Comparative table of educational programs in dow. Cheat sheet: Analysis of modern educational programs for preschool institutions

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Non-state educational institution of higher professional education

Eastern Economic and Legal Humanitarian Academy (VEGU Academy)

Specialty 050707. "Pedagogy and methodology before school education»

Specialization - Preschool education

Test

According to the methodology of training and education in the region preschool education

Analysis of educational programs in preschool educational institutions

Gimaletdinova Zinfira Zauzyatovna

Raevsky 2012

Introduction

Conclusion

References

Introduction

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

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

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

1. Modern educational programs for preschool institutions

educational program preschool kids learning

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

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

2. Variety of programs and their classification

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

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

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

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

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

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

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

Comprehensive programs of preschool education:

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

Partial Preschool Education Programs

* The health-saving program "Fundamentals of Safety for Preschool Children" Authors: R.B. Sterkina, O.L. Knyazeva, N.N. Avdeev.

Environmental education programs

* Program "Young ecologist"

* Program "Web"

* The program "Our home is nature"

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

Programs for the socio-moral development of preschoolers

* Program "Introducing children to the origins of Russian folk culture" Authors: O.L. Knyazeva, M.D. Makhanev.

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

Programs of physical development and health of preschool children

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

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

Brief overview of programs

"Rainbow" is a comprehensive program for the upbringing, education and development of preschoolers, according to which kindergartens in Russia work. The program ensures the all-round development of the child, its essential components are play and physical development, the formation of habits for a healthy lifestyle, ensuring mental comfort for each child.

The program is recommended by the Ministry of Education and Science of the Russian Federation. For all the main activities of preschoolers, there are sets of benefits for children of various age groups and recommendations for educators.

For classes under this program, sets of manuals for preschoolers for all types of activities and methodological recommendations for educators have been created.

The main objectives of the program:

providing the child with the opportunity to joyfully and meaningfully live the preschool years;

ensuring the protection and strengthening of his health (both physical and mental);

comprehensive and timely mental development;

formation of an active and careful-respectful attitude to the world around;

familiarization with the main spheres of human culture (labor, knowledge, art, morality).

red color - physical culture: in the classroom, habits are formed to protect one's health, to cleanliness, accuracy, order, cultural and hygienic skills and elements of self-control during movements, skills of correct behavior in situations that threaten life and health, and their prevention are developed;

orange color - the game: the game is considered the leading activity of the work, it allows you to provide psychological comfort, create an atmosphere of emotional warmth, security, remove excessive organization and neuroticism in children. It allows a feeling of sympathy and interest in a playmate to arise;

yellow color - visual activity and manual labor: - training in visual activity and artistic labor occurs through the acquaintance of children with samples of folk and decorative and applied art (works by Khokhloma, Gzhel, Dymkovo toy, etc.). Children are taught to draw with pencils and paints, modeling on the basis of acquaintance with folk plasticity;

green color - designing: makes it possible to develop imagination, fantasy and mentally educate the baby; children learn to build from building materials, develop constructive prerequisites, join the process of creativity in design;

blue color - classes in musical and plastic arts: they allow you to develop aesthetic experiences, form an interest in music, develop the musical and sensory abilities of the child, the ability to move to the beat, spatial coordination;

blue color - classes on the development of speech and familiarization with the environment: teaching native and foreign languages occurs through familiarization with works of folk art, fiction;

purple color - mathematics: mathematics is taught in an atmosphere of goodwill, support for the child, even if he made a mistake, the desire to express his opinion is encouraged; children not only learn mathematics, but master the skills of educational activities: they determine the task, the direction of the search, evaluate the results.

The program "Childhood" is a program for the enriched development of preschool children, which provides a single process of socialization-individualization of the individual through the child's awareness of his needs, capabilities and abilities.

Developed by a team of teachers of the Department of Preschool Pedagogy of the Russian State Pedagogical University. Herzen /V.?I. Loginova, T.?I. Babaeva, N.?A. Notkin and others, edited by T.?I. Babaeva, Z.?A. Mikhailova / The motto of the program: "Feel - Learn - Create"

Program objectives:

To develop in children, on the basis of different educational content, emotional responsiveness, the ability to empathize, readiness to manifest humane treatment to children's activities, behavior, actions;

To promote the development of cognitive activity, curiosity, the desire for independent knowledge and reflection, the development of mental abilities and speech;

Awaken the creative activity of children, stimulate the imagination, the desire to be involved in creative activities;

Strengthen the physical and mental health of the child, form the foundations of motor and hygiene culture.

Program "Origins" (L.A. Paramonova, T.I. Alieva, A.N. Davidchuk, etc.)

Comprehensive regional program. Developed by order of the Moscow Committee of Education. Based on many years of psychological and pedagogical research; takes into account modern trends in the development of public preschool education. The goal is the versatile, upbringing and development of a child up to seven years old. The program identifies the following age stages: early childhood (represented by infancy /up to 1 year old/ and early age /1-3 years old/) and preschool childhood (represented by younger preschool age /3-5 years old/ and senior preschool age /5-7 years old). years/). The program has basic and variable components. Is a program open type which involves the use of a wide variety of pedagogical technologies.

Program "Development" (L.A. Wenger, O.M. Dyachenko, N.S. Varentsova, etc.)

It is one of the first variable programs of preschool education. The fundamental principle is developmental education based on the psychological theory of L.A. Wenger on the development of children's abilities in preschool childhood. The specific difference from other programs is in the increased attention to teaching aids, the formation of ways for preschoolers to solve cognitive and creative problems. The main goal is the mental and artistic development of children. Designed for children aged three to seven years. In addition to the traditional sections, it contains non-traditional ones: "Expressive Movement", "Artistic Design", "Director's Game", the choice of which is carried out by preschool institutions independently. Advantages of the program: a clear structure, detailed elaboration of the educational material, the provision of each lesson with a specific detailed work plan, teaching aids.

Target: integrated development, upbringing and education of children under the age of 3 years. Developed in the spirit of the ideas of humanization of family and social education of young children.

The originality of the program is in a wide range of coverage of the child's development period, from the prenatal period (including the preparation of the mother for the birth of a child) to its adaptation to entering a preschool educational institution.

The program is addressed primarily to the family and preschool teachers.

The program contains information materials on all areas of personality development of a child up to 3 years old, as well as methodological recommendations.

Along with traditional sections (physical education, health protection and promotion, movement development, self-service skills, speech development), some sections reflect new developments in the field of pedagogy (for example, a section on environmental education of young children).

For the first time, a section on psychological preparation parents for the birth of a child.

Program "Gifted Child" (L.A. Wenger, O.M. Dyachenko, etc.)

It is a level version of the "Development" program. It has a common conceptual basis with it, is based on the theoretical provisions of the scientific school of L.A. Wenger on the development of children's abilities. Designed for educational work with gifted children of the sixth and seventh years of life (for two years). It contains material that helps to enrich the development of the abilities (intellectual, artistic) of mentally gifted children, as well as a unique technology for teaching such children.

In the practical activities of preschool institutions, the mathematical cycle "Mathematical Steps" has found wide recognition. (This cycle is copyrighted and presented didactic aids on the formation of mathematical representations in preschool children from 3 to 7 years. For each age group, the author developed the content of training.

In the cycle "Mathematical Steps" the main ideas of the concept of developmental education by D.B. Elkonin and V.V. Davydov, in which the content, methods and forms of organization of the educational process are directly consistent with the patterns of child development.

It should be emphasized that the program for children of the seventh year of life is quite substantial, it involves the formation of knowledge and skills necessary for further schooling.

Much attention in the program is paid to teaching children how to write numbers, signs, which, as we noted above, distinguishes this program from others.

Work on the formation of geometric representations involves not only familiarity with geometric figures, but also their analysis, associated with the selection of their constituent parts.

The program "Development of speech of preschool children in kindergarten" (O.S. Ushakova)

The purpose of the program is the development of speech skills and abilities in preschoolers, the formation of their ideas about the structure of a coherent statement, as well as the ways of communication between individual phrases and its parts. The program fully discloses the theoretical foundations, describes the areas of work on the speech development of children.

The program "Design and art work in kindergarten" (L.V. Kutsakova)

The purpose of the program is the development of constructive skills, artistic - creativity, artistic taste. The program is also aimed at developing in preschoolers such mental processes as imagination and associative thinking, at educating them industriousness, perseverance, and patience. In the classroom, teachers introduce children to various methods of design and modeling. The program allows you to apply a differentiated approach to children with different levels of intellectual and artistic development.

Under this program, work is underway in the first junior, second junior, secondary and preparatory groups.

Program "Development of ideas about a person in history and culture" (I.F. Mulko)

The purpose of the program is the moral, patriotic and mental education of preschool children. The development of their ideas about the foundations of legal and social consciousness, as well as the place of man in culture and history, his role in technological progress.

Under this program, work is underway in the second junior, middle and preparatory groups.

Program "Introducing children to the history of Russian folk culture" (O.L. Knyazeva)

The purpose of the program is the moral and patriotic education of preschoolers, through introducing children to Russian folk culture. Teachers introduce children to the life and life of people, their character. They are introduced to the moral values, traditions inherent only to the Russian people, the peculiarities of their spiritual and material environment.

According to the program of O.L. Knyazeva "Introducing children to the history of Russian folk culture" work is underway in the second junior, middle and preparatory groups.

Program "Learning to live among people" (N.I. Zaozerskaya)

The program is aimed at the social and moral, moral and aesthetic development of preschool children.

Under this program, work is underway in the second junior, middle and preparatory groups.

All of the above partial programs are recommended by the Ministry of Education of the Russian Federation.

The program "Fundamentals of Safety for Preschool Children" (R. B. Sterkina, O. L. Knyazeva, N. N. Avdeeva)

The program involves solving the most important socio-pedagogical task - educating the child's skills of adequate behavior in various unexpected situations. Developed on the basis of the draft state standard for preschool education. It contains a set of materials that provide stimulation in preschool childhood (senior preschool age) of independence and responsibility for one's behavior. Its goals are to form the skills of reasonable behavior in the child, to teach them to behave appropriately in dangerous situations at home and on the street, in public transport, when communicating with strangers, interaction with fire hazardous and other objects, animals and poisonous plants; contribute to the formation of the foundations of ecological culture, familiarization with a healthy lifestyle. The program is addressed to educators of senior groups of preschool educational institutions. It consists of an introduction and six sections, the content of which reflects the changes in the life of modern society and thematic planning, in accordance with which educational work with children is built: “Child and other people”, “Child and nature”, “Child at home”, “Child health ”, “Emotional well-being of the child”, “Child on the city street”. The content of the program leaves each preschool institution the right to use various forms and methods of organizing education, taking into account the individual and age characteristics of children, sociocultural differences, the uniqueness of home and living conditions, as well as the general socio-economic and criminogenic situation. Due to the special importance of protecting the life and health of children, the program requires mandatory compliance with its basic principles: completeness (implementation of all its sections), consistency, taking into account the conditions of urban and rural areas, seasonality, and age-specific targeting.

Program "I, you, we" (O.L. Knyazeva, R.B. Sterkina)

The proposed program is relevant for all types of preschool educational institutions and can effectively complement any preschool education program. Provides the basic (federal) component of the state standard for preschool education. It was developed in order to fill a significant gap in traditional domestic education related to the social and emotional development of a preschool child. It is aimed at solving such important tasks as the formation of the emotional sphere, the development of the child's social competence. The program also helps to solve a set of educational tasks related to the upbringing of moral norms of behavior, the ability to build one's relationships with children and adults, a respectful attitude towards them, a worthy way out of conflict situations, as well as self-confidence, the ability to adequately assess their own capabilities.

Program "Discover yourself" (E.V. Ryleeva)

Is devoted major issue modern preschool education - the individualization of the personal development of children two to six years old and the task of developing self-awareness in preschoolers by means of speech activity. The program is based on the principles of humanistic psychology and the author's technology based on them, which allows personalizing educational content, making it more flexible, adequate to the needs and interests of children with different levels of personality development and abilities. It covers several leading areas of the state standard of preschool education: "Speech development", "Development of ideas about a person in history and culture", "Development of natural science ideas", "Development of ecological culture". It has a block structure, a concentric layout of educational material, which allows children to selectively assimilate the educational content of the program. The main thematic blocks of the program: “I am like this”, “The world of people”, “The world is not made by hands”, “I can” - provide the formation of ideas about significant areas of human life, allow you to correct self-esteem, prepare children to overcome difficulties on their own. The program provides for the possibility of active involvement in the pedagogical process of the parents of pupils. It is addressed to educators of preschool educational institutions, teachers of educational institutions such as "Primary School - Kindergarten", psychologists, tutors, parents.

Program "Harmony" (D.I. Vorobieva)

The main idea of the program is the holistic development of the personality of a child of two to five years old, his intellectual, artistic and creative potential. The leading principle is the multi-stage integration of educational and upbringing tasks of various types of activities with an emphasis on the productive activities of children (graphic, constructive, artistic and speech, theatrical). The structure of the program provides for work in two interrelated areas: the accumulation of social experience of knowing oneself and the world around (to see, hear, play, create) and its implementation in the conditions of independent activity of children. The program contains new original technologies, which are based on the search activity of the child, providing him with a subjective position in the cognitive and creative process. An integral part of the "Harmony" program is the "Rhythmic Mosaic" subprogram for the development of the child's rhythmic plasticity, built on a single conceptual basis.

Program "UMKA" - TRIZ (L.M. Kurbatova and others)

The program contains a dialectical approach to the formation of the creative abilities of children of three to six years old based on the development of active forms of thinking in unity with creative imagination. The program creates the prerequisites for a systematic vision of the world and its creative transformation. Provides for the development of fantasy in children; enrichment of the subject-spatial environment of a children's educational institution and determines the conditions that facilitate the solution of inventive problems by preschoolers (fairytale, play, ethical, environmental, technical, etc.). It provides for the widespread use of interactive forms and teaching methods. Basic principles: humanistic orientation, cross-cutting, multi-stage nature (covers junior, middle, senior preschool age, primary school age), psychological support for gifted children, variability of use in the system of basic and additional education. Consists of three relatively independent parts:

programs for the development of thinking and creative abilities of preschool children - "Umka" - TRIZ;

version of the program, including educational content for organizing work with children in the studios of intellectual and aesthetic development;

a subprogram that prepares teachers of preschool educational institutions for the implementation of the program for the development of thinking and creative abilities of preschool children "Umka" - TRIZ.

Semitsvetik program (V.I. Ashikov, S.G. Ashikova)

This program is designed to solve the problem of cultural and environmental education of preschool children - the initial stage of the formation of a spiritually rich, creative, self-developing personality. How a child learns to think and feel will depend on his actions, actions. The authors see the solution to this problem in the realization by a small person of that sublime, refined and beautiful that the world, nature and world culture. The upbringing of morality, a broad outlook, the development of creativity through the perception of beauty is the main feature of this program. Much attention in the program is given to the joint creative activity of children and adults. The program is designed for use in kindergarten, various art and creative children's studios, as well as in home education.

Program "BEAUTY - JOY - CREATIVITY" (T. S. Komarova and others)

It is a holistic integrated program for the aesthetic education of preschool children, effectively contributing to the spiritual and intellectual development of children in preschool childhood. It is built on the author's concept of aesthetic education and the development of children's artistic and creative abilities, based on the principles of nationality, the integrated use of different types of arts (musical, visual, theatrical, literature and architecture), the child's sensory development. Has a clear structure and takes into account the growth creative possibilities children from two to six years old. Includes all sections of work on aesthetic education in kindergarten. Along with the traditional, the program also widely uses non-traditional educational means for aesthetic education - leisure and entertainment.

Program "DESIGN AND MANUAL WORK IN KINDERGARTEN" (L.V. Kutsakova)

Based on the concept of artistic and aesthetic education of preschoolers. The main goal is to develop constructive skills and artistic and creative abilities of children, to introduce them to various modeling and design techniques. It is built on the integrated use of all types of design and artistic work in kindergarten. Designed for all preschool age - from three to six years. It provides for a differentiated approach to children with different levels of intellectual and artistic development, including children with weak and strong motivation, as well as gifted ones. The selection of educational material for creativity meets the principles of preschool didactics and the age capabilities of children. It contains technologies based on the use of non-traditional teaching methods and techniques that allow the teacher to develop in children associative thinking, imagination, creative skills, practical skills, artistic taste, aesthetic attitude to reality. Much attention is paid to the creative nature of the joint activities of the teacher and children.

Program "NATURE AND ARTIST" (T.A. Koptseva)

The program is aimed at developing in children of four to six years of age a holistic view of nature as a living organism. The world of nature acts as a subject of close study and as a means of emotional and figurative influence on the creative activity of children. By means of fine arts, the problems of ecological and aesthetic education are solved, the methods of dialogue of cultures, the spiritualization of natural phenomena, fairy-tale situations, etc. are used. Children are introduced to world artistic culture as part of spiritual culture. The program has block-thematic planning. The main blocks "The World of Nature", "The World of Animals", "The World of Man", "The World of Art" contain a system of artistic and creative tasks that contribute to the transfer and accumulation of experience in preschoolers of the emotional and value attitude to the world, the increase in the experience of creative activity, the development of skills and skills of visual, decorative and constructive activities, taking into account the age characteristics of children.

Program "OUR HOUSE - NATURE" (N.A. Ryzhova)

Program content ensures children are exposed to diversity and richness natural world, contributes to the development of initial natural-scientific ideas and environmental concepts. Developed for the purpose of educating children of senior preschool age. Provides continuity with education in elementary school in the courses "The World Around" and "Nature". The main goals are to educate from the first years of life a humane, socially active person who is able to understand and love the world around him, nature, and treat them with care. The peculiarity of the program is the formation in the child of a holistic view of nature and the place of man in it, environmentally competent and safe behavior. Elements of environmental knowledge are organically inscribed in the general content, including natural and social aspects, which is determined by the structural features of the program, educational material which includes teaching and educating components. The program provides for the wide use of a variety of practical activities of children in matters of studying and protecting the environment. The content of the program can be specified in accordance with local natural and climatic conditions.

Program "LIFE AROUND US" (N.A. Avdeeva, G.B. Stepanova)

Developed in accordance with the content of the state standard for preschool education in the section "Development of the ecological culture of children." Provides for environmental education and upbringing of children of senior preschool age, the study of the relationship between nature and social phenomena that is accessible to their understanding. The theoretical basis of the program is the concept of personality-oriented education, in the center of which is the creation of conditions for the development of the child's personality. It provides an opportunity for a child to learn environmental information in an accessible way, to form an emotionally positive, careful and responsible attitude of children to wildlife. The program is supplemented by an exemplary thematic lesson plan and organizational and methodological recommendations for its implementation.

Program "JUNIOR ECOLOGIST" (S.N. Nikolaeva)

It is aimed at the formation of the principles of ecological culture in children of two to six years old in a kindergarten. It has a theoretical justification and detailed methodological support. Ecological culture is considered as a conscious attitude of children to natural phenomena and the objects that surround them, to themselves and their health, to objects made from natural material. It consists of two subprograms: "Environmental education of preschoolers" and "Improving the skills of employees of preschool educational institutions." The structure of the first subprogram is based on children's sensory perception of nature, emotional interaction with it, elementary knowledge about life, growth and development of living beings. The ecological approach to familiarizing children with nature and the ecological content of all sections of the program is based on the main laws of nature - the relationship of living organisms with the environment.

Program "SPIDER LINE" (Zh.L. Vasyakina-Novikova)

The purpose of the program is to form the foundations of planetary thinking in children, to develop a reasonable attitude towards the world and towards oneself as an inhabitant of the planet Earth. The program offers a new original system for the development of ecological ideas, based on the principle of centering the content of work on the child with the widespread use of search methods of teaching and learning. game actions. It is represented by four blocks: "Where do I live?", "Who do I live with?", "How do I live?", "When do I live?". Through the knowledge of his "I", his vital needs, the child comprehends the diversity of the relationship between nature and people. Designed to work with children of all age groups of a preschool educational institution.

Program "HARMONY" (K.L. Tarasova, T.V. Nesterenko, T.G. Ruban / Edited by K.L. Tarasova)

The program implements a comprehensive holistic approach to the musical development of a child in preschool childhood. The purpose of the program is the general musical development of children, the formation of their musical abilities. The content of the program is determined by the logic of the formation of musical abilities in preschool childhood at each stage. It includes all the main types of musical activities available to preschool children: listening to music, musical movement, singing, playing children's musical instruments, musical dramatization games. The central place in the program is given to the formation of musical creativity in children and the improvisational nature of the classes. The musical repertoire of the program, new and extensive, is selected on the basis of a combination of highly artistic and accessible to children works of classical, modern and folk music of different eras and styles; organized into blocks of topics that are accessible and interesting to children, fully presented in the anthologies of the musical repertoire and partially in recordings on audio cassettes.

Program "SYNTHESIS" (K.V. Tarasova, M.L. Petrova, T.G. Ruban, etc.)

This program aims to develop the musical perception of children from four to seven years old. It has a broad educational aspect. Its content introduces the child not only to the world of musical art, but also to artistic culture in general. The program is based on the principle of an integrated approach, in which musical works are considered in a single complex with works of fine art and fiction. At the same time, the core art form in the program is music. The program included works accessible to children classical art and folklore. For the first time, along with chamber and symphonic music, synthetic genres of musical art - opera and ballet - are used in teaching.

Program "WE PLAY IN THE ORCHESTRA BY HEARING" (M.A. Trubnikova)

The purpose of the program is to teach children three to six years old how to select melodies by ear and play children's musical instruments (in an ensemble, orchestra). The program is distinguished by a fundamentally new method of teaching children to play musical instruments, based on the selection of melodies by ear. Along with the development of an ear for music (timbre, sound, melodic) and a sense of musical rhythm, the program comprehensively addresses the issues of the overall development of the child as a person. The musical repertoire of the program consists of works of classical, modern and folk music, including new ones specially written for this program.

Program "BABY" (V.A. Petrova)

The program provides for the development of musical abilities in children of the third year of life in all types of musical activities available to them, and contributes to their familiarization with the world of musical culture. The basis of the program is the works of the classical repertoire, the rich range of which implies the freedom of the teacher to choose one or another piece of music, taking into account the level of preparation and development of a particular child. The program has significantly updated the repertoire of musical games.

Program "MUSICAL MASTERPIECES" (O.P. Radynova)

The program contains a scientifically based and methodically built system for the formation of the foundations of the musical culture of preschool children (three to seven years old), taking into account the individual and psychophysiological characteristics of children and interconnected with all the educational work of the kindergarten. The program is based on the use of works of high art, authentic examples of world music classics. The fundamental principles of the program (thematic, contrasting comparison of works, concentric, principles of adaptability and syncretism) make it possible to systematize the repertoire of musical classics and folk music in order to accumulate intonational experience of music perception, develop creative abilities in various types of musical activity, flexible application of forms, methods and techniques of pedagogical work depending on the age and individual characteristics of children. The program interrelates the cognitive and creative activities of children in the process of forming the foundations of their musical culture.

Program "INVOLVING CHILDREN TO THE ORIGINS OF RUSSIAN FOLK CULTURE" (O.L. Knyazeva, M.D. Makhaneva)

This program defines new guidelines in the moral and patriotic education of children, based on their familiarization with Russian folk culture. The main goal is to promote the formation of a personal culture in children, to introduce them to the rich cultural heritage of the Russian people, to lay a solid foundation in the development of national culture by children on the basis of acquaintance with the life and way of life of the Russian people, its character, its inherent moral values, traditions, characteristics of material and spiritual environment. In parallel, the program addresses the issues of expanding the basic culture of the personality of educators of preschool educational institutions. The theoretical basis of the program is the well-known position (D. Likhachev, I. Ilyin) that children, in the process of getting acquainted with their native culture, are attached to enduring universal values. The program is designed to work with children of three to seven years old, includes long-term and scheduling. Offers new organizational and methodological forms of work; contains information materials from various literary, historical, ethnographic, art criticism and other sources.

Program "PERMANENT VALUES OF THE SMALL HOMELAND" (E.V. Pchelintseva)

Dedicated to the historical and cultural aspect of the development of a child aged three to seven years. Created on the basis of the achievements of modern science and advanced pedagogical experience of preschool educational institutions Ivanovo region. It determines the content and necessary conditions for the formation of the civic foundations of the personality at the early stages, its patriotic, moral, ethical and aesthetic orientation, the upbringing of love and respect for one's people, their cultural wealth and versatile talent. The peculiarity of the program is in the integration of the historical, ecological, aesthetic, ethical ideas of the child on the basis of wide familiarization with the cultural heritage of the native land, folk traditions, original nature native land. The main criterion for selecting material is local history culture, art and history, facts and events as components of the general national culture of Russia. The program includes three blocks that contain a wide range of topics that provide for the acquaintance of children with their native land, its history, folklore, folk and fine arts, etc. in specially organized classes and outside classes. The program defines the content of the joint activities of the teacher and children, provides for the organization of independent activity, within the framework of which the creative activity of each child develops.

Program "DEVELOPMENT OF CHILDREN'S IDEAS ABOUT HISTORY AND CULTURE" (L.N. Galiguzova, S.Yu. Meshcheryakova)

Developed in accordance with the structural component of the state standard for preschool education "Development of ideas about a person in history and culture." Particular attention in the program is given to the enduring values of world civilization. The main goal is to form in children of senior preschool age the foundations of spiritual culture, a humane attitude towards a person and his work, respect for cultural values. different peoples, development of cognitive activity, creative abilities. The content of the program at a level accessible to children introduces them to the life of people in different historical eras, gives elementary ideas about technological progress.

Program "THEATRE - CREATIVITY - CHILDREN" (N.F. Sorokina, L.G. Milanovich)

The purpose of the program is to develop the creative abilities of children by means of theatrical art. It scientifically substantiates the phased use of certain types of children's creative activity in the process of theatrical incarnation; means and methods of theatrical gaming activity taking into account the age of children; a parallel solution of the problems of art-speech, stage and musical art is envisaged. The leading principle of the program is the involvement of children in productive theatrical and game creative activity, the creation of stage images that evoke emotional experiences. The program is partial and can serve as an addition to complex and basic programs.

Program "LITTLE EMO" (V.G. Razhnikov)

The purpose of the program is the emotional and aesthetic development of preschool children of five to six years old, introducing the child to a full-fledged emotional and aesthetic culture: the child will be able to look at the world through the eyes of a poet, artist, musician; learn to compose and perform the simplest works of art. The program is based on the development of artistic moods by children, common to all aesthetic phenomena. Emotional and aesthetic culture is not forcibly mastered in the simplest forms of artistic activity, accessible to almost every child. These are rhythmic-sound improvisations, color improvisations and syllabic poetic rhythms; in artistic games, the child masters the creative positions of the author, performer and viewer (listener). The program provides for parallel training for both the child and the teacher. It is intended for educators of preschool educational institutions and teachers of artistic education, as well as parents.

Educational program "Kindergarten - House of Joy".

This program was created by Natalya Mikhailovna Krylova, associate professor of Perm State University and Valentina Tarasovna Ivanova, an innovative teacher in 1985 on the basis of Perm State University.

The program is built on a solid philosophical, physiological, hygienic and psychological foundation. scientific basis program "Kindergarten - the house of joy" is a Model program for education and training in kindergarten, edited by R.A. Kurbatova and N.N. Poddyakova. The program reflected all the best created by domestic and foreign teachers and psychologists. Its tasks are:

Caring for the health of the child and promoting the enrichment of the mental and physical development of each child;

Assistance in the development of various types of activities by the child at the level of independence and the development of his creative potential;

Assistance in mastering the basics of spiritual culture.

The central core of the program, as a system, is the moral and labor education of a small child, which contributes to the formation of value orientations of a child's personality.

What is this - the House of Joy?

The concept of "Home" denotes the ability of each child, taking into account his age, gender and personality, to live every day of his life as actively as possible, satisfying his needs: physiological and spiritual. In our “house” there is such an atmosphere, such relationships between adults and children, when everyone is understood and accepted, loved and respected for being an individual.

"Joy" - this word denotes an emotion that occurs at a moment of great spiritual satisfaction and pleasure, if the activity that a person performs has a positive result.

Thus, to live in the “House of Joy” means to be in a state of activity every conscious minute, the success of which is confirmed by the emergence of the emotion of joy.

For a teacher to educate in the "House of Joy" means to contribute to the enrichment and development of the unique individuality of each child. The child is accepted by the educator as a system that has the right to preserve its autonomy, originality and uniqueness.

Conclusion

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

Today, we can confidently state the fact of the formal or meaningful transition of most preschool educational institutions to the search mode. This mode is transitional on the way to qualitative changes and the transfer of preschool educational institutions to the development mode. Another aspect is related to the qualitative features of this transition: to what extent the innovations implemented in the preschool educational institution correspond to the urgent needs and opportunities for its development, satisfy the interests and needs of children, parents, teachers, and contribute to the achievement of sustainable high development indicators. Therefore, the issue of determining actual problems in the development of preschool educational institutions becomes the most important.

References

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

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

3. Website for preschool education workers

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Introduction

Completion of the preschool period and admission to school is a difficult and responsible stage in a child's life. Creating conditions for the successful adaptation of younger students is our common task. “The school should not make a sharp change in life. Having become a student, the child continues to do today what he did yesterday. Let the new appear in his life gradually and not overwhelm with an avalanche of impressions ”(V.A. Sukhomlinsky).

The problem of continuity and succession has always been one of the most urgent and important in education. Readiness for school is often viewed as a certain amount of acquired knowledge and skills.

To the question “How would you like to see a kindergarten graduate on the threshold of school?” teachers often answer like this: “reading well”, “knowing the composition of a number”, “able to solve logical problems”, “able to compose a story, retell”, “able to write off the text in block letters without errors”. Thus, already at the entrance to school life, they make excessive demands on children and, despite all the prohibitions, they pass them through entrance tests.

Parents, afraid of not meeting the entrance school tests, try to teach their children to read, write, and solve fluently. challenging tasks. They believe that this will be the key to their successful studies.

To please the school and parents, many preschool educational institutions began to duplicate the goals, tasks, forms and methods of work of the elementary school. This led to the displacement in the kindergarten of a specific form of the child's active activity - games. More and more it is giving way to "learning in the classroom."

These problems place a heavy burden on the shoulders of the child. Increased workload, overwork, deterioration in children's health, decreased learning motivation, loss of interest in learning, lack of creativity provoke neuroses in children and other undesirable phenomena during the transition to school education.

That is why building continuity between kindergarten and school in matters of preparing children for school today requires a new approach.

One of the tasks of a preschool institution is to prepare children for school. The problem of continuity between preschool and primary education is relevant at all times. It was considered in the works of A.F. Govorkova, Ya.L. Kolominsky, A.A. Lyublinskaya, A.M. Leushina, V.D. Lysenko, N.N. Poddyakova, V.A. Silivon, A.P. Usovoi and others. Modern teachers and psychologists of the educational environment are trying to solve the same problem.

preschool learning educational

1. Theoretical foundations of continuity in the work of a preschool educational institution and elementary school

1.1 The concept of continuity in preparing a child for school

The concept of continuity in the philosophical dictionary means a continuous process of raising and educating a child, which has general and specific goals for each age period, i.e. - this is a connection between different stages of development, the essence of which is the preservation of certain elements of the whole or individual characteristics during the transition to a new state.

Continuity is understood as a sequential transition from one stage of education to another, expressed in the preservation and gradual change in the content, forms, methods, technologies of education and upbringing.

The purpose of continuity is to ensure the full-fledged personal development, physiological and psychological well-being of the child during the transition period from preschool education to school, aimed at the long-term formation of the child's personality based on his previous experience and accumulated knowledge.

Senior preschool age is an important stage in the development of the child with its inherent patterns of mental development. Ignoring this fact, namely an attempt to intensify the development of the child through an earlier start, teaching him, according to the school type, leads to a distorted development of children, in this regard, it is necessary to take into account the provision on the leading activity, which at an older age is play.

The task of the kindergarten is the upbringing and development of the child (development of his motivational sphere, thinking, memory, attention, etc.), and not to teach him the simplest school skills. Without play activity in senior preschool age, the full mental development of a preschool child is impossible. Readiness for schooling arises as a result of a full-fledged living by a child of the preschool period of childhood, which implies the presence of a leading game activity. As well as all the traditional types of children's activities that children do in their team on their own and with adults.

It is necessary to strive for the organization of a single developing world - preschool and primary education. It was with the release of federal state educational standards for elementary general education and federal state requirements for the basic general educational program of preschool education that a start was made to ensure the continuity of the two links of the education system. Uniform theoretical foundations, principles of organizing educational work with children, continuity and consistency of goals, objectives, methods, means, forms of organization of upbringing and education that ensure the effective progressive development of the child, are the basis for the implementation in practice of solving the problem of continuity.

Continuity in the work of the preschool educational institution and the elementary school lies in the fact that children who want to study and can study come to the first grade, i.e. they must have developed those psychological prerequisites for mastering educational activities, on which the program of the first grade of the school is based. These include: cognitive and educational motivation, the appearance of subordination of motives of behavior and activity, the ability to work according to the model and according to the rule associated with the development of voluntary behavior, the ability to generalize usually occurs no earlier than by the end of senior preschool age. And in the case of the displacement of the game by classes of the school type - even later. Therefore, it is not advisable to shorten the preschool period with children's activities and leading gaming activities.

Preparing for school and, more importantly, the comprehensive development of the child is a process that requires close attention and a long time.

Today, the following are distinguished as grounds for the implementation of the continuity of preschool and primary school education:

1. The state of health and physical development of children.

2. The level of development of their cognitive activity as a necessary component of educational activity.

3. Mental and moral abilities of students.

4. Formation of their creative imagination as a direction of personal and intellectual development.

5. Development of communication skills, i.e. ability to communicate with adults and peers.

The key point in the implementation of succession is to determine the readiness of the child to study at school. Psychologists and teachers distinguish general and special readiness for school. Therefore, general and special training should be carried out in a preschool institution.

1.2 General and special preparation for training

One of the tasks of a preschool educational institution is to prepare children for school. The transition of a child to school is a qualitatively new stage in his development. The result of preparation is readiness for school. These two terms are linked by a cause-and-effect relationship: readiness for school directly depends on the quality of preparation.

General preparation (readiness).

1. Physical readiness: general physical development: normal weight, height, chest volume, muscle tone, proportions, skin and other indicators that correspond to the standards of physical development of boys and girls of 6-7 years of age in the country. The state of vision, hearing, motor skills (especially small movements of the hands and fingers). The state of the child's nervous system: the degree of its excitability and balance, strength and mobility. General health. Physical readiness for school implies general good health, low fatigue, high performance, endurance. Weakened children will often get sick, get tired quickly, their working capacity will fall, which cannot but affect the results of schooling. Therefore, from a very early age, teachers and parents should take care of the health of children.

2. Intellectual readiness: the content of intellectual readiness includes not only vocabulary, outlook, special skills, but also the level of development of cognitive processes; their focus on the zone of proximal development, the highest forms of visual-figurative thinking; the ability to single out a learning task, turn it into an independent goal of activity.

3. Socio-psychological, moral and volitional readiness for school: the formation of a new social position ("internal position of the student"); the formation of a group of moral qualities necessary for teaching. In the group of moral qualities necessary for learning, they include independence, responsibility, the ability to bring things to an end, overcome difficulties, discipline, perseverance, and an interest in knowledge. Also, readiness for a new way of life involves the ability to establish positive relationships with peers, knowledge of the norms of behavior and relationships, the ability to communicate with children and adults. A new way of life will require such personal qualities as honesty, initiative, optimism, etc.

4. Psychological readiness for school presupposes the formation of the motive for learning.

Special preparation for school:

Only those children who already have basic knowledge of the school curriculum can successfully master the first grade program. However, our task as teachers is not the quantitative accumulation of children's knowledge, but the formation of skills to analyze, compare, generalize, draw independent conclusions. We can teach a child to count up to 100, but this does not guarantee his success in learning mathematics. First of all, awareness of knowledge and skills, understanding of cause-and-effect relationships, the ability to single out and retain a learning task are important.

The following indicators can be taken as criteria for a child's readiness for school:

1) normal physical development and coordination of movements;

2) desire to learn;

3) managing your behavior;

4) possession of methods of mental activity;

5) manifestation of independence;

6) attitude towards comrades and adults;

7) attitude to work;

8) the ability to navigate in space and notebooks.

So, based on the foregoing, we can argue that the preparation of children for school should be versatile and begin long before children enter school.

Preparing children for school is carried out simultaneously by two educational institutions: the preschool educational institution and the family. Only by joint efforts can we achieve the desired result.

In the implementation of continuity, it is important to pay attention to the fulfillment by the teacher of the functions assigned to him (health-improving, organizational, educational, etc.), to knowledge of pedagogy, psychology, methods of education, his erudition.

1.3 Forms of succession

To make the transition of children to school softer, to enable them to quickly adapt to new conditions, teachers should get acquainted with the forms and methods of work in preschool institutions, since the psychological difference between a six-year-old and a seven-year-old child is not so great. And familiarizing the preschoolers themselves with the school, the educational and social life of schoolchildren makes it possible to expand the corresponding ideas of kindergarten students, to develop their interest in school, the desire to learn.

The mechanism for the implementation of continuity, its components function with the help of certain forms and methods implemented in the process of specially organized activities of the administration, kindergarten teachers, teachers primary school to create conditions for an effective and painless transition of children to primary school.

Forms of Succession Links

Pedagogical councils, seminars, round tables of preschool teachers, school teachers and parents on topical issues of succession;

Planning and implementation of joint practical activities of teachers and teachers with children - preschoolers and first graders (holidays, exhibitions, sports competitions);

Psychological and communicative trainings for educators and teachers;

Interaction medical workers, psychologists preschool and school;

Holding "days of graduates" in the preschool educational institution;

Together with the school, recruitment of 1st grades from graduates of the preschool educational institution and diagnostics to determine the readiness of children for school;

Meetings of parents with future teachers;

Questioning, testing of parents to study the well-being of the family on the eve of the child's school life and during the period of adaptation to school;

Game trainings and workshops for parents of preschool children.

Successful succession work can be carried out only with the joint work of the teacher and educator.

The main tasks of cooperation between the preschool educational institution and the school are:

Creation of psychological and pedagogical conditions that ensure a favorable course of the process of adaptation of first-graders to school education (natural transition from kindergarten to school);

Improving the preparation for schooling of 5-6 year old children;

Deepening interest in life at school;

Assistance to the family in a new situation that arises when preparing for schooling and when a child enters school.

Mutual visits to school and kindergarten by teacher and educator,

Participation in pedagogical councils,

Mutual consulting, seminars, master classes;

Joint holding of a parent meeting by an educator and a teacher, organizing conferences,

The study of education programs in a preschool institution and the program of the first grade of the school, etc.

Psychological and communicative trainings for educators and teachers;

Carrying out diagnostics to determine the readiness of children for school;

Interaction of medical workers, psychologists of the preschool educational institution and the school;

Open displays of educational activities in preschool educational institutions and open lessons at school;

Pedagogical and psychological observations.

At school, a first-grader is bombarded with everything at once: both new rules of conduct and educational information. Therefore, it is better to prepare the baby for the coming changes in the usual conditions, gradually introducing new settings step by step that meet the new requirements.

Forms of acquaintance of preschool children with the school.

Role-playing games, in particular, the game "To School" can be of great help.

Any role-playing game includes five components. This includes:

1. Things - the physical, natural or man-made environment.

2. Place - the arena in which the action takes place.

3. Cast - the people involved.

4. Organization - the rules and regulations that govern the actions of people, information.

5. The meaning of the ideas to be grasped.

The role-playing game "To School" helps the child to successfully enter school life, to acquire the necessary experience. The game develops the ability to use speech, the ability to negotiate (set rules, distribute roles), the ability to manage and be managed. The child actively masters the "world of things" (cognitive and objective practical activities) and the "world of people" (norms of human relationships). All this is necessary for the future first grader.

It is important that the reported information about the school is not only understandable to the child, but also felt by him. For this use:

1. Excursions (to the school building, then to the library, to the gym, to the classroom, to the canteen).

2. Examination of the painting "School"

3. Reading and analysis of children's fiction about school life, memorizing poetry.

4. Drawing on the topics: "School building", "My impressions of the excursion to the school library", "Class".

5. Conversations, stories of adults about their studies and favorite teachers.

6. Familiarization with proverbs and sayings that emphasize the importance of books, teachings and work.

7. Examining school supplies and making riddles about them.

8. Word and didactic games on school topics.

9. Acquaintance and interaction of preschoolers with teachers and primary school students;

10. Participation in joint educational activities, game programs;

11. Meetings and conversations with former kindergarten students (primary and secondary school students);

12. Joint holidays (Knowledge Day, initiation into first graders, graduation in kindergarten, etc.) and sports competitions for preschoolers and first graders;

13. Participation in theatrical activities;

14. Attendance by preschoolers of an adaptation course of classes organized at the school (classes with a psychologist, speech therapist, music director and other school specialists).

It is advisable not to bring down on the child all the school innovations at once, but to pay attention to some or one of the aspects of school life, and leave the remaining components of the situation untouched for now. Let at first it will be things, school supplies, a school uniform that can be seen in the pictures, and then go to school, sit at a desk.

The child in a sparing mode, without time limit, will get acquainted with the type and purpose of things that will soon become his permanent environment. Another time, it is worth dwelling on the norms and rules, having tried in the game on behalf of the “teacher” to present certain requirements to the “student”. Further, textbooks can become an object of attention, which are useful not only to look and scroll through, but also to try to "pretend" to perform some simple task.

The importance of the problem of educating a positive attitude towards school is beyond doubt. How our work will be carried out will depend on its success and effectiveness. “The school should not make a drastic change in the lives of children. Let, having become a student, the child continues to do today what he did yesterday. Let the new appear in his life gradually and not overwhelm with an avalanche of impressions,” wrote V.A. Sukhomlinsky about the acquaintance of children with the school in preschool education.

Raising a positive attitude towards school in preschool children is one of the urgent problems of modern pedagogy.

But we cannot fully prepare a child for school if we do not act with parents in the same vein.

Pedagogical education of parents.

Parents play an important role in fostering a positive attitude towards school. Without a close relationship with the family, it is impossible to build your work. When working with parents, you can use the following forms of work:

Joint parent meetings with preschool teachers and school teachers;

Round tables, discussion meetings, pedagogical "living rooms";

Parent conferences, Q&A evenings;

Consultations with teachers of preschool educational institutions and schools (Consultations on the topic: “How to choose a school”, “What to do if your child is not accepted to school”, “A little about the game”, etc.).

Meetings of parents with future teachers;

Open days;

Creative workshops;

Questioning, testing of parents to study the well-being of the family on the eve of the child's school life and during the period of adaptation to school (Questioning parents on the topic "How to help learn");

Educational game trainings and workshops for parents of preschool children, business games, workshops;

Family evenings, themed activities;

Visual means of communication (poster material, exhibitions, mailbox questions and answers, etc.): Oral journal

- "Your child is a future first grader"

- "Knowledge, skills and abilities necessary for the future first-grader."

- "8 tips for parents of future first-graders."

Exhibition on the topic: "This is necessary for the school."

Publication of a newspaper that helps to inform parents about the life of the child in the institution.

Meetings of parent clubs (classes for parents and for parent-child couples).

An important role in ensuring the continuity of preschool and school education is played by a detailed study of the views of parents and teachers about each other, which will lead them to interaction and the development of joint recommendations.

It is known that there is no “smooth” continuity in human development, and any transition to a new state, even the most pleasant one, is always stressful.

Since it is almost impossible to do without stress, we must try to “make” them less harmful and more beneficial for development.

Continuity is a smooth transition from preschool to school.

The child should not be afraid of a new building, but he should not get used to it so much that the effect of novelty, surprise, and attractiveness disappears.

2. Preschool program

2.1 Comparative analysis FGT and GEF programs

After a comparative analysis of the two programs, we can draw the following conclusions.

1) FGT and GEF are based on a single theoretical and methodological basis - a system-activity approach, which involves:

Education and development of personality traits that meet the requirements of the information society, innovative economy;

Formation of readiness for self-development and continuous education;

Active educational and cognitive activity of students;

Construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students.

2) You can also notice that the educational process uses uniform forms of work:

Joint activities of children

Joint activity of an adult and children

Independent activity

3) The following: the goals of the Federal State Educational Standard are, as it were, a continuation of the goals set by the FGT:

Development of physical qualities - strengthening of physical health

Formation of the prerequisites for educational activity - the formation of the foundations of the ability to learn and the ability to organize one's activities

The formation of a common culture, the development of intellectual and personal qualities - spiritual and moral development and education.

Thus, the kindergarten in our understanding is the foundation of education, and the school is the building itself, where the development of educational potential, the basic culture of the individual takes place.

4) The main purpose of the Federal State Educational Standards and FGT is the formulation and provision of three interconnected requirements established at the federal level: to the results, structure and conditions for the implementation of basic educational programs.

5) Let's compare the structures of the programs. In the program of preschool institutions, 5 points are defined, in the elementary school program - 11. Let's consider the points of contact between the two programs.

Planned results of mastering the main educational program of primary general education by students Planned results of mastering the main general educational program of preschool education by students

The system for assessing the achievement of the planned results of mastering the basic educational program of primary general education The system for monitoring the achievement of the planned results by children

Curriculum of subjects:

- "Russian language"

- "Literary reading"

- "Maths"

- "The world"

- "Art"

- "Music"

- "Technology"

- "Physical Culture"

- "Foreign language"

- "Physical Culture"

- "Health"

- "Safety"

- "Socialization"

- "Knowledge"

- "Communication"

- "Reading fiction"

- "Artistic Creativity"

- "Music"

Program of correctional work Content of correctional work (for children with disabilities).

Plan of extracurricular activities Organization of the mode of stay of children in an educational institution.

I would like to draw your attention to three areas that require special explanation: “Socialization” - the content of the educational area is aimed at achieving the goals of mastering the initial ideas of a social nature and including children in the system of social relations through solving the following tasks:

Development of children's play activities;

Introduction to the elementary generally accepted norms and rules of relationships with peers and adults (including moral ones);

Formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community.

"Knowledge" - the content of the educational area is aimed at achieving the goals of developing children's cognitive interests, the intellectual development of children through the solution of the following tasks:

sensory development;

Development of cognitive research and productive (constructive) activities;

Formation of elementary mathematical representations;

Formation of a holistic picture of the world, expanding the horizons of children.

"Communication" - the content of the educational field is aimed at achieving the goals of mastering constructive ways and means of interaction with people around them through solving the following tasks:

Development of free communication with adults and children;

The development of all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; connected speech of dialogic and monologue forms) in various forms and types of children's activities;

Practical mastering by pupils of the norms of speech.

6) In connection with the transition of elementary school to new educational standards, the issue of forming universal educational activities is of particular importance.

According to the Federal State Educational Standard, UUD is a set of methods of action, thanks to which the child masters all the components of educational activity.

As a result of studying all subjects in elementary school, graduates should form universal learning activities as the basis of the ability to learn.

At preschool age, only the prerequisites for universal educational activities are formed.

With regard to the moment the child enters school, the following prerequisites for regulatory universal educational activities can be distinguished.

Prerequisites for ULD in children at school entry Planned outcomes by the end of Grade 1

Knows how to treat himself positively, has self-esteem - understands the suggestions and assessments of teachers, comrades, parents and other people, knows how to evaluate himself according to the criteria proposed by adults

positive attitude towards school

Able to be kind to others, responsive to the experiences of another person

Knows how to respect the dignity of others - knows how to navigate the moral content and meaning of both his own actions and the actions of those around him

Ability to respect other people's opinions

Can understand the feelings of others and empathize with them

Knows how to take care of his things - knows how to take care of material values

Respects and accepts the values of family and society

He loves his homeland and his land

Knows how to interact with peer adults through participation in joint games and their organizations, negotiate, negotiate in the game, take into account the interests of others in the game, restrain their emotions in the game

In a society of peers, he knows how to choose his occupation, partners - he knows how to interact with peers in joint activities, negotiate, take into account the interests of others, restrain his emotions

Ability to discuss issues and rules

Can support a conversation on an interesting topic for him - knows how to discuss problems, rules

Can support a conversation on an interesting topic

Able to show independence in various types of children's activities

Knows how to make self-esteem both for himself and his actions - knows how to show independence in various types of children's activities

Able to self-evaluate himself and his actions

Ability to deal openly outside world and feel self-confident - able to adapt to some difficult situations

It can be seen that the prerequisites for universal educational activities of a preschooler find their development at the initial stage of education.

7) Now consider the requirements for the results of the two programs.

The final result of mastering the main general educational program of preschool education is the formed integrative qualities of the child. The dictionary indicates the concept of integration - this is the process by which parts are combined into a whole. At the personal level, this is the state of the body when all the constituent elements of the individual, his traits or qualities act in concert as a whole.

Summarizing and comparing the requirements for a graduate of a preschool educational institution in accordance with the FGT and the requirements for the results of students, primary general education in accordance with the Federal State Educational Standard, we can trace a clear successive relationship.

Summing up the comparative analysis of FGT and GEF, we can say that both of these documents are closely related. A start has been made to ensure the continuity of the educational program of preschool educational institutions with exemplary basic general education programs of primary general education. The duplication of program areas of knowledge is excluded, the implementation of a single line of the general development of the child at the stages of preschool and school childhood is ensured.

Such an approach to the implementation of a single line of development of the child at the stages of preschool and primary school education can give the pedagogical process a holistic, consistent and promising character.

And, finally, the two levels of education will not operate in isolation from each other, but in close interconnection, which will allow the school to rely on the development of the child received in a preschool institution.

2.2 FGT and GEF programs

"The program of cooperation between educational institutions on the continuity of preschool and primary general education in the framework of the implementation of the FGT and the Federal State Educational Standard."

The introduction of Federal State Requirements (FGT) to the structure of the preschool program, the conditions for its implementation and the adoption of new Federal State Educational Standards (FGOS) for primary school education - milestone continuity of activities of kindergarten and school. The introduction of education standards approved at the state level significantly contributes to ensuring continuity and prospects for improving the quality of education in an integral education system. An analysis of the situation shows that this trend should remain a characteristic feature of the education system in the future.

Preparing for school is often viewed as an earlier study of the first grade program and is reduced to the formation of narrow-subject knowledge and skills. In this case, the continuity between preschool and primary school age is determined not by whether the future student has developed the qualities necessary for the implementation of new educational activities, whether its prerequisites have been formed, but by the presence or absence of certain knowledge in academic subjects. However, numerous studies by psychologists and educators show that the availability of knowledge in itself does not determine the success of learning, it is much more important that the child knows how to acquire and apply it independently.

This is the activity approach, which underlies the state educational standards.

What is an activity approach? Teaching activities in the educational sense means making learning motivated, teaching the child to independently set a goal and find ways, including means, to achieve it, help the child develop the skills of control and self-control, assessment and self-esteem.

Therefore, the leading goal of preparing for school should be the formation in a preschooler of the qualities necessary for mastering educational activities - curiosity, initiative, independence, arbitrariness, creative self-expression of the child, etc.

Meanwhile, we must remember that the continuity between the preschool and school levels of education should not be understood only as the preparation of children for learning. It is important to ensure the preservation of the intrinsic value of preschool age, when the most important features of the future personality are laid. It is necessary to form the social skills of the future student, necessary for successful adaptation to school. It is necessary to strive for the organization of a single developing world - preschool and primary education. The solution to this issue is also included in the program.

Taking into account the fact that lifelong education acts as a connection, consistency and perspective of all components of the system (goals, objectives, content, methods, means, forms of organization of upbringing and education) at each level of education, we see the solution to the problem of continuity in the creation of a program of cooperation between elementary school and kindergarten, which would reflect this connection, consistency and perspective. We have defined the purpose and objectives of the program.

Purpose: to implement a single line of development of the child at the stages of preschool and primary school childhood, giving the pedagogical process a holistic, consistent perspective.

The main tasks of cooperation between the preschool educational institution and the school:

Establishing unity of aspirations and views on the educational process between kindergarten, family and school;

Development of common goals and educational tasks, ways to achieve the intended results;

Creation of conditions for favorable interaction of all participants in the educational process - educators, teachers, children and parents;

Comprehensive psychological and pedagogical education of parents;

Providing psychological assistance in understanding one's own family and social resources that help to overcome problems when a child enters school;

Formation in families of a positive attitude towards the active social and social activities of children.

The most important condition for the effectiveness of work on establishing successive ties between kindergarten and school is a clear understanding of the goals, objectives and content of the implementation of continuity.

General goals of education of children of preschool and primary school age:

Education of a moral person;

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

Preservation and support of the child's individuality, physical and mental development of children.

The continuity of pre-school and primary education involves the solution of the following priority tasks:

At the preschool level:

Introducing children to the values of a healthy lifestyle;

Ensuring the emotional well-being of each child, the development of his positive self-perception;

Development, initiative, curiosity, arbitrariness, ability for creative self-expression;

Formation of various knowledge about the world around us, stimulation of communicative, cognitive, playful and other activity of children in various activities;

Development of competence in the sphere of relations to the world, to people, to oneself; inclusion of children in various forms of cooperation (with adults and children of different ages).

In accordance with the Standard at the elementary school level, the following is carried out:

Formation of the foundations of civic identity and worldview of students; formation of the foundations of the ability to learn and the ability to organize their activities,

The ability to accept, maintain goals and follow them in educational activities, plan their activities, monitor and evaluate them, interact with the teacher and peers in the educational process;

Spiritual and moral development and education of students, providing for their adoption of moral standards, moral attitudes, national values;

Conscious acceptance of the values of a healthy lifestyle and regulation of one's behavior in accordance with them; improvement of the achievements of preschool development, special assistance in the development of qualities formed in preschool childhood;

Individualization of the learning process, especially in cases of advanced development or lagging behind.

Expected results.

The result of the implementation of the cooperation program should be the creation of a comfortable successive subject-developing educational environment:

Providing high quality education, its accessibility, openness and attractiveness for students, pupils, their parents (legal representatives) and the whole society, spiritual and moral development and education of students and pupils;

Guaranteeing the protection and strengthening of the physical, psychological and social health of students and pupils;

Comfortable in relation to students, pupils (including those with disabilities) and teaching staff.

The result of fruitful cooperation between teachers of primary and preschool institutions, parents (legal representatives) of pupils and students should be the development of the integrative qualities of a preschooler, which serve as the basis for the formation of competencies necessary for schooling.

The integrative qualities of a preschool child, which are indicated in the Federal state requirements for the structure of the main general educational program of preschool education, can be designated as a portrait of a graduate of a preschool educational institution.

Literature

1. R.A. Dolzhikova, G.M. Fedosimov, N.N. Kulinich, I.P. Ishchenko "Implementation of continuity in the education and upbringing of children in preschool and elementary school", Moscow, School Press, 2008.

2. Vygotsky L.S. "The Chosen Ones psychological research» (Problem of learning and mental development child at school age), Moscow, 2009.

3. Elkonin D.B. On the problem of periodization of mental development in childhood. - M., 2008.

4. Bezrukikh M.M. Steps to the school. A book for teachers and parents. M.; Bustard, 2010.

5. Idbina M.N. Preparation for school. Developmental exercises and tests. 2011.

6. Kozlova S.A., Kulikova T.A. Preschool Pedagogy - M .: Publishing Center "Academy", 2008.

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Analysis of modern educational programs for preschool educational institutions.

Currently, there are a number of programs for working with children of preschool age. Among them are complex (general developing) and specialized (partial, local).

Comprehensive programs- programs that include all the main areas of educational and educational work of the preschool educational institution. [p. 13]

Specialized programs- programs in one or more areas, implemented as part of the main educational activities of a preschool educational institution. [p.13]

Basic and additional programs of preschool educational institutions.

The integrity of the educational process is achieved not only by using one main program, but also by the method of qualified selection of specialized programs.

One of the main requirements for the main programs (complex, a set of partial ones) is the observance of continuity with primary education programs.[p.13]

Comprehensive programs .

In 1989, by order of the Ministry of Education of the RSFSR, a program began to be developed "Rainbow". The team of authors was headed by Candidate of Pedagogical Sciences T.N. Doronova. Currently, the program consists of 5 sections and is intended for the upbringing and education of children from 2 to 7 years old.

1. Red color - physical culture.

2. Orange color- the game.

3. Yellow color - visual activity and manual labor.

4. Green color- design.

5. Blue color - musical and plastic arts.

6. Blue color - classes for the development of speech and familiarization with the outside world.

7. Purple color - mathematics.

The purpose of the program is to develop such personality traits as upbringing, independence, purposefulness, the ability to set a task and achieve its solution.

The program is based on the idea that each year of a child's life is decisive for the formation of certain mental neoplasms. The effectiveness of the upbringing and educational process depends on how specific pedagogical work is focused on the formation of these neoplasms. Therefore, the educator faces the following tasks:

1. create an opportunity for the child to live these years joyfully and meaningfully;

2. ensure the protection and strengthening of his health;

3. promote comprehensive and timely mental development;

4. to form an active and careful-respectful attitude towards the world around;

5. to attach to the main areas of human culture (labor, knowledge, art, morality).

The advantage of this program is that the guidelines for each age group provide an approximate planning of pedagogical work for the year, reveal the content of the work during the day: a list and duration of individual elements of the daily routine, as well as their methodological content, purpose and means.

In 1995, a team of teachers of the Department of Preschool Pedagogy of the Russian State Pedagogical University named after A.I. Herzen developed a program "Childhood" .

The purpose of the program is to ensure the holistic development of the child's personality during preschool childhood: intellectual, physical, emotional and moral, strong-willed, social and personal.

The program is focused on the social and personal development of the child, the upbringing of a positive attitude towards the outside world, includes a new important section - "Attitude towards oneself."

The program consists of three parts: junior, middle and senior preschool age. The content is specified by sections:

1. Characteristics of the age period.

2. Features of the field of activity.

3. General Tasks education.

4. Representations (orientations).

5. Practical skills.

6. Levels of learning skills.

10. Conclusion.

The advantage of this program is that the teacher's creative attitude to planning is assumed: the teacher independently chooses from the proposed content what can be implemented.

Program "From childhood to adolescence" developed by the team of authors under the guidance of the candidate of pedagogical sciences T.N. Doronova. The program is based on the most important strategic principle of the modern system of Russian education - its continuity. This reflects the name of the program, which characterizes the continuous connection between preschool and primary school age.

The program indicates the characteristic features of various periods of childhood and defines tasks in two main areas - "Health" and "Development".

The advantage of this program is that the program focuses adults on personality-oriented interaction with the child, the participation of parents in the upbringing and education of children in the family, in kindergarten, and then at school.

Program "Education and education in kindergarten" is an improved version of the "Program of education and training in kindergarten" (M .: Education, 1985, ed. M.A. Vasilyeva). The program has been developed taking into account the latest achievements modern science and practice of domestic preschool education.

The purpose of the program is to create favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities.

The program is composed by age groups. It covers 4 age periods of children's development: early age, younger preschool age, middle age, senior preschool age and has a certain structure:

1. Age features.

2. Tasks that are solved in each section.

3. Approximate mode of the day.

4. Sections of the program:

Physical education.

Mental education.

Moral education.

Labor education.

Fiction.

Artistic and aesthetic education

Musical education.

Cultural and leisure activities.

An approximate list of the main activities for a five-day week.

The purpose of the program is to ensure continuity between preschool and primary education, to create optimal conditions for the personal and mental development of pupils.

The program of family and public education "Golden Key" has the following structure:

Explanatory note.

Tasks of training and education.

Organization of work in the family and public children's center "Golden Key".

Principles of organizing life in a group.

Curriculum of elementary school - kindergarten.

Topics for seven years of study.

The advantage of this program is that the program is designed to work with children from 3 to 10 years old. The elementary school operates directly in the children's center. Schoolchildren come to their group in the morning, have breakfast, go to lessons, and then return to their groups.

Specialized programs.

Preschool Physical Education Program "Physical culture - for preschoolers." Author L.D. Glazyrin.

The program is designed to work with children from 1 to 6.

The purpose of the program is to optimally implement the health-improving, upbringing and educational direction of physical education, taking into account the individual developmental opportunities of the child.

Program objectives:

1. health direction - ensuring the quality work of preschool institutions to improve the health of children.

2. educational direction - ensuring the social formation of the child's personality, the development of his creative forces and abilities.

3. educational direction - ensuring the assimilation of systematized knowledge, the formation of motor skills and abilities.

The advantage of this program is that for each age group there are various developmental exercises and their dosage, as well as various forms of work with children in physical education and their duration.

Aesthetic education program for children 2-7 years old "The beauty. Joy. Creation" developed by the team of authors T.S. Komarova, A.V. Antonova, M.B. Zatsepina.

The program contains sections: "Art in a Child's Life", "Aesthetic Developmental Environment", "Beauty of Nature", "Acquaintance with Architecture", "Literature", "Fine Arts", "Musical Activities", "Leisure and Creativity", "Creativity ".

The program is aimed at introducing children to a healthy lifestyle as a result of comprehensive education (development of various movements, muscle strengthening, etc.)

The advantage of the program is that the program of aesthetic education, education and development of children is holistic, integrated in all areas of aesthetic education, based on different types of art, carried out by means of nature, aesthetic developing environment, various artistic and creative activities.

Program of artistic and aesthetic cycle "With a brush and music in the palm of your hand." Authors N.E. Basina, O.A. Suslova. The program is designed to work with children 3-7 years old.

The structure of the course "Introduction to the World of Art" contains sections:

1. Material. Natural and non-natural material and its properties.

2. Color. Color as a sign of the material world and color as a means of art.

4. Emotions. As feelings experienced by a person and as an aesthetic experience of the world.

5. Movement.

8. Invoice.

9. Symmetry. Rhythm.

10. Interaction as a way to implement internal and external relations.

The advantage of this program is that all topics are interconnected with each other and a detailed itinerary of the journey through the course content is presented.

Program "Drawing and Sculpting" O.V. Grigorieva.

The purpose of the program: the development of creative abilities of preschoolers.

The program is designed to work with children aged 3-9 years in fine arts. The program presents a calendar-thematic plan for visual activity in 4 versions, which gives the teacher the opportunity to vary the pace, materials, types of art, depending on the abilities of children. Planning of work is carried out taking into account the individual characteristics of children.

The advantage of the program is that the program includes 28 abstracts of classes with children of the junior, middle, and preparatory groups in art activities.

Program "Musical Masterpieces" O.P. Radynova.

The purpose of the program: the formation of the foundations of the musical culture of preschool children.

At the center of the program is the development of creative listening to music, which involves encouraging children to manifest various forms of creative activity - musical, musical-motor, artistic.

The formation of the musical culture of children is ensured by the selection of works of musical classics and folk music, which are "standards of beauty" for children. The basic principle of building the program is thematic. The program includes 6 topics that are studied within one to two months and are repeated on new material in each age group.

The advantage of the program is that it is a methodically built system for the formation of the foundations of children's musical culture, including the principles, content, methods and forms of work.

Environmental Orientation Program The planet is our home.

The purpose of the program is to develop an interest in nature through the emotional sphere.

The program uses unique techniques:

Storytelling with live pictures

Teaching figurative plastics, breathing exercises, self-massage

Drawing an individual ecological book.

The advantage of this program is that it introduces children to the natural world, using various means from pantomime and riddles to slides and chemical experiments, and at the end of each topic studied, there is a Book Festival.

Bibliography:

1. Glazyrina L.D. Physical culture for preschoolers. Moscow: Vlados, 1999.

2. Doronova T.N. and others. From childhood to adolescence: a program for parents and educators on the formation of health and development of children of the fifth year of life. M., 1997.

3. Solomennikova O.A. Basic and additional programs of the preschool educational institution: method. allowance. Moscow: Iris-press, 2006.

4. Modern educational programs for preschool institutions: under. ed. T.I. Erofeeva. M.: Academy, 2000.

5. Childhood: a program for the development and education of children in kindergarten / under. ed. T.I. Babaeva, Z.A. Mikhailova, L.M. Gurovich. St. Petersburg: Accident, 1996.

6. Rainbow: program and guidance for the educator / comp. T.N. Doronova. M.: Education, 1999.

Orenburg State

Pedagogical University

Abstract on the topic:

Analysis of modern educational programs for preschool institutions

Completed by: 3rd year student of OZO

faculty of DNO, department of PIMDO

Belkova Galina.

Checked by: teacher Zebzeeva V.A.

"CHILDHOOD"

Pedited by M. A. Vasilyeva,V. V. Gerbova,T. S. Komarova

"BEAUTY - JOY - CREATIVITY

Leaders of the team of authors- candidate of pedagogical sciences, professor T. I. Babaeva, doctor of pedagogical sciences, professor A. G. Gogoberidze, candidate of pedagogical sciences, professor 3. A. Mikhailova

The authors. O. V. Akulova, T. I. Babaeva, T. A. Berezina, A. M. Verbenets, A. G. Gogoberidze, T. S. Gryadkina, V. A. Derkunskaya, T. A. Ivchenko, M. V. Krulekht, N. A. Kurochkina, 3. A. Mikhailova, N. O. Nikonova, JI. K. Nichiporenko, N. A. Notkina, M. N. Polyakova, L. S. Rimashevskaya, O. V. Solntseva, O. N. Somkova.

Program Structure

In the main part the content of psychological and pedagogical work on the development of educational areas by children "Physical culture", "Health", "Safety", "Socialization", "Labor", "Cognition", "Communication", "Reading fiction", "Artistic creativity" is presented , "Music", which provide a versatile development of children, taking into account their age and individual characteristics in the main areas - physical, social and personal, cognitive and speech and artistic and aesthetic.

In the additional part programs are presented that expand and deepen the basic educational content and allow satisfying the diverse educational needs of the modern family and the electoral interests of preschoolers, and realizing the developing potential of the regional component.

Purpose of the program

Ensuring the comprehensive development of the child during preschool childhood: intellectual, physical, emotional, moral, strong-willed, social and personal - through a developing environment appropriate to his age characteristics.

Tasks solved in the classroom

Systematization, deepening, generalization personal experience child: mastering new, complex ways of cognitive activity; awareness of connections and dependencies that are hidden from children in everyday affairs and require special conditions and management on the part of the teacher for mastering.

The principle of developing education,

principles of scientific validity and practical applicability,

the principle of ethnocultural correlation of preschool education,

complex thematic principle,

the principle of integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of the educational areas themselves.

Estimated aget

Children 3-7 years old (three psychological ages).

communicative,
labor,
cognitive research,
productive,
musical and artistic,

Teaching methods

observations,

excursions,

elementary experience,

experimentation,

game problem situations

performances with toys

communication and collaboration with the teacher,

figurative imitation games,

round dance, theatrical games,

looking at pictures, illustrations,

didactic games,

With role-playing games.

Forms of organization of training

communication with adults and peers,

experimentation,

object activity,

pictorial,

artistic and theatrical activities,

child labour.

practical,

communicative,

educational,

artistic,

motor,

sports,

musical-rhythmic,

cultural and hygienic,

pictorial,
constructive and others necessary for the implementation of various types of children's activities.

Program level

Comprehensive (general developmental) program

"The program of education and training in kindergarten"

Pedited by M. A. Vasilyeva,V. V. Gerbova,T. S. Komarova

A. V. Antonova, Doctor of Pedagogical Sciences; I. A. Lrapova-Piskareva; NOT. Veraksa, Doctor of Psychology; V, V. Gerbova, candidate of pedagogical sciences; O. V. Dybina, Doctor of Pedagogical Sciences; M.B. Zatsepin, Candidate of Pedagogical Sciences; T. S. Komarova, Doctor of Pedagogical Sciences; V.Ya.Lysova, candidate of pedagogical sciences; G.M. Lyamina, candidate of pedagogical sciences; O. A. Solomennikova, candidate of pedagogical sciences; E. Ya. Stepanenkova, candidate of pedagogical sciences; S. N. Teplyuk, Candidate of Pedagogical Sciences.

Program Structure

The program is composed by age groups. It covers four age periods of physical and mental development of children:

Early age - from birth to 2 years (first and second groups of early age);

Junior preschool age - from 2 to 4 years (first and second junior groups);

Average age - from 4 to 5 years (middle group);

Senior preschool age - from 5 to 7 years (senior and preparatory groups for school).

In each section of the program, a characteristic is given of the age characteristics of the mental and physical development of children, general and special tasks of upbringing and education are defined, the features of organizing the life of children, the formation of the necessary ideas, vital skills and abilities in the learning process and their development in everyday life.

The program has developed the content of children's holidays, entertainment and leisure activities. Approximate levels of development are determined, which reflect the achievements acquired by the child by the end of each year of stay in a preschool institution.

The program is accompanied by lists of literary and musical works, didactic and outdoor games recommended for use in the pedagogical process.

Purpose of the program

Creation of favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing a child for life in modern society.

Tasks solved in the classroom

Protecting the life and strengthening the health of the child,

education of positive moral and volitional qualities,

development of attention, perception, memory, thinking, imagination, speech, as well as ways of mental activity

development of elementary ecological ideas,

the formation of a complete picture of the world around the child,

the formation of initial ideas about oneself, about the immediate social environment, about the macrosocial environment,

the formation of initial ideas about natural phenomena, daily and seasonal changes,

development of oral speech,

formation of elementary mathematical representations,

education of skills of elementary labor activity,

the formation of a positive attitude towards the world,

development of creative abilities in drawing, modeling, appliqué, art-speech and musical-art activities;

development of sensory abilities: perception, sense of color, rhythm, composition.

Content Design Principles

The principle of developmental education,

the encyclopedic nature of the ideas and knowledge formed in the child (about everything that surrounds him),

cultural principle,

educational value of knowledge.

Estimated age

from birth to 7 years.

Directions of students' activities in the classroom

communicative and cognitive,
artistic,
motor,
elementary labor.

Teaching methods

visual and practical methods,

subject-search methods of teaching,

child experimentation,

independent discovery by the child of certain patterns.

Forms of organization of training

special classes,

walks and excursions,
manual labor,
communication with the teacher
construction,
entertainment, holidays.

Knowledge and skills formed in children

motor,

the ability to compare and generalize, build logical chains, identify cause-and-effect relationships,

mathematical,
musical, rhythmic,
pictorial,
simple work skills
the ability to behave in society, to position oneself correctly.

Program level

Complex (general developmental)

PROGRAM "BEAUTY - JOY - CREATIVITY"

A.V.Antonova, T.S.Komarova, Zatsepina M.B.

Program Structure

art in a child's life;

aesthetic development environment;

beauty of nature;

familiarity with architecture;

literature;

visual activity;

musical activity;

leisure and creativity;

creation.

These sections are divided into parts, according to each year of the child's life.

Purpose of the program

The implementation of purposeful aesthetic education, which provides a full-fledged mental development, the development of such processes, without which it is impossible to know the beauty of the surrounding life (and art) and its reflection in a variety of artistic and creative activities.

Tasks solved in the classroom

Formation in the child of a sense of admiration and joy through the perception of the world around,

Formation of children's skills to convey and capture phenomena and objects through their creativity,

development of oral speech,

formation of cultural behavior skills,

development of interest in various types of art,

education of aesthetic taste, emotional responsiveness to beauty;

teaching the basics of creating artistic images, the formation of practical skills and abilities in various types of artistic activity;

Content Design Principles

principle of the people

cultural principle,

complex use of arts (musical, visual, theatrical, literature and architecture),

the relationship of aesthetic education with intellectual and moral,

the principle of an individual approach (personally oriented approach),

continuity in the aesthetic education of children of preschool and primary school age.

Estimated age

From 2 to 6 years

Directions of students' activities in the classroom

cognitive,
acquaintance with works of art (musical, artistic, architectural, etc.),
performing creative tasks
motor (musical-rhythmic),
choral performance,
playing percussion and high-pitched children's musical instruments.

Teaching methods

information - receptive;

reproductive;

research;

heuristic;

method of problematic presentation of the material.

Forms of organization of training

role-playing and didactic games,

special classes,

walks and excursions,
choral performance,
communication with the teacher
playing percussion and high-pitched children's musical instruments,
independent artistic activity,
entertainment, holidays.

Knowledge and skills formed in children

knowledge, skills and methods of musical activity, providing a basis for subsequent independent acquaintance with music, musical self-education and self-education,

the ability to use the acquired knowledge and skills in everyday life and at leisure,

the ability to hear visual moments in music that correspond to the title of the play; recognizes her characteristic images,

the ability to determine to which genre the listened work belongs (march, song, dance) and on which of the known instruments it is performed,

the ability to express your impressions of music in movement or drawing,

the ability to sing simple songs in a comfortable range, performing them expressively and musically;

ability to play percussion and high-pitched children's musical instruments

the ability to make gouache strokes, draw straight vertical and horizontal lines, draw with a felt-tip pen, and then with gouache, by the age of 3: the ability to draw closing figures - an oval, a circle, abstractions (but this is closer to 3 years).

in the senior group: the ability to draw animals and people, observing the proportions of body parts, etc.

Program level

Specialized Program

Conclusions:

Positive moment of the program "Childhood" is that it implements an approach to organizing the holistic development and upbringing of a preschool child. The organic entry of the child into the modern world is ensured in the program by the wide interaction of preschoolers with various areas of culture: with fine arts and music, children's literature and their native language, ecology, mathematics, play and work.

The Childhood program is a single software and methodological complex, The Childhood program determines the content and organization of the educational process for preschoolers and is aimed at forming a general culture, developing physical, intellectual and personal qualities, creating the prerequisites for educational activities that ensure social success, maintaining and strengthening the health of preschool children, correcting deficiencies in physical and ( or) mental development of children.

Thanks to the acquaintance of children with the world of people and relationships, with the experiences and problems of people (adults and peers) that are accessible to them, with their actions, emotional states, children begin to form concepts of humane and inhumane behavior, they learn to sympathize with humans, animals and plants. .

The integration of aesthetic feelings and moral experiences creates the basis for understanding the value of everything that is created by nature and man.

The program contributes to the development of cognitive activity of preschoolers, their curiosity, the development of their mental abilities and speech, awakens the creative activity of children, stimulates the imagination.

The program focuses on the active development of a variety of activity skills (playing, communication, artistic and visual, labor), on the variety of manifestations of children's creativity in games, manual labor, design, visual and musical activities, as well as in mathematical, natural history, speech spheres.

The program provides for the valeological education of preschoolers: the development of ideas about a healthy lifestyle, the importance of hygienic and motor culture, health and means of strengthening it.

Program "Childhood" corresponds to the principle of developing education, the criteria of completeness, necessity and sufficiency.

This is a comprehensive educational program. Its use requires a developed pedagogical reflection from the teacher, the ability to build the pedagogical process according to the model of subject-subject interaction with the child on the basis of pedagogical diagnostics. Each child develops at his own pace, the task of the educator is to take care of this process, to create conditions for natural individual personal growth.

The content of the program implements the principle of ethno-cultural correlation of preschool education. The authors sought to ensure that the child joins the origins of the folk culture of his country from childhood. The program pays great attention to the works of oral folk art, folk round dance games, music and dance, decorative and applied arts of Russia. At the same time, the program involves the development of respect for other peoples, interest in the world community

But it seems that the program offers an oversaturated educational content. It is hardly possible to informally and fully fulfill the tasks set by the authors of the program. After all, the level of development of children in a group can be very different, their interests and preferences can also be very different. And although the program provides for the development of each child at its own pace, and the task of the educator to track the personal growth of each child and influence his so many-sided development, it seems formal.

"The program of education and training in kindergarten" edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova is based on the principle of developmental education. The main criterion for selecting program material is its educational value, the high artistic level of the works of culture used, the possibility of developing the child's all-round abilities at each stage of preschool childhood.

The program reveals the patterns and features of the development of babies from birth to 2 years. Due to the age specificity, the programs for the first and second groups of early age are structurally different from the programs for preschool groups.

The leading goals of the program are realized in the process of various types of children's activities: play, educational, artistic, motor, elementary labor.

The program prioritizes:

care for the health, emotional well-being and timely comprehensive development of each child,

creating in groups an atmosphere of humane and benevolent attitude towards all pupils,

maximum use of various types of children's activities,

creative organization of the process of education and training,

variability in the use of educational material,

respectful attitude to the results of children's creativity,

Coordination of approaches to raising children in the conditions of preschool educational institutions and families,

observance of continuity in the work of kindergarten and primary school, excluding mental and physical overload in the content of the education of a child of preschool age.

The program defines ways to solve the problems of moral education.

In each age group, the types and content of the labor activity of children, the tasks that are solved in the process of child labor are determined.

The literary material of the program is selected in such a way as to ensure the development of the artistic and creative abilities of children, aesthetic taste, and the culture of perception of literary works.

Artistic and aesthetic education in the program is implemented in the process of getting acquainted with nature, different types of art and artistic and aesthetic activities.

Leisure activities in the program are considered as a priority direction in the organization of the child's creative activity. Not only the music director, but also educators, senior educator, other employees and parents take part in the organization of leisure activities.

The program is interesting, goals and objectives seem real. The declaration of coordination of approaches to the upbringing of children in the conditions of the preschool educational institution and the family has its pros and cons. Children from well-to-do families with concerned parents receive undoubted advantages to children who cannot be adequately supported in the family.

In addition, the implementation of the program depends on how creative and dedicated the educators and other employees of the preschool educational institution are.

Program "Beauty - joy - creativity" - specialized; it is aimed at the implementation of targeted aesthetic education of preschoolers.

Sections are divided into parts, according to each year of a child's life.

The goal of the program is achieved through the solution of tasks carried out in the classroom. The tasks are spelled out in some detail. But the decision of some is questionable: to teach to determine the general mood, the nature of the musical work as a whole and its parts; highlight individual means of expression: tempo, dynamics, timbre; in some cases - intonational melodic features of a piece of music; master various ways of playing percussion and high-pitched children's musical instruments: will be able to play in a percussion orchestra, reproduce the general nature of a piece of music, its timbre and dynamic colors, as well as rhythm. Undoubtedly, musically gifted children with properly organized training and education can achieve these goals, but if we are talking about a mass preschool educational institution, then the solution of these problems is doubtful.

In general, the program is interesting and useful.

All three programs, subject to the availability of qualified personnel, a good material and technical base, and the interest of parents, can be implemented in our republic in full or truncated volume. All programs are compiled by highly qualified teachers and have been tested for many years.