What training programs are there in primary school? Such different training programs in primary school. Textbooks Promising Primary School

Dedicated to the parents of future first-graders...

You often hear: “We study according to Vinogradova...”, “But in our class they teach according to Zankov.” Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised for it,” and still others, perhaps, will talk about specific pros and cons. But in general, the average parent has difficulty understanding how all these programs differ. And no wonder. It is really difficult to get through the scientific style and terminology of pedagogical texts.

So let's figure it out together and try to understand.

Firstly, there is a pedagogical system and a pedagogical program.

There are only three systems: Zankov system(developmental), Elkonin-Davydov system(developmental) and traditional(see Order of the Ministry of Education and Science of the Russian Federation dated October 21, 2004 N 93).

There are much more programs. In addition to the officially recognized ones, there are many experimental systems, as well as proprietary, in-school ones, which we will not consider in this article.

Schematically it will look something like this:

All systems and programs approved by the Ministry of Education meet the main requirement: they allow the student to acquire the required minimum knowledge. Authorship is manifested in the ways of presenting material, additional information, and organizing educational activities.

Each system and program has its own author, so to speak, an ideological inspirer. But this does not mean that all textbooks in all subjects were written by him alone. Of course, a whole team worked on compiling the educational and methodological kit! Therefore, the names on your children’s textbooks will naturally be different. But, despite the “collective creativity”, all textbooks within one program have the same:

Goal (i.e. the result that should be obtained, the qualities that graduates who have studied in a particular program should ultimately have)
Objectives (i.e. those steps by which the goal is achieved)
Principles (i.e., features of the organization of training, presentation of material, choice of methods that distinguish one program from another).
Content (essentially the same educational material that the child will learn during the learning process. For example, the content of education in philology, mathematics, social studies and natural science. In this part of the program, they differ in that some are limited to the state standard minimum, others include various additional knowledge, concepts, literature, as well as the order of presentation of educational material, which is inextricably linked with the principles.)

There are no bad or good programs. All programs discussed in the article are approved by the Ministry of Education. And the developmental system is no better or worse than the traditional one. In fact, each system is designed for a certain mindset, or, in other words, a way of perceiving and mentally processing information. And these processes are individual for each child. Like metabolism, or say, hair color. Therefore, in the description of each program, we have introduced a section “Features that will allow a child to study successfully in this program,” where we will describe those qualities that it is desirable for a child to have in order to show good results without overexerting himself.

Below we will sometimes give examples of schools that teach one program or another, but in fact, different classes of the same school can study according to different programs, especially where the choice of program is made by the teachers themselves. And that's even good. Different programs and systems require children to have different initial knowledge and skills, and it largely depends on the personal qualities of the teacher whether he can implement the program in full. Therefore, the teacher chooses a program that will allow him to work in the current situation with this particular team.

Zankov's education system

In 1995 - 1996 L.V. Zankov’s system is recognized as a parallel state system of primary education.

Target: the general development of students, which is understood as the development of mind, will, schoolchildren and as a reliable basis for their acquisition of knowledge, skills, and abilities.

Tasks: One of the most important tasks is to instill in a primary school student an attitude towards himself as a value. Training should be focused not so much on the entire class as a whole, but on each individual student. In this case, the goal is not to “bring up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.

Principles: student independence, creative comprehension of the material. The teacher does not give schoolchildren the truth, but forces them to “get to the bottom” themselves. The scheme is the opposite of the traditional one: first examples are given, and students themselves must draw theoretical conclusions. The learned material is also reinforced with practical assignments. The new didactic principles of this system are rapid mastery of the material, a high level of difficulty, and the leading role of theoretical knowledge. Comprehension of concepts must occur in the understanding of systemic relationships.

Systematic work is being carried out on the general development of all students, including both strong and weak. It is important for schoolchildren to become aware of their learning process.

Features that will allow a child to successfully study in this program: willingness to work at a high pace, the ability to reflect, independently search for and assimilate information, and the willingness to show a creative approach when solving a given task.

http://www.zankov.ru/article.asp?edition=5&heading=26&article=26 - the system is clearly and fully described, you couldn’t say it better

Elkonin-Davydov education system

If Zankov teaches at high speed, then Davydov follows the saying “if you go more quietly, you will go further.”

Educational system D. B. Elkonina-V.V. Davydov has a history of existence of more than 40 years: first in the form of developments and experiments, and in 1996, by the decision of the Board of the Ministry of Education of the Russian Federation, the Elkonin-Davydov educational system was recognized as one of three state systems, along with the traditional system and the L. V. Zankova.

Target: formation of a system of scientific concepts, educational independence and initiative. Development in a child of the ability to think unusually and deeply

Tasks:

to form in primary school graduates the ability to reflect, which at primary school age reveals itself through:

knowledge of one's ignorance, the ability to distinguish the known from the unknown;
the ability, in an underdetermined situation, to indicate what knowledge and skills are missing for successful action;
the ability to consider and evaluate one’s own thoughts and actions “from the outside,” without considering one’s point of view to be the only possible one;
the ability to critically, but not categorically, evaluate the thoughts and actions of other people, turning to their reasons.

develop abilities for meaningful analysis and meaningful planning.

The maturity of these abilities is revealed if:

students can identify a system of problems of the same class that have a single principle of their construction, but differ in the external features of the conditions (content analysis);
Students can mentally construct a chain of actions, and then carry them out smoothly and without error.
develop the student’s creative potential and imagination.

Principles:

The main principle of this system is to teach children to obtain knowledge, to seek it on their own, and not to memorize school truths.
The subject of assimilation is general methods of action - ways of solving a class of problems. This is where learning the subject begins. In the future, the general method of action is specified in relation to particular cases. The program is designed in such a way that in each subsequent section the already mastered method of action is concretized and developed.
Mastering the general method begins with objective-practical action.
Student work is structured as a search and testing of means to solve a problem. Therefore, a student’s judgment, which differs from the generally accepted one, is considered not as an error, but as a test of thought.

The features that will allow a child to successfully study in this program are the same as those described for the Zankov program. Exception: it is unlikely that you will have to work at a fast pace. Rather, thoroughness, attention to detail, and the ability to generalize will come in handy.

School 2100 (School 2000, Peterson program)

The program is aimed primarily at developing and improving the traditional content of education.

Target: ensure natural and effective integration of the child into society.

Tasks:

develop readiness for productive work
to form readiness for further education and, more broadly, for lifelong education in general.
to develop a natural-scientific and general humanitarian worldview.
ensure a certain level of general cultural development. An example would be the formation (cultivation) of a student’s skills of adequate artistic perception of at least literature
to form certain personal properties that ensure his successful socio-psychological adaptation in society, successful social activity and successful social and personal development
provide maximum opportunities for developing in the student an attitude towards creative activity and creative activity skills
to form knowledge, attitudes and basic skills of pedagogical activity.

Principles.

The principle of adaptability. The school strives, on the one hand, to adapt as much as possible to students with their individual characteristics, and on the other hand, to respond as flexibly as possible to socio-cultural changes in the environment.

Development principle. The main task of the school is the development of the student, and first of all, the holistic development of his personality and the readiness of the individual for further development.

The principle of psychological comfort. This includes, firstly, the removal of all stress-forming factors of the educational process. Secondly, this principle presupposes the creation in the educational process of an uninhibited, stimulating creative activity of the student.

The principle of the image of the world. The student’s idea of the objective and social world should be unified and holistic. As a result of the teaching, he should develop a kind of scheme of the world order, the universe, in which specific, subject knowledge takes its specific place.

The principle of integrity of educational content. In other words, all “objects” are interconnected.

The principle of systematicity. Education must be systematic, correspond to the patterns of personal and intellectual development of a child and adolescent, and be part of the general system of lifelong education.

The principle of a semantic relationship to the world. The image of the world for a child is not abstract, cold knowledge about it. This is not knowledge for me, but this is my knowledge. This is not the world around me: this is the world of which I am a part and which I somehow experience and comprehend for myself.

The principle of the orienting function of knowledge. The task of general education is to help the student develop an indicative framework that he can and should use in various types of his cognitive and productive activities.

Features that will allow a child to successfully study in this program: Since the program, as conceived by the authors, has something in common with the Elkonin-Davydov system, all the qualities that were described above will be useful. But since this is still a traditional program designed for the “average student,” almost any child can study successfully using it.

“School of Russia” (Pleshakov)

This is the elementary school kit we all learned from, with a few modifications.

“Harmony” edited by N. B. Istomina

This system correlates with the basic ideas of developmental education and, in particular, with the Zankov system, in which Natalya Borisovna Istomina herself worked for a very long time.

Currently, there are two systems for preparing children in primary school: traditional and developmental. Each has its own programs. The traditional programs include: “Primary School of the 21st Century”, “School 2100”, “School of Russia”, “Harmony”, “Prospective Primary School”, “Classical Primary School”, “Planet of Knowledge”, “Perspective”. Developmental systems include two programs: L.V. Zankova and D.B. Elkonina - V.V. Davydova.

Different programs may be used within the same school. Regardless of the program, the student has the opportunity to obtain the same knowledge required by the state standard. Tasks of increased difficulty, which are associated only with developmental systems, are included in all programs, but are not mandatory for study.

School of Russia

The traditional program “School of Russia” (edited by A. Pleshakov) has existed for decades. The Russian school is the program in which all Soviet schoolchildren studied. Of course, there have been major changes in terms of content, but the learning objectives remain the same. The most common misconception about this training program is that it is outdated. This is far from true. The program has been updated many times since 2000, improved and supplemented. This program allows you to thoroughly develop the academic skills (reading, writing, counting) that are necessary for successful learning in secondary school.

Program "Harmony"

Educational and methodological set “Harmony” (edited by N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian language), O.V. Kubasov (literary reading), O.T. Poglazov (the world around us), N.M. Konysheva (labor training)) is successfully practiced in many schools. This program identifies common goals and objectives for all academic subjects, identifies priority teaching methods and forms of organizing educational activities.
Pros of this program: advanced learning is underway, the included textbooks contain a methodological part, with the help of which parents can study and explain to the child the missed topic. The program uses new teaching technologies that allow you to develop your child’s logical thinking abilities. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics, problem solving begins only in the second grade, and the tests are offered the same for all grades.

Primary school XXI century

Primary school XXI century edited by N.F. Vinogradova. This kit takes a very serious look at the problem of forming the educational activity of a primary school student, and this is the only kit that has a parallel program “Learning Activities”. The material in this program is designed for strong, erudite children. What knowledge a student will have when moving on to secondary school depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is important that Vinogradova’s set realizes the child’s right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play (special notebooks are provided “Learning to think and fantasize”, “Learning to understand the world around us”)

School 2100

School 2100 edited by A.A. Leontyev. This program, according to some estimates, is the most widespread in our region. Every year more and more teachers work in this educational program. The main advantage of this program is its deep continuity and continuity of education. Under this program, children can study from the age of three until they enter university. All textbooks in the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the following principle:educational material is offered to students to the maximum, and the student must learn the material to a minimum standard. This way, each child has the opportunity to take as much as he can.The program teaches children to act independently and is aimed at developing logical thinking, speech, imagination, and memory.

Classical elementary school

The “Classical Primary School” program is based on a holistic system of teaching junior schoolchildren, built on uniform psychological and pedagogical foundations.
Why is the proposed model of teaching primary schoolchildren a classic? Because it is based on the classical principles of didactics, the most important theoretical principles, developed and tested by many years of practice. A classical primary school is a holistic system of educating junior schoolchildren, built on uniform psychological and pedagogical foundations. It allows you to form knowledge, skills, and even personality traits of a child that meet the individual needs of each and are necessary for their future life.

Promising Primary School

The main idea of the “Prospective Primary School” program is the optimal development of each child based on pedagogical support of his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a student or as a teacher, then in the role of organizer of a learning situation. Pedagogical support for the child’s individuality during learning brings to the fore the problem of the relationship between learning and development. A system of tasks of different levels of difficulty, a combination of a child’s individual educational activity with his work in small groups and participation in club work make it possible to provide conditions under which learning goes ahead of development, that is, in the zone of proximal development of each student based on taking into account the level of his actual development and personal interests. What a student cannot do individually, he can do with the help of a deskmate or in a small group. And what is difficult for a specific small group becomes understandable in the process of collective activity. A high degree of differentiation of questions and tasks and their number allow the primary school student to work in the conditions of his current development and create opportunities for his individual advancement.

Perspective program

The “Perspective” program was created on a basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical school education. The program ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a primary school student, taking into account his age characteristics, interests and needs. Each of the subjects of the educational complex “Perspective”, in addition to the direct effect of training - the acquisition of certain knowledge, abilities, skills, contributes to the formation of universal educational skills: communication skills, including the ability to navigate a communication situation, adequately understand a partner’s speech and construct one’s own speech utterance ; the ability to use sign systems and symbols to model objects and relationships between them; skills to perform logical actions of abstraction, comparison, finding general patterns, analysis, synthesis.

Planet of Knowledge Program

An organic part of the concept of the “Planet of Knowledge” program are the author’s subject concepts, which take into account modern scientific achievements in the subject area of knowledge and the result of many years of teaching practice. The main feature of this program is its integrity - the unity of the structure of the textbooks, the unity of the forms of the educational process, the unity of the educational schemes used, the unity of the through lines of standard tasks, the unity of approaches to the organization of educational and extracurricular activities.
An important role in the formation of universal educational activities is played by the general structure of all textbooks in the set. Route sheets preceding each topic clearly represent the educational tasks facing primary schoolchildren. Highlighting invariant and variable content of the material on the pages of textbooks and a multi-level system of tasks provide the opportunity to organize the educational process taking into account the student population and create individual educational trajectories. All the structural components of the “Planet of Knowledge” kit allow, first of all, to develop in students such general educational skills and abilities as: the ability to solve creative problems at the level of combinations and improvisations; work with educational, artistic and popular science texts; master the initial skills of searching for the necessary information; independently establish a sequence of actions to solve a learning task; determine ways to monitor and evaluate activities; determine the causes of difficulties that arise and ways to eliminate them; the ability to negotiate, distribute work, evaluate the overall result of activities and one’s contribution to it.

Zankov system

Zankov's system relies on the student's independence and his creative comprehension of the material. The teacher does not give schoolchildren the truth, but forces them to “get to the bottom” themselves. The scheme here is the reverse of the traditional one. First, examples are given, and students themselves must draw theoretical conclusions. The learned material is also reinforced with practical assignments. The new didactic principles of this system are rapid mastery of the material, a high level of difficulty, the leading role of theoretical knowledge, and the passage of educational material “in a spiral.” For example, schoolchildren are already introduced to the concept of “Parts of Speech” in the first year of study, and they must come to an understanding of these concepts on their own.The task of teaching is to give a general picture of the world based on science, literature, and art. The program is aimed at the comprehensive development of the child; it teaches children to obtain information themselves, rather than receive it ready-made.

System of D. B. Elkonin - V. V. Davydov

In this program, a special place is given to theoretical knowledge and the logical side of learning. The level of subjects taught is extremely difficult. The Elkonin-Davydov education system involves the development of a large set of skills in primary school graduates. The child must learn to look for missing information when faced with a new task and test his own hypotheses. Moreover, the system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate his own actions and the points of view of his partners. This system is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually and deeply. In this system, however, the lack of marks can be intimidating. But experts assure that everything is under control: teachers communicate all the necessary recommendations and wishes to parents and collect a kind of portfolio of students’ creative works. It serves as an indicator of progress instead of the usual diary.

In the Elkonin-Davydov system, the emphasis is not on the result - acquired knowledge, but on the methods of comprehending it. In other words, the student may not remember something, but he must know where and how, if necessary, to fill this gap. Another feature: children learn not only that two and two make four, but also why four and not seven, eight, nine or twelve.In class, the principles of language construction, the origin and structure of numbers, etc. are studied. Knowledge of the rules, based on an understanding of their reasons, certainly stays stronger in the head.

A logical question arises for parents: which program to choose for their child? All current programs are approved and recommended by the Ministry of Education and tested in practice. Moreover, the learning outcomes for any of the programs are focused on a single educational standard. This means that the list of knowledge and skills that a primary school graduate must have is common to everyone - regardless of which program the child studied in.

In traditional programs, educational material is presented in such a way that the child follows the path “from simple to complex.” This material is reinforced with the help of a large number of similar tasks located page by page in the textbook. By solving them, the child remembers the method of solving problems of this type and confidently uses it. It is this teaching method that is criticized for the fact that many children, as a result, do not know how to apply knowledge in non-standard conditions. If the text of the task is formulated atypically, the child cannot use the existing skill. However, no one doubts the many years of experience and effectiveness of training in traditional programs.

Training systems L.V. Zankova and D.B. Elkonina - V.V. Davydov still raises many questions and discussions. There are most often two reasons for this. The first is that in most modern schools it is impossible to create conditions in which these educational systems will work as the authors intended. The second is that there are few enthusiastic teachers who are ready to follow the teaching technology, and without this it is impossible to achieve good results. The structure of these programs does not imply a clear division into topics, there is no usual selection of rules that need to be learned, there are no tasks of the same type arranged in a row. These training programs imply a completely new approach to the learning process - more creative, requiring children to be active and inquisitive. The teacher acts not as a mentor, but as a friend and assistant who guides the children's thinking. The purpose of these programs is to teach the child to think outside the box. A general drawback of the Zankov and Elkonin-Davydov systems: they do not receive a worthy continuation at higher levels of school education. And if you choose one of them, be prepared that after primary school your child will still have to adapt to traditional teaching, and this may create problems for him at first.

Before choosing a school, you need to know everything about it. In Russian schools, from April 1 to August 30, comprehensive interviews are conducted jointly by teachers, psychologists, and speech therapists. Experts help parents not only decide on the choice of one or another educational model, but also identify gaps in preschool education and prepare their child for school.

Many parents of children entering first grade do not understand the difference between the educational programs that elementary schools offer today. In total, there are eight programs on the list of the Russian Ministry of Education and Science. So which school program should you choose for a first-grader? The author of “Letidora” talked about the most popular of them with the famous author of textbooks for elementary schools, practical teacher Olga Uzorova.

Russian Schools program

Olga, what can you say about her?

This is a classic. The parents of current first-graders also studied at the School of Russia. Children who go to school under this program have every right to enter 1st grade knowing nothing at all. Of course, they saw letters and numbers, but they didn’t pay much attention to them yet. But such children, as a rule, have well-developed speech. Before school, relatives and friends baked pies with them, rode a bike, walked a lot, and discussed everything.

Nowadays, the Schools of Russia program follows the 1–4 system, when primary school consists of four years of study. In my opinion, the best textbooks are from the same program, but according to the 1-3 system. It is in them that themes are constructed and revealed more logically.

In general, the “School of Russia” is a base on which any of the programs offered by the Ministry of Education and Science of Russia can be strung.

Do I understand correctly that the transition from school to school to another educational program from the “School of Russia” is easier?

Yes, it is easier if the teacher gives a good basis. However, it is almost impossible for a teacher to take a pure program and study only from one textbook. For example, I alternate the classical program with mathematics according to L.G. Peterson. I also add a little from “Harmony”, a little from “D.B. System”. Elkonina - V.V. Davydov."

Most methodologists say that this should not be done under any circumstances. But I have a lot of experience working in schools. And, as practice shows, there are no universal solutions for different children. Out of my three grades in elementary school, we never repeated a set of textbooks. And the topics that I chose according to Peterson were very different for each class.

I myself know some parents who said: “Well, he doesn’t know how to read before school and that’s okay. They’ll teach you at school!”

Yes, this principled position of some parents is becoming more and more common. True, it’s one thing when they say “Let the school teach!” and lead to the “School of Russia” program. But when they say the same thing and take the child to the “D.B. System.” Elkonina - V.V. Davydov” are making a mistake. Because this program is designed for a child prepared for school. The “Perspective” program is also designed for the child to be able to read upon entering 1st grade.

I spoke with some primary school curriculum planners, and they are confident that a child definitely comes to 1st grade prepared. They were surprised: “What, he can’t count within 10? We, of course, give this in our textbooks, but insofar as...” And I answered them that, having experience working in an English gymnasium, I personally saw children who went to 1st grade without knowing how to count at all. Although there was a selection process for this school, the children were looked at by a teacher, a speech therapist, and a psychologist.

What should a teacher do if there are children in his class who are diverse in terms of knowledge?

Let's say in a class of 25 people - 20 are well prepared, and five do not know how to count - this situation is not uncommon. In the “System of D. B. Elkonin - V. V. Davydov,” for example, most of the initial basis (counting within ten, reading, writing, if we are talking about the first grade) is done in a dotted line, and the teacher does not have time to pull out those lagging behind. Then the work falls on the parents.

Is preliminary preparation needed only for the “D. B. Elkonin – V. V. Davydov System”? Tell us about the features of other programs.

No, not only in the Elkonin-Davydov System. Let's take the Perspective program. The author of the alphabet is Klimanova L.F., the textbook on mathematics is Dorofeev G.V., Mirakova T.N. Dorofeev came to us from high school. The specifics of teaching there are different, not like in elementary. And he, for example, believes that memorizing the composition of the number “3” is a mockery of the student and the teacher. Accordingly, this stage is skipped in the Perspective, although it is very important.

This program involves learning by leaps and bounds, and then in middle school children make mistakes in basic examples. There are, of course, students for whom this system is suitable; they know right at the genetic level that 3 is 1 plus 2, and if you add 8 and 5, you get 13.

But 80% of children don’t know this! Again, someone is more motivated to study and grasps it all faster. But some people don’t care at all that 3=1+2, and in order to ignite it, the teacher needs to put in a lot of work.

“In the program “Primary School of the 21st Century” (mathematics - V.N. Rudnitskaya), text problems in mathematics begin to be given in April-May, almost at the end of 1st grade, and this is late. But experienced teachers adjust the program and start teaching them much earlier.”

“In the Prospective Primary School program, the author of the mathematics textbook is also from secondary school. So the approach is similar to Perspective.

Which program do you choose as an experienced teacher?

Even if we recruit a class of strong children, we cannot say 100% how well they will do in school. Because we don't know how they learn the material. How long did it take them to achieve one result? One, preparing for the first grade, mastered everything in six months, the other studied from the age of 3... My task is to teach all the children who came to class, and not to dump the program on the parents. Therefore, I am still a supporter of the classics, which are accessible to children of any level of training.

This issue is especially acute for parents of future first-graders. Everyone wants not to harm either the child or themselves. We begin interviewing friends and scouring websites in the hope of finding the answer to the question we are interested in.

Parents face a choice educational program.

But whatever the program, a lot depends on the primary school teacher: teaching style, interest, responsibility, attitude towards children and work. It would probably be fair to say that in elementary school “you need to become a teacher.” This means it’s worth learning more about the teachers who will recruit future first-graders and.

Let's start by listing existing programs for the 2017-2018 academic year in schools in the Russian Federation:

It should also be noted that all training programs are developed in accordance with the IEO, which allows you to master the necessary minimum of knowledge (invariant part of the textbooks) or acceptable for the curious (variable part).

Let's look at the pros and cons of curriculum in elementary school:

OS "School 2100"

This program is continuous from kindergarten through 11th grade. Covers a large amount of material. The teacher directs and controls the students’ search activities. The most difficult subjects are mathematics by S. A. Kozlova and A. A. Vakhrushev’s surrounding world.
At the moment, the program is limited in use by schools, since the teaching aids are not included in the Federal List, that is, they have not passed the examination of the Ministry of Education.

Pros: Students are accustomed to learn and acquire knowledge. They can easily find the information they need. They write a lot of essays and presentations, abstracts, and have a broad horizon of knowledge.

Minuses: The tasks are feasible for intermediate and high-level students to master; they require parental control and assistance. Another disadvantage is that not all middle and high school teachers are ready to continue teaching it in the 5th grade.

First of all, parents of future first-graders need to focus on the level of development of their child;
take the choice of a primary school teacher seriously, because a competent, experienced teacher will make any program interesting and useful, and the child will definitely learn it;
It is also necessary to remember that the success of education depends not only on the teacher, but also on the desire of parents to participate in the life of the student himself, to spend their energy and time.