Federal state standard preschool education was developed for the first time in Russian history in accordance with the requirements of the federal law "On Education in Russian Federation". In accordance with the federal state educational standard for preschool education, exemplary educational programs for preschool education are being developed.

Educational programs of preschool education are aimed at the versatile development of preschool children, taking into account their age and individual characteristics, including the achievement by children of preschool age of the level of development necessary and sufficient for their successful mastering of primary educational programs. general education, based on an individual approach to preschool children and activities specific to preschool children.

The federal state educational standard includes requirements for:

1) the structure of the main educational programs (including the ratio of the mandatory part of the main educational program and the part formed by the participants in educational relations) and their volume;

2) conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions;

3) the results of mastering the main educational programs.

Unlike other standards, the FSES of preschool education is not the basis for assessing compliance with the established requirements of educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students.

Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education

Registration N 30384

In accordance with paragraph 6 of Part 1 of Article 6 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 30, art. 4036), subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, art. 2923 ; N 33, art. 4386; N 37, art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 N 661 (Collected Legislation of the Russian Federation , 2013, N 33, article 4377), I order:

1. Approve the attached federal state educational standard for preschool education.

2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:

dated November 23, 2009 N 655 "On the approval and implementation of federal state requirements for the structure of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration N 16299);

dated July 20, 2011 N 2151 "On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration N 22303).

Minister

D. Livanov

Application

Federal state educational standard for preschool education

I. General provisions

1.1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.

The subject of regulation of the Standard are relations in the field of education arising from the implementation of the educational program of preschool education (hereinafter referred to as the Program).

Educational activities under the Program are carried out by organizations engaged in educational activities, individual entrepreneurs (hereinafter collectively referred to as Organizations).

The provisions of this Standard may be used by parents (legal representatives) when children receive preschool education in the form of family education.

1.2. The standard was developed on the basis of the Constitution of the Russian Federation 1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child 2 , which are based on the following basic principles:

1) support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in general development of a person, the intrinsic value of childhood - understanding (consideration) of childhood as a period of life significant in itself, without any conditions; significant by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period;

2) the personality-developing and humanistic nature of the interaction between adults (parents (legal representatives), pedagogical and other employees of the Organization) and children;

3) respect for the personality of the child;

4) implementation of the Program in forms specific for children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

1.3. The Standard takes into account:

1) the individual needs of the child, related to his life situation and state of health, which determine the special conditions for his education (hereinafter - special educational needs), individual needs of certain categories of children, including those with handicapped health;

2) opportunities for the child to master the Program at different stages of its implementation.

1.4. Basic principles of preschool education:

1) full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;

2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education (hereinafter referred to as the individualization of preschool education);

3) assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

4) supporting the initiative of children in various activities;

5) cooperation of the Organization with the family;

6) introducing children to socio-cultural norms, traditions of the family, society and the state;

7) the formation of cognitive interests and cognitive actions of the child in various activities;

8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

9) taking into account the ethno-cultural situation of children's development.

1.5. The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

2) ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;

3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs for preschool education, their structure and the results of their development;

4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

1.6. The standard is aimed at solving the following problems:

1) protection and strengthening of the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;

5) combining training and education into a holistic educational process on the basis of spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society;

6) the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities;

7) ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health of children;

8) formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of the health of children.

1.7. The standard is the basis for:

1) development of the Program;

2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);

3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;

4) an objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard;

5) formation of the content of vocational education and additional professional education of teachers, as well as their certification;

6) assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in developing individual abilities and necessary correction of violations of their development.

1.8. The standard includes requirements for:

structure of the Program and its scope;

conditions for the implementation of the Program;

the results of the development of the Program.

1.9. The program is implemented in the state language of the Russian Federation. The program may provide for the possibility of implementation in the native language of the languages ​​of the peoples of the Russian Federation. The implementation of the Program in the native language from among the languages ​​of the peoples of the Russian Federation should not be carried out to the detriment of obtaining education in the state language of the Russian Federation.

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

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

The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving the problems specified in paragraph 1.6 of the Standard.

2.2. Structural divisions in one Organization (hereinafter referred to as Groups) may implement different Programs.

2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.4. The program is aimed at:

• creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;
• on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.

2.5. The program is developed and approved by the Organization independently in accordance with this Standard and taking into account Exemplary Programs 3 .

When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of educational tasks to be solved, the maximum occupancy of the Groups. The organization can develop and implement in Groups various Programs with different length of stay of children during the day, including Groups for short-term stay of children, Groups for full and extended days, Groups for round-the-clock stay, Groups of children different ages from two months to eight years, including groups of different ages.

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

• socio-communicative development;
• cognitive development; speech development;
• artistic and aesthetic development;
• physical development.

Social and communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and the Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

Speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity children (fine, constructive-model, musical, etc.).

Physical development includes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; conducive proper formation musculoskeletal system the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as with the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; the formation of the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities - as through mechanisms of child development):

in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, motor activity and tactile-motor games;

at an early age (1 year - 3 years) - objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

for preschool children (3 years - 8 years old) - a number of activities, such as games, including a role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research objects of the surrounding world and experimentation with them), as well as the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from different material, including designers, modules, paper, natural and other materials, visual (drawing, modeling, appliqué), music (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements ) forms of activity of the child.

1) subject-spatial developing educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the system of the child's relationship to the world, to other people, to himself.

2.9. The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of the implementation of the requirements of the Standard.

The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).

The part formed by the participants in educational relations should include Programs selected and/or independently developed by the participants in educational relations aimed at the development of children in one or more educational areas, activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organization of educational work.

2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

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

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

The explanatory note should disclose:

• goals and objectives of the Program implementation;
• principles and approaches to the formation of the Program;
• characteristics significant for the development and implementation of the Program, including characteristics of the characteristics of the development of children of early and preschool age.

The planned results of the development of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by the participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children - disabled people (hereinafter - children with disabilities).

a) a description of educational activities in accordance with the directions of the development of the child, presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and methodological aids that ensure the implementation of this content;

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

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

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

b) ways and directions of support for children's initiative;

c) features of the interaction of the teaching staff with the families of pupils;

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

The part of the Program formed by the participants of educational relations may include various directions chosen by the participants of educational relations from among partial and other programs and/or created by them independently.

This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:

• the specifics of national, sociocultural and other conditions in which educational activities are carried out;
• the choice of those partial educational programs and forms of organization of work with children that best meet the needs and interests of children, as well as the capabilities of the teaching staff;
• established traditions of the Organization or Group.

This section should contain special conditions for the education of children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual remedial classes and carrying out qualified correction of violations their development.

Correctional work and/or inclusive education should be aimed at:

1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

2) mastering the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and/or inclusive education of children with disabilities studying the Program in Combined and Compensatory Groups (including those for children with complex (complex) disabilities) must take into account the developmental characteristics and specific educational needs of each category of children.

In the case of organizing inclusive education on grounds not related to the disabilities of children's health, the allocation of this section is not mandatory; in the case of its allocation, the content of this section is determined by the Organization independently.

2.11.3. The organizational section should contain a description of the material and technical support of the Program, the provision of methodological materials and means of training and education, include the routine and / or daily routine, as well as the features of traditional events, holidays, activities; features of the organization of the developing subject-spatial environment.

2.12. If the mandatory part of the Program corresponds to the exemplary program, it is drawn up as a link to the relevant sample program. The mandatory part must be presented in detail in accordance with paragraph 2.11 of the Standard, if it does not correspond to one of the sample programs.

Part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which makes it possible to get acquainted with the content of the partial programs, methods, forms of organization of educational work selected by the participants in educational relations.

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

The short presentation of the Program should indicate:

1) age and other categories of children targeted by the Program of the Organization, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;

2) the Sample Programs used;

3) a description of the interaction of the teaching staff with the families of children.

III. Requirements for the conditions for the implementation of the main educational program of preschool education

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing subject-spatial environment.

The conditions for the implementation of the Program should ensure the full development of the personality of children in all major educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and to other people.

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

1) guarantee the protection and strengthening of the physical and mental health of children;

2) ensures the emotional well-being of children;

3) contribute to the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensure the openness of preschool education;

6) creates conditions for the participation of parents (legal representatives) in educational activities.

3.2. Requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education.

3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

1) respect of adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;

2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);

3) building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

4) support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in various activities;

5) support for the initiative and independence of children in activities specific to them;

6) the opportunity for children to choose materials, types of activity, participants in joint activities and communication;

7) protection of children from all forms of physical and mental violence 5 ;

8) support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

3.2.2. To receive without discrimination quality education children with disabilities are created the necessary conditions for diagnosing and correcting developmental disorders and social adaptation, providing early corrective assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, to the maximum extent conducive to obtaining preschool education, as well as the social development of these children , including through the organization of inclusive education for children with disabilities.

3.2.3. During the implementation of the Program, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively for solving the following educational tasks:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of the features of its development);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of the development of children is used (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (teacher-psychologists, psychologists).

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of the development of children.

3.2.4. The occupancy of the Group is determined taking into account the age of the children, their state of health, the specifics of the Program.

3.2.5. The conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, suggest:

1) ensuring emotional well-being through:

• direct communication with each child;
• respectful attitude to each child, to his feelings and needs;

2) support for the individuality and initiative of children through:

• creating conditions for children to freely choose activities, participants in joint activities;
• creating conditions for children to make decisions, express their feelings and thoughts;
• non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);

3) establishing the rules of interaction in different situations:

• creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;
• development of children's communicative abilities, allowing to resolve conflict situations with peers;
• development of children's ability to work in a group of peers;

4) the construction of a variable developmental education focused on the level of development, which manifests itself in a child in joint activities with an adult and more experienced peers, but is not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:

• creation of conditions for mastering cultural means of activity;
• organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;
• support for spontaneous play of children, its enrichment, provision of play time and space;
• assessment of the individual development of children;
• 5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.

3.2.6. In order to effectively implement the Program, conditions must be created for:

1) professional development of pedagogical and managerial employees, including their additional professional education;

2) advisory support for teachers and parents (legal representatives) on the education and health of children, including inclusive education (if it is organized);

3) organizational and methodological support for the implementation of the Program, including in interaction with peers and adults.

3.2.7. For corrective work with children with disabilities who master the Program together with other children in Combined Orientation Groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure that the special educational needs of children with disabilities are met.

When creating conditions for working with disabled children mastering the Program, an individual rehabilitation program for a disabled child should be taken into account.

3.2.8. The organization should create opportunities:

1) to provide information about the Program to the family and all interested persons involved in educational activities, as well as the general public;

2) for adults to search, use materials that ensure the implementation of the Program, including in the information environment;

3) to discuss with the parents (legal representatives) of children of issues related to the implementation of the Program.

3.2.9. The maximum allowable educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration No. 28564).

3.3. Requirements for the developing subject-spatial environment.

3.3.1. The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.

3.3.3. The developing object-spatial environment should provide:

• implementation of various educational programs;
• in the case of organizing inclusive education, the conditions necessary for it;
• taking into account the national-cultural, climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

3.3.4. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:

• play, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
• motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;
• emotional well-being of children in interaction with the object-spatial environment;
• opportunity for children to express themselves.

For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

3) The multifunctionality of materials involves:

• the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;
• the presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).

4) The variability of the environment implies:

• the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;
• periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

5) Accessibility of the environment implies:

• accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;
• free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;
• serviceability and safety of materials and equipment.

6) The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

3.3.5. The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

3.4. Requirements for personnel conditions for the implementation of the Program.

3.4.1. The implementation of the Program is provided by the leading, pedagogical, educational and auxiliary, administrative and economic employees of the Organization. Researchers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those engaged in financial and economic activities, protecting the life and health of children, ensure the implementation of the Program.

The qualifications of pedagogical and educational support workers must comply with the qualification characteristics established in the Unified Qualification Directory for the Positions of Managers, Specialists and Employees, section "Qualification Characteristics of the Positions of Educational Workers", approved by order of the Ministry of Health and Social Development of the Russian Federation of August 26, 2010 N 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration N 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation of May 31, 2011 N 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration No. 21240).

The position and number of employees required to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the developmental characteristics of children.

A necessary condition for the high-quality implementation of the Program is its continuous support by pedagogical and educational support staff throughout the entire time of its implementation in the Organization or in the Group.

3.4.2. The teaching staff implementing the Program must have the basic competencies necessary to create the conditions for the development of children, indicated in clause 3.2.5 of this Standard.

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work with these health limitations of children, including assistants (helpers) who provide children with the necessary assistance. It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

3.4.4. When organizing inclusive education:

when included in the Group of children with disabilities, additional pedagogical workers who have the appropriate qualifications to work with these health limitations of children may be involved in the implementation of the Program. It is recommended to involve the appropriate pedagogical staff for each Group in which inclusive education is organized;

when other categories of children with special educational needs are included in the Group, including those in a difficult life situation, 6 additional teaching staff with appropriate qualifications may be involved.

3.5. Requirements for the material and technical conditions for the implementation of the main educational program of preschool education.

3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:

1) requirements determined in accordance with sanitary and epidemiological rules and regulations;

2) requirements determined in accordance with fire safety rules;

3) requirements for the means of education and upbringing in accordance with the age and individual characteristics of the development of children;

4) equipping the premises with a developing object-spatial environment;

5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects).

3.6. Requirements for the financial conditions for the implementation of the main educational program of preschool education.

3.6.1. Financial provision of state guarantees for citizens to receive public and free preschool education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education, determined by the state authorities of the subjects Russian Federation, ensuring the implementation of the Program in accordance with the Standard.

3.6.2. Financial conditions for the implementation of the Program should:

1) ensure the possibility of fulfilling the requirements of the Standard for the conditions of implementation and the structure of the Program;

2) ensure the implementation of the mandatory part of the Program and the part formed by the participants in the educational process, taking into account the variability of individual development trajectories of children;

3) reflect the structure and amount of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount determined by the state authorities of the subjects of the Russian Federation of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education. These standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities (special conditions for education - special educational programs, methods and means of teaching, textbooks, study guides, didactic and visual materials, technical teaching aids for collective and individual use (including special ones), means of communication and communication, sign language translation in the implementation of educational programs, adaptation educational institutions and adjacent territories for free access to all categories of persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs by persons with disabilities difficult), providing additional professional education for teachers, ensuring safe conditions for education and upbringing, protecting the health of children, the focus of the Program, the category of children, forms of education and other features of educational activities, and should be sufficient and necessary for the Organization to implement:

• labor costs of employees implementing the Program;
• expenses on training and education facilities, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, overalls, games and toys, electronic educational resources necessary for the organization of all types of educational activities and the creation of a developing subject-spatial environment, including special ones for children with disabilities. Developing object-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, accounting features and correction of shortcomings in their development, the acquisition of updated educational resources, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of training and education facilities, sports, recreational equipment, inventory, payment for communication services, including expenses, related to connection to the information and telecommunication network Internet;
• expenses related to additional professional education of managers and teachers in the profile of their activities;
• other expenses related to the implementation and implementation of the Program.

IV. Requirements for the results of mastering the main educational program of preschool education

4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education. The specificity of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make it unlawful requirements from a child of preschool age for specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

4.2. Targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children 7 . Mastering the Program is not accompanied by intermediate attestation and final attestation of pupils 8 .

4.4. These requirements are guidelines for:

a) building an educational policy at the appropriate levels, taking into account the goals of preschool education common to the entire educational space of the Russian Federation;

b) problem solving:

• formation of the Program;
• analysis of professional activity;
• interactions with families;

c) studying the characteristics of education of children aged 2 months to 8 years;

d) informing parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation.

4.5. Targets cannot serve as a direct basis for solving managerial tasks, including:

• certification of teaching staff;
• assessment of the quality of education;
• assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);
• assessment of the fulfillment of the municipal (state) task by including them in the indicators of the quality of the task;
• distribution of the stimulating payroll fund for employees of the Organization.

4.6. The targets of preschool education include the following social and normative age characteristics of the child's possible achievements:

Targets for infancy and early childhood education:

• the child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
• uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;
• owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
• seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
• shows interest in peers; observes their actions and imitates them;
• shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;
• the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).
• Targets at the stage of completion of preschool education:
• the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activity, design, etc .; is able to choose his occupation, participants in joint activities;
• the child has a positive attitude to the world, to different types of labor, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;
• the child has a developed imagination, which is realized in various activities, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;
• the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;
• the child has developed large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;
• the child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
• the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

4.7. The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for learning activities in preschool children at the stage of completion of preschool education.

4.8. If the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the direct targets for the development of the Program by pupils - as creating prerequisites for their implementation.

1 Russian newspaper, December 25, 1993; Collection of Legislation of the Russian Federation, 2009, N 1, Art. 1, Art. 2.

2 Collection of International Treaties of the USSR, 1993, Issue XLVI.

3 Part 6 of Article 12 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

4 When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of children.

5 Clause 9 of Part 1 of Article 34 of Federal Law No. 273-F3 of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

6 Article 1 of Federal Law No. 124-FZ of July 24, 1998 “On Basic Guarantees of the Rights of the Child in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 1998, No. 31, Art. 3802; 2004, No. 35, Art. 3607; N 52, item 5274; 2007, N 27, item 3213, 3215; 2009, N18, item 2151; N51, item 6163; 2013, N 14, item 1666; N 27, item 3477).

7 Taking into account the provisions of Part 2 of Article 11 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ).

8 Part 2 of Article 64 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

Olga Chudakova
The new content of preschool education in accordance with the Federal State Educational Standard

"God forbid you live in an era of change", - says Chinese wisdom. Modern world changing at an incredible rate. Social systems are changing, relationships are changing, huge changes are taking place in science…

However, maybe it is worth arguing with Chinese wisdom? A difficult time is a time of great opportunity! It is important to see these changes, to enter into them, which means "be in time".

New entails significant and qualitative changes in the practice of the educator. And, probably, each teacher alone is unlikely to cope with them. Moreover, not every educational the institution has such an arsenal of connections and opportunities to flexibly and effectively adapt the teacher to work in new conditions.

In the study and phased implementation of the work kindergarten GEF DO among teachers began to appear questions:

What is the Standard and what should change in the work of the kindergarten with its adoption?

Is the team ready? preschool educational institutions accept the idea new document, to work in new direction?

And it will be so new content of preschool education for kindergarten teachers?

To answer these questions, it took a kind of revision: target comparison installations, basic requirements GEF and the institutional experience of traditional preschool education.

Answering the question, what is the Standard and what should change in the work of the kindergarten with its adoption?

federal state educational standard - a set of mandatory requirements for education approved by the federal agency executive power executing the functions of developing state policy and legal regulation in the field of education". According to Alexander Asmolov "Standard preschool education is First of all, support standard childhood diversity". And another one of his quote: "Standard preschool education should ensure the implementation of state guarantees and will be aimed at meeting the needs of parents and children at this stage education».

With acceptance GEF preschool education the development of the activities of the preschool educational institution has also changed.

First, recognition of the importance and weight preschool childhood provided a more attentive attitude towards him at all levels.

Secondly, it entailed an increase in quality requirements preschool education, which is positive way began to affect its development and its results.

It will be just as new content of preschool education for kindergarten teachers?

It cannot be said that the point of view the content of preschool education is new, but recognizing it as the only true one at the level of the state standard education, led to profound constructive changes in the activities of the preschool educational institution.

Changed the way children's views are organized activities: not adult guidance, but collaborative (affiliate) activities of adults and children.

educational activities covered certain areas of development of children, which are called educational areas. GEF defines 5 educational areas:

1) social and communicative development, aimed at mastering the norms and values ​​​​accepted in society, the development of communication and interaction of the child with adults and peers, the formation of independence;

2) cognitive development, involves the development of children's interests, curiosity and cognitive motivation;

3) speech development, includes mastery of speech as a means of communication and culture, enrichment of the active vocabulary, development of coherent, grammatically correct speech;

4) artistic and aesthetic development, involves the development of the prerequisites for the value-semantic perception and understanding of works of art, the world of nature, the formation of an aesthetic attitude to the world around;

5) physical development, includes the acquisition of experience in motor activity, the formation of healthy values lifestyle.

Educational areas correspond age and individual characteristics of children and are related to each other. Relationship educational areas provide the formation of a complete picture of the world around the child.

It should be noted that educational activities are carried out throughout the time the child is in preschool. This is:

- educational activities in regime moments;

Organized educational activities;

Independent activity of children.

One of the principles preschool education is cooperation preschool with my family, and state standards are basis to help parents (legal representatives) in the upbringing of children, the protection and strengthening of their physical and mental health, in the development of individual abilities and the necessary correction of violations of their development.

AT in accordance with the Federal State Educational Standard, a preschool institution is obliged:

Advise parents (legal representatives) for questions education and child health;

Inform parents (legal representatives, the public, stakeholders involved in educational activities, about goals preschool education;

Ensure openness preschool education;

Create conditions for parent participation (legal representatives) in educational activities;

Ensure that families are directly involved in educational activities, including through the creation educational projects together with the family based on the identification of needs and support family educational initiatives.

The requirements of the Standard for the results of the development of the Program are presented in the form of targets preschool education.

Related publications:

How to write a summary for GCD in accordance with the requirements of the Federal State Educational Standard for preschool education How to write a summary of educational activities, taking into account the Federal State Educational Standard? A frequent question from colleagues contributed to the preparation of the consultation.

"Speech development" in accordance with the Federal State Educational Standard of preschool education"Speech development" in accordance with the Federal State Educational Standard of preschool education. Speech development is still the most relevant in preschool.

The modern content of a music lesson in accordance with the Federal State Educational Standard. Goals and objectives of the development of preschool children"The modern content of a music lesson in accordance with the Federal State Educational Standard of DO" Goals and objectives of the development of preschool children in education.

Motor activity of preschoolers in accordance with the Federal State Educational Standard of preschool education V. A. Sukhomlinsky wrote that their spiritual life, worldview, mental development, and strength depend on the health and cheerfulness of children.

Summary of the integrated GCD for the development of speech in accordance with the Federal State Educational Standard of Preschool Education "Funny Toys" Synopsis of an open lesson on the development of speech of an integrated GCD in accordance with the GEF of preschool education Topic: "Funny toys" Topic:.

Round table "Speech development environment of preschool educational institutions in accordance with the Federal State Educational Standard of preschool education" Purpose: to activate the mental activity of teachers by improving the educational process aimed at the formation.

Compiled by Shlykova Lyudmila Evgenievna, teacher of the MBDOU "Kindergarten" Cinderella, Tambov 1. Organization of the educational process, appropriate.

Guidelines for organizing the educational process in accordance with the requirements of the Federal State Educational Standard for preschool education Shlykova Lyudmila Evgenievna teacher of MBDOU "Kindergarten" Cinderella 1. Organization of the educational process corresponding to the calendar.

Creation of an educational environment in accordance with the requirements of the Federal State Educational Standard for Preschool Education The issue of creating a developing subject-spatial environment in a preschool educational organization has always been relevant. However, in the last.

Development of children's initiative and creative abilities in accordance with the GEF of preschool education Development of children's initiative and creative abilities in accordance with GEF DO Today great attention is given to the development of children's initiative.

Image Library:

In 2013, a lot happened for the first time in the system of preschool education. So, according to the new Law “On Education in the Russian Federation”, it has finally become an independent level of general education.

In addition, the Federal State Standard for Preschool Education was adopted by Order No. 1155 of the Ministry of Education and Science of the Russian Federation on October 17 and registered with the Ministry of Justice on November 14, the development of which has been carried out since the beginning of the year by a group of experts led by the director of the Federal Institute for the Development of Education Alexander Asmolov.

On January 1, 2014, the Federal State Educational Standard for Preschool Education came into force. Accordingly, Order No. 655 of the Ministry of Education and Science “On the Approval and Enactment of Federal State Requirements for the Structure of the Basic General Education Program of Preschool Education” and Order No. 2151 “On Approval of Federal State Requirements for the Conditions for the Implementation of the Basic General Education Program” have become invalid.

In other words, the Federal State Educational Standard has replaced the FGT.

The period from 2014 to 2016 is a transitional year from FGT to GEF. During this time, each educational organization must develop a “road map” (or schedule) for the transition to the Federal State Educational Standard, based on the directions for its implementation:

1. Regulatory support for the introduction of the Federal State Educational Standard for preschool education;

2. Organizational support for the introduction of the GEF of preschool education;

3. Staffing for the introduction of GEF DO;

4. Scientific and methodological support for the introduction of GEF DO;

5. Financial and economic support for the introduction of GEF DO;

6. Information support for the introduction of GEF DO.

In my opinion, the roadmap should include:

• Organization of the work of a permanent internal practice-oriented seminar for teachers on the topic “We study and work according to the Federal State Educational Standard for DO”;
• preparation and adjustment of orders, local acts regulating the introduction of GEF DO;
• Increasing the professional competence of teachers on the introduction of the Federal State Educational Standard for Education through various forms methodical work: a cycle of seminars, thematic consultations, master classes, open viewings, etc.;
• creation of a working group of OO teachers on the introduction of the Federal State Educational Standard;
• development of the program, analysis of the conditions for the implementation of the Federal State Educational Standard for DO: psychological, pedagogical, personnel, material and technical, financial, as well as conditions for the developing object-spatial environment;
• bringing job descriptions of employees of public organizations in line with the requirements of the Federal State Educational Standard, monitoring the introduction of the Federal State Educational Standard;
• determination of the financial costs of the PA (volume, direction) for the preparation and transition to the Federal State Educational Standard;
• Determination of the necessary means of training and education (including technical ones), materials (including consumables), in accordance with the main types of children's activities and the requirements of the Federal State Educational Standard.

So, what is the Federal State Standard?

This is a set of mandatory requirements for preschool education. By adopting this document, the state guarantees families to provide quality education for their children.

The standard was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation, taking into account the UN Convention on the Rights of the Child, and is based on the new “Law on Education of the Russian Federation”, which entered into force on September 1, 2014.

At its core, this is an absolutely revolutionary document that preschool education workers have been waiting for a long time. After the adoption of this document and its implementation, the education reform can be considered as coming to an end. It remains to adopt another important document - this is the "Professional Standard of the Teacher", work on which is already underway.

The standard tightens the requirements, first of all, to managerial professionalism. And it provides conditions for the professional and personal growth of adults in pedagogical creativity. This is the standard for the quality of preschool education, the quality of the full-fledged creative life of children and adults in preschool educational institutions.

Principles of the Federal State Educational Standard:

• full living by the child of all stages of childhood, enrichment (amplification) of child development;
• building educational activities based on the individual characteristics of each child;
• assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;
• supporting the initiative of children in various activities;
• cooperation of the Organization with the family;
• introducing children to socio-cultural norms, traditions of the family, society and the state;
• the formation of cognitive interests and cognitive actions of the child in various activities;
• age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);
• taking into account the ethno-cultural situation of children's development.

The standard aims to achieve the following goals:

• raising the social status of preschool education;
• ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;
• ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs for preschool education, their structure and the results of their development;
• maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

The standard includes requirements for:

• structure of the Program and its scope;
• conditions for the implementation of the Program;
• the results of the development of the Program.

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

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

Structural divisions in one Organization (or Group) may implement different Programs.

Currently, working groups have been created to bring the Exemplary Educational Programs of Preschool Education in line with the Federal State Educational Standard. An expert council will be created under the Ministry of Education and Science of the Russian Federation, whose task is to conduct an examination of all submitted programs. The programs that have passed the examination will be assigned the Stamp of the Ministry and they will be included in the register of Exemplary Educational Programs approved for implementation. Each program will have its own rating, and all of them will be presented on the website of the Ministry in free access for download. And each educational organization that implements the program of preschool education will have the opportunity to choose any program they like from the list of presented programs, and, on its basis, develop the Basic General Education Program of Preschool Education.

The program is developed and approved by the Organization independently in accordance with this Standard and taking into account Model Programs.

When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of educational activities to be solved, the maximum occupancy of the Groups. The organization can develop and implement various Programs in Groups with different length of stay for children during the day ...

The program can be implemented during the entire time the children stay in the Organization. When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of children.

Educational areas: there are 5 in total

• social and communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization, the formation of the foundations of safe behavior in everyday life, society, nature;
• cognitive development involves the development of children's interests, curiosity and cognitive motivation; development of imagination and creative activity; formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world, about the small motherland and Fatherland, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples peace. ;
• speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; acquaintance with book culture, children's literature, the formation of the prerequisites for teaching literacy;
• artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.);
• physical development includes the acquisition of experience in motor activity, the development of such physical qualities as coordination and flexibility; the formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, the implementation of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering outdoor games with rules ; the formation of the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

As we can see, there were 10 educational areas in the FGT, and only 5 in the Federal State Educational Standard. This does not mean that some areas were removed, just some of them merged. For example: artistic creativity has united with music - the area of ​​​​artistic and aesthetic development has turned out, security has merged into social and communicative development.

There are three ages in GEF:

• infancy, 2 months to 2 years;
• early age, from 1 year to 3 years;
• preschool age, from 3 years to 8 years.

Specific activities are presented for each age.

Structure of the Program:

• the obligatory part represented by the chosen Exemplary Educational Program of Preschool Education. This part must be at least 60%;
• the part formed by the participants of the educational process independently. This includes selected partial educational programs, methods, forms of organization of educational work, taking into account national characteristics, family requests, selected areas of work, corrective work and/or inclusive education for children with disabilities. This part should not exceed 40%.

Both parts are complementary and necessary. An additional section of the Program is the text of its brief presentation. A brief presentation of the Program should be focused on the parents (legal representatives) of children and is available for review, posted on the website of the organization.

Requirements for the conditions for the implementation of the Program:

• psychological and pedagogical conditions;
• staffing conditions;
• material and technical conditions;
• financial conditions;
• developing object-spatial environment

For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

• adult respect for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;
• the use in educational activities of forms and methods of working with children, corresponding to their age and individual characteristics
• building educational activities based on the interaction of adults with children;
• support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in various activities;
• support for the initiative and independence of children in activities specific to them;
• the opportunity for children to choose materials, types of activity, participants in joint activities and communication;
• protecting children from all forms of physical and mental abuse;
• support for parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, territory, materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

Staffing requirements. The qualifications of pedagogical and educational support workers must comply with the qualification characteristics established in the Unified Qualification Directory for the Positions of Managers, Specialists and Employees, section "Qualification Characteristics of the Positions of Educational Workers", approved by order of the Ministry of Health and Social Development of the Russian Federation of August 26, 2010 N 761n .

Requirements for material and technical conditions are:

• requirements determined in accordance with sanitary and epidemiological rules and regulations. SanPin is a document more than high level, since it is a Decree of the Government of the Russian Federation, and the Federal State Educational Standard is just the Ministry;
• requirements determined in accordance with fire safety rules;
• requirements for the means of training and education in accordance with the age and individual characteristics of the development of children;
• equipping the premises with a developing object-spatial environment;
• requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects).

The requirements for the financial conditions for the implementation of the main educational program of preschool education involve the financial provision of state guarantees for citizens to receive public and free preschool education at the expense of the Russian Federation.

Each educational organization will have to make a financial calculation of the conditions for the implementation of the Program, taking into account the contingent of children. Consequently, the material and technical conditions should be prescribed in the program very carefully, not to write too much, but at the same time it is necessary to take into account all the components. Because what is not spelled out in the PLO cannot be funded.

Requirements for the results of the development of the program.

The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education. The specifics of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make it unlawful requirements from a preschool child of specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

Targets cannot serve as a basis for solving managerial tasks, including:

• certification of teaching staff;
• assessment of the quality of education;
• assessment of the level of development of children;
• assessment of the implementation of the municipal (state) task;
• distribution of the stimulating payroll fund for employees of the Organization.

Monitoring has not been cancelled!

Pedagogical diagnostics is carried out by a teacher in order to solve educational problems. The results of monitoring cannot be used to assess the professional competencies of a teacher.

Psychological diagnostics is carried out by qualified specialists (teachers-psychologists, psychologists).

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of the development of children.

Shared responsibility with the parent community.

The Federal State Educational Standard also looks at the interaction of NGOs with parents in a new way.

Firstly, in the context of the transition to a market economy, education has moved from the sphere of supporting ideology to the sphere of providing educational services, where parents of students are customers. Now, to a greater extent than before, an educational institution has to coordinate the state order for education with the expectations and needs of the parent community, which is most important with the variability of educational services. And here the laws of the market come into force: it is necessary that the customer be satisfied with the result, and this will be achieved only if the educational process itself is “transparent”.

Secondly, in a market economy, education needs parents as allies, partners, real support, and not as opposition, opponents. It should be noted that recently, due to the increase in the employment of parents in the professional sphere and the loss of educational guidelines in the educational space, the school and the family have been shifting duties and responsibilities for raising children to each other. The problem needs no comment: the interaction of parents and teachers hides huge resources for the development of not only a single educational institution, but also the education system as a whole.

Thirdly, the process of forming a full-fledged personality that meets the requirements of the future must be accompanied by adults capable of self-development. An educational organization could also lead parents, but this process is also not one-sided, development should take place in the dialogue between the school and the family. Therefore, the event, the participants of which are teachers, children and parents, has the maximum developmental potential. And, finally, public participation in the management of an educational institution will allow delegating part of the responsibility for organizing the educational process and its final result to it.

Conclusion.

The standard is focused not only on supporting diversity, the fundamental “non-standard” of childhood and the child itself, but also on the variability of the developing forms of this support while maintaining its exceptional, ultimate originality, which just gives it “educational value”.

marina malyukova
Consultation for teachers "What is the GEF of preschool education?"

From January 1, 2014 all preschool educational Russian institutions are moving to the new Federal State educational standard of preschool education(GEF DO) .

What is the GEF of preschool education?

GEF are established in the Russian Federation in accordance with the requirement of Article 12 "Law on education» and according to article 2 paragraph 6 of the new law "About education» are a set of mandatory requirements for preschool education approved by the federal executive body responsible for the development of state and legal regulation in the field of education».

What is the distinguishing feature of the Standard?

For the first time in history preschool childhood has become a special self-valuable level education, which sets the main goal of forming a successful personality. The key setting of the standard is support diversity childhood through the creation of conditions for the social situation of the assistance of adults and children for the development of the abilities of each child.

Currently preschool education the population of the Russian Federation is provided in various models and forms, which differ significantly in terms of implementation educational process, and by content preschool education. variability preschool education has a number of negative consequences (implementation educational process in conditions not appropriate for the age of the children preschool age. GEF DO carries out legal regulation of the content, conditions and results preschool education in volume, mandatory for all institutions implementing the main general educational program of preschool education. That is, the standard will set the lower acceptable limit as creating conditions for the implementation educational process, and the results of mastering the main general education program.

What are the main goals GEF DO?

Ensuring by the state of equal opportunities for each child in obtaining quality preschool education;

Ensuring state guarantees of the level and quality education based on the unity of mandatory requirements for the conditions for the implementation of the main educational programs, their structure and development results;

Preserving Unity educational RF space relative to the level preschool education.

It is the standard as a regulatory legal document that is designed to ensure that every child, regardless of national, territorial, property and other differences, can achieve the necessary and sufficient level of development for subsequent successful education at the next level of the system of lifelong learning. education in Russia.

What are the basic principles GEF DO?

Support childhood diversity;

Preservation of uniqueness and self-worth preschool childhood as an important stage in the overall development of a person;

Full-fledged living by a child of all stages preschool childhood, amplification (enrichment) child development;

Creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations.

What are the requirements GEF DO?

The standard puts forward three groups requirements:

1. Requirements for the structure;

2. Requirements for the conditions of implementation educational program of preschool education, which include myself:

2.1. requirements for psychological pedagogical conditions for the implementation of the main educational program of preschool education:

2.2. to the developing subject-spatial environment;

Domain Development Environment Provides Maximum Implementation educational potential.

Environment Availability suggests:

Accessibility for pupils of all premises of the organization where educational process.

Free access for pupils to games, toys, materials, manuals, providing all basic activities.

2.3. to the personnel conditions for the implementation of the main educational program of preschool education;

2.4. to the material and technical conditions for the implementation of the main educational program of preschool education;

2.5. to the financial conditions for the implementation of the main educational program of preschool education.

3. Requirements for the results of development educational program of preschool education.

1. Socio-communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

2. Cognitive-speech development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development imagination and creative activity; formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and effects, etc., about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common people, about the features of its nature, diversity countries and peoples of the world.

3. Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, pictorial, the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children ( pictorial, constructive model, musical, etc.).

4. Speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

5. Physical development includes gaining experience in the following activities children: motor, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct, not damaging the body, the implementation of basic movements (walking, running, soft jumps, turns in both directions, the formation of initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; the formation of healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

The Standard contains content requirements that will guide program developers. Requirements for the results of development are presented in the form of targets preschool education. Targets are not subject to direct assessment, including in the form pedagogical diagnostics, and are not the basis for their formal comparison with the real achievements of children. Mastering the Program is not accompanied by intermediate certification and final certification of pupils.

“There is nothing in the Standard about the USE for preschoolers, nothing about control and testing preschool institutions; it doesn't come down to school uniforms life, - said Alexander Asmolov, head of the working group for the preparation of the Standard. According to him, unlike other standards, in GEF preschool education development of educational programs are not accompanied by intermediate certification and final certification of students.

Targets preschool education are determined regardless of the forms of implementation of the Program, as well as on its nature, the characteristics of the development of children and the Organization implementing the Program.

During the implementation of the Program, an assessment of the individual development of children can be carried out. This assessment is made pedagogical employee within the pedagogical diagnostics(assessments of individual development of children preschool age associated with the evaluation of the effectiveness pedagogical actions and the underlying planning for them).

results pedagogical diagnostics can only be used to solve the following educational goals:

1) individualization education(including supporting the child, building his educational trajectory or professional correction of the features of its development);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of the development of children is used, which is carried out by qualified specialists. (educational psychologists, psychologists).

The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of the development of children.

What should be a graduate of a preschool educational institution?

A child - a graduate of a preschool educational institution should have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, developed imagination, ability to volitional efforts, curiosity.

The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it must be borne in mind that today's children are not the children that were yesterday.

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Slides captions:

Federal State Standard of Preschool Education The material for discussion was prepared by N.A.

A working group specially created on January 30, 2013, headed by the director of the Federal Institute for the Development of Education, Alexander Asmolov, is developing the draft standard for preschool education. The GEF of preschool education is being developed for the first time in Russian history in accordance with the requirements of the Federal Law "On Education in the Russian Federation", which comes into force on September 1, 2013.

The standard was developed on the basis of the UN Convention on the Rights of the Child, the Constitution of the Russian Federation, the legislation of the Russian Federation and provides the opportunity to take into account regional, national, ethno-cultural and other characteristics of the peoples of the Russian Federation in the development and implementation of the Program by the Organization.

The standard should normatively provide state guarantees of equal opportunities for each child in receiving preschool education.

The standard approves the basic principles: a full-fledged living by a child of all stages of preschool childhood, amplification (enrichment) of child development; and individualization of preschool education; assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations; supporting the initiative of children in various activities; family partnerships; introducing children to socio-cultural norms, traditions of the family, society and the state; the formation of cognitive interests and cognitive actions of the child through his inclusion in various activities; in age adequacy (correspondence of conditions, requirements, methods to age and features of development); taking into account the ethno-cultural situation of children's development.

The standard pursues the following goals: Raising the social status of preschool education; ensuring by the state of equal opportunities for each child in obtaining a quality preschool education; providing state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs, their structure and the results of their development; maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

The federal state educational standard includes requirements for: 1) the structure of the main educational programs (including the ratio of the mandatory part of the main educational program and the part formed by the participants in educational relations) and their scope; 2) conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions; 3) the results of mastering the main educational programs.

The standard is the basis for the development and implementation of the Program The main educational program of preschool education is designed as a program of psychological and pedagogical support for the positive socialization and individualization of the development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education), organizational and pedagogical conditions for the implementation of the pedagogical process. The program is aimed at creating conditions for the social situation of the development of preschoolers, opening up opportunities for the positive socialization of the child, his comprehensive personal, moral and cognitive development, the development of initiative and creative abilities on the basis of appropriate preschool age activities, cooperation with adults and peers in the zone of its proximal development.

The program should cover the following educational areas: Social - communicative development; cognitive development; Speech development Artistic and aesthetic development; Physical development

The program assumes a mandatory part and a part formed by the participants in educational relations (respectively 60% and 40%) The mandatory part of the Program assumes: a comprehensive approach, ensuring the development of pupils in all five complementary areas; Includes three main sections: - target (explanatory note, targets); - meaningful; - organizational.

Requirements for the conditions for the implementation of the Program include: Requirements for personnel conditions; Requirements for psychological and pedagogical conditions; Requirements for material and technical conditions; Requirements for financial conditions; Requirements for the developing subject-spatial environment.

The teacher implementing the Program should have the core competencies that include: Emotional well-being of each child; Involvement of all children in different types activities that contribute to the development of norms of social behavior, interests and cognitive actions; Respect for the individuality of each child; Non-directive assistance and support for children's initiative and independence; Ample opportunities for the development of free play; Conditions for mastering cultural means of activity; Organization of activities that stimulate the development of thinking, imagination, children's creativity; Direct involvement of children in the educational process, through the creation of educational projects together with the family.

The requirements for the results of mastering the educational Program are represented by: Targets, which are social and psychological characteristics achievements of the child at the stage of completion of the level of preschool education; Target guidelines for preschool education are determined regardless of the forms of implementation of the Program, as well as on its nature, the characteristics of the development of pupils and the types of Organization implementing the Program; Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children; The targets serve as the basis for the continuity of preschool and primary general education.

The targets include the social and psychological characteristics of the child's personality: Initiative, independence, the ability to choose one's occupation; Self-confidence, openness outside world positive attitude towards oneself and others, self-esteem; The child's ability to fantasy, imagination, creativity, the ability to obey the rules and social norms; Development of gross and fine motor skills; The ability to volitional efforts, following the rules of safe behavior and personal hygiene; The manifestation of curiosity, a tendency to observe, experiment; Capable of making their own decisions

Unlike other standards, the FSES of preschool education is not the basis for assessing compliance with the established requirements of educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students. The requirements for the results of mastering the main educational program of preschool education are formulated in terms of the development of the child in the form of unified guidelines for the basic culture of the child, taking into account the expectations of the family and society.

KINDERGARTEN provides: - safety - protection and promotion of health - emotional well-being - equal opportunities for the development of each child - maximum realization of the child's potential in various activities

FAMILY interacts in the following matters: - education of the child - protection and promotion of the child's health - provision of advisory and other assistance - creation of joint educational projects

Educator Qualification: Higher or secondary professional education in the direction of "Education and Pedagogy", or higher or secondary vocational education and additional training in the direction of "Education and Pedagogy"; There are no requirements for experience; For a senior educator: Higher or secondary vocational education in the direction of "Education and Pedagogy" and work experience as an educator for at least 2 years. Must know: - Convention on the Rights of the Child - Pedagogy for children, age and social psychology- Psychology of relationships, individual and age-specific features of the development of children and adolescents, age-related physiology, school hygiene - Methods and forms of monitoring the activities of students, pupils - Pedagogical ethics - Theory and methodology of educational work, organization of free time for students, pupils - Technologies of productive, differentiated, developing training, implementation of the competency-based approach - methods of persuasion, argumentation, establishing contacts with pupils and their parents - knowledge of ICT - rules on labor protection and fire safety

CHILD A healthy, active, independent child Possesses: - the skills of basic physical activity (walking, running, jumping, climbing, riding a scooter, cycling, etc.); - communication skills and interaction with adults and peers; - self-service and domestic work; - designing, visual and musical creativity; - basics of own security; - experience of game activity; - the simplest rules of a healthy lifestyle; - rules of conduct in society; He has primary ideas about himself, other people, about the properties and objects of the surrounding world (shape, color, size, material, time, quantity, movement, rest, etc.), about the planet Earth, about the features of its nature.

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