Topic:

MODERN EDUCATIONAL PROGRAMS FOR PRESCHOOL INSTITUTIONS

INTRODUCTION .................................................. ................................................. ...... 3

1. VARIETY OF PROGRAMS AND THEIR CLASSIFICATION.................................. 4

2. KEY PROVISIONS OF THE PROGRAMS "CHILDHOOD" AND "ORIGINS" ... 7

3. SUBJECTIVE ASSESSMENT OF THE PROGRAM'S VALUES AND DISPUTABLE POSITIONS ............................................................... ................................................. ....... 16

4. ANALYSIS OF THE HEALTH WORK OF KINDERGARTEN No. 31 ..... 19

CONCLUSION................................................. ................................................... 26

BIBLIOGRAPHY............................................... .28

MANAGEMENT

Modern system domestic preschool education is based on the principles of dynamism, variability of organizational forms, flexible response to the needs of society and the individual, is characterized by the emergence of new types of educational institutions for children, a variety of pedagogical services.

Among the factors influencing the efficiency and quality of education of children in preschool educational institutions, an important role belongs to the educational program. It is a guideline for the creative activity of educators: it determines the content of the educational process in the preschool educational institution, reflects the worldview, scientific and methodological concept of preschool education, fixes its content in all main areas of child development. In accordance with the direction and level of implementation of the program, the type and category of preschool educational institutions are established.

The modern differentiation of preschool education, the variety of types of preschool education suggest significant variability in the use of programs and pedagogical technologies, while maintaining the unity of the main goals and objectives of preschool education

The main programs of preschool education determine the content of the preschool stage of education, its level and direction, based on priority goals and objectives. They guarantee the necessary and sufficient level of education for the comprehensive development of the child.

The integrity of the educational process can be achieved not only by using one main program, but also by the method of qualified selection of specialized programs, each of which includes one or more areas of the child's development. The main programs determine the features of the organization of children's lives in the context of ensuring all its aspects and taking into account the use of the following forms of children's activities: classes as a specially organized form of education; non-regulated activities; free time during the day.

1. VARIETY OF PROGRAMS AND THEIR CLASSIFICATION

Currently, the main organizational form of preschool education is preschool educational institutions of six different types, as well as educational institutions for children of preschool and primary school age. Accordingly, the bulk of preschool educational programs developed so far are aimed precisely at preschool educational institutions.

At the same time, due to a sharp reduction in the network of preschool educational institutions and the inability to accept all children of preschool age, since 2000, variable and alternative forms of preschool education began to develop.

Recent years in Russia are characterized by the emergence of new types of educational institutions for children, a variety of pedagogical services that are offered to children and their parents. Along with the state, there are non-state kindergartens. Most of the children's institutions solve problems general development children, but there are already institutions that aim at the early development of the special abilities of preschoolers (aesthetic centers, preschool groups and kindergartens at lyceums, gymnasiums, etc.); integration of education of healthy children and children with some problems of physical development; creation of preschool groups working in conditions of bilingualism, and others. This state of affairs in preschool education is directly related both to the growing demands of parents who want to raise the general level of development of children, to reveal certain abilities in them, to prepare them for studying at a particular school, and with changes in school education itself.

All programs preschool institutions can be divided into complex and partial.

Complex (or general developmental) - include all the main directions of the child's development: physical, cognitive-speech, social-personal, artistic-aesthetic; contribute to the formation of various abilities (mental, communicative, motor, creative), the formation of specific types of children's activities (subject, game, theatrical, visual, musical activities, design, etc.).

Partial (specialized, local) - include one or more areas of development of the child.

The integrity of the educational process can be achieved not only by using one main (complex) program, but also by the method of qualified selection of partial programs.

Comprehensive programs of preschool education:

The program of education and training in kindergarten The team of authors, ed. M. A. Vasilyeva, V. V. Herbova, T. S. Komarova.

Partial Preschool Education Programs

The program of health-saving direction "basics of safety of preschool children" Authors: R. B. Sterkina, O. L. Knyazeva, N. N. Avdeeva.

Environmental education programs

Program "Young ecologist"

Program "Spider web"

The program "Our home is nature"

The program "Design and manual labor in kindergarten" Author L.V. Kutsakova.

Programs for the socio-moral development of preschoolers

Program “Introducing children to the origins of Russian folk culture” Authors: OL Knyazeva, MD Makhaneva.

Program "Development of children's ideas about history and culture" Authors: L. N. Galiguzova, S. Yu. Meshcheryakova.

Programs of physical development and health of preschool children

The program "Play for health" and the technology of its application in preschool educational institutions. Authors: Voloshina L.N., Kurilova T.V.

The author's program "Play for health", it is based on the use of games with elements of sports. The program was created on the basis of meaningful experimental work in preschool educational institution No. 69 in Belgorod. It is addressed to kindergarten teachers, instructors in physical culture, coaches of children's sports schools, centers, health camps.

Thus, a large number of educational programs makes it possible for a modern preschool institution to solve problems not only educational.

2. KEY PROVISIONS OF THE CHILDHOOD AND ORIGINS PROGRAMS

Section: "We raise children healthy, strong, cheerful."

"Childhood" is a program with a pronounced humanistic orientation. The development of the child is understood as a process of self-movement, the emergence and overcoming of internal contradictions. The authors proceed from the fact that the nature of children's activity and the peculiarities of the relationship of children with others determine the natural emergence and maturation of promising psychological neoplasms in the cognitive and motivational-emotional spheres. The accumulation by the child of valuable experience in cognition, activity, creativity, comprehension of his abilities, self-knowledge contribute to the disclosure of the richest age potential of preschoolers.

The program "Childhood" is the result of the activities of the scientific team of the Russian State Pedagogical University. A.I. Herzen. This is a program for the enriched development of preschoolers, which provides a single process of socialization-individualization of the individual through the child's awareness of his needs, capabilities and abilities. The attention of teachers is focused on introducing children to goodness, beauty, non-violence, since preschool age is the period of awakening in a child of his involvement in the world, the desire to do good deeds and deeds.

The implementation of the task of strengthening the physical and mental health of the child, the formation of the foundations of the motor and hygienic culture is the basis for the implementation of the program .

The main interest in the program is the section “Raising children healthy, strong, cheerful” begins with the physiological, psychological and pedagogical characteristics of preschool children and consists of two parts:

Mastering the basics of hygienic culture (for children 3-4 years of age), familiarization with hygienic culture (for children 5-7 years of age).

Mastering the basics of motor culture (.3-4 years), introduction to motor culture (5-7 years).

The first part includes ideas about self-care skills and practical skills that children should master in the process of washing, dressing, eating, caring for things and toys.

The second part presents the tasks of physical education of preschool children; a list of general developmental and sports exercises, rhythmic movements; the content of physical exercises (combat exercises, basic movements, games, sports exercises).

The degree of assimilation of the program is determined in each age group according to the level of formation of ideas and practical skills in the field of hygienic culture and the level of formation of motor culture.

A distinctive feature of the program is that it identifies three levels of children learning the content of the program. This will allow the teacher to differentiate the load for children with low, medium and high levels of physical fitness.

The program provides for valeological education of preschoolers through the formation of their ideas about a healthy lifestyle, the importance of hygienic and motor culture, health and means of strengthening it, the functioning of the body and the rules for caring for it, the rules safe behavior and reasonable actions in unforeseen situations, about ways to provide basic assistance and self-help. In accordance with the content of the program, older preschoolers will be able to actively join the norms healthy lifestyle life. For children of the 6th and 7th years of life, a cycle of classes "Helpers who are always with you" is planned. On them, children will receive valuable information about their body and practical skills in caring for it.

The program has a clear structure, each part of the section is described in detail and in depth. For example, a teacher, working on this program in the younger group, with children of the 3rd year of life, will be able to get acquainted with a brief description of this age. Its content will allow the teacher to clearly highlight the main points in the development and upbringing of children - the need to pay attention to the mental well-being of the child, the need for the child to master the basics of hygienic and motor culture by the end of the 3rd year of life.

From the section “Mastering the basics of hygienic culture”, it becomes clear to the teacher what ideas should be formed in the child: the child must “... in the pictures and in life learn the processes of washing, dressing, bathing, eating, cleaning the room. It is correct to name these processes...”, what practical skills it is important to form in children (in the process of washing, eating, dressing, etc.) and how to consolidate these skills in the game - “In the game, reflect the processes of washing, dressing, eating: feed, bathe, dress ... in demonstration games with toys shown by the educator, help the doll dress properly ... ".

with tasks in working with children (“cause an emotional response and a desire to participate in outdoor games and game exercises; teach children to actively perform exercises with a teacher; teach children to respond to signals in motion”);

with a list of physical exercises for children to master (combat and general developmental exercises, basic movements, outdoor games);

with a list of exercises , which are necessary for children during the year: different types of construction (“in a circle, in pairs, in a column ...”); starting positions; types of walking (“walking in a “flock” behind the teacher in a given direction, between objects, along a path (width 20 cm, length 2-3 m ...”), types of running, jumping; riding, throwing and catching; crawling and climbing; moving games, motor skills ("Form in pairs, one after another; maintain a given direction when performing exercises, actively engage in exercises...");

with levels of assimilation of the program: low ("The child's movements are impulsive, tense, constrained ... the reaction to the signal is slow ... There is little activity in games and exercises ..."), medium, high;

with minimal results (“running 10 meters - 10.2 seconds; long jump from a place - 30 cm”).

In order to assist preschool teachers in the practical development of the program for the development and education of children, the staff of the Department of Preschool Pedagogy of the Russian State Pedagogical University named after. A.I. Herzen developed a methodological manual - "Plan-program of educational work in kindergarten." In accordance with the requirements of the program, the manual for each age group defines on a quarterly basis the pedagogical tasks to be mastered by children, and the content of the program that ensures the solution of these tasks through outdoor games (in the meadow, in the forest, by the reservoir, on the playground), fun games, sports holidays, sports activities. Also in this application for each age group there are game exercises for finger gymnastics.

In addition to the "Childhood" program, a partial dance and game gymnastics program "Sa-Fi - Danse" was published.

Also, methodological manuals have been published for teachers working under this program, the content of which will help form children's ideas about a healthy lifestyle.

"The World of Nature and the Child" - Textbook for students colleges of education reveals the theoretical and methodological foundations of environmental education for preschoolers.

“Introducing landscape painting” - The manual presents a system of work to introduce preschoolers to the landscape. The manual was published in the series “Library of the program “Childhood”.

"The unity of man and nature" - The manual is addressed to specialists who are deeply involved in the environmental education of preschoolers under the "Childhood" program.

Methodological advice for the program "Childhood" - Contains recommendations developed by the authors of the program for those who master the new educational program and organize the pedagogical process in kindergartens on its basis. In the articles you can get acquainted with the results of scientific research on various aspects of the upbringing and development of children: the socialization of preschoolers, the development of creativity in various activities, introducing children to art, etc.

The collection is addressed to teachers of preschool institutions, students and teachers of pedagogical educational institutions.

“Mathematics is interesting. Game situations for preschool children. - Diagnosis of the mastery of mathematical representations In the methodological manual for teachers of preschool educational institutions, game situations for preschool children, methods of enhancing mental activity, and search motivation are presented.

"Journey through the country of correct speech" - Pedagogical diagnostic technology is presented in the manual for preschool teachers speech development older preschoolers. Published in the series "Library of the program" Childhood ".

"Preschooler and the Man-Made World" - Published in the "Childhood Program Library" series. The manual reveals the concept and pedagogical technology for the implementation of the educational program "Childhood" in the pedagogical process of the kindergarten. The system of pedagogical work to familiarize children aged 3-6 with the objective world, the work of adults and the familiarization of preschoolers with elementary labor activity, the education of a value attitude to work is considered in detail. The manual contains exemplary plans and abstracts of classes, scenarios of educational situations and a description of didactic manuals, options for building a subject-developing environment.

"Leaf in the palm of your hand" - The methodological manual presents a methodology for conducting excursions for the purpose of environmental and aesthetic education of preschoolers. Published in the series "Library of the program" Childhood ".

"Game and preschooler" - In the collective monograph of the teachers of the department (O.V. Akulova, T.I. Babaeva, T.A. Berezina, A.G. Gogoberidze, V.A. Derkunskaya, M.V. Krulekht, Z. A. Mikhailova, E. V. Onishchenko, M. N. Polyakova, O. V. Solntseva) examines the theoretical and practical aspects of the development and education of older preschoolers in various types of games. The features of children's play culture are revealed, methods of pedagogical support are described that develop the independence and creative activity of the child. The publication is addressed to students and teachers of pedagogical colleges and universities, preschool teachers, specialists in the field of preschool education.

“Getting ready for certification. Methodological guide for preschool teachers. - Published in the "Childhood Program Library" series. The methodological manual was developed by the team of authors of the department: T.I. Babaeva, M.V. Krulekht, L.M. Manevtsova, Z.A. Mikhailova, M.N. Polyakova, O.V. Solntseva, O.N. Somkov. The need to prepare and publish a manual is dictated by dynamic changes in the education system, the importance of improving the quality of educational services of preschool institutions, the mechanism of which began to act, starting from the 90s, certification of kindergartens.

The manual deals with the problem of choosing an educational program and its implementation in kindergarten; basic approaches to building a developing environment; diagnostics pedagogical process in kindergarten. The manual was published in the series “Library of the program “Childhood”.

"Education of safe behavior in everyday life of preschool children." The manual is devoted to one of the urgent tasks of preschool education and is designed to help adults familiarize preschool children with the rules of safe behavior in everyday life. The paper presents the theoretical foundations of the problem of ensuring the safety of children's life and practical recommendations for the organization of the pedagogical process aimed at educating the safe behavior of preschoolers.

The manual is addressed to a wide range of readers: students of pedagogical colleges and universities, teachers additional education, teachers-practitioners, parents of preschool children.

"Junior preschooler in kindergarten" Modern content, methods and techniques for organizing various types of children's activities for groups of children of the 3rd year of life in accordance with the "Childhood" program are presented. A system of games, developing situations, activities is proposed. The manual was published in the series “Library of the program “Childhood”.

Thus, the program provides for the valeological education of preschoolers through the formation of their ideas about a healthy lifestyle, about health and the means of strengthening it, about the functioning of the body and the rules for caring for it.

Origins program

Section: "Physical development".

Unlike the Childhood and Rainbow programs, the Origins program pays attention to the upbringing and development of infants (from birth to 1 year). The content of the program is aimed at children of early (from 1 to 3 years old) and preschool (younger - 3-5; older - 5-7) age.

The program has a clear structure - each direction (leading activity, social, cognitive, aesthetic, physical) is presented in two blocks: the basis (characteristic of the age-related possibilities of mental development, development tasks, development indicators, basic personality characteristics) and the variant of its implementation (section "Contents and conditions of pedagogical work).

The program includes two sections: "Physical development" and "Health".

In the section "Physical development » the beginnings of a healthy lifestyle, the foundations of physical culture are laid, the features of educating children in the need for physical improvement and movement on the basis of "muscular joy" are determined. In accordance with the content of this section, it is proposed to develop in children the ability to adequately respond to changes environment and form ideas about your body.

For each age period, the section "Physical development" presents the characteristics of age-related capabilities and the tasks of the physical development of children. Also in this section, the content of pedagogical work with children is revealed:

exercises of general developmental influence (movement of

fishing, position and movement of arms, legs, torso);

exercises in basic movements (walking, running, climbing, jumping, rolling, throwing and catching);

outdoor games and game exercises;

sports games (towns, basketball, football, hockey, badminton, table tennis);

rhythmic movements (dance);

exercises in organizational actions (building, rebuilding, finding a place, turns);

exercises in movement with technical means (sledding, skiing, cycling, roller skating, scooters);

exercises for mastering movements in the aquatic environment.

An approximate motor mode for children of each age is offered.

Also in the "Physical development" section, indicators of the development of preschoolers are determined, which make it possible to judge the features of the psychophysical development of children, in particular the emotional state and behavior, indicators of physical, functional development and physical fitness.

The section "Health" reflects modern ideas about the health of the child. Health is considered both as one of the conditions that determine the possibility of a full-fledged physical and mental development of a child, and as a result of the process of the normal course of a child's development. This section characterizes the daily routine, the organization of sleep and nutrition, hygienic conditions and tempering procedures, cultural and hygienic skills. For children of older preschool age, a characteristic of their mental health is presented, and the conditions that contribute to strengthening the mental health of children and the main causes of children's stress conditions are also disclosed.

In addition, the section pays attention to the protection of children's life and health, therefore, the "Safety" subsection is highlighted, which lists the rules for organizing the life of children in preschool educational institutions and the family, a list of rules of conduct that children need to be introduced to (behavior on the street, in transport, in communication with strangers, rules for dealing with animate and inanimate nature, etc.). Thus, the Origins program reflects the enduring significance of preschool childhood as a unique age in which the foundations of all future human development are laid.

3. SUBJECTIVE ASSESSMENT OF THE PROGRAM'S VALUES AND DISPUTABLE POSITIONS

The Sources program as a whole in its content clearly echoes the traditional Soviet system. At the same time, there is no such obvious standard and uniformity in the way of working with children. The "Origins" program does not regulate methodological methods and does not provide mandatory instructions for conducting specific classes. In this regard, the program leaves more scope for the creativity of the educator.

The final section of the program discusses the general conditions for its implementation, recommends specific approaches to planning and organizing the life of children in kindergarten, formulates the tasks of the psychologist's work with children, educators and parents, determines the conditions for cooperation between the teacher and parents, notes their specificity depending on the age of the child.

The special section "Developing subject environment of childhood" reveals the basic concepts, functions and content of individual components of the developing environment of a modern kindergarten (sports and recreation facilities, subject-game environment, subject-developing classroom environment, computer game complex, etc.).

In terms of organizing the pedagogical process, the Childhood program recommends that educators combine frontal, subgroup and individual forms of work. The authors of the program aim educators to show a creative attitude to planning: the teacher independently chooses from the proposed content what can be implemented through independent children's activities, through joint activities with the teacher, and what is advisable to include in the content of games, activities, entertainment. The pedagogical tasks set are solved on the basis of the child's accumulation of emotional and practical experience in the game, in communication, experimentation, subject, speech, visual and theatrical activities. The authors of the program emphasize repeatedly that the activities of the educator should constantly be aimed at developing the maximum activity of children.

Innovative aspects of the program "Childhood" are associated with the restructuring and updating of knowledge and ideas about the world. The content of this knowledge is devoid of didacticism and ideologization, which is characteristic of the traditional program. All attention is focused on the person. Man is presented as the creator of the objective world, as an integral part and at the same time the "keeper" of nature, as the bearer of moral and moral norms of behavior, etc. Knowledge and ideas about the world around are closely connected with the children's own activities.

Given the specifics of preschool age, the authors emphasize the paramount importance of such tasks as developing the basis of the child's personal culture, ensuring his emotional well-being, creating psychological and pedagogical conditions for the development of children's abilities and inclinations. In this regard, the project provides for the possibility of a wide range of activities; special emphasis is placed on the individualization of education. These features do not leave room for a rigidly defined objectivity and a strictly defined amount of knowledge, skills and abilities in preschool education. These features make it possible to implement the variability of preschool education, which provides an adequate psychological and pedagogical context for the development of children and creative scope for the activities of teachers.

At the same time, in some cases, variability can lead to a decrease in the quality of education or to pedagogical actions that are unfavorable for the development of the child.

In the program "Origins" There is no basis for the program that sets the modern standard for the preschool level of education and ensures the full-fledged versatile development of the child, causing serious damage to pedagogical practice.

AT last years fundamental political and economic changes have taken place in our society, affecting all spheres of life, including the education system. Changes in preschool education - at the first stage of the education system - are characterized by both positive and negative trends.

The first includes the creation of a flexible multifunctional system of various preschool institutions, in which, along with their updated traditional types, new ones arise: the Kindergarten-School complexes, progymnasiums, "Preschool centers", etc. The desire of practitioners to work on new variant programs, and not just one, as it used to be. New programs are created by individual authors and teams.

However, the desire to urgently declare something new, due to the inclusion of pedagogy in the system of market relations, sometimes contributes to the emergence of pedagogical systems that lead to the intensive development of some aspects of the child's personality at the expense of others, no less important, and as a result, to the impoverishment of development. As the analysis of existing programs shows, they cannot be considered variable, since they are not variants of the basic program.

The name of the program - "Origins" - reflects the enduring importance of preschool childhood as a unique age in which the foundations of all future human development are laid.

In the program "Origins" the child, his personality is the central figure of the educational process. The purpose of the program is the all-round development of the child; the formation of his universal, including creative abilities to a level corresponding to age capabilities and requirements modern society; ensuring that all children have an equal start in development; maintaining and improving their health.

The program, humanistic in orientation, will allow the teacher, based on age criteria, to take into account the different pace of development of children and implement an individually-oriented approach to them.

The content of the program is focused on three ages: early - from 0 to 3 years old, junior preschool - from 3 to 5 years old and senior preschool - from 5 to 7 years old. Such a division is determined by the fact that significant qualitative changes in the development of the child occur at the boundaries of the indicated ages, which have been revealed in many psychological studies and the empirical experience of education.

The program is aimed at enrichment - amplification, and not at artificial acceleration - acceleration of development. Amplification of the child's mental development involves the maximum realization of his capabilities, which are formed and manifested in specific children's activities (Zaporozhets A.V.). Unlike acceleration, it makes it possible to preserve and strengthen the physical and mental health of the child. The program takes into account the specifics of preschool education, which is fundamentally different from school education.

To achieve the unity of goals and objectives of raising a child, the program provides for meaningful interaction between the kindergarten and the family.

The basic program, which sets general guidelines for the upbringing, education and development of children, can become the basis for future variable and special programs.

4. ANALYSIS OF THE HEALTH WORK OF KINDERGARTEN No. 31

Preschool educational institution, Municipal preschool educational institution kindergarten No. 31 of the city of Ukhta.

The preschool is located in a typical two-story building. Currently there are 12 groups:

1 junior group - 3;

2 junior group - 2,

middle group – 2,

Senior group – 2,

Preparatory school group - 2.

Speech therapy group - 1

Working hours of the preschool educational institution: 12 hours.

The kindergarten is open 5 days a week, Saturday and Sunday are days off.

In preschool with children work:

music directors;

teacher-psychologist.

Considering the provisions of the UN Convention on the Rights of the Child, focusing on state standards and the basic program for the development of a preschool child "The program of education and training in kindergarten", ed. M. A. Vasilyeva. In preschool educational institution No. 31, the teaching staff sees the formation of a positive attitude in children to the acquisition of knowledge as the main condition for personal growth as the main goal of their work.

The preschool educational institution is working to form the foundations of a healthy lifestyle in preschool children. In this work, the presence of offices and halls plays an important role. There is a gym in the preschool. Also, for the development of correct speech in the preschool educational institution there is a speech therapy room. To discuss future plans, the implementation of tasks, teachers' councils and much more, a methodological office is used.

The methodological theme of this kindergarten is "Formation of the foundations of a healthy lifestyle in preschool children."

The preschool educational institution has a model for organizing work on the formation of ideas and skills of a healthy lifestyle. Teachers are in constant search for new forms and methods of the educational process. The teaching staff of the preschool educational institution is mostly stable and proactive. Preschool provides psychological comfort to educators and teachers, creates an atmosphere of pedagogical optimism, orientation towards success, the desire to create all conditions for maintaining and strengthening health.

The health-improving direction chosen by kindergarten No. 31 made them need to use modern physical education programs.

A distinctive feature of the program "Program of upbringing and education in kindergarten" is that it highlights the health-improving, educational and educational tasks of physical education in the daily routine, carried out both in special physical education classes, and in play activities and everyday life of children.

Favorable sanitary and hygienic conditions are created in the kindergarten, the daily routine is observed, caring care is provided for each child on the basis of a personality-oriented approach; full meals, daily stay in the fresh air are organized; hardening events, morning exercises are carried out systematically at all times of the year, subject to the availability of appropriate conditions great attention is given to the development of correct posture in children.

The work on physical education in preschool educational institution No. 31 is based on the diagnosis, which is carried out by a physical education instructor with the participation of medical and pedagogical workers. The results are recorded in the child's development chart, and are used by specialists when planning work with children. The results of the work are discussed at medical and pedagogical meetings and are reflected in the health notebooks drawn up in each group.

Medical and pedagogical control over the organization of physical education in kindergarten is carried out by the head of the preschool educational institution, a nurse, a doctor assigned by the clinic, and a senior educator. The data are drawn up in a special journal indicating the conclusions and proposals.

Control and monitoring data show high level professional competence of teachers. The categorical level of teachers testifies to the significant potential of educators: the highest category - 4 people, the first category - 7 people, the second category - 9 people.

During the monitoring, a survey was conducted among parents: "What is the place of physical education in your family" in order to identify and disseminate the best experience, find existing problems and their causes. On the basis of this, a model of the strategy and tactics of the work of teachers with parents has been developed.

To create a holistic system of health protection for children, it is very important to organize a motor development environment in a preschool institution. An analysis of the created conditions showed that in any garden there are necessary conditions for increasing the physical activity of children, as well as for their relaxation and rest.

A sports hall with a sports complex is equipped, where a variety of sports equipment is presented, as well as manuals made by oneself, which increase interest in physical culture.

Great attention is paid to the organization of physical culture and health-improving work in the fresh air. There is a sports ground on the site.

To improve the skills acquired in physical education classes, sports corners have been created in groups that take into account the age characteristics of children and their interests. In all groups there are manuals for the prevention of flat feet, for outdoor games and exercises of a general developmental impact. Educators show creativity and ingenuity in the manufacture of manuals from waste material to replenish the physical education corners. Small exercise equipment is located so that it is accessible to children.

To carry out preventive measures, preschool educational institution No. 31 has a medical office with special equipment: quartz lamps, beacon quartz, bactericidal lamps, a heat-moist inhaler, and a physiotherapy room.

Thus, we can say that the health-improving environment of the preschool educational institution is a natural comfortable environment, rationally organized and saturated with a variety of equipment and materials.

An important component of the strategy is the study of modern regulatory documents regulating the activities of the MEI for health protection.

In the process of activity, the DOU team strives to solve the following tasks : Through the specific practical activities of teachers, create conditions for the development of a systemic worldview in children, real competence, education, readiness for a conscious choice of their actions and responsibility for them to themselves.

To determine the model of the motor mode of children in the preschool educational institution, to take a comprehensive approach to the selection of program content and methods of conducting physical education classes. Also, methods of guidance for organized and independent activities of children. Organize preventive, health-improving and provide rational nutrition.

Raising a sustainable interest in children in the sport of physical culture, expanding the creative potential of parents in the process of working with teachers of preschool educational institutions. The most effective forms of rehabilitation used in preschool educational institutions are:

reception of children on walking grounds;

health run;

morning exercises;

physical minutes, dynamic pauses;

providing conditions for the implementation of physical activity of children during the day;

breathing exercises (barefoot in a room with a contrast in air temperature);

physical education, walks, hikes;

joint leisure activities with parents;

sports holidays and entertainment;

The implementation of the health-improving activities of the MOU is a clear integration of the preventive and organizational direction, the pedagogical and physically shaping impact on the child by specific and non-specific means, the integral organization of the pedagogical process.

An organized form in this motor mode is physical education. When conducting classes, a physical education instructor uses both traditional and non-traditional forms of classes: plot, training, control, complex, relay race games, on sports simulators, etc. The learning process in the classroom is differentiated, variable. The principle of alternating vigorous activity with breathing exercises and relaxation is used.

Preschool teachers understand that children's health to a large extent depends on the presence of a safe existence factor. Therefore, educators pay great attention to the introduction of the technology "Fundamentals of life safety for preschool children." The most developed direction of this program we have is the issues of ensuring the safety of children in traffic situations.

An important role in the improvement of children is played by walks and hikes conducted by educators. In winter, skiing, sledding from the mountain outside the kindergarten site are held. With great pleasure, parents who are not averse to demonstrating their skills also participate in such walks. To increase endurance, a long run at a slow pace, jogging is carried out.

The preschool educational institution has thought out a system of comprehensive methodological work to improve the skills of educators. It is aimed at professional adaptation, formation, development and self-development of educators. The system of methodological work of the kindergarten includes various activities focused on awareness, testing and creative interpretation of innovative programs and technologies.

One of the activities of the preschool educational institution is holding pedagogical meetings, at which educators have the opportunity not only to learn about the activities of colleagues, but also to systematize knowledge, to comprehend their own approaches to work.

The high activity of teachers at pedagogical meetings is facilitated by consultations, workshops, lectures conducted by the senior educator and teachers.

The Concept of Preschool Education emphasizes: “The family and the kindergarten are chronologically connected by a form of continuity, which facilitates the continuity of the upbringing and education of children. The most important condition for continuity is the establishment of a trusting business contact between the family and the kindergarten, during which the educational position of parents and teachers is corrected.

In the joint work of the kindergarten and the family, consultations for parents, parent-teacher meetings, conversations, thematic exhibitions, competitions (handicrafts from waste material, drawings), and questionnaires are widely used. Parents learn to see more closely the complex multifaceted process of raising a child.

Sports leisure activities with parents are successfully held "Dad, mom, I am a sports family", "Family starts". In addition, open days are organized for parents, when they can attend any event.

Thus, the ongoing physical education and health work in the preschool educational institution allows parents to be involved in joint efforts to improve the child's body throughout their stay in a preschool institution.

CONCLUSION

The level of comprehensive, individual personal development of the child increases and an equal starting opportunity is provided when entering school.

The relevance of introducing innovative physical education programs in the activities of a kindergarten is due, in particular, to the need at a strategic level to solve problems identified in the course of the analysis of all areas of the life of a preschool institution and requiring their resolution:

when designing a health-improving, educational and upbringing process, more actively use local thematic both short-term and long-term projects that respond to the challenges of a dynamic time, contributing to a more successful recovery and socialization of preschoolers in the environment.

expansion of health-saving components, practical, skill-forming orientation of the content of preschool education, deeper integration of traditionally heterogeneous elements of the content of preschool education.

increasing the variety of types and forms of organizing the activities of preschoolers (growth in the proportion of project, creative individual and group activities of children and adults);

more effective use of modern active, interactive methods of education and upbringing, health saving;

ensuring maximum individualization of the educational process.

The optimal basis for organizing recreational work is preschool institutions, where the child spends all day time and where the most favorable opportunities are created for conducting therapeutic and preventive measures in a familiar environment for children. Health-improving preschool institutions (groups) for weakened and often ill children have as their goal the implementation of recreational activities aimed at improving the health and reducing the incidence of children brought up in preschool institutions.

The main task of any, including health-improving, preschool institution is the upbringing and education of the child, aimed at the formation of a harmoniously developed personality. Consequently, the health program of the institution should not violate the regime of the institution and prevent the adequate conduct of educational and educational activities. In turn, the educational program should be built taking into account the characteristics of the physical and mental development of children and the pathology that the child has.

The correct organization of educational and health-improving work provides for strict adherence to the age regimen of classes, the construction of classes taking into account the dynamics of children's working capacity, rational use visual aids, obligatory fulfillment of hygienic and sanitary requirements for the premises of educational institutions (modes - light, sound, air, color design).

The teams of the preschool educational institution effectively use various kinds of game situations, didactic games, game exercises, tasks, experiments, experimental work, etc. The content of the educational material is based on methodological principles aimed at ensuring the systematic assimilation of primary knowledge by children:

based on the life experience of the child;

with the strengthening of the practical orientation of the studied material;

in compliance with the principle of necessity and sufficiency;

with the interaction and interpenetration of all types of activities.

Based on the analysis of the presented indicators of children's health and physical fitness, it can be noted that the active use of modern physical education programs, both complex and partial, by the team of preschool educational institution No. 31 allows them to significantly improve the effectiveness of health-improving work with children.

BIBLIOGRAPHY

2. Alieva T.I. Program "Origins": The basis of the development of a child - a preschooler. Alieva T.I., Antonova T.V., Arnautova E.P. M., 2003.- 313s.

3. Bychkova S.S. Modern programs for the physical education of preschool children. Bychkova S.S. - M.: ARKTI, 2001. - 64 p.

4. Getting ready for certification. Methodological guide for preschool teachers. St. Petersburg: Detstvo-press, 2005 (1st edition, 1999)

5. The unity of man and nature. Toolkit. / Ed. HE. Nikonova. St. Petersburg: Ikar, 2000.

6. Game and preschooler. The development of children of senior preschool age in play activities. St. Petersburg: Detstvo-press, 2004.

7. Krulekht M.V. Preschooler and the man-made world. St. Petersburg: Detstvo-press, 2002.

8. Kurochkina N.A. Introduction to landscape painting. St. Petersburg: Detstvo-Press, 2000.

9. Leaf in the palm of your hand. / Ed. L.M. Manevtsova. St. Petersburg: Detstvo-Press, 2003.

10. Loginova V.I. Childhood: a program for the development and education of children in kindergarten. Loginova V.I. SPb., 2002.- 227p.

11. Manevtsova L.M. etc. World of nature and child. St. Petersburg: Detstvo-Press, 2000.

12. Mathematics is interesting. Game situations for preschool children. Diagnostics of mastery of mathematical representations. St. Petersburg: Detstvo-Press, 2002.

13. Methodological advice to the program "Childhood". St. Petersburg: Detstvo-Press, 2001.

14. Junior preschooler in kindergarten. How to work on the program "Childhood". St. Petersburg: Detstvo-Press, 2005.

15. Smirnova E.O. Pedagogical systems and programs of preschool education: a textbook for students of pedagogical schools and colleges. Smirnova E.O. M.: Humanitarian publishing center VLADOS, 2006. - 119 p.

16. Modern educational programs for preschool institutions: Textbook. allowance for students. ped. universities and colleges / Ed. T. I. Erofeeva. - M., 1999.

17. Somkova O.N. etc. Journey through the country of correct speech. St. Petersburg: Detstvo-Press, 2002.

18. Sushkova I.V. Socio-personal development: analysis of preschool education programs. Sushkova I.V. - M .: TC Sphere, 2008. - 128s.

19. Khromtsova T.G. Education of safe behavior in everyday life of preschool children. Tutorial. - M.: Pedagogical Society of Russia, 2005.

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Professional retraining under the program "Pedagogical education: methodologist educational organization» (520 hours) provides an opportunity to gain knowledge and a diploma of the established form, necessary for the implementation of the professional activities of a methodologist in various educational organizations. In accordance with the current legislation, professional retraining is necessary for those who occupy a position that does not correspond to the specialty indicated in the diploma. In addition, professional retraining will be useful to everyone who, in a short time and with maximum convenience, wants to master an interesting program of additional education in order to increase their competitiveness in the labor market.
Professional retraining under the program "Pedagogical education: methodologist of an educational organization" (520 hours) is addressed to methodologists of educational organizations and specialists of methodological services who do not have a document (diploma) on the relevant qualification.
The program of professional retraining "Pedagogical education: methodologist of an educational organization" (520 hours) provides for the study of a wide range of issues related to:

• organizational and methodological aspects of pedagogical activity;
• methodological support of the educational process;
• professional competence of teachers of educational organizations;
• content and methods of professional activity within the framework of modern legislation.

Content and organizational issues:

• The program includes lectures and practical classes, independent work students, attestation in disciplines (in the form of testing or a practice-oriented mini-project), the completion of a final qualifying work;
• in the classroom, students expand and deepen their understanding of the scientific and methodological, psychological and pedagogical foundations and legal norms of pedagogical activity, the professional standard of compliance with current qualification requirements;
• for effective assimilation of the theoretical content of the retraining program, active and interactive forms of education (conferences, round tables, computer presentations containing the necessary visual information, video materials, handouts) are widely used;
• the retraining program involves the use of a differentiated approach to course participants in the learning process, taking into account their work experience, professional and personal qualities;
• the educational process is carried out in the form distance learning.

Issued document: Professional Retraining Diploma.

• Section 1. Pedagogy
  • Lesson 1. Pedagogy in the system of human sciences. Pedagogical Science and Pedagogical Practice
  • Lesson 2. Development and formation of personality in modern science "Pedagogy"
  • Lesson 3. The problem of the content of education in the pedagogical process
  • Lesson 4. The content of education. Forms of organizing training in a general educational organization
  • Lesson 5. Education as a social phenomenon and as a pedagogical process
  • Lesson 6. Educational innovations in accordance with GEF
  • Lesson 7. Modern innovative pedagogical technologies
  • Lesson 8. Innovations in education: modern pedagogical technologies
  • Lesson 9. Systematic-activity approach in the work of a teacher
  • Lesson 10. System-activity approach as a methodological basis of the GEF IEO
  • Lesson 11. System-activity and competence-based approaches as a methodological basis for the implementation of the GEF IEO
  • Lesson 12. Learning technologies that implement a system-activity approach
  • Lesson 13. Education in the pedagogical process
  • Lesson 14. Pedagogical process: art and technologies of education
  • Lesson 15. Socio-cultural environment of education: institutions of the family, culture, art and education
  • Lesson 16. The educational potential of the family and kindergarten: technologies for knowing each other
  • Lesson 17. Pedagogical support for family education: modern approaches in accordance with GEF DO
  • Lesson 18. Pedagogical interaction with the family. Technology. Diagnostics. Workshops
• Section 2. Methodological support of the educational process
  • Lesson 1. Psychological and pedagogical foundations of methodological support in OO
  • Lesson 2. Organization of constructive interaction of children and creation of conditions for free choice of activities
  • Lesson 3. Formation of self-esteem and self-control in younger students in the context of the Federal State Educational Standard
  • Lesson 4. Functions and means of methodological support in the OO
  • Lesson 5. Technology for developing an annual school plan and pedagogical analysis of the results of the school year
  • Lesson 6. Forms of methodological support in the OO
  • Lesson 7. Generalization of pedagogical experience in the system of scientific and methodological support innovation activities
  • Lesson 8. Methods, techniques and forms of work with parents on the development and correctional and pedagogical assistance to children with disabilities
  • Lesson 9. Individual educational route: design technology (self-design) and implementation
  • Lesson 10. Modern technologies of adult education
  • Lesson 12. Modern concepts, approaches, theories of building a system continuing education teachers: analysis and critical evaluation
  • Lesson 13. Designing a model for the professional development of teachers and an educational institution in the context of the ideas of continuous education
  • Lesson 14. Subjects of activities for methodological support: functions, roles, content of the main professional tasks
  • Session 15. Continuous professional education using distance learning
  • Lesson 16. Methodological recommendations and practical experience in the development of interaction between families and schools
  • Lesson 17
  • Lesson 18
• Section 3. Management of educational systems in the context of the implementation of the Federal State Educational Standard
  • Lesson 1. Designing modern lessons in the context of the implementation of the GEF IEO
  • Lesson 2. Designing an individual educational route for a student in the context of GEF
  • Lesson 3. Designing an individual educational route for a student in the context of GEF
  • Lesson 4. Public and state management in an educational organization in accordance with the Federal Law "On Education in the Russian Federation"
  • Lesson 5. Implementation of the GEF through a system-activity approach in subject education
  • Lesson 6. State public administration of NGOs: extra-budgetary funding or attraction of additional investments
  • Lesson 7
  • Lesson 8
  • Lesson 9. Psychological and pedagogical support for first-graders in the context of the implementation of the Federal State Educational Standard
  • Lesson 10. Education quality management: competence-based approach in the context of GEF OO
  • Lesson 11
• Section 4. Professional competence of a teacher of an educational organization in the context of the implementation of the Federal State Educational Standard
  • Lesson 1. Methodological foundations education quality management
  • Lesson 2. Formation of UUD of younger schoolchildren by means of information and communication technologies
  • Lesson 3. Formation of UUD through extracurricular activities
  • Lesson 4. Formation of educational control and assessment of students in grades 1 - 4 (FSES)
  • Lesson 5. Formation of UUD at physics lessons
  • Lesson 6. The introduction of information and communication technologies in the education of schoolchildren in the context of the Federal State Educational Standard
  • Lesson 7. Information and communication technologies at work modern teacher. Using Interactive Teaching Methods
  • Lesson 8. Information and communication competencies of a modern teacher in the context of the implementation of the Federal State Educational Standard
  • Lesson 9. Methods of pair and group work of students, ensuring the formation of communicative learning activities
  • Lesson 10. Regulatory educational actions as an activity characteristic of the subject of educational activity
  • Lesson 11. Techniques and activities that ensure the formation of regulatory educational actions
  • Lesson 12
  • Lesson 13. Development of UUD in foreign language lessons in elementary school
  • Lesson 14
  • Lesson 15
  • Lesson 16
  • Lesson 17
  • Lesson 18
  • Lesson 19. The activity of the teacher in the formation of personal, regulatory, cognitive and communicative UUD
  • Lesson 20. Analysis of the lesson in the work of the teacher on the formation of UUD
  • Lesson 21
  • Lesson 22. Pedagogical design as a resource for the development of a teacher and an educational organization
  • Lesson 23. Formation of UUD in extracurricular activities in physics
  • Lesson 24. Designing a modern biology lesson
  • Lesson 25. Designing a modern mathematics lesson: implementing the requirements of the Federal State Educational Standard
• Section 5. Pedagogical monitoring
  • Lesson 1. Monitoring in the educational process management system
  • Lesson 2. Monitoring in preschool in accordance with GEF
  • Lesson 3. Pedagogical diagnostics and monitoring: features of the organization
  • Lesson 4. Monitoring in elementary school: methods and forms of monitoring the achievement of planned learning outcomes (on the example of the manuals "Educational monitoring", "Assessment of students' achievements")
  • Lesson 5. Organization of monitoring in the preschool educational institution in accordance with the GEF DO
  • Lesson 6. Types and directions of pedagogical monitoring
  • Lesson 7. Didactic principles of monitoring: content, forms, methods and techniques, measuring instruments
  • Lesson 8. Monitoring and evaluation of the formation of subject and meta-subject UUD of students elementary school
  • Lesson 9. Organization of monitoring in the NGO in accordance with the Federal State Educational Standard
  • Lesson 10. Development of a program for the development of an educational organization: stages, structure, monitoring educational activities
  • Lesson 11. Monitoring of personal achievements of preschoolers aged 3–7 years using the SONATA-DO diagnostic software complex
  • Lesson 12. Multilevel monitoring in an educational organization
  • Lesson 13. Monitoring in the education quality system
  • Lesson 14
  • Lesson 15. Monitoring the professional competence of a teacher
  • Lesson 16. Monitoring, diagnostics and evaluation of the professional activity of a modern teacher
• Section 6. Teaching methodology in an educational organization
  • Lesson 1. Professional standard of a teacher: general cultural and professional competencies
  • Lesson 2. Methodological support of educational activities in the context of the Federal State Educational Standard in an educational organization
  • Lesson 3. Educational, methodological and information support of the educational process as a necessary condition for the implementation of the Federal State Educational Standard
  • Lesson 4
  • Lesson 5. The individual educational route of the teacher as a system of continuous pedagogical education in accordance with the professional standard of the teacher
  • Lesson 6. Personal and professional self-development of a teacher in innovative activities
  • Lesson 7. The content and structure of the professional standard of the teacher. Qualification characteristics of the teacher
  • Lesson 8. A map of the effectiveness of the professional activity of a teacher. Introspection
  • Lesson 9. "Universal electronic portfolio of a teacher" as a tool for modeling a professional pedagogical portfolio of achievements
  • Lesson 10. Criteria for the effectiveness of the professional activities of a teacher
  • Lesson 11. Methodological support of innovative activity as a mechanism for the professional development of managers and teachers
• Section 7 Information Technology
  • Lesson 1. Distance educational technologies: state and prospects
  • Session 2. Potential opportunities of the distance learning platform Moodle
  • Lesson 3. New possibilities of information technologies in the development of ICT competencies of a teacher and a student. Application in inclusive education
  • Lesson 4. Didactic possibilities of information technologies in the implementation of GEF: creation distance course using Moodle
  • Lesson 5. Didactic possibilities of information and communication technologies in the implementation of the Federal State Educational Standard: creating a workbook, seminar and lecture using the Moodle distance learning platform
  • Lesson 6. Didactic possibilities of information and communication technologies in the implementation of the Federal State Educational Standard: creating tests using the Moodle distance learning platform
  • Lesson 7. Didactic possibilities of information and communication technologies in the implementation of the Federal State Educational Standard: integration of Internet social services into the Moodle distance learning platform
• Section 8. Legal norms of pedagogical activity
  • Lesson 1. Certification of teachers: new rules. What changes have been made to the procedure for certification
  • Session 2. The right to education and educational law
  • Lesson 3. Legal status and legal responsibility of teaching staff
  • Lesson 4. Legal regulation of property relations in the education system
  • Lesson 5. Legal support of modernization Russian education
  • Lesson 6. Preparing an educational organization for the licensing procedure
  • Lesson 7. External documentary audit of an educational organization questions and answers
  • Lesson 8. Mechanism legal regulation educational relations: norms of educational law and educational lawmaking
  • Lesson 9. Procedures for resolving disputes involving educational organizations
  • Lesson 10. The procedure for certification of teaching staff. Establishing a qualification category
• Section 9 Conflict Management
  • Lesson 1. Psychological support resolving conflict situations in an educational organization
  • Lesson 2. Problems of managing the preventive work of various types of deviant behavior of children and adolescents in an educational organization
  • Lesson 3. Prevention of offenses among students in the context of the implementation of the Federal State Educational Standard: features, mechanisms, documentation
  • Lesson 4. How to overcome stress at the exam?
  • Session 5. Conflict-Free School: Reconciliation Service
  • Lesson 6. Creating an atmosphere of psychological support in the children's team
  • Lesson 7. Practical techniques for resolving conflict situations in an educational organization
  • Lesson 8. Effective management: a model of the educational activities of the team
  • Lesson 9. Diagnostic work in an educational organization in accordance with the Federal State Educational Standard. Diagnosis of emotional and personal characteristics of children
  • Lesson 10. Projective methods for diagnosing the mental states of middle and high school students
  • Lesson 11. Diagnosis and development of the child's psychosocial maturity
  • Lesson 12. Modeling psychological safety in an educational organization
  • Lesson 13. Effective behavior in a conflict situation in the "teacher-student" system
  • Lesson 14. Rules for effective communication in the system of interaction "teacher - student"
  • Lesson 15
  • Lesson 16. Interaction of an educational organization with a family as a condition for the implementation of the GEF
  • Lesson 17. GEF. regional component. Folk doll as a means of introducing children of senior preschool age to folk culture, to family traditions on the basis of spiritual and moral values
  • Session 18. Model class hour "How to talk to children about school violence?"
• Section 10. Theory and methodology of extracurricular activities
  • Lesson 1. The main tasks, directions of organization of extracurricular activities. Organizational models of extracurricular activities
  • Lesson 2. Extracurricular activities in the context of the Federal State Educational Standard of Primary and Basic General Education
  • Lesson 3. Extracurricular activities of schoolchildren in the conditions of the Federal State Educational Standard. Model "Additional education"
  • Lesson 4. Forms of organizing extracurricular activities in elementary, middle and high school
  • Lesson 5. The activity of the teacher in the formation of personal, regulatory, cognitive and communicative UUD
  • Lesson 6. Methodical designer of extracurricular activities. Working program of extracurricular activities
  • Lesson 7. Extracurricular activities in accordance with the GEF IEO: program “ Orthodox holidays”
  • Lesson 8. The work program of the educator in accordance with the GEF DO
  • Lesson 9. The work program of the class teacher
  • Lesson 10. Work program - the main document of the preschool teacher
  • Lesson 11
  • Lesson 12. Modern pedagogical technologies in the organization of classes for extracurricular activities
  • Lesson 13
  • Lesson 14. Forms for evaluating the results of extracurricular educational activities
  • Lesson 15
  • Lesson 16. Forms for evaluating the results of extracurricular educational activities

The work of the methodologist is designed to convey to each teacher of additional education the main directions and principles of modernization of education, to create conditions for the continuous development of professional knowledge and the provision of educational services High Quality. The personnel issue is becoming especially acute, the need to create conditions for the growth of professional skills of teachers who will have to implement education reforms is deepening. Therefore, it is necessary to carry out multifaceted work with different categories of teachers, to conduct an intensive search for new forms and directions in the field of creating conditions for the professional growth of teachers.

The activity program of the methodologist is aimed at improving the quality of the educational process and the professional skills of teachers of additional education of the Center.

1. Purpose and objectives of the program

• Purpose of the program

The main goal of the program is to provide practical assistance to teachers in improving their pedagogical skills, developing personal culture and strengthening creative potential aimed at actively mastering new effective teaching and educational technologies and improving the quality of education.

• Program objectives

systematic and comprehensive study of the quality of the educational process;

obtaining reliable and objective information about the conditions, organization, content and results of the educational process;

timely detection of changes in the process of education and the factors that caused them;

effective management of the growth of professional skills, to increase the effectiveness of the work of teachers.

1. Basic principles of the program

The principle of completeness - the program includes essential elements of the methodologist's work;

The principle of unity of purpose - all the leading components are aimed at achieving the goals and objectives of the program.

The principle of variability, aimed at creating space for self-realization of program participants, determining the individual development trajectory of each of them.

The principle of co-creation, expressed in the fact that the program is created, developed and implemented by all its participants, coordinating their value orientations and goals of interaction, priority areas of activity, spaces for self-realization of each, ways to achieve goals.

The principle of dynamics, which is expressed in the fact that the program cannot be considered as a static phenomenon - it is in constant development according to the dynamics of the educational environment, the development of the team of its participants and the personality of each subject of the pedagogical process.

The principle of creative creative activity, expressed in the orientation of the program towards the formation of a positive experience of self-realization in its participants in socially and personally significant creative activity.

1. Basic principles of organization of methodological work

Target: increasing the effectiveness of the educational process through continuous improvement of the level of pedagogical skills of teachers of additional education, their erudition, competence in the educational process.

Tasks:

• to form an idea of ​​teachers about the diversity of their activities;

  to form an idea of ​​the many factors that must be considered when working with children;

  improve the quality of teaching and educational activities;

  to promote the improvement of pedagogical competence and professional skills of teachers;

  render practical help teachers in the preparation during the certification period;

  to prepare teachers for inclusion in innovative activities, for the development of modern educational technologies.

1. Program Implementation Mechanism

Program Implementation Stages

1. Organization of work planning for teachers of additional education.

2. Creation of a work plan for additional education teachers for the academic year.

3. Creation of a database of teachers of the Center.

2018-2023

Practical

1. Creation of a system of interaction between all program participants.

2. Activation of the work of teachers through the organization of creative reports.

4. Generalization of advanced pedagogical experience of teachers.

2018-2023

Monitoring

1. Monitoring the professional growth of teachers (level of qualification, level of professional activity, level of education).

2. Determination of the degree of satisfaction of teachers with the work of the methodologist of the Center.

2019-2023

Analytical

1. Analysis of the implementation of the program.

2. Generalization of the experience of teachers of additional education at the Pedagogical Council of the Center.

2023

1. The main directions of methodological work

Organizational and methodological activities (organization of the work of methodological associations, organization of advanced training and professional retraining of the teaching staff of the Center);

Diagnostic and analytical activities (monitoring the professional and information needs of teachers, analyzing the state and results of methodological work, determining its improvement, collecting and processing information about the results of the educational process, studying and disseminating advanced pedagogical experience, etc.);

Information activities (formation of a bank pedagogical information, familiarization with the latest pedagogical, methodological, popular science literature on paper and electronic media, etc.);

Consulting activities (organization of advisory work for the teaching staff of the Center).

1. Forms of methodical work

Project development

Seminars - workshops

Disputes, discussions

Meetings for " round table»

Creative reports

Contests

Pedagogical readings

Master classes

Thematic consultation

1. Improving pedagogical skills

The work to improve pedagogical skills and the quality of education is the main component of the methodological work at the Center.

The main sections of this direction:

Work on attestation of teaching staff;

Organization of self-education of teachers;

Innovative and research work;

Working with young professionals;

Consulting work.

Certification teaching staff is the most important individual and collective system reflexive-analytical procedures, which in the monitoring mode allow you to quite clearly imagine what trends and processes are typical for a given period of time of the teacher, the features of the quality of the educational process.

This direction of methodological work includes:

preparation for certification of teachers of additional education;

organization of professional support and ongoing counseling for teachers;

organization of the individual work of the teacher;

diagnostics of the quality of students' knowledge;

assistance in the preparation of open classes and events.

With the help of certification, the issue of stimulating self-education of teachers of additional education is solved. The certified person presents the results of self-education, determines his goal for the future, i.e. there is a reflexive advancement in self-realization.

self-education . Creation of conditions and organization of independent work of teachers is one of the main tasks of the methodological work of the Center.

Self-education management is built on the basic principles:

independence and voluntariness (participation of a mentor, a consultant is not excluded);

practice orientation: correlation with own practical problems;

taking into account the individuality, professional experience of the teacher, his educational needs and goals of self-education;

consistency: compliance with goals, content, forms, methods, means of learning, self-assessment of results;

the relevance of the results of self-education for the practical daily work of a teacher.

Algorithm methodological assistance teachers:

determine the interests, difficulties, requests of teachers, i.e. work out diagnostics and self-diagnosis of professional activity;

help formulate the problem and operational goals of self-education;

provide information support (selection of literature, acquaintance with experience on the topic of self-education);

provide advisory support - help develop a draft self-education program;

help the teacher in choosing the forms of implementation of the self-education plan (participation in seminars, creative groups, methodological associations, etc.);

organize a demonstration of success in the field of self-education;

create conditions for a reflective assessment of the process and results of self-education with access to its next stage.

The methodologist helps in drawing up and correcting plans for self-education, listens to reports on the progress of self-educational work. One of the types of assistance to the teacher in his work on self-education is offered periodically, as necessary, the organization of group or individual consultations.

The self-education plan is a personal document of a teacher of additional education, therefore it is not regulated, but teachers jointly develop a version of the plan that they use in their work.

Program implementation monitoring

The level of professional growth of teachers.

Level of qualification, level of professional activity, level of education.

Analysis of the activities of the methodologist.

Questioning.

Analysis of the activity of pedagogical workers.

Satisfaction of teachers with the work of a methodologist.

The degree of participation of teachers in the work of the MO;

The degree of satisfaction with the work of the head of the MO;

Questioning.

Conversation.

The effectiveness of the program approach to the work of a methodologist.

The degree of satisfaction of teachers with the work of the MO according to the program.

Questioning.

Conversation.

1. Projected outcome of the program

1. Increasing the qualifications and professional skills of teachers.

2. Development and enhancement of the creative potential of the teaching staff.

3. Improvement of the educational process.

1. Applications

• mechanism for organizing methodological work on the development of teaching staff

At the beginning of the academic year, the methodologist conducts a survey of teachers to identify their emerging questions and difficulties in organizing educational activities.

Questions and Difficulties Tracking Questionnaire

What help do you expect from a methodologist?

self-education

Based on the results of tracking questions and difficulties in the work, the methodologist draws up a work plan for the academic year with teachers: At the end of each academic year, teachers analyze cooperation with the methodologist:

Tracking the cooperation of the teacher with the methodologist

______________________________ academic year

What kind of help did the methodologist provide?

1. Assistance in the development of an additional general educational general developmental program.

   Assistance in adjusting the additional general educational general developmental program.

   Development of didactic material for an additional general educational general developmental program.

   Collection of analytical materials in preparation for pedagogical competitions of various levels.

   Consulting assistance in the creation and design teaching materials.

   Acquaintance with new methods used in educational activities in ODO.

   Conducting monitoring in the association.

   Assistance in the classification of pedagogical technologies, forms used by the teacher.

   Assistance in preparing a portfolio for certification for a certain qualification category.

   Information about the novelties of methodical literature.

   Preparation of publishing activities (collections, booklets, brochures, memos, etc.).

   Assistance in conducting the practical part of the training session.

   Assistance in developing a plan-outline of an open lesson.

   Help with visualization in class.

   Help in self-education.

Tracking the performance of teachers is filled in the tables for evaluating the results by the cascade method:

Full name of the teacher ___________________________

2021-2022

2022-2023

own professional achievements.

Interest in professional development.

professional initiative.

Preparedness for the use of modern technical means of ensuring the educational process.

Special (profile) training.

Psychological and pedagogical knowledge.

Pedagogical experience (experience, qualifications).

Communication skills (the ability to interact with all participants in the educational process).

Compliance with the declared contingent of children.

Compliance with the goals and objectives of the educational process.

Program developed by the teacher.

Consistency of methodological materials, the presence of an educational and methodological complex developed by a teacher.

Correspondence of didactic and methodological materials to the content and methodology of the educational process.

Development of a pedagogical monitoring program

possession of the general methodology of teaching this type of activity.

pithiness educational process(lessons).

Effectiveness of the educational process (classes).

Educational orientation of activity.

A variety of forms of educational activity (work).

The use of modern pedagogical technologies, the author's teaching methods.

The effectiveness of the use of methods of training and education.

Use of modern technical teaching aids.

Methodological equipment of the educational process.

Interest in innovation in professional activities

Publications.

Participation in research and experimental work.

Creating a comfortable environment in the children's team (positive microclimate).

The ability to create a "success situation" for each student.

Total points:

Name of association ______ (year of study _____, academic year ____)

Mastered the training course of a certain stage of training

Participation
in competitions at various levels

Participation
in public events

"5" - high level;

"4" - the optimal level;

"3" - below optimal;

"1,2" - low level.

Compliance level

Low to 6

Below optimal from 6 to 9

Optimal from 9 to 12

High 12 to 15

Based on the student performance tracking table, the results assessment system is filled in by the cascade method:

Name of the association ______ (year of joining the association _____)

FULL NAME. teacher_______________

1. Literature

Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ.

Buylova L.N., Kochneva S.V. Organization of the methodological service of institutions of additional education.-M.: VLADOS, 2001.

Golovinova G.N., Karelina S.V. A teacher's desk book for additional education of children. Directory. - M .: UTs "Perspective", 2012.

Additional education for children: Proc. allowance / Ed. O.E. Lebedeva.- M., 2003.

Science and practice of upbringing and additional education. Scientific and methodical journal №3-Moscow 2008.

Kulnevich S.V., Ivanchenko V.N. Additional education for children: methodological service. - Rostov-n / D, 2005.

Methodical work in the system of additional education: materials, analysis, generalization of experience / ed. M.V. Kaigorodtsev. - Volgograd, 2009.

Organization of socially significant activities in institutions of additional education: socio-educational projects./ed.-comp. T.N. Kovyazina, N.E. Galitsyn. - Volgograd, 2010.

The program of methodological activities of the department of artistic creativity of the BU OO DO "Palace of Pioneers and Schoolchildren named after Yu. A. Gagarin", authors: head. department of artistic creativity - Zubova E.Yu., methodologist of the department - Demkina N.M.

The manual discusses the programs of domestic and foreign authors, which are used in the work of a modern preschool educational institution, reveals the conceptual provisions of various programs, their methodological support, and various approaches to organizing the pedagogical process in kindergarten. The manual is addressed to students of the faculties of preschool education of pedagogical universities and colleges. The work will be of interest to practical workers of educational preschool institutions.

Studying by students of educational programs for preschool institutions

The problem of programmatic education and training of preschool children in domestic pedagogy and practice

Transition to the variability of the software for the work of preschool institutions

Renewal of preschool education

Modern educational programs for preschool institutions

Rainbow program

The program "Kindergarten - the house of joy"

Development Program

Gifted Child Program

Origins program

Program "Childhood"

Program "From childhood to adolescence"

TRIZ program

Program "Young ecologist"

Program "I am a man"

Program "Friendly guys"

Heritage program

The program "Fundamentals of Safety for Preschool Children"

Program "Preschooler and Economics"

Expansion of the educational space of modern preschool education

Use of foreign experience in the work of preschool educational institutions1

Pedagogy of Maria Montessori

Waldorf Kindergarten

"Pilot School"

"Step by step" (Step by step)

Center for early socialization of children "Green Door"

Application

Law of the Russian Federation "On Education" (12.07.1995)

Universal Declaration of Human Rights (12/10/1948)

Declaration of the Rights of the Child (20.11.1959)

Convention on the Rights of the Child (15.09-13.12.1959)

On priority measures for the implementation of the World Declaration on the Survival, Protection and Development of Children in the 1990s. Decree of the President of the Russian Federation (06/01/1992 No. 543)

Model regulation on a preschool educational institution (07/01/1995 No. 677)

Approximate topics for term papers, theses and essays

Glossary of terms

Foreword

From the editor

The modern system of domestic preschool education is based on the principles of dynamism, variability of organizational forms, flexible response to the needs of society and the individual, is characterized by the emergence of new types of educational institutions for children, a variety of pedagogical services.

The emergence of new documents that free up the creative energy of educators, at the same time poses a rather responsible task for a preschool institution - to choose a program of work with children that can not only be successfully implemented by the teaching staff, but will also contribute to the effective development and education of children.

The purpose of this manual is to introduce students to a variety of domestic and foreign educational programs, their key provisions, to analyze the methodological support of programs, to show the organization of the pedagogical process in kindergarten, to reveal the main trends in the program and methodological flow.

The idea of ​​creating a course on the study of educational programs for preschool institutions belongs to the Dean of the Faculty of Preschool Pedagogy and Psychology of Moscow State Pedagogical University L.V. Pozdnyak. Course materials were collected and tested in work with students for seven years. With the growth in the number of programs and methodological materials for them, the publication of regulatory documents that make it possible to specify the status of each program, it became necessary to determine the objectives and content of studying this course at different levels of education. Such work has been done. It is reflected in the recommendations for teachers.

The manual includes materials on variable and alternative programs for preschool institutions, which are now being widely introduced into the practice of kindergartens.

We do not pretend to be an exhaustive review of program and methodological materials and are waiting for suggestions and wishes.

T. I. Erofeeva

Introductory article

STUDYING EDUCATIONAL PROGRAMS FOR PRESCHOOL INSTITUTIONS

The state educational standard poses a responsible task for the system of higher education - to prepare such a generation of teaching staff that will be able to predict and organize the work of a particular teaching staff in the conditions of a particular preschool educational program.

Students get acquainted with modern educational programs for preschool institutions within the framework of various pedagogical disciplines and at different levels of education (a normative course on preschool pedagogy at a university or pedagogical college - at the first stage of education, special courses and special seminars - for the second stage of education, special courses - in the master's program) Concentric the principle of building a course allows you to determine the volume, content of the material and create conditions for meaningful, rather than formal, deepening into all aspects of this problem.

In the normative course of preschool pedagogy at the first stage of education, it is advisable to start acquaintance with modern educational programs when students learn the basics of the theory of preschool education, know the goals, objectives, content of the work of preschool institutions, get acquainted with the research of preschool pedagogy by domestic scientists, will have an idea about the patterns development of preschool children, their individual and age characteristics. Only in this case it is legitimate to consider different approaches to the organization of the pedagogical process in various variable and alternative programs for preschool institutions.

Thus, the purpose of studying educational programs in the normative course of preschool pedagogy is to introduce the variety of programs, to identify key provisions This will contribute to the formation of pedagogical thinking.

In the process of lectures and independent work, students get acquainted with the content and structure of the programs that are the most common and popular in the practice of preschool institutions, study methodological materials for them, observe the real work of kindergartens for a particular program.

When studying various educational programs for preschool institutions, students are given the installation to make a certain classification of programs. The principle of this classification can be found by the students themselves or suggested by the teacher. Well-known programs can be systematized according to one, two or three indicators, i.e., several classifications can be obtained. Such work is very useful, it is supposed to form a holistic perception of the program among students and at the same time helps to highlight the most important components of each program.

The philosophy of this or that program is based on a certain view of the authors on the child, on the patterns of his development, and, consequently, on the creation of conditions that contribute to the formation of the personality, protect its originality and reveal the creative potential of each pupil. The identification of the philosophical and conceptual foundations of programs allows us to distinguish two groups of programs: variable and alternative.

Other classifications may also be created. The volume and orientation of the content of the program to a holistic pedagogical process allow us to distinguish two types of programs: complex and partial.

"Recommendations for the examination of educational programs for preschool educational institutions of the Russian Federation" help to understand the content of these concepts. At the same time, it is advisable to emphasize the common thing that unites the programs, and show the originality of each type.

At present, it is legitimate to consider programs from the point of view of their status, which determines the “subordination” of programs and their territorial distribution, and on the basis of this, understand the semantic meaning of the basic, federal, regional, municipal programs

When creating a classification of programs, you can also use the structural-content principle. For this, the entire package of program and methodological materials is subjected to analysis. Such work will allow students to see that some materials have only conceptual provisions; others contain a clearly defined setting of actions, in which educational and developmental tasks have their own specific logic of construction; the third, in addition, also have methodological recommendations for teachers; the fourth are provided with methodological aids published and widely used in practice. The presence or absence of a complete package of program and methodological materials does not mean that the program itself is of high or low quality, for which a special examination should be carried out. This only speaks of the degree of development of the program, the possibility of introducing it into the work of preschool institutions, and also shows the prospects for further improvement of the software and methodological apparatus.

Educational programs can be analyzed and systematized according to the open-closed principle. First of all, this characterizes the attitude of the authors of the program towards its “modernization” on the part of practitioners: the addition, inclusion of other forms of organization of work with children than the author suggests, the use of new pedagogical technologies and educational and methodological materials. In some programs, the authors allow individual fragments of content to be changed in accordance with "local" conditions; others insist on a coherent approach to content; in the third, it is recommended to maintain general trends, and the choice of technologies and methods of working with a particular child remains with the teacher.

At the second stage of education, students again return to the issues of studying modern educational programs at special courses or special seminars. The aim is to teach to see and understand the differences in the theoretical foundations and technological features of the programs, to navigate the main areas of work in different programs, to predict the way they are included in the activities of a preschool institution.

An analysis of the legal framework for updating the content of the modern practice of preschool education is carried out. The abstract-analytical study of the author's variant and alternative concepts, programs and methodological recommendations for them involves independent work of students with the texts of programs, and this work is built on the following semantic parameters:

theoretical foundations (conceptual provisions) of the program being studied. Tasks of development, education and training of preschool children;

principles of building a program;

structure of the program, characteristics of its main components;

methodological support of the program, its characteristics;

distinctive features of the studied program;

subjective assessment of the merits and controversial positions of the program;

forecast of possible difficulties for the teaching staff in the implementation of the program;

The complex and partial programs that have received varying degrees of distribution in the practice of preschool institutions are analyzed. The experience of centers and institutions of a new type, new pedagogical innovative technologies are being studied.

In the magistracy, the issues discussed are further expanded and deepened. The purpose of this work is to consider the problem of programmatic education, training and development of preschool children. A retrospective review of the creation of programs and guidelines for kindergartens is carried out in the context of the development of the domestic theory and practice of preschool education, the transition period to the variability of software in the work of preschool institutions is analyzed, the achievements and difficulties of polyprogramming in the work of preschool institutions are evaluated.

The problem has another important aspect. When analyzing programs, it is necessary to evaluate its originality, the creative development of the idea of ​​world and domestic theory and practice, or the use of approaches that have taken place in the history of domestic preschool education.

An in-depth review of modern educational programs in the magistracy is carried out on the basis of a comparative-analytical study of any particular aspect in different programs. Undergraduates prepare an abstract, which they then present at the seminar and defend their view of the problem. The topic can be as close as possible to the problem of a master's thesis. The abstract traces how the studied issues are implemented in different programs. For example, social development - in the programs "Rainbow" and "Kindergarten - the house of joy"; creation of a comfortable subject and social environment for preschool children - in domestic variable programs; aesthetic development - in the programs "Development", "Origins", "Childhood"; implementation of the ideas of the concept of preserving the health of the child - in domestic educational programs; development of creativity in outdoor games for children - in the complex programs "Development", "Childhood"; the problem of speech development - in partial programs, etc.

The problem of developing and analyzing the implementation of educational programs can be studied in the process of preparing term papers and theses (their approximate topics are presented in the appendix of the manual).

Programs developed by author teams in our country or borrowed from foreign pedagogy have undoubted advantages, originality of approaches to the construction of pedagogical work and a variety of views on the child and his development. At the same time, each program may contain features that are not always undeniably accepted by every teacher. A large internal assessment is needed of whether the theoretical concept of a particular program is close to the worldview of the teacher. Formal transfer of any most remarkable program to the existing pedagogical situation will not be able to lead to a positive effect. Therefore, knowledge of various approaches to the organization of the pedagogical process is very useful and promising for future teachers.

THE PROBLEM OF EDUCATION AND TRAINING OF PRESCHOOL CHILDREN IN RUSSIAN PEDAGOGY AND PRACTICE

Transition to the variability of the software for the work of preschool institutions

Social, economic and ideological changes taking place outside the education system cannot leave the system of education and upbringing of the younger generation unchanged.

Over the past decades the international community a number of documents were adopted in which the priority of the rights of children in society was proclaimed, the directions of this policy were substantiated. Among them is the Declaration of the Rights of the Child (1959). Its main thesis is "humanity is obliged to give the child the best that it has." The Declaration called on parents, non-governmental organizations, local authorities, governments, the public of countries to strive to provide children with such conditions that allow them to develop healthy people, free from any form of violence, with self-esteem.

In the 30 years since the adoption of the UN Declaration of the Rights of the Child, many ideas have changed. There was a need to adopt a new document, which not only declared the rights of children, but, on the basis of legal norms, proposed measures to protect these rights. The "Convention on the Rights of the Child" (1989) not only develops, but also specifies the provisions of the Declaration. States that accede to the Convention must be held legally accountable to the international community for their actions in relation to children.

The main idea of ​​the Convention is to ensure the interests and rights of children, to create the necessary measures for the survival, development, protection and active participation of the younger generation in society. The most important legal principle, approved in the Convention, is the recognition of the child as a full-fledged and full-fledged person, as an independent subject of society in the whole complex of civil, political, economic, social and cultural rights.

Based on UNESCO materials obtained during the survey in many regions of the world, it was concluded that all countries were involved in the process of thinking about their education systems. They came to the conclusion that education should be in tune with modern conditions.

The dignity of the course of policy in the field of education is determined by the orientation towards universal values, towards the principles of individual freedom. These fundamental principles underlying the rights of the individual must be realized already in childhood and youth when the ideological and characterological qualities of a citizen are laid down.

The rights proclaimed in the Universal Declaration of Human Rights are realized for the child through the education system, humanization and democratization of ideas, content, forms, methods and technologies.

World and domestic experience in the development of educational systems indicates that only the dialectical unity of individual freedom and equality of rights to education can be a guarantee in this process.

Recent years in Russia are characterized by the emergence of new types of educational institutions for children, a variety of pedagogical services that are offered to children and their parents. Along with the state, there are non-state kindergartens. Most of the children's institutions solve the problems of the general development of children, but there are already institutions that aim at the early development of the special abilities of preschoolers (aesthetic centers, preschool groups and kindergartens at lyceums, gymnasiums, etc.); integration of education of healthy children and children with some problems of physical development; creation of preschool groups working in conditions of bilingualism, and others. This state of affairs in preschool education is directly related both to the growing demands of parents who want to raise the general level of development of children, to reveal certain abilities in them, to prepare them for studying at a particular school, and with changes in school education itself. There is every reason to believe that in the future the trend towards diversity of preschool and school institutions will increase.

Analyzing the current state of the organization of the pedagogical process and the regulatory software of preschool institutions, it is advisable to make a short digression into history.

Preschool institutions were guided in their work by the "Kindergarten Education and Training Program", which was republished 9 times from 1962 to 1982 and was a single state mandatory document. It determined the scope of ideas, knowledge, skills and abilities that needed to be educated in each child. Work according to a strictly regulated program inevitably limited the possibilities for pedagogical creativity, did not sufficiently take into account the individual characteristics of children, suppressed the natural curiosity of the child, and led to formalism.

Many teachers and scientists were concerned about the real state of affairs in the system of public preschool education, although the very existence of a developed system was an undoubted advantage, as our foreign colleagues repeatedly pointed out.

In 1989, the State Committee for Public Education of the USSR - the central body that directed and regulated the work of all educational institutions in the country at that time - approved a new "Concept of preschool education" (authors V.V. Davydov, V.A. Petrovsky and etc.). It should be noted that for the first time a serious analysis of the negative aspects of state of the art public preschool education in the country. The main drawback was the use of an educational and disciplinary model in the organization of the pedagogical process in kindergartens. It was noted that, basically, preschool education was essentially reduced only to preparing children for school, to equipping them with a sum of specific knowledge, skills, but at the same time, the specifics of the development of preschool children, the intrinsic value of this period of a child's life, were not sufficiently taken into account. The concept outlined new general approaches to preschool education. Important ideas of the concept are the humanization and deideologization of preschool education, the priority of educating universal human values: goodness, beauty, truth, self-worth of preschool childhood.

The key positions for the renewal of the preschool institution were as follows:

protection and strengthening of children's health (both physical and mental);

humanization of the goals and principles of educational work with children;

emancipation of the living conditions of children and the work of teachers in a preschool institution;

ensuring continuity between all spheres of the child's social development;

radical changes in the nature of the training of teaching staff, the conditions for financing preschool education and the restructuring of the management system.

The Concept revealed the essence of educational and disciplinary and personality-oriented models for constructing pedagogical work with children, each of which is alternative. The second model contributes to the formation of the child as a person, provides a sense of psychological security, development of individuality, prevents the occurrence of possible dead ends in personal development, i.e., contributes to the humanization of the goals and principles of pedagogical work with children. The main attention was paid to the techniques and methods of communication between an adult and a child through understanding, recognition and acceptance of the child's personality, the ability of an adult to take the child's position, take into account his point of view, and respect the child's dignity.

The concept reflected the thoughts of leading practitioners and scientists, absorbed the views of the pedagogical community, i.e. showed what, as they say, "was in the air" - the need for a radical restructuring of preschool education and upbringing. That is why the Concept was approved by the congress of public education workers. The concept of preschool education outlined a system of views on the pedagogical phenomenon - the main ideas and main directions for restructuring the system of education and upbringing of preschoolers. But at the same time, it did not contain specific programs for the implementation of the intended goals. This was hampered by the existence of a unified state program and the established system of financing preschool education. It was necessary to take the next step. And he was taken.

In 1991, by a decree of the Council of Ministers of the RSFSR, the "Temporary Regulations on a Preschool Institution" were approved. In particular, it was noted in it that the program, as a mandatory document for all preschool institutions, inevitably leads to uniformity in the forms, content and methods of the pedagogical process, does not take into account the individual characteristics of children. The regulation made it possible for each preschool institution to choose from the available programs of education and upbringing, to make their own additions to it, to create author's programs, and to use various forms of work.

“The main functions of a preschool institution,” the Regulation says, “are:

protection and strengthening of the physical and mental health of children;

ensuring the intellectual and personal development of the child;

concern for the emotional well-being of each child;

interaction with the family to ensure the full development of the child.

It should be emphasized that the tasks and functions of a preschool institution, formulated in the Regulations, are based on the attitude towards preschool age as a unique period of personal development. Unlike all subsequent age stages, it is during this period that the child's ideas about the world around him are formed, his intensive physical and mental development takes place. It is important to support and comprehensively develop such personality traits that are specific to preschoolers, since in the future it is not only difficult, but sometimes impossible to catch up. In addition, the Regulations provided for a certain independence of the children's institution in economic and financial activities, which allowed it to improve financial security through its own entrepreneurial spirit.

The state policy in the field of education was reflected in the Law of the Russian Federation "On Education" (1991).

The principles (v. 2) on which education is based are as follows:

the humanistic nature of education, the priority of universal human values, human life and health, and the free development of the individual. Education of citizenship, diligence, respect for human rights and freedoms, love for nature, Motherland, family;

unity of the federal cultural and educational space. Protection and development by the education system of national cultures, regional cultural traditions and characteristics in a multinational state;

general accessibility of education, adaptability of the education system to the levels and characteristics of the development and training of students and pupils;

the secular nature of education in state and municipal educational institutions;

freedom and pluralism in education;

democratic, state-public nature of education management. Autonomy of educational institutions.

Later, in 1995, the “Model regulation on a preschool educational institution” was approved by a decree of the Government of the Russian Federation. It enshrined the right that a preschool educational institution is independent in choosing a program from a set of variable programs recommended by state educational authorities, making changes to them, as well as in developing their own (author's) programs in accordance with the requirements of the state educational standard.

In connection with the change in the regulatory framework, it became necessary to prepare a variety of programs that, along with the Model, could be offered to practice. The process of preparing and publishing variable programs was gaining momentum.

It should be emphasized that many programs have been developed by serious scientists or large research teams who have tested experimental programs in practice for many years. Collectives of preschool institutions in collaboration with qualified methodologists also created original programs.

In order to protect the child from incompetent pedagogical influence in the context of the variability of education, the Ministry of Education of Russia in 1995 prepared a methodological letter "Recommendations for the examination of educational programs for preschool educational institutions of the Russian Federation", which indicated that complex and partial programs should be based on the principle of personal- oriented interaction of adults with children and should provide:

protection and strengthening of the physical and mental health of children, their physical development;

the emotional well-being of each child;

intellectual development of the child;

creation of conditions for the development of the child's personality, his creative abilities;

introducing children to universal values;

interaction with the family to ensure the full development of the child.

The recommendations state that the programs should provide for the organization of children's life in the classroom, in non-regulated activities and in the free time provided for the child in kindergarten during the day. At the same time, an optimal combination of individual and joint activities of children in its various types (game, design, visual, musical, theatrical and other activities) should be laid down.

At present, various programs and manuals for the upbringing and education of children in a preschool institution have been published and distributed through various pedagogical seminars. A number of programs are the result of many years of work of scientific and scientific-pedagogical teams. All these programs show different approaches to the organization of the pedagogical process in kindergarten. It is the teaching staff that will have to choose the program according to which this preschool institution will work.

Renewal of preschool education

The Law of the Russian Federation "On Education" secured the right of preschool institutions to work on a variety of programs. Appeal to student-centered pedagogy, a departure from strictly regulated forms of upbringing and education of children characterize the general trends in the restructuring of preschool education. humanization modern education connected primarily with a change in attitude to education, in the center of which is the child, the formation of his subjectivity. The transition from the uniformity of types of preschool institutions to the creation of a flexible multifunctional system, including new types of state and non-state institutions, makes it possible to respond to the diverse educational needs of the population and satisfy them by providing broad educational services.

The restructuring of the education system is connected with overcoming difficulties. Renewal of pedagogical consciousness is a long, complicated and painful process. It is important that educators realize the significance of their social mission and direct their efforts towards the full-fledged upbringing and education of children, their psychological protection.

The awareness of teachers of the meaning of ongoing processes is to a large extent connected with their acceptance of the variability of education, the desire to update its content and technologies, and the understanding of those positions that impede a significant reform of the system.

The emergence of the "Concept of preschool education" marked the beginning of an intensive discussion of theoretical and applied issues related to updating the content of preschool education, approbation of new pedagogical technologies in wide practice, mastering new methods and forms of work by teachers. The development of innovative processes in domestic preschool education was reflected in the regulatory legal and program and methodological documents. Specialists of all levels of education management, methodological service, science and practice have participated and are participating in this work, creating a single educational space.

AT guidelines, prepared by N.Ya. Mikhailenko and N.A. Korotkova (1993), analyzed the state of preschool education during the period of changes that had begun. It was noted that the system of relations between the educator and the children continues to be of a formal nature, i.e. work is built on the same educational and disciplinary model of education, extending not only to training sessions with children, but also to the entire daily life of the child. In educational work, the focus continues on frontal studies, which make the pedagogy of cooperation impossible, put the educator in the position of evaluating. At the same time, establishing a trusting relationship with a child is difficult.

The authors of the guidelines analyze a number of reasons leading to the use of a large number of compulsory classes in kindergarten and ingrained stereotypes of pedagogical work. Despite the fact that the legal documents of that period (Resolution of the Council of Ministers of the RSFSR "Temporary regulation on a preschool institution", 1991) provided for the independence of a preschool institution in the organization of the pedagogical process, focused on restructuring the content and methods of work of a kindergarten, fundamental changes in the system of preschool education have not happened yet. One of the reasons was related to the vast amount of specific knowledge and skills incorporated in the "Model Program", according to which many educators continued to work. According to the authors of the recommendations, the reasons for maintaining the system of compulsory classes were that educators, who were accustomed to working according to ready-made notes and well-versed in the forms of frontal work with children, experienced difficulties in switching to other ways of interacting with the child. In addition, it was easier and more habitual for the administration to check the classes clearly fixed in the schedule than to analyze the effectiveness of the management of other types of children's activities.

Play, self-service, aesthetic activities were not used enough for the full development of the child, while filling the life of children in kindergarten with fine and musical art, literature creates conditions for reducing psychological stress, educates children in independence, aesthetic taste, culture of activity and leisure.

The monotonous situation in the group with regulated placement of "corners", the arrangement of children's tables according to the type of school class, and the teacher's desk strengthened formalized relationships.

The authors of the methodological recommendations propose to improve the pedagogical process and increase the developmental effect in educational work with children in the following areas:

changing forms of communication with children (transition from authoritarian forms of influence to communication focused on the personal uniqueness of each child, on establishing trusting, partnership relations between the educator and children);

refusal to present politically-ideologized specific information to children when getting acquainted with the environment;

changing the form and content of training sessions, reducing their number (transition from frontal classes to classes with small subgroups of children, reducing the number of classes by selecting the most effective content for the development of children);

saturation of the life of children with classical and modern music, works of fine art, the use of the best examples of children's literature, focusing on universal moral values, expanding the horizons of the child;

changing the organization of the objective environment and living space in the group room in order to ensure free independent activity and creativity of children in accordance with their desires and inclinations, the choice by children of the type of activity and its form - joint with peers or individual.

The humanization of the pedagogical process involves the construction of a personality-oriented model of education, a change in the form of communication between the educator and children in the process of traditional types of children's activities and in everyday life. To a greater extent take into account the interests, desires, abilities of the child, strive for cooperation in cognitive, productive, labor, everyday interaction, for partnership in games.

the position of the “teacher”, who sets certain tasks for children, offers certain ways or means of resolving them, evaluates the correctness of actions. No matter how democratic the forms of communication may be here, in this case the adult is, as it were, “above” the child;

the position of an “equal” partner involved in activities with children, who from within this activity introduces his proposals and accepts the ideas of children, demonstrates a variety of methods of action, solves the problems that arise in joint activities “together” with children without harsh assessments - “right or wrong”, "good-bad", etc.;

the position of the "creator" of the developing environment, the objective world of the child, when an adult is not directly involved in children's activities, but provides children with the opportunity to act freely and independently.

Each of the presented positions has an independent value for the most effective solution tasks of the development and upbringing of the child, is not crowded out by others and has its place in the pedagogical process. The skill of the teacher is associated with the mastery of each of these positions.

The implementation of developmental tasks in the process of everyday free communication between the child and the teacher should be combined with special classes. Moreover, it is advisable to reduce their number, and diversify the form of organization. Conducting classes with small subgroups of children will ensure the greatest cognitive activity of each pupil, help to establish feedback and take into account the progress of children.

The interaction between the kindergarten and the family should also not be left unchanged. Parents' requests are increasing: while maintaining interest in preparing a child for learning in different types of schools, the requirements for the development of his intellectual, linguistic, artistic and other abilities are increasing. It is advisable to include parents in an active discussion when solving children's problems, to involve them in creative work with children.

Serious changes must occur in the organization of the subject environment and group space. The model of interaction between an adult and children, which was called educational and disciplinary, unfolded against the backdrop of a strictly “zoned” and regulated space. The equipment of the room, the object and game environment reflected the features and shortcomings of the authoritarian system, creating pedagogical stereotypes. At the same time, as already noted, frontal forms of work, formal discipline, excessive regulation of children's activities, especially play, became the center of the pedagogical process.

Practitioners, leaders of preschool education and scientists understood that this problem could not be solved in a short time, and even in conditions of financial deficit. However, the forecasting of its prospects, the study of scientific and applied aspects was carried out by a number of researchers for a long time and was of great importance. The subject environment was considered as a system that is an enriching factor in child development, guiding and integrating children's activities and didactics.

In the 90s, methodological documents were published indicating the directions of innovative activity in terms of creating a developing environment in a preschool institution. The target complex program was prepared by the USSR State Committee for Education 2 . However, its implementation on a wide state scale was not realized. Further development of the problem continued.

The concept of a developing environment (developed under the guidance of V.A. Petrovsky) was presented as part of the strategic program of the Ministry of Education of Russia, which laid down approaches for a radical transformation of the material and technical support of the pedagogical process in a preschool institution.

"The living environment can and should develop and educate the child, serve as a background and mediator in personal developmental interaction with adults and with other children" 3 .

The strategy and tactics of building a developing environment in a preschool institution are determined by the characteristics of a personality-oriented model of education aimed at promoting the development of a child as a person. The main provisions of the personality-oriented model are reflected in the principles of building a developing environment:

distances, positions during interaction;

activity, independence, creativity;

stability - dynamism;

aggregation and flexible zoning;

emotional environment, individual comfort and emotional well-being of each child and adult;

combinations of familiar and extraordinary elements in the aesthetic organization of the environment;

openness - closeness;

taking into account gender and age differences in children 4 .

An important condition for the implementation of a personality-oriented model of interaction between an adult and a child is the establishment of contact depending on their desires and activities, finding a common psychological space for communication, a comfortable distance of interaction. This is possible if the positions of adults and children vary, which is ensured by the layout of the room, special selection and placement of furniture, the location of toys, manuals, decorative items, color and light design, and the provision of conditions for activity or privacy. The possibilities of a child and an adult to become creators of their objective environment are emphasized. The interior can combine multifunctional, easily transformable elements and overall semantic integrity.

At present, the publications of prominent scientists, educators, psychologists, and art critics convincingly reveal the importance of the subject environment that develops children's abilities for various types of activities. The methodological recommendations of S.L. Novoselova contained the scientific psychological and pedagogical foundations and provisions of the concept of the developing subject environment of childhood, practical advice addressed to the heads of preschool institutions and designers involved in the design of the developing subject environment of educational institutions.

The importance of the unity of the style solution of all premises is emphasized, taking into account their functional interaction and content. All elements of the object environment must be combined in scale, style, purpose and have their place in the interior. Modern requirements of designers and art historians to the organization of the nearest subject environment are associated with getting rid of clutter with low-functional and incompatible objects. For normal development, a child needs to live in three subject spaces: scaled by the actions of his hands (eye-hand scale), scaled by his growth and scaled by the objective world of adults (G.N. Lyubimova, S.L. Novoselova). When creating an objective environment, it is necessary to proceed from the ergonomic requirements for life: anthropometric, physiological and psychological characteristics of the inhabitant of this environment. They are as follows:

developing nature of the subject environment;

activity-age approach;

informative (variety of topics, complexity, variety of materials and toys);

enrichment, science intensity, the presence of natural and socio-cultural means that ensure the diversity of the child's activities and his creativity;

variability;

combination of traditional and new components;

ensuring the constituent elements of the environment, correlation with the macro- and microspace of children's activities;

ensuring comfort, functional reliability and safety;

ensuring aesthetic and hygienic indicators.

The solution to the problem of creating a developing environment in preschool institutions will be facilitated by new approaches to the formation of the structure of the building, its free planning, the relationship of internal and external environments, the system of transforming equipment and furniture, the design and placement of functional premises as the basic components of the developing subject environment. The list of the latter is diverse and can be continued depending on regional, ethno- and socio-cultural, natural-climatic and other features. Let's name some of them:

This gave a new impetus to the development of initiatives and creativity of teachers, including the development of variable programs. The desire for novelty of content and innovation in technology was explained by the desire to move away from outdated forms of work, to find their own face, to stand out from the crowd, to “win” their parents. However, practitioners quickly felt the complexity of working on new programs and the high responsibility for their quality.

The efforts of the teaching staff were also directed to the search for programs of a new generation (often called copyright at that time). The administration and employees of a preschool institution were often disoriented in the values ​​of various programs and methods of preschool education.

The choice of programs was often carried out randomly, without taking into account the specifics of the teaching staff. This had a negative impact on the attitude of teachers to the introduction of innovative technologies in their work.

At first, the transition from the strictly regulated work of the kindergarten to variability and creativity was associated with some difficulties, they had to be solved by the entire teaching staff. Awareness and acceptance of the program should be accompanied by its study, the allocation of structural components in the holistic pedagogical process, which carry the main developmental goals and at the same time organize real life children. In addition, in the pedagogical process it is important to realize the place and role of an adult in the implementation of developmental tasks.

Despite the difficulties of the transition period, the changes taking place in the field of education preserve the best traditions of the Russian system of preschool education and undoubtedly have positive features. This was pointed out in the analytical materials of the head of the Department of Preschool Education of the Ministry of Education of Russia R.B. Sterkina 5:

the principle of complexity is observed - the pedagogical process covers all the main directions of the child's development (physical, familiarization with the outside world, speech development, artistic and aesthetic, etc.), a system of measures is provided to protect and strengthen the health of children;

the use of some partial programs is combined with work in other areas of the pedagogical process;

there is a development of new, non-traditional areas of the content of the work of a preschool educational institution, such as teaching choreography and rhythm, a foreign language, various new techniques of fine art, computer training, familiarization with national culture;

greater emphasis is placed on creating conditions for independent experimentation and search activity of the children themselves, encouraging them to be creative in their activities, self-expression and improvisation in the process of its implementation;

the integration of different types of activities, the complexity of the content contribute to the emancipation of the educational process in kindergarten;

attempts are made to emotionally saturate the atmosphere in the learning process, which makes it possible to successfully overcome educational and disciplinary techniques and methods in the work of a teacher;

there is a mastery of new pedagogical technologies, taking into account personality-oriented interaction - a transition to a new style of communication and play with the child;

new forms and content of cooperation between teachers and parents are emerging, which contributes to overcoming formalism in continuity in the education and upbringing of a child in a kindergarten and family;

the use of new models of the arrangement of the premises and its equipment ensures the child's need for joint activities with peers, and at the same time, conditions are created for individual lessons, which is important for the implementation of real effective individual approach to children.

The program of development and (or) education is a necessary core in the work of a preschool institution. The main priorities of education: the preservation and promotion of health, ensuring favorable conditions for the development of all children, respect for the child's right to preserve their individuality in the implementation of the basic content of education and upbringing. Important components of any program and the pedagogical process in accordance with it are the construction of the regime and the place of play in kindergarten, the hygienic conditions for organizing life, classes and all children's activities, and disease prevention.

According to experts and organizers of preschool education, civilized control over the level of education is important. Control that can protect the child from incompetent pedagogical influences, from unprofessionalism. Such control was ensured by the introduction of state educational standards. In 1996, by order of the Minister of Education of the Russian Federation, "Temporary (exemplary) requirements for the content and methods of education and training implemented in a preschool educational institution" were established. These requirements apply both to educational programs and pedagogical technologies, and to the nature of the interaction of staff with children 6 .

The development of new programs that have been carried out in domestic preschool education for a number of years and introduce new content of education and pedagogical technologies into practice, require the authors, first of all, to determine the conceptual approach to the development of the child, historical and pedagogical erudition, scientific conscientiousness, methodological literacy , creativity.

When creating new programs, it is inevitable to rely on the theoretical work of researchers and the use of elements of traditional technologies that ensured positive changes in the development of the child. At the same time, the theoretical competence of the authors and respect for their predecessors, their contribution to the theory and practice of preschool education are important. The combination of innovative approaches and traditions does not reduce the merits of new programs, but points to the further development of pedagogical thought.

________________________

See: Mikhailenko N.Ya., KorotkovaN A. Landmarks and requirements for updating the content of preschool education: Methodological recommendations.-M., 1993.

Target complex program "Developing subject-play environment for children of preschool and primary school age". - M., 1991.

See: Petrovsky V.A., Klarina L.M., Smyvina L.A., Strelkova L.P. Building a developing environment in a preschool institution. - M., 1993. - P.6.

See: Sterkina R. B. The quality of preschool education and the main trends in its change // Doshk. upbringing. - 1996 - No. 6.

Temporary requirements are valid until the introduction of the state educational standard for preschool education, which is currently being worked on.

APPROVE

Director of the Lyceum "MOC No. 2"

Blashko I.A.

____________________

The work program of the methodologist of additional education of the MOU lyceum "MOK No. 2" for the 2015-2016 academic year

Objective: Methodological support of various fields of activity of teachers of additional education for the effective use of promising forms of work with children and increasing the professional competence of teachers of additional education.

Tasks:

- provide conditions for the inclusion of teachers of additional education in the creative search;

- prepare for familiarization and implementation in pedagogical activity educational and methodological and information materials, innovative methods and technologies in the context of the transition to new education standards;

To form new professional needs of teachers of additional education, which will be in demand in practice in the near future;

To replenish the information data bank in various areas of activity;

Provide methodological, practical, informative, advisory and scientific assistance to teachers;

Organize the holding of master classes, the publication of methodological developments, the release of collections on the generalization of pedagogical experience, etc.;

Provide methodological support for competitions, social events, educational events, etc.;

Organize the exchange of experience with teachers of additional education and methodologists of educational institutions of the city and the republic;

- inform the society about the activities of teachers and pupils through the official website of the Lyceum "MOC No. 2", the website "Dzhankoy in the lens", the website "Gate of Crimea".

Direction and types of activity

Timing

Responsible / addressee,

interaction

The function of accumulation and production of methodological knowledge

Work on methodological theme

"Modern forms and methods of teaching and educating students, aimed at improving the quality of additional education in the context of the Federal State Educational Standard"

1. Definition of tasks, drawing up a plan. Acquisition. Drawing up and approval of the "Educational program of additional education for 2015-2016 academic year. year". Approval of educational programs of additional education for children of children's associations.

2. Accumulation, systematization and analysis of theoretical and practical material

3. Work on software, methodological support.

5. Issue of methodological products (presentations, methodological developments)

6. Exchange of experience with other educational institutions

7. Individual consultations

Aug. Sept

In tech. of the year

In tech. of the year

In tech. of the year

In tech. of the year

as required

Methodist, administration

Methodist, teachers

Methodist

Methodist, teachers

Development of teaching materials

1. Development method - "Perspective forms and methods of working with children in additional education"

2. Development of scenarios for various events.

3. Creation of methodological products (work on the accumulation of teaching materials for programs)

In tech. of the year

During a year

Methodist

Methodist,

teachers.

Ugh function of systematization of methodological knowledge

Formation of funds

1. Formation of a bank of educational programs.

2. Formation of a bank of programs for extracurricular activities

3. Replenishment of funds:

Educational literature

Methodological products of teachers (collections "From work experience", developments of classes, handouts and didactic material, author's works, etc.)

Thematic folders on priority areas of work:

- "Working with the family"

- "Active forms and methods of work in circle classes"

- "Spiritual, moral, patriotic and civic education of children in the system of additional education"

- "Working with gifted children"

- "Health-saving technologies in additional education"

- "Game technologists in the classes of additional education for children"

- "Mass events of educational and entertaining nature for children"

September

September

tech. of the year

Methodist, teachers

Methodist

Teachers / Methodist

The function of dissemination of methodological knowledge

Individual work with teaching staff (assistance in the development of programs, methodological materials, generalization of experience, etc.)

Individual consultations on the improvement of additional educational programs

Distribution of requirements for the design of additional education programs. Making recommendations for their improvement.

Individual consultations on program corrections and re-checking of corrected programs

Advisory assistance to teachers on the organization of the educational process. Solving emerging problems and issues.

Periodic visits to teachers' classes in order to check their compliance with educational programs.

Individual and group consultations on priority areas of work, as well as individual requests of teachers.

Methodological assistance and support in writing and creating methodological and didactic materials, preparing for various speeches, conducting open classes and master classes.

September October

September October

As required.

On schedule

As required and individual requests of teachers

Methodologist / teachers

Methodist

Methodist/

All teachers

Methodist / teachers

Methodist / teachers

Methodist, / teachers

Personnel training and professional development

Attendance by teachers of master classes and seminars on the basis of GBOU DO RK "Ddyut".

Refresher courses at KRIPPO.

Seminars:

Seminar "Educational programs of additional education"

Seminar "Requirements for classes in extracurricular activities in the context of the implementation of the Federal State Educational Standard"

Seminar "Diagnostics and evaluation of educational results of students during the semi-annual and final certification»

Seminar "Work on the topic of self-education"

Workshop “Auction of Pedagogical Ideas. Non-traditional forms of work in UDOD»

According to their schedule

September

Methodist/

Interested educators

Methodist, teachers

Information Support

1. Compilation of thematic selections on the orders of teachers and students

as required

Methodist /

student teachers.

Dissemination of experience

Methodological support for conducting open classes and master classes.

Organization of mutual visits and purposeful visits to classes in order to exchange work experience and provide teachers with the necessary methodological assistance.

Speeches at teachers' councils and methodological meetings.

Participation in updating the information located on the website of the institution.

On schedule

On schedule

Methodist

teachers

Methodist/

teachers

Methodist, teachers

Complex function

Methodological support of projects, programs

Methodical support of the projects "Poetic Pen", "Constellation of Talents"

Accompanying the holding of cultural and other events of various levels.

During the year on schedule

As the

Methodist / teachers,

Organizational work

1. Musical, aesthetic design of creative, mass events held on the basis of the Lyceum "MOK No. 2".

Holding city competitions

In tech. years on schedule

Methodist / teachers, social partners

Collaboration with administration

Filling out reporting documentation

Participation in the planning of the activities of the MOU Lyceum "MOC No. 2" in various areas

In tech. of the year

Methodist

together with the administration.

Tracking the results of practical activities (analysis, monitoring)

Identification of requests and needs of teachers for the formation of a plan of methodological work for the academic year.

Attendance at training sessions of associations

Carrying out cross reconciliations of circle work

Questioning of teachers

Parent survey

Beginning of study of the year

At least 2 times a year

October, February

Methodist

together with the administration.

Proper methodological activity

Formation of own funds

Formation of a bank of educational programs

Replenishment of the bank of methodological products

Development of tools for a teacher of additional education

Development of necessary monitoring documentation

Replenishment of the bank of presentations

As development progresses

Methodist

Planning your own activities

Drawing up an annual work plan for a methodologist

Attendance at seminars according to the plan of GBOU DO RK "DDYUT".

September

In tech. of the year

Methodist

Training

Passing courses "Skills of professional and personal effectiveness" - site "School of the Digital Age"

Passage of the electronic course "Technology of goal-setting" - educational portal"My university"

October November