Guidelines for preschool educational organizations. Guidelines for teachers of preschool educational organizations
Application No. 1to the letter from the Department of Education
No. DO-1913-04-07 dated March 25, 2015
Department of Education of the Administration of the Vladimir Region
State autonomous educational institution of additional vocational education Vladimir region "Vladimir Institute for the Development of Education
named after L.I. Novikova"
The main approaches to the psychological and pedagogical support of the introduction of the federal state educational standard preschool education
Guidelines For
preschool teachers educational organizations
L.N. Prokhorova. The main approaches to the psychological and pedagogical support of the introduction of the federal state educational standard for preschool education. Methodological recommendations for teachers of preschool educational organizations / L.N. Prokhorova, head of the department of preschool education VIRO, candidate of pedagogical sciences, associate professor, psychologist of the highest qualification category - M .: Vladimir Institute for the Development of Education, 2015.
The proposed methodological recommendations are addressed to various subjects of educational relations: heads of preschool educational organizations, teachers of all categories and temporary creative teams involved in the design and creation of a system of psychological and pedagogical support for the introduction of the federal state educational standard for preschool education
The introduction of the GEF of preschool education led to and changing the paradigm of pedagogical education and turning it essentially into psychological and pedagogical education, which means the need to develop a system of psychological and pedagogical support that will allow professional activity positive socialization, personal development, development of initiative, creative abilities of preschool pupils.
The system of psychological and pedagogical support for the introduction of the federal state educational standard for preschool education is being developed by the teaching staff of the preschool educational institution in order to ensure equal opportunities for each child in receiving high-quality preschool education, taking into account the characteristics of the teaching staff and the requests of the parent community (based on monitoring results).
Psychological and pedagogical support – it is a holistic, systematically organized activity, during which socio-psychological and pedagogical conditions are created to ensure the full development of the personality of children in all major educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and towards other people.
In the dictionary of the Russian language S.I. Ozhegov's accompaniment is interpreted as follows - "to follow along with someone, being nearby, leading somewhere or following someone" (S.I. Ozhegov, 1990). The use of accompaniment is dictated by the need to integrate the processes of provision, support, protection, assistance, and also in order to emphasize the independence of the subject in decision-making. The analysis of scientific literature suggests that the essence of pedagogical support is considered and understood in the following meanings: as a system of pedagogical actions; as a set of measures of a different nature; as a purposeful process; as pedagogical technology.
The following stages of psychological and pedagogical support are distinguished (T.V. Anokhina):
Diagnostic: involves the discovery of the problems of the accompanied, his awareness of their significance and the desire to solve them.
Search: joint with the accompanied search for causes and solutions.
Design: building contractual relations between the teacher and the escort in order to move towards solving the problem.
Activity: complementary activities of the teacher and the escort, where the escort himself mainly acts.
Reflective: analysis joint activities on solving the problem, discussing the results obtained, ways to solve the problem.
Tasks psychological and pedagogical support:
Systematic level assessment individual development children, associated with the evaluation of the effectiveness of pedagogical actions.
Creation of socio-psychological conditions for the disclosure of cognitive, creative abilities of pupils and its successful development in children's activities.
Organization of assistance to children with special educational needs (including problems in psychological development and learning).
Psychological and pedagogical support for preschool teachers and parents of pupils
The development of a system of psychological and pedagogical support, as well as the organization of all work on its implementation, should be based on scientific validity, consistency, age and sociocultural adequacy, information security and practical expediency.
Regulatory Framework development of a system of psychological and pedagogical support are the following documents of the federal and regional levels:
Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”;
Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education" (registered with the Ministry of Justice of the Russian Federation on November 14, 2013, No. 30384);
Order of the Ministry of Education and Science Russian Federation(Ministry of Education and Science of Russia) dated August 30, 2013 N 1014 Moscow "On approval of the Procedure for organizing and implementing educational activities in the main general educational programs - educational programs of preschool education"
Order of the Ministry of Education and Science of the Russian Federation of April 8, 2014 No. 293 "On approval of the Procedure for admission to study in educational programs of preschool education" (registered with the Ministry of Justice on May 12, 2014, No. 32220, entered into force on May 27, 2014);
Order of the Ministry of Labor and Social Protection of the Russian Federation of October 18, 2013 No. 544n “On approval of the professional standard “Teacher” (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)”;
Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations”;
Decree of the Government of the Russian Federation of August 5, 2013 No. 662 "On monitoring the education system";
Decree of the Government of the Russian Federation of August 15, 2013 No. 706 “On approval of the Rules for the provision of paid educational services”;
Letter of the Department of State Policy in the Sphere of General Education of the Ministry of Education and Science of the Russian Federation dated February 28, 2014 No. 08-249 “Comments to the Federal State Educational Standard of Preschool Education”;
Letter from the Department of State Policy in the Sphere of General Education of the Ministry of Education and Science of the Russian Federation dated January 10, 2014 No. 08-10 “On the Action Plan to ensure the introduction of the GEF for preschool education” (hereinafter referred to as the Action Plan to ensure the introduction of the GEF DO (No. 08-10) );
Letter of Rosobrnadzor dated 07.02.2014 No. 01-52-22 / 05-382 “On the inadmissibility of the requirement from organizations engaged in educational activities under preschool education programs to immediately bring the statutory documents and educational programs in line with the Federal State Educational Standard of DO”;
Letter of the Ministry of Education and Science of the Russian Federation dated January 10, 2014 No. 08-5 “On compliance by organizations engaged in educational activities with the requirements established by the federal state educational standard for preschool education”;
Decree of the Governor of the region dated December 31, 2013 No. 1567 “On amendments to the resolution of the Governor of the region dated February 28, 2013 No. 220 “On approval of the action plan (“road map”) of the Vladimir region “Changes in social sectors aimed at improving the efficiency of education and science";
Decree of the Governor of the region dated 04.02.2014 No. 59 “On approval State program Vladimir Region "Development of Education" for 2014-2020";
Action Plan for the Introduction of Federal State Educational Standards for Preschool Education ( road map) / for 2014-2016.
The system of psychological and pedagogical support is built taking into account:
1) the individual needs of the child related to his life situation and the state of health, which determine the special conditions for receiving education (hereinafter referred to as special educational needs),
2) individual needs of certain categories of children, including those with handicapped health;
3) opportunities for the child to master the Program at different stages of its implementation.
When developing a system of psychological and pedagogical support, one should focus on the main principles laid down in the Constitution of the Russian Federation, the UN Convention on the Rights of the Child, GEF DO:
1) support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in general development of a person, the intrinsic value of childhood - understanding (consideration) of childhood as a period of life significant in itself, without any conditions; significant by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period;
2) the personality-developing and humanistic nature of the interaction between adults (parents (legal representatives), pedagogical and other employees of the Organization) and children;
3) respect for the personality of the child;
4) implementation of the Program in forms specific for children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child;
5) full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;
6) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education (hereinafter - the individualization of preschool education);
7) assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;
8) supporting the initiative of children in various activities;
9) cooperation of the Organization with the family;
10) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and features of development);
11) taking into account the ethno-cultural situation in the development of children.
The developers of the system of psychological and pedagogical support for the introduction of the Federal State Educational Standards need to focus on conceptual ideas and values preschool education, laid down in the Federal State Educational Standard, the main of which are:
changing the paradigm of pedagogical education and turning it essentially into a psychological and pedagogical education, means the need for such content that will allow in the course of their professional activities training focused on the development of pupils, taking into account their characteristics and comprehensive disclosure of their intellectual and personal potential, the realization of developing potential preschool education;
preservation of the uniqueness and intrinsic value of preschool childhood as an important stage in the overall development of a person;
realization of the child's right to full and free development;
familiarization with the values of culture, the socialization of the child in society, and not teaching him to write, count and read, which occurs through the leading type of children's activity - the game;
the priority of goals, values, needs for the development of the inner world of the child himself suggests that psychological and pedagogical support should be based on those mental personal achievements that the child really has and constitute the unique baggage of his personality;
the orientation of educational activities towards creating conditions that allow the child to independently build a system of relations with the world, people around him and himself, to make personally significant positive life choices.
the most important component of the mechanism for the formation of social experience is an activity that meets certain pedagogical conditions, which should: reproduce life situations, rely on children's impressions of everyday life; arouse the personal interest of the child and his understanding of the social significance of the results of his activities; offer the child active action related to planning activities, discussing various options for participating in it, with responsibility, self-control and evaluation; to suggest mutual assistance, to evoke the need for cooperation.
Main subjects psychological and pedagogical support in a preschool organization are:
Pupils;
teachers;
Parents of pupils (legal representatives).
The introduction of the Federal State Educational Standard of preschool education identified a number of problems for all subjects of educational relations: for teachers, this is the design of methodological support for the implementation of standards, the choice of means and methods for achieving goals-results, the assessment of educational results at the preschool level of education; for children, it means readiness for development and learning at the next level of education; for parents, the need to understand what standards are and how to help their children socialize successfully.
All the identified problems of the subjects of educational relations are interrelated, and it is necessary to understand how teachers and parents are really able to help develop in children such personal qualities as independence, initiative, responsibility, which ensure their positive socialization.
The system of psychological and pedagogical support of the educational process in a preschool educational institution should contain a specification of the goals, objectives, content, planned results, as well as the methods, techniques and technologies used in its implementation.
Own PPP system should be built taking into account the specifics of a preschool educational organization ( conditions implementation of the educational process), as well as in accordance with individual development trajectory of children within the framework of the implementation of the Federal State Educational Standard.
The organization and full functioning of the educational process requires the concerted efforts of many social actors: preschool educational institutions, families, institutions additional education culture and sports.
Elena Izmailova
Methodological recommendations for educators of the preschool educational institution "Organization of project activities in a preschool educational organization"
« Organization of project activities
V preschool educational organization»
Currently, innovative technologies are being actively introduced in the preschool educational institution. One of these technologies is project activity(project method) .
Project(from lat. projectus - thrown forward, protruding, protruding forward)- it's unique activity, having a beginning and an end in time and aimed at achieving a predetermined result or goal. result project activities is the creation of a unique product, the quality of which is subject to certain requirements.
Uniqueness activities when working on pedagogical technology lies in the free choice of the form of work with children (including non-traditional ones, in the use various methodological and pedagogical techniques, aimed not so much at developing certain skills in working with various materials, but at combining common efforts to achieve a common goal.
Projects in kindergarten are, as a rule, educational in nature. preschoolers in their psychophysiological development they are not yet able to independently create their own project. Therefore, training in the necessary skills and abilities is the main task. educators.
Currently projects classified according to different featured: according to the composition of participants; by target setting; by topic; in terms of implementation.
The most significant is the dominant species activities.
In practice preschool institutions use the following types projects:
Research - a research search is carried out, the results of which are drawn up in the form of some kind of creative product (newspapers, dramatizations, file cabinets of experiments, children's design etc.).
Role playing - project with elements of creative games when children enter image characters of the fairy tale and solve the problems in their own way;
Information-practical- oriented: children collect information about some object, phenomenon from different sources, and then implement it, focusing on social interests: group design decoration, stained-glass windows, etc.;
- creative: as a rule, do not have a detailed structure of the joint participants' activities.
The results are presented in the form children's holiday, exhibitions, design and headings of a newspaper, album, almanac, etc., for example "Theater Week".
Since the leading view preschooler's activity is play, then starting from younger age, role-playing and creative projects.
In addition, the following types are used projects, How:
complex, such as "World of Theater", "Hello, Pushkin!", "Echo of the Centuries", "Book Week";
Intergroup, for example "Math collages", "The World of Animals and Birds", "Seasons";
creative, for example "My friends", "In our boring garden", "We love fairy tales", "World of Nature", "Rowans of Russia";
group, for example "Tales of Love", "Know Thyself", "Undersea world", "Merry Astronomy";
individual, for example "I and my family", « Family tree» , "Secrets of Grandma's Chest", "Fairy Bird";
research, for example "Water World", "Breath and Health", "Nutrition and Health".
Other signs of classification are:
List of participants (group, subgroup, personal, family, pair, etc.);
- duration: short-term - several classes, 1-2 weeks; average duration - 1-3 months; long-term - up to 1 year (for example, "Pushkin's work"- for the academic year).
main goal project activities in kindergarten is the development of free creative personality child, which is determined by the tasks of development and the tasks of research children's activities.
Development tasks:
Ensuring the psychological well-being and health of children;
Development of cognitive abilities;
Development of creative imagination;
Development of creative thinking;
Development of communication skills.
Tasks project activities specific to each age.
In junior preschool age is:
Entry of children into a problematic game situation (the leading role of the teacher);
Activation of the desire to look for ways to solve a problem situation (together with the teacher);
Formation of the initial prerequisites for the search engine activities(practical experiences).
Lines of personality development.
Physical development:
stimulation natural process development of motor abilities and qualities;
the formation of conscious ideas about the need to take care of their health (role-playing project"The ABC of Health");
Socio-communicative development:
formation of ways of communication (vernissage "I and my family", individual family projects"Family tree");
cognitive development:
enrichment and expansion of ideas about the world around;
expansion and qualitative change of ways of orientation in the surrounding world;
conscious application of sensory sensations in solving practical problems (mathematical collages, intergroup project"The World of Animals and Birds", "Creative projects"My friends", "World of Nature", "We love fairy tales");
Artistic and aesthetic development:
development of an emotional and value attitude to works of art and artistic images;
mastery of artistic activities(complex projects"World of Theater", "Hello, Pushkin!", role playing projects"Favorite toys").
In senior preschool age is:
Formation of search engine prerequisites activities, intellectual initiative;
Development of the ability to identify possible methods solving the problem with the help of an adult, and then independently;
Formation of the ability to apply data methods, contributing to the solution of the task, using various options;
Stimulating the desire to use special terminology, conducting a constructive conversation in the process of joint research activities.
Lines of personality development.
Socio-communicative development:
development of self-knowledge and positive self-esteem;
mastering ways of extra-situational-personal communication;
high level of communicative competence;
awareness of the functions of speech (individual project"I and my family", "Family tree", project"Tales of Love", group projects"Know Thyself");
Physical development:
development of a conscious attitude to one's health;
formation of the need for healthy lifestyle;
improvement of the process of development of motor abilities and qualities (role-playing projects"The ABC of Health", "Secrets of Ilya Muromets").
cognitive development:
systematization of knowledge, stimulating the development of cognitive and creative abilities;
development of abilities for practical and mental experimentation and symbolic modeling, speech planning, logical operations (club of book lovers "Wonderland", group projects"Ural Gems", "Undersea world", "Merry Astronomy", intergroup project"Seasons", complex projects"Hello, Pushkin!", "Bogatyrs of the Russian Land");
Artistic and aesthetic development:
in-depth introduction to art, variety of artistic images;
mastery of various types of thin. activities;
development of abilities for aesthetic evaluation (role-playing project"Visiting a fairy tale", complex projects"Echo of the Centuries", "Book Week", "World of Theater").
In the process of implementation design method in preschool teacher acts as an organizer child productive activities, he is a source of information, a consultant, an expert. caregiver- main manager project and subsequent research, gaming, artistic, practice-oriented activities, coordinator of individual and group efforts of children in solving the problem.
Transition preschool institution on the project method of activity is usually carried out according to the following stages:
Classes with the inclusion of problematic situations of children's experimentation, etc.;
Complex block-thematic classes;
- integration: partial or complete;
- project method like shape organization of educational space; How method development of creative cognitive thinking.
Work plan educator for the preparation of the project can be such:
1. Based on the studied problems of children, set a goal project.
2. Develop a plan to achieve the goal (the plan is discussed with parents).
3. Involvement of specialists in the implementation of the relevant sections project.
4. Drawing up a plan-scheme project.
5. Collection, accumulation of material.
6. Inclusion in the plan class project, games and other types of children's activities.
7. Homework for self-fulfillment.
8. Presentation project, open lesson.
Main stages method projects include:
1. Goal setting: the teacher helps the child to choose the most relevant and feasible task for him for a certain period of time.
2. Development project - action plan to achieve the goal:
To whom ask for help(adult, teacher);
What sources can you find information from?
What items to use (accessories, equipment);
With what subjects to learn to work to achieve the goal.
3. Execution project- practical part.
4. Summing up - defining tasks for new projects.
Stages of work on project:
Teacher activity
Children activities
First stage:
Formulates a problem (target). Product is defined project.
Enters the game (plot) situation.
Formulates a task.
Getting into a problem.
Living in a game situation.
Acceptance of a task.
Addition of tasks project.
Second phase
Helps in problem solving.
Helps to plan activity, organizes activities.
Organizing children into working groups.
Third stage
Practical help (of necessity). Directs and supervises the implementation project.
Formation of specific knowledge, skills.
Fourth stage
Preparing for a presentation.
Presentation.
Product activities preparing for the presentation.
Present (viewers or experts) product activities.
So way, project method in working with preschoolers today it is an optimal, innovative and promising method, which should take its rightful place in the system preschool education. Discussed above methodological foundations project activities give an idea of a high degree of adaptability innovative technologies to the specifics of DOW.
Usage project method in preschool education as one of the methods integrated learning preschoolers, allows you to significantly increase the independent activity of children, develop creative thinking, the ability of children to independently, different ways find information about an object or phenomenon of interest and use this knowledge to create new objects of reality. And does the same educational system dow open for the active participation of parents.
Specifics of use project method in preschool practice is that adults need "point" child, to help discover the problem or even provoke its occurrence, to arouse interest in it and "pull in" children in joint project. Based on a student-centered approach to learning and education, ultimately, it should contribute to the development of individual creative activities educators in the development of strategy, tactics and technology educational process, contribute personal development pupils to ensure quality results of pedagogical activities.
perspective project method V preschool system lies in the fact that it makes it possible to develop observation and analysis of phenomena, comparison, generalization and the ability to draw conclusions, creative thinking, the logic of knowledge, inquisitiveness of the mind, joint cognitive-search and research activities, communication and reflective skills and much more, which are the components of a successful personality.
Implementation stages project
Teacher activities Children activities
Formulates the problem Getting into the problem
Enters the game (plot) situation Getting used to the game situation
Formulates a problem (not hard) Accepting a task
Addition of tasks project
Helps in solving the task of uniting children in working groups
Helps to plan activity Role distribution
Organizes activities
Practical help (of necessity) Formation of specific knowledge, skills and abilities
Directs and supervises the implementation project
Preparation for presentation Product activities preparing for presentation
Presentation Represent (viewers or experts) product activities
Bibliography
1. Evdokimova E. S. Technology design in DOW / E. S. Evdokimova. - M.: TC Sphere, 2006. - 64 p.
2. Prokofieva L. B. A look at quality education from the point of view of the methodological approach. Collection scientific papers/ L. B. Prokofieva, G. A. Voronina; ed. I. M. Osmolovskaya. - M.: ITiIP RAO, 2004. - S. 503.
3. Timofeeva L. L. Project method in kindergarten / L. L. Timofeeva. - St. Petersburg: Publishing House LLC "Childhood-press", 2011. - 80 p.
4. Veraksa N. E., Veraksa A. N. Project activity preschoolers. A guide for educators preschool institutions. - M.: Mosaic - Synthesis, 2008. - 112 p.
5. Educational projects in kindergarten. Benefit for educators/N. A. Vinogradova, E. P. Pankova. – M.: Iris-press, 2008. – 208 p. - (Preschool education and development) .
6. Project method in the activities of a preschool institution: A manual for leaders and practitioners of preschool educational institutions / Ed. - compiled by: L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuykova. - 3rd ed. pspr. and additional – M.: ARKTI, 2011. – 96 p.
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8. Solodyankina O. V. System design in a preschool. // Toolkit. - M.: ARKTI, 2010. - 80s.
9. Shtanko I.V. Project activity with children of senior preschool age. // control preschool educational institution. 2004, №4.
Department of Education of the City of Moscow
Moscow Institute of Open Education
Moscow City Psychological and Pedagogical University
institutions
In accordance with the approval and enactment of the Federal state requirements to the structure of the main educational program preschool education (Order of the Ministry of Education and Science of the Russian Federation No. 655 of November 23, 2009) the form and structure of Educational program Preschool educational institution of the city of Moscow.
Currently, based on federal requirements, the following are being developed:
exemplary basic general education program of preschool education;
exemplary basic general education program of preschool education for children with disabilities.
Pending the introduction of these two programs, these recommendations are temporary. These recommendations will help preschool educational institutions in short time make additions and changes to existing educational programs and improve the quality of preschool education. The educational program of the preschool educational institution is considered as a model for organizing the educational process focused on the personality of the pupil and taking into account the type of preschool educational institution, as well as priority areas of activity.
The main general educational program of preschool education (hereinafter referred to as the Program) is developed, approved and implemented in an educational institution on the basis of exemplary basic general educational programs of preschool education.
The program determines the content and organization of the educational process for preschool children and is aimed at the formation of a common culture, the development of physical, intellectual and personal qualities, the formation of prerequisites learning activities providing social success, maintaining and strengthening the health of preschool children, correcting deficiencies in physical and (or) mental development children. The content of the Program includes a set of educational areas that ensure the versatile development of children, taking into account their age and individual characteristics in the main areas - physical, social and personal, cognitive-speech and artistic and aesthetic.
The program must:
comply with the principle of developmental education, the purpose of which is the development of the child;
combine the principles of scientific validity and practical applicability;
meet the criteria of completeness, necessity and sufficiency;
to ensure the unity of the educational, developmental and training goals and objectives of the process of educating preschool children, in the process of implementing which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;
be built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas;
be based on the complex-thematic principle of building the educational process;
provide for the solution of program educational tasks in the joint activities of an adult and children and independent activities of children, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education;
to assume the construction of the educational process on age-appropriate forms of work with children. The main form of work with children of preschool age and the leading activity for them is the game.
The educational program of the preschool educational institution consists of two parts:
1) the mandatory part;
2) the part formed by the participants of the educational process.
1. The mandatory part of the Program must be implemented in any educational institution that implements the main general educational program of preschool education. It ensures that pupils achieve readiness for school, namely, the necessary and sufficient level of development of the child for the successful mastering of the basic general educational programs of primary general education. In groups of compensatory and combined orientation, the mandatory part of the Program includes activities for the qualified correction of deficiencies in the physical and (or) mental development of children with disabilities.
Part II of the Program, formed by the participants of the educational process, reflects:
1) species diversity of institutions, the presence of priority areas of activity, including the provision of equal starting opportunities for teaching children in general educational institutions, for the implementation of sanitary and hygienic, preventive and health-improving measures and procedures, for physical, social and personal, cognitive and speech, artistic and aesthetic development of children (except for activities for the qualified correction of deficiencies in the physical and (or) mental development of children with disabilities);
2) the specifics of national-cultural, demographic, climatic conditions in which the educational process is carried out.
Time, necessary for the implementation of the Program is from 65% to 80%) of the time spent by children in groups with a 12-hour stay, depending on the age of the children, their individual characteristics and needs. Volume the mandatory part of the Program is at least 80%) of the time required for the implementation of the Program, and the part formed by the participants in the educational process is no more than 20% of the total volume of the Program.
The structure of the educational program of the preschool educational institution. Title page
1 Name of preschool educational institution;
2. "I approve: the head of the preschool educational institution ...".
3. “Adopted at a meeting (scientific and methodological council, teachers' council, small pedagogical council), date, protocol number.
4. “Agreed” (MA or CMC)
6. The content (table of contents) of the educational program is given on the back of the title page.
Explanatory note
The general educational program of the preschool educational institution No. ____ provides the versatile development of children aged from _____________________________________ to _____________________________
years, taking into account their age and individual characteristics in the main areas - physical, social and
personal, cognitive-verbal and artistic-aesthetic. The program ensures that pupils achieve readiness for school. The explanatory note should disclose:
1. Age and individual characteristics of the contingent of children brought up in an educational institution, information about the qualifications of teaching staff and information about the families of pupils.
The main priority areas in the activities of an educational institution are: (to formulate)
3. Goals and objectives activities of the preschool educational institution for the implementation of the main educational program are determined based on the analysis
the results of previous pedagogical activity, the needs of parents, the society in which preschool is located
educational institution.
Given that the institution has developed a "Program for the development of preschool educational institutions", which defines the conceptual ideas, the development strategy of the entire educational institution and the mechanisms for its implementation, then the goals and objectives of the organization are written in the Educational Program pedagogical process for its participants (children, teachers, parents of pupils)
4. Features of the educational process.
We remind you that they can be: organizational, national-cultural, demographic, climatic, etc. When organizing the educational process, the principles of integration of educational areas (physical education, health, safety, socialization, labor, knowledge, communication, reading) should be taken into account. fiction, artistic creativity, music) in accordance with the age capabilities and characteristics of the pupils. Indicate this position, as well as the fact that "the basis of the organization of the educational process is a complex-thematic principle with a leading game activity, and the solution of program tasks is carried out in various forms of joint activities of adults and children, as well as in the independent activity of children." 5. Principles and approaches to the formation general education program(open according to the above).
PART 1 (mandatory)
1. Organization of the regime of stay of children in a preschool educational institution.
In this section, the DOE must submit:
A flexible mode of activity depending on the social order of parents, the availability of specialists, teachers, medical workers, approaches to the education and upbringing of preschoolers, to the organization of all types of children's activities;
Schedules of interaction between teachers, specialists and educators;
A model of the educational process using a variety of forms, and taking into account the time of year and the age-related psychophysiological capabilities of children, the relationship of planned classes with everyday life children in kindergarten (Appendix No. 3);
The system of hardening measures;
The system of sports and recreational activities; (Appendix No. 2)
The modern educational policy in the field of education of the Russian Federation is reflected in the standardization of all levels of education, starting with preschool education.
Today, preschool education in accordance with the Federal Law "On Education in the Russian Federation" is considered as the first level of education. And this, in turn, imposes more serious requirements on preschool educational organizations:
Availability of the main general educational program of a preschool educational organization;
Work programs for teachers in five educational areas.
The task of teachers of preschool educational organizations is to develop a work program taking into account the requirements of the Federal State Educational Standard for Preschool Education and ensure its implementation.
This task is new for teachers of preschool educational organizations and is very difficult. Thus, the proposed methodological recommendation "Structure work program» will help educators develop this document.
The development of a work program is new in the field of preschool education in accordance with the Federal State Educational Standard and imposes special requirements on the content of education. Planning should be holistic, have a clear system and reflect the areas of work that the preschool educational organization suggests.
Work program - a program for teachers of a preschool educational organization, developed for the age group on the basis of the main educational program of preschool education and including the content, planning and organization of the educational process for each educational area.
The work program of the teacher is developed by the teacher on the basis of the educational program of the preschool educational institution. The structure and content of the work program is developed taking into account the requirements and standards approved at the federal level. The work program is a regulatory document and is approved by the head of the preschool educational organization.
The structure of the work program is the same for all teachers working in a preschool educational organization. Responsibility for the completeness of the implementation of work programs rests with the head or deputy head of the preschool educational organization.
When writing a work program, the following regulatory legal documents should be followed:
1. Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation";
2. Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education";
3. Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations””.
4. The main educational program of a preschool educational organization.
5. The charter of the DOO.
When developing a work program, it is necessary to take into account the basic principles of preschool education:
Full living by the child of all stages of childhood (infant, early and preschool age, enrichment of child development;
Building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education;
Assistance and cooperation of children and adults, recognition of the child as a full-fledged participant in educational (subjects) relations;
Support for the initiative of children in various activities;
Cooperation of the Organization with the family;
Introducing children to socio-cultural norms, traditions of the family, society and the state;
Formation cognitive interests and cognitive actions of the child in various activities;
Accounting for the ethno-cultural situation in the development of children.
Sections of the work program
1. Title page
3. Target section:
Explanatory note.
Regulations.
Purpose and objectives of the work program.
Principles and approaches in the organization of the educational process.
Characteristics of the age characteristics of pupils.
Planned results of the development of the Program.
Curriculum for the implementation of OOP DO.
Model of the educational process.
Planning work with children in a group:
Approximate annual planning
Calendar-thematic planning (GCD and joint activities)
Methods, technologies, means of education, training and development of children.
Approximate set of materials and equipment necessary for the organization of the educational area.
Monitoring the development of the program of the educational field.
Circle work.
Interaction with family and society.
5. Organizational section.
Design of the subject-spatial environment.
Daily routine, GCD structure.
Program-methodical complex of the educational process.
Literature:
1. Order of the Ministry of Education and Science of the Russian Federation "On approval of the federal state educational standard for preschool education" No. 1155 dated 10/17/2013.
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1. Saturation
1. Correspondence of environmental objects to the age capabilities of children and the content of the program.
Selection of materials and equipment in accordance with the topic, educational tasks to be solved, leading activities: in early childhood - subject, in preschool-playing (from 3-5 years old, plot-role-playing,
6-7 years old game with rules).
2. The organization of the educational space and the variety of objects should ensure:
Activity in different types of activities, manifestation of creativity;
Support for the initiative and independence of children in activities specific to them;
Emotional well-being of children in interaction with the subject-spatial environment;
Opportunity for children to express themselves.
Materials and equipment should be of interest to the children of the group, stimulate their activity in various activities (from idea to result).
The group has awards, gifts, models of the ladder of success, and other attributes for evaluation and self-esteem.
In RPPS: a corner of solitude, silence, a child's portfolio, items ind. use, personal items and toys (treasuries), family photo albums, stands of good deeds, mailboxes for correspondence with parents, a special place in the locker room where you can thank, note initiative, active parents.
To do this, the environment has algorithms for performing activities from an idea to a result (drawing, modeling, playing, designing, etc.) for boys and girls with options to choose from.
Group space: work area (30%) , vigorous activity (50%) , quiet activity (20%) .
2. Transformability
According to the educational situation,
From the changing interests and abilities of children.
In the younger and middle group(beginning of the year) the teacher himself organizes the space in accordance with the tasks and content of the EP (location of the study area), teaches children to organize the space of a group for joint active activities, teaches them to find a place for individual quiet activities (or a small group), for solitude. To do this, the environment must have separators (low screens, partitions, fences, rugs), environmental markers (stationary, replaceable).
At older preschool age, children themselves organize the space of the environment.
3. Polyfunctionality
1. In RPPS, objects are polyfunctional, i.e. perform different functions, solve different tasks; are used in different ways in children's activities;
2. The presence in the group of polyfunctional (not possessing a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities, including as substitute items in a children's game.
Polyfunctional objects of the environment should stimulate the interaction of adults and children, their various activities; ensure the development of gaming activities, the integration of different types of activities.
4. Variations
1. Availability of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that provide free choice for children;
2. Periodic replacement of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children;
3. Environmental objects reflect the national-cultural, climatic features of the region.
RPPS is structured and filled in accordance with the contingent of pupils, the interests of children, their social experience.
Environment objects change according to the theme or event, include holiday materials,
children's exhibitions artistic creativity celebrating milestones...
The objects reflect the cultural and artistic regional traditions: paintings, illustrations, photos, video presentations, video films, albums about theaters, about the sights of the native city, about famous people and so on.
Objects reflect
climatic and geographical features of nature, work and life, history native land and so on. (photos, paintings, videos, presentations, reproductions, books, musical, literary works, collections, herbariums, tools, etc.). The group presents materials and equipment for children in accordance with the priority direction of the preschool educational institution, the methodological theme of the teacher.
5. Availability
1. Accessibility for pupils, including children with disabilities and children with disabilities, of all the premises of the Organization where the educational process is carried out;
2. Free access of pupils, including children with disabilities and disabled children attending the Organization group, to games, toys, materials, manuals that provide all the main types of children's activity.
Availability of special teaching aids, special equipment and didactic materials for children with individual needs related to the life situation and health status, including those with disabilities (clause 1.3.1);
6. Safety
1. Compliance of all its elements with the requirements for ensuring the reliability and safety of their use.
Game and publishing products must be certified, comply with the requirements of San Pin and other documents, have psychological and pedagogical value, see Appendix 3 to the letter of the Ministry of Education of Russia dated May 17, 1995 No. 61 / 19-12 “On the psychological and pedagogical value of games and toys" ( guidelines for preschool workers educational institutions) .
On this topic:
Material nsportal.ru
Educational and methodological support for the introduction of the Federal State Educational Standard for preschool education
3.2. The Pedagogical Council elects a secretary from among its members to keep records for a period of one academic year.
4. Functions.
4.1. Determination of the strategy of the educational process.
4.2. Discussion of the implementation of regulatory documents, orders, instructions and other local documents on the organization of the educational process of the GDOU, as well as the annual plan, development program, etc.
4.3. Selection and analysis of educational programs; discussion, development and approval of author's educational programs;
4.4. Discussion and analysis of diagnostic research and pedagogical expertise.
4.5. Development and approval of the MDOU Development Program, the Annual Work Plan for the next academic year, analysis of the work for the past academic year.
4.6. Consideration and approval of methodological directions, the content of the educational process, as well as methods and forms of work with children in accordance with the current legislation of the Russian Federation, methodological recommendations of higher organizations, governing bodies, the latest achievements of psychological and pedagogical sciences.
4.7. Development of prospective, calendar, individual plans, in accordance with the hygienic requirements of the maximum load on preschool children in organized forms of education.
4.8. Development and approval of the plan, the choice of forms, methods and areas of work with parents.
4.9. Organization of additional paid educational services in MDOU related to the educational process, outside the relevant educational programs and state educational standards and in accordance with the Charter of MDOU;
training in additional educational and training programs;
carrying out sports and recreational activities;
provision of defectological and psychological assistance.
4.10. Carrying out activities to improve the qualifications, pedagogical skills and retraining of teaching staff.
4.11. Discussion of advanced pedagogical experience in order to introduce it into the practice of MDOU.
4.12. Preparation, hearing and analysis of reports from teachers and the administration of the MDOU on the quality and effectiveness of the educational process.
4.13. Participation in the preparation of local (internal) documents regarding the educational process, work with children and interaction with parents.
4.14. Keeping minutes of council meetings in the "Journal of Minutes of the Pedagogical Council of MDOU". The protocols are signed by the secretary and the chairman of the Pedagogical Council.
5. Rights and obligations.
5.1. Each member of the Board of Education is required to:
5.1.1. Attend faculty meetings.
5.1.2. Actively participate in the preparation and work of the Pedagogical Council.
5.1.3. Timely and fully implement the decisions made.
5.1.5. Fulfill the Charter of the MDOU.
5.1.6. Possess professional skills, constantly improve them, improve professional skills.
5.2. The main responsibilities of the Board of Education also include:
5.2.1. protection of life and health of pupils, employees of the Educational Institution;
5.2.2 protection of the child from all forms of physical and mental abuse;
5.2.3. cooperation with the pupil's family on issues of education and upbringing;
5.2.4. assistance in meeting the demand of parents (legal representatives) for educational services, participation in the organization of paid services.
5.3. Rights:
5.3.1.participate in the management of MDOU;
5.3.2. demand from the administration of the MDOU information, documents, other materials necessary for the high-quality and timely implementation of the tasks and functions assigned to the Pedagogical Council;
5.3.3.freely and pedagogically soundly choose and use teaching and upbringing methods, study guides and materials, educational literature;
5.3.4. protect professional honor and dignity;
5.3.5. appeal against the orders of the administration of the MDOU that violate the current legislation,
by applying to the Founder, to the educational authorities, to the federal district court;
5.3.6. improve qualifications;
5.3.8.participate in scientific and experimental work
5.4. Decisions of the Pedagogical Council are competent provided:
5.4.1. presence at the meeting of more than half of all members of the council;
5.4.2. making decisions by a simple majority of votes;
5.4.3. fixing decisions in the minutes of the meeting
5.4.4 specific decisions taken indicating the deadlines for the implementation, carrying out activities and persons responsible for their implementation.
6. Responsibility
6.1. Full responsibility for the quality and timeliness of the tasks and functions assigned to the Pedagogical Council lies with the chairman of the council, the head of the MDOU.
6.2. Each member of the Pedagogical Council is responsible in accordance with the procedure established by the legislation of the Russian Federation for:
6.2.1. fulfillment of the tasks and functions defined by these Regulations;
6.2.2. full implementation of educational programs, the quality of their implementation;
6.2.3. compliance of the applied forms, methods and means of organizing the educational process with age, psychophysiological characteristics, inclinations, interests and needs of pupils;
6.2.4. life and health of pupils and employees of MDOU during the educational process;
6.2.5.violation of the rights and freedoms of pupils and employees in MDOU.
7. Leadership and service interactions
7.1. Direct supervision is carried out by the Chairman of the Pedagogical Council.
7.2. The Chairman, in case of disagreement with the opinion, or the decision of the Pedagogical Council,
suspends the meeting, brings the information to the attention of the Founder of the MDOU. The Founder or a representative of the Founder, after reviewing the necessary materials and documents, makes a final decision on the disputed issue.
7.3. By agreement with the members of the Pedagogical Council, representatives of the Founder of the MDOU, representatives of public organizations, employees of other educational institutions, parents of pupils and other interested persons may be invited to the meeting. Persons invited to the meeting of the Pedagogical Council enjoy the right of an advisory vote.
7.4. Interacts with the department of preschool education of the Up O of the municipal Naro-Fominsk district, the Educational and Methodological Center, methodological and pedagogical workers of other educational institutions and other organizations on issues of advanced training, pedagogical skills, and the organization of the educational process of the MDOU.
8. Organization of work
8.1. The Pedagogical Council carries out its work according to the Plan approved at the meeting.
8.2. Meetings are held at least 4 times per academic year, as well as in cases where it is required in the interests of MDOU.
8.3. Meetings are eligible provided that at least half of its members are present at the meeting.
“Health is fine! Thank you charger!
Morning exercise - what you need to know about it,
so that it brings joy and a positive effect?
Firstly, these two concepts should not be confused - morning exercises and physical training.
Morning exercise aims to speed up the body's recovery after sleep, increase overall tone and mood, eliminate drowsiness and lethargy. It is not intended to train the body.
Secondly, morning exercises should consist solely of exercises for flexibility, mobility, and breathing. This type of physical activity is designed to increase the flow of blood and lymph, activate metabolism and all life processes, and eliminate congestion after sleep.
Morning exercises exclude the use of exercises for strength and endurance. Thirdly, sitting and lying positions are used as starting positions. That is, you can start doing morning exercises without getting out of bed.
Exercise should be done slowly and without sudden movements. Morning exercise, or rather its load and intensity, should be much less than during daytime training. In general, morning physical exercise should not cause fatigue.
After all, the body has not yet fully woken up and cannot work with full dedication. With a child, morning exercises can be carried out from the second year of his life in the form of an entertaining game with elements of walking and running. It is necessary to consider the following sequence of exercises.
The first exercises of the respiratory type for the shoulder girdle are performed. For example, raising your arms to the sides and lowering them forward or clapping your palms at chest level or behind your back. Exercises for the muscles of the back and abdomen and the development of flexibility of the spine.
For example, squats with a slight tilt of the head forward or tilts of the body forward. In this case, the hands touch the shins, then the body straightens, the hands are moved behind the back. These exercises are more challenging and should be followed by easier ones such as breathing exercises.
Then there should again be exercises that promote expansion. chest. For example, raising your arms to the sides to shoulder level and lowering them. Exercises with a greater load, such as tilts and squats, are performed in two or three sets.
After all the exercises, you need a short-term, 10-15 seconds, running or bouncing. They finish the gymnastics by walking on the spot, during which they try to normalize breathing.
More details on the site nfdou22.edumsko.ru
Educational and methodological support for the introduction of the Federal State Educational Standard for preschool education
HomeMethodological space GEF Educational and methodological support for the introduction of the Federal State Educational Standard for preschool education Friday, 14 November 2014 11:06
Educational and methodological support for the introduction of the Federal State Educational Standard for preschool education
The Federal Institute for the Development of Education has developed educational and methodological support introduction of GEF preschool education:
– Approximate basic educational program of preschool education.
- Modular program for advanced training of employees of educational organizations on the introduction of the Federal State Educational Standard of preschool education and the use of the main exemplary educational program of preschool education to form the educational program of a preschool institution.
- Organization of a developing object-spatial environment in accordance with the Federal State Educational Standard. Guidelines for teachers of preschool educational organizations and parents of preschool children.
Methodological materials are posted on the FIRO website in the section "FSES DO" http://www.firo.ru/?page_id=15165.
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Source mosmetod.ru
Organization of a developing object-spatial environment in accordance with the Federal State Educational Standard. Guidelines
In the system of preschool education in connection with the adoption of the Federal State Educational Standard, as well as changing legal, administrative, economic, socio-cultural conditions, preschool organizations can quite realistically reform their activities. This also applies to changes in the developmental environment of the child.
The developing object-spatial environment of a group room is part of the integral educational environment of a preschool organization. Within the framework of modern trends in the development of Russian preschool education, various options for creating a developing subject-spatial environment are possible, provided that age and gender specificity is taken into account for the implementation of a general education program.
Guidelines for the use of an exemplary basic educational program of preschool education in the development of the EP of preschool education in an educational organization | SC Sphere
- Types of educational programs in general education and regulatory framework for their development
- What is the Approximate Basic Education Program for Preschool Education
- Normative bases and characteristics of the main educational program of preschool education
- Author's educational programs of preschool education. Comprehensive and partial educational programs of preschool education.
- Purpose and features of the main educational program of preschool education in an educational organization
- Technology of application of POOP for the development of the main educational program of preschool education in an educational organization
- Algorithm for the application of PEP for the development of the main educational program of preschool education in an educational organization
- The choice of integrated and partial educational programs of preschool education for the development of the main educational program of preschool education in an educational organization
- Formation of the main educational program of preschool education in an educational organization on the basis of the Exemplary basic educational program of preschool education.
The BEP of preschool education should be aimed at achieving targets The standard and the elimination of those shortcomings in the organization of the educational process that could previously hinder their achievement.
For the development of the BEP, Organizations can choose either one author's program or a combination of several author's educational programs (complex and partial), as well as author's developments of teachers of a particular Organization.
The set of programs means not just a set of them, but some integrity, which includes programs that do not contradict each other from a methodological point of view and complement each other from a methodological point of view to achieve the targets of the Standard.
Formation of the BEP taking into account the PEP and creating the final text of the document is carried out by integrating the content of complex and partial programs, as well as the author's developments of teachers of a particular Organization with POEP , concretization of the provisions of the Exemplary Basic Educational Program, correction and adaptation of its content, taking into account the conditions of the Organization's activities.
Material tc-sfera.ru
Main page? > ?FSES preschool education? > ?Logistics? > ?Requirements for the developing subject-spatial environment of a preschool educational institution? > ?
Guidelines for creating a subject-spatial environment in a preschool educational institution
The current situation in the development of the education system of the Russian Federation is characterized by the actualization of the problems and tasks of preschool education. preschool age is considered as a fundamental period of purposeful development of basic personality traits.
The organization of the modern pedagogical process in educational organizations implementing the educational program of preschool education (hereinafter referred to as educational organizations) requires the creation of a kind of material environment from pedagogical teams. One of the main indicators of the quality of preschool education is the subject-spatial developing environment, created in accordance with the requirements of the federal state educational standards for preschool education (hereinafter - FSES of preschool education).
Object-spatial developing educational environment(hereinafter referred to as the subject environment), created in educational organizations in accordance with the requirements of taking into account the Federal State Educational Standard of DO and taking into account the approximate basic general educational programs of preschool education, should provide an opportunity for teachers to effectively develop the individuality of each child, taking into account his inclinations, interests, level of activity .
The subject environment in an educational organization performs educational, developing, educating, stimulating, organizational, communicative functions. But most importantly, it works to develop the independence and initiative of the child.
In each educational organization, the subject environment should have the character of an open, open system capable of adjustment and development. In other words, the environment should become not only developing, but also developing. Under any circumstances, the objective world surrounding the child must be replenished and updated, adapting to neoplasms of a certain age.
In accordance with the Federal State Educational Standard of preschool education, the subject environment should provide:
- maximum realization of the educational potential of the space of an educational organization (group, site);
- availability of materials, equipment and inventory for the development of children's activities;
- protection and strengthening of the health of children, the necessary correction of the characteristics of their development;
- the possibility of communication and joint activities of children and adults (including children of different ages) in the whole group and in small groups;
- physical activity of children, as well as the opportunity for solitude.
Occupancy subject environment must comply with the principle of the integrity of the educational process. To implement the content of each of the educational areas presented in the Federal State Educational Standard of preschool education, it is important to prepare the necessary equipment, game, didactic materials and tools that correspond to the psychological, age and individual characteristics of pupils, the specifics of their educational needs. At the same time, the subject environment should be created taking into account the principle of integration of educational areas. Materials and equipment for the implementation of the content of one educational area can also be used in the course of the implementation of the content of other areas, each of which corresponds to children's activities (game, motor, search and research, visual, constructive, perception of fiction, communicative, etc.).
When creating a subject development environment, teachers must observe the principle of stability and dynamism of the subject environment, which provides a combination of familiar and extraordinary elements of the aesthetic organization of the environment; individual comfort and emotional well-being of each child. It is necessary to pay attention to the information content of the subject environment, which provides for a variety of subjects of materials and equipment for the activity of children in interaction with the subject environment.
A properly created subject environment allows each child to choose activities according to interests, the opportunity to interact with peers or act individually. The subject environment of modern kindergarten should not be archaic, it should be consonant with the times.
Traditional materials and materials of the new generation should be selected in a balanced way, according to the pedagogical value. Items, toys, aids offered to children should reflect the level modern world, carry information and stimulate search. At the same time, traditional materials that have shown their developmental value should not be completely replaced in favor of the “new” as valuable in itself. Heads of educational organizations need to systematically analyze the state of the subject environment in order to bring it into line with hygienic, pedagogical and aesthetic requirements (unity of style, harmony of color, use of works of art, indoor plants, children's work, harmony, proportionality and proportionality of furniture, etc.) .P.)
When implementing the educational program of preschool education in various organizational models and forms, the subject developmental environment must meet: - the criteria for assessing the material, technical and medical and social conditions for the stay of children in educational institutions, - the sanitary and epidemiological requirements for the arrangement, content and organization of the working hours organizations.
1. Materials and equipment should create an optimally saturated (without excessive abundance and without lack) holistic, multifunctional, transforming environment and ensure the implementation of the main general educational program in the joint activities of an adult and children and independent activities of children.
2. When creating a subject environment, it is necessary to be guided by the following principles defined in the GEF of preschool education:
- polyfunctionality: the subject developing environment should open up many opportunities for children, provide all the components of the educational process, and in this sense should be multifunctional;
- transformability: this principle is closely related to the multifunctionality of the subject environment, i.e. provides the possibility of changes that allow, according to the situation, to bring to the fore one or another function of space (as opposed to monofunctional zoning, which rigidly assigns functions to a certain space);
- variability: the subject developing environment assumes periodic change of game material, emergence of the new subjects stimulating research, cognitive, game, physical activity of children;
- saturation: the environment corresponds to the content of the educational program developed on the basis of one of the exemplary programs, as well as to the age characteristics of the children;
- availability: the environment provides children with free access to games, toys, materials, manuals;
- security: The environment presupposes the compliance of its elements with the requirements for ensuring reliability and safety.
3. When creating a subject development environment, it is necessary to take into account gender specifics and provide the environment with both general and specific material for girls and boys.
4. The general patterns of child development at each age stage should serve as guidelines for the selection of materials and equipment.
5. The selection of materials and equipment should be carried out for those types of activities of the child that are most conducive to solving developmental problems at the stage of preschool childhood (playing, productive, cognitive-research, communicative, labor, musical and artistic activities, as well as for organizing motor activity during the day), as well as in order to enhance the motor activity of the child.
6. Materials and equipment must have a quality certificate and meet hygienic, pedagogical and aesthetic requirements.
7. The most pedagogically valuable toys are those that have the following qualities
7.1. Polyfunctionality. Toys can be flexibly used according to the child's intent, the plot of the game in different functions.
Thus, the toy contributes to the development of creativity, imagination, the iconic symbolic function of thinking, etc.
7.2. The possibility of using toys in joint activities. The toy must be suitable for use by a group of children at the same time (including with the participation of an adult as a playing partner) and initiate joint actions - collective buildings, joint games, etc .;
7.3. didactic qualities. Toys should contain ways of teaching a child to design, get acquainted with color and shape, etc., may contain programmed control mechanisms, for example, some electrified and electronic games and toys;
7.4. Belonging to products of art crafts. These toys are a means of artistic and aesthetic development of the child, introduce him to the world of art and introduce him to folk art.
8. When selecting materials and determining their quantity, teachers must take into account the conditions of each educational organization: the number of children in groups, the area of group and utility rooms.
9. The selection of materials and equipment should be based on the fact that when implementing the educational program of preschool education, the main form of work with children is a game, which in educational process is given to adults in two forms: a story game and a game with rules.
10. The material for the story game should include objects of operation, toys - characters and markers (signs) of the playing space.
11. Material for playing with the rules must include material for playing on physical development, for games of chance (chance) and games for mental development.
12. Materials and equipment for productive activities should be represented by two types: materials for visual activity and construction, and also include general-purpose equipment. The availability of general-purpose equipment (a board for drawing with chalk and a marker, a flannelograph, magnetic tablets, a board for placing modeling work, etc.) are mandatory and are used in the implementation of the educational program.
13. A set of materials and equipment for productive (graphic) activities includes materials for drawing, modeling and appliqué. Materials for productive (constructive) activities include building material, designer parts, paper of different colors and textures, as well as natural and waste materials.
14. Materials and equipment for cognitive research activities should include materials of three types: objects for research in real action, figurative-symbolic material and normative-sign material. This equipment will help create a motivational and developing space for cognitive research activities (eg: a telescope, binoculars, corrector, children's mini-laboratories, puzzles, constructors, etc.).
14.1. Materials related to objects for real-time research should include various artificially created materials for sensory development (inserts - forms, objects for seriation, etc.). This group materials should include natural objects, in the course of actions with which children can get acquainted with their properties and learn in a different way ordering them (collections of minerals, fruits and seeds of plants, etc.).
14.2. The group of figurative-symbolic material should be represented by special visual aids that represent the world of things and events to children.
14.3. The group of normative-sign material should include various sets of letters and numbers, devices for working with them, alphabetic tables, mathematical multi-separators, magnetic demonstration posters for counting, etc.
14.4. Movement materials and equipment should include the following types of equipment for walking, running and balance; for jumping; for rolling, throwing and catching; for crawling and climbing; for general developmental exercises.
15. When designing a subject development environment, it is necessary to take into account the following factors:
- psychological factors that determine the correspondence of the parameters of the objective developing environment to the capabilities and characteristics of perception, memory, thinking, psychomotor skills of the child;
- psychophysiological factors that determine the correspondence of the objects of the objective developing environment to the visual, auditory and other capabilities of the child, the conditions of comfort and orientation. When designing an objective developing environment, it is necessary to take into account contact and distant sensations that are formed during the interaction of a child with objects of an objective developing environment.
- visual sensations. Consider lighting and color of objects as factors of emotional and aesthetic impact, psycho-physiological comfort and information source. When choosing and arranging light sources, the following parameters should be taken into account: the level of illumination, the absence of glare on working surfaces, the color of light (wavelength);
- auditory sensations. Take into account the totality of the sound of sound-producing toys;
- tactile sensations. The materials used for the manufacture of objects of the subject developmental environment should not cause negative sensations when in contact with the child's skin;
- factors are designed to ensure that the objects of the subject developing environment correspond to the power, speed and biomechanical capabilities of the child
- anthropometric factors that ensure the compliance of growth and age characteristics with the parameters of the subject developing environment.
16. Children should be protected in every possible way from the negative influence of toys that:
- provoke the child to aggressive actions;
- cause a manifestation of cruelty towards the characters of the game
- people and animals), whose roles are played by playing partners (peer and adult);
- cause a manifestation of cruelty towards the characters of the games, which are plot toys (dolls, bears, bunnies, etc.);
- provoke game plots associated with immorality and violence;
- cause an unhealthy interest in sexual problems that are beyond the competence of childhood.
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