The program is the main document, which reflects the content of training and education of preschool children. Analyzing the current state of the organization of the pedagogical process and the normative software of preschool institutions, it is advisable to make a small excursion into the history of the problem.
At the III (1924) and IV (1928) congresses on preschool education, the issue of the kindergarten program and the principles of its construction was singled out in a special section. In 1928, under the leadership of N.K.Krupskaya, the first draft of the program was created, which was discussed by scientists-specialists in the field of pedagogy and psychology. In 1929, a methodological letter from the People's Commissariat for Education "On the connection of preschool institutions with the school and on the planning of work" was published. After that, work begins on the creation of the "Program for preschool institutions". In 1932, such a program was adopted as a guide in planning the educational process. In 1934 the document "The program and the internal regulations of the kindergarten" was published. It differed from the previous one in shape, arrangement of material and was much simpler and more convenient in structure. In 1945, a manual for educators was developed, which was reissued in 1948 with minor changes.
The first binding document was the new Guide for Kindergarten Teachers, published in 1953.
The rapid development of preschool pedagogy as a science and child psychology has led to the creation of a document that is more perfect for the practice of preschool education. In 1962 it was approved and recommended for use by the Ministry of Education of the RSFSR as the main state document for preschool institutions "Program of education in kindergarten." The research institutes of preschool education of the USSR Academy of Pedagogical Sciences and the leading departments of preschool pedagogy worked on improving the program. From 1962 to 1989 the program was reprinted 9 times. In 1978, further changes were made, and the program was named Typical. The creation of a new "Model program of education and training in kindergarten" (1984, edited by R.A. Kurbatova and N.N. Poddyakov) was due to the social development of society, the achievements of pedagogical science, the requirements of the "Main directions of the reform of general education and vocational schools" ... The program was developed by the Research Institute of Preschool Education of the USSR Academy of Pedagogical Sciences, the USSR Ministry of Education and the Preschool Education Department. On the basis of this program, the programs of the union republics were developed, and in 1985 in the RSFSR the "Program of education and training in kindergarten" was published under the editorship of M.A. Vasilyeva. In 1987 the program was finalized and its second edition was published.
In 1989, the State Committee for Public Education of the USSR approved a new Concept of Preschool Education (authors V.A. Petrovsky and V.V.Davydov), in which a critical analysis of the state of preschool education and the prospects for its development in the direction of humanizing preschool education was given.
In 1991, the Decree of the Council of Ministers of the RSFSR approved the "Temporary Regulation on a Preschool Institution", which noted that a single program inevitably led to uniformity of forms, content and methods of the pedagogical process. The regulation canceled the procedure for the program as a unified educational document, now preschool institutions had the right not only to choose the program they would like to work on, but also to make their own changes to its content.
In the guidelines prepared by N. Ya. Mikhailenko and N.A. Korotkova (1992) presents an analysis of the state of preschool education during the period of its reform. The authors noted that the existing program does not fully meet the requirements of teaching upbringing of the new generation. It is overly ideologized, is designed mainly for the average child, does not take into account regional characteristics that are important for the formation of the child's personality.
In connection with the adoption of the Law of the Russian Federation "On Education" (1992), many scientific teams began to develop copyright, variable programs for preschool education. Later, in 1995, by the Decree of the Government of the Russian Federation, the "Model Regulations on a Preschool Educational Institution" was approved, which enshrined the right of preschool educational institutions to independently choose programs from a set of variable programs recommended by state educational authorities, make changes to them, and also develop their own ( copyright) programs in accordance with the requirements of the State Educational Standard.
All programs can be divided into complex and specialized. Comprehensive (or general developmental) programs are aimed at the formation of universal abilities in the child and their development to a level corresponding to the age capabilities and requirements of modern society. These include the following programs: "Rainbow" (supervisor TN Doronova); Development (team of authors led by L.A. Wenger); "Childhood" (the team of the Herzen Russian State Pedagogical University, ed. By TP Babaeva); "The program of education and training in kindergarten" (edited by MA Vasilyeva); "Kindergarten - a house of joy" (N. M. Krylova, V. T. Ivanova) and others.
Specialized (local or partial) programs include one or more areas of child development. These include: "Seven-flower" (V. I. Ashikov, S. G. Ashikova); “Our home is nature” (N. A. Ryzhova); "Young Ecologist" (S. N. Nikolaeva); Musical Masterpieces (O. P. Radynova); “Theater - creativity - children” (TS Komarova, AV Antonova, MB Zatsepina); “I am a man” (S. A. Kozlova) and others.
The choice of the program depends on the type of preschool educational institution approved by the “Regulations on preschool educational institution”.
Requirements for the structure of the general education program of preschool education Requirements Planned results of the mastering of the main general educational program by children Monitoring system for the achievement of the planned results of mastering the Program Explanatory note The content of psychological and pedagogical work on the development of educational areas by children Organization of the mode of stay of children in an educational institution Program of correctional work Program "Rainbow" Requirements to preschool programs
Complex programs (with early development) Program "Rainbow" under. ed. T. N. Doronova (from 2 to 7) Program "Childhood", edited by V. I. Loginova Program "Development", ed. L. A. Venger and O. M. Dyachenko The program of education and training in kindergarten. Ed. M. A. Vasilyeva (from 0 to 7) Program "Baby" under. ed. G. G. Grigorieva (from 0 to 3) Program "Origins" under. ed. T. And Aliyeva (from 0 to 7) Program "Harmony of Development" under. ed. DI Vorobyova (from 2 to 7) Program "From childhood to adolescence" under. ed. T. N. Doronova (from 1 to 7) Program "Community" under. ed. KA Hansen (from 0 to 10) The First Steps Program, ed. Smirnova E.O. Program "Rainbow"
Comprehensive (or general developmental) programs include all the main directions of the child's development: physical, cognitive speech, socially personal, artistically aesthetic; contribute to the formation of various abilities (mental, communicative, motor, creative), the formation of specific types of children's activity (subject, play, theatrical, visual, musical activity, design, etc.). Partial (specialized, local) include one or more areas of the child's development.
The "Rainbow" program A comprehensive program for preschool educational institutions Passed an experimental test in various regions of Russia For more than 17 years it has been widely used by practitioners both in Russia and in neighboring countries The "Rainbow" program
Rainbow Program The first innovative preschool education program recommended by the Ministry of Education. Developed by the staff of the laboratory of preschool education of the Institute of General Education under the leadership of T.N. Doronova. Teaching and methodological kit: Program Guidelines for educators for each age group Methodological aids with lecture notes Manuals for children "Rainbow" program
"Rainbow" program This program is an innovative general educational program document for preschool institutions, prepared taking into account the latest achievements of science and practice of domestic and foreign preschool education and developed in accordance with federal state requirements. Rainbow program
"Rainbow" program Objectives: 1. To maintain children's health and form a healthy lifestyle habit. 2. Ensure the timely and complete physical and mental development of children. 3. Provide each child with a joyful and meaningful life during preschool childhood. The program is based on the idea that each year of a child's life is decisive for the formation of certain mental neoplasms. Pedagogical work is based on theoretical positions on the leading role of activity in the mental development of a child and the formation of his personality.Creating special conditions opens up a wide field for independent actions of children, stimulates the setting of new goals, allows you to look for your own solutions. Rainbow program
Program "Rainbow" The theoretical basis of this program is the concept of A. N. Leontiev, where the main categories of analysis of the psyche are activity, consciousness and personality. For each age, specific tasks for the development of the activity, consciousness and personality of the preschooler are determined. Rainbow program
Program "Rainbow" The tasks of the development of activity include the formation of motivation for various types of activity (play, educational, labor), the formation of arbitrariness and mediation of mental processes, the formation of the ability to adequately assess the results of activities, etc. The tasks of development of consciousness are to expand the child's knowledge about the world , acquaintance with sign systems, development of imagination and logical thinking. The tasks of personality development involve fostering self-confidence and independence, establishing trusting relationships and personal contacts with adults, forming relationships of mutual assistance and cooperation between peers, fostering an emotional “Rainbow” program of responsiveness, etc.
The program "Rainbow" is 7 of the most important types of activities for children and activities, in the process of which the upbringing and development of the child takes place: visual activity, mathematics; development of speech, construction, music, movement, the world around. Rainbow program
Program "Rainbow" The program is based on principles that reflect humanistic attitudes: respect for the freedom and dignity of every child; creating conditions for the development of his personality; providing psychological comfort; the presence of "free pedagogical space" for the manifestation of the individual activity of both the educator and the child; the interaction of the educator with the child according to the type of subject-subject communication. Rainbow program
Program "Rainbow" Educational-methodical kit: Program Guidelines for educators for each age group Methodological aids with class notes Manuals for children "Rainbow" program
The program of education and training in kindergarten (Ed. By M. A. Vasilyeva) The main task is to protect the life and health of children, comprehensive education and preparation of children for school. The program provides for the physical, mental, moral, labor and aesthetic education and development of preschoolers in accordance with age and individual psychophysiological characteristics. The upbringing and education program is compiled by age groups (early age, primary school age, middle age and senior preschool age). (There will be a revised and enlarged edition (FGTOOP))
A new program of education and training in kindergarten This program is an innovative general educational program document for preschool institutions, prepared taking into account the latest achievements of science and practice of domestic and foreign preschool education and developed in accordance with federal state requirements. The program "From birth to school", being a modern innovative product, supports the best traditions of national education and in many areas maintains continuity in relation to the most popular Program of the last decade - "Program of education and training in kindergarten" edited by M. A. Vasilyeva, V. V. Gerbovoy, T. S. Komarova.
New program of education and training in kindergarten The authors have preserved the best traditions of the previous program: comprehensive, harmonious development of the child, clear definition of the tasks of education and training, continuity of all age periods of early and preschool childhood, focus on the regional component, as well as on preparing children for school. At the same time, the authors updated the general content of preschool education, the main directions of upbringing, teaching and development of the child, presented them taking into account the psychophysiological characteristics of preschoolers. In all types of children's activities at each age stage, primary attention is paid to the development of children's creative abilities, their individuality.
Manuals for the program of education and training in kindergarten (Edited by M.A.Vasilyeva)
The "Childhood" program was developed in 1995 by a team of teachers from the Department of Preschool Pedagogy, RSPU A. Herzen.
Childhood Program Child development is understood as a process of self-movement, the emergence and overcoming of internal contradictions. The authors proceed from the fact that the nature of children's activities and the peculiarities of children's relationships with others determine the natural emergence and maturation of promising psychological new formations in the cognitive and motivationally emotional spheres. The child's accumulation of valuable experience of cognition, activity, creativity, comprehension of his capabilities, self-knowledge contribute to the disclosure of the richest age potential of preschoolers.
"Childhood" program The goal of the program: ensuring the integral development of the child's personality during preschool childhood: intellectual, physical, emotional, moral, strong-willed, social and personal; initial socialization and familiarization of children with universal values. The main task is to introduce the child into the main spheres of being, into the world of people, objects, into the world of nature and help the child to realize himself as a subject of his own actions and experiences. The program focused on the social and personal development of the child includes a new important section - "Attitude to oneself". Combined into blocks: "Cognition", "Humane attitude", "Creation", "Healthy lifestyle".
The Childhood program is a complex educational program developed by the authors from the standpoint of humanistic pedagogy, a personal activity approach to the development and upbringing of a preschooler. It includes three parts in accordance with the three stages of the preschool period (junior, middle, senior preschool age).
Program "Childhood" The structure of the presentation of material in each part is as follows: characteristics of the given period of preschool age; main activities (communication); general tasks of education; representation; practical skills; levels of mastering skills; guidelines; Recommended literature for reading, telling and memorizing; Recommended works of fine and musical art; conclusion.
Program "Origins" The program was developed by the research team of the Center "Preschool Childhood" named after A. V. Zaporozhets The program is aimed at enriching (amplifying) the child's mental development and maximizing the possibilities of each age period. Objectives of the program: versatile development of the child; the formation of universal, including creative, abilities; ensuring an equal start in development for all children; strengthening their health.
The Origins program The content of the program is structured according to the age principle. Following L.S.Vygotsky and D. B. Elkonin, the authors consider psychological age as a relatively closed cycle of child development, the originality of which is determined by: the social situation of development, that is, the system of relations with other people (adults and peers), which is characteristic for a given age period; the leading type of activity, within the framework of which mental development occurs most intensively; psychological neoplasms (achievements in the development of the child in a given period); developmental crisis, restructuring of the system of relations between the child and adults, which occurs at the end of this period.
Origins Program Early Childhood: Infancy (from birth to one year); early age (from one to three years). Preschool childhood: junior preschool age (three to five years); senior preschool age (five to seven years).
Origins Program Social Development. At an early age: supporting the need for friendly adult attention and communication; developing the ability to discern the emotional states of others and express sympathy to them; the formation of elementary skills of polite communication with adults and peers; understanding the speech of others, developing active speech in communication with other people, enriching the child's vocabulary.
Origins Program Social Development. In the younger preschool age: education of interest, attention and a benevolent attitude towards others; development of speech and speech communication. At the senior preschool age: fostering a child's culture of communication with adults and peers; development of social emotions and motives conducive to humane relations; development of self-knowledge; fostering self-respect; development of speech and verbal dialogical communication.
Origins Program Cognitive development. At an early age: mastering the basics of sensory culture (development of elementary ideas about size, shape, color); mastering the basics of visually effective thinking (developing practical experimentation, fostering interest in finding new ways to solve practical problems); the formation of elementary ideas about the world around; design (the ability to create simple designs, familiarity with different types of material).
Origins Program Cognitive development. In the younger preschool age: cognition of the environment (connections between natural phenomena, the concept of living and inanimate objects, etc.); the formation of a culture of everyday life (knowledge about the structure of human housing, about the purpose of household items, the ability to use them); development of mathematical concepts (about quantity, size, time, space); design (the ability to distinguish and take into account the sensory and spatial characteristics of objects, to carry out search and planning actions). In senior preschool age, while maintaining and expanding the named tasks, new tasks of cognitive development are introduced: the formation of elementary historical and geographical concepts (familiarizing children with the past and present of their culture, fostering a sense of love for the Motherland; the ability to draw maps and trace the connection of historical events); teaching literacy as a single process of reading, writing and counting (the ability to correlate sounds and letters, skills in counting and writing).
Origins Program Aesthetic development. At an early age, the tasks of aesthetic development include: developing emotional responsiveness to music in children; develop the stability of auditory attention, awaken a sense of joy from singing and playing music. At an early age, the line of aesthetic development is specifically represented in the following blocks: fiction (the ability to listen and understand fairy tales and poems, to repeat their individual words); visual activity (teaching the simplest skills of drawing, modeling); music (the formation of an emotional response to music, the ability to reproduce certain musical intonations and dance movements).
Origins Program Aesthetic development. At the younger preschool age, the same blocks are expanded and enriched with more complex tasks of aesthetic development, namely: fiction - to develop in children the ability to adequately perceive literary works, to distinguish between their genres and themes, to tell and play the content of works; visual arts - to teach children to use the available visual means, to convey images of objects, to create the simplest images; music - to teach children to listen to and understand music (listening carefully, identifying elementary genres of a piece, distinguishing the timbres of instruments); to teach children to move to the music (movement musical studies, figurative dances, plastic, rhythmic movements); teach children how to sing and play children's musical instruments correctly
"Origins" program Aesthetic development. In older preschool age, the same blocks of aesthetic development are expanded and enriched. In addition, new forms of aesthetic activity are being added: artistic decorative activity, children's design (introducing children to the decorative design of premises, creating compositions from natural and artificial materials, decorating clothes and rooms with them); acquaintance of children with fine art museums, which contributes to the education of a value attitude towards art, the development of artistic perception and understanding of the language of art. In the sections devoted to aesthetic development, approximate repertoires of musical works for listening, for rhythmic lessons and for physical education are recommended, a list of fictional literary works of different genres is provided.
The program "Origins" Physical development is aimed at protecting and strengthening the health of children, at enriching their motor experience, at the ability to navigate in space. In preschool age, special attention is paid to the development of voluntary movements and motor abilities (dexterity, endurance, strength, etc.). For each age period in a special section "Health" an approximate daily regimen is presented and recommendations for its organization are given (requirements for hygienic conditions, for safety in preschool educational institutions and public places, etc.).
Program "Origins" Section "Developing Subject Environment of Childhood" basic concepts, functions and content of individual components of the developing environment of a modern kindergarten (physical culture and recreation facilities, subject-based play environment, subject-based learning environment, computer game complex, etc.).
The School 2100 program (Kindergarten 2100) The School 2100 program (Kindergarten 2100) is based on the idea of \u200b\u200blifelong education and essentially involves the implementation of goals, principles, prospects for the development of the content and technology of Russian education for the next 10 years. The general goal of the program: preparation in the process of preschool and school developmental education of a literate person as an indicator of quality learning, ensuring the readiness of the student for further development.
The program for the development and education of preschoolers in the educational system "School 2100" "Kindergarten 2100" The program examines the psychological, pedagogical and methodological aspects of the development and education of preschool children from 3 to 6 years old Is one of the structural components of the educational system "School 2100" Implements continuity between preschool and primary education. This is reflected in the conceptual foundations of the kit in the Educational system "School 2100". This meets the requirements of creating and maintaining a holistic picture of the world in a child.
Program for the development and education of preschoolers in the educational system "School 2100" "Kindergarten 2100" The purpose of the program is to implement the principle of continuity and continuity in the development and education of children of early and preschool age in accordance with the concept of the Educational system "School 2100". The purpose of the development and education of preschool children is to create conditions for the maximum disclosure of the individual age potential of the child.
Program for the development and education of preschoolers in the educational system "School 2100" "Kindergarten 2100" Objectives. 1. Development of content that ensures the upbringing and development of the child's personal qualities; - development of the cognitive sphere (thinking, imagination, memory, speech); - development of the emotional sphere. 2. Formation of experience of play, practical, cognitive, creative and other activities. 3. Formation of the experience of self-knowledge. The prerequisites for solving these problems are the protection and strengthening of the health of babies, the development of their motor culture, the creation of a substantively developing environment.
Program for the development and education of preschoolers in the educational system "School 2100" "Kindergarten 2100" The structure and content of the program The program is presented in the following sections: 1. Age characteristics of children. 2. Adaptation to the conditions of life and upbringing in a preschool institution. 3. Organization of life. Protection and promotion of health. 4. Physical development. 5. Play activities. 6. Social and personal development. 7. Cognitive activity: - development of speech; - acquaintance with the surrounding world; sensory development; artistic aesthetic activity
The program "Development" was developed at the Research Institute of Preschool Education of the USSR Academy of Pedagogical Sciences under the leadership of L. A. Venger and O. M. Dyachenko The program is aimed at developing mental and artistic abilities in preschool children.
Program "Development" Features of the program: Training is built on the principle of progressive movement from one age to another and is designed for four years (from three to seven years). The central task in the younger group (three to four years) is the development of sensory abilities (assimilation of sensory standards and actions with them) and the simplest forms of symbolization. The middle group program (four to five years) is aimed at developing mental and artistic abilities using visual modeling (plans, images, graphic models). In the older group (five to six years), the modeled relationships are expanded and generalized, new, purely conditional forms of modeling are introduced. In the preparatory group (six - seven years) there is an interiorization (from Latin interior - internal) of modeling actions, that is, their transfer to the internal plan.
Development program Features of the program: Organization of work in all age groups provides for classes with children in small subgroups of eight to ten people. While one subgroup performs the tasks of the educator, the other children, under the supervision of the assistant educator, are busy with games or independent activities.
Program "Development" Basic theoretical provisions: The first position is the position of A. V. Zaporozhets about the intrinsic value of the preschool period of development. According to this provision, the main path of the child's development is amplification (from the Latin amplificatio- expansion), that is, the enrichment of the child's life with the most significant forms and methods of activity for a preschooler. Unlike acceleration (from Latin accelero - I accelerate), ie, acceleration of development, amplification presupposes the fullest possible "living" of each age period. The second theoretical basis of the program is L.A. Wenger's concept of the development of abilities, according to which the main line in the development of a child is the formation of abilities (as opposed to knowledge, skills and abilities). Abilities are understood as indicative actions with figurative means specific to preschoolers: diagrams, symbols, models, etc.
Development Program Sensory education is central to working with younger preschoolers (three to four years). It is aimed at the formation of ideas about the external properties of objects - their shape, color, size, position in space. Sensory education involves developing the ability to use an elementary form of mediation, that is, the ability to use sensory standards.
Program "Development" Familiarization with fiction and development of speech. This section includes three main areas. 1. Acquaintance with fiction (reading poetry, fairy tales, discussion of what was read, etc.). 2. Acquaintance with the means of artistic expression of literature: the ability to highlight epithets and comparisons in works; games of dramatization based on plots of works that require intonational expressiveness; games "in epithets" (pick up as many features as possible to the subject). 3. Development of cognitive abilities on the basis of children's literature: the selection of substitute items for the characters of a fairy tale, the use of substitutes when retelling individual episodes, the reconstruction of holistic images according to some real signs, etc.
Program "Development" Construction is an extremely important section for mastering such means of mental activity as modeling ideas about objects and the corresponding actions of visual modeling. This section contains different types of tasks, for the solution of which appropriate means are required: design according to a model, according to predetermined conditions, according to a drawing, according to schematic images. Children learn not only to use a ready-made scheme for their own design, but also to independently create schematic images of objects from a ready-made design sample and from a verbal description.
Development program Development of elementary mathematical concepts. The main tasks of the section are to teach children the ability to highlight the properties of objects associated with size; to give ideas about quantitative relationships, about number, about a number series, etc. To achieve all these tasks, it is necessary to build and use visual models together with children that allow you to visually represent quantitative relationships (substitute items, abacus, various icons, number axis, etc. .d.).
Development program Familiarization with spatial relationships. The task of this section of the program is to form the ability to navigate well in space, for which it is necessary to learn to understand and use plans in different spatial situations. The plan, as you know, is a generally accepted conventional image of individual objects and their relationships in space. Children learn the conventions of various objects on the plan, comprehend the scheme of the mutual arrangement of objects on the plan, learn to change the starting point of reference, that is, to use a plan that displays space from different positions that do not coincide with the position of the child himself.
Development program Preparation for literacy training and literacy training. The task of the first stage of this section of the program is to teach the child to navigate well in the sound sphere of speech. The child's attention switches from the semantic side of speech to the sound one: children learn to carry out sound analysis of words, simulating the sound composition of words on the pictures of diagrams with the help of multi-colored chips that act as substitutes for sounds. Children get acquainted with the syllable structure of a word, learn to divide words into syllables, and conduct a sound analysis of a word. The preparatory group program provides for teaching reading.
Development program Visual activity. In this section, the task is posed - to teach how to convey by means of visual activity various relations (between a person and the world around him, between objects, between people, etc.). Children learn drawing techniques that convey the various properties of objects and their relationships.
Program "Development" Development of play activities There are two main types of preschooler play - role-playing game and game with rules. Taking into account the specific features of these types of games, the teacher organizes a joint game in small subgroups so as not to violate the partners' plan and the general rules of the game. The main task of the educator in the development of a plot role-playing game is to gradually complicate role-playing behavior, and for this it is necessary to learn to change your role-playing behavior in accordance with the different roles of partners, to teach to coordinate your actions, to distribute and redistribute roles, etc. In games with the rules, the teacher teaches children to act arbitrarily, but observing all the rules of the game. In younger groups, general schemes of joint actions with partners are specially formed in order to learn the rules of simultaneous with others or alternate actions. Particular attention is paid to mastering the priority rule.
The Golden Key Program The theoretical basis of this program is the well-known position of Vygotsky's concept of the unity of affect and intellect. The essence of this provision is that the emotional-volitional and cognitive development of a child cannot be carried out in isolation: these two lines of child development are interdependent and must form an organic unity. The authors rightly emphasize that in preschool age, intellectual development is subordinated to the development of the emotional sphere: it is the emotional attractiveness, emotional saturation of the material that ensure its better assimilation and cognitive development of children. Thus, the task of upbringing is to saturate the life of children as much as possible with a variety of exciting events (of course, positive ones).
The Golden Key Program The main goal of the program is "to achieve an organic unity of conditions that provide children with the fullest, age-appropriate development and at the same time emotional well-being and a happy, joyful life for every child."
The Golden Key Program Changes in the traditional principles of teaching and upbringing of children: Change the organization of the pedagogical process: a child does not just receive knowledge from an adult, but “lives” with him certain emotionally charged events that become his personal experience. Change the position of the teacher in the educational process: an adult not only teaches and educates, but also “lives” with children, and specific pedagogical tasks are solved within this common interesting life. To overcome the existing alienation of the family and kindergarten: parents must certainly actively participate in the work of kindergarten and freely connect to the life of their children. Make the main principle of family and not social education: life in kindergarten should be built on the model of a large family, which is, as it were, an extension of the child's own family.
The Golden Key Program The content of education is organized in four main directions: orientation in space; orientation in time; the ability to work with different materials; development of reflective abilities. Throughout the preschool age (from three to seven years), each of the four directions alternately becomes dominant.
The Golden Key program There are practically no traditional training sessions in the Golden Key. According to the authors of the program, “the solution of most educational problems, as well as the development of the bulk of knowledge, practical skills and abilities, occurs in children of different ages with each other and with the teacher, in balanced collective, microgroup and individual activities, in diverse games and theatricalizations, in planned and unexpected “events” ”.
The Golden Key Program The organization of the entire life of children is based on a specially developed system of activities related to seasonal or thematic cycles. With the help of theatrical performances, games of dramatizations, fascinating "events", children "plunge" into new areas of reality, within which they acquire new knowledge and skills. So, for example, a trip to Africa is "arranged". During such a "journey", children learn a lot about geography and history, about the life of exotic animals, about the climate, about the folk traditions of local peoples, etc. The authors believe that such an organization allows to awaken children's activity and introduce children into the semantic context of cultural traditions, cause an emotional attitude to the cognitive content.
Commonwealth Program This program was developed by the Soros preschool project team at the Georgetown University Child Development Center, USA. The executive director of the program is Pamela Koglin, Ph.D. In Russia, the national coordinator of the program is G.P. Kozlova, Candidate of Pedagogy.
"Commonwealth" Program The main goal of the program is to prepare a child for life in a rapidly changing world, to form a sustainable desire and ability to learn and change himself. The education of the following abilities is singled out as value guidelines: to be able to think critically and to exercise one's choice independently; accept certain new life situations and be the initiator of changes yourself; pose and solve problems; be creative and resourceful; develop imagination, be able to think; take care of people, country, environment.
Commonwealth Program The key idea is that the development of a small child should be completely free. The program is built on the principle of spontaneous, natural learning that takes place in real life. The authors proceed from the fact that a child's learning and development occurs when he tries to comprehend the world around him. Accordingly, the methods offered by the "Commonwealth" program are aimed at stimulating cognitive activity, at providing opportunities to be "researchers", make thoughtful choices and achieve success.
Commonwealth Program The most important block of the program is the organization of children's activity centers. Materials and equipment are placed in specially organized places or zones - activity centers where games and activities take place. Each group has several such centers: "Role-playing game"; "Open area"; "Building" ; "Literature"; "Art"; "Manipulative (board) games and toys"; "Sand and Water".
The "Commonwealth" program The content of the "Commonwealth" program is aimed at mastering and understanding various aspects of the surrounding world, namely: the physical world; activities such as measuring, weighing, building with blocks and ropes, working with wood, playing with sand and water, mixing paints, etc., contribute to understanding the properties of various materials and mastering how to work with them; social and cultural reality; role-playing, cooking, reading stories, dramatization, discussions about social life allow the child to understand and master this sphere of reality; logic and mathematics; to master this sphere, such mental actions as measuring, comparing, counting, finding identity, building sequences, classification, etc. are used; - oral and written speech; reading, writing, drawing, listening and expressing their own ideas help to master this area.
"Commonwealth" Program One of the main directions is to ensure the social and emotional development of children. The ability to overcome conflicts and inconsistencies, to adequately express feelings, to restrain aggressive impulses, to show care and respect for each other, to fairly distribute toys and materials, to support someone else's initiative - all this contributes to the moral education and socially emotional development of preschoolers.
The Commonwealth Program One of the main areas of work is the full participation of the family in the life of the kindergarten. The kindergarten staff recognize the central role of the family as the first parent of the child. The program contains a description of the various forms of parenting participation in the upbringing and education of children: kindergarten visits, conversations about the child, meetings, seminars with specialists, consultations, exchange of experience, one-time business assignments, classes and games with children in a group, making equipment, holidays , excursions, etc. One of the important directions in the work of every educator is visiting the child's family.
The "Commonwealth" program Features of the management of the program In each group, containing up to 25 children, there should be one educator and two assistants. As far as possible, the positions of assistants may be filled by parents. The professional position of an assistant is to treat the teacher as a leader. An assistant can turn to the teacher for help, must inform him about his plans, accept his instructions and control. The teacher is supported by another person - the program coordinator, who is responsible for the participation of parents in the life of the kindergarten. This new full-time position is considered a key one for this program. The functions of the coordinator include the selection and registration of children, the selection of assistants, the establishment of links with public authorities, the choice of forms of involving parents in raising children in a group, the organization of a special room for meetings with parents (family room)
Program "Paths" New programs Scientific supervisor of the program - Doctor of Psychology, Professor V. T. Kudryavtsev Development of a culture of thinking "Artistic design" Manual for children "Travel to the land of mathematics. Who is it? "Workbooks for children 2–3 years old:" Giraffe "," Goat "," Hare "," Cat "," Fox "," Elephant "," Dog "," Duckling "" Travel to the land of mathematics. The world around me ”Workbooks for children 2–3 years old:“ Toy House ”,“ Forest ”,“ Shop ”,“ Matryoshka ”,“ New Year's Adventure ”,“ Pyramids ”,“ Your Favorite Fairy Tales ”,“ Circus ”“ Travel to the land of mathematics "for children 3–4 years old. Workbooks No. 1–9. Methodological manual. Didactic materials (in two parts)." Travel to the country of mathematics. " - 3 "World of Mathematics" Workbooks No. 1, 2 for children 4-5 years old
Program "Paths" Scientific supervisor of the program - Doctor of Psychology, Professor V. T. Kudryavtsev The program "Paths" is built in the following areas: development of culture of movements and health work, development of a culture of knowledge, development of artistic aesthetic culture, development of a culture of communication. "Paths" Integrated program of training, development, health improvement of preschoolers "Conceptual foundations of the project of developing preschool education" Methodological manual Development of a culture of communication "Development of speech of children 3–4 years old" "Development of speech of children 4–5 years old" "Development of speech of children 5–6 years old "" Development of the speech of children 6-7 years old "Programs, guidelines, class notes, games and exercises Didactic materials Manuals for preschoolers
Program "Paths" Scientific supervisor of the program - Doctor of Psychology, Professor V. T. Kudryavtsev Development of a culture of communication "Preparing to teach children 4-7 years old" Program "Preparing to teach children 4-5 years old" "Preparing to teach children to read and write 5–6 years old ”“ Preparing to teach children 6–7 years old to read and write ”Teaching aids“ These amazing sounds ”Workbook for children 4–5 years old“ Secrets of words and sounds ”Workbook for children 4–5 years old“ Paths to the World ". English for preschoolers Textbook for children 5-6 years old Methodical recommendations
Program "Paths" Scientific supervisor of the program - Doctor of Psychology, Professor V. T. Kudryavtsev Development of artistic and aesthetic culture "Musical world" for children 3–5 years old "Musical world" for children 5–7 years old Manuals for children (in two parts ) Music reader Programs, methodological recommendations, content of classes "Artistic work" Manuals for children 4–5 years old and 5–6 years old Program of integrated education and development of children 5–6 years old "Pre-school time" Program manager - member. -corr. Russian Academy of Education, Doctor of Pedagogy, Professor N.F. Vinogradova The program will help educators, teachers and parents prepare a child for school. It implements two main goals: social (ensuring the possibility of a single start for six-year-old first-graders) and pedagogical (developing the personality of a senior preschool child, forming his readiness for systematic learning). Particular attention is paid to the development of speech and mental processes: thinking, attention, imagination, etc.
The "Baby" program Designed to work with young children Focused not only on teachers, but also on parents Created taking into account the achievements of modern domestic pedagogy Includes indicators of child development Can be used in early development groups "Rainbow" program
Program "Baby" Educational-methodical set: Program Methodical recommendations for the program Methodological manuals with notes, descriptions of games, etc. Book for parents Program "Rainbow"
Program for the upbringing and development of children in a preschool educational institution Methodical recommendations for the program A manual for parents The program "Rainbow"
The manual is designed to introduce the baby to the wonderful world of nature and love it. On the pages of this book you will find fascinating games, exercises, original gymnastics complexes, scenarios of physical education and entertainment with babies from birth to three.The book reveals the conditions for the development of the first amateur story games for babies and the possibilities of their all-round development in the game Little toy library for sensory and speech development child The program "Rainbow"
The program "From childhood to adolescence" of the publishing house "Education" The program for parents and educators is aimed at improving the health and development of children 1-7 years old, much attention is paid to the continuity of kindergarten and school. It is certified by the Ministry of Education of the Russian Federation and is recommended for use in preschool educational institutions. The program was developed by a team of authors led by T. N. Doronova. It is based on the most important strategic principle of the modern education system - its continuity, which at the stages of preschool and school childhood is ensured by the close coordination of three social institutions of education - family, kindergarten and school. The program helps to solve problems in a family and kindergarten in two directions: "Health" and "Development"
The program "From childhood to adolescence" A comprehensive program for preschool educational institutions Aimed at strengthening the health and full development of children from 1 to 7 years old, preparing them for school Addressed to educators and parents of early and preschool children Program "From childhood to adolescence"
The program "From childhood - to adolescence" Educational-methodological kit: Program Methodological aids with lecture notes in all areas Manuals for children Books for parents Includes elective courses Additional manuals "Mathematical fairy tales" "Smart races" Program "From childhood - to adolescence"
Cognitive development Methodological manual Manual for children Preparing for release Program "From childhood to adolescence"
"The approximate basic educational program of preschool education" Success "is developed in accordance with federal state requirements for the structure of the basic general educational program of preschool education ..." "The Department of General Education directs the program" Success "to discuss ... the possibility of using this program along with other exemplary basic general educational programs for development of basic general education programs for preschool education of preschool educational institutions. "
Features of the new complex Implementation of the principle of integration - interpenetration and interaction of educational areas that ensure the integrity of the educational process Priority of social and personal development of children, the formation of personal qualities Preschool childhood - "this is the period of the initial actual folding of the personality ..." A. N. Leontiev
The program is a state document approved by the Ministry of Education, which defines the goals and objectives of the upbringing of preschool children, the content of educational work with children of different age groups.
The program helps the educator to build the pedagogical process in a planned way, to see the prospects for the development of children, to carry out the holistic formation of the personality from the early years of life, to ensure continuity in educational work throughout preschool childhood, is a guideline for raising children in the family.
The principles of building the program are:
1) concentric - as the child grows up, the content becomes more complicated;
2) linear;
3) taking into account age and individual characteristics;
4) availability;
5) the systematic and consistent arrangement of the material;
6) connections with life;
7) developmental education;
8) the unity of educational and educational work;
9) the implementation of the upbringing of children in activities.
The history of the creation of program documents for preschool education
The first program document was the "Instruction for the management of the hearth and kindergarten" (1919).
In 1925, the "Instructions for the management of a kindergarten" was published. In the "Skills Program" (1928), sections of work, specific tasks of education and their complication for each age group were determined.
The first draft of the preschool work program was published in 1932.
The “Programs and internal regulations of a kindergarten” (1934) was based on a part of the project focused on organizing work according to “types of activities”.
This program was taken as a basis in Belarus. A year later, "Programs of pedagogical work for dzyatsya hell for 2 and 4 years" and "Programs and Interns of Paradak of Dzitsiahaga Garden" were published here.
The program and methodological instructions "Guide for a kindergarten teacher" were published in 1938), and then in 1953 "The program of education in a kindergarten" (1962 under the leadership of A.P. Usova.
In 1969, an improved Kindergarten Education Program was published.
70s - early 80s "Typical program of education and training in kindergarten" under the leadership of N.N. Poddyakova, R.A. Kurbatova (1984) In the BSSR in 1985, the "Program for education and training in kindergarten" was published, developed on the basis of the "Model program for education and training in kindergarten."
In the 90s of the last century, in connection with the new conditions for the operation of preschool institutions, appropriate programs appeared.
Program "Flexible mode in kindergarten"1992.
"Family kindergarten program"1994.
« Family education program for young children "1993.
"The program of art education in kindergarten» - authors T.B. Bratskaya, S.M. Kobrenkova, L.V. Kuzmicheva, N.I. Moskalenko 1996.
Praleska is the first state educational program.
Praleska is a preschool education program for children from birth to school. The team of authors is mainly teachers of the FDO BSPU. Among the authors, N.S. Starzhinskaya, D.N. Dubinina, I.V. Zhitko, N.V. Litvina, T.V. Pozdeeva, A.N. Belous and others. The program was carried out under the editorship of Professor Ye.A. Panko.
The main principles of educational work:
· Humanization;
· Harmony of three principles;
· Conformity to nature and individualization;
· Health-improving orientation of education;
· The relationship of the national and universal in education;
· Development of the psyche in activity and communication;
· Interaction of upbringing in the family and in the preschool institution.
The program includes two basic blocks and an application.
Curriculum, Curriculum.
Preschool education curriculum - a technical normative act, included in the structure of the educational program documentation of the educational program of preschool education (hereinafter - the curriculum).
The curriculum determines the goals and objectives of the study of educational areas, their content, the time allotted for the study of certain topics, types of children's activities, recommended forms and methods of education and training.
the first block - "The content of preschool education", which defines the goals and objectives of the study of educational areas, their content is differentiated by age groups of pupils;
the second block - "Implementation of the content of preschool education",which determines the time allotted for the study of content, types of children's activities, recommended forms and methods of education and training.
the emphasis in preschool education is placed on the development of the pupil, which is carried out in five main directions: physical, social, moral and personal, cognitive, speech, artistic and aesthetic.
Along with the Curriculum of preschool education, preschool institutions of Belarus use programs correlated with it: “Education and training of children of the seventh year of life in a preschool institution. Program and short guidelines " 2005.
"Programs of educational services for children of the sixth year of life who do not attend a preschool institution"2005.
The quality and effectiveness of preschool education are mediated by many factors, among which the educational program is far from the last. Since modern preschool educational institutions are represented by a variety, and parents have the opportunity to make a choice among kindergartens of various specializations and directions, the main preschool education programs are also quite diverse.
The law "On Education" of the Russian Federation states that the collective of the preschool educational institution has the right to independently develop or choose from the existing programs those that most fully correspond to the conditions and principles of operation of this preschool institution. This is not to say that this or that program is better or worse - they are all developed taking into account the necessary requirements, and each of them has its own merits.
Let's briefly consider the main ones common in kindergartens of the Russian Federation.
What are the main preschool education programs?
All basic preschool education programs can be divided into two types - complex (or general education) and the so-called partial (specialized, basic preschool education programs with a narrower and more pronounced focus).
Basic preschool education programs complex type take into account a holistic approach to the harmonious and comprehensive development of the child. According to such programs, education, training and development occur in all directions in accordance with existing psychological and pedagogical norms.
Partial core preschool education programs suggest the main emphasis on any one direction in the development and education of the child. In this case, a comprehensive approach to the implementation of preschool education is provided by the competent selection of several partial programs.
Comprehensive basic preschool education programs
"Origins" - a program in which due attention is paid to the development of the child's personality in accordance with his age. The authors offer 7 basic personality characteristics that must be developed in a preschooler. The educational program "Origins", like other basic programs of preschool education, takes into account the comprehensive and harmonious development of the preschooler and makes it a priority.
"Rainbow" - In this program you will discover 7 main activities typical for a preschooler. They include play, construction, mathematics, physical education, visual arts and manual labor, musical and plastic arts, speech development, and familiarity with the world around us. The development of the program takes place in all of the above areas.
"Childhood" - the program is divided into 4 main blocks, each of which is a center-forming element in the construction of preschool education. There are sections "Cognition", "Healthy lifestyle", "Creation", "Humane attitude".
"Development" - This is a special preschool education program, which is based on the principle of the gradual complication of educational, educational and educational tasks. The program provides a systematic, consistent approach to preschool education and child development.
"Tiny" Is a comprehensive program designed specifically for children under 3 years old. It takes into account the specifics of early age and provides maximum efficiency in solving educational problems in children of this age category. Includes several blocks - "We are waiting for you, baby!", "I myself", "Gulenka", "How I will grow and develop."
Partial core preschool education programs
"Gossamer", "Young ecologist", "Our home is nature" - these programs are developed for the purpose of environmental education of preschoolers. Accordingly, they instill in children a love and respect for nature and the world around us, form ecological awareness, which is very important for preschool children.
"Nature and the Artist", "Seven-color", "Integration", "Umka - TRIZ", "Kid", "Harmony", "Musical Masterpieces", "Construction and Manual Labor" - all these preschool education programs have one thing in common: they have a pronounced focus on the creative development of the child and on the artistic and aesthetic perception of the world.
“I, you, we”, “Development of ideas about history and culture in children”, “I am a person”, “Heritage”, “Inviting children to the origins of Russian folk culture” - the listed main preschool education programs have a socio-cultural orientation ... They are designed to stimulate the development of spirituality, morality, cultural perceptions and important social skills. In addition, some programs set the highest goal of fostering patriotism as a valuable personality trait.
"Sparkle", "Play for health", "Start", "Hello!", "Health" - in these programs, the emphasis is on health improvement, physical development of a preschooler and his physical activity. The priorities are to instill a love for sports, an active and healthy lifestyle.
There are even more specialized basic preschool education programs. For instance, Security Fundamentals program involves preparing preschoolers for possible situations of danger, natural disasters and emergencies. "Preschooler and Economics" - a program designed for economic education and the formation of initial financial and economic ideas.
Some basic preschool education programs have incorporated certain achievements of pedagogy and psychology.
For instance, tRIZ program is based on the postulates of the Theory of Inventive Problem Solving, developed by G. T. Altshuller in 1945. It represents an original approach to the development of imagination, fantasy, creativity and ingenuity.
Maria Montessori Pedagogy Program has an original position regarding the upbringing, teaching and education of a child, based on a solid scientific and philosophical basis. In addition, this program involves a departure from some generally accepted pedagogical standards, for example, the rejection of the usual classroom system.
Company "SpasiBeaucoup"
Egeubaeva K.S. Product:Hello, my name is Kamila. I am the head of the sales department at the educational organization "Save Beaucoup". Our organization provides various educational services. Such as, training in 16 world languages, preparation for international and local tests, translation services, travel services and educational trips.
Our company has been using the Universal Accounting System program for about a year. We used to have a myriad of folders, Excel documents and timetables, faculty sheets, paper records, and more. Now all the necessary information is stored by the USU, and I want to say that the program has significantly accelerated and improved the quality of work, saving us from paperwork. For our call center, the USU is convenient in that we can easily check and notify about how many lessons are left for one or another student of our center.
Also, since we have several branches in the city, I like the program because here you can keep a large database always organized and accessible to all administration staff. I want to note that with the help of this program, I, as the head of the department, can control the work of managers and make a report for the period I need.
If you have any questions or problems, we contact the USU specialists and receive all the answers and technical support. We would like to thank the creators of the USU software, and we hasten to recommend it to others!
Thank you letter
The Grenadine company expresses its gratitude to the Universal Accounting System for the development of a unique program.
Thanks to professionalism, the program was developed taking into account all our wishes and needs.
A big plus in the work is the prompt feedback from our personal manager.
We would like to express our special gratitude to Nikolai Nikolaevich Akulov for the individual approach to our project.
We plan to continue and expand our cooperation in the future!
Best regards, General Director of LLP "Grenadine" S.I. Ospanov
Our Virtuoso Art School opened in 2015. The database, the accounting system, everything was written in Excel, at the beginning it was convenient. After a year, we had many students and we could not control the system.
Universal Accounting System we found on the internet. The program you created suits us perfectly. That's what we need. We are currently working only Universal accounting system, we like it and meets all our requirements. Easy. Fast. Conveniently.
Thanks to the team!
Best regards, Director N.M. Medetov
OHANA PEACE LLP
Development Director Kurmanova D.A. Product:Rating: 5/5
OHANA PEACE LLP expresses its gratitude to the team of the Universal Accounting System for installing the program for the hobby club OHANA. During our joint work, the company's employees have shown themselves to be high professionals who monitor the quality of the work performed and take into account the wishes of the Customer.
Development Director Kurmanova D.A.
LLC "Educational Consulting" Intellect Group "
General Director N.A. Zhigalova Product:Rating: 5/5
Product: Learning Center Management
Our company is engaged in the provision of educational services in the field of foreign languages \u200b\u200bin Penza.
We have not previously used accounting systems, all information was entered manually on paper, and it was very inconvenient. Soon, according to reviews on the Internet, we found your program, which is very pleased.
Educational consulting "Intellect Group" expresses its sincere gratitude to the employees of your company for their help in installing the program, mastering it, and for technical support. We also express our gratitude to the developers for such a convenient data accounting system. The program is really easy to use, understandable to all employees.
Thank you for your cooperation!
General Director N.A. Zhigalova
English courses "Oxford"
Director of courses Sheptukha O.N. Product:Feedback on "Universal Accounting System"
My name is Oksana Sheptukha, I am the director of the Oxford English courses in Kharkov, Ukraine.
Our company is relatively young, we are five years old, but have already earned a reputation, we are recommended to friends. Undoubtedly, this is good news, but when the number of our clients exceeded 100 people, it became difficult to keep statistics. Another challenge was one of our tricks - we allow students to work off the lessons they missed for a good reason. It was very difficult to keep records on paper, because in addition to financial receipts and teachers' salaries, it is necessary to keep records of missed and worked classes. There was a question of finding a convenient accounting system.
Internet searches resulted in Universal accounting system... The first advantage is that there is no monthly subscription fee. The second advantage is a very user-friendly interface. Two weeks of testing the demo version left almost no questions. At our request, changes were made to the program - the ability to schedule not only each student, but the entire group as a whole. After paper "torment" thanks USU
We use a program to work with clients. The program is quite convenient, it helps to optimize work processes, free up employees to solve more important tasks, and also brings together all the necessary modules for work into a single base.
Thank you for developing the program "USU - Universal Accounting System".
Loading...