home Convectors What should ensure the content of the preschool education program. Structure of the educational program

What should ensure the content of the preschool education program. Structure of the educational program

Grigorieva Irina Viktorovna

Advanced training courses in computer science.

Federal State Educational Standard

1. The standard establishes requirements for the results of students’ mastery

A. training program approved by the municipal government

b. basic and additional educational programs

V. basic educational program

2. The standard is based on the Constitution Russian Federation, and

UN Convention on the Rights of the Child, and takes into account

A. requirements of regional education authorities

b. parents' requirements for the level of students' training

V. regional, national and ethnocultural needs of the peoples of the Russian

Federation

3. The main educational program determines

A. goals, objectives and list of disciplines studied

b. list of disciplines and requirements for the results of their mastery

V. goals, objectives, planned results, content and organization of educational

process

4. In order to meet the individual needs of students, the main

educational program provides

A. extracurricular activities

b. additional activities to prepare for the Unified State Exam

V. additional career guidance activities

5. Basic educational curriculum developed by the educational institution

the program must provide

A. achievement of educational results by students in accordance with

requirements established by the Standard

b. achievement of educational results by students in accordance with

requirements of regional authorities

V. achievement of educational results by students in accordance with

requirements of the founders of the educational institution

6. Students’ mastery of the main educational program is completed

A. mandatory state (final) certification of graduates

b. optional exams

V. high school graduation test work

7. Requirements for the conditions for the implementation of the main educational program

characterize

A. personnel, material, technical and organizational conditions for the implementation of the main

educational program

b. personnel, financial, logistical and other conditions for the implementation of the main

educational program

V. educational and personnel conditions for the implementation of the main educational program

8. Individual project is a special form of organization

student activities

A. competition work or essay

b. educational research or educational project

V. abstract or creative work

9. The compulsory part of the main educational program determines the content

education of national significance and constitutes

A. 4/5, and the part formed by participants in the educational process is 1/5 of the total

b. 3/4, and the part formed by participants in the educational process is 1/4 of the total

volume of the main educational program

V. 2/3, and the part formed by participants in the educational process is 1/3 of the total

volume of the main educational program

10. The main educational program may include

A. both one and several curricula, including curricula of various

learning profiles

b. two curricula: basic and variable

V. only one curriculum

11. Forms of organization of the educational process, alternation of lesson and

extracurricular activities as part of the implementation of the main educational

program determines

A. educational institution

b. municipal education authority

V. regional education authority

12. Select the level (basic or advanced) according to which it will be

state (final) certification is carried out in the form of a single

state exam

A. carried out by the administration of the educational institution

b. the student can carry out independently

V. the student does not have the right to independently carry out

13. Level of qualifications of employees of the educational institution,

implementing the basic educational program for each occupied

position must correspond

A. requirements of the founders of the educational institution

b. qualification characteristics for the relevant position

V. requirements established by regional authorities

14. Effective use of the information and educational environment

assumes the competence of employees of an educational institution in solving

professional tasks using ICT, as well as

A. Availability of hardware and software

b. Availability of ICT application support services

V. the educational institution is connected to the Internet

15. The standard includes requirements

A. to the results of mastering the main educational program; to the level of training

students studying for the Unified State Exam; to the conditions for the implementation of the main educational program

b. to the structure of the main educational program; to the conditions for the implementation of the main

educational program; to the conditions for the implementation of additional educational

programs

V. to the results of mastering the main educational program; to the main structure

educational program; to the conditions for the implementation of basic educational

programs

Answers: 1c, 2c, 3c, 4a, 5a, 6a, 7b, 8b, 9a, 10a, 11a, 12b, 13b, 14b, 15c

Pedagogy, like any other science, is subject to numerous changes. This is due, first of all, to the fact that society has more and more new demands on teachers.

In the context of educational reforms, innovative activities aimed at introducing various pedagogical innovations acquire special importance in vocational education. The introduction of innovations into the work of an educational institution is the most important condition for improving and reforming the education system. Innovation activities– a process that allows an institution to move to a higher quality stage of development when creating, developing, mastering, using and disseminating innovations (new methods, techniques, technology, programs). Innovative activities in preschool educational institutions not only provide an opportunity for children to develop, but also improve the professional competencies of teachers.

The consequence of constant development and improvement of pedagogical methods has become innovative technologies, i.e. technologies, thanks to which the integrative process of new ideas in education occurs. Pedagogical innovations are an integral part of the development of pedagogy and they are necessary to improve the education system.

Innovative educational technologies in preschool education are aimed at implementing federal state educational standards preschool education(FSES DO).

Test with answers on knowledge of Federal State Educational Standards for preschool education for teachers

Federal State Educational Standard for Educational Education is... (Clause 1.1)

Choose the correct answer:

A set of mandatory requirements for subsidiaries.
A set of mandatory requirements for OOP DO.

What document was used to develop the Federal State Educational Standard for Education? (P.1.2)

Constitution of the Russian Federation
Legislation of the Russian Federation
UN Convention on the Rights of the Child
Civil Code of the Russian Federation.

Before you are the goals of the Federal State Educational Standard. What's extra? (Clause 1.6.1)

Increasing the social status of educational institutions.
The state ensures equality and opportunities for every child to receive high-quality preschool education.
Ensuring state guarantees of the level and quality of subsidiaries.
Protection and strengthening of physical and mental health children.
Preserving the unity of the educational space of the Russian Federation regarding the level of additional education.

The standard is the basis for... (P.1.7.2)

Which statement is incorrect?

Program development.
Development of mandatory CE programs.
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 subsidiaries.

The standard is the basis for... (Clause 1.7.6)

Which statement is incorrect?

An objective assessment of the compliance of the educational activities of the organization (DOU) with the requirements of the Standard.
Formation of the content of professional education and additional professional education of teaching staff, as well as their certification.
Providing assistance to teachers in raising children, protecting and strengthening their physical and mental health, developing individual abilities and the necessary correction of their developmental disorders.

The standard includes requirements... (Clause 1.8.)

Which statement is redundant?

To the structure of the Program and its scope.
To the conditions for the implementation of the Program.
To parents (legal representatives).
To the results of mastering the Program.

Requirements for the structure of OOP DO and its volume.

Structural divisions in one organization (hereinafter referred to as Groups) implement different programs... (Clause 2.2)

They can.
Can not.

The content of the Program should cover the following structural units - educational areas (hereinafter referred to as EO) (P, 2.6.). Which OO is extra?

Social and communicative development.
Cognitive development.
Physical development.
Musical and aesthetic development.
Artistic and aesthetic development.
Speech development.

The specific content of the educational program depends on the age and individual characteristics of the children... (Clause 2.7.)

Choose the correct answer and continue the sentence:

Depends.
Does not depend.

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

Which statement is redundant?

Subject-spatial developmental educational environment.
The nature of interaction with adults.
The nature of interaction with other children.
The child’s system of relationships to the world, to other people, to himself.
The nature of interaction between teachers and children.

The program consists of a mandatory part and a part formed by participants in educational relations.

Both parts are with t.z. implementation of the requirements of the Standard by what? (Clause 2.9.)

Interchangeable and optional.
Complementary and necessary.

The mandatory part of the Program requires a comprehensive approach. In the part formed by the participants in educational relations, programs should be presented... (P.2.9) What? Choose the correct answer:

Mandatory program approved by the Ministry of Education of the Russian Federation.
Selected and/or developed independently by participants in educational relations.

Recommended ratio of the volume of the mandatory part of the Program and the volume of the part formed by the participants in educational relations... (P.2.10) Select the correct answer:

Not less than 40% and not more than 60%, respectively.
Not less than 60% and not more than 40%, respectively.

The program includes 3 main sections: target, content and... (P.2.11) Select the correct answer:

Preschool.
Organizational.
Financial.

The program includes 3 main sections: target content and organizational... (P.2.11) Choose the correct answer and continue the sentence:

Each of which reflects only the part formed by the participants in educational relations.
Each of which reflects the mandatory part and the part formed by the participants in educational relations.

The target section includes an explanatory note and the planned results of mastering the Program... (P.2.11.1 and 2.11.2)

The explanatory note should reveal: What is superfluous?

Goals and objectives of the Program implementation
Principles and approaches to the formation of the Program.
Ways and directions of supporting children's initiative.
Characteristics that are significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early preschool age.

Part of the Program, formed by participants in educational relations, to take into account the educational needs, interests and motives of children, members of their families and teachers... (P.2.11.2) Select the correct answer and continue the sentence:

Should not.
Must.

Requirements for the conditions for the implementation of OOP DO.

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... (Clause 3.1)

Choose the correct answer and continue the sentence:

On the peculiarities of interaction between the teaching staff and the families of students.
Toward a developing subject-spatial environment.

During the implementation of the Program, an assessment of the individual development of children may be carried out. Such an assessment is made within the framework of pedagogical diagnostics... If necessary, psychological diagnostics of child development is used. A child’s participation in which diagnostics is allowed only with the consent of his parents (legal representatives)? (Clause 3.2.3)

In pedagogical.
In psychological.

RPPS should be... (P.3.3.4) What is unnecessary?

Transformable.
Content-rich.
Multifunctional.
Safe.
Available.
Constant.
Variable.

Requirements for the results of mastering OOP DO

The Standard requirements for the results of mastering the Program are presented in the form... (Clause 4.1)

Choose the correct answer and continue the sentence:

Required specific educational achievements.
DO targets.

The subsidiaries' targets are... (P.4.1)

Choose the correct answer and continue the sentence:

Age characteristics of a child’s mandatory achievements at the stage of completing the preschool level.
Social-normative age characteristics of a child’s possible achievements at the stage of completing the preschool level.

Targets... (P.4.5)

Choose the correct answer and continue the sentence:

They can.
Can not.

... serve as a direct basis for solving management problems, including: Certification of teaching staff; assessment of the level of development of children; assessment of the implementation of the municipal (state) task; distribution of the incentive payroll fund for preschool educational institutions employees.

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 educational institutions subject to 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: Which ones regulations and/or can methodological recommendations be used when drawing up or changing the 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 characteristics 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 V 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 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 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 on native language from among the languages of the peoples of the Russian Federation. The implementation of the Program in the native language from among the languages of the peoples of the Russian Federation should not be carried out to the detriment of receiving education in the state language of the Russian Federation.

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

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

The program ensures the development of the personality of preschool children in various types 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 3.

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.

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

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

social and communicative development;

cognitive development; speech development;

artistic and aesthetic development;

physical development.

Socio-communicative development is 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, the formation of readiness for joint activities with peers, the 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 speech culture, 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 presupposes 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; music perception, fiction, folklore; stimulating empathy for characters works of art; implementation of independent creative activity 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 proper formation of the body’s musculoskeletal system, 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 of initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; formation of healthy values lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, 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.

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 by participants in educational relations. Both parts are complementary and necessary from the point of view of implementing the requirements of the Standard.

The mandatory part of the Program requires a comprehensive 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; part formed by participants in educational relations, no more than 40%.

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

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

a) a description of educational activities in accordance with the areas of child development presented in five 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;

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

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

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

b) ways and directions of supporting children's initiative;

c) features of interaction between the teaching staff and the families of students;

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

The part of the Program formed by participants in educational relations may include various areas 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.

This section should contain special conditions for education for children with disabilities. disabilities health, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special methodological manuals and didactic materials, conducting group and individual correctional classes and carrying out qualified correction of developmental disorders.

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, highlighting 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 must contain a description of the material and technical support of the Program, provision teaching materials and means of training and education, include routine and/or daily routine, as well as features of traditional events, holidays, events; features of the organization of a developing subject-spatial environment.

2.12. If a mandatory part of the Program corresponds to an example program, it is issued in the form of a link to the corresponding example program. The mandatory part must be presented in detail in accordance with clause 2.11 of the Standard, if it does not correspond to one of the sample programs.

The part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which allows one to become familiar with the content of partial programs, methods, and forms of organization of educational work chosen by the participants in educational relations.

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

The 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.

Consultation "Federal state educational standard of preschool education." Klyuka Natalia Aleksandrovna, teacher at MBDOU " Kindergarten combined type No. 46 "Sun", g.o. Korolev, Moscow region. The material is addressed to preschool education workers and parents of preschoolers.

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), clause 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 important stage in general human development, the intrinsic value of childhood - understanding (considering) childhood as a period of life for 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 the 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 games, 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-fledged 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) creation favorable conditions the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of 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) formation general culture 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 ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, 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; 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.
Content correctional work and/or inclusive education is included in the Program if it is planned for children with disabilities to master it.
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, events; 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 sample 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 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. To ensure that children with disabilities receive a quality education without discrimination, the necessary conditions for the diagnosis and correction of developmental disorders and social adaptation, 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 that are most conducive 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(estimates individual development children
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 mastery cultural means activities;
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 teaching and management workers, 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 children early age The educational space should provide the 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 objects 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 involved in financial and economic activity, 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 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 Russian Federation 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 positions in the Organization may additionally be provided
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 children’s health limitations 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 support for 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 authorities state power subjects 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, teaching methods and means, textbooks, teaching aids, didactic and visual materials, technical means training for collective and individual use (including special ones), means of communication and communication, sign language interpretation in the implementation of educational programs, adaptation of educational institutions and adjacent areas for free access for all categories of persons with disabilities, as well as pedagogical, psychological, pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which 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 of 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 Supplies, subscriptions for updating electronic resources, subscriptions for technical support for the activities of educational and educational facilities, sports, recreational equipment, inventory, payment for communication services, including costs associated with connecting to the information and telecommunications network Internet;
expenses associated with additional vocational education management and teaching staff according to 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; interaction 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 speaks quite well orally, 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 highlight sounds in words, the child develops the prerequisites for literacy;
the child has developed large 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. In case 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 students - as creating the prerequisites for their implementation.

End of document
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What should ensure the content of the preschool education program. Structure of the educational program

Test with answers on knowledge of Federal State Educational Standards for preschool education for teachers

Federal State Educational Standard for Educational Education is... (Clause 1.1)

What document was used to develop the Federal State Educational Standard for Education? (P.1.2)

Before you are the goals of the Federal State Educational Standard. What's extra? (Clause 1.6.1)

The standard is the basis for... (P.1.7.2)

The standard is the basis for... (Clause 1.7.6)

The standard includes requirements... (Clause 1.8.)

Requirements for the structure of OOP DO and its volume.

The content of the Program should cover the following structural units - educational areas (hereinafter referred to as EO) (P, 2.6.). Which OO is extra?

The specific content of the educational program depends on the age and individual characteristics of the children... (Clause 2.7.)

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

The program consists of a mandatory part and a part formed by participants in educational relations.

The mandatory part of the Program requires a comprehensive approach. In the part formed by the participants in educational relations, programs should be presented... (P.2.9) What? Choose the correct answer:

Recommended ratio of the volume of the mandatory part of the Program and the volume of the part formed by the participants in educational relations... (P.2.10) Select the correct answer:

The program includes 3 main sections: target, content and... (P.2.11) Select the correct answer:

The program includes 3 main sections: target content and organizational... (P.2.11) Choose the correct answer and continue the sentence:

The target section includes an explanatory note and the planned results of mastering the Program... (P.2.11.1 and 2.11.2)

Part of the Program, formed by participants in educational relations, to take into account the educational needs, interests and motives of children, members of their families and teachers... (P.2.11.2) Select the correct answer and continue the sentence:

Requirements for the conditions for the implementation of OOP DO.

RPPS should be... (P.3.3.4) What is unnecessary?

Requirements for the results of mastering OOP DO

The subsidiaries' targets are... (P.4.1)

Targets... (P.4.5)

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

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