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APPROVED

by order of the Ministry of Education and Science Russian Federation

FEDERAL STATE EDUCATIONAL STANDARD FOR PRESCHOOL EDUCATION

I . GENERAL PROVISIONS

1.1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.

The subject of regulation of the Standard are relations in the field of education arising from the implementation of the main educational program of preschool education (hereinafter referred to as the Program) by organizations engaged in educational activities (hereinafter referred to as Organizations), individual entrepreneurs or parents (legal representatives).

Organizations, individual entrepreneurs have the right to implement the Program if they have an appropriate license to implement educational activities.

Children, their parents (legal representatives), teachers and their representatives, Organizations, federal state bodies, bodies state power subjects of the Russian Federation, local authorities, employers and their associations.

The requirements of the Standard are mandatory for implementationfor Organizations and individual entrepreneurs, unless otherwise provided by this Standard.

Parents (legal representatives) individual entrepreneurs who do not have a license toimplementation of educational activities,may use the provisions of the Standard in the independent implementation of the Program.

Pre-school education in the Organizations can begin at any time after the children reach the age of two months.

1.2. The following key concepts are used in this Standard:

Developmental amplification -the maximum enrichment of the personal development of children on the basis of the wide deployment of a variety of activities, as well as the communication of children with peers and adults.

The variability and diversity of organizational forms of preschool education is the provision of a plurality of forms of education that differ from each other, forms of education, and organizations that carry out educational activities.

Variability of the content of educational programs - ensuring the diversity of exemplary basic educational programs.

Interaction between individuals and legal entities is a partnership aimed at providing high-quality education for individual state structures, families, businesses, and civil society institutions.

Adults - parents (legal representatives), pedagogical and other employees of the educational organization.

The group is the main structural unit created in the Organizations or outside them for the purpose of mastering the basic educational program by children.Groups can have a general developmental, compensatory, health-improving or combined focus. Groups of young children can also be created to ensure the development, supervision, care and rehabilitation of pupils aged from 2 months to 3 years; groups for supervision and care without the implementation of the main educational program, providing a set of measures for organizing nutrition and household services for children, ensuring their compliance with personal hygiene and daily routine; family preschool groups.

The unity of the educational space is the provision of uniform conditions and quality of education, regardless of the place of study, excluding the possibility of discrimination in the field of education.

The zone of proximal development is the level of development that manifests itself in a child in joint activities with an adult and more experienced peers, but is not actualized in his individual activities.

Individualization of education - the construction of 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.

A comprehensive educational program is a program aimed at the diversified development of children preschool age in all major educational fields, activities and/or cultural practices.

The age of children is infant (from birth to 1 year), early age (from 1 year to 3 years), preschool age (from 3 years to 7 years).

An educational area is a structural unit of the content of education, representing a certain direction in the development and education of children.

Educational environment -a set of conditions purposefully created in order to ensure the full education and development of children.

Partial educational program - a program aimed at the development of preschool children in one or more educational areas, activities and / or cultural practices.

Pedagogical diagnostics -grade individual development children of preschool age, associated with the evaluation of the effectiveness of pedagogical actions and underlying their further planning.

The continuity of the main educational programs is the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels.

Psychological diagnostics - identification and study of individual psychological characteristics of children.

Developing object-spatial environment - part educational environment, represented by a specially organized space (premises, plot, etc.),materials, equipment and inventory

Diversity of childhood - a variety of options for the course of the period of preschool childhood, determined by the individual characteristics of the children themselves, including theirpsychophysiological features, including health limitations , as well as the individual characteristics and capabilities of their parents (legal representatives), socio-cultural, regional, national, linguistic, religious, economic and other characteristics.

Early assistance is a family-oriented comprehensive psychological, pedagogical and medical and social assistance to infants and young children who have developmental disorders of various functions or deviations from them, or the risk of their occurrence at an older age, and to families in crisis situations, raising such children.

Self-worth of childhood - understanding (consideration) of childhood as a period of lifesignificant 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.

The social situation of development is the established system of relationships between the child and the surrounding social world, represented primarily by adults and other children.

Special conditions of education - special educational programs, methods and means of teaching, textbooks, study guides, didactic and visual materials, technical teaching aids for collective and individual use (including special ones), means of communication and communication, sign language translation in the implementation of educational programs, adaptation educational institutions and adjacent territories for free access to all categories of persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs by persons with disabilities health is difficult;

Site - a territory adjacent to the Organization, functioning in the mode of more than 5 hours, or located at a small distance, and representing open area adapted for the implementation of the program.

1.3. The standard was developed taking into account the UN Convention on the Rights of the Child, the Constitution of the Russian Federation, the legislation of the Russian Federation, which are based on the following basic principles:

supporting the specificity and diversity of childhood;

preservation of the uniqueness and intrinsic value of childhood as an important stage in general development person;

personality-developing and humanistic nature of the interaction between adults and children;

respect for the personality of the child as a mandatory requirement for all adult participants in educational activities;

implementation of educational activities in forms specific for children of this age group, first of all, in the form of a game, cognitive and research activities.

The Standard takes into account:

● special educational needs of certain categories of children, including those with disabilities;

● opportunities for the child to master the Program at different stages of its implementation.

1.4. Basic principlespreschool education:

full-fledged living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;

individualization of preschool education;

assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

support children's initiatives in various types activities;

partnerships of an Organization or an individual entrepreneur with a family;

introducing children to socio-cultural norms, traditions of the family, society and the state;

formation of cognitive interests and cognitive actions of the child in various activities;

age adequacy (correspondence of conditions, requirements, methods to age and features of development);

taking into account the ethno-cultural situation of children's development;

occupation of the requirements for the conditions for the implementation of the Program, ensuring the social situation of the development of the child's personality, a key place in the structure of the Standard.

1.5. The standard aims to achieve the following goals:

raising the social status of preschool education;

ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;

providing state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs, their structure and the results of their development;

maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

1.6. The standard is aimed at solving the following problems:

Protection and strengthening of the physical and mental health of children, including their emotional well-being;

Ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological characteristics (including disabilities);

Ensuring the continuity of the main educational programs of preschool and primary general education;

creations favorable conditions the development of children in accordance with their age and individual characteristics and inclinations; the development of the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;

Combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society;

Formation of a general culture of the personality of children, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites learning activities;

Ensuring the variability and diversity of the content of educational programs and organizational forms at the level of preschool education, the possibility of forming educational programs of various directions, taking into account the educational needs and abilities of children;

Formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of the health of children;

Definition of directions for the systematic interaction of individuals and legal entities, as well as the interaction of pedagogical and public associations.

1.7. The standard is the basis for:

Development of exemplary educational programs for preschool education (hereinafter referred to as Exemplary Programs);

Development of standards for financial support for the implementation of the Program;

Formation by the founder of the state (municipal) task in relation to the Organizations;

Objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard to the conditions for the implementation and structure of the Program;

Training, professional retraining, advanced training and certification teaching staff, administrative and managerial personnel of Organizations and individual entrepreneurs, assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, developing individual abilities and necessary correction of violations of their development.

1.8. The standard sets out the requirements:

To the structure of the Program and its scope;

To the conditions for the implementation of the Program;

To the results of the development of the Program.

1.9. The implementation of the Program is carried out by the Organization or an individual entrepreneur in the state language of the Russian Federation.

Implementation of the Program by an Organization or an individual entrepreneur, on the territory of the Republic of the Russian Federation, may be carried out in the state language of the Republic of the Russian Federation in accordance with the legislation of the Republics of the Russian Federation. The implementation of the Program by an Organization or an individual entrepreneur in the state language of the Republic of the Russian Federation should not be carried out to the detriment of the state language of the Russian Federation.

II . REQUIREMENTS FOR THE STRUCTURE OF THE BASIC AND ITS VOLUME

2.1. The program determines the content and organization of educational activities at the level of preschool education.

The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual and psychological and physiological characteristics and should be aimed at solving the tasks of the Standard specified in paragraph 1.6 of the Standard.

2.2. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.3. The program is aimed at:

creation of conditions for the development of preschool children, opening up opportunities for positive socialization of the child, his comprehensive personal development, development of initiative and creativity on the basis of cooperation with adults and peers and activities appropriate for preschool age;

to create a developing educational environment /

2.4. The program is approved by the Organization independently in accordance with this Standard and taking into account Model Programs.

When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the scope of the tasks of pedagogical work to be solved.The organization can develop and implement various Programs for preschool educational groups (hereinafter referred to as the group) with different duration of stay of children during the day, including groups of short-term stay of children, groups of full and extended days, groups of round-the-clock stay, and for groups of children different ages from two months to eight years, including groups of different ages.

The time required for the implementation of the Program is from 65% to 80%time spent inpupils in the Organization depending on the age of the children, their individual characteristics and needs, as well as the type of group in which the Program is implemented .

2.5. The content of the Program should ensure the development of the personality, motivation and abilities of children in various activities and cover the following educational areas:

social and communicative development;

cognitive development;

speech development;

Artistic aesthetic development;

physical development.

socially -communication development aimed at the appropriation of norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy, the formation ofreadiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family, small homeland and Fatherland, ideasabout the socio-cultural values ​​of our people, about domestic traditions and holidays; the formation of the foundations of security in everyday life, society, nature.

cognitive development involves the development of curiosity and cognitive motivation; formation cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and effects, etc.), about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

Speech development includes possession of speech as a means of communication; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of sound and intonation culture of speech, phonemic hearing; formation of a sound analytic-synthetic activity as a precondition for literacy.

Artistic and aesthetic development involves the development prerequisites for value-semantic perception and understanding works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; music perception, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.).

Physical development includes gaining experience in the following areas children's behavior: motor , including related m with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; mastery of elementary norms and rules healthy lifestyle life (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

2.6. The specific content of these educational areas depends on the age of the children and should be implemented in certain types of activities:

- in infancy this is direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, physical activity and tactile-motor games;

- in early age these are objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music, fairy tales, poems, looking at pictures, physical activity;

- for kids preschool age this is a game, including a role-playing game as a leading activity of preschool children, as well as a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (study of objects of the surrounding world and experimenting with them), perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other materials, visual (drawings, modeling, applications), musical (perception and understanding the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

2.7. The content of the Program should reflect the following aspects of the educational environment for a preschool child:

● subject-spatial developing educational environment;

● nature of interaction with adults;

● nature of interaction with other children;

● the system of the child's relationship to the world, to other people, to himself.

2.8. The program assumes a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of the implementation of the requirements of the Standard.

The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.4 of the Standard).

In the part formed by the participants in educational relations, partial educational programs, methods, forms of organization of educational work selected and / or independently developed by the participants in educational relations should be presented.

2.9. The volume of the mandatory part of the Program should be at least 60% of its total volume; part formed by participants in educational relations - no more than 40%.

2. 10 . The program should include three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2. 10 .one. Target section includes:

explanatory note;

planned results of the development of the Program.

The explanatory note should disclose:

Goals and objectives of the Program implementation;

Characteristics significant for the development and implementation of the Program, including the age and individual characteristics of children in the Organization, their special educational needs, priority areas of activity, specific conditions (regional, national, ethno-cultural, etc.);

Principles and approaches to the formation of the Program.

The planned results of the development of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by the participants in educational relations, taking into account the age and individual capabilities of children, their special educational needs, as well as the developmental characteristics of children with disabilities and children with disabilities.

2.10.2. The content section represents the general content of the Program, providing full development children in accordance with the five educational areas.

b) a description of the forms, methods, means of implementing the program, taking into account the age and individual characteristics of the pupils, the specifics of their educational needs and interests;

Characteristics of the life of children in groups, including the routine and / or daily routine, as well as the features of traditional events, holidays, events;

Features of work in five main educational areas in different types of activities and cultural practices;

Features of the organization of the developing subject-spatial environment;

Ways and directions of support for children's initiative;

Features of the interaction of the teaching staff with the families of pupils;

Other characteristics that are most significant from the point of view of the authors of the Program.

The part of the Program formed by the participants of educational relations is formed by the participants of educational relations independently, taking into account (if necessary) partial educational and other programs.

This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:

the specifics of national, socio-cultural, economic, climatic conditions in which the educational process is carried out;

the choice of those partial educational programs and forms of organizing work with children that best meet the needs and interests of the pupils of the Organization, as well as the capabilities of its teaching staff;

support for the interests of the teaching staff of the Organization, the implementation of which corresponds to the goals and objectives of the Program;

established traditions of the organization (group).

This section is drawn up in the form of one or more adapted educational programs, which should consider the mechanism for adapting the Program for children with disabilities and children with disabilities and for the implementation of a qualified correction of developmental disorders.

The content of the section should include a description of the special conditions for the education of children with disabilities and children with disabilities, including the use of special educational programs and methods, special teaching aids and didactic materials, the provision of services of an assistant (assistant), providing children with the necessary assistance, conducting group and individual remedial classes.

Correctional work and/or inclusive education should be aimed at:

● ensuring the correction of developmental disorders of various categories of children with disabilities and children with disabilities, providing them with qualified assistance in mastering the Program;

● mastering the Program by children with disabilities and children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and / or inclusive education of children with disabilities and children with disabilities mastering the Program in groups of combined and compensatory orientation (including for children with complex (complex) disorders) must take into account the developmental features and specific educational needs of each category children.

In the case of organizing inclusive education on grounds not related to the disabilities of children's health, the allocation of this section is not mandatory; in the case of its allocation, this section is drawn up by the authors of the Program in the way they consider appropriate.

2. 10 .3. Organization section includes a description of the organization of educational activities and organizational and pedagogical conditions in the Organization, reflects the content, the approximate daily time required to implement the Program, taking into account the age and individual characteristics of children, their special educational needs, including time for:

● directly educational activities(not related to the simultaneous holding of regime moments);

● educational activities carried out in regime moments (during the morning arrival of children at an educational organization, walks, preparing for meals and daytime snoi, etc.);

● interaction with children's families on the implementation of the Program.

The organizational section should containdescription of the material and technical support of the program, provision with methodological materials and teaching aids.

2.11. Mandatory part of the Program,if it does not duplicate the content of one of the Exemplary Programs, it must be presented in detail in accordance with clause 2.9. Standard.

Part The program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which allows you to get acquainted with the content selected by the participants of educational relations of partial programs, methods, forms of organization of educational work.

III. REQUIREMENTS
TO THE CONDITIONS FOR THE IMPLEMENTATION OF THE BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing object-spatial environment.

The conditions for the implementation of the Program should ensure the full development of the personality of children in all major educational areas, namely: in the areas of social communicative, cognitive, speech, X 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.

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

● guarantees the protection and strengthening of the physical and mental health of pupils;

● provides emotional well-being pupils;

● contributes to the professional development of teaching staff;

● creates conditions for developing varied preschool education;

● ensures the openness of preschool education;

● creates conditions for the participation of parents (legal representatives) in educational activities.

3.2. Requirements for the psychological and pedagogical conditions of implementation the main educational program of preschool education .

3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

1) respect of adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;

2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);

3) building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

4) support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in various activities;

5) support for the initiative and independence of children in activities specific to them;

6) the opportunity for children to choose materials, types of activity, participants in joint activities and communication;

7) protection of children from all forms of physical and mental abuse;

8) support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, contributing to the maximum extent to obtaining preschool education, as well as to the social development of these children, including through the organization of inclusive education for children with disabilities.

3. The activities of pedagogical workers should exclude overloads that affect the proper performance of their professional duties, thereby reducing the necessary individual attention to children and that can negatively affect the well-being and development of children.

3.2.3. To solve educational problems, an assessment of the individual development of children can be carried out. Such an assessment is made by the teacher within the framework of pedagogical diagnostics (or monitoring).

The results of pedagogical diagnostics (monitoring) can be used exclusively for solving educational problems:

● individualization of education (including support for the child, building his educational trajectory or professional correction of the features of his development);

● optimization of work with a group of children.

If necessary, psychological diagnostics of the development of children is used, which is carried out by qualified specialists (psychologists, psychologists).

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of children's development.

3.2.4. The maximum occupancy of groups, including children with disabilities and children with disabilities, including in groups of compensatory and combined orientation, is established in accordance with sanitary and epidemiological rules and regulations.

3.2.5. The teacher implementing the Program must have the basic competencies necessary to create a social situation for the development of pupils that corresponds to the specifics of preschool age. These competencies include:

1) ensuring emotional well-being through:

● direct communication with each child;

● respect for each child, his feelings and needs;

2) support for the individuality and initiative of children through:

● creation of conditions for children to freely choose activities, participants in joint activities, materials;

● creating conditions for children to make decisions, express their feelings and thoughts,

● non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);

3) establishing rules of behavior and interaction in different situations:

● creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;

● development of children's communication skills, allowing them to resolve conflict situations with peers

● development of children's ability to work in a group of peers, solving problems in a jointly distributed activity

● establishing rules of conduct indoors, on a walk, during educational activities carried out in regime moments (meetings and farewells, hygiene procedures, meals, daytime sleep), direct educational activities, etc., presenting them in a constructive (without accusations and threats) and understandable to children form;

4) building a developing education focused on the zone of proximal development of each pupil, through:

● creation of conditions for mastering cultural means of activity;

● organization of activities that contribute to the development of thinking, imagination, fantasy and children's creativity;

● support for spontaneous play of children, its enrichment, provision of play time and space;

● assessment of the individual development of children in the course of observation aimed at determining the effectiveness of the teacher's own educational activities, individualization of education and optimization of work with a group of children.

5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on the identification of needs and support for educational initiatives of the family.

3.2.6. When implementing the Program, conditions must be created for:

● advanced training of pedagogical and managerial staff (including those of their choice) and their professional development;

● advisory support to teachers and parents (legal representatives) on education and health protection of children, including inclusive education if it is organized;

● organizational and methodological support of the Program implementation process, including in terms of interaction with society;

● logistical support for the implementation of the Program.

3.2.7. For corrective work with children with disabilities and children with disabilities who master the Program together with other children in groups of a combined orientation, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure the satisfaction of the special educational needs of children with disabilities and disabled children.

When creating conditions for working with disabled children mastering the Program, an individual program for the rehabilitation of a disabled person should be taken into account.

In order to provide comprehensive psychological, pedagogical and medical and social assistance to children with disabilities in infancy and childhood from the moment they have developmental disorders of various functions or the risk of their occurrence at an older age, organizations and individual entrepreneurs who have a license to carry out educational activities can create an early assistance service.

The main activities of the early intervention service are:

1) conducting a psychological, medical and pedagogical examination of infants and young children;

2) provision of comprehensive correctional and developmental assistance to infants and young children;

3) rendering advisory assistance parents (legal representatives) on the upbringing and education of children and the organization of psychological and pedagogical support for the family of a child with disabilities in infancy and early childhood.

3.2.7. An organization and an individual entrepreneur who has a license to carry out educational activities must create opportunities for:

● to provide information about the Program to families and all interested persons involved in educational activities, as well as the general public;

● for adults to search for, use materials that ensure the implementation of the Program, including in the information environment;

● to discuss with the parents (legal representatives) of children of issues related to the implementation of the Program.

3.3. Requirements for the developing object-spatial environment

3.3.1. Developing object-spatial environment providesmaximum realization of the educational potential of space and materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, the protection and strengthening of their health, taking into account the characteristics and correction of shortcomings in their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children and adults (including children of different ages), in the whole group and in small groups, the motor activity of children, as well as opportunities for solitude.

3.3.3. The developing object-spatial environment should provide:

● implementation of various educational programs used in educational activities;

● in the case of organizing inclusive education - the necessary conditions for it;

● taking into account the national-cultural, climatic conditions in which educational activities are carried out;

● taking into account the age characteristics of children.

3.3.4. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with teaching aids (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:

● play, cognitive, research and creative activity of all categories of children, experimentation with materials available to children (including sand and water);

● physical activity, including the development of large and fine motor skills, participation in outdoor games and competitions;

● emotional well-being of children in interaction with the object-spatial environment;

● opportunity for children's self-expression.

For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children.

3) The multifunctionality of materials involves:

● the possibility of a variety of use of various components of the subject environment, such as children's furniture, mats, soft modules, screens, etc.;

● the presence of polyfunctional (not having a rigidly fixed way 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).

4) The variability of the environment implies:

● 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;

● periodic change of play material, the emergence of new items that stimulate the play, motor, cognitive and research activity of children.

5) Accessibility of the environment implies:

● accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;

● free access for children, including children with disabilities and children with disabilities, to games, toys, materials, aids that provide all the basic types of children's activities;

● serviceability and safety of materials and equipment.

6) The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

3.3.5. The organization and the individual entrepreneur independently chooses and purchases teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory, in accordance with the specifics of the Program.

3.4. Requirements for personnel conditions for the implementation of the main educational program of preschool education

3.4.1. The implementation of the Program should be ensured by teaching staff who meet the qualifications established inUnified qualification directory of positions of managers, specialists and employees, section "Qualification characteristics of positions of educational workers", approved by order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 No. 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration No. 18638 ).

3.4.2. For organization management of educational activities, methodological support for the implementation of the Program,reference accounting, financial, economic and economic activities necessary to protect the health of pupils, the Organization engages appropriate qualified personnel as employees of the Organization and / or concludes contracts with organizations providing relevant services.

3.4.3. When working in groups for children with disabilities, the Organization and the individual entrepreneur should additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work in accordance with the health limitations of children.

It is recommended that in groups for children with disabilities in the Organization and in the individual entrepreneur to ensure the ratio of relevant teaching staff,implementing the Program,in the amount of at least one employee for each group.

3.4.4. When organizing inclusive education:

● when children with disabilities are included in the general educational group, the Organization and the individual entrepreneur should provide for additional positions of qualified teachers in accordance with the specifics of their educational needs.

It is recommended in general education groups to ensure the ratio of relevant teaching staff,implementing the Program,in the amount of at least one employee per three pupils with limited health opportunities;

● when other categories of children with special educational needs are included in the general education group, including those in a difficult life situation, additional staffing may be provided.

3.4.5. The implementation of the program by an individual entrepreneur with the number of children in the group no more than five can be carried out by one pedagogical worker in the groupduring the entire time of stay of pupils (including due to the involvement of pedagogical workers by an individual entrepreneur). PIf there are more than five children in the group, the implementation of the program by an individual entrepreneur is carried out in accordance with paragraph 3.4 of the Standard.

3.5. Requirements for the material and technical conditions of implementation
the main educational program of preschool education

3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:

1) requirements determined in accordance with sanitary and epidemiological rules and regulations, including:

● to buildings (premises) and sites,

● to water supply, sewerage, heating and ventilation of buildings (premises)

● to the set and areas of educational premises, their decoration and equipment,

● to artificial and natural lighting of educational premises,

● to the sanitary condition and maintenance of the premises,

● equipping premises for quality nutrition of children;

2) requirements determined in accordance with fire safety rules;

3) equipment of premises for the work of medical personnel in the Organization;

4) equipping the premises with a developing object-spatial environment;

5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects)).

3.6. Requirements for the financial conditions for the implementation of the main
educational program of preschool education

3.6.1. Financial conditions Program implementation must:

● ensure the possibility of fulfilling the requirements of the Standard for the conditions of implementation and the structure of the Program;

● ensure the implementation of the mandatory part of the Program and the part formed by the participants in the educational process, taking into account the variability of individual development trajectories of children;

● reflect the structure and volume of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.2. Financing the implementation of the educational program of preschool education should be carried out in an amount not lower than the established state regulatory costs of the constituent entities of the Russian Federation for the provision public service in education for that level.

The standards determined by the state authorities of the constituent entities of the Russian Federation on aboutensuring state guarantees for the realization of the rights to receive public and free preschool education,are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities, the provision of additional professional teaching staff,ensuring safe conditions for education and upbringing, protecting the health of children,orientation of the Program, category of children, type of Organization, forms of education and other features of educational activities and should be sufficient and necessary for the Organization to implement:

● labor costs for employees implementing the Program;

● expenses for teaching aids, related materials, including the purchase of educational publications in paper and in electronic format, didactic materials, audio and video materials, teaching aids, including materials, equipment, overalls, games and toys, electronic educational resources necessary for the organization of all types of educational activities and the creation of a developing object-spatial environment (including special for children with disabilities and children with disabilities), the purchase of updated educational resources, including consumables, subscriptions to update electronic resources, replenishment of a set of teaching aids and subscriptions to technical support for the activities of teaching aids, sports, health-improving equipment, inventory, payment for communication services, including expenses associated with connection to the Internet information network;

● costs associated with additional vocational education pedagogical workers according to the profile of their activity;

● other expenses related to the implementation of the Program.

3.6.3. Financial provision of state guarantees for citizens to receive public and free preschool education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of the standards for financing educational services that ensure the implementation of the Program in accordance with the Standard.

IV. REQUIREMENTS TO THE RESULTS OF DEVELOPMENT BASIC EDUCATIONAL PROGRAM PRESCHOOL EDUCATION

4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which represent the age characteristics of the child's possible achievements at the stage of completing the level of preschool education.

4.2. Target guidelines for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the types of Organization implementing the Program.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children. Mastering the Program is not accompanied by intermediate attestations and final certification pupils.

4.4. These requirements are guidelines for:

a) founders of Organizations to build educational policy at the appropriate levels, taking into account the goals of preschool education common to the entire educational space of the Russian Federation;

b) individual entrepreneurs engaged in educational activities in educational programs of preschool education;

c) teachers and administration of Organizations to solve problems:

– formation of the Program;

- analysis of your professional activity;

– interaction with families;

e) researchers in the formation of research programs to study the characteristics of education of children aged 2 months to 8 years;

f) parents (legal representatives) of children from 2 months to 8 years old to inform them about the goals of preschool education common to the entire educational space of the Russian Federation;

g) the general public.

4.5. Targets cannot serve as a direct basis for solving managerial tasks, including:

Certification of teaching staff;

Assessment of the quality of education;

Assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);

Evaluation of the implementation of the municipal (state) task by including them in the quality indicators of the task;

Distribution of the incentive fund for the remuneration of employees of the Organization.

4.6. The targets of preschool education include the following characteristics of the development of the child at the stages of the beginning of preschool age and the completion of preschool education:

By the beginning of preschool age (by 3 years)

the child is interested in surrounding objects and actively acts with them; emotionally involved in activities with toys and other objects, strives to show perseverance in achieving the result of their actions;

uses specific, culturally fixed object actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday life ohm and games ohm behavior;

owns active and passive speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;

seeks to communicate with adults and actively imitates their movements and actions; there are games that child mimics the actions of an adult;

shows interest in peers; observes their actions and imitates them;

child has an interest in verse am, songs and fairy tales, looking at the picture, strives move to the music shows emotional response tovarious works of culture and art;

the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).

By the end of preschool education (by the age of 7):

Child masters the main cultural ways of activity,takes the initiative and independence in different types of activities - playing, communicating, designing, etc.; is able to choose his occupation, participants in joint activities;

the child has a positive attitudeto the world, to other people and to oneself, has self-esteem; actively interacts with peers and adults participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;

The child has a developed imagination, which is realized in various activities, and, above all, in the game; child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;

the child speaks well enough, can express his thoughts and desires,can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;

The child has developed large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;

The child is capable of volitional efforts,can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules safe behavior and personal hygiene;

The child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; child capable of making their own decisions, relying on their knowledge and skills in various activities.

4.7. In general, the educational work of families, organizations and persons implementing the Program should be aimed at achieving the integral characteristics of the development of the child's personality as targets for preschool education.

All of the above characteristics are necessary prerequisites for the transition to the next level of primary general education, successful adaptation to the conditions of life in a general educational organization and the requirements of educational activities; the degree of real development of these characteristics and the ability of the child to show them by the time of transition to the next level of education can vary significantly in different children due to differences in the conditions of life of the individual characteristics of the development of a particular child.

4.8. The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of the prerequisites for learning activities in preschool children at the stage of completing their preschool education.

4.9. If the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the direct targets for the development of the Program by pupils - as creating prerequisites for their implementation.

. No. 273-FZ The specificity of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make the requirements unlawful from a child of preschool age to specific educational achievements and determine the need to determine the results of mastering the educational program in the form of targets.

64.2.

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Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia)

"On approval of the federal state educational standard for preschool education"

Date of signing: October 17, 2013
Publication date: November 25, 2013
Effective: 01 January 2014
Registered with the Ministry of Justice of the Russian Federation: November 14, 2013
Registration number 30384

In accordance with paragraph 6 of Part 1 of Article 6 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; No. 30, art. 4036), subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 No. 466 (Collected Legislation of the Russian Federation, 2013, No. 23, art. 2923 ; No. 33, art. 4386; No. 37, art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 No. 661 (Collected Legislation of the Russian Federation , 2013, No. 33, item 4377), I order:

1. Approve the attached federal state educational standard for preschool education.

2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:

dated November 23, 2009 No. 655 "On the approval and implementation of federal state requirements for the structure of the main general education program preschool education" (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration number 16299);

dated July 20, 2011 No. 2151 "On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration No. 22303).

Minister
D. Livanov

Application

Federal state educational standard for preschool education

I. General provisions

1.1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.
The subject of regulation of the Standard are relations in the field of education arising from the implementation of the educational program of preschool education (hereinafter referred to as the Program).
Educational activities under the Program are carried out by organizations engaged in educational activities, individual entrepreneurs (hereinafter collectively - Organizations).
The provisions of this Standard may be used by parents (legal representatives) when children receive preschool education in the form of family education.

1.2. The standard was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child, which are based on the following basic principles:
1) support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood - understanding (considering) 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) 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.

1.3. The Standard takes 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 their education (hereinafter referred to as special educational needs), the individual needs of certain categories of children, including those with disabilities;
2) opportunities for the child to master the Program at different stages of its implementation.

1.4. Basic principles of preschool education:
1) full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;
2) 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 referred to as the individualization of preschool education);
3) assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;
4) supporting the initiative of children in various activities;
5) cooperation of the Organization with the family;
6) introducing children to socio-cultural norms, traditions of the family, society and the state;
7) the formation of cognitive interests and cognitive actions of the child in various activities;
8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);
9) taking into account the ethno-cultural situation of children's development.

1.5. The standard aims to achieve the following goals:
1) raising the social status of preschool education;
2) provision by the state of equal opportunities for each child in obtaining a quality pre-school education;
3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs for preschool education, their structure and the results of their development;
4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

1.6. The standard is aimed at solving the following problems:
1) protecting and strengthening the physical and mental health of children, including their emotional well-being;
2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);
3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);
4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;
5) combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society;
6) the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities;
7) ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health of children;
8) formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;
9) providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.

1.7. The standard is the basis for:
1) development of the Program;
2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);
3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;
4) an objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard;
5) formation of the content of vocational education and additional professional education of teachers, as well as their certification;
6) assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in developing individual abilities and the necessary correction of violations of their development.

1.8. The standard includes requirements for:
- the structure of the Program and its scope;
- conditions for the implementation of the Program;
- the results of the development of the Program.

1.9. The program is implemented in the state language of the Russian Federation. The program may provide for the possibility of implementation on mother tongue from among the languages ​​of the peoples of the Russian Federation. The implementation of the Program in the native language from among the languages ​​of the peoples of the Russian Federation should not be carried out to the detriment of obtaining education in the state language of the Russian Federation.

II. Requirements for the structure of the educational program of preschool education and its volume

2.1. The program determines the content and organization of educational activities at the level of preschool education.
The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving the problems specified in paragraph 1.6 of the Standard.

2.2. Structural divisions in one Organization (hereinafter referred to as Groups) may implement different Programs.

2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.4. The program is aimed at:
- creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities through cooperation with adults and peers and age-appropriate activities;
- to create a developing educational environment, which is a system of conditions for the socialization and individualization of children.

2.5. The program is developed and approved by the Organization independently in accordance with this Standard and taking into account Model Programs.
When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of educational tasks to be solved, the maximum occupancy of the Groups. The Organization can develop and implement in Groups various Programs with different length of stay of children during the day, including Groups for short-term stay of children, Groups for full and extended days, Groups for round-the-clock stay, Groups of children of different ages from two months to eight years, including groups of different ages.
The program can be implemented during the entire time the children stay in the Organization.

2.6. The content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units, representing certain areas of development and education of children (hereinafter referred to as educational areas):
- social and communicative development;
- cognitive development; speech development;
- artistic and aesthetic development;
- physical development.

Social and communicative development aimed at mastering the norms and values ​​accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and the Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

Speech development includes possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.).

Physical development includes the acquisition of experience in the following types of children's activities: motor, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; the formation of the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities - as through mechanisms of child development):

in infancy (2 months - 1 year)- direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, physical activity and tactile-motor games;

at an early age (1 year - 3 years)- objective activity and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

for preschool children (3 years - 8 years)- a number of activities, such as gaming, including a role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research of objects of the surrounding world and experimenting with them), as well as perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including construction kits, modules, paper, natural and other materials, visual (drawing, modeling, appliqué), musical (perception and understanding the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

2.8. The content of the Program should reflect the following aspects of the educational environment for a preschool child:
1) subject-spatial developing educational environment;
2) nature of interaction with adults;
3) nature of interaction with other children;
4) the system of the child's relationship to the world, to other people, to himself.

2.9. The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of the implementation of the requirements of the Standard.
The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).
In the part formed by the participants in educational relations, Programs selected and / or developed independently by the participants in educational relations, aimed at the development of children in one or more educational areas, activities and / or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organization of educational work.
2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and the planned results of the development of the program.
The explanatory note should disclose:
- goals and objectives of the Program implementation;
- principles and approaches to the formation of the Program;
- characteristics that are significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age.
The planned results of the development of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by the participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children disabled (hereinafter - children with disabilities).

2.11.2. The content section presents the general content of the Program, which ensures the full development of the personality of children.
The content section of the Program should include:
a) description of educational activities in accordance with the directions of the development of the child, presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and methodological aids that ensure the implementation of this content;
b) description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of pupils, the specifics of their educational needs and interests;
in) description of educational activities for the professional correction of developmental disorders in children, if this work is provided for by the Program.
The content section of the Program should include:
a) features of educational activities of different types and cultural practices;
b) ways and directions of support for children's initiative;
in) features of the interaction of the teaching staff with the families of pupils;
G) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.
The part of the Program formed by the participants of educational relations may include various directions chosen by the participants of educational relations from among partial and other programs and/or created by them independently.
This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:
- the specifics of national, sociocultural and other conditions in which educational activities are carried out;
- selection of those partial educational programs and forms of organization of work with children that best meet the needs and interests of children, as well as the capabilities of the teaching staff;
- established traditions of the Organization or Group.
The content of correctional work and / or inclusive education is included in the Program if it is planned to be mastered by children with disabilities.
This section should contain special conditions for the education of children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual remedial classes and carrying out qualified correction of violations their development.
Correctional work and/or inclusive education should be aimed at:
1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;
2) mastering the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.
Correctional work and/or inclusive education of children with disabilities studying the Program in Combined and Compensatory Groups (including those for children with complex (complex) disabilities) must take into account the developmental characteristics and specific educational needs of each category of children.
In the case of organizing inclusive education on grounds not related to the disabilities of children's health, the allocation of this section is not mandatory; in the case of its allocation, the content of this section is determined by the Organization independently.

2.11.3. The organizational section should contain a description of the material and technical support of the Program, the provision of methodological materials and means of training and education, include the routine and / or daily routine, as well as the features of traditional events, holidays, activities; features of the organization of the developing subject-spatial environment.

2.12. If the mandatory part of the Program corresponds to an exemplary program, it is drawn up as a link to the corresponding exemplary program. The mandatory part must be presented in detail in accordance with paragraph 2.11 of the Standard, if it does not correspond to one of the sample programs.
Part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which makes it possible to get acquainted with the content of the partial programs, methods, forms of organization of educational work selected by the participants in educational relations.

2.13. An additional section of the Program is the text of its brief presentation. A brief presentation of the Program should be aimed at parents (legal representatives) of children and be available for review.
The short presentation of the Program should indicate:
1) age and other categories of children targeted by the Program of the Organization, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;
2) the Sample Programs used;
3) characteristics of the interaction of the teaching staff with the families of children.

III. Requirements for the conditions for the implementation of the main educational program of preschool education

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing object-spatial environment.
The conditions for the implementation of the Program should 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 to other people.
These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:
1) guarantees the protection and strengthening of the physical and mental health of children;
2) ensures the emotional well-being of children;
3) contributes to the professional development of teaching staff;
4) creates conditions for developing variable preschool education;
5) ensures the openness of preschool education;
6) creates conditions for the participation of parents (legal representatives) in educational activities.

3.2. Requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education.

3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:
1) adult respect for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;
2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);
3) building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;
4) support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in various activities;
5) support for the initiative and independence of children in activities specific to them;
6) the opportunity for children to choose materials, types of activity, participants in joint activities and communication;
7) protecting children from all forms of physical and mental abuse;
8) support for parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, contributing to the maximum extent to obtaining preschool education, as well as to the social development of these children, including through the organization of inclusive education for children with disabilities.

3.2.3. During the implementation of the Program, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning).
The results of pedagogical diagnostics (monitoring) can be used exclusively for solving the following educational tasks:
1) individualization of education (including support for the child, building his educational trajectory or professional correction of the features of his development);
2) optimization of work with a group of children.
If necessary, psychological diagnostics of the development of children is used (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (teacher-psychologists, psychologists).
Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).
The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of children's development.

3.2.4. The occupancy of the Group is determined taking into account the age of the children, their state of health, the specifics of the Program.

3.2.5. The conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, suggest:
1) ensuring emotional well-being through:
- direct communication with each child;
- respectful attitude to each child, to his feelings and needs;
2) support for the individuality and initiative of children through:
- creation of conditions for children to freely choose activities, participants in joint activities;
- creating conditions for children to make decisions, express their feelings and thoughts;
- non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);
3) establishing rules of interaction in different situations:
- creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;
- development of children's communication skills, allowing them to resolve conflict situations with peers;
- development of children's ability to work in a group of peers;
4) construction of a variable developmental education focused on the level of development, manifested in a child in joint activities with an adult and more experienced peers, but not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:
- creation of conditions for mastering the cultural means of activity;
- organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;
- support for the spontaneous play of children, its enrichment, providing play time and space;
- assessment of the individual development of children;
5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.

3.2.6. In order to effectively implement the Program, conditions must be created for:
1) professional development of teachers and managers, including their additional professional education;
2) advisory support for teachers and parents (legal representatives) on the education and health of children, including inclusive education (if it is organized);
3) organizational and methodological support of the Program implementation process, including in interaction with peers and adults.

3.2.7. For corrective work with children with disabilities who master the Program together with other children in Combined Orientation Groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure that the special educational needs of children with disabilities are met.
When creating conditions for working with disabled children mastering the Program, an individual rehabilitation program for a disabled child should be taken into account.

3.2.8. The organization should create opportunities:
1) to provide information about the Program to families and all interested persons involved in educational activities, as well as to the general public;
2) for adults to search, use materials that ensure the implementation of the Program, including in the information environment;
3) to discuss with the parents (legal representatives) of children of issues related to the implementation of the Program.

3.2.9. The maximum allowable volume of educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the work regime of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration No. 28564).

3.3. Requirements for the developing subject-spatial environment.

3.3.1. The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.

3.3.3. The developing object-spatial environment should provide:
- implementation of various educational programs;
- in the case of organizing inclusive education - the conditions necessary for it;
- taking into account the national-cultural, climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

3.3.4. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.
1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.
The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).
The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:
- play, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
- motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;
- emotional well-being of children in interaction with the subject-spatial environment;
- the opportunity for self-expression of children.
For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.
2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;
3) The multifunctionality of materials involves:
- the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;
- the presence in the Organization or the Group of multifunctional (not having 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).
4) The variability of the environment implies:
- the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;
- periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.
5) The availability of the environment implies:
- accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;
- free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;
- serviceability and safety of materials and equipment.
6) The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

3.3.5. The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

3.4. Requirements for personnel conditions for the implementation of the Program.

3.4.1. The implementation of the Program is provided by the leading, pedagogical, educational and auxiliary, administrative and economic employees of the Organization. Researchers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those responsible for financial and economic activity, protection of life and health of children, ensure the implementation of the Program.
The qualifications of pedagogical and educational support workers must comply with the qualification characteristics established in the Unified Qualification Directory for the Positions of Managers, Specialists and Employees, section "Qualification Characteristics of the Positions of Educational Workers", approved by order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 No. 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration number 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation dated May 31, 2011 No. 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration No. 21240).
The position and number of employees required to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the developmental characteristics of children.
A necessary condition for the high-quality implementation of the Program is its continuous support by pedagogical and educational support staff throughout the entire time of its implementation in the Organization or in the Group.

3.4.2. The teaching staff implementing the Program must have the basic competencies necessary to create the conditions for the development of children, indicated in clause 3.2.5 of this Standard.

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work with these health limitations of children, including assistants (helpers) who provide children with the necessary assistance. It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

3.4.4. When organizing inclusive education:
- when included in the Group of children with disabilities, additional pedagogical workers who have the appropriate qualifications to work with these health limitations of children may be involved in the implementation of the Program. It is recommended to involve the appropriate pedagogical staff for each Group in which inclusive education is organized;
- when other categories of children with special educational needs are included in the Group, including those in a difficult life situation, additional teaching staff with appropriate qualifications may be involved.

3.5. Requirements for the material and technical conditions for the implementation of the main educational program of preschool education.

3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:
1) requirements determined in accordance with sanitary and epidemiological rules and regulations;
2) requirements determined in accordance with fire safety rules;
3) requirements for the means of training and education in accordance with the age and individual characteristics of the development of children;
4) equipping the premises with a developing object-spatial environment;
5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects).

3.6. Requirements for the financial conditions for the implementation of the main educational program of preschool education.

3.6.1. Financial provision of state guarantees for citizens to receive public and free preschool education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education, determined by the state authorities of the subjects Russian Federation, ensuring the implementation of the Program in accordance with the Standard.

3.6.2. Financial conditions for the implementation of the Program should:
1) ensure the possibility of fulfilling the requirements of the Standard for the conditions of implementation and the structure of the Program;
2) ensure the implementation of the mandatory part of the Program and the part formed by the participants in the educational process, taking into account the variability of individual development trajectories of children;
3) reflect the structure and amount of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount determined by the state authorities of the subjects of the Russian Federation of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education. The specified standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities (special educational conditions - special educational programs, methods and teaching aids, textbooks, teaching aids, didactic and visual materials, technical means of teaching collective and individual use (including special ones), means of communication and communications, sign language translation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access to all categories of persons with disabilities, as well as pedagogical, psychological, pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs by persons with disabilities is difficult), providing additional professional education of teaching staff, ensuring safe conditions for education and upbringing, protecting the health of children, the focus of the Program, the category of children, forms of education and other features of educational activities, and should be sufficient and necessary for the Organization to implement:
- labor costs of employees implementing the Program;
- expenses for training and education facilities, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, overalls, games and toys, electronic educational resources necessary for organizing all types of educational activities and creating a developing subject-spatial environment, including special ones for children with disabilities. Developing subject-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, accounting features and correction of shortcomings in their development, the acquisition of updated educational resources, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of training and education facilities, sports, recreational equipment, inventory, payment for communication services, including expenses, related to connection to the information and telecommunication network Internet;
- expenses related to additional professional education of managers and teachers in the field of their activities;
- other expenses related to the implementation and implementation of the Program.

IV. Requirements for the results of mastering the main educational program of preschool education

4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education. The specificity of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make it unlawful requirements from a child of preschool age for specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

4.2. The targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children. Mastering the Program is not accompanied by intermediate attestation and final attestation of pupils.

4.4. These requirements are guidelines for:
a) building an educational policy at the appropriate levels, taking into account the goals of preschool education common to the entire educational space of the Russian Federation;
b) problem solving:
- formation of the Program;
- analysis of professional activity;
- interaction with families;
in) studying the characteristics of education of children aged 2 months to 8 years;
G) informing parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation.

4.5. Targets cannot serve as a direct basis for solving managerial tasks, including:
- certification of teaching staff;
- assessment of the quality of education;
- assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);
- assessment of the fulfillment of the municipal (state) task by including them in the indicators of the quality of the task;
- distribution of the incentive fund for remuneration of employees of the Organization.

4.6. The targets of preschool education include the following social and normative age characteristics of the child's possible achievements:

Targets for infancy and early childhood education:

The child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
- uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;
- owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
- seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
- shows interest in peers; observes their actions and imitates them;
- shows interest in poems, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;
- the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).

Targets at the stage of completion of preschool education:

The child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activities, design, etc .; is able to choose his occupation, participants in joint activities;
- the child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;
- the child has a developed imagination, which is realized in various activities, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;
- the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;
- the child has developed large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;
- the child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
- the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

4.7. The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for learning activities in preschool children at the stage of completion of preschool education.

4.8. If the Program does not cover the senior preschool age, then these Requirements should be considered as long-term guidelines, and the direct targets for the development of the Program by pupils - as creating prerequisites for their implementation.

Rossiyskaya Gazeta, December 25, 1993; Collection of Legislation of the Russian Federation, 2009, No. 1, Art. 1, Art. 2.
Collection international treaties USSR, 1993, Issue XLVI.
Part 6 of Article 12 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).
When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of children.
Clause 9 of Part 1 of Article 34 of the Federal Law of December 29, 2012 No. 273-F3 "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).
Article 1 of the Federal Law of July 24, 1998 No. 124-FZ "On Basic Guarantees of the Rights of the Child in the Russian Federation" (Collected Legislation of the Russian Federation, 1998, No. 31, Art. 3802; 2004, No. 35, Art. 3607; No. 52 , item 5274; 2007, No. 27, item 3213, 3215; 2009, No. 18, item 2151; No. 51, item 6163; 2013, No. 14, item 1666; No. 27, item 3477).
Taking into account the provisions of Part 2 of Article 11 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326) .
Part 2 of Article 64 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

Effective: January 1, 2014

Registration N 30384

In accordance with paragraph 6 of Part 1 of Article 6 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 30, art. 4036), subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, art. 2923 ; N 33, art. 4386; N 37, art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 N 661 (Collection of Legislation of the Russian Federation , 2013, N 33, item 4377), I order:

1. Approve the attached federal state educational standard for preschool education.

2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:

dated November 23, 2009 N 655 "On the approval and implementation of federal state requirements for the structure of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration N 16299);

dated July 20, 2011 N 2151 "On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration N 22303).

Minister

D. Livanov

Application

Federal state educational standard for preschool education

I. General provisions

1.1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.

The subject of regulation of the Standard are relations in the field of education arising from the implementation of the educational program of preschool education (hereinafter referred to as the Program).

Educational activities under the Program are carried out by organizations engaged in educational activities, individual entrepreneurs (hereinafter collectively - Organizations).

The provisions of this Standard may be used by parents (legal representatives) when children receive preschool education in the form of family education.

1.2. The standard was developed on the basis of the Constitution of the Russian Federation 1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child 2 which are based on the following basic principles:

1) support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood - understanding (considering) 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.

1.3. The Standard takes into account:

1) the individual needs of the child related to his life situation and state of health, which determine the special conditions for him to receive education (hereinafter referred to as special educational needs), the individual needs of certain categories of children, including those with disabilities;

2) opportunities for the child to master the Program at different stages of its implementation.

1.4. Basic principles of preschool education:

1) full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;

2) 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);

3) assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

4) supporting the initiative of children in various activities;

5) cooperation of the Organization with the family;

6) introducing children to socio-cultural norms, traditions of the family, society and the state;

7) the formation of cognitive interests and cognitive actions of the child in various activities;

8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

9) taking into account the ethno-cultural situation of children's development.

1.5. The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

2) ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;

3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs for preschool education, their structure and the results of their development;

4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

1.6. The standard is aimed at solving the following problems:

1) protection and strengthening of the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society;

6) the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities;

7) ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health of children;

8) formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of the health of children.

1.7. The standard is the basis for:

1) development of the Program;

2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);

3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;

4) an objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard;

5) formation of the content of vocational education and additional professional education of teachers, as well as their certification;

6) assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in developing individual abilities and necessary correction of violations of their development.

1.8. The standard includes requirements for:

structure of the Program and its scope;

conditions for the implementation of the Program;

the results of the development of the Program.

1.9. The program is implemented in the state language of the Russian Federation. The program may provide for the possibility of implementation in the native language of the languages ​​of the peoples of the Russian Federation. The implementation of the Program in the native language from among the languages ​​of the peoples of the Russian Federation should not be carried out to the detriment of obtaining education in the state language of the Russian Federation.

II. Requirements for the structure of the educational program of preschool education and its volume

2.1. The program determines the content and organization of educational activities at the level of preschool education.

The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving the problems specified in paragraph 1.6 of the Standard.

2.2. Structural divisions in one Organization (hereinafter referred to as Groups) may implement different Programs.

2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.4. The program is aimed at:

creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities through cooperation with adults and peers and age-appropriate activities;

on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.

2.5. The program is developed and approved by the Organization independently in accordance with this Standard and taking into account Model Programs 3 .

When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of educational tasks to be solved, the maximum occupancy of the Groups. The Organization can develop and implement in Groups various Programs with different length of stay of children during the day, including Groups for short-term stay of children, Groups for full and extended days, Groups for round-the-clock stay, Groups of children of different ages from two months to eight years, including groups of different ages.

The program can be implemented during the entire stay 4 children in the organization.

2.6. The content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units, representing certain areas of development and education of children (hereinafter referred to as educational areas):

socio-communicative development;

cognitive development; speech development;

artistic and aesthetic development;

physical development.

Social and communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and the Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

Speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.).

Physical development includes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; the formation of the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities - as through mechanisms of child development):

in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, motor activity and tactile-motor games;

at an early age (1 year - 3 years) - objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

for preschool children (3 years - 8 years old) - a number of activities, such as games, including role-playing games, playing with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research objects of the surrounding world and experimentation with them), as well as the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other materials, fine (drawing , modeling, application), musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

2.8. The content of the Program should reflect the following aspects of the educational environment for a preschool child:

1) subject-spatial developing educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the system of the child's relationship to the world, to other people, to himself.

2.9. The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of the implementation of the requirements of the Standard.

The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).

In the part formed by the participants in educational relations, Programs selected and / or developed independently by the participants in educational relations, aimed at the development of children in one or more educational areas, activities and / or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organization of educational work.

2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and the planned results of the development of the program.

The explanatory note should disclose:

goals and objectives of the Program implementation;

principles and approaches to the formation of the Program;

characteristics significant for the development and implementation of the Program, including characteristics of the characteristics of the development of children of early and preschool age.

The planned results of the development of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by the participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children disabled (hereinafter - children with disabilities).

2.11.2. The content section presents the general content of the Program, which ensures the full development of the personality of children.

a) a description of educational activities in accordance with the directions of the development of the child, presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and methodological aids that ensure the implementation of this content;

b) a description of the variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of the pupils, the specifics of their educational needs and interests;

c) a description of educational activities for the professional correction of developmental disorders in children if this work is provided for by the Program.

a) features of educational activities of different types and cultural practices;

b) ways and directions of support for children's initiative;

c) features of the interaction of the teaching staff with the families of pupils;

d) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.

The part of the Program formed by the participants of educational relations may include various directions chosen by the participants of educational relations from among partial and other programs and/or created by them independently.

This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:

the specifics of national, sociocultural and other conditions in which educational activities are carried out;

the choice of those partial educational programs and forms of organization of work with children that best meet the needs and interests of children, as well as the capabilities of the teaching staff;

established traditions of the Organization or Group.

This section should contain special conditions for the education of children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual remedial classes and carrying out qualified correction of violations their development.

Correctional work and/or inclusive education should be aimed at:

1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

2) mastering the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and/or inclusive education of children with disabilities studying the Program in Combined and Compensatory Groups (including those for children with complex (complex) disabilities) must take into account the developmental characteristics and specific educational needs of each category of children.

In the case of organizing inclusive education on grounds not related to the disabilities of children's health, the allocation of this section is not mandatory; in the case of its allocation, the content of this section is determined by the Organization independently.

2.11.3. The organizational section should contain a description of the material and technical support of the Program, the provision of methodological materials and means of training and education, include the routine and / or daily routine, as well as the features of traditional events, holidays, activities; features of the organization of the developing subject-spatial environment.

2.12. If the mandatory part of the Program corresponds to an exemplary program, it is drawn up as a link to the corresponding exemplary program. The mandatory part must be presented in detail in accordance with paragraph 2.11 of the Standard, if it does not correspond to one of the sample programs.

Part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which makes it possible to get acquainted with the content of the partial programs, methods, forms of organization of educational work selected by the participants in educational relations.

2.13. An additional section of the Program is the text of its brief presentation. A brief presentation of the Program should be aimed at parents (legal representatives) of children and be available for review.

The short presentation of the Program should indicate:

1) age and other categories of children targeted by the Program of the Organization, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;

2) the Sample Programs used;

3) a description of the interaction of the teaching staff with the families of children.

III. Requirements for the conditions for the implementation of the main educational program of preschool education

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing object-spatial environment.

The conditions for the implementation of the Program should 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 to other people.

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

1) guarantee the protection and strengthening of the physical and mental health of children;

2) ensures the emotional well-being of children;

3) contribute to the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensure the openness of preschool education;

6) creates conditions for the participation of parents (legal representatives) in educational activities.

3.2. Requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education.

3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

1) respect of adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;

2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);

3) building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

4) support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in various activities;

5) support for the initiative and independence of children in activities specific to them;

6) the opportunity for children to choose materials, types of activity, participants in joint activities and communication;

7) protection of children from all forms of physical and mental abuse 5 ;

8) support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, contributing to the maximum extent to obtaining preschool education, as well as to the social development of these children, including through the organization of inclusive education for children with disabilities.

3.2.3. During the implementation of the Program, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively for solving the following educational tasks:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of the characteristics of his development);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of the development of children is used (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (teacher-psychologists, psychologists).

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of children's development.

3.2.4. The occupancy of the Group is determined taking into account the age of the children, their state of health, the specifics of the Program.

3.2.5. The conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, suggest:

5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.

3.2.6. In order to effectively implement the Program, conditions must be created for:

1) professional development of teachers and managers, including their additional professional education;

2) advisory support for teachers and parents (legal representatives) on the education and health of children, including inclusive education (if it is organized);

3) organizational and methodological support of the Program implementation process, including in interaction with peers and adults.

3.2.7. For corrective work with children with disabilities who master the Program together with other children in Combined Orientation Groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure that the special educational needs of children with disabilities are met.

When creating conditions for working with disabled children mastering the Program, an individual rehabilitation program for a disabled child should be taken into account.

3.2.8. The organization should create opportunities:

1) to provide information about the Program to the family and all interested persons involved in educational activities, as well as the general public;

2) for adults to search, use materials that ensure the implementation of the Program, including in the information environment;

3) to discuss with the parents (legal representatives) of children of issues related to the implementation of the Program.

3.2.9. The maximum allowable educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration No. 28564).

3.3. Requirements for the developing subject-spatial environment.

3.3.1. The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.

3.3.3. The developing object-spatial environment should provide:

implementation of various educational programs;

in the case of organizing inclusive education - the conditions necessary for it;

taking into account the national-cultural, climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

3.3.4. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:

playful, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);

motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;

emotional well-being of children in interaction with the object-spatial environment;

opportunity for children to express themselves.

For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

3) The multifunctionality of materials involves:

the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;

the presence in the Organization or the Group of multifunctional (not having 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).

4) The variability of the environment implies:

the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;

periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

5) Accessibility of the environment implies:

accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;

free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;

serviceability and safety of materials and equipment.

6) The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

3.3.5. The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

3.4. Requirements for personnel conditions for the implementation of the Program.

3.4.1. The implementation of the Program is provided by the leading, pedagogical, educational and auxiliary, administrative and economic employees of the Organization. Researchers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those engaged in financial and economic activities, protecting the life and health of children, ensure the implementation of the Program.

The qualifications of pedagogical and educational support workers must comply with the qualification characteristics established in the Unified Qualification Directory for the Positions of Managers, Specialists and Employees, section "Qualification Characteristics of the Positions of Educational Workers", approved by order of the Ministry of Health and Social Development of the Russian Federation of August 26, 2010 N 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration N 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation of May 31, 2011 N 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration No. 21240).

The position and number of employees required to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the developmental characteristics of children.

A necessary condition for the high-quality implementation of the Program is its continuous support by pedagogical and educational support staff throughout the entire time of its implementation in the Organization or in the Group.

3.4.2. The teaching staff implementing the Program must have the basic competencies necessary to create the conditions for the development of children, indicated in clause 3.2.5 of this Standard.

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work with these health limitations of children, including assistants (helpers) who provide children with the necessary assistance. It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

3.4.4. When organizing inclusive education:

when included in the Group of children with disabilities, additional pedagogical workers who have the appropriate qualifications to work with these health limitations of children may be involved in the implementation of the Program. It is recommended to involve the appropriate pedagogical staff for each Group in which inclusive education is organized;

when other categories of children with special educational needs are included in the Group, including those in a difficult life situation 6 , additional teaching staff with appropriate qualifications may be involved.

3.5. Requirements for the material and technical conditions for the implementation of the main educational program of preschool education.

3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:

1) requirements determined in accordance with sanitary and epidemiological rules and regulations;

2) requirements determined in accordance with fire safety rules;

3) requirements for the means of education and upbringing in accordance with the age and individual characteristics of the development of children;

4) equipping the premises with a developing object-spatial environment;

5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects).

3.6. Requirements for the financial conditions for the implementation of the main educational program of preschool education.

3.6.1. Financial provision of state guarantees for citizens to receive public and free preschool education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education, determined by the state authorities of the subjects Russian Federation, ensuring the implementation of the Program in accordance with the Standard.

3.6.2. Financial conditions for the implementation of the Program should:

1) ensure the possibility of fulfilling the requirements of the Standard for the conditions of implementation and the structure of the Program;

2) ensure the implementation of the mandatory part of the Program and the part formed by the participants in the educational process, taking into account the variability of individual development trajectories of children;

3) reflect the structure and amount of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount determined by the state authorities of the subjects of the Russian Federation of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education. The specified standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities (special educational conditions - special educational programs, methods and teaching aids, textbooks, teaching aids, didactic and visual materials, technical means of teaching collective and individual use (including special ones), means of communication and communications, sign language translation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access to all categories of persons with disabilities, as well as pedagogical, psychological, pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs by persons with disabilities is difficult), providing additional professional education of teaching staff, ensuring safe conditions for education and upbringing, protecting the health of children, the focus of the Program, the category of children, forms of education and other features of educational activities, and should be sufficient and necessary for the Organization to implement:

labor costs of employees implementing the Program;

expenses for training and education facilities, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, overalls, games and toys, electronic educational resources necessary for the organization all types of educational activities and the creation of a developing subject-spatial environment, including special ones for children with disabilities. Developing subject-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, accounting features and correction of shortcomings in their development, the acquisition of updated educational resources, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of training and education facilities, sports, recreational equipment, inventory, payment for communication services, including expenses, related to connection to the information and telecommunication network Internet;

expenses related to additional professional education of managers and teachers in the profile of their activities;

other expenses related to the implementation and implementation of the Program.

IV. Requirements for the results of mastering the main educational program of preschool education

4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education. The specificity of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make it unlawful requirements from a child of preschool age for specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

4.2. The targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children 7 . The development of the Program is not accompanied by intermediate certification and final certification of pupils 8 .

4.4. These requirements are guidelines for:

a) building an educational policy at the appropriate levels, taking into account the goals of preschool education common to the entire educational space of the Russian Federation;

b) problem solving:

formation of the Program;

analysis of professional activity;

interactions with families;

c) studying the characteristics of education of children aged 2 months to 8 years;

d) informing parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation.

4.5. Targets cannot serve as a direct basis for solving managerial tasks, including:

certification of teaching staff;

assessment of the quality of education;

assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);

assessment of the fulfillment of the municipal (state) task by including them in the indicators of the quality of the task;

distribution of the stimulating payroll fund for employees of the Organization.

4.6. The targets of preschool education include the following social and normative age characteristics of the child's possible achievements:

Targets for infancy and early childhood education:

the child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;

uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;

owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;

seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;

shows interest in peers; observes their actions and imitates them;

shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;

the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).

Targets at the stage of completion of preschool education:

the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activities, design, etc .; is able to choose his occupation, participants in joint activities;

the child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;

the child has a developed imagination, which is realized in various activities, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;

the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;

the child has developed large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;

the child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;

the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

4.7. The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for learning activities in preschool children at the stage of completion of preschool education.

4.8. If the Program does not cover the senior preschool age, then these Requirements should be considered as long-term guidelines, and the direct targets for the development of the Program by pupils - as creating prerequisites for their implementation.

1 Rossiyskaya Gazeta, December 25, 1993; Collection of Legislation of the Russian Federation, 2009, N 1, Art. 1, Art. 2.

2 Collection of international treaties of the USSR, 1993, issue XLVI.

3 Part 6 of Article 12 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

4 When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of children.

5 Clause 9 of Part 1 of Article 34 of Federal Law No. 273-F3 of December 29, 2012 "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

6 Article 1 of the Federal Law of July 24, 1998 N 124-FZ "On the Basic Guarantees of the Rights of the Child in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 1998, N 31, Art. 3802; 2004, N 35, Art. 3607; N 52 , item 5274; 2007, N 27, item 3213, 3215; 2009, N18, item 2151; N51, item 6163; 2013, N 14, item 1666; N 27, item 3477).

7 Taking into account the provisions of Part 2 of Article 11 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobranie Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326) .

8 Part 2 of Article 64 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

The conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, suggest:

1) ensuring emotional well-being through:

direct communication with each child;

respectful attitude to each child, to his feelings and needs;

2) support for the individuality and initiative of children through:

creating conditions for children to freely choose activities, participants in joint activities;

creating conditions for children to make decisions, express their feelings and thoughts;

non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);

3) establishing the rules of interaction in different situations:

creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;

development of children's communication skills, allowing them to resolve conflict situations with peers;

development of children's ability to work in a group of peers;

4) building a variable developmental education focused on the level of development, manifested in a child in joint activities with an adult and more experienced peers, but not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:

creation of conditions for mastering cultural means of activity;

organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;

support for spontaneous play of children, its enrichment, provision of play time and space;

assessment of the individual development of children;

5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.

Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) of October 17, 2013 N 1155 "On approval of the federal state educational standard for preschool education"

Registration N 30384

In accordance with paragraph 6 of Part 1 of Article 6 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 30, art. 4036), subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, art. 2923 ; N 33, art. 4386; N 37, art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 N 661 (Collected Legislation of the Russian Federation , 2013, N 33, item 4377), I order:

1. Approve the attached federal state educational standard for preschool education.

2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:

• dated November 23, 2009 N 655 "On the approval and implementation of federal state requirements for the structure of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration N 16299);
• dated July 20, 2011 N 2151 "On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration N 22303).

Minister

D. Livanov

Application

Federal state educational standard for preschool education

I. General provisions

1.1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.

The subject of regulation of the Standard are relations in the field of education arising from the implementation of the educational program of preschool education (hereinafter referred to as the Program).

Educational activities under the Program are carried out by organizations engaged in educational activities, individual entrepreneurs (hereinafter collectively - Organizations).

The provisions of this Standard may be used by parents (legal representatives) when children receive preschool education in the form of family education.

1.2. The standard was developed on the basis of the Constitution of the Russian Federation ( 1 ) and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child (2) which are based on the following basic principles:

1) support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood - understanding (considering) 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.

1.3. The Standard takes into account:

1) the individual needs of the child related to his life situation and state of health, which determine the special conditions for him to receive education (hereinafter referred to as special educational needs), the individual needs of certain categories of children, including those with disabilities;

2) opportunities for the child to master the Program at different stages of its implementation.

1.4. Basic principles of preschool education:

1) full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;

2) 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);

3) assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

4) supporting the initiative of children in various activities;

5) cooperation of the Organization with the family;

6) introducing children to socio-cultural norms, traditions of the family, society and the state;

7) the formation of cognitive interests and cognitive actions of the child in various activities;

8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

9) taking into account the ethno-cultural situation of children's development.

1.5. The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

2) ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;

3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs for preschool education, their structure and the results of their development;

4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

1.6. The standard is aimed at solving the following problems:

1) protection and strengthening of the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society;

6) the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities;

7) ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health of children;

8) formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of the health of children.

1.7. The standard is the basis for:

1) development of the Program;

2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);

3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;

4) an objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard;

5) formation of the content of vocational education and additional professional education of teachers, as well as their certification;

6) assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in developing individual abilities and necessary correction of violations of their development.

1.8. The standard includes requirements for:

• structure of the Program and its scope;
• conditions for the implementation of the Program;
• the results of the development of the Program.

1.9. The program is implemented in the state language of the Russian Federation. The program may provide for the possibility of implementation in the native language of the languages ​​of the peoples of the Russian Federation. The implementation of the Program in the native language from among the languages ​​of the peoples of the Russian Federation should not be carried out to the detriment of obtaining education in the state language of the Russian Federation.

II. Requirements for the structure of the educational program of preschool education and its volume

2.1. The program determines the content and organization of educational activities at the level of preschool education.

The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving the problems specified in paragraph 1.6 of the Standard.

2.2. Structural divisions in one Organization (hereinafter referred to as Groups) may implement different Programs.

2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.4. The program is aimed at:

• creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities through cooperation with adults and peers and age-appropriate activities;
• on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.

2.5. The program is developed and approved by the Organization independently in accordance with this Standard and taking into account Model Programs3.

When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of educational tasks to be solved, the maximum occupancy of the Groups. The Organization can develop and implement in Groups various Programs with different length of stay of children during the day, including Groups for short-term stay of children, Groups for full and extended days, Groups for round-the-clock stay, Groups of children of different ages from two months to eight years, including groups of different ages.

The program can be implemented during the entire time of stay4 of children in the Organization.

• socio-communicative development;
• cognitive development; speech development;
• artistic and aesthetic development;
• physical development.

Social and communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and the Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

Speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.).

Physical development includes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; the formation of the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities - as through mechanisms of child development):

• in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, motor activity and tactile-motor games;
• at an early age (1 year - 3 years) - objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;
• for preschool children (3 years - 8 years old) - a number of activities, such as games, including role-playing games, playing with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research objects of the surrounding world and experimentation with them), as well as the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other materials, fine (drawing , modeling, application), musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

1) subject-spatial developing educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the system of the child's relationship to the world, to other people, to himself.

2.9. The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of the implementation of the requirements of the Standard.

The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).

In the part formed by the participants in educational relations, Programs selected and / or developed independently by the participants in educational relations, aimed at the development of children in one or more educational areas, activities and / or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organization of educational work.

2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and the planned results of the development of the program.

The explanatory note should disclose:

• goals and objectives of the Program implementation;
• principles and approaches to the formation of the Program;
• characteristics significant for the development and implementation of the Program, including characteristics of the characteristics of the development of children of early and preschool age.

The planned results of the development of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by the participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children disabled (hereinafter - children with disabilities).

a) a description of educational activities in accordance with the directions of the development of the child, presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and methodological aids that ensure the implementation of this content;

b) a description of the variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of the pupils, the specifics of their educational needs and interests;

c) a description of educational activities for the professional correction of developmental disorders in children if this work is provided for by the Program.

a) features of educational activities of different types and cultural practices;

b) ways and directions of support for children's initiative;

c) features of the interaction of the teaching staff with the families of pupils;

d) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.

The part of the Program formed by the participants of educational relations may include various directions chosen by the participants of educational relations from among partial and other programs and/or created by them independently.

This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:

• the specifics of national, sociocultural and other conditions in which educational activities are carried out;
• the choice of those partial educational programs and forms of organization of work with children that best meet the needs and interests of children, as well as the capabilities of the teaching staff;
• established traditions of the Organization or Group.

This section should contain special conditions for the education of children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual remedial classes and carrying out qualified correction of violations their development.

Correctional work and/or inclusive education should be aimed at:

1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

2) mastering the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and/or inclusive education of children with disabilities studying the Program in Combined and Compensatory Groups (including those for children with complex (complex) disabilities) must take into account the developmental characteristics and specific educational needs of each category of children.

In the case of organizing inclusive education on grounds not related to the disabilities of children's health, the allocation of this section is not mandatory; in the case of its allocation, the content of this section is determined by the Organization independently.

2.11.3. The organizational section should contain a description of the material and technical support of the Program, the provision of methodological materials and means of training and education, include the routine and / or daily routine, as well as the features of traditional events, holidays, activities; features of the organization of the developing subject-spatial environment.

2.12. If the mandatory part of the Program corresponds to an exemplary program, it is drawn up as a link to the corresponding exemplary program. The mandatory part must be presented in detail in accordance with paragraph 2.11 of the Standard, if it does not correspond to one of the sample programs.

Part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which makes it possible to get acquainted with the content of the partial programs, methods, forms of organization of educational work selected by the participants in educational relations.

2.13. An additional section of the Program is the text of its brief presentation. A brief presentation of the Program should be aimed at parents (legal representatives) of children and be available for review.

The short presentation of the Program should indicate:

1) age and other categories of children targeted by the Program of the Organization, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;

2) the Sample Programs used;

3) a description of the interaction of the teaching staff with the families of children.

III. Requirements for the conditions for the implementation of the main educational program of preschool education

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing object-spatial environment.

The conditions for the implementation of the Program should 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 to other people.

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

1) guarantee the protection and strengthening of the physical and mental health of children;

2) ensures the emotional well-being of children;

3) contribute to the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensure the openness of preschool education;

6) creates conditions for the participation of parents (legal representatives) in educational activities.

3.2. Requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education.

3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

1) respect of adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;

2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);

3) building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

4) support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in various activities;

5) support for the initiative and independence of children in activities specific to them;

6) the opportunity for children to choose materials, types of activity, participants in joint activities and communication;

7) protection of children from all forms of physical and mental abuse5;

8) support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, contributing to the maximum extent to obtaining preschool education, as well as to the social development of these children, including through the organization of inclusive education for children with disabilities.

3.2.3. During the implementation of the Program, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively for solving the following educational tasks:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of the characteristics of his development);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of the development of children is used (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (teacher-psychologists, psychologists).

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of children's development.

3.2.4. The occupancy of the Group is determined taking into account the age of the children, their state of health, the specifics of the Program.

3.2.5. The conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, suggest:

1) ensuring emotional well-being through:

• direct communication with each child;
• respectful attitude to each child, to his feelings and needs;

2) support for the individuality and initiative of children through:

• creating conditions for children to freely choose activities, participants in joint activities;
• creating conditions for children to make decisions, express their feelings and thoughts;
• non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);

3) establishing the rules of interaction in different situations:

• creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;
• development of children's communication skills, allowing them to resolve conflict situations with peers;
• development of children's ability to work in a group of peers;

4) building a variable developmental education focused on the level of development, manifested in a child in joint activities with an adult and more experienced peers, but not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:

• creation of conditions for mastering cultural means of activity;
• organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;
• support for spontaneous play of children, its enrichment, provision of play time and space;
• assessment of the individual development of children;

5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.

3.2.6. In order to effectively implement the Program, conditions must be created for:

1) professional development of teachers and managers, including their additional professional education;

2) advisory support for teachers and parents (legal representatives) on the education and health of children, including inclusive education (if it is organized);

3) organizational and methodological support of the Program implementation process, including in interaction with peers and adults.

3.2.7. For corrective work with children with disabilities who master the Program together with other children in Combined Orientation Groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure that the special educational needs of children with disabilities are met.

When creating conditions for working with disabled children mastering the Program, an individual rehabilitation program for a disabled child should be taken into account.

3.2.8. The organization should create opportunities:

1) to provide information about the Program to the family and all interested persons involved in educational activities, as well as the general public;

2) for adults to search, use materials that ensure the implementation of the Program, including in the information environment;

3) to discuss with the parents (legal representatives) of children of issues related to the implementation of the Program.

3.2.9. The maximum allowable educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration No. 28564).

3.3. Requirements for the developing subject-spatial environment.

3.3.1. The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.

3.3.3. The developing object-spatial environment should provide:

• implementation of various educational programs;
• in the case of organizing inclusive education - the conditions necessary for it;
• taking into account the national-cultural, climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

3.3.4. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:

• playful, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
• motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;
• emotional well-being of children in interaction with the object-spatial environment;
• opportunity for children to express themselves.

For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

3) The multifunctionality of materials involves:

• the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;
• the presence in the Organization or the Group of multifunctional (not having 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).

4) The variability of the environment implies:

• the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;
• periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

5) Accessibility of the environment implies:

• accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;
• free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;
• serviceability and safety of materials and equipment.

6) The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

3.3.5. The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

3.4. Requirements for personnel conditions for the implementation of the Program.

3.4.1. The implementation of the Program is provided by the leading, pedagogical, educational and auxiliary, administrative and economic employees of the Organization. Researchers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those engaged in financial and economic activities, protecting the life and health of children, ensure the implementation of the Program.

The qualifications of pedagogical and educational support workers must comply with the qualification characteristics established in the Unified Qualification Directory for the Positions of Managers, Specialists and Employees, section "Qualification Characteristics of the Positions of Educational Workers", approved by order of the Ministry of Health and Social Development of the Russian Federation of August 26, 2010 N 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration N 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation of May 31, 2011 N 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration No. 21240).

The position and number of employees required to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the developmental characteristics of children.

A necessary condition for the high-quality implementation of the Program is its continuous support by pedagogical and educational support staff throughout the entire time of its implementation in the Organization or in the Group.

3.4.2. The teaching staff implementing the Program must have the basic competencies necessary to create the conditions for the development of children, indicated in clause 3.2.5 of this Standard.

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work with these health limitations of children, including assistants (helpers) who provide children with the necessary assistance. It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

3.4.4. When organizing inclusive education:

• when included in the Group of children with disabilities, additional pedagogical workers who have the appropriate qualifications to work with these health limitations of children may be involved in the implementation of the Program. It is recommended to involve the appropriate pedagogical staff for each Group in which inclusive education is organized;
• when other categories of children with special educational needs are included in the Group, including those in a difficult life situation6, additional teaching staff with appropriate qualifications may be involved.

3.5. Requirements for the material and technical conditions for the implementation of the main educational program of preschool education.

3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:

1) requirements determined in accordance with sanitary and epidemiological rules and regulations;

2) requirements determined in accordance with fire safety rules;

3) requirements for the means of education and upbringing in accordance with the age and individual characteristics of the development of children;

4) equipping the premises with a developing object-spatial environment;

5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects).

3.6. Requirements for the financial conditions for the implementation of the main educational program of preschool education.

3.6.1. Financial provision of state guarantees for citizens to receive public and free preschool education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education, determined by the state authorities of the subjects Russian Federation, ensuring the implementation of the Program in accordance with the Standard.

3.6.2. Financial conditions for the implementation of the Program should:

1) ensure the possibility of fulfilling the requirements of the Standard for the conditions of implementation and the structure of the Program;

2) ensure the implementation of the mandatory part of the Program and the part formed by the participants in the educational process, taking into account the variability of individual development trajectories of children;

3) reflect the structure and amount of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount determined by the state authorities of the subjects of the Russian Federation of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education. The specified standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities (special educational conditions - special educational programs, methods and teaching aids, textbooks, teaching aids, didactic and visual materials, technical means of teaching collective and individual use (including special ones), means of communication and communications, sign language translation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access to all categories of persons with disabilities, as well as pedagogical, psychological, pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs by persons with disabilities is difficult), providing additional professional education of teaching staff, ensuring safe conditions for education and upbringing, protecting the health of children, the focus of the Program, the category of children, forms of education and other features of educational activities, and should be sufficient and necessary for the Organization to implement:

• labor costs of employees implementing the Program;
• expenses for training and education facilities, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, overalls, games and toys, electronic educational resources necessary for the organization all types of educational activities and the creation of a developing subject-spatial environment, including special ones for children with disabilities.

Developing subject-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, accounting features and correction of shortcomings in their development, the acquisition of updated educational resources, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of training and education facilities, sports, recreational equipment, inventory, payment for communication services, including expenses, related to connection to the information and telecommunication network Internet;

• expenses related to additional professional education of managers and teachers in the profile of their activities;
• other expenses related to the implementation and implementation of the Program.

IV. Requirements for the results of mastering the main educational program of preschool education

4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education.

The specificity of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make it unlawful requirements from a child of preschool age for specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

4.2. The targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children ( 7 ). The development of the Program is not accompanied by intermediate certification and final certification of pupils ( 8 ).

4.4. These requirements are guidelines for:

a) building an educational policy at the appropriate levels, taking into account the goals of preschool education common to the entire educational space of the Russian Federation;

b) problem solving:

• formation of the Program;
• analysis of professional activity;
• interactions with families;

c) studying the characteristics of education of children aged 2 months to 8 years;

d) informing parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation.

4.5. Targets cannot serve as a direct basis for solving managerial tasks, including:

• certification of teaching staff;
• assessment of the quality of education;
• assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);
• assessment of the fulfillment of the municipal (state) task by including them in the indicators of the quality of the task;
• distribution of the stimulating payroll fund for employees of the Organization.

4.6. The targets of preschool education include the following social and normative age characteristics of the child's possible achievements:

Targets for infancy and early childhood education:

• the child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
• uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;
• owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
• seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
• shows interest in peers; observes their actions and imitates them;
• shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;
• the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).

Targets at the stage of completion of preschool education:

• the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activities, design, etc .; is able to choose his occupation, participants in joint activities;
• the child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;
• the child has a developed imagination, which is realized in various activities, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;
• the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;
• the child has developed large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;
• the child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
• the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

4.7. The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for learning activities in preschool children at the stage of completion of preschool education.

In December 2016, the transition of kindergartens to the new Federal State Educational Standard (FSES) for preschool education begins throughout Russia. Kindergartens will be the first step in the general education of the new generation. And the emphasis will be placed on the development of the individuality and independence of the child.
How it will look like in practice, at a meeting with journalists in the State Television and Radio Broadcasting Company "Novosibirsk", the director of the Novosibirsk College of Education No. 1 im. A. S. Makarenko, Candidate of Psychological Sciences Maria Nailevna Zhafyarova.

But before that, we asked her how accurate the information is that all preschool educational institutions in the NSO work according to the new standard.

There is no limit to perfection!

In fact, the standard was established in October 2012, and on January 1, 2014 it came into force, in accordance with the order of the Ministry of Education and Science of the Russian Federation. But the Ministry of Education and Science, realizing that it is unrealistic to introduce such an innovation all over the country at once (although we have been approaching it for many years, since the late 1980s), decided to create pilot regions.

And in 2014, the Federal State Educational Standard of Preschool Education was introduced in a number of pilot kindergartens in the Novosibirsk Region, which became the supporting platforms.

Indeed, all preschools in the NSO claim to have been operating under the new standard since 2015. The only question is how successfully this is achieved in practice. It can hardly be said that in every garden this document is 100% implemented. But the fact that people understand that they have developed an appropriate base, corrected their programs and are engaged in methodical work in this direction is certainly true. Well, if we talk about improvement, then there is no limit to it.

Our reference:

GEF - federal state educational standard. It combines all the mandatory requirements for each level of education, the principles of organizing education - in institutions (kindergartens, schools, colleges, universities, etc.)
Each level of education - preschool, general primary, basic general, etc. - has its own standard. All training programs must comply with the Federal State Educational Standard.
The standards ensure the continuity of the main training programs. That is, preschoolers should be ready to study in the first grade, graduates elementary school ready for high school and so on.
The main points of the GEF requirements:

1. Requirements for the structure of the educational program.
2. Requirements for the results of mastering the program by students. That is, children at the end of each stage must show the results determined by the standard.
3. Professional training of teachers, availability teaching materials, computer equipment of schools, sanitary and hygienic conditions.

Preschool is not preparation for school

So what is it - the new Federal State Educational Standards in kindergartens? And how do they differ from the previous system in education?
As Maria Zhafyarova said, in the new federal state standard, the main focus is on the development of the child's individuality and independence.

"That is, if earlier (since 1962) the only obligatory for use in kindergartens was the educational and disciplinary program of education and training, now the vectors have changed. Now "handles on knees and in a circle" is no longer welcome.

If in the old days orientation towards the school was a necessary element for kindergarteners: small desks were installed, perseverance was formed in children, and it was believed that this was a necessary quality for entering school, now everything is different. Now one of the leading principles is the organization of a developmental-subject-spatial environment, which should stimulate the independence and activity of the child.
In the common room there should be “nooks of privacy”, because, according to Marina Zhafyarova, the right to privacy is a sacred right of a person, regardless of his age.

If we are talking about the development of a child, about a personality-oriented model, then such a right must be respected. GEF denies the "schoolization" of preschool childhood. This is an independent period, not connected with the school in terms of preparation for it. One of the quality conditions is psychological and pedagogical aspects.

Our reference:

GEF used to be called simply the educational standard. The so-called first generation came into force in 2004. The second generation was developed in 2009 (for primary education), in 2010 (for basic education), in 2012 (for secondary education).

In 2013, the law "On Education" was adopted, according to which new programs for higher professional and preschool education are being developed.
Standards are replaced with new ones at least once every ten years.

At the federal level, on the basis of the Federal State Educational Standard, an approximate educational program is being developed, focusing on local specifics. So educational establishments bring this program to perfection (even parents can participate in the latter process). In this way, Russian education from a methodological point of view, it can be represented in the form of a diagram: Standard - an exemplary program of the federal level - the program of an educational institution.

Personnel decides everything

It's no secret that kindergartens are mostly staffed by people of pre-retirement age, which, in general, is not bad, they have experience. Or mothers without pedagogical education, who need to somehow arrange their child in the garden in time.
Of course, there are also young educators who are “theine in tea, a bouquet in noble wine” - probably, they are betting on them. But there are few of them, and many leave, unable to withstand the test of salary. So how do you implement the new system?

Marina Zhafyarova says:

We will not solve this problem all at once. And, perhaps, a person who firmly believes in the correctness of the disciplinary and educational model will hardly adjust to the new way. Or maybe he can't do it at all.

"The main problem is in the head. We see what wonderful modern kindergartens are being built in our region in recent times what wonderful rooms and interiors there. But one of the most important conditions is the innovative readiness of the teacher.

Therefore, a lot of work must be done here so that the teacher understands that the previous technological options no longer meet the modern demands of society. This is the task of institutions that train teachers: a pedagogical university, an advanced training institute, a college that I head. And all of them offer a program of massive training and retraining. By the way, at the moment there is no end to people who want to work in accordance with modern standards! Another thing is that any innovation goes through 5 stages - from complete rejection to complete development. We need to go through these stages with dignity.

The educators of the economists

I want to say that now a new generation of teachers is coming to kindergartens. These are, indeed, people who do not have a basic pedagogical education, but, in accordance with modern legislative framework can get a diploma vocational training which will give them the right to conduct activities in preschool pedagogy.

"And here we get an exceptionally interesting phenomenon when, at the junction of basic economic, legal, financial spheres or even agricultural education, a person undergoes a professional retraining program, and we get a completely extraordinary "product." After all, fundamentally new ideas!

This is an extremely grateful listener. The age of such women is different, often quite mature and productive - 40-45 years. Now they are beginning to make up an increasing and large part of the teachers.

Keyword is creative

And yet, how exactly will these new technologies be implemented in kindergarten? What should be there, except for "nooks of solitude"? How will all this be implemented? And are there any rules for the interaction of a teacher with parents within the framework of the new standards? There were many questions to the director of the Novosibirsk Pedagogical College No. 1.

About the material and technical base of kindergartens and her readiness for the transition to new working conditions, Marina Nailevna answered as follows:

It cannot be said that readiness is 100%. But, nevertheless, in the new gardens it is initially. If we talk about kindergartens that were built a long time ago, yes, there are certain difficulties there: there may not be a bedroom, children play in the same room, and beds are immediately laid out for them. But with the help of various elements, screens, for example, even such a space can be divided and transformed. We have a huge amount on this subject. methodological developments modern educators.

And if we talk about the developing object-spatial environment, then, without even entering the kindergarten, you can see how the site is designed, whether there are hedges, etc. The Federal State Educational Standard of preschool education prescribes very specific requirements for this. And the ministries of education and science of the Russian Federation and the Novosibirsk region have compiled a list of requirements for kindergarten equipment. There should be cubes - both ordinary and soft large ones, and various modules that are easy to transform into something, and much more.

" Educators of preschool educational institutions are exceptionally creative people. They do a lot with their own hands and involve children in this. A creative, loving teacher will always find an opportunity to design accessible things with his own hands. So the key word here is creativity.

Family and kindergarten

The new standard also implies very close interaction between the educator and the child's family. The most important thing for a teacher is to take a parent as an ally. Of course, no one canceled the classic parent-teacher meetings, but, as it turned out, now many other forms of work with parents are added to this. including joint projects. They can be very different, as an example, master classes. This form of work already exists in Novosibirsk. As part of the educational program of the kindergarten, a parent who is a specialist in some field comes to the children in the kindergarten and gives a master class.

"This year, when the Day of the Preschool Worker was celebrated, one of the kindergartens of Akademgorodok presented such a joint project: the mother, an employee of NSU, led a circle in the kindergarten on robotics.

Modern education suggests that a parent can be no less competent in the education and upbringing of a child than a teacher. Many of today's parents have a very high educational qualification, so a parental partnership with a kindergarten can be in the hands of their own children.