Name of the Program - "Origins" Level / focus of POEP - an exemplary educational program for preschool education
Age of pupils - from birth to 7 years
Customer POOP - LLC "Creative Center Sphere"
Annotation of the content of the POEP - The "Origins" program has been revised in accordance with the Federal State Educational Standard for Preschool Education. It takes into account achievements in the field of domestic pedagogical and psychological science, which has absorbed world experience, as well as many years of research by the authors of the Program, who develop the main theoretical provisions recognized by the entire scientific community. The program sets the target guidelines and the main content of the preschool level of education, which ensures the versatile and holistic formation of the physical, intellectual and personal qualities of the child. It presents the basic principles of organizing the life and activities of children in a preschool organization, the content of the educational process, development indicators and basic characteristics of the child's personality, the necessary conditions for the implementation of the program. The program has 4 applications: on teaching a second language, with musical, literary and artistic repertoire for children of different ages. The program is provided with an educational and methodical set, a monitoring system and has been tested by a wide practice.
Structure of the Program.
The program consists of two parts and three applications.
The first part contains three sections: target, content and organizational. The target section describes the goals and objectives of the Program, the principles on which it is based and the planned results of the development of the Program.
The content section of the Program presents educational objectives and the content of educational work in five educational areas: "Social and communicative development", "Cognitive development", "Speech development", "Artistic and aesthetic development", "Physical development", and also discloses features of the interaction of the teaching staff with the families of pupils.
The organizational section of the Program reveals the features of building the educational process and the implementation of the mandatory part of the Program, describes the approximate daily routine for different age groups, and provides recommendations for developing the main educational program of an educational organization based on the exemplary Program.
The second part describes the necessary conditions for the implementation of the Program: reveals the psychological and pedagogical conditions, describes the developing subject-spatial environment, requirements for teaching staff, methodological materials and manuals for the Program.
Applications include:
Attachment 1:
Teaching a second language to preschoolers (for educational institutions where there is a need for this work).
Application 2:
Approximate repertoire of musical works for children of different ages.
Appendix 4
Approximate list of works of fine art.
The name of the program - "Origins" - reflects the enduring importance of preschool childhood as a unique period in which the foundations of all future human development are laid. The depicted symbol is a “source”: a child and an adult draw from the inexhaustible well of universal culture, developing and enriching each other. Only with such cooperation can we expect success in the development and self-development of the child.
Name of the Program - "On the wings of childhood"
Level / focus of POOP - an exemplary educational program for preschool education
Age of pupils - from 1 year to 7 years
Customer POOP - "Publishing House Karapuz"
The main ideas of the program are the concepts of pedagogical support and comprehensive support, focused on the development of an individual educational route for each child and taking into account the species diversity of groups during the implementation of the educational program, and the concept of creating an event-organized educational space based on children's play. Considering the kindergarten as a holistic and flexible educational space, the authors of the program describe models of adaptation and socialization of children of early and preschool age, models of an integrated educational process for a day, week, month and year, and related variable forms, methods, methods and means of implementation. programs taking into account the age and individual characteristics of pupils, the specifics of their educational needs and interests, as well as cultural practices, offer projects for the integration of basic and additional education, educational and virtual space of a preschool educational organization.
The purpose of the program is to create optimal conditions for the social and personal development of preschoolers through the effective interaction of children, teachers and parents and the management of the quality of the educational process.
The On the Wings of Childhood program is based on the following principles:
Humanistic orientation, respect for the uniqueness and originality of each child, the priority of his interests, attitude towards him as part of the future personal and intellectual potential of the state;
Developing education, the purpose of which is the comprehensive development of the child;
Scientific validity and practical applicability of the content of the program; - the complexity of education and training, the integration of educational areas in accordance with the age capabilities and characteristics of students, focus on the holistic development of the child and the preschool group;
Systematic organization of the educational process, unity of types and forms of educational activities, general developmental services and services for care, supervision and rehabilitation;
Building the educational process on age-appropriate forms of organized educational activities of teachers and students and independent activities of children;
The mutual influence of the personalities of adults and children, involving the interaction, cooperation and co-creation of teachers - children - parents.
The general education program "On the Wings of Childhood" was developed taking into account international principles in the field of protecting the rights of the child to preschool childhood: - supporting the diversity of childhood, preserving the uniqueness and intrinsic value of childhood as an important stage in human development;
Respect for the personality of the child; - personality-developing and humanistic nature of interaction between adults and children;
Implementation of the program in forms specific to preschool children, primarily in the game, cognitive and research activities, creative activity.
Variable exemplary basic educational program of preschool education "Golden Key"/ ed. G.G. Kravtsova. M.: Lev, 2015.
The Golden Key program is an exemplary basic educational program for preschool education, which determines the content and organization of education for children aged 3 to 7 years.
The program is aimed at providing all the conditions necessary for the implementation of the most complete development of children, in accordance with their age, and, at the same time, for their emotional well-being and joyful life.
When this goal is achieved, continuity between preschool and primary school education is naturally ensured and, accordingly, the problem of psychological preparation of children for schooling is solved. The theoretical and methodological platform of the program is the cultural and historical concept of L.S. Vygotsky.
In accordance with this, the educational process is based on the organization of meaningful, versatile and multi-level communication of children both among themselves and with teachers and parents, as well as with other adults related to their lives. Therefore, groups in educational institutions working under the Golden Key program are made up of children of all preschool ages.
In the Golden Key program, special attention is paid to traditional types of children's activities and, first of all, the leading activity of the preschool period of development - play, as well as productive activities. The program was developed in accordance with the Federal State Educational Standard for Preschool Education.
The most important principle underlying the state standard, and, at the same time, the Golden Key program, is the reliance on specific preschool, children's activities: playful, productive and object-manipulative. At the same time, the basis on which the whole process is built is a full-fledged, meaningful, different-age and different-position communication between children and adults related to them, both in a children's institution and at home.
Another factor common to the new state standard of distance education and the Golden Key program is their alignment on the basis of a cultural-historical, dialectical paradigm. Such a methodological basis dictates the principle associated with the maximum deployment of various types of activities in which a preschooler can realize himself as a subject. At the same time, the child feels himself to be the source of his own activity, the bearer of motives and initiatives, resulting in activities and activities that are interesting for him, and all this is realized in the process of joint life activity of children and adults.
In addition, the authors of this program have developed ways and methods for retraining teachers within the framework of both one-time and permanent seminars, as well as psychodiagnostic tools for assessing the quality of institutions and the level of mental development of children of different ages.
At the same time, the fundamental difference between the Golden Key program is that the implementation of the content of compulsory educational areas (cognitive development, physical development, speech development, socio-communicative and artistic and aesthetic development) is carried out within the framework of a specially designed system of events, lived by children together with adults.
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Non-state educational institution of higher professional education
Eastern Economic and Legal Humanitarian Academy (VEGU Academy)
Specialty 050707. "Pedagogy and methods of preschool education"
Specialization - Preschool education
Test
According to the methodology of training and education in the field of preschool education
Analysis of educational programs in preschool educational institutions
Gimaletdinova Zinfira Zauzyatovna
Raevsky 2012
Introduction
Conclusion
References
Introduction
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.
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 educational institutions imply significant variability in the use of programs and pedagogical technologies, while maintaining the unity of the main goals and objectives of preschool education.
1. Modern educational programs for preschool institutions
educational program preschool kids learning
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.
2. 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 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.
All programs of 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. Gerbovoy, T.S. Komarova.
Partial Preschool Education Programs
* The health-saving program "Fundamentals of Safety for Preschool Children" Authors: R.B. Sterkina, O.L. Knyazeva, N.N. Avdeeva.
Environmental education programs
* Program "Young ecologist"
* Program "Web"
* The program "Our home is nature"
* The program "Design and manual labor in kindergarten" Author L.V. Kutsakov.
Programs for the socio-moral development of preschoolers
* Program "Introducing children to the origins of Russian folk culture" Authors: O.L. Knyazeva, M.D. Makhanev.
* 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 your 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, physical education instructors, coaches of children's sports schools, centers, health camps.
Brief overview of programs
"Rainbow" is a comprehensive program for the upbringing, education and development of preschoolers, according to which kindergartens in Russia work. The program ensures the comprehensive development of the child, its most important components are play and physical development, the formation of the habit of a healthy lifestyle, and the provision of mental comfort for each child.
The program is recommended by the Ministry of Education and Science of the Russian Federation. For all the main activities of preschoolers, there are sets of benefits for children of various age groups and recommendations for educators.
For classes under this program, sets of manuals for preschoolers for all types of activities and methodological recommendations for educators have been created.
The main goals of the program:
providing the child with the opportunity to joyfully and meaningfully live the preschool years;
ensuring the protection and strengthening of his health (both physical and mental);
comprehensive and timely mental development;
formation of an active and careful-respectful attitude to the world around;
familiarization with the main spheres of human culture (labor, knowledge, art, morality).
red color - physical culture: in the classroom, habits are formed to protect one's health, to cleanliness, accuracy, order, cultural and hygienic skills and elements of self-control during movements, skills of correct behavior in situations that threaten life and health, and their prevention are developed;
orange color - the game: the game is considered the leading activity of the work, it allows you to provide psychological comfort, create an atmosphere of emotional warmth, security, remove excessive organization and neuroticism in children. It allows a feeling of sympathy and interest in a playmate to arise;
yellow color - visual activity and manual labor: - training in visual activity and artistic labor occurs through the acquaintance of children with samples of folk and decorative and applied art (works by Khokhloma, Gzhel, Dymkovo toy, etc.). Children are taught to draw with pencils and paints, modeling on the basis of acquaintance with folk plasticity;
green color - designing: makes it possible to develop imagination, fantasy and mentally educate the baby; children learn to build from building materials, develop constructive prerequisites, join the process of creativity in design;
blue color - classes in musical and plastic arts: they allow you to develop aesthetic experiences, form an interest in music, develop the musical and sensory abilities of the child, the ability to move to the beat, spatial coordination;
blue color - classes on the development of speech and familiarization with the environment: teaching native and foreign languages occurs through familiarization with works of folk art, fiction;
purple color - mathematics: mathematics is taught in an atmosphere of goodwill, support for the child, even if he made a mistake, the desire to express his opinion is encouraged; children not only learn mathematics, but master the skills of educational activities: they determine the task, the direction of the search, evaluate the results.
The program "Childhood" is a program for the enriched development of preschool children, which provides a single process of socialization-individualization of the individual through the child's awareness of his needs, capabilities and abilities.
Developed by a team of teachers of the Department of Preschool Pedagogy of the Russian State Pedagogical University. Herzen /V.?I. Loginova, T.?I. Babaeva, N.?A. Notkin and others, edited by T.?I. Babaeva, Z.?A. Mikhailova / The motto of the program: "Feel - Learn - Create"
Program objectives:
To develop in children, on the basis of different educational content, emotional responsiveness, the ability to empathize, readiness to manifest a humane attitude to children's activities, behavior, actions;
To promote the development of cognitive activity, curiosity, the desire for independent knowledge and reflection, the development of mental abilities and speech;
Awaken the creative activity of children, stimulate the imagination, the desire to be involved in creative activities;
Strengthen the physical and mental health of the child, form the foundations of motor and hygiene culture.
Program "Origins" (L.A. Paramonova, T.I. Alieva, A.N. Davidchuk, etc.)
Comprehensive regional program. Developed by order of the Moscow Committee of Education. Based on many years of psychological and pedagogical research; takes into account modern trends in the development of public preschool education. The goal is the versatile, upbringing and development of a child up to seven years old. The program identifies the following age stages: early childhood (represented by infancy /up to 1 year old/ and early age /1-3 years old/) and preschool childhood (represented by younger preschool age /3-5 years old/ and senior preschool age /5-7 years old). years/). The program has basic and variable components. It is an open-type program that involves the use of a wide variety of pedagogical technologies.
Program "Development" (L.A. Wenger, O.M. Dyachenko, N.S. Varentsova, etc.)
It is one of the first variable programs of preschool education. The fundamental principle is developmental education based on the psychological theory of L.A. Wenger on the development of children's abilities in preschool childhood. The specific difference from other programs is in the increased attention to teaching aids, the formation of ways for preschoolers to solve cognitive and creative problems. The main goal is the mental and artistic development of children. Designed for children aged three to seven years. In addition to the traditional sections, it contains non-traditional ones: "Expressive Movement", "Artistic Design", "Director's Game", the choice of which is carried out by preschool institutions independently. Advantages of the program: a clear structure, detailed elaboration of the educational material, the provision of each lesson with a specific detailed work plan, teaching aids.
Purpose: comprehensive development, upbringing and education of children under the age of 3 years. Developed in the spirit of the ideas of humanization of family and social education of young children.
The originality of the program is in a wide range of coverage of the period of a child's development, starting from the intrauterine period (including the preparation of the mother for the birth of a child) to his adaptation to entering a preschool educational institution.
The program is addressed primarily to the family and preschool teachers.
The program contains information materials on all areas of personality development of a child up to 3 years old, as well as methodological recommendations.
Along with traditional sections (physical education, health protection and promotion, movement development, self-service skills, speech development), some sections reflect new developments in the field of pedagogy (for example, a section on environmental education for young children).
For the first time, a section on the psychological preparation of parents for the birth of a child is presented.
Program "Gifted Child" (L.A. Wenger, O.M. Dyachenko, etc.)
It is a level version of the "Development" program. It has a common conceptual basis with it, is based on the theoretical provisions of the scientific school of L.A. Wenger on the development of children's abilities. Designed for educational work with gifted children of the sixth and seventh years of life (for two years). It contains material that helps to enrich the development of the abilities (intellectual, artistic) of mentally gifted children, as well as a unique technology for teaching such children.
In the practical activities of preschool institutions, the mathematical cycle "Mathematical Steps" has found wide recognition. (This cycle is the author's and is represented by didactic manuals on the formation of mathematical representations in preschool children from 3 to 7 years old. The author has developed the content of training for each age group.
The cycle "Mathematical Steps" implements the main ideas of the concept of developmental education by D.B. Elkonin and V.V. Davydov, in which the content, methods and forms of organization of the educational process are directly consistent with the patterns of child development.
It should be emphasized that the program for children of the seventh year of life is quite substantial, it involves the formation of knowledge and skills necessary for further schooling.
Much attention in the program is paid to teaching children how to write numbers, signs, which, as we noted above, distinguishes this program from others.
Work on the formation of geometric representations involves not only familiarity with geometric figures, but also their analysis, associated with the selection of their constituent parts.
The program "Development of speech of preschool children in kindergarten" (O.S. Ushakova)
The purpose of the program is the development of speech skills and abilities in preschoolers, the formation of their ideas about the structure of a coherent statement, as well as the ways of communication between individual phrases and its parts. The program fully discloses the theoretical foundations, describes the areas of work on the speech development of children.
The program "Design and art work in kindergarten" (L.V. Kutsakova)
The purpose of the program is the development of constructive skills, artistic and creative abilities, artistic taste. The program is also aimed at developing in preschoolers such mental processes as imagination and associative thinking, at educating them industriousness, perseverance, and patience. In the classroom, teachers introduce children to various methods of design and modeling. The program allows you to apply a differentiated approach to children with different levels of intellectual and artistic development.
Under this program, work is underway in the first junior, second junior, secondary and preparatory groups.
Program "Development of ideas about a person in history and culture" (I.F. Mulko)
The purpose of the program is the moral, patriotic and mental education of preschoolers. The development of their ideas about the foundations of legal and social consciousness, as well as the place of man in culture and history, his role in technological progress.
Under this program, work is underway in the second junior, middle and preparatory groups.
Program "Introducing children to the history of Russian folk culture" (O.L. Knyazeva)
The purpose of the program is the moral and patriotic education of preschoolers, through introducing children to Russian folk culture. Teachers introduce children to the life and life of people, their character. They are introduced to the moral values, traditions inherent only to the Russian people, the peculiarities of their spiritual and material environment.
According to the program of O.L. Knyazeva "Introducing children to the history of Russian folk culture" work is underway in the second junior, middle and preparatory groups.
Program "Learning to live among people" (N.I. Zaozerskaya)
The program is aimed at the social and moral, moral and aesthetic development of preschool children.
Under this program, work is underway in the second junior, middle and preparatory groups.
All of the above partial programs are recommended by the Ministry of Education of the Russian Federation.
The program "Fundamentals of Safety for Preschool Children" (R. B. Sterkina, O. L. Knyazeva, N. N. Avdeeva)
The program involves solving the most important socio-pedagogical task - educating the child's skills of adequate behavior in various unexpected situations. Developed on the basis of the draft state standard for preschool education. It contains a set of materials that provide stimulation in preschool childhood (senior preschool age) of independence and responsibility for one's behavior. Its goals are to form the skills of reasonable behavior in the child, to teach them to behave appropriately in dangerous situations at home and on the street, in public transport, when communicating with strangers, interacting with fire and other objects, animals and poisonous plants; contribute to the formation of the foundations of ecological culture, familiarization with a healthy lifestyle. The program is addressed to educators of senior groups of preschool educational institutions. It consists of an introduction and six sections, the content of which reflects the changes in the life of modern society and thematic planning, in accordance with which educational work with children is built: “Child and other people”, “Child and nature”, “Child at home”, “Child health ”, “Emotional well-being of the child”, “Child on the city street”. The content of the program leaves each preschool institution the right to use various forms and methods of organizing education, taking into account the individual and age characteristics of children, sociocultural differences, the uniqueness of home and living conditions, as well as the general socio-economic and criminogenic situation. Due to the special importance of protecting the life and health of children, the program requires mandatory observance of its basic principles: completeness (implementation of all its sections), consistency, taking into account the conditions of urban and rural areas, seasonality, and age targeting.
Program "I, you, we" (O.L. Knyazeva, R.B. Sterkina)
The proposed program is relevant for all types of preschool educational institutions and can effectively complement any preschool education program. Provides the basic (federal) component of the state standard for preschool education. It was developed in order to fill a significant gap in traditional domestic education related to the social and emotional development of a preschool child. It is aimed at solving such important tasks as the formation of the emotional sphere, the development of the child's social competence. The program also helps to solve a set of educational tasks related to the education of moral norms of behavior, the ability to build one's relationships with children and adults, a respectful attitude towards them, a worthy way out of conflict situations, as well as self-confidence, the ability to adequately assess one's own capabilities.
Program "Discover yourself" (E.V. Ryleeva)
It is devoted to the most important problem of modern preschool education - the individualization of the personal development of children two to six years old and the task of developing self-awareness in preschoolers by means of speech activity, which is inextricably linked with it. The program is based on the principles of humanistic psychology and the author's technology based on them, which allows to personalize the educational content, make it more flexible, adequate to the needs and interests of children with different levels of personality development and abilities. It covers several leading areas of the state standard of preschool education: "Speech development", "Development of ideas about a person in history and culture", "Development of natural science ideas", "Development of ecological culture". It has a block structure, a concentric layout of educational material, which allows children to selectively assimilate the educational content of the program. The main thematic blocks of the program: “I am like this”, “The world of people”, “The world is not made by hands”, “I can” - provide the formation of ideas about significant areas of human life, allow you to correct self-esteem, prepare children to overcome difficulties on their own. The program provides for the possibility of active involvement in the pedagogical process of the parents of pupils. Addressed to teachers of preschool educational institutions, teachers of educational institutions such as "Primary school - kindergarten", psychologists, tutors, parents.
Program "Harmony" (D.I. Vorobieva)
The main idea of the program is the holistic development of the personality of a child of two to five years old, his intellectual, artistic and creative potential. The leading principle is the multi-stage integration of educational and upbringing tasks of various types of activities in terms of content, with an emphasis on the productive activities of children (graphic, constructive, artistic and speech, theatrical). The structure of the program provides for work in two interrelated areas: the accumulation of social experience of knowing oneself and the world around (to see, hear, play, create) and its implementation in the conditions of independent activity of children. The program contains new original technologies, which are based on the search activity of the child, providing him with a subjective position in the cognitive and creative process. An integral part of the "Harmony" program is the "Rhythmic Mosaic" subprogram for the development of the child's rhythmic plasticity, built on a single conceptual basis.
Program "UMKA" - TRIZ (L.M. Kurbatova and others)
The program contains a dialectical approach to the formation of the creative abilities of children of three to six years old based on the development of active forms of thinking in unity with creative imagination. The program creates the prerequisites for a systematic vision of the world and its creative transformation. Provides for the development of fantasy in children; enrichment of the subject-spatial environment of a children's educational institution and determines the conditions that contribute to the solution of inventive problems by preschoolers (fairytale, play, ethical, environmental, technical, etc.). It provides for the widespread use of interactive forms and teaching methods. Basic principles: humanistic orientation, cross-cutting, multi-stage nature (covers junior, middle, senior preschool age, primary school age), psychological support for gifted children, variability of use in the system of basic and additional education. Consists of three relatively independent parts:
programs for the development of thinking and creative abilities of preschool children - "Umka" - TRIZ;
version of the program, including educational content for organizing work with children in the studios of intellectual and aesthetic development;
a subprogram that prepares teachers of preschool educational institutions for the implementation of the program for the development of thinking and creative abilities of preschool children "Umka" - TRIZ.
Semitsvetik program (V.I. Ashikov, S.G. Ashikova)
This program is designed to solve the problem of cultural and environmental education of preschool children - the initial stage of the formation of a spiritually rich, creative, self-developing personality. How a child learns to think and feel will depend on his actions, actions. The authors see the solution to this problem in the awareness of a small person of that sublime, refined and beautiful that the surrounding world, nature and world culture give. The upbringing of morality, a broad outlook, the development of creativity through the perception of beauty is the main feature of this program. Much attention in the program is given to the joint creative activity of children and adults. The program is designed for use in kindergarten, various art and creative children's studios, as well as in home education.
Program "BEAUTY - JOY - CREATIVITY" (T. S. Komarova and others)
It is a holistic integrated program for the aesthetic education of preschool children, effectively contributing to the spiritual and intellectual development of children in preschool childhood. It is built on the author's concept of aesthetic education and the development of children's artistic and creative abilities, based on the principles of nationality, the integrated use of different types of arts (musical, visual, theatrical, literature and architecture), the child's sensory development. It has a clear structure and takes into account the growth of children's creative abilities from two to six years old. Includes all sections of work on aesthetic education in kindergarten. Along with the traditional, the program also widely uses non-traditional educational means for aesthetic education - leisure and entertainment.
Program "DESIGN AND MANUAL WORK IN KINDERGARTEN" (L.V. Kutsakova)
Based on the concept of artistic and aesthetic education of preschoolers. The main goal is to develop constructive skills and artistic and creative abilities of children, to introduce them to various modeling and design techniques. It is built on the integrated use of all types of design and artistic work in kindergarten. Designed for all preschool age - from three to six years. It provides for a differentiated approach to children with different levels of intellectual and artistic development, including children with weak and strong motivation, as well as gifted ones. The selection of educational material for creativity meets the principles of preschool didactics and the age capabilities of children. It contains technologies based on the use of non-traditional teaching methods and techniques that allow the teacher to develop associative thinking, imagination, creative skills, practical skills, artistic taste, aesthetic attitude to reality in children. Much attention is paid to the creative nature of the joint activities of the teacher and children.
Program "NATURE AND ARTIST" (T.A. Koptseva)
The program is aimed at developing in children of four to six years of age a holistic view of nature as a living organism. The world of nature acts as a subject of close study and as a means of emotional and figurative influence on the creative activity of children. The problems of ecological and aesthetic education are solved by means of fine arts, the methods of dialogue of cultures, the spiritualization of natural phenomena, fairy-tale situations, etc. are used. Children are introduced to world artistic culture as part of spiritual culture. The program has block-thematic planning. The main blocks "The World of Nature", "The World of Animals", "The World of Man", "The World of Art" contain a system of artistic and creative tasks that contribute to the transfer and accumulation of experience in preschoolers of the emotional and value attitude to the world, the increase in the experience of creative activity, the development of skills and skills of visual, decorative and constructive activities, taking into account the age characteristics of children.
Program "OUR HOUSE - NATURE" (N.A. Ryzhova)
The content of the program provides familiarization of children with the diversity and richness of the natural world, promotes the development of initial natural-scientific ideas and environmental concepts. Developed for the purpose of educating children of senior preschool age. Provides continuity with education in elementary school in the courses "The World Around" and "Nature". The main goals are to educate from the first years of life a humane, socially active person who is able to understand and love the world around him, nature, and treat them with care. The peculiarity of the program is the formation in the child of a holistic view of nature and the place of man in it, environmentally competent and safe behavior. Elements of ecological knowledge are organically inscribed in the general content, including natural and social aspects, which is determined by the structural features of the program, the educational material of which includes teaching and educating components. The program provides for the wide use of a variety of practical activities of children in matters of studying and protecting the environment. The content of the program can be specified in accordance with local natural and climatic conditions.
Program "LIFE AROUND US" (N.A. Avdeeva, G.B. Stepanova)
Developed in accordance with the content of the state standard for preschool education in the section "Development of the ecological culture of children." Provides for environmental education and upbringing of children of senior preschool age, the study of the relationship between nature and social phenomena that is accessible to their understanding. The theoretical basis of the program is the concept of personality-oriented education, in the center of which is the creation of conditions for the development of the child's personality. It provides an opportunity for a child to learn environmental information in an accessible way, to form an emotionally positive, careful and responsible attitude of children to wildlife. The program is supplemented by an exemplary thematic lesson plan and organizational and methodological recommendations for its implementation.
Program "JUNIOR ECOLOGIST" (S.N. Nikolaeva)
It is aimed at the formation of the principles of ecological culture in children of two to six years old in a kindergarten. It has a theoretical justification and detailed methodological support. Ecological culture is considered as a conscious attitude of children to natural phenomena and objects that surround them, to themselves and their health, to objects made from natural materials. It consists of two subprograms: "Environmental education of preschoolers" and "Improving the skills of employees of preschool educational institutions." The structure of the first subprogram is based on children's sensory perception of nature, emotional interaction with it, elementary knowledge about life, growth and development of living beings. The ecological approach to familiarizing children with nature and the ecological content of all sections of the program is based on the main laws of nature - the relationship of living organisms with the environment.
Program "SPIDER LINE" (Zh.L. Vasyakina-Novikova)
The purpose of the program is to form the foundations of planetary thinking in children, to develop a reasonable attitude towards the world and towards oneself as an inhabitant of the planet Earth. The program offers a new original system for the development of ecological ideas, based on the principle of centering the content of work on the child with the wide use of search methods of teaching and game activities. It is represented by four blocks: "Where do I live?", "Who do I live with?", "How do I live?", "When do I live?". Through the knowledge of his "I", his vital needs, the child comprehends the diversity of the relationship between nature and people. Designed to work with children of all age groups of a preschool educational institution.
Program "HARMONY" (K.L. Tarasova, T.V. Nesterenko, T.G. Ruban / Edited by K.L. Tarasova)
The program implements a comprehensive holistic approach to the musical development of a child in preschool childhood. The purpose of the program is the general musical development of children, the formation of their musical abilities. The content of the program is determined by the logic of the formation of musical abilities in preschool childhood at each stage. It includes all the main types of musical activities available to preschool children: listening to music, musical movement, singing, playing children's musical instruments, musical dramatization games. The central place in the program is given to the formation of musical creativity in children and the improvisational nature of the classes. The musical repertoire of the program, new and extensive, is selected on the basis of a combination of highly artistic and accessible to children works of classical, modern and folk music of different eras and styles; organized into blocks of topics that are accessible and interesting to children, fully presented in the anthologies of the musical repertoire and partially in recordings on audio cassettes.
Program "SYNTHESIS" (K.V. Tarasova, M.L. Petrova, T.G. Ruban, etc.)
This program aims to develop the musical perception of children from four to seven years old. It has a broad educational aspect. Its content introduces the child not only to the world of musical art, but also to artistic culture in general. The program is based on the principle of an integrated approach, in which musical works are considered in a single complex with works of fine art and fiction. At the same time, the core art form in the program is music. The program included works of classical art and folklore accessible to children. For the first time, along with chamber and symphonic music, synthetic genres of musical art - opera and ballet - are used in teaching.
Program "WE PLAY IN THE ORCHESTRA BY HEARING" (M.A. Trubnikova)
The purpose of the program is to teach children three to six years old how to select melodies by ear and play children's musical instruments (in an ensemble, orchestra). The program is distinguished by a fundamentally new method of teaching children to play musical instruments, based on the selection of melodies by ear. Along with the development of an ear for music (timbre, sound, melodic) and a sense of musical rhythm, the program comprehensively addresses the issues of the overall development of the child as a person. The musical repertoire of the program consists of works of classical, modern and folk music, including new ones specially written for this program.
Program "BABY" (V.A. Petrova)
The program provides for the development of musical abilities in children of the third year of life in all types of musical activities available to them, and contributes to their familiarization with the world of musical culture. The basis of the program is the works of the classical repertoire, the rich range of which implies the freedom of the teacher to choose one or another piece of music, taking into account the level of training and development of a particular child. The program has significantly updated the repertoire of musical games.
Program "MUSICAL MASTERPIECES" (O.P. Radynova)
The program contains a scientifically substantiated and methodically built system for the formation of the foundations of the musical culture of preschool children (three to seven years old), taking into account the individual and psychophysiological characteristics of children and interconnected with all the educational work of the kindergarten. The program is based on the use of works of high art, authentic examples of world music classics. The fundamental principles of the program (thematic, contrasting comparison of works, concentric, principles of adaptability and syncretism) make it possible to systematize the repertoire of musical classics and folk music in order to accumulate intonational experience of music perception, develop creative abilities in various types of musical activity, flexible application of forms, methods and techniques of pedagogical work depending on the age and individual characteristics of children. The program interrelates the cognitive and creative activities of children in the process of forming the foundations of their musical culture.
Program "INVOLVING CHILDREN TO THE ORIGINS OF RUSSIAN FOLK CULTURE" (O.L. Knyazeva, M.D. Makhaneva)
This program defines new guidelines in the moral and patriotic education of children, based on their familiarization with Russian folk culture. The main goal is to promote the formation of a personal culture in children, to introduce them to the rich cultural heritage of the Russian people, to lay a solid foundation for the development of national culture by children on the basis of acquaintance with the life and life of the Russian people, their character, their inherent moral values, traditions, characteristics of material and spiritual environment. In parallel, the program addresses the issues of expanding the basic culture of the personality of educators of preschool educational institutions. The theoretical basis of the program is the well-known position (D. Likhachev, I. Ilyin) that children, in the process of getting acquainted with their native culture, are attached to enduring universal human values. The program is designed to work with children of three to seven years old, includes long-term and scheduling. Offers new organizational and methodological forms of work; contains information materials from various literary, historical, ethnographic, art criticism and other sources.
Program "PERMANENT VALUES OF THE SMALL HOMELAND" (E.V. Pchelintseva)
Dedicated to the historical and cultural aspect of the development of a child aged three to seven years. Created on the basis of the achievements of modern science and advanced pedagogical experience of preschool educational institutions of the Ivanovo region. It determines the content and necessary conditions for the formation of the civic foundations of the personality at the early stages, its patriotic, moral, ethical and aesthetic orientation, the upbringing of love and respect for one's people, their cultural wealth and versatile talent. The peculiarity of the program is the integration of the historical, ecological, aesthetic, ethical ideas of the child on the basis of a wide familiarization with the cultural heritage of the native land, folk traditions, and the original nature of the native land. The main criterion for selecting material is local history culture, art and history, facts and events as components of the general national culture of Russia. The program includes three blocks that contain a wide range of topics that provide for the acquaintance of children with their native land, its history, folklore, folk and fine arts, etc. in specially organized classes and outside classes. The program defines the content of the joint activities of the teacher and children, provides for the organization of independent activity, within the framework of which the creative activity of each child develops.
Program "DEVELOPMENT OF CHILDREN'S IDEAS ABOUT HISTORY AND CULTURE" (L.N. Galiguzova, S.Yu. Meshcheryakova)
Developed in accordance with the structural component of the state standard for preschool education "Development of ideas about a person in history and culture." Particular attention in the program is given to the enduring values of world civilization. The main goal is the formation in children of senior preschool age of the foundations of spiritual culture, a humane attitude towards a person and his work, respect for the cultural values of different peoples, the development of cognitive activity, creative abilities. The content of the program at a level accessible to children introduces them to the life of people in different historical eras, gives elementary ideas about technological progress.
Program "THEATRE - CREATIVITY - CHILDREN" (N.F. Sorokina, L.G. Milanovich)
The purpose of the program is to develop the creative abilities of children by means of theatrical art. It scientifically substantiates the phased use of certain types of children's creative activity in the process of theatrical incarnation; the means and methods of theatrical and gaming activities are systematically presented, taking into account the age of children; a parallel solution of the problems of art-speech, stage and musical art is envisaged. The leading principle of the program is the involvement of children in productive theatrical and game creative activities, the creation of stage images that evoke emotional experiences. The program is partial and can serve as an addition to complex and basic programs.
Program "LITTLE EMO" (V.G. Razhnikov)
The purpose of the program is the emotional and aesthetic development of preschool children of five to six years old, introducing the child to a full-fledged emotional and aesthetic culture: the child will be able to look at the world through the eyes of a poet, artist, musician; learn to compose and perform the simplest works of art. The program is based on the development of artistic moods by children, common to all aesthetic phenomena. Emotional and aesthetic culture is not forcibly mastered in the simplest forms of artistic activity, accessible to almost every child. These are rhythmic-sound improvisations, color improvisations and syllabic poetic rhythms; in artistic games, the child masters the creative positions of the author, performer and viewer (listener). The program provides for parallel training for both the child and the teacher. It is intended for educators of preschool educational institutions and teachers of artistic education, as well as parents.
Educational program "Kindergarten - House of Joy".
This program was created by Natalia Mikhailovna Krylova, Associate Professor of Perm State University and Valentina Tarasovna Ivanova, an innovative teacher in 1985 on the basis of Perm State University.
The program is built on a solid philosophical, physiological, hygienic and psychological foundation. The scientific basis of the program "Kindergarten - the house of joy" is the Standard program of education and training in kindergarten, edited by R.A. Kurbatova and N.N. Poddyakova. The program reflected all the best created by domestic and foreign teachers and psychologists. Its tasks are:
Caring for the health of the child and promoting the enrichment of the mental and physical development of each child;
Assistance in the development of various types of activities by the child at the level of independence and the development of his creative potential;
Assistance in mastering the basics of spiritual culture.
The central core of the program, as a system, is the moral and labor education of a small child, which contributes to the formation of value orientations of a child's personality.
What is this - the House of Joy?
The concept of "Home" denotes the ability of each child, taking into account his age, gender and personality, to live every day of his life as actively as possible, satisfying his needs: physiological and spiritual. In our “house” there is such an atmosphere, such relationships between adults and children, when everyone is understood and accepted, loved and respected for being an individual.
"Joy" - this word denotes an emotion that occurs at a moment of great spiritual satisfaction and pleasure, if the activity that a person performs has a positive result.
Thus, to live in the “House of Joy” means to be in a state of activity every conscious minute, the success of which is confirmed by the emergence of the emotion of joy.
For a teacher to educate in the "House of Joy" means to contribute to the enrichment and development of the unique individuality of each child. The child is accepted by the educator as a system that has the right to preserve its autonomy, originality and uniqueness.
Conclusion
Thus, a large number of educational programs makes it possible for a modern preschool institution to solve problems not only educational.
Today, we can confidently state the fact of the formal or meaningful transition of most preschool educational institutions to the search mode. This mode is transitional on the way to qualitative changes and the transfer of preschool educational institutions to the development mode. Another aspect is related to the qualitative features of this transition: to what extent the innovations implemented in the preschool educational institution correspond to the urgent needs and opportunities for its development, satisfy the interests and needs of children, parents, teachers, and contribute to the achievement of sustainable high development indicators. Therefore, the issue of determining actual problems in the development of preschool educational institutions becomes the most important.
References
1. Modern educational programs for preschool institutions: Textbook. allowance for students. ped. universities and colleges / Ed. T.I. Erofeeva. - M., 1999.
2. Getting ready for certification. Methodological guide for preschool teachers. St. Petersburg: Detstvo-press, 2005 (1st edition, 1999)
3. Website for preschool education workers
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The program consists of two parts.
First part includes an explanatory note, as well as sections set out by age sub-periods of preschool childhood (3-4, 4-5, 5-6 and 6-7 years old) in order to optimize the construction of the educational process:
"Organization of the activities of adults and children for the implementation and development of the main general educational program of preschool education",
"Age characteristics of children",
"Planned results of the development of the Program".
The second part - "Exemplary cyclogram of educational activities" - is a technology (systematized sequence) of the work of teachers to implement the Program.
The Explanatory Note reveals the main conceptual provisions of the Program, including the main tasks of psychological and pedagogical work to implement each area of the Program and the possibility of integrating it with other areas. Solving the problems of psychological and pedagogical work on the development of the personal sphere (personal qualities) of children is a priority and is carried out in parallel with the solution of the main tasks that reflect the specifics of the areas of the Program.
The program is divided into 3 parts and covers 3 age periods of a child's development: junior, middle, senior preschool age.
In each period of the program, a characteristic is given of the age characteristics of the mental and physical development of children, the tasks of raising and developing children of a particular age are defined, and the formation of ideas, skills, abilities and relationships in the learning process and their development in everyday life is provided. At the end of each section of the program, the levels of development of the program by children are marked.
The program includes works of oral folk art, folk games, music and dances, arts and crafts of Russia. The teacher is given the right to independently determine the schedule of classes, content, method of organization and place in the daily routine.
Sections are highlighted: "Planned results of mastering the content of the program"; "Integrative qualities of a graduate student"; “Kindergarten and family. Program "Childhood" in the practice of interaction between teachers and parents"; “Methodological set of the program “Childhood”.
The program has a new important section:"Attitude of the child to himself" (self-knowledge).
The entire content of the program is conditionally united around four main blocks: “Knowledge” (helping preschoolers in mastering the various available ways of knowing the world around them (comparison, elementary analysis, generalization, etc.), developing their cognitive activity, cognitive interests); “Human attitude” ( orientation of children to a benevolent, careful, caring attitude towards the world, the development of humane feelings and attitudes towards the world around them); "Creation" (a block of creativity: the development of independence as the highest manifestation of creativity); Lifestyle).
The additional part (regional component) includes sections: "A child in a multicultural and multiethnic environment"; The child is learning English.
The program identifies the following age stages: early childhood - infancy (up to one year); early age (from one year to three years); preschool childhood; junior preschool age (from three to five years old) and senior (from five to seven years old). Such age periodization, according to the authors, makes it possible to see both the most general tendencies and the individual perspective of the development of each child. For each age stage in the program, four leading lines of development are identified: social, cognitive, aesthetic and physical; reveals the features of the development of these lines in infancy, early, younger and older preschool age; the hierarchy of the main types of activity (communication, objective activity, game) is set. Game activity, as the main one in the development of the personality of a child of preschool age, is given a special place in the program. The game permeates all the structural components of the program and its content as a whole. The program "Origins" highlights the basic and variable content of education. The basic part of the program for each age group consists of the following components:
- Characteristics of the age-related possibilities of the mental development of the child and his personality (indicated by the sign "sun");
- Development tasks (flower);
- Development indicators (apple);
- Basic character - personality ki (baby face).
To the basis of the same. refers to the section "General conditions for the implementation of the program" (sign "watering can").
Variable approaches to the implementation of the program are disclosed in the section "Content and conditions of pedagogical work". They provide for the possibility of adjusting the content of the pedagogical process, taking into account the specific conditions of the kindergarten.
In the section “General conditions for the implementation of the program”, recommendations are given on organizing the life of children in kindergartens; principles of organization of the subject-developing environment; family work. Much attention is paid to complex thematic planning.
GOU VPO "Omsk State Pedagogical University"
Department of Pedagogy and Childhood Psychology.
Comparative analysis
modern programs.
The development of speech of preschoolers.
Completed by a student:
3 courses of the correspondence department
Faculty of DPiP
Scientific adviser:
OMSK 2010
Introduction ................................................ ................................................. ....... 3
CHAPTER I. Software in the field of preschool education .. 5
1.1. General requirements for preschool education programs ........ 5
1.2. Basic programs of preschool education............................................... 6
1.3. Program "Harmony of Development".................................................................. ........ 7
1.4. Origins Program .............................................................. ............................ 8
1.5. The program of education, training and development in kindergarten ........ 10
1.6. Comparative analysis of preschool education programs ........ 12
Conclusions on Chapter I: ............................................... ....................................... fourteen
CHAPTER II The program for the development of speech of preschool children .......... 15
2.1. Purpose of the program: ............................................... .................................... 15
2.2. Concept of the program: ............................................... .......................... 15
2.3. Theoretical foundation of the program............................................... 15
2.4. Sections and tasks for speech development .............................................. 17
2.5. The tasks of educating the sound side of speech .................................... 17
2.6. Vocabulary tasks .................................................................. ................. 17
speeches of preschoolers.
Define tasks for speech development
Identify some ways of developing the speech of a preschooler.
CHAPTER I. Software in the field of preschool education.
1.1. General requirements for preschool education programs.
General requirements for preschool education programs (complex, partial) are contained in the methodological letter of the Ministry of Defense of Russia dated April 24, 1995 No. 46 / 19-15 “Recommendations for the examination of educational programs for preschool educational institutions”. However, in this document, the requirements are set out without taking into account the modern species diversity of programs, which are defined in the Law of the Russian Federation "On Education". In accordance with Article 9 of the Law of the Russian Federation "On Education", general educational programs are implemented in the preschool educational institution of the Russian Federation, which are divided into basic and additional.
The starting point when choosing any general education program (basic, additional) should be considered the presence in it of the conditions necessary for the realization of the constitutional right of the child to the protection of life and health, for him to receive a humanistic education in nature, respect for his individuality, the adequacy of the content of education to age-related opportunities and psychophysiological characteristics of preschool children.
In accordance with Article 9 of the Law of the Russian Federation "On Education", all Russian general education programs, including preschool education (basic and additional), are aimed at solving the problems of forming a general culture of the individual, adapting it to life in society, and creating the basis for a conscious choice and development of professional educational programs. The main and additional programs of preschool education are focused on universal values in the upbringing of children and at the same time take into account the best traditions of domestic preschool education, create conditions for the formation of a highly moral, spiritually rich personality - a person and citizen who loves his family, Motherland, respecting its original national culture.
The main and additional programs are based on the leading principles of modern preschool education: the implementation of an approach to preschool childhood as a valuable period in a person’s life, personality-oriented interaction between adults and a child, the developmental nature of upbringing and education, comprehensive consideration of age and psychophysiological patterns of child development.
1.2. The main programs 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 preschool education for the comprehensive development of the child.
The modern era of preschool education is characterized by a wealth of content and a variety of basic programs. They are a key tool for updating the content of preschool education.
Each of these programs has a certain "backbone" - a mandatory part that provides basic preschool education, regardless of the type and category of the preschool institution in which it is implemented, and also includes a variable part necessary for execution, which is built taking into account the specific nature of the content of the program.
The content of the main program meets the requirements of complexity, that is, it includes all the main areas of development of the child's personality: physical, cognitive-speech, social-personal, artistic-aesthetic, and contributes to the formation of the child's versatile abilities (mental, communicative, regulatory, motor, creative) , the formation of specific types of children's activities (subject, game, theatrical, visual, musical, design, etc.).
The main programs define the features of organizing the life of children in the context of ensuring all its aspects, taking into account the use of the following three forms:
Classes as a specially organized form of education;
· Free time provided for the child in kindergarten during the day.
One of the main requirements for the main programs is to maintain continuity with general education programs. In addition, they should contain indicators of the levels of development of children at certain age stages of preschool childhood.
Taking into account these requirements, the following programs can be attributed to the main comprehensive programs of preschool education:
· "Rainbow" - edited;
"Childhood" -, etc .;
· "The program of education and training in kindergarten" - ed. , ;
· "Development" - ed. ;
· "Harmony of development" -;
· "Origins" - ed. ;
· "Kindergarten - the house of joy" -;
"Baby" -, etc .;
“From childhood to adolescence” - under. Ed. ;
"Golden Key" - etc.
These programs are certified by the Ministry of Defense of Russia or the Ministry of Education and Science of Russia. In addition to those listed as the main comprehensive programs, you can use others that do not have the stamp of the Ministry of Education, including those from the lists recommended by the territorial education authorities.
1.3. Program "Harmony of Development".
The main idea of the program is the comprehensive, harmonious development of a child aged 2-7 years, the preservation and strengthening of physical and mental health; equivalent development of the intellectual, emotional and moral-volitional spheres of the personality of a child of preschool age; creation of the necessary conditions for the full disclosure of the creative potential of the child and the teacher.
Built on traditional domestic culture and the achievements of the methodological system of Russian preschool education; on the principle of integrating children's creative activities of different content (playing, cognitive, speech, design, natural history, mathematics, etc.). At the same time, visual and various types of art act as the main activity, which allows a fundamentally new way to organize the artistic and creative activity of the child himself and the entire pedagogical process as a whole.
The program defines a number of pedagogical conditions that help the child independently and with the help of an adult to master certain material and spiritual values, to know the world around him and himself in it; develops the ability to build relationships with the living and non-living world.
The structure of the program provides for work in two interrelated areas: the accumulation of social experience of knowing oneself and the world around (see, hear, play) and the implementation of this experience in conditions of independent creative activity (do, create). The transfer of social experience (knowledge, skills) is carried out in the classroom and in free activities. Training in the classroom is carried out with small subgroups of children (5-8 people) with the determination of the mandatory minimum of program material that each child can learn, taking into account his age and individual capabilities.
Focused on the creativity of the child, this program is also addressed to the teacher. It not only gives him ample opportunities to create favorable pedagogical conditions that ensure the development of the personality of a preschooler, but also rebuilds the teacher’s thinking, allows him to realize the idea of the child’s subjective position in cognitive and creative activity. The teacher is given the opportunity to be actively involved in the pedagogical search, to master new methods of action, to solve non-standard pedagogical situations, creatively varying and predicting the result.
The teacher has the right to independently construct other variable content and developmental environment on the proposed basis, adapting them as much as possible to the specific conditions of the kindergarten, the group and the tasks of the upbringing and development of the child. The program brings the teacher to the path of self-education, opens up the possibility of solving organizational and methodological problems that improve the quality of his professional activity.
"Harmony of Development" is an open program, so the teacher has the opportunity to use any teaching aids and didactic materials.
1.4. Origins program
This program defines the content and nature of the modern pedagogical process aimed at developing the basis of personal culture in a preschool child in kindergarten. It implements the most important principle of humanistic pedagogy - the principle of dialogue between an adult and a child, children among themselves, teachers with each other, a teacher with parents. As an educational program for a new generation, "Origins" reflect the enduring importance of preschool childhood as an exceptionally important, basic period for the subsequent development of a person.
The main goal of the program is the formation of a diversified personality from birth to 7 years, its universal, including creative, abilities, their development to a level corresponding to the child’s age capabilities: providing each child with an equal start in development; preservation and promotion of health.
The program is based on the concept of psychological age as a stage in the development of the child, which has its own structure and dynamics, as well as the scientific position on the amplification (enrichment) of child development, the relationship of all its aspects.
The program has the following age groups:
early childhood - infancy (up to a year);
early age - from 1 year to 3 years;
Junior preschool age - from 3 to 5 years;
senior - from 5 to 7 years.
For each age stage in the program, four leading areas of development are identified:
social;
· cognitive;
aesthetic;
physical.
The features of the development of these lines in infancy, early, younger and older preschool age are revealed; the hierarchy of the main types of activity (communication, objective activity, game) is set. Game activity as the main one in the development of the personality of a child of preschool age is given a special place in the program. The game permeates all the structural components of the program and its content as a whole.
The program has new, independent sections "Health", "Speech and speech development", "The world in which we live", "Nature and the child", "Culture of everyday life" and others that significantly complement and enrich it.
The program "Origins" highlights the basic and variable content of education.
The basic part, along with tasks for each area of child development, includes:
Characteristics of the age capabilities of children;
general indicators of development;
The basic characteristics of the personality;
Variable approaches to the implementation of the program are disclosed in the section "Content and conditions of pedagogical work." They provide for the possibility of adjusting the content of the pedagogical process, taking into account the specific conditions of the kindergarten.
Optional sections are given in the appendix to the program; "Teaching a second language", "Computer in a preschool", "The living world of nature in the City and the child", which are intended for preschool educational institutions working in these areas.
Teachers, at their own discretion, taking into account their own professional experience and capabilities, focusing on the goals and parameters of the child's development set in the program, can use not only the methodological and educational literature recommended by the authors in the process of its implementation, but also creatively apply other educational and methodological aids.
1.5. The program of education, training and development in kindergarten.
The group of authors considers basic preschool upbringing and education as introducing children to the main components of human culture (knowledge, art, morality, labor). It is advisable to take as the basis for the content of preschool education selected and adapted by scientists (teachers, psychologists) - taking into account the age-related psychophysiological characteristics of children - the socio-historical experience of mankind, which, according to domestic scientists, and others, includes four components: knowledge, skills and abilities, experience of creative activity (based on knowledge, skills and abilities, but not identical to them) and experience of emotional attitude to the world.
The formation of knowledge, skills and abilities is provided in the amount that will ensure the child's comprehensive development. The program is primarily aimed at creating conditions for the assimilation of a creative way of obtaining any knowledge, developing individuality, strengthening physical and mental health, emotional well-being of children (taking into account their age capabilities with an optimal combination of individual and joint activities of children).
Particular attention is paid to the program:
Education as a means of upbringing and development of the child;
Personally-oriented, individual approach of the child;
Development of abilities - physical, intellectual, artistic;
· Development of curiosity as the basis of cognitive activity;
Formation of different types of creativity - visual, musical, etc.;
Formation of the moral principles of the individual, labor skills, social behavior;
· Formation of the beginnings of national culture and foundations of world culture.
The program is based on the following principles:
· Recognition of the inherent value of preschool childhood as the most important period in the development of a person's personality;
· Ensuring a happy childhood for every child, taking care of his health, emotional well-being, timely comprehensive development;
· Creation in each age group of such living conditions that will provide the child with comfort and security, emotional and psychological well-being, which will allow raising a sociable child, inquisitive, proactive, striving for independence and creativity.
Formation and development of the child's personality in traditional activities for him.
· The use of forms, means and methods developed by pedagogical science and corresponding to the logic of personality development in the early and preschool periods of childhood.
Interrelationship between learning and development. The program provides for training that is of a developmental nature, i.e., provides timely physical, sensory, mental, speech, aesthetic, moral development of children, creates conditions for their labor education.
· Integration of various activities in order to increase the effectiveness of pedagogical efforts, as well as save time for both children and educators. It contributes to the establishment of connections and interdependencies between objects and phenomena, contributes to the formation of a holistic picture of the world around, gives a reserve of time for playing and independent creative activity of children.
· The variability of tasks within the same content, allowing the child to learn what he can, to show creativity in accordance with his interests and inclinations.
Respectful attitude to the results of children's creativity. The use of children's work in the design of a home, group, institution, in everyday life, on holidays and leisure.
Coordination of approaches to teaching and upbringing in preschool and family conditions for the productive construction of communication between adults and children (teachers - children - parents), which will ensure greater participation of parents in the life of the group and institution and their successful acquaintance with the age-related psychophysiological characteristics of children.
· Providing conditions for the implementation of the continuity of preschool and primary general lifelong education, allowing for the successful adaptation of a preschooler in new conditions. Continuity in the work of the two links is ensured by scientifically substantiated, excluding mental and physical overload, the preparation of preschool children for school. Preparation goes in three directions (general comprehensive upbringing and development of the child: psychological preparation and subject preparation) by selecting the content of education, the formation of children's activity, the child's creative abilities, his communication skills and other personal qualities.
1.6. Comparative analysis of preschool education programs.
Kinds characteristics | "Harmony development" | "Origins" | The program of education, training and development in kindergarten |
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Goals | comprehensive, harmonious development of a child aged 2–7 years, preservation and strengthening of physical and mental health; equivalent development of the intellectual, emotional and moral-volitional spheres of the personality of a child of preschool age; creation of the necessary conditions for the full disclosure of the creative potential of the child, the teacher. | the formation of a diversified personality from birth to 7 years, its universal, including creative, abilities, their development to a level corresponding to the child's age capabilities: providing each child with an equal start in development; preservation and promotion of health. | creation of conditions for the assimilation of a creative way of obtaining any knowledge, development of individuality, strengthening of physical and mental health, emotional well-being of children (taking into account their age capabilities with an optimal combination of individual and joint activities of children). |
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Conceptual Foundations | Built on traditional domestic culture and the achievements of the methodological system of Russian preschool education | The program is based on the concept of psychological age as a stage in the development of the child, which has its own structure and dynamics, as well as the scientific position on the amplification (enrichment) of child development, the relationship of all its aspects. | It is advisable to take as the basis for the content of preschool education selected and adapted by scientists (teachers, psychologists) - taking into account the age-related psychophysiological characteristics of children - the socio-historical experience of mankind, which, according to domestic scientists, and others, includes four components: knowledge, skills and abilities, experience of creative activity (based on knowledge, skills and abilities, but not identical to them) and experience of emotional attitude to the world. |
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Leading directions of development | accumulation of social experience of knowing oneself and the world around (to see, hear, beat) and the implementation of this experience in conditions of independent creative activity (to make, create). Transfer of social experience (knowledge, skills) is carried out in the classroom and in free activities. | four main areas of development: social; cognitive; Aesthetic; Physical. | Education as a means of upbringing and development of the child; Personally-oriented, individual approach of the child; Development of abilities - physical, intellectual, artistic; The development of curiosity as the basis of cognitive activity; Formation of different types of creativity - visual, musical, etc.; The formation of the moral principles of the individual, labor skills, social behavior; Formation of the beginnings of national culture and the foundations of world culture. |
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Guiding principles | the principle of integrating children's creative activities of different content (playing, cognitive, speech, design, natural history, mathematics, etc.). | The most important principle of humanistic pedagogy is the principle of dialogue between an adult and a child, children among themselves, teachers with each other, a teacher with parents. | Ensuring a happy childhood for every child, taking care of his health, emotional well-being, timely comprehensive development; The relationship of learning and development. The program provides for training that is of a developmental nature, i.e., provides timely physical, sensory, mental, speech, aesthetic, moral development of children, creates conditions for their labor education. Integration of various activities in order to increase the effectiveness of pedagogical efforts, as well as saving time for both children and educators. It contributes to the establishment of connections and interdependencies between objects and phenomena, contributes to the formation of a holistic picture of the world around, gives a reserve of time for playing and independent creative activity of children. The variability of tasks within the same content, allowing the child to learn what he can, to show creativity in accordance with his interests and inclinations. Respectful attitude to the results of children's creativity. The use of children's work in the design of a home, group, institution, in everyday life, on holidays and leisure. Coordination of approaches to training and education in a preschool institution and family for the productive construction of communication between adults and children (teachers - children - parents), which will ensure greater participation of parents in the life of the group and institution and their successful acquaintance with the age-related psychophysiological characteristics of children. Providing conditions for the implementation of the continuity of preschool and primary general lifelong education, allowing for the successful adaptation of a preschooler in new conditions. Continuity in the work of the two links is ensured by scientifically substantiated, excluding mental and physical overload, the preparation of preschool children for school. Preparation goes in three directions (general comprehensive upbringing and development of the child: psychological preparation and subject preparation) by selecting the content of education, the formation of children's activity, the child's creative abilities, his communication skills and other personal qualities. Recognition of the inherent value of preschool childhood as the most important period in the development of a person's personality; Pedagogical opportunities to create favorable for the teacher. material that every child can learn, taking into account his age. |
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Age stages | child development 2-7 years old, | age stages: Early childhood - infancy (up to a year); Early age - from 1 year to 3 years; Junior preschool age - from 3 to 5 years; Senior - from 5 to 7 years. | From birth to 7 years |
Conclusions for Chapter I:
1. All the presented programs are developed on their own conceptual foundations, but they all work for one goal: the formation of a versatile developed personality, its creative abilities, taking into account age-related characteristics, while maintaining and strengthening health.
2. Each program is based on its own principles, but they do not contradict each other.
3. The leading directions of development overlap with each other.
Most importantly, when selecting programs, it is necessary to take into account the specifics of the educational process, the personnel potential of preschool educational institutions, as well as problems of program compatibility.
CHAPTER II The program for the development of speech of preschool children.
2.1. The purpose of the program:
Development of the ability to form the names of baby animals (cat - kitten, dog - puppy, chicken - chicken)
Teaching the ability to correlate the name of verbs - movements with the action of an object, person, animal;
· Drawing up sentences of different types - simple and complex.
2.8. Tasks of the development of coherent speech.
The objectives of the development of coherent speech are as follows:
Formation of elementary ideas about the structure of the text (beginning, middle, end);
Teaching how to combine sentences in different ways of communication;
Development of the ability to reveal the topic and the main idea of the statement, to title the story;
· Teaching the construction of statements of different types - descriptions, narratives, reasoning; bringing to the awareness of the content and structural features of a descriptive, including artistic text; compiling narrative texts (fairy tales, stories, stories) in compliance with the logic of presentation and the use of means of artistic expression; learning to compose reasoning with selection to prove strong arguments and precise definitions;
· Use for statements of different types of appropriate models (schemes), reflecting the sequence of presentation of the text.
2.9. Some methods and techniques for the development of speech of preschoolers.
The leading line in the development of children 3-4 years old is teaching correct pronunciation. For the development of the articulatory apparatus, onomatopoeic words, animal voices are used. For example, children are given musical instruments - a pipe and a bell, the pipe blows "doo - du", the bell rings "ding - ding". Thus, the pronunciation of hard and soft sounds is fixed.
Diction (distinct and clear pronunciation of words, syllables, sounds) is worked out with the help of jokes - tongue-twisters ("if - would - would - there is smoke from the chimney"), nursery rhymes, sayings, phrases containing a certain group of sounds ("USani ride the sleigh themselves" ), exercises for syllable negotiation, the names of words similar in sound (mouse - bear).
Games and exercises on the same topic are created for the pronunciation of hissing sounds. For example, after looking at the picture "Hedgehog and hedgehog", children are asked to clearly pronounce phrases with the sounds sh and zh. (Sha - sha - sha we bathe the baby; shu - shu - shu I will give the mushroom to the baby; shi - shi - shi - where do the kids walk? Zha - zhu - zha - we saw a hedgehog; zhu - zhu -zhu - we will give him a fungus: zhi - zhi - zhi - zhi - where mushrooms take hedgehogs.)
For the education of intonational instinct, the pace of speech, the power of the voice, the games "Recognize by voice", "Whose voice is this?"
For the sound design of statements, children need to be offered tongue twisters, phrases from poems, so that they pronounce them with different voice strengths.
In dictionary work, the main attention is paid to the accumulation and enrichment of the dictionary based on knowledge and ideas from the life around the child.
The main ways to determine the essential features of an object, characteristic features and qualities, actions are the ability of children to answer the questions: What is it? Who is it? Which? What is he doing? What can be done with them?
To form elementary ideas about the structure of the text, games with pictures “What first, what then?” are used.
Illustrated material is the main means for forming an understanding of words with opposite meanings (big - small), for understanding and the ability to use generalizing concepts (clothing, toys, dishes, etc.), for familiarizing yourself with polysemantic words (a sewing needle - a hedgehog's needle - a needle at the Christmas tree)
Learning to change words in cases, agree on nouns in gender and number is carried out in special games and exercises (little horse, long tail, long ears). The game of "hide and seek" makes it possible to master grammatical forms. Children hide in different places and correctly name words with prepositions: in the closet, on a chair, behind the sofa, near the bed, under the table.
To get acquainted with the ways of forming verbs, onomatopoeia material is used (sparrow chik - chirp - chirp), the name of musical instruments (pipe - blows).
In the work on the syntax of speech, the ability to offer different types of sentences is developed - simple and complex. The technique of using game plots helps children complete sentences started by the teacher.
The development of coherent speech is achieved through the retelling of literary works, the ability to answer the question posed.
The formation of the ability to see the beginning and end of actions is facilitated by tasks for laying out pictures depicting the actions of characters in their sequence.
The development of monologue speech is facilitated by the game "Train", where children play the role of wagons and sequentially compose a story, offering their statements.
Work on the development of children's speech takes place in a certain sequence according to the planning proposed by the program. In parallel, all speech tasks are solved: the education of sound culture, the formation of a dictionary, the grammatical structure of speech. Work on the education of sound culture of speech includes:
Formation of the correct sound pronunciation;
The ability to use the pace of speech.
The main methods of speech development in the middle group are the same as in the younger group, but there are also specific ones. Since in the middle group special attention is paid to the intonational expressiveness of speech, games help at this age - staging, guessing riddles. Understanding the meaning of riddles, comparing objects by size, color, the ability to select not only actions for an object, but also an object for a particular action increase the volume of vocabulary.
Unlike children in the younger group, who retell literary works, children in the middle group make up short stories and learn to compose stories from personal experience. At this age, it is necessary to learn to include elements of description in the narrative, dialogues of characters, diversify the actions of characters, and observe the temporal sequence of events.
The main task in working with children of senior preschool age in mastering the phonetic side of speech and the correct pronunciation of all sounds is the further improvement of speech hearing, the consolidation of clear, correct and expressive speech skills. Older preschoolers learn to select not only words that are similar in sound, but also whole phrases that rhythmically and intonationally continue the given sentence (“Bunny - bunny, where did you walk?” - “Danced in the clearing”). Children pronounce tongue twisters, couplets invented by them, not only clearly and distinctly, but also with varying degrees of volume (whisper, in an undertone, loudly) and speed (slowly, moderately, quickly).
In the preparatory group, sound pronunciation is improved, special attention is paid to the differentiation of certain groups of sounds (whistling and hissing, voiced and deaf, hard and soft). For the development of the vocal apparatus, children pronounce tongue twisters with different voice strengths, at different tempos. At the same time, the ability to change intonation develops: children pronounce a given phrase with an interrogative or exclamatory intonation (affectionately, angrily, plaintively, joyfully, sadly). Particular attention is paid to the development of the child's creative abilities when they complete a rhythmic phrase begun by adults. The types of classes for the development of coherent speech remain the same as in the previous age groups - retelling of literary works, storytelling from a picture and about a toy, on topics from personal experience, a creative essay on a self-chosen topic, but the goals of the classes become more complicated.
In storytelling based on a series of plot pictures, children compose the text collectively. At the same time, the options for showing pictures change each time: at first, only one picture is shown to children, the rest are closed. Then, when the first group of children made up a story, the next picture opens and another group of children makes up a story. And then all the pictures are opened, and the children make up a story from all the pictures.
Children can draw the missing structural parts to the proposed picture.
In the preparatory group, all traditional forms of organizing work on the development of children's speech are used. But the main thing is that the motivation of children does not fade away, the teacher needs to create problem situations, put search questions before the children, involve children in an independent search for a solution to the problem, rely on the personal experience of the children and previous knowledge, do not rush to conclusions, but give the children the opportunity to do it themselves, encourage them to justify their judgments, help to master the norms of polite speech communication.
It is necessary to maintain the active interest of children in literary works, to help children learn to be aware of the actions of heroes, to pay attention to the literary language, to understand the means of speech expressiveness.
Conclusions for Chapter II:
At the senior preschool age, one of the most important periods of a person’s life ends, his first “university. But unlike a student of a real university, a child studies at all faculties at once.
He comprehends the secrets of wildlife and inanimate nature, learns the basics of mathematics. He also takes an elementary course in oratory, learning to express his thoughts logically and expressively. He also joins the philological sciences, acquiring the ability not only to emotionally perceive a work of fiction, to empathize with its characters, but also to feel and understand the simplest forms of linguistic means of artistic expression. He also becomes a little linguist, because he acquires the ability not only to pronounce words correctly and build sentences, but also to realize what sounds a word consists of, what words a sentence consists of. All this is necessary for successful learning at school, for the comprehensive development of the child's personality.
In the development of children's speech, the leading role belongs to adults: the teacher - in kindergarten, parents and relatives - in the family. From the culture of speech of adults, how they speak with the child, how much attention they pay to verbal communication with him, the success of preschoolers in mastering the language largely depends.
It is necessary that the educator's speech comply with the norms of the literary language, literary colloquial speech both in terms of the sound side (pronunciation of sounds and words, diction, tempo, etc.), and in relation to the richness of the dictionary, the accuracy of word usage, grammatical correctness, coherence. Special attention should be paid to the sound side of speech, since its shortcomings are overcome by the speaker himself worse than the shortcomings of word usage.
Conclusion.
The starting point when choosing any educational program should be considered the presence in it of the conditions necessary for the realization of the constitutional right of the child to protect life and health, to receive a humanistic education, respect for his personality: the adequacy of the content of education to age-related capabilities and psycho-physiological characteristics preschool children.
In accordance with Article 9 of the Law of the Russian Federation "On Education", all Russian general education programs, including preschool education, are aimed at solving the problems of forming a general culture of the individual, adapting it to life in society, creating the basis for a conscious choice and development of professional educational programs .
The quality of preschool education and its relevance depend on the professionalism of teachers, conscious choice and competent implementation of educational programs by them. In this, it becomes obvious how important it is to correctly ensure the development and balance of various programs with a focus on creating conditions for the comprehensive development of the abilities and interests of a preschool child.
In the context of the new educational policy, the diversity of programs is considered as the most important condition for compliance with the Law of the Russian Federation "On Education" and creativity of educators.
As practice shows, when selecting programs, specialists of a preschool educational institution experience certain difficulties or the specifics of the educational process, human resources, and the problem of compatibility of programs are not always taken into account.
Another problem of modern software is the independent development by specialists of a preschool educational institution of their own programs and technologies. In general, this progressive process has a positive effect on the development of professional thinking of teachers, and contributes to the growth of their creative initiatives. However, one cannot fail to note the fact that the independent development of programs is an extremely complex matter and is not always carried out by teachers at a sufficiently high scientific and theoretical level, as well as taking into account the new regulatory and legal framework for education.
Thus, the main programs determine the entire range of general developmental (including correctional) tasks and all the substantive aspects of the educational activities of a preschool educational institution in the framework of the implementation of basic educational services.
Language learning, speech development is considered not only as mastering language skills - phonetic, grammatical, lexical, but also in the context of the development of children's communication with each other and with adults, as the formation of communication skills. Therefore, an essential task of speech education is not only the formation of a culture of speech, but also communication.
The main thing is for the child to creatively master the norms and rules of his native language, be able to apply them flexibly in specific situations, and master the basic communication skills.
The development of speech is organically connected with mental education, since a person has speech, verbal - logical thinking.
Speech education is closely connected with artistic activity, that is, with aesthetic education. Possession of expressive means of the native language is formed upon acquaintance with folklore and literary works.
The high level of speech development of a preschooler includes:
· Possession of literary norms and rules of the native language, free use of vocabulary and grammar when expressing one's thoughts and compiling any type of statement;
· Developed communication culture, the ability to make contact and conduct a dialogue with adults and peers: listen, ask, answer, object, explain.
Knowledge of the norms and rules of speech etiquette, the ability to use them depending on the situation.
Thus, the full mastery of the native language, the development of language abilities is considered as the core of the full-fledged formation of the child's personality.
Literature.
1. Arapova - On the development of software in the field of preschool education.//Management of preschool educational institutions -2005 - No. 5 p.64//.
2. Development of speech. “Lessons in rhetoric. / - Yaroslav: Academy of Development, 1997 - p. 224. /
3. Bolotov V. On new topical programs for preschool education / V. Bolotov / / Preschool education - 2003, No. 1-9, p.4. /
4. Beloshistaya A., Smagi A. Developing coherent speech./A. Beloshistaya, A. Smaga // Preschool education - 2009-№7-p.20-25./
5. Volchkova classes in the senior group of kindergarten. Development of speech./, Voronezh, TC Uchitel - S.
7. We teach children to observe and tell. /, - Yaroslavl: Academy of Development, 19p. /
8. Katalkin speech through imagination./ //Educator of preschool educational institution//-2008 - p.64/
9. Lebedev, dedicated to the development of children's speech./ //Educator of the preschool educational institution// - 2008 - No. 11 -p.64 - 71./
10. Podrezova as a means of developing coherent speech of preschoolers / // Educator of preschool educational institution -2009-№2 - p.122-129.
11. Development of speech and creativity of preschoolers. Games, exercises, class notes./Ed. .- M: TC Sphere, 2007 - 144s. /
12. Development of speech. Summaries of classes with children of senior preschool age. / Comp. L.E. Kylasova - Volgograd; Teacher, 2007 - 288s. /
13. The development of speech of preschool children./Ed. , M: Education, 1984.
14. Development of speech. The world. Didactic material for classes in the preparatory group./Comp. O.V. Epifanov. - Volgograd: Teacher, 2008 - 217p. /
15. Development of speech / - M: Eksmo, 2006 - 64s. /
16. About the program for the development of speech of preschool children. / Office of the preschool educational institution - 2006 - No.: p. 64. /
17. Falkovich speech Preparation for the development of writing. /, -M: Vako, 2007 - 235s. /.
Comparative analysis of the "Basic educational program of preschool education" Kindergarten 2100 " / edited by R.N. Buneeva / and "Educational program of preschool education "Development" / edited by Bulycheva A. I. /
Anufrieva Irina Viktorovna, senior educator, MDOU "Bell" b. Dukhovnitskoye village, Saratov regionMaterial Description: The proposed material will be useful to teachers of preschool education when choosing DL Programs.
Both Programs have been revised in accordance with the Federal State Educational Standard for Preschool Education.
In accordance with the requirements for the structure of the educational program, the program "Development" ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological characteristics.
The program is aimed at developing children's abilities in the process of specific preschool activities, in the process of communication with adults and children.
Unlike the “Development” Program, the result of raising a child under the “Kindergarten 2100” Program should be the preschooler’s awareness of himself, his characteristics and capabilities, the disclosure of his individual potential, the ability to cooperate with peers and adults, communicate with them, the habit of maintaining a healthy lifestyle life, for physical education, as well as psychological and functional readiness for school. A feature of the OOP "Kindergarten 2100" is that it is designed taking into account the characteristics and patterns of development of modern children, who differ significantly from their peers of the last century. Modern children have a new type of consciousness: system-sense (N.A. Gorlova), and not system-structural, characteristic of children of the last century. In their minds, the semantic sphere dominates, which determines the semantic orientation to activity. In other words, if the child does not understand the meaning of the activity that is offered to him, then he refuses to perform it.
The authors of the "Development" program shift their main attention from the content of education to its means. The task facing the authors of the program was to create specially educational situations at each age and use the situations of the natural life of children that develop their general abilities to the maximum extent. The theoretical foundations of the "Development" program are the following provisions. The first is the concept of self-value of the preschool period of development, developed by A. V. Zaporozhets. The second is the theory of activity developed by A. N. Leontiev, D. B. Elkonin, V. V. Davydov and others. The third is the concept of development of abilities developed by L. A. Wenger and his colleagues.
The main goal of the Kindergarten 2100 program is to implement the principle of continuity, to ensure the upbringing and development of preschoolers in close connection with the integrated School 2100 system, with its postulates and concepts. A key feature of the program is a real solution to the problem of the continuity of preschool and primary school education. Pre-school education should create conditions for the maximum possible disclosure of the potential of each child in accordance with his age. A modern kindergarten synchronizes the processes of upbringing and learning, which begin to complement each other, rather than oppose each other, and also ensure the rich development of children. The child believes in his own strength, learns to be successful, sees his potential, becomes the subject of his life. All this, undoubtedly, makes it easier for the child to say goodbye to kindergarten and enter school, and also preserves and develops in him an interest in learning in new conditions.
The Development program has several lines of development:
* the development of the intellectual abilities of children, which occurs in the process of mastering the actions of substitution, the construction and use of visual models, as well as words in the planning function.
* development of the child's creative abilities. They manifest themselves in the independent testing of new material, in the process of mastering new ways of action with an adult and other children, but most importantly, in the formation of ideas and their implementation. In many sections of the program there are tasks aimed at developing children's opportunities at an ever higher level to create and implement their own ideas.
* development of communication skills. Communication skills are considered as playing a leading role in the social development of a preschool child. The result of the development of communicative abilities will be "socialization" as the mastery of ways of behavior that allow you to comply with communicative norms, to be accepted in society.
The main lines of development of preschoolers on which the program "Kindergarten 2100" is based:
* development of arbitrary activities;
* mastery of cognitive activity, its standards and means;
* switching from egocentrism to the ability to see what is happening from the point of view of another person;
* motivational readiness.
These lines of development determine the didactics and content of preschool education. The program "Kindergarten 2100" was developed taking into account the accumulated positive experience of modern preschool education, as well as taking into account the latest approaches and scientific discoveries in this area. This system does not claim to be universal, but its authors are convinced that it helps to overcome the negative trend of the primitive idea of preschool education, and also ensures the continuous development of the child in a single system at all educational stages.
Special developmental tasks for mastering various means of the "Development" program are offered to the child in the context of specific preschool activities, mainly in a playful way ( the programs are similar in this, it brings them closer). In a playful way, in the form of communication with adults and peers, the child “lives through” certain situations, connecting his emotional and cognitive experience. Along with this, the child's own cognitive activity also develops - from children's experimentation (N. N. Poddyakov) to the transition to solving cognitive problems and puzzles outside the game form.
The similarity of the Programs can also be seen in the organization of work in all educational areas:
1. Physical development;
2. Game activity;
3. Social and personal development;
4. Cognitive development;
5. Speech development;
6. Artistic and aesthetic development.
As for the Planned results of the development of the program "Kindergarten 2100" and "Development", they are based on the point of view of A.G. Asmolova: "... in preschool education, it is not the child that is evaluated, but the conditions created for his development, allowing him to be different, be successful and feel like a person with a usefulness complex" (in accordance with the Federal State Educational Standard, these are psychological, pedagogical, personnel, material and technical, financial, information-methodical and other conditions for the activity of a preschool institution).
In the program "Kindergarten 2100" for each target and each age, the authors described the conceptual base (in the form of primary ideas) and the stages of formation and assignment of skills, as well as their implementation in creative activity. This table of planned results forms the basis for variable approaches to assessing the level of individual development of the child. It does not set strict standards for development, but only describes its possible manifestations, allowing you to build an individual educational trajectory for each child.
In the "Development" program, as the main criterion for assessing the psychological and pedagogical conditions of the activity of a preschool institution, the authors propose an assessment of the methods of professional activity of teachers. To this end, they developed a special scheme for monitoring the activities of the teacher and his interaction with children in any of the educational situations and a methodology for evaluating the methods of activity.
In both programs, a system of pedagogical and psychological diagnostics of children was developed to evaluate the effectiveness of pedagogical actions with a view to their further optimization. According to the results of diagnostics, the evaluation of the quality of the educational activities of the institution is not provided.
In conclusion, I would like to point out features of the analyzed Programs.
Dignity program "Kindergarten 2100". Preschoolers who are brought up under this program are able to clearly defend their point of view, they are independent, sociable, liberated and open to the world. The program is based on conducting a dialogue with children, and the educator not only transfers knowledge, but allows the child to discover it himself. The learning process is accompanied by classes with colorful manuals, consisting of several parts and including an impressive amount of knowledge and entertaining tasks. And yet - the principle of minimax. Knowledge is given within the age norm to the maximum, but minimal requirements are imposed on the assimilation of knowledge (according to the limits determined by the State Standard). Comfortable development conditions are provided for each child, each of the preschoolers learns at an individual pace. This eliminates overload, but the effectiveness is not reduced. The minimax principle allows you to determine the lower level of content that each child should learn, and also suggests its upper limit.
Individuality the program "Development" is that the program indicates the features of the professional activities and training of teachers under the program "Development" (interaction between adults and children, personnel conditions for the implementation of the program). The authors of this program have always been in the position of mandatory special training for teachers to work under the "Development" program. Offered to the market of educational services in the early 90s, when education turned to developing student-oriented interaction between the teacher and children, the implementation of the program became possible only in conditions of special training for teachers. For this purpose, an educational center for the training of teachers for work under the "Development" program has been created and continues to operate.
I think I was able to reveal the merits, individuality, nuances of these programs, which will help you without a doubt choose one or another program and hope that with its help you will successfully create conditions for the maximum possible disclosure of the potential of each child in accordance with his age.
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