"Introduction of GEF DO to DOW"
Today, the topic of pre-school education is one of the topics related to the education of children, the most frequently discussed in the media and on forums on the Internet.
The legislation of the Russian Federation establishes that preschool education should be publicly available and free of charge. For the upbringing of preschool children, the protection and strengthening of their physical and mental health, the development of individual abilities and the necessary correction of developmental disorders of these children, a network of educational institutions has been created to help the family. Preschool educational institutions provide education, training, supervision, care and rehabilitation of children aged from 2 months to 7 years. The law on education speaks about this (Article 5, paragraph 1, paragraph 3)
Who ensures the realization of the right to education? (v.8,9)
The preschool education standard was planned to be adopted in April. However, it was adopted already in November and from January 1, 2014 it comes into force. Why?
This is a requirement of the new law "On Education" - preschool education is recognized as a level of education, which means that it must now work in accordance with the standards. (v.10).
Based on the approved standard, the authors of the variable programs (old and new) will have to revise them, and then submit the revised programs to the expert council at the Ministry of Education and Science of the Russian Federation. After passing the examination and accepting each program, it will be included in the register of exemplary general education programs, which will be posted on the website of the Ministry of Education and Science of the Russian Federation. After that, together with the parents, each preschool chooses a program with methodological support.
Having chosen the program, the teaching staff of the preschool educational institution, on its basis, develops the PEP of the preschool educational institution. It is possible to use only an exemplary program without processing as the main one.
Unlike schools and general education institutions, did kindergartens work without any standards until now? Why is this standard introduced today? Why do we need the Federal State Educational Standard for Preschool Education? Where can I find the answer to this question? (Art. 11)
Today, one of the main problems of preschool education is that virtually every kindergarten prepares a child for school according to its own program. Therefore, the Federal State Educational Standard is needed at least to ensure that children after kindergarten are equally well prepared for school, regardless of the quality of home education in the family and other factors.
We look at the structure of the standard.
Previously, there were federal state requirements (FGT) for preschool education, which were developed several years ago. FGT consist of two parts - requirements for the structure of the main educational program of preschool education and requirements for the conditions for its implementation. The standard differs from the FGT in that it must also contain requirements for results - this is a fundamental innovation.
Preschool childhood is a very important and complex stage in the development of a child's personality. It must be lived to the fullest with all the crises of three and seven years, with the manifestation of negativism. At this time, fantasy, speech, social skills, acceptance of roles and moral standards are formed. If this period is not crumpled, then further study at school, and the whole life of a person will develop more successfully.
Children in the kindergarten do not need to be taught in the school sense of the word. They are not ready for this yet. If they are overloaded with knowledge and lessons in advance, this will not help develop the intellect, but will interfere with harmonious development. Each lesson has its own age, in kindergarten you need to play with the kids, and not arrange a semblance of lessons. Many educators are already working on this principle. Now a single document has been adopted, which obliges to spread this practice. The new standard will make it so that the entire system of public preschool education will work for the child and be built around his interests.
For children, kindergarten was a stage of preparation for school. It was there that they were taught how to behave in class, raise their hand, and were told about triangles and letters.
Let the children be taught by the primary school teacher. For the teacher, in fact, it is not too important that the students already know the printed letters, count a little. It is more important that they can fix their attention, they have developed correct speech, voluntary behavior, formed moral criteria, they were inquisitive and open to the world, they felt protected, they were not afraid of the new.
When a child has all this, he is ready for school, it is easy and interesting to teach him. But this readiness is not formed at the desk. Children are so arranged that for them the main way of knowing the world is a game. A game with images - the guys put on masks, and Lara became Squirrel, and Alyoshka became Mishka. And Mishka turns to Squirrel, and not to Larochka. It would seem, what is important here? But then, a little later, when they start learning letters at school, it will be easier to understand how a squiggle on paper can represent a sound. Readiness for school should be formed not by modeling the behavior of a student in the classroom, but by such games.
In kindergarten - the Garden of Eden, you have to do one thing, at school - another.
The standard, in addition to determining comfortable conditions for raising a preschooler, should be aimed at ensuring that the child has a motivation for learning, learning and creativity. It is more important to develop memory, attention, thinking, imagination: it is not the kindergarten that should prepare the child for school, but the school should prepare for the child: a child prodigy, problematic in socialization, underdeveloped, etc.
Let's now deal with the rights and obligations of participants in the educational process. Who is the main participant in the education process? Child! Art.33.
What rights apply to our pupils? (Art. 34,35 textbooks and teaching aids, Art. 41 health protection)
Who is primarily responsible for the education and upbringing of children? Parents! Art.44
Include in the annual plan for the current academic year the task of studying by the teaching staff the requirements for the implementation of the levels of education, which are defined in the Federal Law "On Education in the Russian Federation". In this case, it is necessary to involve the parents of children of the 4th year of life. They already fall under the first level of education.
It is necessary to develop an action plan for working with teaching staff and parents associated with the transition to the 1st level of education, to include in the action plan with the school for the exchange of experience in the implementation of levels of education, to develop documentation on interaction with parents for the implementation of the 1st level of education.
To identify parents-lawyers and involve them in explanatory work related to the transition to the 1st level of education.
The Law on Education in the Russian Federation is linked to the criminal and civil codes. It is necessary to provide information support when carrying out work related to the transition to the 1st level of education (speeches at parent meetings, memos, stands).
Since September 1, 2013, the Law "On Education in the Russian Federation" has been in force. What is the level of education should know all teachers.
Organize the involvement of parents in the study and commenting on the articles of the Law.
It is necessary to hold practical conferences based on the results of studying the Law with the involvement of third-party organizations.
It is necessary to create a holistic perception of the idea of rights and obligations among the participants in the educational process. Ensure the involvement of specialists in the clarification of individual articles of the Federal Law.
Preparing information and posting it on the NGO website, on information stands.st33,44,54
Include in the annual work plan the task: to involve parents in organizing and conducting work on reading fiction in the family. To do this, hold a parent meeting to improve the legal culture of parents and achieve their understanding that when implementing 44 Art. The Federal Law on Education, which states that parents are obligatory participants in the development and implementation of the EEP.
Bring to the attention of parents, paragraph 6 of Art. 44, which states that “For non-fulfillment or improper fulfillment of the obligations established by the Federal Law and other Federal laws, parents (legal representatives) of underage students are liable under the legislation of the Russian Federation.
The educator must move to another level of communication with parents-partnership.
How can we involve parents in the education of their children?
Parent Involvement Example
It is important for the teacher to have a socially equal position in relation to parents.
Studying the experience of parents in reading fiction in the family (exhibition of books that are read to the child at home).
Spreading the experience of those parents who systematically read to children. The experience of other parents is the most significant for the rest. Parents talk about communication with the child before and after reading the work, about re-turning to reading, about choosing literature, etc. Meetings with parents are held in the presence of children. Discussion and adoption of certain decisions on the dissemination of experience.
You can practice meetings with the librarian.
Raising the question that all parents should read the works of one of the writers to their children within a month. And then there is a literary festival.
Decision of the parent meeting: on the participation of parents in the formation of a library of works of fiction for the new academic year.
Further, it is explained to parents that in order to solve the problem of developing literary speech in children, reading works of art is not enough, and in parallel with the mandatory program list, everyone together needs to form a circle of children's reading in the family. The kindergarten invites parents to consider what works they consider necessary, and then discuss the proposals at the next meeting.
This is not work with the family, but its new form - social partnership!
The position of the kindergarten to teach the family is not relevant today. Social partnership - when parents are provided with equal conditions or even advantages (clause 1, article 44) in solving educational problems. Parents are offered different options for reading fiction.
The appearance of Art. 44 in the Federal Law is not accidental. At all levels, the legal and regulatory framework is structured in such a way that parents are responsible for the upbringing and education of children.
I level - international documents (Convention on the Rights of the Child - OU to help parents in raising and educating children)
II level - federal documents (parents - full participants), 6 articles appeared in the family code - the rights and obligations of parents. The Family Code is linked by the Criminal Code and the Civil Code. The comments to the Family Code (Pchelintseva) show a connection with the Criminal Code and the Civil Code.
What punishments can parents incur in all areas of the child's life support?
Any school has the right to sue parents free of charge for non-fulfillment of their duties. So the tool is there. OU is in trouble. Parents have priority in education. This requires the completion of the Agreement with the parents.
III level - regional. Regulatory support of regional policy
IV level - an agreement with parents. Art.54.
In the Agreement d.b. all paragraphs of Art. 44 FZ
P. 4. Art. 44 - Parents get acquainted with the content of education, the methods of training and education used, educational technologies (86% of parents do not know the child care program, which is necessary for its implementation).
Parents, as social customers, must be prepared for the transition to the 1st level of education. Parents choose the educational program and methodological support for it!
Parents should become active participants in the educational process. However, there are problems with this: the kindergarten transfers to the family those methods that are used in working with children. The educational, financial, intellectual level of parents is not taken into account. It is important to take into account the fact that parents have a great opportunity to provide their own child with an individual approach.
D / S needs to rebuild. If traditional forms of work are used (parental meetings, consultations, thematic parental corners), then we will not achieve efficiency. The main thing in interaction is the focus on the result, which would be reflected in the child. For example, the holiday "Dad, Mom, I am a sports family."
The social partnership of the family and the pre-school educational institution is now considered as a reserve for the development of a preschool child.
In the process of a child's stay in a preschool educational institution, parents experience alienation to his education, development, which parents are spontaneously ready to make up for when the child begins to study at school. The parent cannot evaluate and properly use the child's abilities. Sometimes in relation to an unsuccessful child, parents show aggression. In this regard, it is important to include parents in the process of upbringing and development of their children. Parents need to be prepared for the future schooling of the child, using an activity approach, to teach parents how to interact with their own child.
Is it really so important how and what they will do with children in the kindergarten? As long as everyone is healthy...
Studies have been conducted and found that less than half of parents play with their babies or read books every day. By the age of five or seven, about 60 percent of children are deprived of one or the other. Why parents allow themselves not to devote time to the child is a separate issue. But to compensate for the lack of warmth and attention is possible only in kindergarten.
But will our kindergartens be able to take and rebuild from a "luggage office" into a "development garden of Eden" like this? st.64,65
When a child comes to the kindergarten and the teacher helps him to change clothes - is this supervision or training?
I believe learning. Because they explain to the baby how and what to take off, how to fold, what to wear in return. It is very difficult to educate in the classroom, you can educate only by your behavior and example. It is very important that a positive-minded adult meets the child in the kindergarten. This is also an educational moment. Therefore, we insist that any actions of a teacher with children are an educational service within the framework of the standard. But the work of a cook, a housekeeper and everything else is no longer education, these are the very care and attention. This part of the cost will have to be paid by the parents.
How is the new bill fundamentally different from the old law?
Firstly, a preschool educational institution from a child's "luggage storage" is actually turning into an educational organization in which the implementation of the main educational program of preschool education is accompanied by the supervision and care of pupils, including the organization of their meals and daily routine. Secondly, all children of pre-school age should be provided with the opportunity to receive pre-school education. Thirdly, payment from parents (legal representatives) is charged for the supervision and care of the child. The educational program is provided free of charge.
As a result of the measures taken, the organizational and legal form of preschool institutions should change, and a sector of autonomous non-profit organizations should be created. It is planned that private preschool organizations will develop. The introduction of a normative per capita mechanism for paying for services will provide parents with the opportunity to choose between municipal and private institutions and organizations providing preschool education services. Stimulation of competition in preschool education and the introduction of a system of municipal orders for preschool education services will bring to the fore the quality of educational services, which will directly depend on the understanding by each kindergarten of its place in the system of lifelong education
What are the main requirements for the implementation of the OOP?
In Russia, a new level of education is emerging - preschool. It is built into the chain: kindergarten-school-university-work. Do you think educators are ready to become the basis of such a pyramid?
The gap between education and culture of educators and parents. In large cities, many parents outnumber caregivers (ICT, etc.)
1. Increasing the legal culture of adult participants in the educational process (Studying the law on education and GEF DO)
2. Carrying out a self-audit with the teaching staff and making changes to the annual plan in accordance with the results obtained.
3. The head and educators should be responsible for creating conditions for the formation of an asset of parents (this work should not be carried out at parent meetings. Often active, but far from educated people get into the asset.) It is necessary to study the documents of the parents and choose teachers, lawyers.
The standard defines performance requirements, does this mean that kindergarten graduates will have to take exams?
There will be no final certification, it is written in the law. But with the help of monitoring and other studies at different stages, it will be possible to fix the level of development of the child, so that teachers of preschool institutions, parents understand how to work with him further.
The child must master the ability to live in peace with himself, gain the skills of individual work and group interaction in the game, learn to learn. It is at preschool age that the basic personality traits are formed, key social skills - multiculturalism, respect for other people, adherence to democratic values, a healthy and safe lifestyle. Therefore, one of the most important tasks of preschool education is to initiate the formation of a child's self-identification in the world around him: with his family, region, country.
Victoria Maisheva
What should change in the work of a preschool teacher with the introduction of the federal educational standard?
Report on the topic:
“What should change in the work of a preschool teacher with the introduction of the federal educational standard?
preschool institutions are entering a period of deep qualitative changes. In the new Federal educational standard(hereinafter referred to as GEF DO) changed content and structure education in general. aim preschool education is becoming not the accumulation of specific knowledge and individual skills, but the formation of a universal educational activity and, on their basis, the assimilation of basic knowledge, and most importantly, the ability to independently update and improve one’s education in accordance with the conditions of a rapidly changing world.
In other words, modern preschoolers not only have to acquire a certain amount of knowledge, but also learn to cooperate, plan their activities, evaluate results work, work with different types of information, speak freely orally and in writing, recognize and understand the differences between people and cultures, understand the value of such a difference, and much more. And he will learn this both in the classroom and in independent activities.
In system preschool education Russia in recent years has experienced great changes that raised the requirements for personal and professional development teacher. Even more significant has become the significance of the initial stage of the entry of an inexperienced teacher in the educational environment of a preschool institution.
A unified approach to understanding professional competencies is needed preschool teacher, to determine the content, effective methods and forms of organization of training, retraining and advanced training teacher, ensuring its readiness for the implementation of the BEP in accordance with the Federal State Educational Standard.
Mission and purpose of GEF preschool education in preserving the specifics preschool education. It is appropriate here to discuss the question of the relationship of specificity preschool education and professional competencies teacher determined by the Professional pedagogue standard. Professional inquiries teachers subject to content requirements. educational process in the system of pre-school education in the context of the introduction of GEF.
Problem introductions GEF cannot be solved without quality preparation pedagogical and management personnel. Main difficulties teaching staff at the stage of introduction of the Federal State Educational Standard:
Simplified understanding of the essence and technology of the implementation of the system-but-activity approach;
The stable method of conducting classes that has developed over previous years, the need to refuse methodological developments accumulated over many years;
The lack of readiness of the heads of educational institutions and pedagogical works- nicknames for planning and organizing educational process in pre-school education in accordance with the requirements of the Federal State Educational Standard;
The traditional approach of the leaders of educational institutions to the analysis of the lesson and the desire to adhere to the old approaches to evaluating the activities of the educator;
The fundamental novelty of the issues of instrumental and methodological support for achieving and evaluating the planned results (personal, meta-subject and subject).
It is impossible not to touch upon topical issues related to the professional training of personnel for kindergartens in connection with the introduction of the Federal State Educational Standard for preschool education. It is now obvious that standards the training of educators is completely inconsistent with preschool education standards. Requires deep and detailed work in this direction.
Introduction of GEF DO, professional preschool teacher standard dictates increased requirements for qualification teacher, his responsibility, readiness to master new approaches to professional activity. Modern children are more active, mobile, informed in many ways, each child is individual and unique. In order to meet modern requirements, to understand children, to be a participant in the process of shaping the child's personality, the educator also needs to be ready and able to change, active, competent.
The new time dictates new conditions, which are not always enthusiastically perceived by the majority of educators. The range of problems facing a modern educator is so wide that it requires knowledge of ICT, the ability to effectively cooperate with other people, the full use of personal resources, the willingness to implement their own educational activities, ensuring competitiveness and success. Today, not just an educator is in demand, but an educator-researcher, an educator-psychologist, an educator-technologist. Mastering a higher level of professional skills is designed for highly developed professional thinking, activation of creative potential. In addition, the problem of preparing the educator for peda-gogic activity as a creative process, acquires special significance. caregiver today should:
Be able and willing to independently acquire the necessary knowledge, skillfully applying them in practice work with preschoolers;
be able to competently work with information, think critically, re-process acquired ideas and translate them into your own work;
Be sociable, contact in various social groups, be able to work together in various fields.
Thus, modern regulatory requirements determined by the system preschool education, set a list of professional competencies that differ in content from the functions performed by the educator. teacher who does not own certain professional competencies, it will be difficult to implement educational goals, exercise your educational activities at a high professional level.
So way, in our opinion, modern society no longer needs an educator-executor, but an educator-researcher, initiative, widely educated, so in its the work of the preschool educational institution, educators should try creatively, unconventional, present the material in a new way, it is interesting to organize pedagogical work to provide children preschool age the opportunity to express themselves as creative individuals.
In other words, must change the attitude of the educator to the child as a subject, personality, partner, who has his own opinion. Naturally, in this case, the age of the children and the necessary conflict-free correction and education are taken into account.
List of used literature
1. Belaya, K. Yu. Organization of methodological work with teachers at the stage of the introduction of the Federal State Educational Standard DO / K. Y. Belaya // Handbook of the senior educator. - 2014. - No. 4. - P. 4-8.
2. Vinogradova, N. A. Uncertainties and contradictions standard of preschool education: on the way to developing methodological recommendations for its implementation / N. A. Vinogradova, N. V. Miklyaeva // Modern kindergarten. - 2013. - No. 8. - P. 4-10.
3. Official website Federal state autonomous institution « Federal Institute for the Development of Education» : Electronic resource: Mode access: www.firo.ru
4. The professionalism of the educator as a necessary condition for the implementation of the Federal State Educational Standard / Ed., Compiled by: I. A. Burlakova, G. V. Don, T. L. Kuzmishina. - M.: GBOU VPO MGPPU, 2014. - 158 p.
Title "Management of preschool educational institutions in the conditionsintroduction and implementation of the federal state standard for preschool education"
Spring is the time of plans and assumptions.
L. Tolstoy
There is such a parable. There was one bird. Every day she found shelter in the branches of an old tree that stood in the middle of a lifeless desert. One day a hurricane came up and uprooted the tree. And the poor bird had to fly several miles in search of shelter, until it finally flew into the garden, where the water murmured and trees covered with fruits were fragrant. If not for the hurricane, no force would have forced the bird to leave its home. GEF DO is just today the hurricane that forces us to move to a new level of development of preschool education.
And this level is provided and consolidated by the Law on Education. GEF of preschool education is a requirement of the new Law "On Education". Introduction of GEF DOOrder of the Ministry of Education and Science of Russia dated October 17, 2013 No. No. 1155 "On the approval of the Federal State Educational Standard of DO"
was designed to align preschool education with other educational systems of continuous education in the Russian Federation.
Chapter 2. EDUCATIONAL SYSTEM
Article 10. Structure of the education system
3. General education and vocational education are implemented according to the levels of education.
4. The following levels of general education are established in the Russian Federation: 1) preschool education; 2) primary general education; 3) basic general education; 4) secondary general education.
Standardization allows preschool education to become part of the general education system.
Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation"
Chapter 2. EDUCATIONAL SYSTEM
Article 11. Federal state educational standards and federal state requirements. Educational standards
1. Federal state educational standards and federal state requirements ensure: 1) the unity of the educational space of the Russian Federation; 2) continuity of the main educational programs; 3) the variability of the content of educational programs of the corresponding level of education, the possibility of forming educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of students; 4) 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 and the results of their development.
The development of preschool education is a strategically oriented state policy. The main goal is to realize the right of every child to a quality and affordable education.
GEF DO is aimed at achieving the following goals:
Raising the social status of preschool education
Ensuring by the state of equal opportunities for each child in obtaining a quality preschool education
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 for preschool education, their structure and the results of their development
Preservation of the unity of the educational space of the Russian Federation regarding the level of preschool education.
GEF is designed to solve problems related towith the improvement of the quality of education. The main thing - attention is focusedon ensuring proper conditions for the development of the personality of preschoolers and the activation of innovative aspects of activity. The federal state educational standard makes a choice in favor of the child.
The introduction of the Federal State Educational Standard is a complex and multifaceted process. The most important factor for its success isis the systematic nature of events to ensure the process of introducing GEF DO.
Regulatory support for the introduction of GEF DO:
Based on federal documents(letter of the Ministry of Education and Science of the Russian Federation and the Department of State Policy in the Sphere of General Education dated 10.01.2014 No. 08-10)
documents of the regional level were developed:
Order of the Ministry of Education and Science of July 2, 2013 No. 601 “On the organization of work to ensure the introduction of the GEF DO in educational organizations (institutions) of the Tula region” (the regional schedule for the introduction of the GEF DO was approved and the criteria for the readiness of educational organizations in the region for the introduction of the GEF were determined), order "On the approval of educational organizations of the TO, implementing the main educational program of preschool education - pilot for the introduction of the Federal State Educational Standard". On the basis of this order No. 57 of January 30, 2014 “On the approval of NGO TOs implementing the main educational program of DOs - pilot for the introduction of GEF DO” 2 preschool educational institutions of the Shchekino region No. 6 and No. 25 were identified as pilot.
Documents of the municipal level:
Order No. 277 dated September 2, 2013 "On organizational measures for the introduction of the Federal State Educational Standard in the Shchekino district educational institutions implementing the educational program of preschool education",
Order No. 245 of 05/20/2014 "On the working group on scientific, methodological, organizational support for the implementation and implementation of GEF DO"
determined a plan for introducing the Federal State Educational Standard into the practice of preschool educational institutions.
Much purposeful work was carried out by pilot institutions to develop documents for the introduction of the Federal State Educational Standard, update the content of regulatory documents, and develop new local acts. Experience has been repeatedly presented at the district level.
The introduction of the Federal State Educational Standard sets new guidelines for the content, conditions and results of the activities of an educational institution. This is innovation from above. The process of introducing the standard into the educational space can be considered as a “complete reconstruction”, an update of the educational institution, which affects all components of educational activities.
This restructuring required a new management system for the educational institution. The purpose of which is to create an organizational and managerial mechanism for the implementation of innovative activities in accordance with the requirements of the Federal State Educational Standard, aimed at achieving qualitatively new results of preschool education.
The tactics of introducing the Federal State Educational Standard into the preschool educational institution.
The introduction of the GEF of preschool education is carried out through a system of measures in the following areas:
Creation of regulatory, organizational, scientific and methodological, personnel, information, material and technical, financial and economic support for the implementation of the Federal State Educational Standard for preschool education.
1. Regulatory and legal support for the introduction of GEF DO
Formation of a bank of legal documents of the federal, regional levels regulating the introduction and implementation of the Federal State Educational Standard
Development of a plan for the introduction of GEF DO: order to approve the plan for the introduction of GEF DO
Amendments to the Charter, to local acts of the educational organization
Bringing in line with the requirements of the Federal State Educational Standard of DOO job descriptions for employees of preschool educational institutions
Development on the basis of an exemplary educational program of a kindergarten in accordance with the requirements of the Federal State Educational Standard
2. Organizational support for the introduction of GEF DO
Development of the Regulations on the working group on the introduction of GEF DO
Approval of the composition of the working group on the introduction of GEF DO
Organization of interaction on the continuity of the Federal State Educational Standards of DO and the Federal State Educational Standards of Primary General Education
3. Information support for the introduction of GEF DO
Informing parents (legal representatives) about the preparation for the introduction and the procedure for the transition to the standards of preschool education: parent meetings; - round table meetings; - evenings of questions and answers; - bench material
Placement on the kindergarten website of a plan, information material on the introduction of the GEF DO, a public report on the progress and results of the introduction of the FSES DO
4. Staffing for the introduction of GEF DO
Monitoring the degree of readiness of pedagogical workers of the preschool educational institution for the introduction of the Federal State Educational Standard for preschool education
Creation of a plan for advanced training of teachers in connection with the introduction of the Federal State Educational Standard
Registration of labor relations with the teaching staff of the institution with the introduction of an effective contract
Evaluation of the work of teaching staff in accordance with the performance indicators of pedagogical activity
5. Scientific and methodological support for the introduction of GEF DO
Organization of methodological work in educational institutions in the context of the introduction of the Federal State Educational Standard
Development of a plan for methodological support for teachers: improving the professional competence of teachers in the field of organizing the educational process and updating the content of education
Conducting pedagogical councils, seminars, consultations, round tables, master classes on the introduction of GEF DO
Organization of the dissemination of pedagogical experience in the context of the introduction of the Federal State Educational Standard
6. Logistics support for the introduction of GEF DO
Analysis, assessment of the logistical support for the implementation of GEF DO
Analysis, assessment of sanitary and hygienic provision for the implementation of GEF DO
Analysis, evaluation of the subject-spatial support for the implementation of the Federal State Educational Standard
Ensuring the renovation of the institution to the minimum equipment of the educational process in accordance with the requirements of the Federal State Educational Standard:
Equipping the library for children with the necessary fiction.
Equipping the institution with the means of training and education, appropriate materials.
Ensuring the possibility of changing the subject-spatial environment depending on the educational situation.
Ensuring the accessibility of the environment for pupils.
Ensuring the safety of the object-spatial environment:
compliance of all its elements with the requirements for ensuring the reliability and safety of use.
compliance with sanitary and epidemiological rules and regulations.
compliance with fire safety regulations.
compliance with the age and individual characteristics of the development of children.
Providing access for teachers to electronic educational resources located in federal and regional databases in order to create conditions for the prompt elimination of difficulties that arise for a teacher
Providing access for participants in the educational process to information and educational resources on the Internet, which will expand the possibilities for users to access the bank of relevant pedagogical information and provide the possibility of remote support for participants in the educational process.
Financial and economic support for the introduction of the Federal State Educational Standard includes:
Ensuring the possibility of acquiring means of education and upbringing.
Ensuring the cost of wages, additional professional education for managers and teachers in the profile of their activities.
Attraction of additional financial resources for the implementation of tasks for the introduction of GEF D
Criteria for the readiness of an institution for the introduction of GEF DO:
The main educational program of MDOU was developed and approved
The regulatory framework of the educational institution has been brought into line with the requirements of the Federal State Educational Standard
The job descriptions of teaching staff of an educational institution are brought into line with the requirements of the Federal State Educational Standard
Local acts regulating the activities of MDOU have been developed
The optimal model for the organization of the educational process for implementation has been determined, which ensures a balance in the main educational program of the MDOU between the mandatory part and the part formed by the participants in educational relations, as well as including the part implemented within the framework of network interaction with organizations of additional education
The advanced training of all teaching staff was carried out
Psychological, pedagogical, personnel, financial, logistical and other conditions for the implementation of the Basic Educational Program of the MDOU are provided in accordance with the requirements of the Federal State Educational Standard
Here is a list of activities carried out by the PEI during the transition period. And since September 1, 2015. in all pre-school educational institutions the Federal State Educational Standard was introduced -order of the MO TO "1901 dated 08.27.2015" On the introduction in educational organizations of the Tula region implementing the DL program, GEF DO "
KPO Order No. 197 dated August 28, 2015 “On the introduction of the GEF DO in the municipal educational organizations of the Shchekino region implementing the DL program”.
By the decision of the federal educational and methodological association for general education (minutes of May 20, 2015 No. 2/15), an EXAMPLE BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION was approved and placed in the register of exemplary programs. The Register of Exemplary Programs (fgosreestr.ru) is a state information system maintained on electronic media.
A distinctive feature of the Exemplary Basic Educational Program of Preschool Educationis its framework character, that is, the absence of authorship, implying certain restrictive ethical standards of application.
The framework view of the program provides freedom of choice in creativity and the construction of the educational process, on the one hand. But, on the other hand, it presents a great responsibility.
Modern educational programs and the modern pedagogical process should be aimed at supporting the diversity of childhood, which implies variability in the content and organization of preschool education. The variability of the content of preschool education can only be achieved through the preservation of a wide variety of educational programs that already exist in the Russian educational space and are being developed at the moment.
The variability is reflected in the anthology of preschool education, which is recommended for use by the MO TO (letter dated 09/01/2015 No. 16-01-15 / 8366.
Anthology of preschool education: Navigator of educational programs of preschool education: a collection. - M .: Publishing house "National Education", 2015.
"Anthology of Preschool Education" is a unique project to support the implementation of the Federal State Educational Standard for DO, implemented under the scientific guidance of Academician of the Russian Academy of Education A.G. Asmolov with the scientific and methodological support of FGAU "FIRO".
The project brings together the efforts of the leading developers of regulatory, methodological documentation, authors of educational programs, including such programs as "Inspiration", "Childhood", "Kindergarten - House of Joy", "Kindergarten according to the Montessori system", "Origins" , "Worlds of childhood", "From birth to school", "Discovery", "Rainbow", "Success" and others. Within the framework of the project, the publishing house "National Education" together with the publishing houses "Prosveshchenie", "Ventana-graph", "Mosaic-sintez", "TC "Sphere", "Linka-press", "AST", "Sense" and others publishes a book series titled "Anthology of Early Childhood Education". The series combines programmatic, methodological and didactic publications that meet the requirements of the Federal State Educational Standard of DO and are accompanied by advisory support from the Federal State Autonomous Institution "FIRO". The series includes kits for leaders of preschool educational organizations and teachers, as well as educational kits for children. The series is open in nature and will be updated with new editions as they are released by software developers.
METHODOLOGICAL RECOMMENDATIONS FOR THE USE OF THE EXAMPLE BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION IN THE DEVELOPMENT OF THE EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION IN AN EDUCATIONAL ORGANIZATION was developed by the employees of the FGAU "FIRO" E.F. Aliyeva, N.V. Nemtsova, O.R. Radionova, N.V. Tarasova, S.S. Slavin.
For the development of the OOP, author's programs can be used: complex - cover all aspects of the implementation of the Standard
and partial - solve a specific problem of the development of preschoolers, a certain educational area.
P.3. The competence of an educational organization in the established field of activity includes:
13) conducting self-examination, ensuring the functioning of the internal system for assessing the quality of education
The target section of the sample BEP talks about assessing the quality of education.
1.3. Developmental assessment of the quality of educational activities under the Program
Quality assessment, i.e. assessment of the compliance of the educational activities implemented by the Organization with the specified requirements of the Standard and the Program in preschool education, is aimed primarily at assessing theconditions in the process of educational activities
The system for assessing educational activities provided by the Program involves assessing the quality of the conditions for educational activities provided by Organizations:
psychological and pedagogical
personnel
logistical
financial, information and methodological
management of the Organization
Regulatory documents that provide a quality assessment system:
1. Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ (Article 28, Clause 3)
2. Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education"
3. Decree of the Government of the Russian Federation of August 5, 2013 No. 662 "On monitoring the education system"
"On approval of the procedure for conducting self-examination by an educational organization"
5. Order of the Ministry of Education and Science of Russia dated December 10, 2013 No. 1324 “On approval of the performance indicators of an educational organization subject to self-examination”
6. Order of the Ministry of Education and Science of Russia dated December 5, 2014 No. 1547 “On approval of indicators characterizing the general criteria for assessing the quality of educational activities of organizations engaged in educational activities”
The program provides for a system for monitoring the dynamics of children's development, the dynamics of their educational achievements, based on the method of observation and including:
Pedagogical observations, pedagogical diagnostics related to the evaluation of the effectiveness of pedagogical actions in order to further optimize them
Children's portfolios that record the achievements of the child in the course of educational activities
Child Development Cards
Various scales of individual development
The program provides for the following levels of the quality assessment system:
Diagnosis of child development
Internal evaluation, self-evaluation of the Organization
External evaluation of the Organization, including independent professional and public evaluation
The system for assessing the quality of preschool education:
– should be focused on assessing the psychological, pedagogical and other conditions for the implementation of the main educational program in the Organization in the five educational areas defined by the Standard;
– takes into account educational preferences and satisfaction with preschool education on the part of the child's family;
– excludes the use of assessment of the individual development of the child in the context of the evaluation of the work of the Organization;
– excludes unification and supports the variability of programs, forms and methods of preschool education;
– promotes openness towards the expectations of the child, family, teachers, society and the state;
– includes both an assessment by the teachers of the Organization of their own work, and an independent professional and public assessment of the conditions of educational activities in a preschool organization;
– uses uniform tools that evaluate the conditions for the implementation of the program in the Organization, both for self-analysis and for external evaluation.
FIRO has created a package of documents for testing tools and procedures for assessing the quality of preschool education.
This package includes the following documents:
1. Instructions for testing
2.Tools:
A system of indicators and indicators of indicators used in evaluating the activities of a preschool educational institution in the process of self-analysis (assessment sheets);
Questionnaire for parents of pupils of preschool №1
Questionnaire for parents of pupils of preschool №2
Questionnaire for educators
The teacher is a key figure in the reform of education.
Let's remember the words of the wonderful teacher - innovator V. A. Sukhomlinsky, who said: “Childhood is the most important period of human life ... And from the one who led the child by the hand in childhood, what entered his mind and heart from the world around him, - from This is decisively dependent on what kind of person today's baby will become. If a teacher is open to everything new and is not afraid of change, then he will undoubtedly take the first confident steps in the new conditions for the implementation of the Federal State Educational Standard, because it is the teacher, his professionalism, that is the main resource, without which it is impossible to implement new standards of school education.
According to clause 3.4.2. GEF DO pedagogical workers should “possess the basic competencies necessary to create conditions for the development of children. Vp.3.2.5. GEF DO gives some indications of them, namely, the conditions necessary to create a social situation for the development of children are listed:
1) ensuring emotional well-being through:
direct communication with each child;
respectful attitude to each child, to his feelings and needs;
2) support for the individuality and initiative of children through:
creating conditions for children to freely choose activities, participants in joint activities;
creating conditions for children to make decisions, express their feelings and thoughts;
non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);
3) establishing the rules of interaction in different situations:
creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;
development of children's communication skills, allowing them to resolve conflict situations with peers;
development of children's ability to work in a group of peers;
4) building a variable developmental education focused on the level of development, manifested in a child in joint activities with an adult and more experienced peers, but not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:
creation of conditions for mastering cultural means of activity;
organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;
support for spontaneous play of children, its enrichment, provision of play time and space;
assessment of the individual development of children.
5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.
Professional standard "Teacher (pedagogical activity in the field of preschool, primary general, secondary general education) (educator, teacher)", approved. By order of the Ministry of Labor of Russia dated October 18, 2013 No. 544n, it specifically defines the actions of the teacher. And the activity approach is taken as a basis. Design, planning, analysis - become mandatory skills of the teacher.
There are difficulties during the introduction of the Federal State Educational Standard.it is difficult for most teachers to “rebuild themselves” to meet the tasks of the standard, to see their own professional deficits and build ways to solve them. A significant group of educators still maintain the FAITH that nothing in practice has changed, and cannot change! We are confident that the authors of the programs guarantee them a high-quality result in accordance with the requirements of the standards, so there is no need to put a lot of effort into implementing the requirements of the standards. ToAs a rule, the rule works: Resented-studied-tried = it turns out
The prospect of pedagogical awareness of the Federal State Educational Standard is an understanding of the importance of:
Implementation of an activity approach to the organization of the educational process;
Organization of children's activities in the form of cooperation;
Development of reflective processes in the organization of cognitive and creative activity;
Orientation of the content of education to the formation of the prerequisites for educational activities in order to create conditions for continuity with the elementary school in the system of developing education;
Formation of the creative abilities of the child's personality in solving creative problems in the framework of organizing productive activities. And the task is to make education truly developing, problematic, communicative, project-based and playful.
The role of methodological support for teachers is growing: timely determination of readiness for the introduction of the Federal State Educational Standard and organization of the necessary measures to improve professional competence. “Learning by doing” is how the methodological service approach can be formulated.
The activities of the district level included: the organization of advanced training for teachers in the DOP IPK and PPRO TO according to the Federal State Educational Standard (100% of actually working teachers until January 1, 2016),
permanent seminar "Methodological support of the processes of introduction and implementation of GEF DO",
a photo
readings on humane pedagogy for teachers of preschool educational institutions
"How to love a child?"
a photo
"Developing preschool education as a tool for the implementation of the Federal State Educational Standard" "Implementation of the principles of the Federal State Educational Standard of preschool education: technologies for supporting children's initiative"
conference: "Innovative technologies for working with parents in the context of modernization of preschool education"
"Ensuring the social situation of development for participants in educational relations as a necessary condition for the implementation of the Federal State Educational Standard of preschool education"
Weeks of professional skills of teachers of preschool educational institutions,
a photo
"Implementation of innovative principles for organizing the development of preschoolers in preschool educational institutions"
a photo
"Professional competence of a preschool teacher in the implementation of the Federal State Educational Standard of preschool education" "Pedagogical support for the child and the world of childhood in the educational environment"
The priority task of the teacher is to focus on the development of the child's creative activity, the ability to unchain the child's thought, to induce the desire to create something new, non-stereotypical, to make an independent choice and make independent decisions.
The teacher should be able to "captivate and charm" pupils, "infect" them with ideals, values and meanings of life
Is it possible today to talk about the results of the introduction of the Federal State Educational Standard. Each OU is aimed at a positive result. And first of all, the leader is interested in increasing the efficiency of the educational process.Therefore, the success of all activities also depends on the choice of the manager of the organizational and managerial model.
There are still many problems, but they are solvable. The main thing is not to retreat and follow the intended path.
He who, turning to the old, is able to discover the new, is worthy of being a teacher. Confucius
The system of Russian education at the present stage of development of society is undergoing significant changes associated with a change in the model of cultural and historical development. But no matter what reforms take place in the education system, in the end, one way or another, they are limited to a specific executor - a teacher. It is the teacher who is the main figure in the implementation of the main innovations in practice. And for the successful introduction of various innovations into practice, for the implementation of the tasks assigned to him in the new conditions, the teacher must have the necessary level of professional competence and professionalism.
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"TEACHER IN THE CONDITIONS OF THE INTRODUCTION OF GEF DO (ESSAY)"
The system of Russian education at the present stage of development of society is undergoing significant changes associated with a change in the model of cultural and historical development. But no matter what reforms take place in the education system, in the end, one way or another, they are limited to a specific performer - a teacher. It is the teacher who is the main figure in the implementation of the main innovations in practice. And for the successful introduction of various innovations into practice, for the implementation of the tasks assigned to him in the new conditions, the teacher must have the necessary level of professional competence and professionalism.
The new federal law "On Education in the Russian Federation" makes preschool education an independent level of general education. On this basis, the federal state educational standard for preschool education was adopted.
What changes have taken place in the system of preschool education?
Here, for the first time, guidelines are essentially given of what work with a child is in preschool childhood, what requirements are placed on it, what conditions ensure its effectiveness and quality.
One of the unique aspects of the standard is that the educational program is defined here as a program of psychological and pedagogical support, positive socialization, individualization of the child, and not the acquisition of knowledge, as is done in other standards of the education system. Naturally, despite the absence of such forms of control that are available at higher levels of education, both teachers themselves and parents want to understand what the child has managed to achieve. According to the standard, it will be more correct to assess the vector of development that the child is going through, and not some final result that needs to be achieved. Here, unlike other standards, we are talking only about personal results. In this regard, it is allowed to monitor the dynamics of the child's development, but it is needed not for evaluation in itself, but for identifying the ways in which the teacher can allow the child to develop, discover some abilities, overcome problems.
The requirements of the standard for the results of mastering the Program are presented in the form of targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completion of preschool education.
The standard affirms the basic principles: assistance and cooperation of children and adults in the process of children's development and their interaction with people, culture and the outside world; introducing children to socio-cultural norms, traditions of the family, society and the state; the formation of cognitive interests and cognitive actions of the child through his inclusion in various activities; taking into account the ethno-cultural and social situation of children's development
The standard ensures the variability and diversity of the content of educational programs and organizational forms at the level of preschool education, the possibility of forming educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of pupils; formation of a socio-cultural environment corresponding to the age and individual characteristics of children.
The standard provides equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological characteristics (including disabilities); ensuring the continuity of the main educational programs of preschool and primary general education; determining directions for systematic interdepartmental interaction, as well as interaction between pedagogical and public associations.
I believe that one of the important changes in the system of preschool education is the development of the main program of preschool education, which consists of a mandatory part and a part formed by participants in educational relations. The mandatory part of the Program assumes a comprehensive approach, ensuring development in all educational areas, of which five are defined:
socio-communicative development;
cognitive development;
speech development;
artistic and aesthetic development;
physical development.
The part formed by the participants in educational relations presents independently developed Programs aimed at the development of children in one or more educational areas, methods, forms of organization of educational work, the volume of the educational part of the Program is determined - at least 60%. For the first time, the requirements for the result of the development of the program were determined in the form of targets for preschool education. Corrective work and inclusive education are provided.
An important role is played by the creation of the necessary conditions for the implementation of the Program.
All these changes in the system of preschool education are reflected in the professional activities of the educator.
The standard is aimed at individualizing the development of the child, the processes of education and upbringing are combined into a holistic educational process based on spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of the individual, family and society. Life in a kindergarten for a child should become one big game with its own rules and regulations, and the teacher will need a great ability to present the program material so that the child does not even notice that he is being taught something, and he himself is a discoverer and researcher. The constant use of the principle of partnership interaction is quite difficult and requires the teacher to have a great deal of experience in communicating with children.
The introduction of the Federal State Educational Standard will entail a lot of and very laborious work, namely:
Making changes to the educational program, almost complete change in its structure;
Building new (maybe not new, but different) relationships with parents, because there is a “direct involvement of parents in the educational process”, but in practice this is not a very simple matter;
Correction of documentation, plans, acquaintance with updated programs, preparation of work programs.
Drawing up a work program, the development of a pedagogical project are the cause of the most significant professional difficulties, because. This work requires high professionalism and knowledge.
The world around us is constantly becoming more complex. Today it is no longer enough once having received a basic education to work in one's specialty. To meet modern requirements, to maintain the level of competence, it is necessary to constantly study, engage in self-education. Continuing education should become a necessity. The need to improve the level of knowledge, skills and abilities penetrates into all spheres of life - professional, family, social, personal and, of course, the sphere of pedagogical activity.
Currently, not just a teacher is in demand, but teacher-researcher, teacher-psychologist, teacher-technologist . These qualities of a specialist after graduating from a pedagogical university or a pedagogical college can develop only in the conditions of a creative, problematic and technologically organized educational process in a preschool institution. Moreover, provided that the teacher is actively engaged in scientific, methodological, search, experimental, innovative work, learns to look for his "professional face", his pedagogical tool.
The preparation of the educator must necessarily be carried out taking into account psychological preparation, obtaining knowledge about the age characteristics of children. Therefore, the educator must constantly improve himself, improve his skills.
in connection with the introduction of GEF DO?
Psychologist consultation for parents
Today, the system of preschool education is undergoing serious changes that have not been since its inception.
In connection with the introduction of the new "Law on Education in the Russian Federation" from September 1, 2013, preschool education becomes the first level of general education. In this regard, the attitude towards preschool education as a key level of child development is changing significantly.
On January 1, 2014, the federal state educational standard for preschool education was put into effect, approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155.
The GEF DO is designed to help improve the social status of preschool education, ensure equal opportunities for each child in receiving high-quality preschool education and maintain the unity of the educational space of the Russian Federation regarding the level of preschool education.
The standard decides the following tasks:
· Protecting and strengthening the physical and mental health of children (including their emotional well-being).
· Preservation and support of the child's individuality, development of individual abilities and creative potential of each child.
· Development of moral, intellectual, physical, aesthetic qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities.
· Ensuring variability and diversity of the content of educational programs.
· Formation of a socio-cultural environment corresponding to the age and individual characteristics of children.
· Ensuring equal opportunities for the full development of each child during preschool childhood.
· Ensuring the continuity of the main educational programs of preschool and primary general education.
Preschool childhood is the main and most important stage when the foundations of personal development are laid: physical, intellectual, emotional, communicative. This is the period when the child begins to realize himself and his place in this world, when he learns to communicate and interact with other children and adults.
What is changing in the educational process of preschool educational institutions in connection with the introduction of the Federal State Educational Standard?
1. The introduction of the Federal State Educational Standard is due to the need to standardize the content of preschool education in order to provide each child with equal starting opportunities for successful schooling.
But the specificity of preschool age is such that the achievements of children are determined not by the sum of specific knowledge, skills and abilities, but by a combination of personal qualities, including those that ensure the psychological readiness of the child for school. Thus, learning to read and count is not the goal of preschool education. The preschool institution is designed to help the child to move painlessly to a new level of education, to develop the child emotionally, communicatively, physically and mentally, to form the ability and desire to study at school.
Performance requirements appear in the standard, but this does not mean that kindergarten graduates will have to take exams! There will be no final certification. With the help of monitoring studies, the level of development of the child will be recorded at different stages, so that teachers of preschool institutions and parents understand what needs to be worked on further.
It should be noted that the most significant difference between preschool education and general education is that there is no rigid subject matter in kindergarten. The development of the child is carried out in the game, and not in educational activities. The standard of preschool education differs from the standard of primary education in that there are no strict requirements for the results of mastering the program for preschool education.
At the same time, teachers are given a guideline for the ultimate goal of their activities. The Federal State Educational Standard states that one of the mandatory sections of the program of any preschool educational institution is the section "Planned results of mastering the main general educational program of preschool education by children." It describes such integrative qualities that a child can acquire as a result of mastering the program: for example, physically developed, inquisitive, active, emotionally responsive, sociable, etc.
The text of the Federal State Educational Standard does not use the word "occupation", but this does not mean a transition to the position of "free education" of preschoolers. Adults will not stop working with children in kindergarten. But such a form of educational activity as an occupation does not correspond to the age characteristics of preschool children. In modern theory and practice, the concept of "occupation" is considered as an entertaining business, without identifying it with the lesson as a didactic form of educational activity. The occupation should be a specific children's activity that is interesting for children, specially organized by the educator, which implies their activity, business interaction and communication, the accumulation of certain information about the world around them, the formation of certain knowledge, skills and abilities.
And more importantly, the core preschool program provides continuity with exemplary basic programs of primary education, which was not the case before.
2. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education. These include the following social and psychological characteristics personality of the child at the stage of completion of preschool education:
ü initiative and independence of the child in various activities;
ü curiosity;
ü the ability to choose their occupation, participants in joint activities;
ü self-confidence, openness to the outside world, a positive attitude towards oneself and others, self-esteem;
ü developed imagination, ability to fantasy, creativity;
ü the ability to obey different rules and social norms;
ü the ability to control their movements (the level of development of large and fine motor skills);
ü the ability to volitional efforts in various activities.
Thus, the targets are not an assessment of the child's achievements in a rigid framework: knowledge, skills and abilities, but the social and psychological characteristics of the child's possible achievements. It is important that by the end of the preparatory group in kindergarten, the child has formed a strong-willed and motivational readiness to study at school.
3. New document prioritizes individual approach to the child through the game. The fact of increasing the role of the game as the leading type of activity of the preschooler and assigning it a dominant place is positive, since in recent years, due to social changes in society, informatization, as well as the child’s increased preparation for school, the world of childhood, unfortunately, the game is leaving. The social world of the child becomes closed, limited communication with loved ones or virtual communication. Today, preschool education is designed to return play to childhood. The very cognitive, research, creative, in which the child learns to communicate, interact, with the help of which he learns the world, the relationship of objects and people in this world. The game in which the child "try on" different roles. The game in which his speech, memory, attention, thinking, emotions, imagination develop.
In addition to games, the leading types of children's activities will be: communicative, motor, cognitive research, productive, etc. It should be noted that certain forms of work with children correspond to each type of children's activity.
4. Changes way of organizing children's activities: not the leadership of an adult, but the joint (partnership) activities of an adult and a child.
It should be noted that educational activities are carried out throughout the entire time the child is in a preschool institution. This is:
Educational activities in regime moments;
Organized educational activities;
Independent activity of children.
Educational activities are carried out in various activities and cover certain areas of development of children, which are called educational areas. GEF defines 5 educational areas:
1) social - communicative development, aimed at the assimilation of the norms and values accepted in society, the development of communication and interaction of the child with adults and peers, the formation of independence;
2) cognitive development, involves the development of children's interests, curiosity and cognitive motivation;
3) speech development, includes mastery of speech as a means of communication and culture, enrichment of the active vocabulary, development of coherent, grammatically correct speech;
4) artistic and aesthetic development, involves the development of the prerequisites for value-semantic perception and understanding of works of art, the world of nature, the formation of an aesthetic attitude to the world around;
5) physical development, includes the acquisition of experience in motor activity, the formation of healthy lifestyle values.
Educational areas correspond to the age and individual characteristics of children and are connected with each other. The interconnection of educational areas ensures the formation of a complete picture of the world around the child.
5. One of the principles of preschool education is cooperation between the preschool institution and the family, and state standards are the basis for helping parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in developing individual abilities and the necessary correction of violations of their development.
In accordance with the Federal State Educational Standard, a preschool institution is obliged to:
Advise parents (legal representatives) on the education and health of children;
Inform parents (legal representatives), the public, interested persons involved in educational activities, about the goals of preschool education;
Ensure the openness of preschool education;
Create conditions for the participation of parents (legal representatives) in educational activities;
Ensure the involvement of families directly in educational activities, including through the creation of educational projects together with the family based on the identification of needs and support for educational initiatives of the family;
Create conditions for adults to search for and use materials that ensure the implementation of the Program, discuss with parents (legal representatives) issues related to the implementation of the Program.
Thus, the role of parents in the work of a preschool institution is increasing. Parents should participate in the implementation of the preschool educational program, in creating conditions for the full and timely development of the child at preschool age and be active participants in the educational process, and not just outside observers.