TARGET SECTION
Explanatory note
Goals and objectives of the Program implementation
Determined in accordance with the Federal State Educational Standard of Educational Education, the Charter of the educational institution.
The goals of the Program are: creating conditions for the development of a child that open up opportunities for his positive socialization, his personal development, development of initiative and creativity based on cooperation with adults and peers and age-appropriate activities; creating a developmental educational environment, which is a system of conditions for socialization and individualization of children.
•Can be supplemented with the goals of correctional and developmental work
The objectives of the program implementation will be determined on the basis of clause 1.6 of the Federal State Educational Standard for preschool education:
•Can be supplemented in accordance with the goals of implementing partial educational programs and correctional and developmental programs (in accordance with the Charter)
Principles and approaches to the formation of the Program
•Formulated on the basis of Federal State Educational Standards DO clause 1.4.
•Can be supplemented by the principles and approaches of the author’s comprehensive educational program and partial educational programs, provided that they are consistent and lack duplication.
Characteristics significant for the development of the Program
The location of the preschool educational organization, the features of the building and the walking area, their influence on the organization of educational activities.
Characteristics of national and cultural characteristics and social environment that influence the organization of educational activities.
Information about groups operating in a preschool educational organization (number of functioning groups, occupancy, group orientation (general developmental, compensatory, health-improving or combined orientation), number of groups of different orientations)
Information about parents as participants in educational relations (characteristics of the well-being / disadvantage of families at the time of the creation of the program, educational requests of parents at the time of the creation of the program).
Characteristics of the developmental characteristics of children of early and preschool age (the main age-related psychological and pedagogical characteristics are indicated, their significance for the implementation of the Program)
Planned results of mastering the Program
1 design option.
Are specified in accordance with age groups based on the targets of the Federal State Educational Standard for Education.
2 design option.
They are specified in accordance with age groups based on the educational areas of the Federal State Educational Standard and taking into account the target guidelines of the Federal State Educational Standard for Education.
An example of an educational area is cognitive development.
Example. Social and communicative development (3-4 years)
- The child participates in joint activities with the teacher
- Agrees on joint activities with peers, enters into paired interactions regarding toys and play activities
- Maintains a predominant emotional and positive mood in kindergarten
- Emotionally responds to the pronounced emotional state of close adults and peers
- Uses forms of greeting, farewell, request and gratitude
- Self-care requires a little adult assistance
- Imitates the work actions of adults
- Shows in pictures ways to use objects safely and potentially dangerously.
Three models for organizing the educational process in preschool educational institutionsconsultation on the topic
Three models for organizing the educational process in preschool educational institutions
1. Training model. In recent years, it has been actively used in preschool educational institutions. The organization of the educational process in a preschool institution is based on the principle of divided educational methods, each of which has its own logic of construction. In this model, the adult’s position is that of a teacher: the initiative and direction of activity belong entirely to him. The model is designed for advance hard programming of the educational environment in the form of techniques. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form of “teaching aids”. The attractiveness of the educational model for practitioners is determined by its high technological effectiveness and accessibility to a professionally trained teacher. To help the teacher, many notes are published - developments on individual methods, the content of which is not related to each other.
2. Complex thematic model. The organization of educational content is based on a theme, which acts as communicated knowledge and is presented in an emotional and figurative form. The implementation of the topic in various types of children's activities (“living” it as a child) forces the adult to choose a freer position, bringing it closer to a partner’s position. The organization of the subject environment in this model becomes less rigid, and the creativity of the teacher is included. The set of topics is determined by the teacher and this gives systematicity to the entire educational process. However, in general, the educational process is aimed more at expanding the child’s ideas about the world around him than at his development. This model is most often used by teachers and speech therapists. The model makes quite high demands on the general culture and creative and pedagogical potential of the teacher, since the selection of topics is a complex process.
3. Subject-environment model. The content of education is projected directly onto the subject environment. An adult is the organizer of subject environments, selects autodidactic, developmental material, provokes trials and records the child’s mistakes. The classic version of this model is the M. Montessori system.
Limiting the educational environment only to subject material and focusing on the child’s self-development in this model leads to a loss of systematicity in the educational process and sharply narrows the cultural horizons of a preschooler. At the same time, like the educational model, this model is technological and does not require creative efforts from an adult.
Three models for organizing the educational process in preschool educational institutions
Module I. Lecture 1. Features of the educational process in preschool educational institutions
Content
1.1. Planning and organization of educational activities in educational institutions, taking into account the Federal State Educational Standards for educational institutions
1.2. Psychological and pedagogical foundations of preschool education
1.3. Requirements for the results of mastering the basic educational program of preschool education in the context of the introduction of the Federal State Educational Standard for Preschool Education
Planning and organization of educational activities in educational institutions, taking into account the Federal State Educational Standards for educational institutions
Today, big changes are taking place in preschool education, the foundation of which was laid by the state, which is showing great interest in the development of this area. In order to improve the upbringing and education of preschool children, the Federal State Educational Standards for preschool education were introduced, and SanPiN for the structure, content and organization of work in preschool organizations was approved, from 09/01/2013. The new federal law “On Education in the Russian Federation” came into force. The main goal of policy in the field of preschool education is quality education for preschool children. Currently, preschool institutions can choose priority areas, programs, types of educational services, new forms of work, focused on the interests of the teaching staff and parents.
For the first time in the history of Russian education, the Federal State Educational Standard for preschool education is a document that, at the federal level, determines what the main general education program of a preschool institution should be, what it determines the goals, content of education and how the educational process is organized.
The introduction of the Federal State Educational Standard for preschool education is due to the fact that there is a need to standardize the content of preschool education in order to provide every child with an equal starting opportunity for successful schooling (Slide 2,3,4).
However, the standardization of preschool education does not provide for the presentation of strict requirements for children of preschool age, does not consider them within a strict “standard” framework.
The basic educational program (BEP) is a model for organizing the educational process of a preschool educational institution. The basic general education program helps the child master the basic level of preschool education. It is designed to provide the preschooler with a level of development that will allow him to be successful in further education, i.e. at school and should be performed by every preschool institution (Slide 5).
In the current conditions, according to many experts, the role of planning in education management is significantly increasing. Well-designed models of the educational process in preschool educational institutions serve as a guide for teachers and help solve the problems of quality education.
A holistic educational process in a preschool educational institution is a systemic, integral, developing over time and within a certain system, a purposeful process of interaction between adults and children, which is person-oriented in nature, aimed at achieving socially significant results, designed to lead to the transformation of the personal properties and qualities of pupils . The educational process provides each child with the opportunity to satisfy his developmental needs, develop his potential abilities, and preserve his individuality.
The educational process in each educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participation in its design by subjects of different levels - from the state to a specific teacher, parent and child.
To create an optimal model of the educational process in accordance with the Federal State Educational Standard for Educational Education, it is necessary to remember what basic educational models exist in preschool educational institutions at the present time.
Three models for organizing the educational process in preschool educational institutions
1. Training model
In recent years, it has been actively used in pre-school educational institutions in pre-school groups. The organization of the educational process in a preschool institution is based on the principle of divided educational methods, each of which has its own logic of construction. In this model, the adult’s position is that of a teacher: the initiative and direction of activity belong entirely to him. The model is designed for advance hard programming of the educational environment in the form of techniques. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form of “teaching aids”. The attractiveness of the educational model for practitioners is determined by its high technological effectiveness and accessibility to a professionally trained teacher. To help the teacher, many notes are published - developments on individual methods, the content of which is not related to each other.
2. Complex thematic model
The organization of educational content is based on a theme, which acts as communicated knowledge and is presented in an emotional and figurative form. The implementation of the topic in various types of children's activities (“living” it as a child) forces the adult to choose a freer position, bringing it closer to a partner’s position.
The organization of the subject environment in this model becomes less rigid, and the creativity of the teacher is included.
The set of topics is determined by the teacher and this gives systematicity to the entire educational process. However, in general, the educational process is aimed more at expanding the child’s ideas about the world around him than at his development. This model is most often used by teachers and speech therapists.
places quite demands on the general and creative and pedagogical educator, since the topic is complex.
3. Subject-environment model
education is aimed at subject matter. The adult is the organizer of the environment, selects developmental material, and the child’s trials and errors. a variant of this is the M. Montessori system.
educational only by subject and the emphasis on self-development in this model leads to the loss of the educational process and narrows the cultural preschooler. At the same time, like this one, it is technologically advanced and does not require effort from an adult.
requirements for planning activities in the Federal State Educational Standard for preschool.
The basis of education is planning. is a project for the activities of the entire educational process. is a scientifically based pedagogical preschool educational institution, which gives it certainty and controllability.
Research in recent years has shown that what is paramount in planning is not the teacher’s knowledge of their personal characteristics and characteristics. Developmental, personality-oriented is understood as relying on qualities, which requires the teacher to:
1. study and good individual characteristics, traits, views, habits;
2. ability to diagnose, the real level of personal, motives and interests;
3. timely identification and reasons that interfere with achieving;
4. combination of education with;
5. Reliance on activity, initiative, initiative.
Planning work in preschool - one of the main process controls of the main program - reflects the forms of organization of adults and children.
The pedagogical teacher is working with children. There are no rules for maintaining a document; it can be in any form convenient for you. However, there are several conditions that the preschool educational institution, the senior teacher, or the senior teacher must comply with:
1.objective level at the time of planning;
2. goals and objectives for a specific job, correlating them with the general educational program of education, according to which the educational program, the age composition of children and the priority educational process in preschool educational institutions;
3. presentation of the work that will be achieved by the planned period;
4. optimal means, methods, to achieve the goals, which means getting results.
It is not an important condition for planning work to take into account the specific age, specific pedagogical, real situation and in which the activity is carried out, but professional competence.
The educational plan for children is a document for which two educators work. Therefore, this is a joint activity and should be. Planning is not only a process of planning, but also a mental discussion between two people about what to do to achieve goals and objectives.
The plan will be adjusted and clarified during its implementation. reduce the number of amendments to a minimum, comply with the principle of the calendar.
No matter how the plan for working with children is designed, it must meet certain requirements:
· be based on the developmental education that every child receives;
· on the principle of the educational process;
· on educational integration in accordance with the age and characteristics of the group;
· provide educational, developmental and goals and objectives for pupils, in the implementation of which knowledge, skills and activities that directly relate to the development of preschool age;
· the content and forms of children should be based on the age and basics of preschool (Slide 6).
When planning and organizing the process, it is important that the main work with children of age and leading activities for them is.
According to preschool education, educational planning in preschool educational institutions should be based on the thematic principle.
With a comprehensive thematic construction of the educational Federal State Educational Standard, preschool education offers for educational activities not individual techniques, but the assimilation of material in the process and carrying out any interesting events. The training system has been restructured to work with an “event-based” approach. Such events include Russian holidays (Year, Family Day, etc.), holidays (Kindness Day, etc.). Holidays are joy, respect, memory. – these are events for which you can prepare, you can wait. activity becomes . The criterion for this principle will be a lively, interested participation in this or that, and not a chain of actions by an adult.
Basic models of the educational process in kindergarten.
A model description of the educational process and pedagogical activity at the stage of preschool education was carried out by N. A. Korotkova and N. Ya. Mikhailenko. When describing the model of the educational process in kindergarten, the authors introduced the following dimensions: the functions (positions) of an adult in relation to the children's community, the organization of educational content (or developmental content), the structure of the subject environment. These dimensions create the overall educational environment into which the child is immersed kindergarten.
The identified dimensions allowed the authors to reduce all preschool programs (both modern and existing in the history of pedagogy) to three general types of models of the educational process: 1) educational model; 2) complex thematic model; 3) subject-environment model. Here is a brief description of each of the models.
The educational model is characterized by the organization of educational content on the principle of divided academic subjects (by areas of knowledge or by types of activity), each of which has its own logic of construction. This content of education is closely related to a certain position of the adult—the teacher’s: the initiative and direction of activity belongs entirely to the adult. The model is designed for rigid programming of the educational environment - its topography (in the form of a “collection” of educational subjects) and time development (deployment of educational content throughout the year in the logic of the educational subject).
The educational process unfolds in a disciplinary school-lesson form that keeps children within the framework of the academic subject. The subject environment serves the lesson, and its organization takes the form of teaching aids. The unambiguous correspondence of developmental tasks, educational subjects, subject environment and the uniqueness of the adult’s pedagogical position are ideally aimed at motivating the child’s activity adequate to the academic subject. All unplanned types of activity and initiative of children are not welcomed and are excluded by adults.
The complex thematic model uses an organization of educational content that is more organic for a preschooler: a topic as communicated knowledge about any sphere of reality, presented in an emotional-figurative rather than an abstract-logical form. Preliminary selection of main topics for adults makes the educational process systematic and culturally appropriate. At the same time, the projection of the topic onto different types of children’s activities (“living” it by the child in play, drawing, design) and the possibility of their choice by the child himself make this model less rigid and ensure the development of children’s initiative. The implementation of the topic in a complex of different types of activities, as it were, forces the adult to a freer position than the teacher’s; it can be designated as the position of a partner, employee. In this model, the organization of the subject environment also becomes more flexible, constantly adapting to the developmental tasks and initiative of children. Responding to the psychological characteristics of preschool age, the complex thematic model places very high demands on the general culture, flexibility, creativity and intuition of an adult, without which the model simply does not work.
The essence of the subject-environmental model is that the contents of education are projected directly onto the subject environment, bypassing the adult as an active bearer of these contents. The classic version of this model is entirely built on a conceptually justified artificial and strictly limited subject environment (M. Montessori system). The adult in this model is only the organizer of the subject environment, his function is the selection of developmental material that is autodidactic, itself provokes trials and records the child’s mistakes. The topography of the educational environment does not change throughout preschool age; only the child himself will change, drawing out the developmental content embedded in the subject material in the process of repeated exercises (a more modern version of this model is built on a subject environment that is close to the “natural” forms of the child’s activity).
Limiting the educational environment only to subject material and focusing on the child’s self-development in this model leads to the disappearance of the systematic nature of the educational process and sharply narrows the child’s cultural horizons. At the same time, like the educational model, this model is technological and does not require creative efforts from an adult.
In the history of preschool pedagogy, the last two models were proposed as alternatives to the formalism and rigidity of the educational model (essentially imitating the school system), which does not take into account the uniqueness of preschool age and is ineffective in the education of preschoolers.
