and 15 educational institutions that implement general education programs of preschool education, representing all district educational systems.

Currently, based on the order of the Moscow Department of Education, work is underway to implement a joint pilot project in the field of early upbringing and education of children "Moscow education: from infancy to school" between the Moscow Department of Education and UNESCO.

As part of the implementation of this project, 17 resource centers have been created and are actively operating in the following areas of projects:

1. "Kindergarten for all" - inclusive, integrative and special education for children from 2 months to 7 years.

2. "Bilingual child - dialogue of languages \u200b\u200band cultures" - organization of preschool education of children in conditions of bilingualism and multilingualism in connection with the proclamation of 2008 as the International Year of Languages.

3. "Little geniuses" - the intellectual development of preschool children.

4. “We and Nature” - early environmental education in relation to the United Nations Decade of Education for Sustainable Development (2005–2014).

Municipal institution

"Department of Education of the Administration of the city of Biysk"

Information and Methodological Center

Development of an educational program

preschool educational institution.

Biysk

Compiled by:

– methodologist of the IMC MU "Education Department of the City Administration of Biysk"

– head of the MDOU "Kindergarten No. 51"

Development of an educational program for a preschool educational institution. Guidelines.

The educational program of a preschool educational institution is developed in accordance with the requirements of the main regulatory documents: Of the Law of the 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 clause 21 of the Model Regulations on a preschool educational institution, it is noted that "the content of the educational process in a preschool educational institution is determined by the educational program of preschool education, developed, adopted and implemented by it independently."

The educational program of a preschool educational institution is one of the main regulations governing its life. It, 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 the parents (legal representatives).

Along with the Charter of an educational institution, a license for the right to conduct educational activities, a certificate of state accreditation of an educational institution, it is necessary to familiarize parents with the documents regulating the organization of the educational process, individually with each to conclude a parental agreement. Of the other documents with which parents need to be familiarized, first of all, it is necessary to note the educational program of the preschool educational institution. This document will orient parents to information about the educational services provided, which in turn will help to ensure the implementation of the parents' right to choose educational services, the right to guarantee their receipt.

Developing a high-quality educational program for practitioners is hampered by the currently existing discrepancies in the definition of the very concept of "educational program", which various authors interpret either as a development program, or as a program reflecting the specifics of the educational activities of an institution or as a document allowing individualization educational routes pupils. The most common misconception is that the educational program is often identified with the curriculum implemented in a particular preschool institution. At the same time, there is a real experience of developing educational programs by analogy with the school model or based on their own logic of understanding this document. Thus, one more obvious contradiction can be recorded between the requirement of the RF Law "On Education" and other normative documents on the development and implementation by each educational institution independently. "

Practical significance this issue, its relevance determined the logic of the selection of materials for this manual. The presented materials reflect the main goals and specifics of a preschool educational institution, the program of which should be built taking into account the peculiarities of the organization of work with preschool children, when the predominant values \u200b\u200bof development and education.

In accordance with the approval and implementation of the Federal State Requirements for the Structure of the Basic General Education 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 are changed Educational program DOE.

Currently, based on federal requirements, the following are being developed:

an approximate basic general education program of preschool education;

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

Until the implementation of these two programs, these recommendations are temporary.

General Provisions

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

Educational program - a regulatory and administrative document justifying the choice of the goal, content, methods and technologies used, forms of organizing the educational process in each specific preschool educational institution (S. Kuzmin).

Educational program Is a specific model of the educational process of one or another preschool... It should cover all activities of children (not just learning), taking into account their priority in each age period ().

DOI educational program Is a complex of a certain content of education, certain means of pedagogical communication (forms, methods and means of teaching and upbringing), as well as personnel and material conditions for the implementation educational needs pupils ().

Educational program - a document that defines the specifics of the organization of the educational process (content, forms), taking into account the standard of the preschool level of education. This is a model of the educational process. It sets out the multicomponent content of education and consists of an integral series of parts, mutually connected with each other. The selection of components cannot be random and should be focused, first of all, on the creation of an integral system ().

Educational program Is a document that is subject to constant (annual) revision.

The purpose of the educational program is determined on the basis that it is an internal (for a given institution) educational standard, conditioned by the municipal program for the development of education, the logic of the development of the educational institution itself, its capabilities, and the educational requests of the main social customers - parents (legal representatives).

The purpose of the educational program is a motivated justification of the content of the educational process, the choice of a general education program in each specific preschool educational institution.

Summarizing all of the above, the educational program of a preschool institution can be defined as: a regulatory document, an internal standard of an institution that determines the content of preschool education, developed in the main areas of children's development and is a complex of means of education, training, health improvement, 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 aspects of the life of children, and not just education, taking into account the priority of the types of children's activities in each age period.

The program should show:

· How, taking into account the specific conditions and characteristics of the contingent of pupils in a preschool educational institution of any kind, its own non-traditional model of organizing the upbringing, education and development of preschoolers is created;

What new pedagogical technologies are used in working with children;

· How the individual characteristics and capabilities of the pupils are taken into account.

The educational program of the preschool educational institution should not be considered as a document once written 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, it is adjusted by teachers in accordance with real conditions every year.

The structure of the educational program of a preschool educational institution

Since at present there are different points of view on the essence of the educational program and different approaches to determining its content, we propose to consider the "model" of the structure of the educational program of a preschool educational institution we have cited as an approximate one.

Title page.

When and by whom it was approved, where it was considered, with whom the program was agreed. The name of the program with the full name of the institution.

Name of the settlement, year of development.

Section 1. General Provisions.

1.1. Explanatory note.

1.2. Informational reference about the preschool educational institution.

2.1. Analysis of the material and technical base of the preschool educational institution.

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

2.3. Analysis of the medical and social conditions of the stay of children in preschool educational institutions.

2.4. Analysis of the results of the educational process.

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

2.6. Characteristics of the social order for education.

educational institution.

Section 6. The content of the educational process.

6.1. Implemented preschool education programs, their justification

6.2. Characteristics of the main didactic and teaching aidsfocused on the main areas of child development.

Section 7. Design and planning of pedagogical

activities, building a holistic pedagogical

process.

7.1. The principles of organizing the educational process.

7.2. The system of implementation of the general education program of preschool

education.

7.3. Daily regimes for cold and warm periods by age group,

according to the implemented general education program

preschool education.

7.4. The system of work on the adaptation of newly arrived children to the conditions of the preschool educational institution.

7.6. Academic plan.

7.7. Timetable of classes.

7.8. Schedule of work of circles.

7.9. Correction and interaction of support specialists

individual accompaniment of pupils.

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

7.11. The system of physical culture and health improvement work.

7.12. Organization of food.

7.13. Planning a system of holidays and entertainment.

7.14. The educational system of the preschool educational institution.

Section 8. Monitoring the development of children.

Section 9. Conditions for the implementation of the educational program of the preschool educational institution.

9.1. Legal and regulatory framework for the implementation of the program.

9.2. Control system of the preschool educational institution.

9.3. Methodical work model.

9.4. Model of interaction between preschool educational institutions.

9.5. Forms of work with parents.

9.6. Continuity in the work of preschool educational institutions and schools.

9.7. Interaction of preschool educational institutions with other institutions.

9.8. Subject-spatial organization of the preschool educational institution.

9.9. The dynamics of professional growth and individual achievements teachers.

9.10. Plan-map of innovative work of preschool educational institution... Innovative projects of teachers.

The educational program contains various information about the features of the activities of the preschool institution as a whole by age groups. The quality of educational activities of the institution depends on how competently and systematically this information is presented in the program.

1. Title page.

It is advisable to provide the following information on the title page of the educational program:

· In the upper left corner of the sheet there is information about where the program was considered and adopted (for example, adopted at the Council of the DOE, protocol No. ___ from _______);

· In the upper right corner there is information about the approval of the program (for example, I Approve. Head of the Kindergarten № ___. The signature of the head of the institution, transcript and seal;

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

Below the name, the authors, developers of the program are indicated, which may be specialists of a preschool institution (educators of the group, as well as the head, senior educator, psychologist, speech therapist, educator) or a creative team, which also includes specialists from other educational institutions (supervisor, specialist of education management) ;

· At the bottom of the title page, the name of the settlement in which the preschool educational institution is located and the year of development of the educational program are indicated.

Section 1. General Provisions.

The section "General Provisions" includes an explanatory note and information note about the preschool educational institution.

IN explanatory note specifies the main conceptual approaches used in the development of the program, a description of its goals and values, and the estimated timing of its implementation

In the concept of the program, it is important to provide a justification for the relevance for the institution of the development of a particular version of the program. As a rule, when justifying the choice of a variant of an educational program, the following relevant positions are noted:

The educational program takes into account the needs of the child contingent, which is especially important for institutions with priorities in activities (for example, preschool educational institutions are visited by children with developmental problems requiring specialized correction, in this regard, the program provides for a system of correctional and developmental work with children),

The content of education can be tailored to the order of parents, which is important to consider for preschool educational institutions - development centers (in this regard, the program includes the appropriate content of additional education, or alternative services are organized for families of the microdistrict),

When developing the program, the cultural and educational features of the territory are also taken into account, which is important for any kind of preschool educational institution (in this case, the content includes a regional component of education, for example, regional programs and technologies for museum and pedagogical work, local history),

· When developing an educational program (EP), the peculiarities of the activities of preschool educational institutions, the level of their qualifications can also be taken into account, which make it possible to expand the educational content implemented in the group due to the author's methodological support developed by teachers.

The concept also includes a description of the goals and values \u200b\u200bof the program. Values, as a rule, they correspond to the general ideological guidelines of education (the versatile development of the child, the upbringing of moral consciousness and behavior, a healthy lifestyle, the formation of a general culture of the individual, etc.). Goals, implemented by the educational program, are the concretization of the goals of general education and can be different, however, regardless of its specific version, they are aimed at implementing conditions for training, education, development, and health improvement of pupils. The goals and objectives of the educational institution are also determined in accordance with the Model Regulations on a preschool educational institution, its Charter and implemented programs and technologies.

IN information sheetabout a preschool educational institution it should be noted:

General information.

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

· Head (full name).

· Priority direction in educational activities.

· Brief historical information.

· Design capacity and actual occupancy.

· Enumeration of premises and structures of the preschool educational institution.

Founder of MDOU.

Constituent documents.

The structure of the preschool educational institution (the total number of groups, the number of specialized groups, information on the occupancy of groups).

Personnel potential of the preschool educational institution: total employees - ..., of which the administrative staff - ... people, teaching staff - ... people, training and support personnel - ... people, service personnel - ... people.

Must submit social passport DOE.

You can provide information that reveals the personality of the preschool educational institution.

Section 2. Problem-oriented activity analysis.

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

The analysis of the main achievements and problems is presented in the educational program, taking into account the implemented content in accordance with the diagnostic tools used by teachers.

This section of the program presents generalized results of education, upbringing, development, correction and health improvement of pupils, usually in the form of summary tables or diagrams: for example,

· The level of social competence and education of children;

· The total number or% of children who have mastered the programs (according to the levels presented in the implemented complex programs);

· The results of the development of different types of activities by children;

· Dynamics of development of physical qualities of pupils;

· Indicators of morbidity (for 3 years);

· Number or percentage of children released with a clear speech;

· The number of children who are ready for school;

The results of adaptation of children to primary school;

· Other results in accordance with the content of the diagnostics carried out at the preschool educational institution.

Section 3. Purpose of a preschool educational institution.

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

The statement of purpose should be concise and understandable both to the teaching staff and the immediate social environment of the preschool educational institution and family first.

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

educational institution.

The graduate model is understood as the intended result of the joint activities of a kindergarten and a family, characterizing their ideas about the most important qualities of a child's personality that a graduate of a preschool educational institution should possess. The graduate model is developed in accordance with the Federal government requirements to the structure of the main general education program of preschool education, the chosen content of education (implemented by the main and partial general education programs), the specifics and purpose of a particular preschool educational institution.

The graduate model matters a lot. Firstly, it plays an integrating role in relation to other constituent images of a preschool institution, and secondly, it is the basis for the development of target guidelines for the educational process, allowing maximum consideration of the features of the environment, the specifics of the institution, the originality of the teaching staff. Thirdly, the graduate's model acts as the main criterion for the effectiveness of the educational and educational process, thanks to which it is possible to correlate the results obtained with the opinion of teachers, medical workers of preschool educational institutions and parents about the desired results.

1. It is useful to correlate the projected image of a graduate with the state educational standard, the previous achievements of the teaching staff of this educational institution, the results of the work of educational institutions of a similar type and type.

2. In the image of a graduate, it is necessary to include both qualitative and quantitative parameters of the student's personality development.

3. The main parameters of a graduate's preparedness should be stated based on 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 teaching staff to focus their efforts not only on the formation of common qualities, but also on the support and development of the child's unique personality traits.

5. It is useful to design the image of a graduate of a particular preschool educational institution, taking into account the opinions of the nearest educational institutions in which the graduates will continue their education. This will help strengthen the ties of continuity in the upbringing and development of pupils at different levels of education.

The description of the graduate model can be based on the description of the integrative qualities of a preschooler:

physically fitwho mastered the basic cultural and hygienic skills. The child has formed basic physical qualities and the need for physical activity. Performs hygienic procedures available to age independently, observes the elementary rules of a healthy lifestyle;

inquisitive, active... Interested in new, unknown in the world around him (the world of objects and things, the world of relationships and his inner world). Asks questions to an adult, likes to experiment. Able to act independently (in everyday life, in various types of children's activities). In cases of difficulty, he turns to an adult for help. Takes a lively, interested participation in the educational process;

emotionally responsive... Reacts to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Reacts emotionally to works of fine art, musical and artistic works, the natural world;

mastered the means of communication and ways of interacting with adults and peers. The child adequately uses verbal and non-verbal means of communication, owns dialogical speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation). Able to change the style of communication with an adult or peer, depending on the situation;

able to control one's own behavior and plan their actions on the basis of primary values, observing elementary generally accepted norms and rules of behavior. The behavior of a child is primarily determined not by momentary desires and needs, but by the demands 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. Observes the rules of behavior on the street (road rules), in public places (transport, shop, clinic, theater, etc.);

able to solve intellectual and personal problems (problems), age-appropriate. The child can apply independently acquired knowledge and methods of activity to solve ready-made tasks (problems) posed by both adults and themselves; depending on the situation, it can transform the ways of solving problems (problems). The child is able to propose his own idea and embody it in a drawing, construction, story, etc.;

primary self-image, family, society, state, world and nature. The child has an idea of \u200b\u200bhimself, his own belonging and the belonging of other people to a particular gender; the composition of the family, family relationships and relationships, the distribution of family responsibilities, family traditions; about society, its cultural values; about the state and belonging to it; about the world;

mastered the universal prerequisites of educational activity - the ability to work according to the rule and according to the model, listen to an adult and follow his instructions;

having mastered the necessary skills and abilities... The child has formed the skills and abilities necessary for the implementation of various types of children's activities.

In addition, the research team of the Preschool Childhood Research Center named after identified the basic characteristics of a child's personality, which are formed in preschool age, are in constant development, at each age stage have their own content. These personality characteristics, in their essence, constitute that “desired image” of an older preschool child who is ready for school. The basic characteristics of a personality include: competence, emotionality, initiative, independence. These characteristics define, in our view, the "model" of a graduate of a modern preschool educational institution, capable of adapting to the modern information world. The formation of these personality traits is the result of the implementation of variable educational programs in preschool education, in a specific institution.

In preschool age, by the age of seven, the basic characteristics of the personality become more meaningful than throughout preschool childhood: the level of arbitrariness and freedom of behavior increases significantly, which is associated with the increased capabilities of the child, his confidence in his abilities; there is a more adequate assessment of success in different types of activity (drawing, playing, construction, etc.) and a persistent motivation for achievement and success.

Competence

The social competence of the child allows him to understand the different nature of the attitude of the surrounding adults and peers to him, his attitude towards them and choose the appropriate line of behavior. It becomes important to be able to notice changes in the mood of an adult and a peer, to take into account the desires of other people; the ability to establish stable contacts with peers.

Communicative competence is manifested in a possible free dialogue with peers and adults, the expression of their feelings and intentions with the help of speech and non-speech (gesture, facial expressions, pantomimic) means.

By the age of seven, the child clearly manifests self-confidence and self-esteem, the ability to defend his position in joint activities. Dignity is the most valuable personality trait that requires support from all employees of an educational institution and parents.

The intellectual competence of older preschoolers is characterized by the ability for practical and mental experimentation, generalization, establishment of cause-and-effect relationships and speech planning. The child shows awareness in different spheres of life: knows about some natural phenomena and their laws, is familiar with the universal sign systems - the alphabet; numbers, etc. The senior preschooler is fluent in speech (has a fairly large vocabulary, grammatically correctly constructs sentences, has a developed phonemic ear) and has an idea of \u200b\u200bsound, word, sentence.

The competence of the physical development of an older preschooler is defined as the increased ability to control his body, various types of more and more perfect movements. Has knowledge about his body, about a healthy lifestyle and the need to take care of his health. The senior preschooler has cultural and hygienic skills and understands their need.

Emotionality

A child of older preschool age is distinguished by a great richness of experiences, a variety of their manifestations and at the same time a great manifestation of the arbitrariness of the emotional sphere. Psychologists emphasize the emergence of one of the important mental neoplasms - "emotional anticipation" - a premonition of one's own experiences and the experiences of other people associated with the results of activities.

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

Creativity

The child is capable of creating a new pattern, design, image of fantasy, movement, etc., which are distinguished by originality, variability, flexibility and mobility. A child on the threshold of school is more and more active, ready for spontaneous decisions, curious, asks questions to an adult, is capable of verbal commenting on the process and the result of his own activity, has a strong motivation for achievement, a developed imagination. The process of creating a product is of a creative search nature: the child is looking for different ways to solve the same problem.

Arbitrariness

A seven-year-old preschooler is capable of volitional regulation of behavior, overcoming immediate desires, if they contradict the established norms, the rule. Shows volitional efforts in situations of choice between "can" and "no", "want" and "must". Shows perseverance, patience, ability to overcome difficulties. Can restrain himself, make requests, suggestions, disagreement in a socially acceptable form. Arbitrariness of behavior is one of the most important indicators of psychological readiness for school.

Initiative

Initiative is manifested in all types of child's activities: in communication, object-oriented activity, play, experimentation, etc. He can choose the type of activity at will, join the conversation. Initiative is associated with curiosity, inquisitive mind, ingenuity.

Children's initiative, freedom, reasonable and morally directed, needs a benevolent direction from adults, who must maintain and develop these personality traits.

Independence and responsibility

The independence of the child is manifested in the ability, without the help of an adult, to solve various problems that arise in everyday life (self-care, caring for plants and animals, creating an environment for independent play, using simple safe devices - turning on the lighting, TV, player, etc.). An independent child is not afraid to take responsibility, he can correct the mistake.

A responsible child strives to perform well the task entrusted to him, meaningful not only for him, but also for others; feels a sense of satisfaction.

Self-assessment

A seven-year-old child adequately assesses the results of his activities in comparison with other children, which leads to the formation of ideas about himself and his capabilities. But psychologists emphasize an important psychological feature: characterized by an overestimated general self-esteem, which affects his positive attitude towards himself ("I am not very good at drawing, but I am good").

Freedom of conduct

This complex concept is based on the competence and upbringing that the child has formed. A free child is distinguished by inner relaxedness, openness in communication, sincerity in expressing feelings, truthfulness. At the same time, the child is cautious and prudent, avoids injury, shows reasonable caution in unfamiliar surroundings, when meeting with strangers. A preschooler can follow the rules of behavior developed by society. Raising a sense of security and freedom of behavior in a preschooler is based on an understanding of cause-and-effect relationships in a variety of life situations.

The above requirements for a graduate can be supplemented in accordance with the specifics of the goals of education in each preschool educational institution. In this case, it is necessary to differentiate the qualities of the graduate depending on the type and purpose of the educational institution.

Section 5. Goals and objectives of the educational process.

The purpose and objectives of the educational process in each specific preschool educational institution should be determined in accordance with the developed "model" of the graduate and the definition of the place of each preschool educational institution in the educational space of the city and the immediate social environment.