"implementation of federal state standards in dow" (from work experience)

Implementation of the Federal State Educational Standard for Preschool Education in the practice of preschool educational institutions

Now the main topic is the implementation or introduction of the Federal State Educational Standard for Education in the practice of preschool institutions. Educators are faced with a lot of questions: why this document appeared, how it was created, what will change in our work with the introduction of the Federal State Educational Standard for Education. I tried to present the essence of the Federal State Educational Standard in the most accessible language for teachers, and also developed a questionnaire to identify teachers’ ideas about the Federal State Educational Standard. I bring to your attention this material. I sincerely hope you find it useful.

FSES DO - Federal State Standard of Preschool Education - a document that all preschool educational organizations are required to implement. Came into force on 01/01/2014.

This was preceded by the following work:

1) Order of the Ministry of Education and Science on the development of the Federal State Educational Standard for Education;

2) A working group was created consisting of Asmolov, Skorolupova, Volosovets, Karabanova, Rubtsov, Sobkin - people with different opinions and positions.

What was discussed by the working group?

— program requirements;

— requirements for conditions;

— requirements for the results of socialization.

The developers faced the following questions:

1) Isn’t the Standard a risk for the education system?

2) What is unique about the Standard?

3) What will be the results?

4) Does the Standard pose increased financial burdens;

5) What new will the Standard bring to valuable preschool life? Etc.

What is expected from the Standard:

TUTORS

Ensuring security;

Tolerant attitude on the part of parents;

Reduced document flow;

More available educational programs;

Teaching numeracy and writing should be in school;

— Desire to learn – PC courses

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

PARENTS

— for early and accelerated development;

- the state is responsible for education;

— the main thing is the health of children;

— in addition to the educational program, child development in other areas (creativity)

What motivated the development of this document?

Two reasons for introducing the Federal State Educational Standard for Preschool Education:

1) Law “On Education of the Russian Federation”;

2) Modern sociocultural situation.

Federal State Educational Standard for Education is based on the following documents:

1) Convention on the Rights of the Child;

2) Law on Education of the Russian Federation;

3) Constitution of the Russian Federation.

4) State program “Development of Education for 2013-2020”

The Law on Education of the Russian Federation provides:

1) accessibility and free preschool education. Providing preschool education is mandatory, because this is the first level of general education and is the responsibility of the state; for the family it is a right.

2) Publication of the Standard in 2013.

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

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

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

7) The rights and responsibilities of parents are secured - the priority in education belongs to the family.

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

The Federal State Educational Standard for Preschool Education secures the right to receive accessible and free high-quality preschool education + financial support (a place for a child in kindergarten).

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

Basic concepts of Federal State Educational Standards of Education:

1) Unity of the educational space:

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

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

3) developing subject-spatial environment;

4) social situation of development.

What is the difference between FGT and Federal State Educational Standards before?

2 groups of requirements:

- to the structure of OOP;

To the conditions for the implementation of OOP;

— 10 educational areas;

80% is a mandatory part of the program;

20% - variable

GEF DO

3 groups of requirements

To the structure of OOP;

To the conditions for the implementation of OOP;

— to the results of mastering OOP

5 educational areas:

Physical development

Cognitive development;

Artistic and aesthetic development;

Social and communicative development (social and personal);

Speech development

60% is a mandatory part of the program;

40% - variable

In the Federal State Educational Standard, the main thing is not the result, but the conditions. This is the standard condition. Conditions are the social situation of a child’s development—the established system of interaction between the child and the world around him, represented by adults and children. If the conditions are created, the Standard is implemented.

The social development situation involves three groups of requirements:

1) Spatio-temporal - space and toys;

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

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

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

What are the requirements for the conditions:

1) Psychological and pedagogical;

2) Personnel;

3) Logistics;

4) Financial;

5) Towards a subject-development environment.

Personnel conditions are the main thing. In this regard, a professional teacher standard is being developed. Planned to be operational by September 2014.

Assessment of a teacher’s professional activity:

— dynamics of development of integrative qualities of a teacher;

- the child’s positive attitude towards kindergarten;

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

Requirements for the results of mastering the program:

The main result is the socialization of children.

1) The result of socialization;

2) Personal results of the child’s development, not the result of learning.

The Federal State Educational Standard for Educational Education provides for 1 group of results - personal (in school subject, meta-subject and personal).

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

* Initiative

* Independence

* Self-confidence

* Imagination

* Physical development

* Volitional efforts

* Curiosity

* Child's interest.

Targets are not the object of evaluation of results.

What will be assessed:

1) Pedagogical process;

2) Conditions (social situation of development);

3) Teaching staff.

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

Requirements for the structure of OOP.

PEP is defined as a program of psychological and pedagogical support for the development, socialization and individualization of a child’s development, rather than education. Individualization is a set of partial programs implemented in preschool educational institutions.

The PEP is written for 1 year, and an expert assessment is carried out by the education authority. Until 2015, we are working according to previously developed programs.

The preschool OOP is developed taking into account the Approximate OOP, and not based on it. Working programs for teachers are being developed on the basis of the preschool education program.

A model program is an educational and methodological document funded by the state. Now they are being processed in accordance with the Federal State Educational Standard, new ones are being created. The developers of the Federal State Educational Standard for Educational Education are opposed to a single program; there should be a choice.

1) Options for the lesson schedule;

2) Partial programs;

3) Forms of planning;

4) Daily routine and activity;

5) Methodological support;

6) Curriculum;

7) Monitoring.

Readiness of preschool educational institutions for the introduction of Federal State Educational Standards for preschool education

1) The educational educational program has been developed and approved;

2) The regulatory framework is brought into line with the Federal State Educational Standard for Educational Education;

3) Job descriptions are developed in accordance with the Federal State Educational Standards for Educational Education;

4) A list of partial programs has been determined;

5) Local acts have been developed;

6) A model of interaction between preschool educational institutions and social partners has been determined;

7) Plan of methodological work for the introduction of the Federal State Educational Standard for Education;

8) Advanced training for teachers was carried out;

9) Providing personnel and financial conditions.

Dear colleagues! I have developed a questionnaire for teachers on the topic of Federal State Educational Standards for Preschool Education.

The purpose of this survey is to identify teachers’ ideas about the Federal State Educational Standard for Education.

QUESTIONNAIRE FOR TEACHERS

What is GEF DO? When did it take effect? What is the reason for the development of this document - Federal State Educational Standards for Education? What documents are the Federal State Educational Standards for Educational Education based on? What rights of citizens does the Federal State Educational Standard enshrine? How do FGT and Federal State Educational Standards differ? Taking into account what should preschool educational organizations implement the Federal State Educational Standard for Preschool Education? Adoption of the standard will lead to an increase in social status (specify):

* - childhood

* – families

* — preschool institutions

* - educators

What will the educational activity be called after the introduction of the Federal State Educational Standard for Education?

1) occupation

What positive things, in your opinion, have transferred from the FGT to the Federal State Educational Standards for Additional Education?

THANK YOU FOR YOUR COOPERATION!

On January 1, 2014, Order No. 1155 of the Ministry of Education and Science of the Russian Federation of October 17, 2013 came into force“On approval of the federal state educational standard for preschool education” .

The federal state educational standard for preschool education is based not only on the technical aspects of pedagogy in relation to preschool childhood, but also on a strong ideological basis. Consideration of preschool childhood is no longer limited to its usefulness for a particular person and society as a whole. Its significance was considered much more broadly, as the most important component of not only a culture of usefulness, but also a culture of dignity, according to the director of the development of the Federal State Educational Standard for preschool education, Alexander Asmolov.

The new coordinate system, which influenced the formation of the Federal State Educational Standard for preschool education, calls, first of all, to value, and not evaluate, the child. In addition, this is a serious step towards increasing the value and isolation of education in kindergartens as an independent part of general education.

The structure of the Federal State Educational Standard for preschool education includes three components:

1. Requirements for the preparation of educational programs for preschool educational institutions, including a description of the relationships between the part of the compulsory educational minimum and the part that is free from compliance with the requirements and left to the discretion of the participants in pedagogical relations.

2. Financial, personnel, material, technical and other conditions in which educational programs in preschool educational institutions must be implemented.

3. Results that should be a consequence of mastering the educational program at a preschool educational institution.

If we compare the Federal State Educational Standard for preschool education with other educational standards, it can be noted that it does not imply that students undergo intermediate and final certifications to determine whether their knowledge, skills and abilities meet the requirements of the state education standard.

Now education in a preschool educational institution is considered not as a preliminary stage before studying at school, but as an independent important period in the life of a child, as an important milestone on the path of continuous education in a person’s life.

How does the adoption of new standards affect the activities of preschool educational institutions?

The development and adoption of the Federal State Educational Standard for preschool education will have a significant impact on the existence and development of preschool educational institutions.

Firstly, recognition of the significance and weight of preschool childhood will ensure a more attentive attitude towards it at all levels.
Secondly, this will entail increased requirements for the quality of preschool education, which should have a positive impact on its development and its results.

Changing the pedagogical influence from the one-sided “teacher-child” influence to a more multifaceted and extensive interaction in the “child-adults-peers” system involves the establishment of a new educational model. It cannot be said that this point of view on preschool education is new, but recognizing it as the only correct one at the level of the state education standard will entail profound constructive changes in the activities of preschool educational institutions.

Federal State Educational Standard of Preschool Education in Practice

Since the Federal State Educational Standard of preschool education supports the point of view of the child as a “playing person,” many methods and technologies will be revised and transferred from the educational and didactic level to a new, gaming level, in which the didactic component will certainly coexist with the game shell. Each preschool educational institution will independently develop its own programs based on the principles of the Federal State Educational Standard for preschool education. As an example and guideline, there are educational programs that are created by leading experts in the field of development and placed in a special federal register.

New educational programs for preschool educational institutions will be aimed, first of all, at the comprehensive development of the child based on special, specific types of activities inherent in preschoolers. That is, in practice we will get a more playful and versatile approach that welcomes the maximum use of innovative and active methods of pedagogical interaction, more individualized and aimed at unlocking each child’s own potential. Dictating pedagogy will finally be completely eliminated, at least from the field of preschool education, and will be replaced by a more modern one. pedagogy of development, pedagogy of creativity and freedom.

Tatiana Karpina
Experience in implementing Federal State Educational Standards in preschool educational institutions

Understanding the relevance of the introduction GEF DO, I decided to change my professional position as a teacher and improve and expand my knowledge.

Completed advanced training courses “Current problems of subsidiaries in the context of the introduction of GEF DO» . Our kindergarten has developed an action plan to ensure the introduction of the Federal State Educational Standard for Preschool Education. Based on this plan, I outlined my own plan for self-education. I had to understand and comprehend everything, it was difficult. I studied regulatory documents both independently and at teachers’ councils and at meetings with the head. At one of the teachers’ councils, she prepared a report “Work plan for a teacher in a preschool educational organization, taking into account GEF DO" In kindergarten, we made changes to the educational program for preschool education and each teacher developed a work program for his age group, which does not place the teacher in strict limits, but gives the opportunity to show his creativity, work, taking into account the wishes of parents and the interests of children.

In accordance with the new requirements, I revised the system of planning educational work (the plan for writing the plan was adopted at the teachers' council). When planning, I follow a comprehensive thematic principle. Indeed, with this approach, children gain knowledge directly, unobtrusively. Here, for example, is the topic in the preparatory group "Space". I read books to children about space, about the Sun, about planets, about astronauts; we watched the presentations "Conquest of Space", "The constellation Ursa Major and Ursa Minor", "WITH. P. Korolev" and others. We drew, sculpted, designed on space themes; learned and listened to songs "Flight to the Moon", "You know what kind of guy he was"; solved space riddles; Colored ready-made pictures about space. Conducted outdoor games and competitions "Rocket", "Cosmonauts and Aliens", "Build a rocket from modules", “Whose rocket will reach the fastest?”; I created conditions that encouraged children to play role-playing and construction games on space themes. The final event was music and sports leisure “Fast rockets are waiting for us”. This topic aroused great interest among the children. They talked a lot about space at home, and it was nice to hear recognition from parents: “Our children know more than us”. One girl said: “Tatyana Aleksandrovna, tell my parents that there is such an astronaut Grechko, and he loves to visit Nizhny Novgorod.” When developing this topic and others, collaboration with the regional children's library helped me a lot. Library workers brought to the group a selection of books and magazines on topics that interested us, and together with them we took quizzes and watched presentations.

I believe that the Internet and multimedia equipment that we have in our kindergarten provide significant assistance to the teacher. This is also an important condition for implementation of Federal State Educational Standards. The team has created a collection of presentations on topics, including educational computer games.

With complex thematic planning, five educational areas are integrated. This contributes to the development of children. After studying the topic, I fill out a monitoring card. I need this assessment first of all to get "feedback" in the process of interaction with a child or a group of children.

When working with parents, I try to use new forms, but I do not forget the tried and tested ones, such as visual information tools, parent meetings, and surveys. Visual information in the parent corner and on the kindergarten website allows parents to see my work more objectively.

In our kindergarten (and in my group) Their own traditions have developed, and parents take an active part in the events. These are exhibitions of joint creative works of parents and children: I held exhibitions "Memory of Summer", "Gifts of Autumn", "New Year's toy", "New Year's card", "Magic Snowflake", “Mom has golden hands”, “These days the glory will not be silent” and others. Carrying out sports events and entertainment, where parents become participants and not spectators (leisure "Together with Dad", "Together with Mom", “We are going, going to distant lands” and others) brings families even closer together. There is so much joy in the eyes of the children! How proud they are of their parents! After all, parents are the most important people in children's lives.

I would also like to talk about a small tradition of my group. For holidays such as "Mother's Day", "March 8", "February 23" We teach the whole group a poem, and when the children present gifts, they congratulate their parents in poetic form. I am sure that love for the Motherland begins with love and respect for one’s parents.

When working with my family, I also used the project method. Were the following projects have been implemented: "Spring is Red", "My Family", "Safe Road to School", “Introducing children to the work of Vitaly Bianchi”(in the preparatory group, “Education of cultural and hygienic skills” (first junior group). The participation of parents in exhibitions, holidays, and projects allowed me to more effectively influence the development of positive "family pedagogy".

I really like this form of work as individual conversations. Parents see that I know their child, I worry about him, I see his positive sides, I pay attention to weaknesses, I advise how to achieve a better result, and I rejoice at every little success of the child. At parent-teacher meetings, the teacher is deprived of the opportunity to talk "eye to eye" with the child’s mother or father, it is even more unethical to discuss family problems in the presence of other parents.

Photo reports on events, photo newspapers, exhibitions of children's works ( "Portrait of a Mother", "Portrait of Dad" etc.”) inform parents about life in the group, because it’s not without reason They say: It’s better to see once than to hear a hundred times. There are also prospects for interaction with the parent community through the MDOU website "Spikelet", where there is a page for our group. But it should be noted that organizing interaction with the family is not an easy job and does not have ready-made recipes. Its success is determined by the intuition, initiative and patience of the teacher, his ability to become a professional helper for the family

Another important condition for implementation of the Federal State Educational Standard in preschool education is the creation of a developing subject-spatial environment. It contributes to the most effective development of the individuality of each child, taking into account his inclinations and interests. When designing groups, I rely on the requirements Federal State Educational Standard and take into account the methodological recommendations given in the educational manual by the authors O. A. Karabanova, E. F. Alieva and others. “Organization of a developing subject-spatial environment in accordance with GEF DO", I try to create conditions for full communication and joint activities of children and adults. In the preparatory group, we conditionally identified an area for role-playing games, a construction center, a "The ABCs of Security", "Sport is life", "We are patriots", "Ecology and Experimentation", center "Development" And "Reader", center "Creation". Integration of zones when placing game material provides implementation actual needs of children, freedom of choice of children's activities. I try to ensure that children have the opportunity for physical activity, as well as opportunities for privacy: There is a play area in the bedroom; conditions have been created for the privacy of children in the locker room. My parents gave me great help in creating the environment. They sewed and knitted for children (clothes for dolls, doll bed linen, costumes for role-playing games, made didactic manuals on mathematics, sensory skills (panels for the development of fine motor skills, various layouts. A rich subject-spatial environment was created in accordance with age the capabilities of children and the content of the Program. I consider my participation in the competition among teachers of the district “Creating a subject-development environment in accordance with” as a self-analysis of my activities in this direction. GEF DO"in 2015.

In the kindergarten, all groups have purchased multifunctional shelving, mobile boxes on wheels, modern children's furniture, new toys and teaching aids. All this provides comfort, convenience and safety, as well as mobility. We update the environment depending on the educational situation and the changing interests of children.

In conclusion, I would like to say that working in accordance with the Standard intensified my desire to improve my professional skills and master new technologies. I have always effectively used gaming technologies in the teaching process, now I use ICT technologies more confidently, actively encourage children to search, and research and creative activities are now an important part of my work. Our parents became active participants in the educational process.

But along with the positive aspects, I see the following problems:

1. Lack of educational and methodological developments and materials in some areas in accordance with Federal State Educational Standard.

2. Contradictions in the development of monitoring the educational process, the complexity of the process of creating individual educational routes.

3. The problem is in organizing the subject-spatial environment, taking into account the possibilities of an individual approach to each child.

4. I see that the idea for the introduction Federal State Educational Standard DO has the right purpose. Many wise theses about the development of a child’s personality and an individual approach were voiced in this document. I am very pleased with the return to the importance of play as a leading activity for a preschooler. Therefore, I would like to believe that a reasonable system of requirements for the work of a teacher will be developed. But how this will work out is still difficult to say.

"Implementation of Federal State Educational Standards in preschool educational institutions"

If we teach today as we taught yesterday,

we will steal from our children tomorrow.

John Dewey

The preschool education system is undergoing major transformations. The paradigm of knowledge, skills and abilities has been replaced by the federal state educational standard, which is based on preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person.

All preschool institutions began to implement the Federal State Educational Standards, and our preschool educational institution was no exception.

What measures to introduce the Federal State Educational Standard in preschool educational institutions were carried out in middle group No. 1:

1. Initially, we familiarized ourselves with the project “Introduction of the Federal State Educational Standard for Educational Education”.

2. Completed training at the Federal State Budgetary Educational Institution of Higher Professional Education "BSPI" under the programs: "Federal State Educational Standard of Preschool Education: Key Features and Implementation Mechanisms" and "Information Technologies in the Professional Activities of a Teacher."

We listened to online webinars of candidates of pedagogical sciences studying and implementing the Federal State Educational Standard for Educational Education.

Participated in a round table on the topic: “Introduction of the Federal State Educational Standard for Educational Education” at the general garden level.

3. We updated the methodological literature, which meets the requirements of the Federal State Educational Standard.

4. We reviewed and designed the subject-spatial developmental environment in accordance with five educational areas: artistic-aesthetic, physical, social-communicative, speech, cognitive.

Fulfilling the requirements for equipping the group, conditions were created for the implementation of various types of activities with children:

Center for Sensory Development.

Center for Mathematical Development.

Fine Arts Center.

Activity center (game center).

Center "Be Healthy!"

A corner of nature and experimentation.

Center for theatrical activities.

Center for the development of speech, reading fiction.

Center "Little Builders"

Music Activity Center.

According to new standards, the developmental environment in the group is accessible, meaningful, multifunctional, safe, varied, and appropriate to the age characteristics of children.

We also revised the development environment of the group’s site:

We purchased a new transformable sandbox for playing with sand and water;

We installed a table with benches for board games;

House for role-playing and theatrical games;

We designed a flower garden to foster a love for nature, all living things and to develop labor skills;

A bench with a canopy is a place for privacy, reading and viewing fiction;

The machine is for role-playing games.

5. In the process of developing a working educational program for the middle group, which is compiled on the basis of an approximate basic educational program, using the variable educational program "From birth to school" edited by Veraksa, Komarova, Vasilyeva and the basic educational program of the preschool educational institution, based on laws and regulations acts.

6. We identified targets for conducting monitoring studies of students’ achievements. We prepare individual development cards for pupils.

7. We develop individual educational routes for students.

8. We have completed and updated the children’s and teacher’s portfolios.

9. We reviewed the organization of the NOD. The main feature of the organization of educational activities in preschool educational institutions at the present stage is the departure from educational activities (classes), increasing the status of games as the main activity of preschool children; inclusion in the process of effective forms of work with children: ICT, project activities, gaming, problem-based learning situations as part of the integration of educational areas.

10. As we all know, we cannot organize our educational work without our main partners - parents. When interacting with the work of two structures, we take into account a differentiated approach to each family, social status, family microclimate, as well as parental needs and the degree of interest in raising their children.

Our main task is to “turn” our face to the family, provide them with pedagogical assistance, and bring the family to our side in terms of common approaches to raising a child. Therefore, we were obliged to inform parents about the introduction of the Federal State Educational Standard for Education. The implementation of the Federal State Educational Standard makes it possible to organize joint activities using traditional and non-traditional forms of work.

We informed our parents about the Federal State Educational Standard:

At a general meeting on the topic: “A very important conversation”;

Through visual information (available to parents):

* wall newspaper “Federal State Educational Standard”;

* booklets “Targets of preschool education”;

Joint creation of a developing subject-spatial environment in the group and at the preschool educational institution;

Joint participation in competitions, exhibitions, holidays, entertainment;

Open day. Visit to NOD.

"We take the best from the past and work for the future.

Today, we (teachers) face the pressing issue of organizing activities in accordance with the federal state educational standard for preschool education (hereinafter referred to as the Federal State Educational Standard). The changes that are taking place in modern society require us to improve the educational process, determine educational goals that take into account state, social and personal needs and interests.

FSES DO - Federal State Standard of Preschool Education - a document that all preschool educational organizations are required to implement. On September 1, 2013, the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” came into force, which introduced a number of significant changes to the education system of the Russian Federation and, in particular, to preschool education. (Slide No. 2)

According to the Federal Law “On Education in the Russian Federation” (dated December 29, 2012), preschool education is a level of general education and an integral part of the lifelong education system. (Slide No. 3)

The basic educational program of preschool education is developed on the basis of the Federal State Educational Standard and taking into account variable exemplary basic educational programs. Sample programs must undergo examination by the Ministry of Education and Science of the Russian Federation and be included in the unified register of educational programs.

On January 1, 2014, Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the Federal State Educational Standard for Preschool Education” comes into force. (Slide No. 4)

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

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

subject to federal government requirements

to the structure of the basic general education program of preschool education"

dated July 20, 2011 No. 2151 “On approval of federal state requirements for the conditions for the implementation of the basic general education program of preschool education”

The development of the standard for preschool education was carried out by a working group specially created on January 30, 2013, headed by the director of the Federal Institute for Educational Development, Alexander Grigorievich Asmolov.

The standard reflects state, social and personal interests and needs. (Slide No. 5)

The standard establishes the requirements mandatory for the implementation of the Program, including: to the structure of basic educational programs; to the conditions of their implementation; and the results of their development. (Slide No. 6)

Goals of the standard: (Slide No. 7)

Increasing the social status of educational institutions

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

Providing state level guarantees

and quality of education based on the unity of mandatory requirements

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

Objectives of the Standard: (Slide No. 8, No. 9)

1. Protection and strengthening of the physical and mental health of children,

including their emotional well-being

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

3. Ensuring the continuity of POO DOs and NOOs

4. Creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child...

5. Combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and rules and norms of behavior accepted in society...

6. Formation of a general culture of children’s personality, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility, the formation of prerequisites for educational activities

7. Ensuring variability and diversity in the content of programs and organizational forms of preschool education, the possibility of creating programs of various directions, taking into account the educational needs, abilities and health status of children

8. Formation of a sociocultural environment appropriate to the age, individual, psychological and physiological characteristics of children

9. Providing psychological and pedagogical support for the family

and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health

Social and communicative development

Cognitive development

Speech development

Artistic and aesthetic development

Physical development

Personal development passes through all 5 educational areas.

(I say when I flip through slides No. 7, 8, 9 goals and objectives of the Federal State Educational Standard)

In accordance with FGT, the educational program of preschool education must provide for the solution of program educational tasks in the joint activities of adults and children and in the independent activities of children. The standard, as one of the principles of preschool education, proclaims the assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations.

The objective of the Standard is to combine training and education into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society - echoes one of the principles of FGT: to ensure the unity of educational, developmental and training goals and tasks of the process of education of preschool children.

We also see the continuity of FGT and Federal State Educational Standards for Preschool Education in the definition of structural units of the content of preschool education. These are educational areas that correspond to the main areas of child development. (Slide number 10)

If we compare the FGT and the Federal State Educational Standard, we will see that in the FGT there are 10 such educational areas, and in the Standard - 5, but in terms of content the educational areas are very close. (Slide No. 11)

I would also like to note that changes have occurred not only in educational areas, but also in documentation: (Slide No. 12) 13

Thematic planning;

Scheduling;

Grid – schedule of direct educational activities;

Notes of direct educational activities;

References

1. Federal Law No. 273 “On Education in the Russian Federation”.

2. Draft Federal State Educational Standard (FSES) for preschool education.

3. Fedina N.V. On conceptual approaches to the development of the Federal State Educational Standard for Preschool Education

// http://do.isiorao.ru/news/fgos_DO_Fedina.php.

4. Fedina N.V. The place and status of preschool education in the system of continuous education in Russia // Preschool education. 2008. No. 8. – P. 7 – 12

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Federal State Educational Standard: requirements for conditions and the problem of implementing the basic educational program of preschool education

Grigorieva Irina Aleksandrovna, Vlasova N.V.

Malaya Vishera, Novgorod region.

Recently, a situation has arisen in our country where preschool childhood is increasingly viewed as a period of preparation for school, and preschool childhood is aimed at preparing the child for entering first grade. Today the reality is that the preschool education system is deformed by the influence of the school. In kindergartens, play activities have long been replaced by educational activities. This situation is incorrect from the point of view of developmental psychology. The Federal State Educational Standard for Preschool Education is intended to change this situation.

The standard is based on the Federal Law on Education in the Russian Federation, which entered into force on September 1, 2013, where preschool education is defined as a level of general education. What are the features of the Preschool Education Standard and its novelty? The developers of the Standard point out that the preschool childhood standard is, first of all, a standard for “supporting the diversity of childhood.” The Federal State Educational Standard for Preschool Education is based on the intrinsic value of preschool childhood and creates regulatory and legal conditions for the personal growth of the child, shaping the direction of his individual development, and takes into account the special needs of children with disabilities. The Standard speaks very clearly of the principle of age “appropriateness”. The standard defines completely new guidelines. According to the head of the working group for the development of the Preschool Education Standard, Alexander Asmolov, “it is not the child who should prepare for school, but the school should prepare for the child.” The logic of the Standard is the introduction of the child to the world of culture, to the world of communication, to the world of nature.

The Standard defines three groups of requirements for the educational program: the conditions for its implementation, its structure and the results of its development.

In our opinion, in the current reality, the question of the conditions for the implementation of the basic educational program of preschool education is especially relevant. Requirements for the conditions for implementing the program include: 1) requirements for psychological and pedagogical conditions, 2) requirements for personnel conditions, 3) requirements for a developing subject-spatial environment, 4) requirements for financial conditions and material and technical conditions.

It is clear that the requirements for material, technical and financial conditions are a painful issue and cannot always be resolved in favor of a particular child care institution. But recently there has been a positive trend in state policy in the field of preschool education. Increasing the salaries of teachers in all regions of the country, recognizing the importance of preschool education, and most importantly, the development of the Standard for Preschool Education are real measures to improve the quality of preschool education. Therefore, I would like to dwell in more detail on the first three types of requirements for conditions: requirements for psychological and pedagogical conditions, requirements for personnel conditions, requirements for a developing subject-spatial environment.

Psychological and pedagogical conditions for the implementation of the basic educational program of preschool education are one of the most important conditions. The requirements for the psychological and pedagogical context of program implementation are carefully thought out and systematic. These requirements are an adequate, positive prospect for the development of preschool education. The child’s own activity and the formation of those forms of children’s activity in which child development occurs largely depend on the psychological climate existing in the preschool institution, as well as on the style of relationships between the teacher and students.

The main requirement for the educational activities of our preschool educational institution is: respect for the dignity of pupils, acceptance of him as an individual, protection of the child from any forms of mental and physical violence, support of the child’s independence and activity in various types of activities - in communication, in play and in cognitive and research activities. activities. Teachers take into account the age and individual characteristics of children identified during observations of each child.

The teachers of our preschool educational institution have mastered and successfully use the method of observing children. However, the observation method is not the only fundamental method in studying a child. Therefore, the question remains open: will observation be the only and sufficient one to assess the effectiveness of a child’s development and the effectiveness of a preschool institution? Or, along with new approximate basic general education programs, will new monitoring techniques come?

Requirements for personnel are in close connection with the requirements for psychological and pedagogical conditions. Requirements for personnel imply a number of teacher competencies. Firstly, this is the teacher’s ability to involve children in various forms of activity, the ability to arouse the child’s interest in their own activity, and not just transfer any knowledge to the children. Antoine de Saint-Exupéry said: “Do not burden children with the dead weight of facts, teach them techniques and methods that will help them comprehend.” The teacher’s task is to develop children’s curiosity, their desire to comprehend this world, to raise “why” children. Secondly, the teacher must be able to choose adequate forms of pedagogical support for each individual child. This is defined in the Standard as an individual approach to children and “ensuring equal opportunities for the full development of each child.” Thirdly, the teacher must create conditions for free children's play. It is no secret that the current preschool education programs and especially programs for specialized groups (speech therapy and correctional) are aimed at children acquiring knowledge, skills and abilities. In this situation, independence, activity and free children's play are given an insignificant place. The Standard defines play as the main and leading activity of preschool children. I would like to hope that with the introduction of the Standard, the game will return in its entirety to kindergarten.

At the same time, the requirements for personnel also imply the development of a system for advanced training of teaching and management personnel. All teachers in our preschool educational institution have a pedagogical education. Understanding the importance of training qualified specialists to work in accordance with modern requirements, we have a system for advanced training at different levels (preschool education, municipal level, regional level). Another problem, in our opinion, is the aging of teaching staff. In preschool educational institutions, 50% of teachers are of retirement age. This may lead to a personnel shortage in a few years. We see ways to solve this problem by creating a more effective support system for young professionals.

The organization of educational activities requires the teaching staff to create a unique subject-spatial environment, which should ensure the child’s own activity. This means that the subject environment must be rich, transformable, multifunctional, accessible and safe, and must have the character of an open, open system, capable of adjustment and development. In other words, the environment should become not only developing, but also developing. In the context of the implementation of the Federal State Educational Standard, when the procedure for testing children and assessing teachers based on the level of success of children in a group is becoming a thing of the past, an indicator of the quality of education becomes a developing subject-spatial environment created in accordance with the requirements of the Federal State Educational Standard for preschool education. In a situation of total underfunding (or complete lack of funding), we can offer our modern children, most of whom have computers at home (tablets, basically what teachers have accumulated for decades - pictures... ,

Thus, there is a picture that the subject environment of a modern kindergarten is archaic and not in tune with the times. Preschool teachers cannot, on their own, select traditional materials and materials of the new generation in a balanced manner and in accordance with the pedagogical value. Items, toys and aids offered to children should reflect the level of the modern world, convey information and stimulate search. But the current reality is that due to insufficient funding, the spatial environment created only by preschool teachers cannot meet modern requirements. This problem brings us back to the material, technical and financial conditions for the implementation of the preschool education program. In our opinion, the financing system should be reviewed and improved so that all educational institutions have equal opportunities to implement the basic educational program.

The result of implementing the requirements of the Federal State Educational Standard should be systematic work, and we are still only on the threshold of this long journey.

In conclusion, I would like to agree that “the key formula for the development of education is childhood for childhood’s sake” and quote the words of the head of the group for the development of the Federal State Educational Standard for Education, Alexander Grigorievich Asmolov, who says: “Every child is a reason for us, and we must, in fact, not extinguish Why, but let them feel like confident people. And instead of the classic formula “learn, study, study,” we say “develop, develop, develop.”

Sources:

1. Draft Federal State Educational Standard for Preschool Education. – M., 2013

2. Asmolov A. G. “Cultural gene for the connection of times. Growing the whychek community” (interview) // Teacher’s Newspaper, No. 29 dated July 16, 2013.

3. Yudina E. “Requirements for conditions as the central part of the Standard” (interview) // “Kindergarten from all sides”, No. 12 from 20.06. 2013

4. Draft state standard for preschool education: comments to sections // “Kindergarten from all sides”, No. 11 from 15.06. 2013

5. Internet resources:

Video materials of the All-Russian conference to discuss models of organizing preschool education, mechanisms for implementing the Federal State Educational Standard for Preschool Education: reports by A. G. Asmolov, Yu. V. Smirnova. http://www.youtube.com/watch? v=IRueAWp9LyA

Video materials of the All-Russian Congress of Preschool Education Workers: speech by T. V. Volosovets, V. V. Rubtsova. http://www.tc-sfera.ru/tegi/fgos

Video materials from a series of seminars of the Federal State Autonomous Institution FIRO, Moscow, on public discussion of the draft federal state educational standard for preschool education. http://www.firo.ru/? p=9815

Video material round table “Federal State Educational Standards for Preschool Education: What should preschool childhood be like? » http://www.youtube.com/user/minobrnauki/videos

T.V. Volosovets: “The standard of preschool education is aimed at overall development.” http://ria.ru/society/20131114/976847317.html

Elena Yudina: “The standard of preschool education will be variable”http://ria.ru/sn_opinion/20130717/950292191.html

Video materials from a series of webinars of the Federal State Educational Institution FIRO, Moscow, on public discussion of the Federal State Educational Standards project for preschool education. http://www.firo.ru/? cat=9&paged=2

Attached files:

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Consultation for educators “Implementation of the Federal State Educational Standard for Educational Education in the practice of preschool educational institutions”

DEAR COLLEAGUES! For the second year I have been the head of the GMO teachers of pre-school groups. Now the main topic is the implementation or introduction of the Federal State Educational Standard for Education in the practice of preschool institutions. Educators are faced with a lot of questions: why this document appeared, how it was created, what will change in our work with the introduction of the Federal State Educational Standard for Education. I tried to present the essence of the Federal State Educational Standard in the most accessible language for teachers, and also developed a questionnaire to identify teachers’ ideas about the Federal State Educational Standard. I bring to your attention this material. I sincerely hope you find it useful.

FSES DO - Federal State Standard of Preschool Education - a document that all preschool educational organizations are required to implement. Came into force on 01/01/2014.

This was preceded by the following work:

1) Order of the Ministry of Education and Science on the development of the Federal State Educational Standard for Education;

2) A working group was created consisting of Asmolov, Skorolupova, Volosovets, Karabanova, Rubtsov, Sobkin - people with different opinions and positions.

What was discussed by the working group?

Program requirements;

Condition requirements;

Requirements for the results of socialization.

The developers faced the following questions:

1) Isn’t the Standard a risk for the education system?

2) What is unique about the Standard?

3) What will be the results?

4) Does the Standard pose increased financial burdens;

5) What new will the Standard bring to valuable preschool life? Etc.

What is expected from the Standard:

TUTORS

Ensuring security;

Tolerant attitude on the part of parents;

Reduced document flow;

More available educational programs;

Teaching numeracy and writing should be in school;

Desire to learn – PC courses

TEACHERS

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

PARENTS

For early and accelerated development;

The state is responsible for education;

The main thing is the health of children;

In addition to the educational program, child development in other areas (creativity)

What motivated the development of this document?

Two reasons for introducing the Federal State Educational Standard for Preschool Education:

1) Law “On Education of the Russian Federation”;

2) Modern sociocultural situation.

Federal State Educational Standard for Education is based on the following documents:

1) Convention on the Rights of the Child;

2) Law on Education of the Russian Federation;

3) Constitution of the Russian Federation.

4) State program “Development of Education for 2013-2020”

The Law on Education of the Russian Federation provides :

2) Publication of the Standard in 2013.

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

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

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

7) The rights and responsibilities of parents are secured - the priority in education belongs to the family.

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

Basic concepts of Federal State Educational Standards of Education:

1) Unity of the educational space:

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

3) developing subject-spatial environment;

4) social situation of development.

What is the difference between FGT and Federal State Educational Standards before?

2 groups of requirements:

To the structure of OOP;

To the conditions for the implementation of OOP;

10 educational areas;

80% is a mandatory part of the program;

20% - variable

GEF DO

3 groups of requirements

To the structure of OOP;

To the conditions for the implementation of OOP;

To the results of mastering OOP

5 educational areas:

Physical development

Cognitive development;

Artistic and aesthetic development;

Social and communicative development (socio-personal);

Speech development

60% is a mandatory part of the program;

40% - variable

Non-standard "Standard"

3 groups of requirements

To the structure of OOP;

To the conditions for the implementation of OOP;

To the results of mastering OOP

In the Federal State Educational Standard, the main thing is not the result, but the conditions. This is the standard condition. Conditions are the social situation of the child’s development - the established system of interaction between the child and the world around him, represented by adults and children. If the conditions are created, the Standard is implemented.

Social development situation involves three groups of requirements:

1) Spatio-temporal - space and toys;

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

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

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

What are the requirements for the conditions?:

1) Psychological and pedagogical;

2) Personnel;

3) Logistics;

4) Financial;

5) Towards a subject-development environment.

Personnel conditions are the main thing. In this regard, a professional teacher standard is being developed. Planned to be operational by September 2014.

Assessment of a teacher’s professional activity:

Dynamics of development of integrative qualities of a teacher;

The child’s positive attitude towards kindergarten;

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

Requirements for the results of mastering the program:

The main result is the socialization of children.

1) The result of socialization;

2) Personal results of the child’s development, not the result of learning.

The Federal State Educational Standard for Educational Education provides for 1 group of results - personal (in school subject, meta-subject and personal).

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

* Initiative

* Independence

* Self-confidence

* Imagination

* Physical development

* Volitional efforts

* Curiosity

* Child's interest.

Targets are not the object of evaluation of results.

What will be assessed?:

1) Pedagogical process;

2) Conditions (social situation of development);

3) Teaching staff.

Requirements for the structure of OOP.

The PEP is written for 1 year, and an expert assessment is carried out by the education authority. Until 2015, we are working according to previously developed programs.

The preschool OOP is developed taking into account the Approximate OOP, and not based on it. Working programs for teachers are being developed on the basis of the preschool education program.

1) Options for the lesson schedule;

2) Partial programs;

3) Forms of planning;

4) Daily routine and activity;

5) Methodological support;

6) Curriculum;

7) Monitoring.

Readiness of preschool educational institutions for the introduction of Federal State Educational Standards for preschool education

1) The educational educational program has been developed and approved;

2) The regulatory framework is brought into line with the Federal State Educational Standard for Educational Education;

3) Job descriptions are developed in accordance with the Federal State Educational Standards for Educational Education;

4) A list of partial programs has been determined;

5) Local acts have been developed;

6) A model of interaction between preschool educational institutions and social partners has been determined;

7) Plan of methodological work for the introduction of the Federal State Educational Standard for Education;

8) Advanced training for teachers was carried out;

9) Providing personnel and financial conditions.

Dear colleagues! I have developed a questionnaire for teachers on the topic of Federal State Educational Standards for Preschool Education.

The purpose of this survey: to identify teachers’ ideas about the Federal State Educational Standard for Education.

QUESTIONNAIRE FOR TEACHERS

1. What is GEF DO? When did it take effect?

2. What caused the development of this document - Federal State Educational Standards for Education?

3. On what documents is the Federal State Educational Standard of Education based?

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

5. How do FGT and Federal State Educational Standards differ?

6. Taking into account what the Federal State Educational Standards for Preschool Education should implement

educational organizations?

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

* - childhood

* - preschool institutions

* - educators

8. What will the educational activity be called after the introduction of the Federal State Educational Standard for Education?

1) occupation

9. What positive things, in your opinion, have transferred from the FGT to the Federal State Educational Standards for Education?

THANK YOU FOR YOUR COOPERATION!

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Features of the introduction of the Federal State Educational Standard for preschool education

Tereshkova A. N.

Taking into account the entry into force of the new law “On Education”, from September 1, 2013, kindergarten becomes the first compulsory stage of the educational process. The state now guarantees not only accessibility, but also the quality of education at this level. The Federal State Educational Standard for Preschool Education is being introduced, which, according to Article 2, Paragraph 6 of the new Law “On Education,” means “a set of mandatory requirements for preschool education approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education.” .

According to Article 5, paragraphs 3, 4 of the same law, “... in the Russian Federation, universal access and free preschool education are guaranteed in accordance with the Federal State Educational Standard...”, as well as “... in the Russian Federation, the realization of every person’s right to education is ensured through the creation of federal government bodies and local self-government bodies, respectively socio-economic conditions for receiving it, expanding opportunities to satisfy a person’s needs for education at various levels and directions throughout life...”

The main goals of the federal state educational standard for preschool education are:

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

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

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

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

The standard will set the lower acceptable limit of both the creation of conditions for the implementation of the educational process and the results of mastering the basic general education program. Taking into account the uneven development of educational systems at the level of constituent entities of the Russian Federation, in mass practice, mandatory compliance with the Federal State Educational Standard will make it possible to generally improve the quality of Russian preschool education.

Since any standard, in the broad sense of the word, is a standard (a sample taken as the initial one for comparing objects and phenomena of the same order with it), therefore, one of the main functions of the Federal State Educational Standard is to be a guideline, a tool and at the same time a criterion for assessing the state and development of the system preschool education requirements - mandatory requirements for the minimum content, structure of programs, conditions for their implementation and duration of training in these programs.

The Federal State Educational Standard for preschool education consists of three groups of requirements.

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

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

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

2.2. Towards a developing subject-spatial environment;

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

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

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

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

Let us dwell on the basic requirements that allow a preschooler to receive an accessible and high-quality education.

1. The program determines the content and organization of the educational process at the level of preschool education.

2. The program ensures the development of preschool children, taking into account their psychological, age and individual characteristics.

3.1. Communicative and personal development;

Source nsportal.ru

10.17.2013 The Ministry of Education and Science of the Russian Federation adopted Order No. 1155"On approval of the federal state educational standard for preschool education (FSES DO)"

GEF DO - This norms and regulations mandatory for the implementation of the basic general education program of preschool education by educational institutions.

Goals of the Federal State Educational Standard.

1) increasing the social status of preschool education;

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

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

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

Objectives of the Federal State Educational Standard for Education.

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

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

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

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

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

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

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

8) the formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;

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

Principles of the Federal State Educational Standard of Education.

"...1.2. The standard was developed on the basis of the Constitution of the Russian Federation1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child2, which are based on the following basic principles:

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

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

3) respect for the child’s personality;

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

1.4. Basic principles of preschool education:

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

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

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

4) supporting children’s initiative in various activities;

5) cooperation of the Organization with the family;

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

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

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

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

In terms of interaction and interconnection of the components of the main general education programs of preschool education, the Federal State Educational Standard establishes a fundamentally different method - the principle of integration of educational areas, which is an alternative to the subject principle (the fundamental principle is the integration of educational areas).

Changes of this kind imply a change in approaches to organizing the educational process: in this case, not through a system of classes, but through other forms of educational work with preschool children.

Play, as a form of organizing children's activities, has a special role.The game acts as the most important activity through which teachers solve all educational problems, including learning.

Importance with joint activities of the teacher and children, playful forms of education for preschoolers, taking into account the gender-role characteristics of children when organizing the pedagogical process in kindergarten makes the necessary changes to the content of programs.Educational tasks, according to the Federal State Educational Standard, must be solved not only during classes, but also during routine moments, in the joint activities of children with the teacher, in independent activities of children and in joint activities with the family.

The family in the Federal State Educational Standard is assigned a special important role in raising children. Parents (guardians) are recognized as full participants in the educational process and, accordingly, an integral link in the implementation of the preschool education program. All educational activities are based on integration and thematic planning.

The Federal State Educational Standard for preschool education is aimed at creating optimal conditions for the development of preschool children in modern society, taking into account the child’s right to an accessible education.

According to the Federal State Educational Standard, preschool education is an equal participant in the educational process, along with school education. And all participants in the implementation of the Preschool Organization Program (preschool workers, parents, children themselves) must act together. Only in this case will we be able to productively go through this difficult stage of development of preschool education.

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"Implementation of the regional component in the educational process in the context of the implementation of the Federal State Educational Standard for preschool education."

Preschool education has already been recognized as a level of education, and this means that the professional standard of a teacher is considered as a system-forming tool for improving the quality of education, and self-education works in accordance with the standards.

The Federal State Educational Standard determines the goal, objectives, planned results and organization of the educational process. Educational programs are being developed on the basis of the Federal State Educational Standard.

At the same time, the volume of the mandatory part of the Program is 60% of the total volume, and the remaining 40% is that part of the Program that you and I, participants in the educational process, form. These can be selected or independently developed partial programs, methods, and forms of organizing educational work.

In the conditions of democratization of society, the process of awakening the national self-awareness of the peoples of Russia is natural. This means that the education system must be reoriented towards the revival and satisfaction of the national and cultural needs of society.

The main objectives of the regional component are:

creation of pedagogical conditions for successful socialization of the individual in the region, professional self-determination and continuous education;
orientation of general education towards the implementation of the socio-economic strategy for the development of the region;
ensuring the unity of the educational space.

The introduction of the regional component is aimed at solving the following tasks:

development of variability in general education programs and educational services;
updating the content of general education;
children acquiring knowledge in the field of ecology, history and culture of their region;
instilling patriotism and a sense of citizenship among the younger generation.

When determining the pedagogical conditions for the implementation of the cultural orientation of the regional component of preschool education, the following provisions were taken into account:

determination of the social order for the integration of the individual into national and world culture;
identifying the specifics of the implementation of the national-regional component of preschool education;
use of the principle of culturalism in the educational process of preschool institutions.

Living next to unique historical places and architectural monuments, we are often not interested in them. It seems to us that only somewhere far away there exists something valuable, interesting, worthy of study.

Our district is a special cultural region of Russia: with its own traditions and crafts, its heroes of the past and present.

The use of the regional component as one of the means of socialization of preschool children assumes the following:

1. Acquaintance with the native land is included in the educational process, built on the basis of the dominant goals of the basic program “My Land - YUGRA”.

The program is designed for children of the senior and preparatory groups.

2. Introduction of regional content, taking into account the principle of a gradual transition from what is closer to the child, personally significant (home, family), to less close - cultural and historical facts.

3. An activity-based approach to introducing children to the history, culture, and nature of their native land: children themselves choose the activities in which they would like to participate in order to reflect their feelings and ideas about what they saw and heard (creative play, writing stories, making crafts, writing riddles , applique, modeling, drawing, landscaping and environmental protection).

4. Conscious choice of methods for getting to know their hometown, increasing the cognitive and emotional activity of children.

The more diverse the ways, forms and techniques of understanding the world and its reflection, the higher the level of not only awareness, but also curiosity and passion.

Introducing children to regional culture is associated with the concept of “interest”. It is this that underlies the effective solution of many pedagogical problems.

There is a two-way connection between interest and activity: interest develops in activity and is realized in it. In addition, interest changes the nature of activity and increases its productivity.

To support a child’s curiosity and interest, objective and subjective conditions are necessary.

Objective conditions include:

a) Internal motivating forces that set in motion the spiritual and mental capabilities of children.

b) This is satisfaction corresponding to aesthetic tastes, the significance of the activity.

c) Individual characteristics of the child, impressions and susceptibility.

Subjective conditions include:

b) Subject development environment.

All this was taken into account in the development of the regional program and its implementation.

Currently, among the most pressing problems facing domestic preschool education is the problem of developing in preschoolers a value-based attitude towards their native country and instilling the fundamentals of citizenship.

The basis for instilling civic feelings in preschoolers is the accumulation by children of social experience of life in their Fatherland, the assimilation of socially accepted norms of behavior, the development of interest in its history and culture, the formation of a positive attitude towards the past and present of their native country, native land. This aspect has not been sufficiently researched and described in the scientific and methodological literature, so the problem of integrating the national-regional component into the educational process has arisen.

We are working to develop in a child a sense of love for the Motherland, instilling in him an emotionally positive attitude towards the places where he was born and lives; We develop the ability to see and understand the beauty of life around us; a desire to learn more about the features of the nature and history of the native land. For this purpose, a creative group of teachers from the Yolochka village school developed the original program “My Land - Ugra” with the introduction of separate and integrated classes, taking into account the national-regional component. The novelty of the idea is that the program solves the problem of nurturing love and affection for the small homeland, forming a positive attitude towards the native land by including a regional component in the approximate basic educational program of preschool education “From birth to school.”

The focus of the program: introducing the younger generation to the origins of the culture of the area in which they live, getting to know the life and traditions of the indigenous population.

This program is not only of great importance in the development of preschool institutions in the city and district, but is also extremely important for the education of the new (young, modern) generation

nurturing interest and love of preschool children for their small homeland based on familiarization with their native land.

Program objectives:

To develop in preschoolers an interest in their native land, its attractions, events of the past and present
To enrich preschoolers’ knowledge about our multinational Motherland, to give a general idea of the peoples of the North.
To acquaint children with the customs and traditions, folk art of the peoples of the North - Khanty and Mansi, to cultivate a sense of respect for the traditions and customs of other peoples.
To instill in children an interest, a caring and creative attitude towards the nature of their native land, to develop the ability to feel the beauty of nature and respond emotionally to it.
To help increase the activity of parents in instilling in their child a love for their native land, village, and to promote the formation of a desire to take part in social events.
Improving the developmental subject-spatial environment.

The program provides for the solution of program educational tasks in the joint activities of adults and children and the independent activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education.

The program is implemented in the process of integrating local history work into the system of educational work through various types of children's activities: gaming, communication, work, cognitive-research, productive, musical and artistic, as well as in the process of interaction with the families of pupils.

Distinctive features: the content of this program covers a very wide range of activities for preschool children, taking into account the curriculum of the preschool educational institution. The educational process is conventionally divided into:

Educational activities carried out during the organization process

various types of children's activities;

Educational activities carried out during restricted periods;

Independent activities of children;

Forms of work:

They are carried out in group rooms, music and physical education halls, in the form of direct educational activities and organized excursions.

Motivation and activation of children's cognitive activity, increasing emotional activity to knowledge about their native land is carried out through the use of the following methods:

Elementary analysis (establishing cause-and-effect relationships)
Experimentation and experiments

Material nsportal.ru

Introduction of the Federal State Educational Standard in preschool education - February 12, 2014 - Blog - MBDOU kindergarten No. 39 p. Sokolovskoe.

Home » 2014 » February » 12 » Introduction of Federal State Educational Standards into preschool education 22:20 Introduction of Federal State Educational Standards into preschool education

“Any education reform must be based on the individual.

If we follow this rule, the child, instead of

to burden us, will manifest itself as the greatest

and a comforting miracle of nature!”

Maria Montessori

It is very important for us, kindergarten workers, that issues of preschool education have become a priority in our state.

We believe that the Federal State Educational Standard should be aimed at the main result - the socialization of the child, the need for creativity, curiosity, motivation to achieve success

Preschool childhood should be diverse. This is the norm. This is the essence of the entire standard.

It will lay down conditions and development programs that will take into account the diversity of children, the diversity of parents, and the social and economic heterogeneity of regions. As a result of its implementation, all children will have the opportunity to realize their individuality

The developers of the “kindergarten” Federal State Educational Standard clearly say: the standard, in addition to defining comfortable conditions for raising a preschooler, should be aimed at ensuring that the child has motivation for learning, cognition and creativity. After all, at this age it is very important to develop memory, attention, thinking, and imagination.

The standard should also liberate the teacher and allow him to show his creative potential.

A child needs games through which he can learn. The first skills in drawing, singing, dancing, reading, counting and writing will enter the child's world of knowledge through the gates of children's play and other age-appropriate activities. Through play, cooperation, and dialogue, children get to know the world around them.

The child must master the ability to live in peace with himself, gain skills in individual work and group interaction through play, and learn to learn. It is in preschool age that the basic personality qualities, key social skills are formed - respect for other people, commitment to democratic values, a healthy and safe lifestyle. Therefore, one of the most important tasks of preschool education is to begin the formation of a child’s self-identification in the world around him: with his family, region, country.

The introduction of the Federal State Educational Standard into the educational process requires a thorough analysis of teaching activities. Of particular importance in the system of work to enhance professional activity was the methodological work of teachers. The goal of methodological work is to create an educational environment in kindergarten in which the professional potential of each teacher and the entire teaching staff will be fully realized in the context of the implementation of the Federal State Educational Standard.

To ensure the quality of preschool education, the professional level of teachers working in kindergarten is important. All teachers in our kindergarten have a pedagogical education. The team has high creative potential.

To implement the state standard in kindergarten, favorable conditions have been created for teachers to work with children in the conditions of modern requirements. There is enough developmental equipment, methodological and didactic material for educational activities.

With the introduction of the Federal State Standard, much attention will be paid to working with parents.

Social partnership is a mutually beneficial interaction between various sectors of society aimed at solving social problems, ensuring the sustainable development of social relations and improving the quality of life, carried out within the framework of current legislation.

One of the most important and closest partners is the parents of our students.

The principles of interaction with parents in our kindergarten are:

l Friendly style of communication between teachers and parents.

lIndividual approach

Collaboration, not mentoring

The pedagogical council proposed the following types of interaction between kindergarten and family:

"Round table" on any topic; thematic exhibitions; social survey, diagnostics, tests, surveys on any topic; specialist consultations; an oral journal for parents, with a different topic on each page; family sports meetings; helpline mail, helpline; family projects "Our Genealogy"; open classes for parents to watch; intellectual rings for children and parents; tests for parents; interviews with parents and children on specific topics; parents' living room; family talent competition; portfolio of family success; auction of parenting secrets, etc.

The full development of a child occurs subject to the presence of two components of his life - family and kindergarten. The family provides the personal relationships the child needs, the formation of a sense of security, love for loved ones and family, trust and openness to the world. Today, the new philosophy of interaction between family and preschool institution is based on the idea that parents are responsible for raising children, and all other social institutions are called upon to help, support, guide, and supplement their educational activities (Russian Federation Law on Education).

The changes taking place today in the field of preschool education are aimed, first of all, at improving its quality. Starting and implementing something new is difficult, but interesting!

vbordo.ru

"implementation of federal state standards in dow" (from work experience)

Attached files:

Federal State Educational Standard: requirements for conditions and the problem of implementing the basic educational program of preschool education

Attached files:

Consultation for educators “Implementation of the Federal State Educational Standard for Educational Education in the practice of preschool educational institutions”

What motivated the development of this document?

Basic concepts of Federal State Educational Standards of Education:

Dear colleagues! I have developed a questionnaire for teachers on the topic of Federal State Educational Standards for Preschool Education.

QUESTIONNAIRE FOR TEACHERS

Download:

Introduction of the Federal State Educational Standard in preschool education - February 12, 2014 - Blog - MBDOU kindergarten No. 39 p. Sokolovskoe.

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Attached files:

Federal State Educational Standard: requirements for conditions and the problem of implementing the basic educational program of preschool education

Attached files:

Consultation for educators “Implementation of the Federal State Educational Standard for Educational Education in the practice of preschool educational institutions”

What motivated the development of this document?

Basic concepts of Federal State Educational Standards of Education:

Dear colleagues! I have developed a questionnaire for teachers on the topic of Federal State Educational Standards for Preschool Education.

QUESTIONNAIRE FOR TEACHERS

Download:

Introduction of the Federal State Educational Standard in preschool education - February 12, 2014 - Blog - MBDOU kindergarten No. 39 p. Sokolovskoe.

We recommend reading

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