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Article fragment

Order of the Ministry of Education dated November 23, 2009 No. 655 approved the Federal state requirements for the structure of the basic general education program before school education, which will allow standardizing the content of preschool education in any of the proposed models and forms and will be mandatory for any educational institution. However, this document causes a lot of controversy and questions among practitioners. We invited leading experts in preschool education to discuss the problems that have arisen. Participants in the conversation:

Nikolay Evgenievich Veraksa, Dean of the Faculty of Preschool Pedagogy and Psychology of the Moscow City University pedagogical university, doctor psychological sciences, Professor.

Alexandra Givivna Gogoberidze, Head of the Department of Preschool Pedagogy, Institute of Childhood, Russian State Pedagogical University named after. A. I. Herzen, Doctor of Pedagogical Sciences, Professor, co-author of the exemplary educational Program.

Galina Grigorievna Grigorieva, Dean of the Faculty of Preschool Education, State Educational Institution of Further Professional Education NIRO, candidate pedagogical sciences, assistant professor.

Vera Alexandrovna Derkunskaya, Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool Pedagogy at the Institute of Childhood of the Russian State Pedagogical University named after. A. I. Herzen, co-author of the exemplary educational program.

Tatyana Nikolaevna Doronova, Head of the Department of Preschool Education, Federal Institute for Educational Development, Ministry of Education and Science Russian Federation, Professor of the Department of Preschool Pedagogy and Psychology of the Moscow City Psychological and Pedagogical University, Candidate of Pedagogical Sciences.

Larisa Alekseevna Paramonova, director of the Center “Preschool Childhood” named after. A. V. Zaporozhets, Doctor of Pedagogical Sciences, Honored Teacher of Russia, Academician of the Russian Academy of Natural Sciences, Chairman of the Russian Committee of the International Organization for Preschool Education (OMER) at UNESCO.

Oksana Alekseevna Skorolupova, Deputy Head of the Department for Development of Content, Methods and Technologies general education Department of General Education of the Ministry of Education and Science of Russia.

Nina Vladimirovna Fedina, Head of the Department of Preschool Education, Institute for Strategic Studies in Education Russian Academy Education RAO, candidate of pedagogical sciences.

– Order No. 655 causes conflicting assessments among specialists in preschool education. Please express your attitude towards him. Is this the kind of document you wanted to see?

O. A. Skorolupova. Federal state requirements for the structure of the main general education program of preschool education are developed in accordance with the Law of the Russian Federation “On Education”, according to which the Ministry of Education and Science of Russia establishes federal state requirements for the structure of the main general education program of preschool education and the conditions for its implementation (clause 6.2 of Article 9 of the Law). This norm was introduced into the Law of the Russian Federation “On Education” in connection with the understanding of the importance of preschool education for the further successful development, education of every person, accessibility for everyone - no matter where he lives in our country. huge country– quality education.

Preschool education and ensuring equal starting opportunities for children to study in primary school are considered a necessary prerequisite for the universal availability of high-quality general education. Achieving the optimal level of development for each child preschool age which will allow him to be successful in school is one of the priority tasks for the development of preschool education in the Russian Federation. Its solution is impossible without a flexible, multifunctional preschool education system that ensures the constitutional right of every Russian citizen to publicly accessible and free preschool education.

Currently, the preschool education system is represented by both state and municipal, as well as non-state institutions implementing preschool education programs. A system of children's centers, game clubs, and social rooms is also developing. Serious emphasis is placed precisely on the development of the non-state sector of preschool education, as well as on the creation of a system early development children under three years of age in the form of family education.

In order to provide each child with that same equal start that will allow him to successfully study at school, it is necessary to standardize the content of preschool education in a certain way, no matter in which educational institution (or family) the child receives it.

This is precisely why the introduction of federal state requirements for the structure of the basic general education program of preschool education is connected (let’s henceforth call them federal requirements). This is the first in history Russian education a document that, at the federal level, determines what the program of a preschool institution should be (and the main general education program of preschool education is precisely the program of an educational institution), what content should be implemented in order for each child to achieve the optimal level of development for his age, taking into account his individual, age characteristics. Before the adoption of federal requirements, we had only temporary (approximate) requirements for the content and methods of education and training implemented in a preschool educational institution, issued as an annex to the order of the Ministry of Education of the Russian Federation dated August 22, 1996 No. 448.

FGT contribute to the standardization of the content of preschool education. They explain quite clearly what the educational program of a preschool institution should be, what content should be implemented in order to give each child an adequate level of development for his age. FGT at the project stage was actively discussed in scientific and pedagogical circles - at the August meetings of workers in the preschool education system, at seminars and meetings with the participation of regional and municipal level managers, and heads of preschool educational institutions. Members of the Expert Council on Preschool Education of the Education Committee of the State Duma also made their proposals to the FGT project. Yes, this is exactly the kind of document we wanted to develop and approve - it was widely discussed, developed with the participation of leading scientists in the field of preschool education. It is very important that FGT is consistent with the Concept preschool education(approved by the board of the State Committee for Public Education on June 16, 1989 No. 7/1), which proclaimed the idea of ​​the intrinsic value of the preschool period of childhood, and the Concept of the content of lifelong education (preschool and primary level) (approved and approved by the Federal Coordination Council for General Education of the Ministry of Education of the Russian Federation on June 17. 2003).

N. E. Veraksa. Speaking about the order, we can state that it contains both positive aspects and some shortcomings. The main one is related to the unclear position regarding the variability of programs. The fact is that the preschool education system developed and worked as a system in our country for a long time. Preschool education developed children and prepared them for school. In this sense, the preschool education system was highly effective. When the idea of ​​variable preschool education was proposed, it found support among teachers and made it possible to satisfy the requests of parents. Another thing is that the issue of inclusive education has not been resolved. This is a special topic and requires special study at different levels. At the same time, the specificity of preschool education is that it is a non-rigid system, which is built not according to the principle of acceleration, but according to the logic of amplification. The variability of preschool education corresponds to the logic of amplification. Uniformity requires special additional efforts. For example, the idea of ​​resource centers in the preschool education system of the city of Moscow ensures the development of amplification as a result of their network interaction and actually affirms the idea of ​​​​variability of preschool education.

A. G. Gogoberidze. In general, the adopted document does not raise objections for the following reasons:

1. Standardization allows preschool education to become an organic part common system education, receiving a special unique status within this system.

2. Requirements for the content of preschool education take into account the specifics current state preschool childhood in Russia, actual problems preschool education system (emphasis on joint activities of the teacher and children, on game forms education of preschool children, the lack of strict regulation of children's activities, taking into account gender when organizing the pedagogical process in kindergarten, focus on universality and integration of the content of preschool education) and making the necessary changes to the content of programs. 3. The document determines the unity of requirements for a kindergarten graduate for preschool teachers, for parents, for teachers primary school(It should be emphasized that before the adoption of this document they differed greatly). The problematic field of questions concerns the results of mastering the program - are qualities always the result of the educational work of the teacher and the institution as a whole, especially such as curiosity, emotional responsiveness, sociability? And by what criteria are they assessed as a result of public education?

G. G. Grigorieva. This document aroused great interest already at the project level. It certainly outlines new trends in the development of the preschool education system, in terms of more clearly defined performance, strictly focused on the development of the child, modernization and expansion educational areas, the presence of specific requirements for monitoring the results of the program, etc. However, in its present form it looks somewhat lonely without the other two, namely: FGT for the conditions and results of the implementation of the basic general education program of preschool education.

Of course, its prompt and high-quality implementation is hampered by a number of circumstances: the lack of an approximate basic general education program prepared on the basis of the Requirements and recommended by federal departments; the still undetermined status of preschool education in the system of continuous or general education. The remaining controversial issue about the content of education in general and preschool in particular also does not contribute to the optimization of preschool education.

Agreeing that the achievements of a preschooler are determined not by the sum of specific knowledge, abilities, skills, but by the totality of physical, cognitive, personal qualities, we consider it possible and necessary to monitor their appearance and development in children. This is defined both in Order No. 655 and in the “Methodological recommendations on the procedure and content of psychological and pedagogical examination of children of senior preschool age”, prepared by Order of the Government of the Russian Federation and presented on January 27, 2009 No. 03–132 of the Ministry of Education and Science. Consequently, personal qualities as a declared result require specification of these criteria in relation to each age period and the corresponding tools of psychological and pedagogical diagnostics and methods of pedagogical observation. Understanding that preschool age is the period of initial formation and development of all these qualities, it is impossible to determine their absolute level, however, it is possible and necessary to monitor the dynamics of their development, the presence of these dynamics in individual development. How else can we judge the effectiveness and quality of preschool education?

L. A. Paramonova. In general, the requirements for programs are absolutely necessary, because a situation has created that is firmly rooted in preschool education, when “all the flowers bloom at the same time.” Kindergartens use different programs: comprehensive, partial, individual - I mean those practitioners who conduct special work on visual arts, music, etc. At the same time, many kindergartens choose separate sections from complex programs. That is, for some sections they work from one program, for others - from another, etc. Thus, we get eclecticism, not a system. And only the system shapes a child and a person in general. Therefore, general requirements that essentially set a certain standard for preschool education are absolutely necessary.

This is the first positive assessment of such a need. On the other hand, these requirements themselves are very vague in terms of their relevance to ages, because all the requirements are written in sections. And to what age does communicative activity, for example, apply? I doubt at all whether there is such a thing. In fact, this is speech development children. And activity is when a child sets a goal, looks for ways to achieve it, wants to achieve something, etc. What is communicative activity in relation to children early age- is she there, is she not there? The authors did not think about the correlation of the newly introduced areas with age.

Or take, for example, the “Labor” area. It was necessary to show its specificity, because in preschool age there is no work at all as a socially significant phenomenon. And at what age, in what areas can this be given? This is not the case.

Play activity is given separately, although it is apparently related to the line of social development and socialization of the child. That’s right, a child cannot be socialized without play, but play is also the child’s leading activity, in which he learns a very important layer of human culture – the relationship between adults – in the family, their professional activities, etc. That’s why it is leading in senior preschool age.

At other ages, leading activities are not indicated at all. Thus, the game acts as the most important activity through which the authors would like all educational tasks, including learning, to be solved. Not a word is said about training at all, since the authors express their distrust of learning in the classroom. Many such examples can be given. But if we understand what the task of child development is at each age, then we can make a structurally digestible program by including previously developed programs in the context of its general content.

In FGT there is no age specificity, no identification of leading activities, and the requirements for the development of a child’s personality are very weakly prescribed.

Full text of the discussion at round table read in the magazine "SDO"

Terms of use The copyright holder of this article permits its use only for personal non-commercial use for educational purposes. The publisher is not responsible for the content of the article materials.

* The calculations use average data for Russia

600,000 ₽

Minimum starting capital

2,000 ₽

Monthly subscription cost

40-50 sq. m.

Min. square

20-25%

Profitability

Today, products and services for children are becoming increasingly popular. One of the first places is occupied by children's development centers. Due to the catastrophic shortage of places in government institutions, developmental centers for children are an excellent business idea.

Modern parents are increasingly using services children's development centers. According to surveys conducted in major cities Among parents of children from 8 months to 7-8 years, more than half of mothers already take or are planning to take their children to educational activities. Moreover, if previously visiting commercial centers was expensive, now such preschool education and development is available even to people with an average income.

More and more new mothers are thinking about opening their own children's development center and turning it into a permanent source of income. Despite high competition, business in this area remains attractive and profitable, as the number of children increases every year, and there is still a shortage of good childcare facilities for preschoolers.

Classification of children's development centers

There are various types of children's centers. The owner of such a center himself determines the areas of work that interest him, the level and list of services provided. Regardless of whether you plan to take out funds to organize your own business or are going to make do with your savings, before starting work, experts advise drawing up a detailed business plan. Such a plan for a children's development center, which aims to develop the intellectual and creative skills of children aged 1 (less often younger) to 8 years, includes several sections: an overview with a description of the specifics of the industry, a description of the enterprise itself, a list and description of the services that you plan to provide, analysis of the current market, production plan.

If you do not have the funds to consult specialists, conduct your own marketing research of similar organizations in your city and in the area where you are going to open a center. Interview potential clients of the children's development center - parents of children (respondents can be found at playgrounds, in children's clinics or at kindergartens). Ask them questions about the location of the club, where they would like to take their children, about the program they are interested in and teachers. Find out what they look for first when choosing children's center for your kids.

First of all, to organize your own children's development center, you need to find the optimal premises. Most entrepreneurs do not venture into large areas, preferring to rent a small establishment with an area of ​​about 40-50 square meters. meters. The main selection criteria: convenience of location (in the city center or at least in a large residential area, in a place with high traffic), minimal need for repair work (although this, most likely, cannot be avoided), the presence of a separate bathroom and space, where parents will wait for classes to end.

Let's return to the question of choosing the area where your center will be located. It depends not on your preferences and convenience, but on the target audience you are targeting. Assess your financial capabilities. A children's center that claims to be in the high price segment, with excellent renovation, the most qualified teachers, a professional administrator and demanding clients, will not be cheap. Such an establishment should be located in the city center, where rent will cost a pretty penny.

For a simple children's club with a low cost of classes, even the first floor of a multi-story building in a residential area is suitable. Decide in advance on those areas that are not uniquely suitable for you due to remoteness (you will also have to travel to work every day) and/or due to the population and solvency of the population, competition and other factors. The area of ​​your premises also depends on your goals and objectives. The study room (if there is one) must be at least 30 square meters. meters. Some children's clubs open in office buildings or shopping centers. Ideally, they should be located on the lower floor so that little ones do not have to go up the stairs or in the elevator. In this case, there may be several classrooms, but most likely they will be small in area.

In any case, your child development center should have a waiting room. Often, center managers try to save on rent and do without it. However, many parents will wait for their children while they study. If they have to stand outside all that time, they are unlikely to go to your center for long, no matter how good it is.

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Taking into account the classrooms, waiting room (or hall) and bathroom, the area of ​​the children's club should be about 50 square meters. meters. If you do not have the funds to rent a large space and can only afford one training room, of course, such an institution can be profitable, but you are severely limiting the choice of courses you offer. No matter how hard you try, you won’t be able to cram your entire day into activities. Kids come to study in the first half of the day - before lunch and nap time.

Older children attend classes after 17-18 hours (when they are picked up from kindergartens). The period from 13 to 17 hours (essentially half a day) simply falls out of the schedule, since older children spend this time in kindergarten, and the little ones sleep.

Alternatively, you could offer discounts on classes during this time, but this is unlikely to completely solve the problem. On the other hand, the main rule of rented premises is that every meter of it should bring you profit. Therefore, renting or buying a large area that you simply have nothing to occupy is also not worth it. A list of classes in your center and a schedule of lessons in each room must be drawn up at the stage of choosing a room.

When searching for premises, it is necessary to take into account the standards of the SES and Fire Supervision Authorities. For example, a children's center cannot be located in a basement, semi-basement or basement. The premises must be well ventilated, have a separate entrance and a separate bathroom. Great importance has both convenient access to your center and the availability of a parking space (this is especially true for the city center, where it is very difficult to find a free space during rush hour).

One of the main conditions for the success of your establishment is its staff. Moreover, this applies not only to the teachers themselves, but also to administrators. True, it will be easier to find a good administrator than a teacher who loves and understands children, knows how to find an approach to them and captivate them in any activity. You can hire female students or recent graduates for the position of administrators who will answer phone calls, receive visitors, schedule classes and solve other organizational issues. Administrators usually work in shifts. At first, you can take on their responsibilities, unless, of course, you intend to conduct the classes yourself.

It is much more difficult to find good teachers for a children's development center. Qualified teachers with extensive experience in kindergartens or even schools will not be cheap, but the worst thing is that having a special education diploma higher education, certificates, diplomas and other documents do not guarantee that your teacher will be able to find mutual language with children, and will not discourage them from learning. It also happens that recent graduates of pedagogical faculties turn out to be better teachers who are liked by both children and their parents.

Personally interview potential employees at your child care center. Pay attention to their appearance, manner of communication, evaluate their passion for their work, initiative and innovation. Sometimes even mothers of children who do not have special education, but who are very passionate about various methods of child development, constantly attend various courses and seminars, are interested in new phenomena in the field of preschool education and, most importantly, understand what exactly their children need, apply for the position of teachers. On the other hand, it will, of course, be useful for your employees to have a diploma in pedagogical education, but still this cannot be the only criterion for choosing an employee.

Advertising and marketing of a children's development center

Do not forget also that the services of your children's development center must be advertised. Your target audience, first of all, is mothers of preschool children. They are the ones who, as a rule, choose clubs for their children. Of course, the best advertising is your favorable reputation, thanks to which parents will themselves recommend your center to their friends and acquaintances. However, the reputation still needs to be earned. To attract clients at the first stage of work, you can use standard advertising methods: posting advertisements, distributing leaflets, advertising on the Internet on forums and websites dedicated to the topic of raising children.

Consider the possibility of a free visit to the children's development center (or with a significant discount) for the first trial lesson, during which mother and baby can decide whether your center is suitable for them or not. As a rule, centers offer two options for paying for visits - one-time for more high prices and a monthly subscription. In the latter case, the cost of the lesson is 15-20 percent lower.

Let's say a few words about the legal side of the issue. Until recently, many children's centers that provided services in the field of preschool education tried to avoid directly mentioning this in their names and documentation. This was explained by the fact that obtaining a license to carry out educational activities– the matter is quite complex and costly. Therefore, most small centers and courses for preschoolers were opened as individual entrepreneurs (IEs), rather than non-state educational institutions (NOU) and did not license their activities. They positioned themselves as leisure centers, clubs, private tutors, etc. However, now the situation has changed.

Ready ideas for your business

According to the new Federal Law“On Education”, an individual entrepreneur has the right to officially conduct educational activities with the involvement of others teaching staff, but for this he needs to obtain the appropriate license before January 1, 2014.

In the near future, by-laws are expected to be issued that will clarify the procedure for obtaining a license for an individual entrepreneur and the conditions that such a preschool educational institution and its employees must meet.

Let's calculate the costs of opening a children's development center. This includes renting premises (depending on location and area), repairs if necessary (from 150 thousand rubles and above), purchase of necessary equipment and materials (about 200 thousand rubles), purchase of furniture (minimum 80 thousand rubles), wages teachers, administrators, cleaners, advertising and promotion (minimum 25 thousand rubles per month). The cost of one subscription for 8 visits starts from 2000 rubles (depending on the city, target audience, program). The payback period for such a project is from one year.

Children's development center. Questions and answers.

💡 What is a children's development center?

There are various types of children's centers. The owner of such a center himself determines the areas of work that interest him, the level and list of services provided. Regardless of whether you plan to take out funds to organize your own business or are going to make do with your savings, before starting work, experts advise drawing up a detailed business plan. Such a plan for a preschool institution, which aims to develop the intellectual and creative skills of children aged 1 (less often younger) to 8 years, includes several sections: an overview with a description of the specifics of the industry, a description of the enterprise itself, a list and description of the services that you plan to provide, analysis of the current market, production plan.

💡 Staff for the children's center?

One of the main conditions for the success of your establishment is its staff. Moreover, this applies not only to the teachers themselves, but also to administrators. True, it will be easier to find a good administrator than a teacher who loves and understands children, knows how to find an approach to them and captivate them in any activity. You can hire female students or recent graduates for the position of administrators who will answer phone calls, receive visitors, schedule classes and solve other organizational issues. Administrators usually work in shifts. At first, you can take on their responsibilities, unless, of course, you intend to conduct the classes yourself.

It is much more difficult to find good teachers. Qualified teachers with extensive experience working in kindergartens or even schools will not be cheap, but the worst thing is that the presence of a diploma of special higher education, certificates, diplomas and other documents do not at all guarantee that your teacher will be able to find a common language with children and will not discourage they have every desire to learn. It also happens that recent graduates of pedagogical faculties turn out to be better teachers who are liked by both children and their parents.

💡 How to advertise a children's development center?

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Educational program MDOUKindergarten "Solnyshko"

p.Spirovo

1. a brief description of DOW. General provisions. _______ page 2

1. Explanatory note________________________________pages 3-6

1. Section No. 1 “Curriculum”__________________________ p. 7-11

1. Section No. 2 “Organization of the regime of children’s stay in an educational institution” _________________________________________ pp. 12-16

1. Section No. 3 “Content of psychological and pedagogical work on children’s mastery of educational areas “Physical Education”, “Health”, “Safety”, “Socialization”, “Work”, “Cognition”, “Communication”, “Reading” fiction», « Artistic creativity", "Music". __________________________________________ p.17-31
2. Section No. 4 “Planned results of children mastering the basic general education program of Preschool education.” _____________________________________________________pages 31-35

BRIEF CHARACTERISTICS OF DOW

Municipal preschool educational institution kindergarten "Solnyshko" is located at the address: Tver region, Spirovo village, st. Dachnaya, no. 1. Next to the kindergarten there is Municipal Educational Institution Secondary School No. 2, Youth KFP "Sputnik", a children's art school. The contingent of pupils is formed at the expense of residents of the village of the Pushkin microdistrict.

MDOU d/s "Solnyshko" was opened in 1975, its founder was the glass factory "Industry". In 1995, the kindergarten was transferred to the balance of MU RONO. The founder of the kindergarten is the administration of the Spirovsky district of the Tver region.

There are 16 teachers working at the Solnyshko Children's Preschool Educational Institution. Of these, 12 are educators, music director, teacher additional education in fine arts, head of physical education, methodologist. 3 teachers have the first qualification category, 3 teachers have the second qualification category, 5 teachers correspond to the position held. 3 teachers have teaching experience of 1-5 years, 4 teachers from 5-10 years, 2 teachers from 10-15 years, 7 teachers have over 15 years. Have a higher education Teacher Education 4 teachers, secondary special pedagogical – 11 teachers.

The operating mode of the preschool educational institution is five days, twelve hours from 7.00 to 19.00.

There are 133 children being educated.

There are 6 groups: 2 early age groups, 4 preschool.

GENERAL PROVISIONS

1.1. The educational program of the MDOU general developmental kindergarten “Sun” was developed on the basis of the following documents:

–2-

Federal state requirements for the conditions for the implementation of the basic general education program of preschool education (Order No. 2151 of July 20, 2011);

Charter of the preschool educational institution Resolution No. 404Pp dated 08.27.10.,

License for educational activities series A No.-289013.

1.2. Educational program – a document defining the content and organization educational process preschool children. The program is aimed at creating conditions for the social situation of the development of preschool children, for their comprehensive personal moral and ethical cognitive development, development of initiative and creativity in various types activities.

EXPLANATORY NOTE

In the preschool educational institution "Solnyshko" in the village of Spirovo OV there are 6 groups staffed in accordance with age standards. The teaching staff of the preschool educational institution works according to a comprehensive general education program for education and training in kindergarten, edited by M.A. Vasilyeva, with children from 1.5 to 3 years old. This program also provides musical and physical education in preschool educational institutions.

To implement the principle of continuity and solve the problem of continuity of preschool and school education from 2 th In the younger group, the preschool educational institution team works according to a comprehensive program for the development and education of preschoolers “Kindergarten 2100”, headed by A.A. Leontyev.

The methodological support of the programs corresponds to the list of methodological publications recommended by the Ministry of Education of the Russian Federation under the section “Pre-school education”.

• physical education and health
• cognitive - speech
• artistic - aesthetic
• social - personal.

Solving the problems of children's development in these areas is carried out in various types of activities of teachers with children. These are playful, productive (visual, constructive), motor, elementary labor, musical, cognitive-research, communicative activities, as well as the perception of fiction and folklore.

All pedagogical process in kindergarten it is based on 2 interrelated parts: joint activity of the teacher with the children; independent activity of children.

Joint activities include:

Direct educational activities (DEA), implemented through the organization of children's activities and corresponding forms of work with children; - Joint activities of adults and children, carried out during routine moments and aimed at solving educational problems

For the free activity of pupils, teachers create a subject-developing educational environment, which ensures that each child chooses activities according to his interests and allows him to interact with peers or act individually.

In the educational process, frontal, subgroup, individual forms of work with children, and work in microgroups are used. They are used depending on the age and level of development of children, the complexity of the program material.

In accordance with the programs, teachers have the opportunity to use the material variably in the classroom, which allows them to develop creativity in accordance with the interests and abilities of each child.

All preschool children are covered by physical education, health and medical services.

Treatment and preventive measures are carried out in accordance with the approved work plan of the kindergarten and clinic.

At the preschool educational institution, additional classes are provided for children in the clubs of the Municipal Educational Institution of Children's Education and Training Center for Youth and Youth at their choice: “Erudites” (speech therapy), “Be Healthy” (health-improving), “The World Through the Eyes of Children” (artistic and aesthetic).

According to sanitary and hygienic requirements and the maximum permissible load, each child covered by additional services attends no more than one circle at the preschool educational institution. The number of children in each circle group does not exceed 12 people.

The kindergarten operates on a five-day work week.

Direct educational activities in age groups are carried out from September 16 to May 20. In September, teachers conduct diagnostics of children’s achievements of the planned results of mastering the Program. In May, final monitoring of the quality of mastering program material is carried out. This makes it possible to see the dynamics of children’s assimilation of program requirements, and then, after analyzing the causes of the gaps, to outline ways to correct them.

In December, 2-week holidays are organized, during whichaesthetic and health-improving events are held (music, sports, fine arts) .

In the summer, sports and outdoor games, sports festivals, excursions are held, and the duration of walks increases.

Goals and objectives of the educational process for the 2013-14 academic year.

Health saving

target:

Ensuring health and a healthy lifestyle.

Task:

To provide conditions for an educational and health space that promotes the formation of the need and motivation to preserve and strengthen the health of children

Educational

target:

Improving the quality of the educational process

Task:

Develop speech and communication skills children in GCD and in individual work with kids

Educational

Target:

Ensure the emotional and moral well-being of students.

Task: Enrich social experience children through the implementation of game projects.

SECTION #1

Syllabus

The curriculum is based on the following documents:

Law of the Russian Federation dated December 29, 2012 No. 273 Federal Law “On Education in the Russian Federation”;

Order of the Ministry of Education and Science of the Russian Federation dated October 27, 2011. No. 2562 “On approval of the Model Regulations on a preschool educational institution”;

Model regulations on a preschool educational institution - Approved by order of the Ministry of Education and Science of the Russian Federation dated October 27, 2011. №2562

Federal state requirements for the structure of the basic general education program of preschool education (order of the Ministry of Education and Science of the Russian Federation No. 655 of November 23, 2009);

Federal state requirements for the conditions for the implementation of the basic general education program of preschool education (Order No. 2151 of July 20, 2011);

Sanitary and epidemiological rules and regulations SanPiN 2.4.1. 3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode in preschool organizations"(approved by the resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26);

Charter of the MDOU kindergarten "Solnyshko".

Explanatory note to the curriculum

For young children from 1.5 to 3 years, direct educational activity is no more than 1 hour and 30 minutes. in Week. The duration of continuous direct educational activity is no more than 10 minutes. Direct educational activities are carried out in the first and second half of the day (8 - 10 minutes each). In the warm season, educational activities are carried out directly on the site during a walk.

The weekly educational load for preschool children is:

In the second younger group (children of the fourth year of life) - 2 hours 45 minutes. ;

In the middle group (children of the fifth year of life) - 4 hours;

IN senior group(children of the sixth year of life) - 5 hours;

In preparatory (children of the seventh year of life) - 7 hours.

Duration of continuous direct educational activity:

For children 4 years of age - no more than 15 minutes;

For children 5 years of age - no more than 20 minutes;

For children 6 years of age - no more than 25 minutes;

For children 7 years of age - no more than 30 minutes.

In the middle of the time allotted for continuous educational activities, physical education minutes are held. Breaks between periods of continuous educational activity are at least 10 minutes.

Direct educational activities with children of senior preschool age (5-7 years) are carried out in the afternoon after naps: 1 time per week in the senior group, 2 times per week in the preparatory group.

Its duration is no more than 25 - 30 minutes a day. In the middle of direct educational activities of a static nature, physical education is carried out. Direct educational activities, which require increased cognitive activity and mental stress of children, are carried out in the first half of the day and on the days of the highest performance of children (Tuesday, Wednesday). To prevent fatigue in children, it is combined with educational activities aimed at the physical, artistic and aesthetic development of children, indicated directly by educational activities with physical education and music classes. Preschool pupils are not given homework.

The curriculum is aimed at the leading goals of the “Kindergarten 2100” and “Program of Education and Training in Kindergarten” programs:

creation of favorable conditions for a child to fully live in preschool childhood, formation of the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, to schooling, ensuring the life safety of a preschooler. Goals are realized in a process of various different types children's activities: play, communication, work, cognitive-research, productive, musical and artistic, reading. To achieve the goals, the following are of paramount importance:

Caring for the health, emotional well-being and timely comprehensive development of each child; creating in groups an atmosphere of humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;

Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

Creative organization (creativity) of the educational process;

Variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;

Respect for the results of children's creativity;

Unity of approaches to raising children in a preschool educational institution and family;

Maintaining continuity in the work of kindergarten and primary schools, eliminating mental and physical overload in the content of education for preschool children, ensuring the absence of pressure from subject teaching. The solution to the identified goals and objectives is achieved through the purposeful influence of the teacher on the child from the first days of his stay in the preschool educational institution.

The content of psychological and pedagogical work on children’s mastery of the educational areas “Health”, “Physical Education”, “Safety”, “Socialization”, “Work”, “Cognition”, “Communication”, “Reading Fiction”, “Artistic Creativity”, “Music” is focused on the diversified development of preschool children, taking into account their age and individual characteristics in the main areas - physical, social-personal, cognitive-speech and artistic-aesthetic. The solution of program educational tasks is provided not only within the framework of direct educational activities, but also during routine moments - both in the joint activities of adults and children, and in the independent activities of preschoolers.

Based on the plan, a grid of direct educational activities has been compiled

SECTION No. 2.

Organization of the stay of children in preschool educational institutions.

To strengthen the health and harmonious development of children, it is important that the daily routine be followed from an early age, maintaining constancy, consistency and gradualness in the implementation of routine processes.

The daily routine of children in preschool educational institutions includes approximately the same types of activities for all groups. Depending on age, only the content and volume of some loads, the duration of sleep and wakefulness change. The main regime processes are clearly defined by program requirements and comply with sanitary and epidemiological rules and regulations.

1. Operating hours during the cold season (September – May)

Regime moments	1ml. group	1ml. group	2ml. group	middle group	senior group	will prepare. Group
Morning reception, games, morning warm-up	7 00 -8 20	7 00 -8 20	7 00 -8 20	7 00 -8 30	7 00 -8 30	7 00 -8 30
	8 20 -8 45	8 25 -8 45	8 20 -8 50	8 30 -8 55	8 30 -8 55	8 30 -8 55
Games, independent activities	8 45 -8 50	8 45 -9 00	8 50 -9 00	8 55 -9 00	8 55 -9 00	8 55 -9 00
GCD (total duration including break)	9 00 -9 20	9 00 -9 20	9 00 -10 00	9 00 -10 10	9 00 -10 30	9 00 -10 50
Lunch	9 40 -9 55	9 40 -9 55	10 10 -10 30	10 15 -10 30	10 30 -10 40	10 50 -11 00
	10 00 -11 30	10 00 -11 30	10 30 -11 50	10 30 -12 10	10 50 -12 30	11 00 -12 35
Preparing for lunch, lunch	11 30 -12 00	11 50 -12 20	12 00 -12 30	12 15 -12 45	12 30 -13 00	12 35 -13 05
Getting ready for bed, sleep	12 00 -15 00	12 30 -15 00	12 30 -15 00	12 45 -15 00	13 00 -15 00	13 05 -15 00
Gradual rise, invigorating gymnastics	15 00 -15 15	15 00 -15 15	15 00 -15 15	15 00 -15 25	15 00 -15 25	15 00 -15 25
Afternoon snack	15 15 -15 30	15 15 -15 30	15 15 -15 30	15 25 -15 40	15 25 -15 40	15 25 -15 40
Individual work, clubs, educational activities	15 30 -16 15	15 30 -16 15	15 30 -16 20	15 30 -16 30	15 30 -16 30	15 30 -16 30
Preparing for a walk, walking, returning from a walk	16 15 -17 00	16 15 -17 00	16 20 -17 00	16 30 -17 00	16 30 -17 00	16 30 -17 00
Joint activities taking into account the integration of educational fields, Dinner, independent activities, going home	17 00 -19 00	17 00 -19 00	17 00 -19 00	17 00 -19 00	17 00 -19 00	17 00 -19 00

2. Operating hours during the warm season (June – August)

Regime moments	1 ml. Group	1ml. group	2ml. group	middle group	senior group	will prepare. Group
Morning reception, games, morning exercises (on air)	7 00 -8 20	7 00 -8 20	7 00 -8 15	7 00 -8 20	7 00 -8 25	7 00 -8 30
Preparation for breakfast, breakfast	8 20 -8 50	8 20 -8 50	8 20 -8 50	8 30 -9 00	8 30 -9 00	8 35 -9 00
Games, lunch	8 50 -9 30	8 50 - 9 30	8 50 -9 30	9 00- 9 30	9 00- 9 30	9 00- 9 30
	9 30 -11 15	9 30 -11 15	9 30 -11 15	9 30 -11 35	9 30 -12 15	9 30 -12 15
Return from a walk, water procedures	11 15- 11 30	11 15- 11 30	11 15- 11 40	11 15- 12 00	12 15- 12 30	12 15 12 30
Preparing for lunch, lunch	11 40 -12 10	11 40 -12 10	11 50 -12 10	12-12 30	12 30 -13 00	12 35 -13 05
Getting ready for bed, sleep	12 10 -15 10	12 10 -15 10	12 10 -15 10	12 30 -15 10	13 00 -15 10	13 05 -15 10
Raising children	15 10 -15 15	15 10 -15 15	15 10 -15 15	15 10 -15 15	15 10 -15 15	15 10 -15 55
Afternoon snack	15 15 -15 30	15 15 -15 30	15 15 -15 30	15 15 -15 30	15 15 -15 30	15 15 -15 30
Preparing for a walk, walk	15 30 -16 45	15 30 -16 15	15 30 -16 50	15 30 -17 00	15 30 -17 00	15 30 -17 00
Return from a walk, dinner	16 45 -17 15	16 45 -17 15	16 50 -17 20	17 00 -17 30	17 00 -17 30	17 00 -17 30
Walk, go home	17 30 -19 00	17 30 -19 00	17 30 -19 00	17 30 -19 00	17 30 -19 00	17 30 -19 00

Physical education and health activities are actively used in the educational process:

Events	Implementation period	Responsible
Morning exercises	Daily	educators,
Physical education classes	2 times per week	head of physical culture
Outdoor physical education	1 time per week	Educators
Walk	Daily	Educators
Physical education minutes	Daily	Educators
Finger gymnastics	Daily	Educators
Articulation gymnastics	Daily	Educators
Invigorating gymnastics after sleep	Daily	Educators
Physical education holidays	2 times per year	head of physical education
Physical education	1 time per month	Educators
Maintaining seasonal clothing for children while outing	Daily	Educators
Maintaining temperature during the day	Daily	Manager
Walking barefoot (barefoot) along ribbed paths after sleep, during physical education and music classes)	Daily	head of physical education
Air baths in lightweight clothing	Daily	Educators
Sleep without shirts	Daily	Educators
Extensive washing	Daily	Educators
Breathing exercises, including sound breathing	Daily	head of physical education
Relaxation (use calm classical music, sounds of nature).	Daily	head of physical education
Health games by A. S. Galanova	Daily	head of physical education

Traditional preschool events held annually together with parents, children, and teachers.

• Day of Knowledge
• Autumn
• Mothers Day
• New Year's ball
• February 23

• Maslenitsa
• April Fool's Day
• March 8
• Victory Day
• Open Day
• Prom
• Summer day
• Kindergarten birthday.
• Health Day

Additional educational services.

Development direction	Free services	Circle insertion mode
Sports and recreation	"Be Healthy" Club	Monday Wednesday 15.30 16.00
Artistic and aesthetic	“The world through the eyes of children” (art activity)	Wednesday Thursday 15.30 16.00
Cognitive-speech	"Erudites" (speech therapy)	Tuesday Thursday 15.30

SECTION No. 3

" Physical Culture"

Early age

From 1.5 to 2 years. Create conditions that encourage children to be physically active; promote the development of basic movements. Learn to walk in a straight direction while maintaining balance; crawl up, climb over; push objects away when thrown and rolled.

From 2 to 3 years. Develop the ability to maintain a stable body position and correct posture. Learn to walk and run, changing direction. Learn to crawl and climb, act with the ball in a variety of ways. Learn to jump on two legs in place, moving forward, pushing off from a standing position with both legs.

Second junior group (from three to four years)

Learn to walk and run freely, coordinating the movements of your arms and legs. Learn to jump, pushing off energetically and landing softly. Practice crawling and climbing, throwing and pushing objects while rolling and catching. Learn to act together, at a common pace for everyone. Practice maintaining balance and correct posture. Learn to ride a sled and ride a tricycle.

Average age (four to five years)

Develop and improve children's motor skills. Strengthen the ability to walk and run with coordinated movements of the arms and legs. Learn to crawl, crawl, crawl, climb over objects. Strengthen the ability to take the correct starting position when throwing, hit the ball on the ground with your right and left hands. Learn to jump over a short rope. Teach formations and changes. Learn to correctly take starting positions when performing general developmental exercises. Learn to play a leading role in outdoor play and follow the rules. Develop physical qualities: speed, agility, endurance.

Older age

(five to six years)

Improve the motor skills of children. Strengthen the ability to walk and run easily, energetically pushing off from support. Learn to run a race, overcoming obstacles. Learn to climb a gymnastic wall by changing the pace. Learn to jump long and high from a running start. Learn to combine a swing with a throw when throwing, throw and catch the ball with one hand, hit it with your right and left hands on the spot and lead while walking. Learn to ride a two-wheeled bicycle. Teach elements of sports games, games with elements of competition. Get used to helping prepare and clean sports equipment. Maintain interest in various sports, provide some information about the sporting life of the country.

(Six to seven years old)

Form the need for daily physical activity. To develop the ability to maintain correct posture in various activities. Improve the technique of basic movements, achieving naturalness, ease, accuracy, and expressiveness in their execution. Continue to practice static and dynamic balance, develop coordination of movements and orientation in space. Continue to teach how to independently organize outdoor games, invent your own games, game options, and combine movements. Maintain an interest in physical education and sports.

" Health"

Healthy image life at every age requires compliance with all hygiene standards in the selection of furniture and equipment, light and temperature conditions, rational organization of the daily routine.

Early age

Strengthen and preserve the health of children. Develop movements while learning various forms of motor activity. Prevent children from becoming tired. Get used to staying indoors in lightweight clothing. Ensure that they stay in the air for a long time. Cultivate interest and desire to participate in outdoor games and physical exercises while walking.

Teach, with the help of an adult, to wash your hands and dry yourself with a personal towel; bring yourself into

order, use individual items. Encourage independence while eating. Teach dressing and undressing procedures.

Younger age

An important role in preserving the health of children belongs to the mental state and well-being of children. Positive emotions create a joyful mood and increase the child’s activity. Teach children to take care of their things, use personal hygiene items as needed, teach the skills of careful eating, the ability to use a spoon, fork, and napkin. Enrich motor experience with various types of physical exercises and outdoor games. Attract to collective forms organization of motor activity.

Average age

Develop a positive attitude towards the processes of washing, dressing, putting one’s clothes in order appearance; concept of food culture. Children must learn a number of rules of behavior at the table (hold a spoon and fork correctly, do not crumble bread, eat carefully, do not talk without chewing food, use a napkin, say thanks after eating). Develop the ability to correctly perform basic movements, develop elements of arbitrariness, promote natural the process of development of coordination and orientation in space.

Older age

To promote the formation of sustainable cultural and hygienic habits, to encourage them to willingly and gladly follow the rules. When eating, learn to be neat and clean. To develop fine motor skills of the hands, use finger gymnastics visual activities, various graphic exercises. To teach people to take care of their health and the health of others, to form basic ideas about what is harmful and what is useful and why. To provide knowledge about the health benefits of physical education.

"Safety"

Early age

Teach children to say their name and the names of their relatives. Learn to recognize

your group, navigate the group’s premises, the site. Form interest in natural objects, a friendly attitude towards living beings, emotional responsiveness to communication with them. Teach basic norms and rules of behavior in the environment. Younger age

Teach children to take care of their health and monitor their well-being. To teach caution when meeting animals, to warn about the properties of poisonous plants, to develop an understanding of some dangerous liquids, fire, substandard products, and medications. Learn how to behave correctly when meeting strangers. Learn to distinguish between the roadway, sidewalk, and the meaning of traffic lights. Take part in environmental protection as much as possible.

Average age

Form age-appropriate ideas about protecting your health. Introduce the basic rules of behavior in case of illness. Learn as you adapt to life situations, protect yourself from possible injuries, bruises, falls, learn to anticipate possible danger, find ways to avoid it. Teach not to leave the kindergarten territory without the permission of the teacher. About Remind the name of the village in which they live, the name of the street. Teach the rules of behavior on the street when crossing roads and intersections.

Older age

Developing in children independence, responsibility and understanding of the meaning of correct behavior. To form an idea of ​​the relationship between nature and man and the influence environment to your health. Teach simple first aid techniques to peers extreme situations. Learn to navigate the roads and follow the rules. Learn to ask for help from a police officer if necessary.

"Socialization"

Early age Form prerequisites role-playing game, develop the ability to play next to, and then together with, peers. Build experience of behavior among peers

Cultivate a feeling of sympathy for peers, love for parents and loved ones. Remind them of the name of the village in which they live, the name of the street.

Younger age

Expand ideas about objects, events and phenomena of the surrounding world, which can then be reflected in the game. Encourage initiative in the development of individual, pair and group games. Create conditions for children to be active during the day. Learn to identify external signs differences and similarities between yourself and your peers, talk about your preferences. Develop the ability to recognize the emotional states of yourself and others. Form a friendly attitude towards others, teach politeness. Introduce the sights of your village

Average age

Development of plots and themes of games. Formation of skills to establish various role relationships and conduct dialogue. Stimulate children's play independence and creativity. Arouse children's interest in each other, promote their rapprochement. Help you understand the inner world of feelings and states, learn to analyze and manage them. Learn to understand the reasons for your own actions. Cultivate love for native land, introduce the names of the streets where children live. Give accessible ideas about public holidays.

Older age

Enrichment of plotting skills. Develop the ability to coordinate your actions with the actions of your game partners and follow the game rules. Stimulate initiative and creativity. Learn to talk about your hobbies, experiences, and friends. Continue work on the development of the emotional and sensory sphere of children. Teach the solution conflict situations. Deepen knowledge about Russia, introduce the flag, coat of arms and anthem. Expand knowledge about public holidays.

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"Work"

Early age

Involve in performing simple work activities together with an adult and under his control. Expand the circle of observations of the work of adults.

Younger age

Continue teaching self-care skills. Encourage to provide assistance to adults, to cultivate a caring attitude towards the results of their work. To cultivate a desire to participate in caring for plants in a corner of nature and on the site. Continue to cultivate respect for people of familiar professions.

Average age

Continue to expand children’s understanding of adult work and different professions. Foster a positive attitude towards work and a desire to work. Learn to carry out individual and collective assignments. To develop the ability to complete a task started, the desire to do it well. Explain to children the importance of their work.

Older age

Introduce children to professions related to the specifics of their native village. Foster respect for working people. Foster the need to work. Teach children to diligently and carefully carry out instructions and take care of materials and objects. Cultivate the desire to be useful to others, to enjoy the results of work.

"Cognition"

Early age

Improve children's perception, the ability to actively use touch, vision, and hearing. Continue work to enrich children’s direct sensory experience in various activities. Help them examine objects, highlighting their color, size, shape. Familiarize yourself with the names of objects in your immediate environment. Learn to navigate in your group’s premises, on the site. To develop interest in natural objects.

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Younger age

Give clear ideas about objects in the immediate environment, necessary for their adequate use in a variety of activities. Ensure a gradual transition from objective perception to the simplest sensory analysis. Learn to peer, admire natural phenomena, plants and animals; show a caring attitude towards them. Develop the ability to produce the simplest

calculations, build elementary chains of reasoning, recognize geometric shapes in objects of the surrounding world. To form cognitive motivation for mathematics. Develop attention, memory, variability of thinking.

Average age

Expand knowledge about the immediate environment, learn to establish more complex connections and relationships, essential characteristics. Learn to use all the simplest methods of sensory analysis. Continue to form ideas about the flora and fauna, natural phenomena. Learn to navigate on a plane and in time; compare objects by length, width, thickness; simulate real and abstract objects from geometric shapes in the form of an application; correlate substitute items with the number of items in a given group; distinguish objects from a group based on common characteristics.

Older age

Reveal to childrenessential features of objects, promote the development of methods of cognition and types of intellectual activity, develop observation, a research approach to the surrounding reality. Form generalized ideas based on identifying characteristic and essential features of natural objects. Expand your understanding of the flora and fauna in different parts of the planet. Learn to establish spatial-temporal relationships; combine groups into a whole, isolate a part from the whole, compose mathematical stories, be able to continue a given pattern.

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"Communication"

Early age

Promote the development of speech as a means of communication. Accustom to listen carefully and hear the teacher. Develop understanding of speech and activate vocabulary. Promote the use of learned words in independent speech. Practice clearly pronouncing isolated vowels.

Younger age

Develop cognitive speech activity. Create conditions for the development of speech skills associated with these types of speech

activities like speaking, listening, reading. Practice correct sound pronunciation. Develop fine motor skills hands with the help of articulatory gymnastics, finger games.

Average age

Enrich active and passive vocabulary. Intensively shape grammatical structure speech. Develop coherent speech skills based on the child’s speech experience. Develop phonemic awareness. Work on mastering the norms of sound pronunciation.

Older age

Learn to participate in a collective conversation: ask questions, answer them, giving reasons for the answer; talk about an event or phenomenon in a consistent and logical manner that is understandable for the interlocutor. Learn to retell the text in detail using visual support; compose an oral story based on a picture, a series of plot pictures. Teach sound-syllable analysis of words. Develop fine motor skills (shading, tracing).

"Reading fiction"

Early age

Learn to listen to poems, fairy tales, stories that are accessible in content. When reading again, pronounce words and small phrases. Look at illustrations in familiar books together. Read poetry with the help of an adult.

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Younger age

Learn to listen to works of different genres; participate in a joint discussion of what you have heard. Develop the ability to tell stories and dramatize familiar works. Promote interest in the book.

Average age

Learn to look at a book yourself and comment on what you see. To develop the ability to dramatize fairy tales and familiar works. Continue to teach how to listen carefully to works, perceive correctly, and empathize with the characters. Continue to work on generating interest in the book. Review the books you read together and comment on what you see.

Older age

Encourage them to take part in a discussion of what they read about moral and other problems, about the expressiveness of the text, its sound, and the unusualness of the plot. Teach recitation, recitation individually, in pairs, in a group. Learn to recognize and name some literary genres. To develop an interest in adventure and scientific literature.

"Artistic creativity"

Early age

Develop interest in the environment: draw their attention to how clean, beautiful, bright the room they play and study in, how many bright, elegant toys there are in it. While walking, look at the plants and equipment of the site. Arouse interest in activities with pencils, felt-tip pens, brushes and paints, plasticine. Form the idea that they draw with pencils, paints, felt-tip pens, and sculpt with plasticine. Lead to the image of familiar objects, providing freedom of choice of content. Learn to sculpt simple objects.

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Younger age

Prepare to perceive works of art and isolate them from the surrounding reality. To introduce elementary means of expressiveness in different types of art (color, shape, movements, gestures), to introduce the difference between different types of art through artistic image. Develop an interest in works of folk art, see the beauty of seasonal changes in nature and objects of the surrounding reality. Learn to depict individual objects, plots that are simple in composition and uncomplicated in content; choose colors; Use pencils, markers, brushes and paints correctly. Learn to sculpt objects from several parts. In applique, create objects from ready-made forms.

Average age

Continue to develop aesthetic perception, imagination, aesthetic feelings, artistic and creative abilities, the ability to examine and examine objects. Develop independence, activity, creativity. Enrich ideas about art (illustrations for works of children's literature, reproductions of paintings, folk decorative arts, small sculptures.) Continue to develop the ability to create collective works.

Older age

To form a sustainable interest in visual arts. Continue to develop figurative aesthetic perception, figurative ideas, form aesthetic judgments; learn to argue and evaluate created images in detail. Foster independence; teach to actively and creatively use previously learned methods of representation in drawing, modeling, and appliqué. Learn to draw from life. Continue to develop an interest in art. To consolidate knowledge about art as a form of creative activity of people, about types of art. Develop artistic perception, thinking, memory, speech, imagination.

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"Music"

Early age

Cultivate an interest in music, a desire to listen to music and sing along, and perform simple dance movements. Learn to listen carefully to calm and cheerful songs; understand and respond emotionally to the content. Encourage children to be active by singing along and singing. To form the emotionality and imagery of music perception through movements, the ability to perceive and reproduce movements shown to adults.

Younger age

Cultivate emotional responsiveness to music. Introduce three musical genres: song, dance, march. Promote the development of musical memory, develop the ability to recognize familiar songs, feel the character of music, react to it emotionally. Promote the development of singing skills. Improve the quality of dance movements.

Average age

Continue to develop children’s interest in music, the desire to listen to it, and evoke emotional responsiveness when perceiving it musical works. Enrich musical impressions, contribute to the further development of the foundations of musical culture. To teach expressive singing, to develop the ability to sing in a drawn-out, agile, coordinated manner. Teach rhythmic movements in accordance with the nature of the music.

Older age

Continue to introduce children to musical culture. Cultivate artistic taste , conscious attitude towards the national musical heritage and modern music. Improve pitch, rhythmic, timbre and dynamic hearing. Continue to enrich children’s musical experiences and evoke a vivid response when perceiving music of a different nature. To promote the further formation of the singing voice and the development of movement skills to music.

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A list of teaching aids necessary for the implementation of the educational process.

The choice of general education programs corresponds to the type and category of preschool educational institution and is determined by the social order of parents (legal representatives), taking into account regional conditions.

The program “Kindergarten 2100” was chosen by the educational institution to implement the continuity of preschool education.

Comprehensive general education programs implemented in preschool educational institutions are aimed at the harmonious development of the child’s personal qualities, self-awareness of his capabilities and individual characteristics, the ability to communicate and cooperate with adults and peers, mastery of the basics of physical education and a healthy lifestyle, readiness for schooling.

The content of the educational process at the MDOU d/s “Solnyshko” is determined by:

1. A comprehensive program for the development and education of preschool children “Kindergarten 2100”.

Methodological support.

1. Buneev R.N., Buneeva E.V., Kislova T.R. On the way to ABC. A guide to speech development for children 3-4 years old (“Forest Stories”); 4-5 years old (parts 1,2), on speech development and preparation for learning to read and write for children 5-6 years old (parts 3,4).

Kislova T.R. On the way to the ABC: Methodological recommendations for the manual for

for the little ones “Forest stories” for parts 1-2 and 3-4.

2. Buneev R.N., Buneeva E.V., Pronina E.V. Our copybooks: A guide to preparing for learning to write for children 5-6 years old (parts 1,2).
3. Vakhrushev A.A., Kochemasova E.E. Hello world! (for the little ones), Hello, world!: The world around us for preschoolers (parts 1,2)

Vakhrushev A.A., Kochemasova E.E., Akimova Yu.A. Hello world!:

4. Korepanova M.V., Kozlova S.A. My math. A manual for introduction to mathematics (part 1-3).

Korepanova M.V., Kozlova S.A., Pronina O.V. My math. Methodical

5. Maslova I.V. Application: Manual for preschoolers (part 1-3).
6. O.V. Chindilova, A.V. Badenova: A manual for preschoolers “Our books”

(Part 1-2)

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7. I.V.Maslova “Modeling” part 1 -3 hours.

Visual aids.

1. Speech development. A manual for preschoolers. Appendix to the notebook “On the Road to the ABC” (parts 1,2,3,4) / Comp. Buneev R.N., Buneeva E.V., Kislova T.R.
2. A set of visual aids for preschoolers. The world around us (parts 1,2) / Comp. HER. Kochemasova, A.A. Vakhrushev.
3. Visual and handout material for preschoolers (cards). Benefit to

notebooks “On the Road to the ABC” and “Hello, World!” (Part 1-11)/ Comp. R.N.Beneev, E.V. Buneeva, A.A. Vakhrushev, E.E. Kochemasova.

4. Kislova T.R., Vishnevskaya M.Yu. Speech leisure activities. Allowance for preschool educational institutions (parts 1-8)

5. Cards for sound and syllabic analysis of words. Manual for preschoolers 5-6 years old / comp. Buneev R.N., Buneeva E.V., Kislova T.R.

2. A comprehensive program of education and training in kindergarten, edited by M.A. Vasilyeva.

Methodological support.

1. “Lesson on speech development in 1st junior group” V.V. Gerbova, A.I. Maksakov.
2. L.N. Pavlova “Introducing the baby to the world around him.”
3. S.Ya. Laizana "Physical education for kids."
4. Z.V. Lishtvan “Design in kindergarten”.
5. L.V. Kutsakov “Classes on designing from building material in the middle group."
6. L.V. Kutsakova “Classes on designing from building materials in the senior group.”
7. L.N. Eleseeva “Anthology for little ones”
8. R.N. Zhukovskaya, L.A. Pelevskaya "Anthology for young children."
9. M.K. Bogolyubskaya, A.L. Tabenkin "Anthology of Children's Literature"

10.S.N. Teplyuk "Activities for a walk with kids."

11.L.I. Penzulaeva Physical education classes for children 3-7 years old

12. V.G. Frolova " Physical activities, games and exercises while walking"

13. T.S. Komarova “Classes in visual arts in kindergarten”

14. T.G. Kazakova “Develop creativity in preschoolers”

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15.T.S. Komarova “Classes in visual arts in kindergarten”

16. D.N. Koldina “Drawing with children 4-5 years old”

17.I.A. Lykova “Visual activities in kindergarten: planning, notes, methodological recommendations” Preparatory group

18.I.A. Lykova “Visual activities in kindergarten: planning, notes, methodological recommendations” Middle group

19.I.A. Lykova “Visual activities in kindergarten: planning, notes, methodological recommendations” Senior age.

20.I.A. Lykova “Visual activities in kindergarten: planning, notes, methodological recommendations Young age

21.M.B.Zatsepina “Musical education in kindergarten” program and methodological recommendations.

22.M.A. Davydov “Musical education in kindergarten”

23. T. Lomova “Music in kindergarten”

24. E. Sopovina “Songs of the round dance game” E. Kvitnitskaya “Songs in younger groups”

25. S. Preobrazhenskaya “Music in kindergarten”

26.L.Zh.Komisarova “Music classes in kindergarten”

27. A. Filippenko “Songs, dances, round dances”

Visual - didactic aids.

Series “The World in Pictures”

• water transport
• automobile transport
• Appliances
• berries
• Pets

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• poultry
• animals of hot countries
• animals of the middle zone
• trees and leaves
• dishes
• vegetables
• fruits
• space
• Filimonovskaya toy
• Gorodets painting
• Kargopol toy
• Dymkovo toy
• Khokhloma

SECTION No. 4.

Planned results of children mastering the basic general education program

Intermediate results

2. of the year

• Walking improvesand main types of movements
• Shows independence in object-based play activities and self-service
• Has little experience in relationships with peers
• Pronounces sentences of 2-3 words
• Able to understand words denoting household items, their purpose, color, size, location

3 years

• Focuses on the immediate environment
• Knows the basic rules and regulations
• Uses speech as a means of communication with adults and peers

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• Emotionally responsive to music, understandable works of fine art and literature
• Shows his own artistic activity
• Independently performs play actions with objects

4 years

• Knows basic personal hygiene products
• Able to hear, understand and answer adult questions
• Is an active participant in understanding the world around us through observing it
• Has high emotional responsiveness
• Possesses the necessary technological techniques of visual arts
• Has basic understanding of kindness, responsiveness, mutual assistance, friendliness, attention to adults and peers

5 years

• Performs self-service processes independently
• Participates in joint labor activity until you get the result
• Creatively uses motor skills in independent motor activities and outdoor games
• Can find an emotionally justified way out of the circumstances that have arisen
• Has basic information about the immediate social environment
• Able to operate in the mind with ideas about connections and relationships between objects and events
• Has an understanding of the rules and forms of cultural and friendly attitude towards people

6 years

• Has ideas about objects and phenomena of the surrounding reality; knows how to analyze and compare their essential characteristic features

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• Shows artistic and creative abilities in various types of artistic activities
• The prerequisites for educational activities are being formed
• Shows dedication to achieving the final result
• Possesses basic cultural and hygienic skills and basic rules of a healthy lifestyle
• Emotionally responsive and friendly to others
• Owns dialogical speech and constructive ways of interacting with children and adults
• Has experience of self-knowledge

Final results

Preschool kindergarten "Solnyshko" offers the following graduate model.

Our graduate:

• emotionally well-off personality with developed creative abilities;

• has an aesthetic perception of the world;

• has developed cognitive abilities;

• knows how to navigate the world around him;

• has social experience;

• able to adapt to new living conditions;

• has an idea about his health and takes care of it;
• has a motor and hygienic culture of behavior;

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• shows initiative, independence, responsibility in all types of activities;

• masters the culture of verbal communication;

• capable of volitional regulation of behavior.

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What programs are there?
Programs can be comprehensive or partial. Comprehensive programs include all the main areas of child development: physical, intellectual, moral, social, aesthetic. And partial - one or more of the directions. As a rule, a kindergarten takes one of the comprehensive programs as a basis, but there are also kindergartens that have strong teaching teams that combine a comprehensive program with partial ones, adding their own pedagogical ideas.

Until 1991, there was only one comprehensive program - Standard. It was precisely according to it that all Soviet kindergartens worked strictly, and thanks to it, our preschool education system was recognized as the best in the world. However, the Model Program greatly limited the creativity of teachers, did not allow an individual approach to each child, and its content did not correspond to the rapid changes in our society. Therefore, in 1991, it was allowed not only to make changes to it, but also to create complex, “with variations,” and original programs.

By the way, the Standard Program, created by a team of the best domestic teachers and psychologists, is still “alive”. It has been reprinted many times, and adjustments have been made to suit the modern requirements additions. Many kindergartens still use it today. In particular, this program is very popular in Japan.

An educational program is a document that defines the content of the educational process in kindergarten. It takes into account everything: the goals and objectives of teachers’ work with children, the main directions and forms of work, the organization of the environment in which the child is, the amount of knowledge, skills and abilities that the child must master before school. Each program also contains a set methodological recommendations. However, according to the Law of the Russian Federation, only those programs that comply with the state educational standard and on the basis of this are approved and recommended for work in kindergartens by the Ministry of Education have the right to be called a document.

Overview of comprehensive programs

The first program we'll talk about is called "Rainbow".

The team of authors are employees of the laboratory of preschool education of the Institute of General Education of the Ministry of General and vocational education RF. The program was developed under the guidance of K.P. n. T.N. Doronova.

Work on it has been carried out since 1989 by order of the Russian Ministry of Education.

Where does this name come from? The authors named their program, figuratively comparing it with a real rainbow: seven the most important species activities of children and activities during which the child’s upbringing and development occurs. We are talking about: physical education, games, fine arts (based on familiarity with folk arts and crafts), design, music and plastic arts classes, classes on speech development and familiarization with the outside world, mathematics.

One of the main ideas of the program is to create a “search” developmental environment in all areas of the kindergarten. It is believed that, having a naturally inquisitive mind, the baby will “get to the bottom” of the goal, then strive for new achievements.

The main idea of ​​the program is that preschool childhood is a unique period in a person’s life. The authors emphasize that in no case should you put pressure on a child by imposing alien ideas on a preschool child. school uniforms training. But it’s worthwhile, relying on the child’s natural abilities, to form his ideas about the world around him through play. The authors of the program pay special attention to the mental and artistic development of children.

Program "Gifted Child" developed by the same team of authors as “Development”. This is a kind of “variation” of the previous idea, but intended to work with children six to seven years old who have high level mental development. The program is also aimed at developing the artistic abilities of such kids.

The authors of the program “Kindergarten - a house of joy” - Ph.D. N.M. Krylov and V.T. Ivanova, innovative teacher. The “House of Joy” is based on the principle of interaction between parents, educators and children. The specificity of the program is that the teacher does not work according to a plan, but according to scenarios developed by the authors for a 12-hour working day. Every day in such a garden is a small performance for a child, where each child plays his or her role. The goal is to cultivate individuality in the child.

In each age group, special attention is paid to the development of those activities that require maximum independence from the child: self-service, household work, games, productive activity, communication.

"Origins"- one of the most popular programs in modern gardens.

Authors' team - research fellows Center "Preschool Childhood" named after. A.V. Zaporozhets. It was developed by order of the Moscow Department of Education as a basic development program for preschoolers. It is based on many years of psychological and pedagogical research conducted under the leadership of Academician A.V. Zaporozhets. And takes into account current trends in the development of domestic preschool education. The program allows the teacher to find an individual approach to each child.

The goal is the diversified development of the child, the formation of his universal, including creative, abilities. As well as preserving and strengthening the physical and mental health of children.

It is aimed at revealing the individual qualities of the child and helping him adapt to society. The peculiarity of the program is that all types of activities: various activities, communication with adults and peers, play, work, experimentation, and theatrical performances are very closely intertwined. This allows the child not only to remember knowledge that is separate from each other, but to quietly accumulate a variety of ideas about the world, master all kinds of knowledge, skills and abilities, and comprehend his capabilities. The program includes four main blocks: “Knowledge”, “Humanite attitude”, “Creation”, “Healthy lifestyle”.

"From childhood to adolescence"- this is what the team of authors under the leadership of Ph.D. called their program. T.N. Doronova.

The program is conceived and developed for parents and teachers raising children from 4 to 10 years old. Its fundamental difference from others is that it provides for a close relationship between the child care institution and the family in all areas of the child’s personality development.

Another program - "School 2100". Scientific supervisor and author of the idea - A.A. Leontyev. Authors - Buneev, Buneeva, Peterson, Vakhrushev, Kochemasova and others.

The main idea is the implementation of the principle of lifelong education and continuity between preschool education, primary and secondary schools.

Partial programs
program TRIZ invented by G.S. Altshuller. TRIZ stands for the theory of solving inventive problems.

Its goal is not just to develop the child’s imagination, but to teach him to think systematically, to make sure that the child understands the process and delve into it. The teacher in this program does not give children ready-made knowledge, does not reveal the truth to them, but teaches them to comprehend it on their own, awakening interest in knowledge.

The “Young Ecologist” program was developed by Ph.D. S.N. Nikolaeva.

It is aimed, as the name suggests, at introducing preschoolers to nature, environmental education and development. Teachers, using this program, try to instill in children ecological culture, the ability to observe and draw conclusions from one’s observations, to teach to understand and love the surrounding nature.

“I am a man” was developed by Professor, Doctor of Pedagogical Sciences. S.A. Kozlova. The program is based on introducing the child to the social world. With its help, it is possible to develop in a child an interest in the world of people and himself, to begin the formation of a worldview, the creation of his own “picture of the world.”

The team of authors under the leadership of R.S. Bure, Doctor of Pedagogical Sciences, professor of the Department of Preschool Pedagogy at Moscow State Pedagogical University, created the “Friendly Children” program. It is based on the education of humane feelings and relationships between preschool children.

Another program is “Heritage”, developed by Ph.D. M. Novitskaya and E.V. Solovyova, is based on introducing children to traditional Russian culture.

The main goal of the program “Fundamentals of Safety for Preschool Children” is to stimulate the development of independence and responsibility for their behavior in preschool children. The program also teaches children how to react correctly in various life situations, including dangerous and extreme ones. Authors: Ph.D. N.N. Avdeeva, Ph.D. in psychology O.L. Knyazeva, Ph.D. in psychology R.B. Styorkina. The same team of authors created a wonderful program for socio-emotional development “I, You, We”.

This program allows every child to open up, learn to manage their emotions and understand emotional condition those around you.

The program “Preschooler and... Economics” was invented by Ph.D. HELL. Shatova.

Its goal is to teach children to understand and appreciate the world, respect people who know how to work well and earn their living. And in addition, understand at a level accessible to a preschooler the interrelation of the concepts “labor - product - money”. The program is designed for children of senior preschool age.

In “Golden Key” the pedagogical process is built on a family principle.

The lives of children are filled with successive events, which makes an emotional impression on the child and resonates in his soul. Authors: Ph.D. G.G. Kravtsov, Ph.D. in psychology HER. Kravtsova.

The team of authors of the Nizhny Novgorod Humanitarian Center under the leadership of the candidate of pedagogical sciences G.G. Grigorieva developed the “Krokha” program. This is a program for the comprehensive development and education of children under three years of age. Its goal is to help parents realize the intrinsic value and special significance of the early period of a person’s life, to provide assistance in understanding their own child, in finding and choosing adequate ways and means, and methods of education.

Our consultant: Anastasia KUZNETSOVA, educational psychologist