TARGET SECTION
Explanatory note
Goals and objectives of the Program implementation
Determined in accordance with the Federal State Educational Standard of Educational Education, the Charter of the educational institution.
The goals of the Program are: creating conditions for the development of a child that open up opportunities for his positive socialization, his personal development, development of initiative and creativity based on cooperation with adults and peers and age-appropriate activities; creating a developmental educational environment, which is a system of conditions for socialization and individualization of children.
•Can be supplemented with the goals of correctional and developmental work
The objectives of the program implementation will be determined on the basis of clause 1.6 of the Federal State Educational Standard for preschool education:
•Can be supplemented in accordance with the goals of implementing partial educational programs and correctional and developmental programs (in accordance with the Charter)
Principles and approaches to the formation of the Program
•Formulated on the basis of Federal State Educational Standards DO clause 1.4.
•Can be supplemented by the principles and approaches of the author’s comprehensive educational program and partial educational programs, provided that they are consistent and lack duplication.
Characteristics significant for the development of the Program
The location of the preschool educational organization, the features of the building and the walking area, their influence on the organization of educational activities.
Characteristics of national and cultural characteristics and social environment that influence the organization of educational activities.
Information about groups operating in a preschool educational organization (number of functioning groups, occupancy, group orientation (general developmental, compensatory, health-improving or combined orientation), number of groups of different orientations)
Information about parents as participants in educational relations (characteristics of the well-being / disadvantage of families at the time of the creation of the program, educational requests of parents at the time of the creation of the program).
Characteristics of the developmental characteristics of children of early and preschool age (the main age-related psychological and pedagogical characteristics are indicated, their significance for the implementation of the Program)
Planned results of mastering the Program
1 design option.
Are specified in accordance with age groups based on the targets of the Federal State Educational Standard for Education.
2 design option.
They are specified in accordance with age groups based on the educational areas of the Federal State Educational Standard and taking into account the target guidelines of the Federal State Educational Standard for Education.
An example of an educational area is cognitive development.
Example. Social and communicative development (3-4 years)
- The child participates in joint activities with the teacher
- Agrees on joint activities with peers, enters into paired interactions regarding toys and play activities
- Maintains a predominant emotional and positive mood in kindergarten
- Emotionally responds to the pronounced emotional state of close adults and peers
- Uses forms of greeting, farewell, request and gratitude
- Self-care requires a little adult assistance
- Imitates the work actions of adults
- Shows in pictures ways to use objects safely and potentially dangerously.
Federal State Educational Standard for Educational Education "Thematic days in the educational process."
Many articles from work experience have been written about how interesting it is to organize the lives of children in kindergarten. Teachers develop scenarios for classes, holidays and entertainment, materials for project activities and much more. All this is just as important as designing a holistic model for organizing the educational process for the entire academic year, including these individual events. In other words, create a system and consistency in planning the educational process.
Pedagogical tasks in all educational areas of FG'OS DO are implemented in the educational process of kindergarten. Each institution independently designs a model for organizing the education and upbringing of preschool children and draws up its own basic educational program.
The principle of comprehensive thematic planning, taking into account the integration of educational areas, involves the inclusion of thematic weeks, thematic days, and thematic walks.
Let's try to understand these concepts. All original variable educational programs for each age group present topics for the entire school year, which are usually used by educators.
The selection of topics makes the educational process systematic and is aimed at expanding the child’s awareness of the world around him.
A creative approach to modeling the educational process assumes that the teacher independently (at his own discretion) can partially or completely replace the topic, adjust the content of the work, and include a regional and cultural component, taking into account the characteristics of his preschool educational institution.
If you look into history, the thematic principle of organizing the educational process in working with preschoolers was proposed by many specialists.
Belgian educational psychologist, doctor J.O. Decroli (1871-— 1932)
in his work “The School of Life for Life” he wrote: “My goal is to create a connection between the sciences and make them converge in one center. This center is the child to whom everything converges and from which everything diverges.” He created the “School of Life through Life” for children, where “interest centers” were developed for preschoolers, the essence of which was to organize children’s work around topics that meet children’s interests and needs. In these centers, children observed, read, wrote, drew, and sculpted things that were related to the topic given to them.
In modern practice, speech therapists actively use the thematic principle of planning and organizing work with preschoolers, selecting a variety of material on topics. E. Alyabyeva’s book “Thematic days and weeks in kindergarten” by the publishing house “TC Sfera” has long been in high demand among educators.
Answering the question “What is a theme day in kindergarten?”, we can say that for children it is an unusual day. It is filled with surprises, games, riddles, and exciting journeys. On this day, children learn a lot of new, useful and interesting things, they are sure to make something, draw, and fantasize. On this day, something changes in the group room: new toys appear, favorite cartoon and fairy tale characters come to visit, and sometimes a puppet theater comes.
For the teacher, the theme day is pedagogical creativity, ingenuity and transformation. This is serious planning of all routine moments, a departure from the traditional outline plan to drawing up a scenario for the day as a whole or its components - routine moments. To make this day memorable for children, the teacher comes up with surprise moments, elements of involving children in games and exciting activities.
In an ordinary, traditional day, the basis is the routine, and the content is, as it were, strung together with routine moments. Often, a morning reception, gymnastics, or a walk in their content may not be completely combined with the content of the educational activity itself and exist on their own.
The difference between a themed day and a traditional one is that at the center of the pedagogical process is a theme chosen by the teacher for educational purposes and combined with a holiday or calendar event. The theme of the day sets the content, which is implemented in various types of children's activities (play, communication, cognitive-research, perception of fiction and folklore, self-service and basic household work, construction, visual, musical and motor).
A game (role-playing, directorial, dramatization, with rules, etc.) is also one of the forms of content implementation. Considering the game as a free independent activity for children, the teacher thinks through how most of the content of the thematic day can be implemented. Thus, in older groups, travel games appear, for example, in time. And then the interested participation of children according to the principle “let’s come up with some more…” saturates the educational process with the interests of children, and not just adults. They become not performers, but active participants in the simulation of such a game.
When organizing a theme day, the content of the educational areas is naturally integrated. This allows the teacher to integrate educational activities and avoid unjustified fragmentation of children's activities into educational areas. During such days, the teacher shows his creativity, takes into account the characteristics, level of knowledge and skills of the children in his group.
A theme day is about immersing children in a topic, which gives them the opportunity to realize and feel what the teacher wants to convey to them.
The theme of the day can be the same for all age groups or chosen only for a specific age. For example, on the first day of summer (June 1), World Milk Day is celebrated (as proposed by the UN Food and Agriculture Organization since 2001). The purpose of the holiday is to popularize milk and dairy products, inform the population about activities related to dairy production.
On this day, the preschool educational institution can organize fun milk-themed performances with fairy-tale characters, games and sports competitions. Stories about the benefits of milk, dishes that can be prepared using it, and treating children to milk will make this themed day not only fun, but also delicious. A thematic day can be organized for all groups at the same time, but each teacher selects his own content and forms of organizations, focusing on common events (entertainment, performance, competition, etc.).
A single theme in different age groups ensures the achievement of unity of educational goals and continuity in development from age to age.
When drawing up a scenario for a thematic day, it is important for the teacher to observe several important conditions:
- be able to objectively assess the level of one’s work, the actual situation and conditions in which educational activities are carried out at the time of planning (what the children and I have already gone through, what results have been obtained);
- be able to identify goals and objectives, correlating them with the educational program, age composition of a group of children, priority areas of the entire educational process in preschool educational institutions;
- clearly represent the results of the work that must be achieved (what new children will learn, what they will learn, what personality traits they will develop);
- choose the optimal forms, means, methods that help achieve your goals, and therefore obtain the planned result.
The plan-scenario of the thematic day should ensure the unity of the educational, developmental and training goals and objectives of the education of preschool children and the integration of educational areas.
I would like to remind you that the principle of integration of educational areas underlies all the work of the educator, and, in our opinion, it is not at all necessary, after planned work, to constantly indicate in brackets which educational areas this or that activity belongs to.
With the introduction of the Federal State Educational Standard for Preschool Education and following the logic, it can be argued that if the educational process in kindergarten unfolds in a complex thematic model and educational tasks are implemented not only in the classroom, but also in routine moments according to the developed daily scenario in each group and throughout the kindergarten .
In our kindergarten, theme days are included in the educational program. And this was done quite creatively, without driving the teacher into another “trap” - obligatory! A collection of interesting themed day scenarios is created through the creative efforts of the entire teaching staff. Each scenario is actively discussed both before and after the theme day, and only the successful ones are kept in the kindergarten teaching room. This work experience may be useful to other educators in the future. This makes the model of our educational process diverse and is reflected in the educational program of the kindergarten.
In comprehensive thematic planning, the requirements for the conditions for the implementation of the preschool education program are observed, one of which is “the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (the inadmissibility of both artificial acceleration and artificial slowdown of children’s development)” ( Federal State Educational Standard DO).
Our teaching staff independently decides how often themed weeks, themed days, and themed walks will be planned. We are sure that there cannot be strict regulation here.
The principle of complex thematic planning and its inclusion in the model of organizing the educational process is being developed and widely discussed at teacher councils.
Model of the educational process of the Federal State Educational Standard for Education
Galina Doroshenko
Model of the educational process of the Federal State Educational Standard for Education
“ education for life ” is ending
.
A new era is coming, the principle of which is “
lifelong education ” an era that demands a person with different qualities. This is an enterprising and creative person, independent and responsible. He is able to see and solve problems independently, as well as in a team, and is willing and able to constantly learn new things, both in life and in the workplace. He independently and with the help of others finds and applies the necessary information.? LEARN TO LEARN)
In recent years, significant changes have occurred education
1. On March 15, 2013, by order of the Government of the Russian Federation No. 792-r, the State Program of the Russian Federation “Development of Education for 2013 – 2022” . G."
, where the vector of development of the
education and a course towards standardization is set.
Standardization is an activity aimed at developing and establishing norms, rules, characteristics that are mandatory or recommended for implementation in a particular area (sphere)
“On Education ” came into force
, where preschool
education is recognized as the first stage of the general education .
3. Cancellation of the Standard Regulations on a Preschool Educational Institution (Order of the Ministry of Education and Science of the Russian Federation dated October 27, 2011 N 2562) and the introduction of the “Procedure for the organization and implementation of educational activities in basic general education programs ” (Order No. 1014 dated August 30, 2013 of the Ministry of Education and Science )
;
In the field of education , standardization resulted in the development and implementation of:
— Federal state educational standards at different levels of education ;
- teacher standard (Order of the Ministry of Labor of Russia No. 544n dated 10.18.13)
.
The Federal State Educational Standard for Preschool Education was approved and put into effect by Order of the Ministry of Education and Science No. 1155 dated October 17, 2013. This document establishes mandatory requirements for:
— the structure of the basic general education program ;
— the conditions for its implementation;
- the results of its development.
All preschool educational organizations have educational programs that are developed in accordance with the requirements of the Federal State Educational Standard for Education , and each preschool organization is looking for the opportunity to create “conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creativity based on cooperation with adults and peers and age-appropriate activities.”[ Federal State Educational Standard DO 2.2.4 ]
In other words, teaching teams are actively working to create a model of the educational process , using new forms of its organization.
However, teachers have many questions about organizing the modern educational process : how to organize the educational process without classes , what forms and methods to use, how to create the conditions necessary for each type of activity, etc.
In the course of our methodological unification, we will try to find answers to these questions.
The educational process in a preschool educational institution is a purposeful process of comprehensive development, training and education of children from 3 to 7 years old, taking into account their individual and age characteristics, carried out in various models and forms of preschool education , in accordance with the federal state educational standard .
The structure of the educational process includes its goals, objectives and content, which are reflected in the Federal State Educational Standard for Preschool Education and the educational program of the preschool educational institution , means, methods of education and training, forms of organization, conditions ensuring its organization and implementation and results, which are presented in the form of targets for preschool education .
Let us dwell in more detail on the forms of organization of the educational process .
Until recently, one of the forms of organizing the educational process in a preschool organization was classes.
The most common model of the educational process
(before the introduction of Federal State Educational Standards DO )
Training block Joint activity Independent activity
The main form of conducting classes (with a schedule in which educational tasks , in complex programs according to sections-methods) Regular moments, during which educational problems are solved and children develop skills and abilities during routine moments within the framework of joint activities of an adult and children (morning appointment, walk, getting ready for bed, nutrition, etc.)
The subject-development environment is created by the teacher
(corners, zones, etc.)
Consolidating the knowledge and skills acquired by children in individual work and independent activity
Taking into account the Federal State Educational Standard for Additional Education, the model for organizing the educational process includes:
- joint activities of children and adults, where directly educational activities with the main forms of organization are distinguished: play, observation, experimentation, project activity, communication (conversation, conversation)
and solving
educational problems in the process of regime moments and others;
- independent activity of children, namely a developing subject-spatial environment
OPTIONS FOR THE EDUCATIONAL PROCESS
(according to the project of the Federal State Educational Standard of Education )
Joint activity between an adult and a child
( interaction between children and adults in different types of activities and cultural practices) Independent activity of children (creation of a developing subject-spatial environment)
Interaction with the family
Types of children's activities Objects, objects of the surrounding world that stimulate play, motor, cognitive and research and other activity of children Forms of work with family, including through joint educational technologies
The peculiarity of the educational process lies in the organization of various types of children's activities (game; communicative, cognitive and research; perception of fiction and folklore; self-service and basic household work; design; musical activity; motor activity) and their integration, within the framework of which children will actively develop , and improve existing knowledge, skills, and abilities, as well as receive new information about the world around us in the process of interaction with each other , the teacher and the subject-spatial environment.
“At the same time, the learning process remains, but is implemented through the use” of various forms and methods of working with children, which teachers choose independently, taking into account the solution of the assigned tasks, the contingent of children. In other words: the lesson is an entertaining activity, without identifying it with the lesson as didactic form of educational activity.
The main form of organization of education in a preschool educational institution is direct educational activities (DEA)
.
Direct educational activities are organized and conducted by teachers in accordance with the main general education program of the preschool educational institution . ECDs are conducted with children of all age groups in kindergarten. In the daily routine of each group, the time for conducting educational activities is determined, in accordance with the “Sanitary and epidemiological requirements for the structure, content and organization of the work schedule of preschool educational organizations ”
The development scheme of any type of activity is as follows: first it is carried out in joint activity with an adult, then in joint activity with peers and becomes an amateur activity .
The essential features of joint activities of adults and children are highlighted - the presence of a partner position of an adult
The main theses of organizing partnership activities between adults and children were formulated by N. A. Korotkova:
involvement of the teacher in activities on an equal basis with the children;
• voluntary participation of children in activities (without mental and disciplinary coercion)
;
• free communication and movement of children during activities (subject to the organization of the workspace)
;
• open time end of educational activities (everyone works at their own pace)
.
An essential feature of partnership activities between an adult and children is its openness towards the free independent activity of preschoolers themselves.
The teacher, based on the interests of the children and the children’s play, offers them activities that stimulate their cognitive activity
Every day it is necessary to take into account the time for joint games between adults and children, and the initiative in these games should belong to the pupils, and teachers should encourage it in every possible way.
Also, the daily routine should include time for preventive measures, relaxation and musical breaks
The teacher must know in what forms this or that type of children's activity can be organized. This makes the educational process interesting and memorable for children.
Each day should be different from the previous one in the nature of gaming and educational activities , the place and form of their organization.
What an adult suggests a child do should be necessary and interesting for the child. The meaningfulness of the activities proposed by adults for the child is the main guarantee of the developmental effect.
Direct motivation in preschool age is much stronger than broad social motives of behavior. Hence, the main principle of working with a preschooler should be the principle of the child’s interest, which is determined, first of all, by the need for new impressions. At the next stages of development, this need is transformed into a cognitive need.
Modern approaches to organizing the educational process require a revision of traditional technologies, which are not effective in achieving the goal of social success of preschool children at the next stage of education . (SLIDE6-70
At the moment, it is necessary to focus on the following stages of working with children:
• Avoidance of strictly regulated school-type education;
• Providing physical activity in various forms;
• The use of diverse forms of education , including various specifically children's activities;
• Ensuring the direct connection between educational activities and the lives of children, their independent activities (play, art, constructive, etc.)
;
• Use of cyclicality and project-based organization of educational ;
• Creation of a developmental subject environment that functionally models the content of children's activities and initiates it;
• Widespread use of methods that activate children's thinking, imagination and search activities. Introduction to teaching of problematic elements, open-ended tasks with different solutions;
• Widespread use of gaming techniques and toys; creating situations that are emotionally significant for children;
• Providing the child with the opportunity to focus on a peer partner, interact with him and learn from him (and not just from an adult)
;
of the dialogical form of communication between an adult and children and children among themselves as the leading one in the educational
• Formation of a children's community that provides each child with a feeling of comfort and success
As we see, all the presented forms of organizing the educational process are well known to us, teachers. And today they need to be organized in such a way that they are aimed at the child, and no matter what form and method of working with children the teacher chooses, it is very important to adhere to the position “not above the child, but with him”
.
