Structure of the dow educational program. “requirements for the structure of educational programs according to the Federal State Educational Standard”

Consultation "Federal state educational standard of preschool education." Klyuka Natalia Aleksandrovna, teacher of MBDOU "Combined kindergarten No. 46 "Solnyshko", Korolev, Moscow region. The material is addressed to preschool education workers, parents of preschool children.

Preschool education- the first and, perhaps, one of the most important stages of the educational system. It is difficult to overestimate its importance, because the main task of preschool education is the harmonious all-round development of the child and the creation of a fundamental basis for his further education and personal development. Actually, this is why this level of education deserves special attention and proper organization of the educational process.
What is the Federal State Educational Standard for preschool education? This is a clearly structured document of requirements for the organization of educational work in preschool educational institutions. (The document itself is attached below).

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

In accordance with paragraph 6 of part 1 of Article 6 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; No. 30, Art. 4036), subclause 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 No. 466 (Collected Legislation of the Russian Federation, 2013, No. 23, Art. 2923 ; No. 33, Art. 4386; No. 37, Art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 No. 661 (Collection of Legislation of the Russian Federation , 2013, No. 33, Art. 4377), I order:
1. Approve the attached federal state educational standard for preschool education.
2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:
dated November 23, 2009 No. 655 “On the approval and implementation of federal state requirements for the structure of the basic general education program of preschool education” (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration No. 16299);
dated July 20, 2011 No. 2151 “On approval of federal state requirements for the conditions for the implementation of the basic general education program of preschool education” (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration No. 22303).
3. This order comes into force on January 1, 2014. Minister D.V. Livanov
Application

APPROVED

by order of the Ministry of Education
and science of the Russian Federation
dated October 17, 2013 No. 1155

FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION

I. GENERAL PROVISIONS
1.1. This federal state educational standard
preschool education (hereinafter referred to as the Standard) is a set of
mandatory requirements for preschool education.
The subject of regulation of the Standard is relations in the field of education that arise during the implementation of the educational program of preschool education (hereinafter referred to as the Program).
Educational activities under the Program are carried out by organizations
carrying out educational activities, individual
entrepreneurs (hereinafter collectively referred to as Organizations).
The provisions of this Standard can be used by parents (legal representatives) when children receive preschool education in the form of family education.
1.2. The standard is developed based on Constitution of the Russian Federation
and legislation of the Russian Federation and taking into account the UN Convention on the Rights
child, which are based on the following basic principles:
1) support for the diversity of childhood; preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood - understanding (considering) childhood as a period of life of the most significant
on your own, without any conditions; significant because of what is happening to the child now, and not because this period is a period of preparation for the next period;
2) the personal developmental and humanistic nature of interaction between adults (parents (legal representatives), teaching and other employees of the Organization) and children;
3) respect for the child’s personality;
4) implementation of the Program in forms specific to children of a given age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.
1.3. The Standard takes into account:
1) the individual needs of the child related to his life situation and state of health, which determine the special conditions for his education (hereinafter referred to as special educational needs), the individual needs of certain categories of children, including those with disabilities;
2) the child’s ability to master the Program at different stages of its implementation.
1.4. Basic principles of preschool education:
1) full experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;
2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education (hereinafter referred to as individualization of preschool education);
3) assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;
4) supporting children’s initiative in various activities;
5) cooperation between the Organization and the family;
6) introducing children to sociocultural norms, traditions of the family, society and state;
7) formation of cognitive interests and cognitive actions of the child in various types of activities;
8) age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);
9) taking into account the ethnocultural situation of children’s development.
1.5. The standard aims to achieve the following goals:
1) increasing the social status of preschool education;
2) ensuring by the state equal opportunities for every child to receive quality preschool education;
3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs of preschool education, their structure and the results of their development;
4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.
1.6. The standard is aimed at solving the following problems:
1) protecting and strengthening the physical and mental health of children, including their emotional well-being;
2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);
3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);
4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;
5) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and rules and norms of behavior accepted in society in the interests of the individual, family, and society;
6) the formation of a general culture of the personality of children, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;
7) ensuring variability and diversity of the content of Programs and organizational forms of preschool education, the possibility of creating Programs of various directions, taking into account the educational needs, abilities and health status of children;
8) the formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;
9) providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.
1.7. The standard is the basis for:
1) development of the Program;
2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);
3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;
4) objective assessment of the compliance of the Organization’s educational activities with the requirements of the Standard;
5) forming the content of professional education and additional professional education of teaching staff, as well as conducting their certification;
6) providing assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, developing individual abilities and the necessary correction of their developmental disorders.
1.8. The standard includes requirements for:
the structure of the Program and its scope;
conditions for the implementation of the Program;
results of mastering the Program.
1.9. The program is implemented in the state language of the Russian Federation.
The program may include the possibility of implementation in the native language of
number of languages of the peoples of the Russian Federation. Implementation of the Program in native language
language from among the languages of the peoples of the Russian Federation should not be carried out in
damage to receiving education in the state language of the Russian Federation.

II. REQUIREMENTS FOR THE STRUCTURE OF THE EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION AND ITS SCOPE
2.1. The program determines content and organization of educational activities at the level of preschool education.
The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving the problems specified in paragraph 1.6 of the Standard.
2.2. Structural units in one Organization (hereinafter referred to as Groups) can implement different Programs.
2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).
2.4. The program is aimed at:
creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;
to create a developing educational environment, which is a system of conditions for the socialization and individualization of children.
2.5. The program is developed and approved by the Organization independently
in accordance with this Standard and taking into account the Model Programs.
When developing the Program, the Organization determines the length of stay of children in the Organization, the operating mode of the Organization in accordance with the volume of educational tasks to be solved, and the maximum occupancy of the Groups. The organization can develop and implement various Programs in Groups with different lengths of stay for children during the day, including Groups for short-term stays for children, Groups for full and extended days, Groups for round-the-clock stays, Groups for children of different ages from two months to eight years, including different age groups. When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of the children.
The program can be implemented during the entire period of children’s stay in the Organization.
2.6. The content of the Program must provide personal development,
children's motivation and abilities in various activities and cover
the following structural units representing certain directions
development and education of children (hereinafter referred to as educational areas):
social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.
Social and communicative development aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.
Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.
Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
Artistic and aesthetic development involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).
Physical development includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).
2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development):
in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive-exploratory actions, perception of music, children's songs and poems, motor activity and tactile-motor games;
at an early age (1 year - 3 years) - object-based activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household objects (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;
for preschool children (3 years - 8 years) - a number of types of activities, such as gaming, including role-playing games, games with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive and research (research objects of the surrounding world and experimenting with them), as well as the perception of fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual arts (drawing ;, modeling, appliqué), musical (perception and understanding of the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.
2.8. The content of the Program should reflect the following aspects
educational environment for a preschool child:
1) subject-spatial developmental educational environment;
2) the nature of interaction with adults;
3) the nature of interaction with other children;
4) the child’s system of relationships to the world, to other people, to himself.
2.9. The program consists of a mandatory part and a part formed
participants in educational relations. Both parts are
mutually complementary and necessary from the point of view of implementing the requirements
Standard.
The mandatory part of the Program involves comprehensiveness of the approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).
The part formed by the participants in educational relations should include programs selected and/or independently developed by participants in educational relations aimed at the development of children in one or more educational areas, activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organizing educational work.
2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; the part formed by participants in educational relations, no more than 40%.
2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.
2.11.1. Target section includes an explanatory note
and planned results of mastering the program.
The explanatory note should disclose:
goals and objectives of the Program implementation;
principles and approaches to the formation of the Program;
characteristics significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age.
The planned results of mastering the Program specify the requirements of the Standard for target guidelines in the mandatory part and the part formed by participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children disabled people (hereinafter referred to as children with disabilities).
2.11.2. Content section presents the general content of the Program,
ensuring the full development of the personality of children.
The content section of the Program should include:
a) description of educational activities according to directions
child development, presented in five educational areas, taking into account
used variable approximate basic educational programs
preschool education and teaching aids that ensure the implementation
this content;
b) description of variable forms, methods, methods and means of implementation
Programs taking into account the age and individual characteristics of the pupils,
the specifics of their educational needs and interests;
c) description of educational activities for professional correction
child development disorders if this work is provided for by the Program.
The content section of the Program should present:
a) features of educational activities of different types and cultural
practitioner;
b) ways and directions of supporting children's initiative;
c) features of interaction between the teaching staff and families
pupils;
d) other characteristics of the content of the Program, the most significant
from the point of view of the authors of the Program.
Part of the Program formed by participants in educational relations, may include various directions chosen by participants in educational relations from among partial and other programs and/or created by them independently.
This part of the Program should take into account the educational needs, interests and motives of children, their family members and teachers and, in particular, can be focused on:
the specifics of national, sociocultural and other conditions in which educational activities are carried out;
selection of those partial educational programs and forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff; established traditions of the Organization or Group.
The content of correctional work and/or inclusive education is included in the Program if it is planned to be mastered by children with disabilities.
This section must contain special conditions for obtaining education by children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and teaching materials, conducting group and individual correctional classes and providing qualified correction of disorders their development.
Corrective work and/or inclusive education should be aimed at:
1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;
2) development of the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.
Correctional work and/or inclusive education of children with disabilities who are mastering the Program in Combined and Compensatory Groups (including for children with complex disabilities) must take into account the developmental characteristics and specific educational needs of each category of children.
In the case of organizing inclusive education for reasons not related to children’s health limitations, the allocation of this section is not mandatory; if it is separated, the content of this section is determined by the Organization independently.
2.11.3. The organizational section should contain description of the material and technical support of the Program, the provision of methodological materials and means of training and education, including the routine and / or daily routine, as well as features of traditional events, holidays, activities; features of the organization of a developing subject-spatial environment.
2.12. If the mandatory part of the Program corresponds to the approximate
program it is presented in the form of a link to the corresponding example
program. The mandatory part must be presented in detail
in accordance with paragraph 2.11 of the Standard, if it does not correspond to one
from example programs.
The part of the Program formed by participants in educational relations can be presented in the form of links to relevant methodological literature, which allows you to familiarize yourself with the content of partial programs, methods, and forms of organization of educational work chosen by participants in educational relations.
2.13. An additional section of the Program is the text of its brief
presentations. A brief presentation of the Program should be oriented
for parents (legal representatives) of children and is available for review.
The brief presentation of the Program must indicate:
1) age and other categories of children for whom the Organization’s Program is focused, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;
2) the Sample programs used;
3) characteristics of the interaction of the teaching staff with the families of children.

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

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing subject-spatial environment.
The conditions for the implementation of the Program must ensure the full development of the personality of children in all main educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and positive attitude towards the world, towards themselves and to other people.
These requirements are aimed at creating a social development situation for participants in educational relations, including creating an educational environment that:
1) guarantees the protection and strengthening of the physical and mental health of children;
2) ensures the emotional well-being of children;
3) promotes the professional development of teaching staff;
4) creates conditions for developing variable preschool education;
5) ensures openness of preschool education;
6) creates conditions for the participation of parents (legal representatives) in educational activities.
3.2. Requirements for psychological and pedagogical conditions for the implementation of the basic educational program of preschool education.
3.2.1. For successful implementation of the Program the following must be ensured: psychological and pedagogical conditions:
1) respect of adults for the human dignity of children, formation and support of their positive self-esteem, confidence in their own capabilities and abilities;
2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (the inadmissibility of both artificial acceleration and artificial slowdown of children’s development);
3) building educational activities based on interaction between adults and children, focused on the interests and capabilities of each child and taking into account the social situation of his development;
4) support by adults for the positive, friendly attitude of children towards each other and the interaction of children with each other in different types of activities;
5) support for children’s initiative and independence in activities specific to them;
6) the opportunity for children to choose materials, types of activities, participants in joint activities and communication;
7) protection of children from all forms of physical and mental violence5;
8) support for parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.
3.2.2. In order to receive, without discrimination, a quality education for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the most suitable languages, methods, methods of communication and conditions for these children, contributing to the maximum extent to the receipt of preschool education, as well as the social development of these children, including through the organization of inclusive education for children with disabilities.
3.2.3. When implementing the Program, an assessment of individual
children's development. This assessment is carried out by the teaching staff within the framework of
pedagogical diagnostics (assessment of children’s individual development
preschool age, associated with assessing the effectiveness of pedagogical actions and underlying their further planning).
The results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational problems:
1) individualization of education (including support for the child,
building his educational trajectory or professional correction
features of its development);
2) optimization of work with a group of children.
If necessary, psychological diagnostics of children's development is used (identification and study of individual psychological characteristics of children), which is carried out by qualified specialists (educational psychologists, psychologists).
A child’s participation in psychological diagnostics is permitted only with the consent of his parents.(legal representatives).
The results of psychological diagnostics can be used to solve problems of psychological support and conduct qualified correction of children's development.
3.2.4. The occupancy of the Group is determined taking into account the age of the children, their
health status, specifics of the Program.
3.2.5. Conditions necessary to create a social situation of development
children, corresponding to the specifics of preschool age, assume:
1) ensuring emotional well-being through:
direct communication with each child;
respectful attitude towards each child, his feelings and needs;
2) support for children’s individuality and initiative through:
creating conditions for children to freely choose activities and participants in joint activities;
creating conditions for children to make decisions, express their feelings and thoughts;
non-directive assistance to children, support for children's initiative and independence in various types of activities (play, research, design, cognitive, etc.);
3) establishing rules of interaction in different situations:
creating conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata, as well as those with different (including limited) health capabilities;
development of children’s communication abilities, allowing them to resolve conflict situations with peers;
developing children’s ability to work in a peer group;
4) construction of variable developmental education, oriented
on the level of development manifested in the child in joint activities
with adults and more experienced peers, but not updated in his
individual activity (hereinafter referred to as the zone of proximal development of each
child), through:
creating conditions for mastering cultural means of activity;
organization of activities that promote the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic-aesthetic development of children;
supporting spontaneous play of children, enriching it, providing play time and space;
assessment of children's individual development.
5) interaction with parents (legal representatives) on issues
education of the child, their direct involvement in educational
activities, including through the creation of educational projects
together with the family based on identification of needs and support
family educational initiatives.
3.2.6. In order to effectively implement the Program, conditions must be created for:
1) professional development of teaching and management personnel, including their additional professional education;
2) advisory support for teaching staff and parents (legal representatives) on issues of education and child health, including inclusive education (if it is organized);
3) organizational and methodological support for the process of implementation of the Program, including in interaction with peers and adults.
3.2.7. For correctional work with children with disabilities
health, mastering the Program together with other children in Groups
combined orientation, conditions must be created in accordance
with a list and plan for the implementation of individually oriented correctional
activities to ensure the satisfaction of special educational
needs of children with disabilities.
When creating conditions for working with disabled children mastering the Program, the individual rehabilitation program of the disabled child must be taken into account.
3.2.8. The organization must create opportunities:
1) to provide information about the Program to the family and all interested parties involved in educational activities, as well as the general public;
2) for adults to search and use materials that ensure the implementation of the Program, including in the information environment;
3) to discuss with parents (legal representatives) of children issues related to the implementation of the Program.
3.2.9. The maximum permissible amount of educational load should be
comply with sanitary and epidemiological rules and SanPiN standards
2.4.1. “Sanitary and epidemiological requirements for the device,
content and organization of the work schedule of preschool educational
organizations", approved by the resolution of the Main State
sanitary doctor of the Russian Federation dated May 15, 2013 No. 26 (registered
Ministry of Justice of the Russian Federation May 29, 2013, registration
№28564).
Z.Z. Requirements for a developing subject-spatial environment.
3.3.1. The developing subject-spatial environment ensures maximum realization of the educational potential of the space of the Organization, Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting deficiencies in their development.
3.3.2. A developing subject-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.
3.3.3. The developing subject-spatial environment should provide:
implementation of various educational programs;
in the case of organizing inclusive education - the necessary conditions for it;
taking into account the national, cultural and climatic conditions in which educational activities are carried out;
taking into account the age characteristics of children.
3.3.4. A developing subject-spatial environment should be
content-rich, transformable, multifunctional,
variable, accessible and safe.
1) Saturation of the environment must correspond to the age capabilities of the children and the content of the Program.
The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).
The organization of the educational space and the variety of materials, equipment and supplies (in the building and on the site) should ensure:
playful, educational, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
motor activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;
emotional well-being of children in interaction with the subject-spatial environment;
opportunity for children to express themselves.
For infants and young children, the educational space should provide necessary and sufficient opportunities for movement, object and play activities with different materials.
2) Transformability of space assumes the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;
3) Polyfunctionality of materials assumes:
the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;
the presence in the Organization or Group of multifunctional (not having a strictly fixed method of use) items, including natural materials, suitable for use in various types of children's activities (including as substitute items in children's play).
4) Variability of the environment assumes:
the presence in the Organization or Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure free choice for children;
periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.
5) Environment availability assumes:
accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out;
free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;
serviceability and safety of materials and equipment.
6) Safety of the subject-spatial environment assumes
compliance of all its elements with reliability requirements
and safety of their use.
3.3.5. The organization independently determines the teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.
3.4. Requirements for personnel conditions implementation of the Program.
3.4.1. The implementation of the Program is ensured by management,
pedagogical, educational support, administrative and economic employees of the Organization. Scientific workers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those engaged in financial and economic activities, protecting the life and health of children, ensure the implementation of the Program.
The qualifications of teaching and educational support workers must correspond to the qualification characteristics established in the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section “Qualification Characteristics of Positions of Education Workers”, approved by Order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 No. 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration No. 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation dated May 31, 2011 No. 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration No. 21240).
Job composition and number of employees, necessary to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the characteristics of children’s development.
A necessary condition for the high-quality implementation of the Program is its continuous support by teaching and educational support workers throughout the entire period of its implementation in the Organization or in the Group.
3.4.2. Teaching staff implementing the Program must have
basic competencies necessary to create conditions for the development of children,
indicated in clause 3.2.5 of this Standard.
3.4.3. When working in groups for children with disabilities
health in the Organization may additionally provide positions
teaching staff with appropriate qualifications for work
with these health limitations of children, including assistants (assistants),
providing children with the necessary assistance. It is recommended to provide
positions of relevant teaching staff for each Group for
children with disabilities.
3.4.4. When organizing inclusive education:
When children with disabilities are included in the Group, additional teaching staff who have the appropriate qualifications to work with these health limitations of children may be involved in the implementation of the Program. It is recommended to involve appropriate teaching staff for each Group in which inclusive education is organized;
When other categories of children with special educational needs are included in the Group, including those in difficult life situations6, additional teaching staff with appropriate qualifications may be involved.
3.5. Requirements for material and technical conditions implementation
basic educational program of preschool education.
3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:
1) requirements determined in accordance with sanitary and epidemiological rules and regulations;
2) requirements determined in accordance with fire safety rules;
3) requirements for means of training and education in accordance with the age and individual developmental characteristics of children;
4) equipping the premises with a developing subject-spatial environment;
5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (items).
3.6. Requirements for financial conditions implementation of the main
educational program of preschool education.
3.6.1. Financial provision of state guarantees for citizens to receive public and free preschool education at the expense of the corresponding budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of standards for ensuring state guarantees for the implementation of the rights to receive public and free preschool education, determined by the state authorities of the constituent entities of the Russian Federation, ensuring the implementation of the Program in accordance with the Standard.
3.6.2. The financial conditions for the implementation of the Program must:
1) ensure the ability to meet the requirements of the Standard for the conditions of implementation and structure of the Program;
2) ensure the implementation of the mandatory part of the Program and the part formed by participants in the educational process, taking into account the variability of individual development trajectories of children;
3) reflect the structure and volume of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.
3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount of standards determined by the state authorities of the constituent entities of the Russian Federation to ensure state guarantees of the implementation of the rights to receive public and free preschool education. These standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for obtaining education by children with disabilities (special conditions of education - special educational programs, methods and teaching aids, textbooks, teaching aids, didactic and visual materials, technical means of teaching collective and individual use (including special ones), means of communication and communications, sign language interpretation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access of all categories of persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which it is difficult for persons with disabilities to master educational programs), providing additional professional education for teaching staff, ensuring safe conditions for learning and education, protecting children’s health, the focus of the Program, categories of children, forms training and other features of educational activities, and should be sufficient and necessary for the Organization to carry out:
expenses for remuneration of employees implementing the Program;
expenses for teaching and educational means, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, clothing, games and toys, electronic educational resources necessary for organizing all types of educational activities and creating a developing subject-spatial environment, including special ones for children with disabilities. Developing subject-spatial environment is a part of the educational environment, represented by a specially organized space (rooms, area, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, the protection and promotion of their health, accounting features and correction of deficiencies in their development, acquisition of updated educational resources, including consumables, subscriptions to update electronic resources, subscriptions to technical support for the activities of educational and educational means, sports and recreational equipment, inventory, payment for communication services, including expenses, related to connecting to the information and telecommunications network Internet;
expenses associated with additional professional education of management and teaching staff in the profile of their activities;
other expenses related to the implementation and ensuring the implementation of the Program.

IV. REQUIREMENTS FOR THE RESULTS OF MASTERING THE BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

4.1. The Standard's requirements for the results of mastering the Program are presented in the form of targets preschool education, which represent social and normative age characteristics of the child’s possible achievements at the stage of completing the level of preschool education. The specifics of preschool childhood (flexibility, plasticity of the child’s development, the wide range of options for its development, its spontaneity and involuntary nature), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the absence of the possibility of holding the child any responsibility for the result) make it unlawful The requirements for specific educational achievements from a preschool child determine the need to determine the results of mastering the educational program in the form of targets.
4.2. Target guidelines for preschool education are determined regardless of the forms of implementation of the Program, as well as on its nature, the developmental characteristics of children and the Organization implementing the Program.
4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children. Mastering the Program is not accompanied by intermediate certifications and final certification of students8.
4.4. These requirements provide guidelines for:
a) building educational policy at appropriate levels
taking into account the goals of preschool education, common to all educational
space of the Russian Federation;
b) solving problems:
formation of the Program;
analysis of professional activities; interactions with families;
c) studying the characteristics of education of children aged 2 months to 8 years;
d) informing parents (legal representatives) and the public
regarding the goals of preschool education, common to all educational
space of the Russian Federation.
4.5. Targets cannot serve direct basis for
solving management problems, including:
certification of teaching staff;
assessment of the quality of education;
assessment of both the final and intermediate levels of children’s development, including through monitoring (including in the form of testing, using methods based on observation, or other methods of measuring children’s performance);
assessment of the implementation of municipal (state) tasks through their inclusion in the quality indicators of the task;
distribution of the incentive payroll fund for the Organization's employees.
4.6. The targets of preschool education include the following
social-normative age characteristics of possible achievements
child:
Educational targets in infancy and early childhood:
the child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions;
uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior; has active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys;
strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
shows interest in peers; observes their actions and imitates them;
shows interest in poems, songs and fairy tales, looking at pictures,
strives to move to the music;
responds emotionally to various works of culture and art;
The child has developed gross motor skills, he strives to master various types of movement (running, climbing, stepping, etc.).
Targets at the stage of completion of preschool education:
the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; is able to choose his occupation and participants in joint activities;
the child has a positive attitude towards the world, towards different types of work, other people and himself, has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;
the child has a developed imagination, which is realized in various types of activities, and above all in play; the child knows different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms;
the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can identify sounds in words, the child develops the prerequisites for literacy;
the child has developed gross and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements;
the child is capable of volitional efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
the child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe and experiment. Has basic knowledge about himself, about the natural and social world in which he lives; is familiar with works of children's literature, has basic understanding of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.
4.7. The Program's targets serve as the basis for the continuity of preschool and primary general education. Subject to compliance with the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education.
4.8. If the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the immediate targets for mastering the Program by pupils - as creating the prerequisites for their implementation.

End of document
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Vera Spiridonova
General education program in accordance with the Federal State Educational Standard

IN in accordance with the Federal Law“On education in the Russian Federation” programs preschool education implemented by educational organizations must comply with Federal State Educational Standards BEFORE the moment the law came into force, i.e. back in September 2013, we had, as the law says, to work in a new way.

But there is another date, January 1, 2014, which by Order dated October 17, 2013 No. 1155 "About approval GEF DO» designated as the date of cancellation of the previously existing FGT to the structure of the OOP DO and entry into force GEF DO. At the same time, Rosobranadzor draws attention in its letter dated 02/07/2014 to Article 108 Part 5 of the Federal Law “On education in the Russian Federation”, according to which the names and charters of educational institutions are subject to adjustment correspondence with this Federal Law no later than 01/01/2016 and emphasizes the inadmissibility of requirements from organizations carrying out educational activities in programs preschool education for the immediate implementation of their statutory documents and educational programs in accordance with Federal State Educational Standards DO in the conditions of an incomplete cycle of examination and formation of a register of approximate basic educational programs.

Thus, the period of transition of the preschool educational institution to GEF DO, starting from the date of inclusion in the register of at least one exemplary educational property that has passed the examination and ending no later than 01/01/2016.

The question arises: What normative documents and/or methodological recommendations can be relied upon when drawing up or amending OOP DO?

Reason for development (changes) OOP DO is exclusively GEF DO. Approximate programs BEFORE after passing the examination for compliance with Federal State Educational Standards DO and subsequent inclusion in the Federal Register of EPP can be used as a guideline or methodological basis for the development of OOP DO. What's new is what's basic program may not include approximate program, but developed independently (this right is defined by law) and then it should be presented in detail. If your favorite approximate program will be included in the federal register - then the kindergarten will be able to simply refer to it, i.e. it will be possible to issue it in the form of a link to appropriate Sample program (clause II.8).

Program consists of two parts:

1) mandatory part (this is the complex part programs) ;

2) parts formed by participants in the educational process (these are those partial programs, which teachers can either choose from existing ones or develop independently).

Scope of the mandatory part Programs constitutes at least 80% of the time required for implementation Programs, and the part formed by participants in the educational process - no more than 20% total volume of the Program.

Program consists of a mandatory part and a part formed by the participants in educational relations.

Both parts are complementary and necessary.

Volume of mandatory part Programs must be at least 60% of its total volume, and the part formed by participants in educational relations - no more than 40%

Structure of basic educational Federal State Educational Standards programs includes only three main section:

1) target,

3) organizational.

Each section reflects the mandatory part and the part formed by the participants in the educational process.

We see that the State Standard offers a specific drafting option Programs. And already in the first section we plan the results that we would like to see in children.

1. Explanatory note (age and individual characteristics of the contingent of children raised in an educational institution; priority areas of activity of the educational institution for the implementation of basic preschool education; goals and objectives of the activity of the educational institution for the implementation of basic general education preschool education programs; features of the educational process (national-cultural, demographic, climatic and others); principles and approaches to the formation of the Program).

2. The organization of children in an educational institution includes (daily organization of the life and activities of children, depending on their age and individual characteristics and the social order of parents, providing for personality-oriented approaches to the organization of all types of children's activities; design of the educational process in compliance with the contingent of pupils, their individual and age characteristics) regime of stay

1. Target section includes

1.1. Explanatory note revealing the goals and objectives of implementation Programs, principles and approaches to the formation of the Program, significant for the development and implementation Program characteristics, including characteristics of the developmental features of children of early and preschool age)

1.2 Planned development results Programs(taking into account age, individual, developmental characteristics of children with disabilities).

2.1. Reveals the content of education in five educational areas.

2.2. Educational technologies used in the work of the kindergarten, and exactly: forms, methods, methods and means of implementing the Program.

There is a new additional section that should show parents general education program in a summary or in the form of a presentation.

5. Planned results of children mastering the basic general education program Preschool education is divided into final and intermediate.

6. System for monitoring children’s achievement of planned learning outcomes Programs(an integrated approach to assessing the final and intermediate results of development Programs)

3. Organizational section

3.1. Contains a routine and/or daily routine.

3.2. Model of the educational process.

3.3. Features of the organization of a developing subject-spatial environment.

3.4. Description of logistics Pro- grams: provision of methodological materials and means of training and education.

4. Additional section programs is its brief presentation, aimed primarily at parents of students.

So let's summarize

General in the Program:

Preserving the variability of preschool education;

Preschool educational institutions independently develop educational program;

- 2 parts OOP: obligatory and variable;

Implementation programs during the entire time the child is in kindergarten;

Taking into account regional characteristics, individual characteristics and needs of the child and parents;

A complex approach;

Main content of sections;

Main types of children's activities;

Education in the process of interaction of a child with peers, adults and in independent activities;

Basic principles of constructing a subject-development environment (subject-spatial development environment).

Difference:

Three groups of requirements are defined (to the structure, to the conditions for the implementation of OOP DO, to the result);

Structure changed programs, highlighted sections: "Target", "Substantial", "Organizational" and an additional section was introduced "Presentation programs»

Changed ratio of program parts volumes: 60/40 %;

The number and name of educational regions: social-communicative, cognitive, speech, artistic-aesthetic, physical development;

The emphasis is on supporting the socialization and individualization of the child’s development;

There are no strict requirements for the monitoring system;

- "integrative qualities"(that is, those qualities and properties that, in their totality, create the child’s individuality) are replaced "targets"(social and psychological characteristics of the child’s possible achievements at the stage of completing the preschool level)

According to Alexander Asmolov, “The standard of preschool education is, first of all, a standard for supporting the diversity of childhood.”

“This is a standard that allows a child to be heard,” said Nikolai Veraksa, dean of the Faculty of Educational Psychology at the Russian State University for the Humanities. – The child’s voice especially valuable: if we don’t hear it, there will be no curiosity, voluntariness (the ability to master activities, initiative, readiness to change. This is a new step in understanding childhood.”

The authors of the new standard for preschool education believe that the implementation of this project will make it possible to transform kindergartens into adequate preschool education institutions, in which there will be no pursuit of school knowledge.

The main general education program is a normative and management document of a preschool institution, characterizing the specifics of the content of education, the features of the organization of the educational process, the nature of the educational and medical services provided

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Basic educational program of preschool education

In connection with the latest education reforms in Russia, a preschool institution is now required to have its own main educational program, which is developed, approved and implemented in the educational institution.

It must be implemented in accordance with the federal state educational standard for preschool education, hereinafter referred to as the Federal State Educational Standard for Preschool Education, as well as taking into account the corresponding approximate basic educational program for preschool education.

The program should show:

how, taking into account specific conditions, a preschool educational institution of any type creates its own non-traditional model for organizing the training, education and development of preschoolers
what pedagogical teaching technologies are used in working with children
how their individual characteristics, interests and capabilities are taken into account
How does the motivation for educational activities of preschool pupils increase?

In accordance with the Federal State Educational Standard O, approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 Registered with the Ministry of Justice of Russia on November 14, 2013, registration number 30 384, the main educational program of preschool education consists of two parts:

Mandatory part(at least 60%). Comprehensive program=approximate basic educational program.

This part of the program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas:

social and communicative development
cognitive development
speech development
artistic and aesthetic development
physical development

Part formed by participants in educational relations(no more than 40%) partial programs.

Programs selected or independently developed by participants in educational relations aimed at the development of children in one or more educational areas, types of activities and cultural practices (hereinafter referred to as partial educational programs), methods and forms of organizing educational work should be presented here.

It is important to remember here that with a 12-hour preschool, 2 hours are allocated for sleep, so 100% of the time the program is implemented leaves 10 hours for children to stay in the preschool.

PROGRAM STRUCTURE:

The program includes three main sections:

Target
Meaningful
Organizational

Each of them reflects the obligatory part and the part formed by the participants in educational relations.

Target section includes an explanatory note with the goals and objectives of the program, principles and approaches to the formation of the program, characteristics significant for the development of the program, including characteristics of the developmental characteristics of children of early and preschool age. The planned results of mastering the program are also reflected (they specify the requirements of the Federal State Educational Standard for Educational Education for target guidelines in the mandatory part and the part formed by participants in the educational process)

Content section (general content of the program, ensuring the full development of children)- description of educational activities in accordance with the areas of child development presented in five educational areas, description of variable forms, methods, methods and means of implementing the Program, taking into account age. Description of educational activities for the professional correction of developmental disorders of children if this work is provided for by the Program. The following should be presented: features of educational activities of different types and cultural practices, methods and directions of supporting children's initiative, features of the interaction of the teaching staff with the families of students, other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program

Organizational sectionThe program includes: description of the material and technical support of the program, provision of methodological materials and means of training and education, daily routine and routine, features of traditional events, holidays, events, features of the organization of a developing subject-spatial environment

The program is built on the following principles:

The principle of developmental education, according to which the main goal of preschool education is the development of the child
The principle of scientific validity and practical applicability (the content of the program must correspond to the basic principles of developmental psychology and preschool pedagogy, and at the same time be able to be implemented in mass practice of preschool education)
The principle of integrating the content of preschool education in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas. Integration should take place at the level of content and tasks of psychological and pedagogical work, by means of organizing and optimizing the educational process, as well as the integration of types of children's activities
Complex thematic principle of constructing the educational process

After approval of the Program, it is necessary to post a short presentation on the website for parents of pupils for review.

Anastasia Verbitskaya
The essence of the main educational program of a preschool educational institution

Introduction

The development of modern society places new demands on preschool educational institutions, to organize educational- educational process, choice and substantiation of the content of the main and partial training programs, the results and effectiveness of their activities, the selection and training of teaching staff.

Therefore, objectively educational institutions new requirements are being imposed to ensure their stable functioning and development. The optimal mechanism to ensure these processes is the development and implementation of its educational program.

1. The essence of the main educational program of a preschool educational institution

The educational program of a preschool educational institution is one of the main basis for licensing educational (legal representatives).

Designed according to requirements main regulatory documents: Law of the Russian Federation "About education» and the Model Regulations on preschool educational institution, in accordance with temporary state standards in the field preschool care and education and is a mandatory regulatory document developed and implemented in accordance with clause 5, art. 14 Law of the Russian Federation "About education» , "everyone educational institution independently» .

In accordance with clause 6, part 1 of the Federal Law of December 29, 2013 No. 273-FZ, the Federal State educational standard of preschool education.

This Federal State Educational Standard preschool education(Standard) is a set of mandatory requirements for preschool education.

The standard regulates relations in the field education arising during implementation educational program of preschool education.

Educational activities are carried out preschool organizations, individual entrepreneurs, as well as parents (legal representatives).

IN basis The standard lays down the principles of preserving the uniqueness and intrinsic value of childhood, the humanistic nature of relations between adults and children, respect for the child’s personality, implementation Programs in the form of a game. Adult and child are equal participants educational process.

The Standard takes into account the individual needs of the child, the possibilities of development Programs at different stages of its implementation. The standard includes requirements for the structure Program and its volume.

The new Standard ensures equal opportunity to receive preschool education for each child, taking into account his individual characteristics.

Program determines the organization and content educational process and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening of children’s health.

In accordance with paragraph 5 of Art. 14 of the Law of the Russian Federation No. 32661 " Education" content education in a specific educational institution is determined by the educational program(educational programs, approved and implemented by this institution independently. Main educational program in a state accredited educational institution is developed on the basis relevant approximate educational programs. It should ensure that students achieve (pupils) development results basic educational programs, established by the relevant federal government educational standards.

2. Structure and content main educational program of preschool educational institution

The educational program determines: goals and priority areas education in a specific institution; specific tasks at a certain stage of activity institutions; kit education programs– complex and partial; kit additional education programs, interconnected with compulsory and variable educational programs; features of the organization of the educational process and work schedule preschool educational institution; the use of non-traditional forms of education and education children and new pedagogical technologies; educational and methodological base that ensures the introduction of non-traditional disciplines; a system of analytical and diagnostic techniques that provide validity of the program.

Basic general education program consists of two sections: "Required part" and “The part formed by the participants educational process", each of which includes a target, content and organizational component.

The mandatory part examines the age and individual characteristics of the contingent of children brought up in kindergarten, information about the qualifications of teaching staff and the families of pupils, content educational process, priority area of work preschool, goals and objectives of the kindergarten’s activities for implementation, features educational process in kindergarten, principles and approaches to the formation general education program of a preschool institution, organization of children's stay in kindergarten, model educational process, a system of physical education, hardening and health-improving activities, the content of psychological and pedagogical work on mastering educational areas, targets. The program includes three main sections: target, content, organizational. Each of them reflects the mandatory part and the part formed by the participants educational relations.

Structure Educational program of preschool educational institution, looks like this way:

Section I: Purpose preschool educational institution means of its implementation. This section reflects priority areas of activity preschool. And also reveal basic means of implementation preschool education, among which we consider following: Charter of preschool educational institution, educational activities in accordance with the license of the preschool educational institution, the development by pupils of the “Mandatory minimum maintenance preschool education", mastery by pupils basic general education program and a complex of partial programs, mastering by pupils the position of a subject in children's activities, providing parents of pupils with the opportunity to choose a mode of stay in a preschool educational institution and providing advice on issues education and upbringing of preschool children, ensuring a favorable psychological climate in preschool educational institutions, development and improvement of the subject-development environment, high professionalism of teachers, development of methodological services in preschool educational institutions.

Section II: Description "models" graduate preschool educational institution. This section defines the characteristics of the personality development of a child graduate preschool. Reveals the acquired skills and abilities during the entire period of stay at the preschool educational institution.

Section III: Purpose and objectives of educational educational process. This section reveals the mission, goals, objectives preschool, also the expected results of the preschool educational institution.

Section IV: General education programs of a preschool educational institution and their methodological support. This section lists complex and partial preschool education programs, as well as the pedagogical technologies used in educational educational process of preschool educational institution.

Section V: Features of the organization of educational educational process. This section contains the curriculum, features of educational activities in accordance with the priority areas of the preschool educational institution, the daily routine, as well as the traditions of the preschool educational institution in working with children, teachers and parents. This section is subject to major changes, so every year the pedagogical council adopts changes to Educational program, which approves changes to the curriculum for the current year.

Section VI: Implementation criteria and indicators educational program. To assess the effectiveness of educational educational teachers must have clear guidelines for the process. Therefore, the sixth section will contain a system of development indicators for children of all age groups in all sections of the comprehensive programs.

3. Goals and objectives programs in accordance with Federal State Educational Standards

Target basic general education program- ensuring the social success of the child, taking into account his age and individual characteristics.

Based on the goal programs, teaching staff of preschool educational institution basic The goal of his work is to create favorable conditions for a child to fully live preschool childhood, formation basics basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for studying at school, ensuring life safety preschooler.

Tasks:

Development of the child’s physical, intellectual and personal qualities;

Preservation and promotion of children's health;

Formation of a value attitude towards healthy way of life;

Preparing a child for life in modern society;

Formation of universal prerequisites for educational activities, providing for ensuring the child’s readiness for school, necessary and sufficient for mastering basic educational program of primary general education;

Interaction with children's families to ensure the full development of children;

Carrying out the necessary correction of deficiencies in physical and (or) mental development of children;

Formation in a child of a consciously correct attitude towards natural phenomena and objects that surround him and with which he becomes acquainted preschool childhood;

Creating an atmosphere in groups of a humane and friendly attitude towards all students, which allows them to grow sociable, kind, inquisitive, proactive, striving for independence and creativity.

Goals and objectives programs principles and approaches to the formation programs significant for development program characteristics, including characteristics of the developmental characteristics of children of early and preschool age is described in the explanatory note.

Conclusion

So, The educational program of a preschool educational institution is one of the main normative documents regulating its life activities. Along with the Charter, it serves basis for licensing, certification, accreditation, changes in budget financing, organization of paid educational services in accordance with the social order of parents (legal representatives).

Work practice preschool educational institutions, analysis of the literature on this issue made it possible to identify the problem of ambiguous understanding of the purpose, structure and content of this document. The most common misconception is that educational program often identified with educational program, implemented in one way or another preschool institution.

Bibliography

1. Federal Law of the Russian Federation "On education in the Russian Federation" dated December 29, 2012 N 273-FZ, as amended and supplemented. (as amended on June 4, 2014 N 148-FZ)

2. Order of the Ministry education and science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education"with the Federal State Educational Standards application

3. Order of the Ministry education and science of the Russian Federation “The procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education” dated August 30, 2013 No. 1014

4. Bakholdina O.I. Educator under the conditions of the introduction of the Federal State Educational Standard of Education. / O. I. Bakholdina. – Ostrogozhsk. – 2014. – 176 p.

5. Makarova A. Basic educational program of a preschool institution: quick reference // Resources education. – No. 2. – 2015. – P. 2-6

6. Skorolupova O. A. “ Educational program of a preschool educational institution» – M.: LLC "Publishing house Scriptorium", 2014.

The main educational program of a preschool educational institution is a program that determines the content and organization of educational activities at the level of preschool education -

The main goals of the Program: q creation of favorable conditions for a full-fledged life for preschool children; q formation of the foundations of the basic culture of the individual; q comprehensive development of mental and physical qualities in accordance with age and individual characteristics; q preparation for life in modern societies; q formation of prerequisites for educational activities; q ensuring the life safety of a preschooler.

Federal State Educational Standards requirements for the structure of the preschool education educational program: q General requirements for the educational program q General requirements for the content of the educational program q General requirements for the structure and sections of the educational program

The educational program of a preschool educational institution includes two parts: 1. Mandatory part (60%) - implies a comprehensive approach, ensuring the development of children in all five complementary educational areas 2. Part formed by participants in the educational process (40%) - contains those selected and independently developed by educational participants relations Programs aimed at the development of children in one or more educational areas, types of activities and cultural practices (partial educational programs), methods, forms of organizing educational work.

The educational educational program includes the following sections: q Target q Organizational q Content q Additional

Explanatory note q Goals and objectives of the Program implementation; q Principles and approaches to the formation of the Program; q Characteristics significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age.

Planned results of mastering the Program: q Planned results of mastering the mandatory part of the Program. q Planned results of mastering the part of the Program formed by participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including disabled children.

II. Content section of the educational program of preschool educational institutions: q Educational activities of preschool educational institutions in educational areas (taking into account the used variable exemplary basic educational programs of preschool education and teaching aids that ensure the implementation of this content) q Variable forms, methods, methods and means of implementing the Program (taking into account age and individual characteristics pupils, the specifics of their educational needs and interests) q Educational activities for the professional correction of developmental disorders in children

The content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units representing certain areas of development and education of children - educational areas: 1. Social and communicative development 2. Cognitive development 3. Speech development 4. Artistic development aesthetic development 5. Physical development

Educational activities of preschool educational institutions in educational areas The mandatory part of the section contains: a) features of educational activities of different types and cultural practices; b) ways and directions of supporting children's initiative; c) features of interaction between the teaching staff and the families of students;

Educational activities of preschool educational institutions in educational areas The part formed by preschool educational institutions contains: - various directions chosen by participants in educational relations from among partial and other programs and created by them independently. This part of the Program takes into account the educational needs, interests and motives of children, members of their families and teachers and, in particular, can be focused on: - the specifics of national, sociocultural and other conditions in which educational activities are carried out; - selection of those partial educational programs and forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff; - established traditions of preschool educational institutions.

Educational activities for professional correction of children’s developmental disorders and inclusive education q Goals and objectives of correctional work and inclusive education. q Special educational conditions for correctional work and inclusive education

Goals and objectives of correctional work and inclusive education: q ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program; q mastery of the Program by children with disabilities; q their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Special educational conditions for correctional work and inclusive education. qmechanisms for adapting the Program for these children; q the use of special educational programs and methods, special teaching aids and teaching materials; qconducting group and individual correctional classes and qualified correction of developmental disorders; q special conditions for children with disabilities to receive education.

III. Organizational section of the preschool education educational institution Material and technical support of the Program: q Provision of teaching materials and means of training and education. q Daily routine and routine. q Plan for holding holidays and events. q Features of the organization of a developing subject-spatial environment.

IV. Additional section of the Preschool Educational Program Brief presentation of the Program q Age and other categories of children for whom the Preschool Program is focused, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children; q Partial programs used; q Interaction characteristics

Partial programs in preschool educational institutions: q Fundamentals of the safety of preschool children” by N. N. Avdeeva, O. L. Knyazeva, R. B. Sterkina and others; q - “Young ecologist” by S. N. Nikolaeva; q - “I am a man” by S. A. Kozlova; q - “Program for the development of speech for preschool children” by O. S. Ushakova.