Fgos preschool education Russian newspaper. Order approving the Federal State Educational Standard for Preschool Education - Rossiyskaya Gazeta

Municipal budgetary preschool educational institution "Kindergarten" No. 31 "Star"
Federal state standard for preschool education

Topic: Implementation of GEF in preschool educational institutions.

Target: familiarity with the features of construction educational process at the first stage preschool education in accordance with the requirements of the FGOS DOW.

Tasks:

Give an idea of ​​what GEF is;

During parenting meetings tell parents about the advantages of the activity approach in education and training;

Dear colleagues!

All of you have already heard that kindergartens, as well as schools, are starting to work according to standards. But what is it, why, and is it necessary? – I am sure that many of you are not ready to answer these questions. Let's try to answer all these questions.

According to the law "About education» , adopted on December 29, 2012 from September 1, 2013 preschool education became mandatory for all children, i.e. became a separate level of the education system, recognized as the first step of the general education. And this means, like all other steps education, must be carried out in accordance with state standard.

Federal state educational standard for preschool education(FGOS DO) entered into force on January 1, 2014. (The introduction of the Federal State Educational Standard is calculated until January 2016.)

GEF DO - what is it?

GEF DO is fundamentally new for preschool education document.

English standard - the norm, sample.

A standard is a set of rules, rules, requirements that established based on the achievements of science, technology and best practices; minimum requirements (for products, installed to protect the health and safety of consumers; guarantees are the conditions and mechanisms that ensure the unimpeded enjoyment of rights and their comprehensive protection.

Standard in education should act as a guarantee of the constitutional right of a Russian citizen, the rights of any person to quality education.

GEF is a system of basic parameters that are accepted as state standard of education reflecting the social ideal and taking into account the possibilities of a real person and system education to achieve this ideal.

GEF DO reflects the agreed socio-cultural, social state expectations regarding the level preschool education, which are guidelines for the founders preschool organizations, system specialists education, families of pupils and the general public.

So way, GEF DO is a kind of social contract, which clearly spells out the rights and obligations of all participants in educational and educational process (teachers, children, parents).

GEF DO includes requirements:

Today we will talk about the program for the introduction of GEF in preschool educational institutions

What is FGOS? What's happened standard? How does it differ from FGT FGOS? And why is it called « Second generation standard» ?

Unlike others standards, GEF preschool education is not the basis for conformity assessment established educational requirements activities and training of students. Mastering is not accompanied by intermediate certification and final certification students.

Standard aims to achieve the following goals:

1) increase in social status preschool education;

2) provision state equality of opportunity for every child in obtaining quality preschool education;

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

4) maintaining unity educational space of the Russian Federations relative to the level preschool education.

Why is GEF needed? preschool education?

Standard for preschool educational institutions, this is a requirement of the new law on education, in which preschool education recognized as the level of general education. Until today there have been Federal government requirements(FGT) To preschool education, which consisted of two parts: requirements for the structure of the main and requirements for the conditions for its implementation. V standard there will be requirements for results, but this does not mean that kindergarten graduates will have to take exams! There will be no final certification, this is the norm of the law. At the same time, with the help of monitoring studies at different stages, it will be possible and necessary to fix the level of development of the child, so that teachers preschool institutions parents understood what to work on next. attention to standard will, closer, because preschool Childhood is that period of a child's life when the family shows maximum interest in him.

GEF includes requirements To:

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

conditions for the implementation of the main educational programs, including personnel, financial, logistical and other conditions;

the results of mastering the main educational programs.

What's New preschool education in the near future?

Firstly, preschool educational the institution is really turning into educational organization , in which the implementation of the main educational program of preschool education accompanied by the implementation of supervision and care for pupils, including the organization of their meals and daily routine.

Secondly, all children of preschool age should be provided with the opportunity to receive preschool education.

Thirdly, payment from parents (legal representatives) charged for child care and supervision. educational the program is provided free of charge.

The difference is fundamentally visible. The activity approach is the basis, the child learns the world through activity.

ACTIVITY - should become the basis of the child's education, i.e. get away from monologue speech educator and come to the fact that the child will become independent. In other words, he acquires knowledge for himself.

The teacher only accompanies the child and at the first lesson (educational activities) . preschooler should feel like a master of what can answer, when to answer, how to answer. In other words, there is no constraint. This does not mean that we are not engaged. We educators are engaged in the development of the child, we know all his physiological features, but do not demand that the child read and write. All this is taught in school.

The new document puts at the forefront an individual approach to the child and a game where self-value is preserved preschool childhood and where nature itself is preserved preschooler. The fact of increasing the role of the game as a leading activity preschooler and assigning a dominant place to it is certainly positive.

The need to abandon the educational and disciplinary model educational process - the rejection of specially organized activities is long overdue. Leading children's activities will become: playful, communicative, motor, cognitive-research, productive, etc. It should be noted that certain forms of work with children correspond to each type of children's activity.

Social and communicative development

Cognitive development

Speech development

Artistic and aesthetic development

Physical development

Educational areas introduced to maintain a balance between all areas of work kindergarten All of them must be equally represented in educational program of preschool education.

Targets preschool education:

Initiative and independence of the child in various activities;

Curiosity;

The ability to choose one's occupation, participants joint activities;

Self-confidence, openness outside world positive attitude towards oneself and others, self-esteem;

developed imagination, the ability to fantasy, creativity;

The ability to obey different rules and social norms;

Developed large and fine motor skills;

Ability to volitional efforts in various activities

The document focuses on interaction with parents:

parents should participate in the implementation of the program, in creating conditions for the full and timely development of the child in preschool age so as not to miss the most important period in the development of his personality. Parents should be active participants educational process, participants in all projects, regardless of what activity dominates them, and not just outside observers.

And more importantly, the main program preschool education provides continuity with exemplary core primary programs education which was not there before.

As a result of the measures taken, the organizational and legal form should change preschool institutions, a sector of autonomous non-profit organizations has been created. It is planned that private preschool organizations. The introduction of a normative per capita mechanism for paying for services will provide parents with the opportunity to choose between municipal and private institutions and organizations providing services preschool education. Stimulation of competition in preschool education and the introduction of a system of municipal order for services preschool education bring quality to the fore educational service, which will directly depend on the understanding by each kindergarten of its place in the system of continuous education.

Requirements for developing subject-spatial environment:

Transformability

Polyfunctionality

variability

Availability

Details Category: Documents Published: 11/16/2016 16:37 Views: 56598

APPROVED

by order of the Ministry of Education and Science Russian Federation

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 main educational program of preschool education (hereinafter referred to as the Program) by organizations engaged in educational activities (hereinafter referred to as Organizations), individual entrepreneurs or parents (legal representatives).

Organizations, individual entrepreneurs have the right to implement the Program if they have an appropriate license to implement educational activities.

Children, their parents (legal representatives), teachers and their representatives, Organizations, federal state bodies, state authorities of the constituent entities of the Russian Federation, local governments, employers and their associations participate in the implementation of the Program.

The requirements of the Standard are mandatory for implementationfor Organizations and individual entrepreneurs, unless otherwise provided by this Standard.

Parents (legal representatives) individual entrepreneurs who do not have a license toimplementation of educational activities,may use the provisions of the Standard in the independent implementation of the Program.

Pre-school education in the Organizations can begin at any time after the children reach the age of two months.

1.2. The following key concepts are used in this Standard:

Developmental amplification -the maximum enrichment of the personal development of children on the basis of the wide deployment of a variety of activities, as well as the communication of children with peers and adults.

The variability and diversity of organizational forms of preschool education is the provision of a plurality of forms of education that differ from each other, forms of education, and organizations that carry out educational activities.

Variability of the content of educational programs - ensuring the diversity of exemplary basic educational programs.

Interaction between individuals and legal entities - a partnership aimed at ensuring quality education individual state structures, families, businesses, civil society institutions.

Adults - parents (legal representatives), pedagogical and other employees of the educational organization.

The group is the main structural unit created in the Organizations or outside them for the purpose of mastering the basic educational program by children.Groups can have a general developmental, compensatory, health-improving or combined orientation. Groups of young children can also be created to ensure the development, supervision, care and rehabilitation of pupils aged from 2 months to 3 years; supervision and care groups without the implementation of the main educational program, providing a set of measures for organizing nutrition and household services for children, ensuring that they observe personal hygiene and daily routine; family preschool groups.

The unity of the educational space is the provision of uniform conditions and quality of education, regardless of the place of study, excluding the possibility of discrimination in the field of education.

The zone of proximal development is the level of development that manifests itself in a child in joint activities with an adult and more experienced peers, but is not actualized in his individual activities.

Individualization of education - the construction of 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.

A comprehensive educational program is a program aimed at the diversified development of children preschool age in all major educational fields, activities and/or cultural practices.

The age of children is infancy (from birth to 1 year), early age (from 1 year to 3 years), preschool age (from 3 years to 7 years).

An educational area is a structural unit of the content of education, representing a certain direction in the development and education of children.

Educational environment -a set of conditions purposefully created in order to ensure full education and development of children.

Partial educational program - a program aimed at the development of preschool children in one or more educational areas, activities and / or cultural practices.

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 continuity of the main educational programs is the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels.

Psychological diagnostics - identification and study of individual psychological characteristics of children.

Developing object-spatial environment - part educational environment, represented by a specially organized space (premises, plot, etc.),materials, equipment and inventory

Diversity of childhood - a variety of options for the course of the period of preschool childhood, determined by the individual characteristics of the children themselves, including theirpsychophysiological features, including health limitations , as well as the individual characteristics and capabilities of their parents (legal representatives), socio-cultural, regional, national, linguistic, religious, economic and other characteristics.

Early assistance is a family-oriented comprehensive psychological, pedagogical and medical and social assistance to infants and young children who have developmental disorders of various functions or deviations from them, or the risk of their occurrence at an older age, and to families in crisis situations, raising such children.

Self-worth of childhood - understanding (consideration) of childhood as a period of lifesignificant 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.

The social situation of development is the established system of relationships between the child and the surrounding social world, represented primarily by adults and other children.

Special conditions of education - special educational programs, methods and means of teaching, textbooks, study guides, didactic and visual materials, technical means training for collective and individual use (including special ones), means of communication and communications, sign language translation in the implementation of educational programs, adaptation educational institutions and adjacent territories for free access to all categories of persons with handicapped health, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a non-barrier environment for life, without which the development of educational programs by persons with disabilities is difficult;

Site - a territory adjacent to the Organization, functioning more than 5 hours, or located at a small distance, and representing an open area adapted for the implementation of the program.

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

supporting the specificity and diversity of childhood;

preservation of the uniqueness and intrinsic value of childhood as milestone v general development person;

personality-developing and humanistic nature of the interaction between adults and children;

respect for the personality of the child as a mandatory requirement for all adult participants in educational activities;

implementation of educational activities in forms specific to children of this age group, primarily in the form of games, cognitive and research activities.

The Standard takes into account:

● special educational needs certain categories of children, including those with disabilities;

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

1.4. Basic principlespreschool education:

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

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;

partnerships of an Organization or an individual entrepreneur with a family;

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

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

age adequacy (correspondence of conditions, requirements, methods to age and features of development);

taking into account the ethno-cultural situation of children's development;

occupation of the requirements for the conditions for the implementation of the Program, ensuring the social situation of the development of the child's personality, a key place in the structure of the Standard.

1.5. 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;

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.

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

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

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

Ensuring the continuity of the main educational programs of preschool and primary general education;

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

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

Formation of a general culture of the personality of children, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites learning activities;

Ensuring the variability and diversity of the content of educational programs and organizational forms at the level of preschool education, the possibility of forming educational programs of various directions, taking into account the educational needs and abilities of children;

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

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 children's health;

Definition of directions for the systematic interaction of individuals and legal entities, as well as the interaction of pedagogical and public associations.

1.7. The standard is the basis for:

Development of exemplary educational programs for preschool education (hereinafter referred to as Exemplary Programs);

Development of standards for financial support for the implementation of the Program;

Formation by the founder of the state (municipal) task in relation to the Organizations;

Objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard to the conditions for the implementation and structure of the Program;

Training, professional retraining, advanced training and certification of teachers, administrative and managerial personnel of Organizations and individual entrepreneurs, assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, developing individual abilities and necessary correction of violations of their development.

1.8. The standard sets out the requirements:

To the structure of the Program and its scope;

To the conditions for the implementation of the Program;

To the results of the development of the Program.

1.9. The implementation of the Program is carried out by the Organization or an individual entrepreneur in the state language of the Russian Federation.

The implementation of the Program by an Organization or an individual entrepreneur, on the territory of the Republic of the Russian Federation, may be carried out in the state language of the Republic of the Russian Federation in accordance with the legislation of the Republics of the Russian Federation. The implementation of the Program by an Organization or an individual entrepreneur in the state language of the Republic of the Russian Federation should not be carried out to the detriment of state language Russian Federation.

II . REQUIREMENTS FOR THE STRUCTURE OF THE BASIC 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 and psychological and physiological characteristics and should be aimed at solving the tasks of the Standard specified in paragraph 1.6 of the Standard.

2.2. 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).

2.3. The program is aimed at:

creation of conditions for the development of preschool children, opening up opportunities for positive socialization of the child, his comprehensive personal development, development of initiative and creativity on the basis of cooperation with adults and peers and activities appropriate for preschool age;

to create a developing educational environment /

2.4. The program is 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 scope of the tasks of pedagogical work to be solved.The organization can develop and implement various Programs for preschool educational groups (hereinafter referred to as the group) with different duration of stay of children during the day, including groups of short-term stay of children, full and extended day groups, round-the-clock stay groups, and for groups of children of different ages from two months to eight years, including mixed age groups.

The time required for the implementation of the Program is from 65% to 80%time spent inpupils in the Organization depending on the age of the children, their individual characteristics and needs, as well as the type of group in which the Program is implemented .

2.5. The content of the Program should ensure the development of the personality, motivation and abilities of children in various activities and cover the following educational areas:

social and communicative development;

cognitive development;

speech development;

Artistic aesthetic development;

physical development.

socially -communication development aimed at the appropriation of 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, the formation ofreadiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family, small homeland and Fatherland, representationsabout the socio-cultural values ​​of our people, about domestic traditions and holidays; the formation of the foundations of security in everyday life, society, nature.

cognitive development involves the development of curiosity and cognitive motivation; formation cognitive actions, the formation of consciousness; 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 (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and effects, etc.), 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 possession of speech as a means of communication; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of sound and intonation culture of speech, phonemic hearing; formation of a sound analytic-synthetic activity as a precondition for literacy.

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

Physical development includes gaining experience in the following areas children's behavior: motor , including related m 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, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial submissions about some sports, mastery of outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; mastering the elementary norms and rules of a healthy lifestyle (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

2.6. The specific content of these educational areas depends on the age of the children and should be implemented in certain types of activities:

- v infancy this is direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, physical activity and tactile-motor games;

- v early age these are 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 kids preschool age this is a game, including a role-playing game as a leading activity of preschool children, as well as a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (study of objects of the surrounding world and experimenting with them), perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other materials, visual (drawings, modeling, applications), musical (perception and understanding the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

2.7. The content of the Program should reflect the following aspects of the educational environment for a preschool child:

● subject-spatial developing educational environment;

● nature of interaction with adults;

● nature of interaction with other children;

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

2.8. The program assumes 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.

Mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.4 of the Standard).

In the part formed by the participants in educational relations, partial educational programs, methods, forms of organization of educational work selected and / or independently developed by the participants in educational relations should be presented.

2.9. The volume of the mandatory part of the Program should be at least 60% of its total volume; part formed by participants in educational relations - no more than 40%.

2. 10 . The program should include 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. 10 .one. Target section includes:

explanatory note;

planned results of the development of the Program.

The explanatory note should disclose:

Goals and objectives of the Program implementation;

Characteristics significant for the development and implementation of the Program, including the age and individual characteristics of children in the Organization, their special educational needs, priority areas activities, specific conditions (regional, national, ethno-cultural, etc.);

Principles and approaches to the formation of the Program.

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 and individual capabilities of children, their special educational needs, as well as the developmental characteristics of children with disabilities and children with disabilities.

2.10.2. The content section represents the general content of the Program, providing full development children in accordance with the five educational areas.

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

Characteristics of the life of children in groups, including the routine and / or daily routine, as well as the features of traditional events, holidays, events;

Features of work in five main educational areas in different types of activities and cultural practices;

Features of the organization of the developing subject-spatial environment;

Ways and directions of support for children's initiative;

Features of the interaction of the teaching staff with the families of pupils;

Other characteristics that are 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 is formed by the participants of educational relations independently, taking into account (if necessary) partial educational and other programs.

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, economic, climatic conditions in which the educational process is carried out;

selection of those partial educational programs and forms of organization of work with children that best meet the needs and interests of the pupils of the Organization, as well as the capabilities of its teaching staff;

support for the interests of the teaching staff of the Organization, the implementation of which corresponds to the goals and objectives of the Program;

established traditions of the organization (group).

This section is drawn up in the form of one or more adapted educational programs, which should consider the mechanism for adapting the Program for children with disabilities and children with disabilities and for the implementation of a qualified correction of developmental disorders.

The content of the section should provide a description of the special conditions for the education of children with disabilities and children with disabilities, including the use of special educational programs and methods, special teaching aids and didactic materials, provision of services of an assistant (assistant), providing children with the necessary assistance, conducting group and individual remedial classes.

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

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

● mastering the Program by children with disabilities and 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 and children with disabilities mastering the Program in groups of combined and compensatory orientation (including for children with complex (complex) disorders) must take into account the developmental features and specific educational needs of each category 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, this section is drawn up by the authors of the Program in the way they consider appropriate.

2. 10 .3. Organization section includes a description of the organization of educational activities and organizational and pedagogical conditions in the Organization, reflects the content, the approximate daily time required to implement the Program, taking into account the age and individual characteristics of children, their special educational needs, including time for:

● directly educational activities(not related to the simultaneous holding of regime moments);

● educational activities carried out in sensitive moments (during the morning arrival of children at an educational organization, walks, preparing for meals and daytime snoi, etc.);

● interaction with children's families on the implementation of the Program.

The organizational section should containdescription of the material and technical support of the program, provision with methodological materials and teaching aids.

2.11. Mandatory part of the Program,if it does not duplicate the content of one of the Exemplary Programs, it must be presented in detail in accordance with clause 2.9. Standard.

Part The program formed by the participants in educational relations can be presented in the form of links to the corresponding methodical literature allowing you to view the content chosen by the participants of educational relations partial programs, methods, forms of organization of educational work.

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

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing object-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 social communicative, cognitive, speech, X 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 towards 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:

● guarantees the protection and strengthening of the physical and mental health of pupils;

● provides emotional well-being pupils;

● contributes to the professional development of teaching staff;

● creates conditions for developing varied preschool education;

● ensures the openness of preschool education;

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

3.2. Requirements for the psychological and pedagogical conditions of implementation 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 abuse;

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

3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, to the maximum extent contributing to the receipt of preschool education, as well as the social development of these children, including through the organization of inclusive education for children with disabilities.

3. The activities of pedagogical workers should exclude overloads that affect the proper performance of their professional duties, thereby reducing the necessary individual attention to children and that can negatively affect the well-being and development of children.

3.2.3. To solve educational problems, an assessment of the individual development of children can be carried out. Such an assessment is made by the teacher within the framework of pedagogical diagnostics (or monitoring).

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

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

● 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 (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 children's development.

3.2.4. The maximum occupancy of groups, including children with disabilities and children with disabilities, including in groups of compensatory and combined orientation, is established in accordance with sanitary and epidemiological rules and regulations.

3.2.5. The teacher implementing the Program must have the basic competencies necessary to create a social situation for the development of pupils that corresponds to the specifics of preschool age. These competencies include:

1) ensuring emotional well-being through:

● direct communication with each child;

● respect for each child, his feelings and needs;

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

● creation of conditions for children to freely choose activities, participants in joint activities, materials;

● 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 rules of behavior and 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, solving problems in a jointly distributed activity

● establishing rules of conduct indoors, on a walk, during educational activities carried out in regime moments (meetings and farewells, hygiene procedures, meals, daytime sleep), direct educational activities, etc., presenting them in a constructive (without accusations and threats) and understandable to children form;

4) building a developing education focused on the zone of proximal development of each pupil, through:

● creation of conditions for mastering cultural means of activity;

● organization of activities that contribute to the development of thinking, imagination, fantasy and children's creativity;

● support for spontaneous play of children, its enrichment, provision of play time and space;

● assessment of the individual development of children in the course of observation aimed at determining the effectiveness of the teacher's own educational activities, individualization of education and optimization of work with a group 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 the identification of needs and support for educational initiatives of the family.

3.2.6. When implementing the Program, conditions must be created for:

● advanced training of pedagogical and managerial staff (including those of their choice) and their professional development;

● advisory support to teachers and parents (legal representatives) on education and health protection of children, including inclusive education if it is organized;

● organizational and methodological support of the Program implementation process, including in terms of interaction with society;

● logistical support for the implementation of the Program.

3.2.7. For corrective work with children with disabilities and children with disabilities who master the Program together with other children in groups of a combined orientation, 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 and children- disabled people.

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

In order to provide comprehensive psychological, pedagogical and medical and social assistance to children with disabilities in infancy and childhood from the moment they have developmental disorders of various functions or the risk of their occurrence at an older age in Organizations and individual entrepreneurs who have a license to carry out educational activities, a service can be created early help.

The main activities of the early intervention service are:

1) conducting a psychological, medical and pedagogical examination of infants and young children;

2) provision of comprehensive correctional and developmental assistance to infants and young children;

3) rendering advisory assistance parents (legal representatives) on the upbringing and education of children and the organization of psychological and pedagogical support for the family of a child with disabilities in infancy and early childhood.

3.2.7. An organization and an individual entrepreneur who has a license to carry out educational activities must create opportunities for:

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

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

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

3.3. Requirements for the developing object-spatial environment

3.3.1. Developing object-spatial environment providesmaximum realization of the educational potential of space and materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, the protection and strengthening of their health, taking into account the characteristics and correction of shortcomings in their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children and adults (including children of different ages), in the whole group and in small groups, 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 used in educational activities;

● in the case of organizing inclusive education - the necessary conditions 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 teaching aids (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 categories of children, experimentation with materials available to children (including sand and water);

● physical 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's self-expression.

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 a variety of use of various components of the subject environment, such as children's furniture, mats, soft modules, screens, etc.;

● the presence of polyfunctional (not having a rigidly fixed way 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 availability of different spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that provide free choice for children;

● periodic change of play material, the emergence of new items that stimulate the play, 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 and children with disabilities, to games, toys, materials, aids that provide all the basic 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. An organization and an individual entrepreneur independently chooses and purchases teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory, in accordance with the specifics of the Program.

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

3.4.1. The implementation of the Program should be ensured by teaching staff who meet the qualifications established inUnified qualification directory of positions of managers, specialists and employees, section "Qualification characteristics of positions of educational workers", approved by order of the Ministry of Health and social development of the Russian Federation dated August 26, 2010 No. 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration No. 18638).

3.4.2. For organization management of educational activities, methodological support for the implementation of the Program,accounting, financial and economic and economic activity necessary to protect the health of pupils, the Organization engages appropriate qualified personnel as employees of the Organization and / or concludes contracts with organizations providing relevant services.

3.4.3. When working in groups for children with disabilities, the Organization and the individual entrepreneur should additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work in accordance with the health limitations of children.

It is recommended that in groups for children with disabilities in the Organization and in the individual entrepreneur to ensure the ratio of relevant teaching staff,implementing the Program,in the amount of at least one employee for each group.

3.4.4. When organizing inclusive education:

● when children with disabilities are included in the general educational group, the Organization and the individual entrepreneur should provide for additional positions of qualified teachers in accordance with the specifics of their educational needs.

It is recommended in general education groups to ensure the ratio of relevant teaching staff,implementing the Program,in the amount of at least one employee per three pupils with limited health opportunities;

● when other categories of children with special educational needs are included in the general education group, including those in a difficult life situation, additional staffing may be provided.

3.4.5. The implementation of the program by an individual entrepreneur with the number of children in the group no more than five can be carried out by one pedagogical worker in the groupduring the entire time of stay of pupils (including due to the involvement of pedagogical workers by an individual entrepreneur). PIf there are more than five children in the group, the implementation of the program by an individual entrepreneur is carried out in accordance with clause 3.4 of the Standard.

3.5. Requirements for the material and technical conditions of implementation
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, including:

● to buildings (premises) and sites,

● to water supply, sewerage, heating and ventilation of buildings (premises)

● to the set and areas of educational premises, their decoration and equipment,

● to artificial and natural lighting of educational premises,

● to the sanitary condition and maintenance of the premises,

● equipping premises for quality nutrition of children;

2) requirements determined in accordance with fire safety rules;

3) equipment of premises for the work of medical personnel in the Organization;

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

5) requirements for the logistics of the program ( educational kit, equipment, equipment (objects)).

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

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

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

● 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;

● reflect the structure and volume of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.2. Financing for the implementation of the educational program of preschool education should be carried out in an amount not lower than the established state regulatory costs of the constituent entities of the Russian Federation for the provision of public services in the field of education for a given level.

The standards determined by the state authorities of the constituent entities of the Russian Federation on aboutensuring state guarantees for the realization of the rights to receive public and free preschool education,are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities, the provision of additional professional teaching staff,ensuring safe conditions for education and upbringing, protecting the health of children,orientation of the Program, category of children, type of Organization, forms of education and other features of educational activities and should be sufficient and necessary for the Organization to implement:

● labor costs for employees implementing the Program;

● expenses for teaching aids, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, teaching aids, 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 object-spatial environment (including special for children with disabilities and children with disabilities), the acquisition of updated educational resources, including consumables, subscriptions to update electronic resources, replenishment of a set of teaching aids and subscriptions to technical support for the activities of teaching aids, sports, health-improving equipment, inventory, payment for communication services, including expenses associated with connection to the Internet information network;

● costs associated with additional vocational education pedagogical workers according to the profile of their activity;

● other expenses related to the implementation of the Program.

3.6.3. Financial provision of state guarantees for citizens to receive public and free pre-school 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 financing educational services that ensure the implementation of the Program in accordance with the Standard.

IV. REQUIREMENTS TO THE RESULTS OF DEVELOPMENT BASIC EDUCATIONAL PROGRAM 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 represent the age characteristics of the child's possible achievements at the stage of completing the level of preschool education.

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

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

4.4. These requirements are guidelines for:

a) founders of Organizations to build 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) individual entrepreneurs carrying out educational activities on educational programs of preschool education;

c) teachers and administration of Organizations to solve problems:

– formation of the Program;

- analysis of your professional activity;

– interaction with families;

e) researchers in the formation of research programs to study the characteristics of education of children aged 2 months to 8 years;

f) parents (legal representatives) of children from 2 months to 8 years old to inform them about the goals of preschool education common to the entire educational space of the Russian Federation;

g) the general public.

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);

Evaluation of the implementation of the municipal (state) assignment by including them in the quality indicators of the assignment;

Distribution of the incentive fund for the remuneration of employees of the Organization.

4.6. The targets of preschool education include the following characteristics of the development of the child at the stages of the beginning of preschool age and the completion of preschool education:

By the beginning of preschool age (by 3 years)

the child is interested in surrounding objects and actively acts with them; emotionally involved in activities with toys and other objects, strives to show perseverance in achieving the result of their actions;

uses specific, culturally fixed object 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 life ohm and games ohm behavior;

owns active and passive 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 their movements and actions; there are games that child mimics the actions of an adult;

shows interest in peers; observes their actions and imitates them;

child has an interest in verse am, songs and fairy tales, looking at the picture, strives move to the music shows emotional response tovarious works of culture and art;

the child has developed gross motor skills, he seeks to master different kinds movements (running, climbing, stepping over, etc.).

By the end of preschool education (by the age of 7):

Child masters the main cultural ways of activity,takes the initiative and independence in different types of activities - playing, communicating, designing, etc.; is able to choose his occupation, participants in joint activities;

the child has a positive attitudeto the world, to other people and to oneself, has self-esteem; actively interacts with peers and adults participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with 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 knows 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 volitional efforts,can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules 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 observe, experiment. Possesses basic knowledge about yourself, about nature 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.; child capable of making their own decisions, relying on their knowledge and skills in various activities.

4.7. Generally educational work families, organizations and persons implementing the Program should be aimed at achieving the integral characteristics of the development of the child's personality as targets for preschool education.

All of the above characteristics are necessary prerequisites for the transition to the next level of primary general education, successful adaptation to living conditions in a general educational organization and the requirements of educational activities; the degree of real development of these characteristics and the ability of the child to show them by the time of transition to the next level of education can vary significantly in different children due to differences in the conditions of life of the individual characteristics of the development of a particular child.

4.8. 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 the prerequisites for learning activities in preschool children at the stage of completing their preschool education.

4.9. 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.

. No. 273-FZ 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 the requirements unlawful from a child of preschool age to specific educational achievements and determine the need to determine the results of mastering the educational program in the form of targets.

64.2.

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Details Category: Documents Published: 11/16/2016 16:37 Views: 56599

APPROVED

by order of the Ministry of Education and Science of the Russian Federation

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 main educational program of preschool education (hereinafter referred to as the Program) by organizations engaged in educational activities (hereinafter referred to as Organizations), individual entrepreneurs or parents (legal representatives).

Organizations and individual entrepreneurs have the right to implement the Program if they have an appropriate license to carry out educational activities.

Children, their parents (legal representatives), teachers and their representatives, Organizations, federal state bodies, state authorities of the constituent entities of the Russian Federation, local governments, employers and their associations participate in the implementation of the Program.

The requirements of the Standard are mandatory for implementationfor Organizations and individual entrepreneurs, unless otherwise provided by this Standard.

Parents (legal representatives) individual entrepreneurs who do not have a license toimplementation of educational activities,may use the provisions of the Standard in the independent implementation of the Program.

Pre-school education in the Organizations can begin at any time after the children reach the age of two months.

1.2. The following key concepts are used in this Standard:

Developmental amplification -the maximum enrichment of the personal development of children on the basis of the wide deployment of a variety of activities, as well as the communication of children with peers and adults.

The variability and diversity of organizational forms of preschool education is the provision of a plurality of forms of education that differ from each other, forms of education, and organizations that carry out educational activities.

Variability of the content of educational programs - ensuring the diversity of exemplary basic educational programs.

Interaction between individuals and legal entities is a partnership aimed at providing high-quality education for individual state structures, families, businesses, and civil society institutions.

Adults - parents (legal representatives), pedagogical and other employees of the educational organization.

The group is the main structural unit created in the Organizations or outside them for the purpose of mastering the basic educational program by children.Groups can have a general developmental, compensatory, health-improving or combined orientation. Groups of young children can also be created to ensure the development, supervision, care and rehabilitation of pupils aged from 2 months to 3 years; supervision and care groups without the implementation of the main educational program, providing a set of measures for organizing nutrition and household services for children, ensuring that they observe personal hygiene and daily routine; family preschool groups.

The unity of the educational space is the provision of uniform conditions and quality of education, regardless of the place of study, excluding the possibility of discrimination in the field of education.

The zone of proximal development is the level of development that manifests itself in a child in joint activities with an adult and more experienced peers, but is not actualized in his individual activities.

Individualization of education - the construction of 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.

Comprehensive educational program - a program aimed at the diversified development of preschool children in all major educational areas, activities and / or cultural practices.

The age of children is infancy (from birth to 1 year), early age (from 1 year to 3 years), preschool age (from 3 years to 7 years).

An educational area is a structural unit of the content of education, representing a certain direction in the development and education of children.

Educational environment -a set of conditions purposefully created in order to ensure the full education and development of children.

Partial educational program - a program aimed at the development of preschool children in one or more educational areas, activities and / or cultural practices.

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 continuity of the main educational programs is the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels.

Psychological diagnostics - identification and study of individual psychological characteristics of children.

Developing subject-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.),materials, equipment and inventory

Diversity of childhood - a variety of options for the course of the period of preschool childhood, determined by the individual characteristics of the children themselves, including theirpsychophysiological features, including health limitations , as well as the individual characteristics and capabilities of their parents (legal representatives), socio-cultural, regional, national, linguistic, religious, economic and other characteristics.

Early assistance is a family-oriented comprehensive psychological, pedagogical and medical and social assistance to infants and young children who have developmental disorders of various functions or deviations from them, or the risk of their occurrence at an older age, and to families in crisis situations, raising such children.

Self-worth of childhood - understanding (consideration) of childhood as a period of lifesignificant 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.

The social situation of development is the established system of relationships between the child and the surrounding social world, represented primarily by adults and other children.

Special conditions of education - special educational programs, methods and means of teaching, textbooks, teaching aids, didactic and visual materials, technical means of training for collective and individual use (including special ones), means of communication and communication, sign language translation in the implementation of educational programs, adaptation of educational institutions and territories adjacent to them 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;

Site - a territory adjacent to the Organization, functioning more than 5 hours, or located at a small distance, and representing an open area adapted for the implementation of the program.

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

supporting the specificity and diversity of childhood;

preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person;

personality-developing and humanistic nature of the interaction between adults and children;

respect for the personality of the child as a mandatory requirement for all adult participants in educational activities;

implementation of educational activities in forms specific to children of this age group, primarily in the form of games, cognitive and research activities.

The Standard takes into account:

● special educational needs of certain categories of children, including those with disabilities;

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

1.4. Basic principlespreschool education:

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

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;

partnerships of an Organization or an individual entrepreneur with a family;

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

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

age adequacy (correspondence of conditions, requirements, methods to age and features of development);

taking into account the ethno-cultural situation of children's development;

occupation of the requirements for the conditions for the implementation of the Program, ensuring the social situation of the development of the child's personality, a key place in the structure of the Standard.

1.5. 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;

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.

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

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

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

Ensuring the continuity of the main educational programs of preschool and primary general education;

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

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

Formation of a general culture of the personality of children, 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;

Ensuring the variability and diversity of the content of educational programs and organizational forms at the level of preschool education, the possibility of forming educational programs of various directions, taking into account the educational needs and abilities of children;

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

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 children's health;

Definition of directions for the systematic interaction of individuals and legal entities, as well as the interaction of pedagogical and public associations.

1.7. The standard is the basis for:

Development of exemplary educational programs for preschool education (hereinafter referred to as Exemplary Programs);

Development of standards for financial support for the implementation of the Program;

Formation by the founder of the state (municipal) task in relation to the Organizations;

Objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard to the conditions for the implementation and structure of the Program;

Training, professional retraining, advanced training and certification of teachers, administrative and managerial personnel of Organizations and individual entrepreneurs, assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, developing individual abilities and necessary correction of violations of their development.

1.8. The standard sets out the requirements:

To the structure of the Program and its scope;

To the conditions for the implementation of the Program;

To the results of the development of the Program.

1.9. The implementation of the Program is carried out by the Organization or an individual entrepreneur in the state language of the Russian Federation.

The implementation of the Program by an Organization or an individual entrepreneur, on the territory of the Republic of the Russian Federation, may be carried out in the state language of the Republic of the Russian Federation in accordance with the legislation of the Republics of the Russian Federation. The implementation of the Program by an Organization or an individual entrepreneur in the state language of the Republic of the Russian Federation should not be carried out to the detriment of the state language of the Russian Federation.

II . REQUIREMENTS FOR THE STRUCTURE OF THE BASIC 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 and psychological and physiological characteristics and should be aimed at solving the tasks of the Standard specified in paragraph 1.6 of the Standard.

2.2. 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).

2.3. The program is aimed at:

creation of conditions for the development of preschool children, opening up opportunities for positive socialization of the child, his comprehensive personal development, development of initiative and creative abilities through cooperation with adults and peers and activities corresponding to preschool age;

to create a developing educational environment /

2.4. The program is 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 scope of the tasks of pedagogical work to be solved.The organization can develop and implement various Programs for preschool educational groups (hereinafter referred to as the group) with different duration of stay of children during the day, including groups of short-term stay of children, full and extended day groups, round-the-clock stay groups, and for groups of children of different ages from two months to eight years, including mixed age groups.

The time required for the implementation of the Program is from 65% to 80%time spent inpupils in the Organization depending on the age of the children, their individual characteristics and needs, as well as the type of group in which the Program is implemented .

2.5. The content of the Program should ensure the development of the personality, motivation and abilities of children in various activities and cover the following educational areas:

social and communicative development;

cognitive development;

speech development;

Artistic aesthetic development;

physical development.

socially -communication development aimed at the appropriation of 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, the formation ofreadiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family, small homeland and Fatherland, ideasabout the socio-cultural values ​​of our people, about domestic traditions and holidays; the formation of the foundations of security in everyday life, society, nature.

cognitive development involves the development of curiosity and cognitive motivation; formation cognitive actions, the formation of consciousness; 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 (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and effects, etc.), 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 possession of speech as a means of communication; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of sound and intonation culture of speech, phonemic hearing; formation of a sound analytic-synthetic activity as a precondition for literacy.

Artistic and aesthetic development involves the development prerequisites for value-semantic perception and understanding 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 gaining experience in the following areas children's behavior: motor , including related m 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, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; mastering the elementary norms and rules of a healthy lifestyle (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

2.6. The specific content of these educational areas depends on the age of the children and should be implemented in certain types of activities:

- v infancy this is direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, physical activity and tactile-motor games;

- v early age these are 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 kids preschool age this is a game, including a role-playing game as a leading activity of preschool children, as well as a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (study of objects of the surrounding world and experimenting with them), perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other materials, visual (drawings, modeling, applications), musical (perception and understanding the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

2.7. The content of the Program should reflect the following aspects of the educational environment for a preschool child:

● subject-spatial developing educational environment;

● nature of interaction with adults;

● nature of interaction with other children;

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

2.8. The program assumes 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 2.4 of the Standard).

In the part formed by the participants in educational relations, partial educational programs, methods, forms of organization of educational work selected and / or independently developed by the participants in educational relations should be presented.

2.9. The volume of the mandatory part of the Program should be at least 60% of its total volume; part formed by participants in educational relations - no more than 40%.

2. 10 . The program should include 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. 10 .one. Target section includes:

explanatory note;

planned results of the development of the Program.

The explanatory note should disclose:

Goals and objectives of the Program implementation;

Characteristics significant for the development and implementation of the Program, including the age and individual characteristics of children in the Organization, their special educational needs, priority areas of activity, specific conditions (regional, national, ethno-cultural, etc.);

Principles and approaches to the formation of the Program.

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 and individual capabilities of children, their special educational needs, as well as the developmental characteristics of children with disabilities and children with disabilities.

2.10.2. The content section represents the general content of the Program, providing full development children in accordance with the five educational areas.

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

Characteristics of the life of children in groups, including the routine and / or daily routine, as well as the features of traditional events, holidays, events;

Features of work in five main educational areas in different types of activities and cultural practices;

Features of the organization of the developing subject-spatial environment;

Ways and directions of support for children's initiative;

Features of the interaction of the teaching staff with the families of pupils;

Other characteristics that are 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 is formed by the participants of educational relations independently, taking into account (if necessary) partial educational and other programs.

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, socio-cultural, economic, climatic conditions in which the educational process is carried out;

selection of those partial educational programs and forms of organization of work with children that best meet the needs and interests of the pupils of the Organization, as well as the capabilities of its teaching staff;

support for the interests of the teaching staff of the Organization, the implementation of which corresponds to the goals and objectives of the Program;

established traditions of the organization (group).

This section is drawn up in the form of one or more adapted educational programs, which should consider the mechanism for adapting the Program for children with disabilities and children with disabilities and for the implementation of a qualified correction of developmental disorders.

The content of the section should include a description of the special conditions for the education of children with disabilities and children with disabilities, including the use of special educational programs and methods, special teaching aids and didactic materials, the provision of services of an assistant (assistant) who provides children with the necessary assistance, holding group and individual remedial sessions.

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

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

● mastering the Program by children with disabilities and 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 and children with disabilities mastering the Program in groups of combined and compensatory orientation (including for children with complex (complex) disorders) must take into account the developmental features and specific educational needs of each category 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, this section is drawn up by the authors of the Program in the way they consider appropriate.

2. 10 .3. Organization section includes a description of the organization of educational activities and organizational and pedagogical conditions in the Organization, reflects the content, the approximate daily time required to implement the Program, taking into account the age and individual characteristics of children, their special educational needs, including time for:

● directly educational activities(not related to the simultaneous holding of regime moments);

● educational activities carried out in sensitive moments (during the morning arrival of children at an educational organization, walks, preparing for meals and daytime snoi, etc.);

● interaction with children's families on the implementation of the Program.

The organizational section should containdescription of the material and technical support of the program, provision with methodological materials and teaching aids.

2.11. Mandatory part of the Program,if it does not duplicate the content of one of the Exemplary Programs, it must be presented in detail in accordance with clause 2.9. Standard.

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

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

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing object-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 social communicative, cognitive, speech, X 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 towards 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:

● guarantees the protection and strengthening of the physical and mental health of pupils;

● provides emotional well-being pupils;

● contributes to the professional development of teaching staff;

● creates conditions for developing varied preschool education;

● ensures the openness of preschool education;

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

3.2. Requirements for the psychological and pedagogical conditions of implementation 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 abuse;

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

3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, to the maximum extent contributing to the receipt of preschool education, as well as the social development of these children, including through the organization of inclusive education for children with disabilities.

3. The activities of pedagogical workers should exclude overloads that affect the proper performance of their professional duties, thereby reducing the necessary individual attention to children and that can negatively affect the well-being and development of children.

3.2.3. To solve educational problems, an assessment of the individual development of children can be carried out. Such an assessment is made by the teacher within the framework of pedagogical diagnostics (or monitoring).

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

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

● 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 (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 children's development.

3.2.4. The maximum occupancy of groups, including children with disabilities and children with disabilities, including in groups of compensatory and combined orientation, is established in accordance with sanitary and epidemiological rules and regulations.

3.2.5. The teacher implementing the Program must have the basic competencies necessary to create a social situation for the development of pupils that corresponds to the specifics of preschool age. These competencies include:

1) ensuring emotional well-being through:

● direct communication with each child;

● respect for each child, his feelings and needs;

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

● creation of conditions for children to freely choose activities, participants in joint activities, materials;

● 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 rules of behavior and 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 communication skills, allowing them to resolve conflict situations with peers

● development of children's ability to work in a group of peers, solving problems in a jointly distributed activity

● establishing rules of conduct indoors, on a walk, during educational activities carried out in regime moments (meetings and farewells, hygiene procedures, meals, daytime sleep), direct educational activities, etc., presenting them in a constructive (without accusations and threats) and understandable to children form;

4) building a developing education focused on the zone of proximal development of each pupil, through:

● creation of conditions for mastering cultural means of activity;

● organization of activities that contribute to the development of thinking, imagination, fantasy and children's creativity;

● support for spontaneous play of children, its enrichment, provision of play time and space;

● assessment of the individual development of children in the course of observation aimed at determining the effectiveness of the teacher's own educational activities, individualization of education and optimization of work with a group 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 the identification of needs and support for educational initiatives of the family.

3.2.6. When implementing the Program, conditions must be created for:

● advanced training of pedagogical and managerial staff (including those of their choice) and their professional development;

● advisory support to teachers and parents (legal representatives) on education and health protection of children, including inclusive education if it is organized;

● organizational and methodological support of the Program implementation process, including in terms of interaction with society;

● logistical support for the implementation of the Program.

3.2.7. For corrective work with children with disabilities and children with disabilities who master the Program together with other children in groups of a combined orientation, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure the satisfaction of the special educational needs of children with disabilities and disabled children.

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

In order to provide comprehensive psychological, pedagogical and medical and social assistance to children with disabilities in infancy and childhood from the moment they have developmental disorders of various functions or the risk of their occurrence at an older age in Organizations and individual entrepreneurs who have a license to carry out educational activities, an early intervention service may be established.

The main activities of the early intervention service are:

1) conducting a psychological, medical and pedagogical examination of infants and young children;

2) provision of comprehensive correctional and developmental assistance to infants and young children;

3) providing advice to parents (legal representatives) on the upbringing and education of children and the organization of psychological and pedagogical support for the family of a child with disabilities in infancy and early childhood.

3.2.7. An organization and an individual entrepreneur who has a license to carry out educational activities must create opportunities for:

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

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

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

3.3. Requirements for the developing object-spatial environment

3.3.1. Developing object-spatial environment providesmaximum realization of the educational potential of space and materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, the protection and strengthening of their health, taking into account the characteristics and correction of shortcomings in their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children and adults (including children of different ages), in the whole group and in small groups, 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 used in educational activities;

● in the case of organizing inclusive education - the necessary conditions 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 teaching aids (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 categories of children, experimentation with materials available to children (including sand and water);

● physical 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's self-expression.

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 a variety of use of various components of the subject environment, such as children's furniture, mats, soft modules, screens, etc.;

● the presence of polyfunctional (not having a rigidly fixed way 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 availability of different spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that provide free choice for children;

● periodic change of play material, the emergence of new items that stimulate the play, 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 and children with disabilities, to games, toys, materials, aids that provide all the basic 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. An organization and an individual entrepreneur independently chooses and purchases teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory, in accordance with the specifics of the Program.

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

3.4.1. The implementation of the Program should be ensured by teaching staff who meet the qualifications established inUnified qualification directory of positions of managers, specialists and employees, section "Qualification characteristics of positions of educational workers", approved by order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 No. 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration No. 18638 ).

3.4.2. For organization management of educational activities, methodological support for the implementation of the Program,accounting, financial, economic and economic activities, the necessary protection of the health of pupils, the Organization engages appropriate qualified personnel as employees of the Organization and / or concludes contracts with organizations providing relevant services.

3.4.3. When working in groups for children with disabilities, the Organization and the individual entrepreneur should additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work in accordance with the health limitations of children.

It is recommended that in groups for children with disabilities in the Organization and in the individual entrepreneur to ensure the ratio of relevant teaching staff,implementing the Program,in the amount of at least one employee for each group.

3.4.4. When organizing inclusive education:

● when children with disabilities are included in the general educational group, the Organization and the individual entrepreneur should provide for additional positions of qualified teachers in accordance with the specifics of their educational needs.

It is recommended in general education groups to ensure the ratio of relevant teaching staff,implementing the Program,in the amount of at least one employee per three pupils with limited health opportunities;

● when other categories of children with special educational needs are included in the general education group, including those in a difficult life situation, additional staffing may be provided.

3.4.5. The implementation of the program by an individual entrepreneur with the number of children in the group no more than five can be carried out by one pedagogical worker in the groupduring the entire time of stay of pupils (including due to the involvement of pedagogical workers by an individual entrepreneur). PIf there are more than five children in the group, the implementation of the program by an individual entrepreneur is carried out in accordance with clause 3.4 of the Standard.

3.5. Requirements for the material and technical conditions of implementation
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, including:

● to buildings (premises) and sites,

● to water supply, sewerage, heating and ventilation of buildings (premises)

● to the set and areas of educational premises, their decoration and equipment,

● to artificial and natural lighting of educational premises,

● to the sanitary condition and maintenance of the premises,

● equipping premises for quality nutrition of children;

2) requirements determined in accordance with fire safety rules;

3) equipment of premises for the work of medical personnel in the Organization;

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 conditions for the implementation of the Program should:

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

● 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;

● reflect the structure and volume of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.2. Financing for the implementation of the educational program of preschool education should be carried out in an amount not lower than the established state regulatory costs of the constituent entities of the Russian Federation for the provision of public services in the field of education for a given level.

The standards determined by the state authorities of the constituent entities of the Russian Federation on aboutensuring state guarantees for the realization of the rights to receive public and free preschool education,are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities, the provision of additional professional teaching staff,ensuring safe conditions for education and upbringing, protecting the health of children,orientation of the Program, category of children, type of Organization, forms of education and other features of educational activities and should be sufficient and necessary for the Organization to implement:

● labor costs for employees implementing the Program;

● expenses for teaching aids, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, teaching aids, 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 for children with disabilities and children with disabilities), the acquisition of updated educational resources, including consumables, subscriptions to update electronic resources, replenishment of a set of teaching aids and subscriptions to technical support for the activities of teaching aids, sports, health-improving equipment, inventory, payment for communication services, including expenses associated with connection to the Internet information network;

● expenses related to additional professional education of pedagogical workers according to the profile of their activity;

● other expenses related to the implementation of the Program.

3.6.3. Financial provision of state guarantees for citizens to receive public and free pre-school 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 financing educational services that ensure the implementation of the Program in accordance with the Standard.

IV. REQUIREMENTS TO THE RESULTS OF DEVELOPMENT BASIC EDUCATIONAL PROGRAM 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 represent the age characteristics of the child's possible achievements at the stage of completing the level of preschool education.

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

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

4.4. These requirements are guidelines for:

a) the founders of the Organizations to build 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) individual entrepreneurs carrying out educational activities on educational programs of preschool education;

c) teachers and administration of Organizations to solve problems:

– formation of the Program;

- analysis of their professional activities;

– interaction with families;

e) researchers in the formation of research programs to study the characteristics of education of children aged 2 months to 8 years;

f) parents (legal representatives) of children from 2 months to 8 years old to inform them about the goals of preschool education common to the entire educational space of the Russian Federation;

g) the general public.

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);

Evaluation of the implementation of the municipal (state) assignment by including them in the quality indicators of the assignment;

Distribution of the incentive fund for the remuneration of employees of the Organization.

4.6. The targets of preschool education include the following characteristics of the development of the child at the stages of the beginning of preschool age and the completion of preschool education:

By the beginning of preschool age (by 3 years)

the child is interested in surrounding objects and actively acts with them; emotionally involved in activities with toys and other objects, strives to show perseverance in achieving the result of their actions;

uses specific, culturally fixed object 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 life ohm and games ohm behavior;

owns active and passive 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 their movements and actions; there are games that child mimics the actions of an adult;

shows interest in peers; observes their actions and imitates them;

child has an interest in verse am, songs and fairy tales, looking at the picture, strives move to the music shows emotional response tovarious 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.).

By the end of preschool education (by the age of 7):

Child masters the main cultural ways of activity,takes the initiative and independence in different types of activities - playing, communicating, designing, etc.; is able to choose his occupation, participants in joint activities;

the child has a positive attitudeto the world, to other people and to oneself, has self-esteem; actively interacts with peers and adults participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with 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 knows 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 volitional efforts,can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;

The child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined 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.; child capable of making their own decisions, relying on their knowledge and skills in various activities.

4.7. In general, the educational work of families, organizations and persons implementing the Program should be aimed at achieving the integral characteristics of the development of the child's personality as targets for preschool education.

All of the above characteristics are necessary prerequisites for the transition to the next level of primary general education, successful adaptation to living conditions in a general educational organization and the requirements of educational activities; the degree of real development of these characteristics and the ability of the child to show them by the time of transition to the next level of education can vary significantly in different children due to differences in the conditions of life of the individual characteristics of the development of a particular child.

4.8. 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 the prerequisites for learning activities in preschool children at the stage of completing their preschool education.

4.9. 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.

. No. 273-FZ 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 the requirements unlawful from a child of preschool age to specific educational achievements and determine the need to determine the results of mastering the educational program in the form of targets.

64.2.

• Back

The purpose of preschool education according to the Federal State Educational Standard is to identify and develop a unique and inimitable individual.

September 1, 2013 adopted new law"On Education", which defines the first level of education - preschool. Its main directions are:

• Increasing the level of culture in general
• Message for learning
• The development of various qualities of an individual - general physical, mental, moral, artistic
• Developing good habits
• Protection and well-being

The main provisions of the Federal State Educational Standard

For the first time in our enlightened life, childhood before school has become a special level of education, confirmation of this is the introduction of the Federal State Educational Standard. On January 1, 2014, the federal state educational standard (FSES) for preschool education came into force. GEF is a set of mandatory requirements for preschool education. It takes into account the educational needs of certain groups of children, including categories with special needs. Based on:

• Federal Law "On Education in the Russian Federation" No. 273 - FZ of December 29, 2012
• Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education"
• 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

In the development and implementation of the standard, territorial, national, ethnocultural differences between the peoples of our country were taken into account.

SAVE THIS FOR YOURSELF SO YOU DON'T LOSE:

In the magazines "Handbook of the head preschool"and" Handbook of the senior teacher of a preschool institution "published important materials for the leaders of the preschool educational institution:

What to write in the job description of the educator so that it complies with the Federal State Educational Standard
Planning the educational process in the context of the introduction of the Federal State Educational Standard

The interacting parties of the educational program of preschool education (Program) are children, their parents or legal representatives, teachers, organizations engaged in educational activities (Organizations), state authorities of the constituent entities of the Russian Federation, local governments, employers. From the moment of execution of two months, children receive the right to study in the Organizations.

The current Federal State Educational Standard for preschool education is aimed, first of all, at each excellent education and state guarantee of the level and quality of preschool education; preservation of the unity of the educational space of Russia.

Basic principles of preschool education according to GEF

Deciphering the leading principles of the Federal State Educational Standard of preschool education:

1. The principle of quality living by the baby of all periods of childhood (infant, early and preschool age). To implement it, the teacher must deploy various types of activity, support communication between children and peers and adults, and on this basis, maximize the personal improvement of the child. At the same time, it should be borne in mind that a certain type of activity is inherent in each age.

For example, at an early age, this is an objective activity that is comprehended in close connection with adults. The kid masters objects based on the actions of an adult as an example.

The game becomes the leading activity in reaching preschool age. She exhausts her developmental influence by the age of 7. At the age of 7, not earlier, the child is able to control his actions not only through the game. Amplification (enrichment) of child development is great if the baby's games correspond to his age. It is through the game that many qualities required in the future are developed - self-confidence, intelligence, originality.

2. The second, key principle of the Federal State Educational Standard of preschool education is the principle of implementing an individual approach, building the educational process in such a way that everyone's talents are taken into account. The child determines the essence of his education, and the teacher takes into account its features when constructing the work. Of course, the implementation of this principle today is complicated by the fact that there are too many pupils in the groups. It is realistic to perform it if you group children according to common characteristics.

An important condition for an individual approach is the study of interpersonal relationships. When introducing this approach, the teacher creates full-fledged conditions for the best manifestation and development of the individual.

But this approach cannot be turned into a learning process, when the teacher teaches certain pupils, and the rest become passive observers. The teacher must set common, exciting for all tasks, to establish work.

3. The third of the nine principles of the GEF of preschool education is the cooperation of adults and children, respect and acceptance of the child as a full participant in the learning process. Mostly this happens through play, but there are many models of joint activity that make the stay in kindergarten rich and entertaining. This is project management, reading a variety of books, research, creative activities. Here, the independence of the baby in the preference for activities is very important. The teacher acts as an assistant and coordinator of the process, assists and helps to bring the matter to a successful conclusion. The freedom of the child in joint activity is expressed in such a way that he can work alone, next to other children, or he can choose a partner. These forms of work are significant for the implementation of the GEF principles.

4. Support for the initiative:

• Creation of conditions for independent creative activity of children according to their interests
• Helping the children in building the game - it is not permissible to impose conditions and plots on them
• Formation of a favorable atmosphere in the group
• Respect for the affections and impulses of children
• Finding an approach to shy, problematic, etc. guys

Important! That different areas of manifestation of initiative are suitable for each age.

At 3-4 years old, this is a productive activity when you need to support any achievements of pupils. Never use criticism.

For children 4 - 5 years old - knowledge of the world around. If necessary, criticism must act one on one, and evaluate only their actions.

For senior preschool age - individual communication and training.

The teacher participates in the following way:

• Involves children in creating a schedule for a day or more.
• Helps organize the game.
• Adequately evaluates the actions of the child.
• Creates situations in which the preparedness of the pupil is best manifested.
• Asks each pupil to demonstrate achievements and teach them.

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5. The fifth principle is cooperation with the family. The best results are seen where parents and teachers interact. You need to understand that joint work is based on mutual trust, mutual understanding, mutual influence. The teaching staff needs to organize the active participation of parents in educational process and provide the necessary assistance. There are many types of interaction:

· Expert advice.

· Exhibitions.

· Classes with the participation of both children and parents.

· Round tables.

6. Introducing children to socio-cultural norms, family, social, state traditions.

The goal pursued by this principle is to raise a worthy member of society; to form the moral, spiritual foundations of the family, society, the state as a whole.

The immediate environment, the living environment of children is the basis for the growth of children's horizons, attracting children to traditions.

First, the teacher needs to familiarize himself with environment, the culture of your region; create a sample of materials specific to a given area.

The implementation of the principle of familiarization with socio-cultural norms and traditions occurs through the interaction of adults and children in the game, during excursions, holidays and other events. the main task- encouraging the cognitive interest of children, educating the inquisitive mind, developing figurative and logical thinking child. It is necessary that all feelings, from joy to sadness, be constantly brought up. results positive work it could be considered:

· Showing initiative and willingness to act.

· Children's interest in the phenomena of social life.

7. Formation of the child's cognitive interest and actions by introducing them to various types of activities.

The thirst for knowledge in children can be aroused by ensuring the availability of knowledge that explains many of the phenomena that the child encounters in everyday life. It is necessary that the children themselves conduct observations, then memory, thinking, and worldview develop well. It is very important to adhere to the system in the process of forming cognitive interest and activity.

8. Age adequacy of preschool education - compliance of conditions with the requirements of age and developmental characteristics.

Here they take into account the specifics of age, use forms of development that are suitable for this particular age group - first of all, a game, then cognitive and experimental activities.

Each age corresponds to certain forms and methods of work:

· Early age- activities with moving toys; experiments with sand, dough, water, plasticine; contact with an adult and entertainment with peers under his supervision; motility; self-care skills; comprehension of musical works, poems, fairy tales; viewing images.

· Preschoolers - playing, communicative, cognitive - research activities; understanding of artistic reading; independence and the simplest work in everyday life; creative and motor activity.

9. The ninth and last principle is the analysis of the ethno-cultural situation.

Interest in the culture, traditions and customs of the country must be instilled from preschool age.

Ethno-tolerance is a characteristic of a member of a multicultural community, which is of the utmost importance.

Younger students are introduced to the world around them through immersion in national culture. Boys and girls, led by adults, dance, sing and demonstrate their experience in conversational, musical, and artistic activities.

Intensive work is being done to familiarize preschoolers with folk holidays, state celebrations are celebrated.

Great importance is attached to fairy tales, because they expand the concepts of kindness, sensitivity and justice, develop fantasy and imagination.

Such a construction of the educational process helps to develop a decent attitude towards each other; to form feelings of understanding, acceptance, sympathy for peers. All this is one of the bases of ethnocultural development.

The teacher needs to form and maintain a sense of pride in the country in game form and conversations.

Active work is being done with parents, as they have a primary influence on the emergence of a correct attitude towards other nationalities in the group. The work is carried out in the form of meetings, round tables.

Any teacher should rely on the principles of the GEF of preschool education deciphered above. A fresh look at the system suggests appreciating the child, but not attaching excessive importance to his merits. This is a significant step towards increasing the value of education in preschool educational institutions. Based on the principles of the Federal State Educational Standard, it is now considered an individual, very serious stage in a child's life; a significant stage on the endless road of human perfection.

In December 2016, the transition of kindergartens to the new Federal State Educational Standard (FSES) for preschool education begins throughout Russia. Kindergartens will be the first step in general education new generation. And the emphasis will be placed on the development of the individuality and independence of the child.
How it will look like in practice, at a meeting with journalists in the State Television and Radio Broadcasting Company "Novosibirsk", the director of the Novosibirsk College of Education No. 1 im. A. S. Makarenko, candidate psychological sciences Maria Nailevna Zhafyarova.

But before that, we asked her how accurate the information is that all preschool educational institutions in the NSO work according to the new standard.

There is no limit to perfection!

In fact, the standard was established in October 2012, and on January 1, 2014 it came into force, in accordance with the order of the Ministry of Education and Science of the Russian Federation. But the Ministry of Education and Science, realizing that it is unrealistic to introduce such an innovation all over the country all at once (although we have been approaching it for many years, since the late 1980s), decided to create pilot regions.

" And in 2014, the Federal State Educational Standard of preschool education was introduced in a number of pilot kindergartens Novosibirsk region, which became the bases.

Indeed, all preschools in the NSO claim to have been operating under the new standard since 2015. The only question is how successfully this is achieved in practice. It can hardly be said that in every garden this document is 100% implemented. But the fact that people understand that they have developed an appropriate base, corrected their programs and are engaged in methodical work in this direction - this is certainly the case. Well, if we talk about improvement, then there is no limit to it.

Our reference:

GEF - federal state educational standard. It combines all the mandatory requirements for each level of education, the principles of organizing education - in institutions (kindergartens, schools, colleges, universities, etc.)
Each level of education - preschool, general primary, basic general, etc. - has its own standard. All training programs must comply with the Federal State Educational Standard.
The standards ensure the continuity of the main training programs. That is, preschoolers should be ready to study in the first grade, graduates elementary school ready for high school etc.
The main points of the GEF requirements:

1. Requirements for the structure of the educational program.
2. Requirements for the results of mastering the program by students. That is, children at the end of each stage must show the results determined by the standard.
3. Professional training of teachers, availability of methodological materials, computer equipment of schools, sanitary and hygienic conditions.

Preschool is not preparation for school

So what is it - the new Federal State Educational Standards in kindergartens? And how do they differ from the previous system in education?
As Maria Zhafyarova said, in the new federal state standard, the main focus is on the development of the child's individuality and independence.

"That is, if earlier (since 1962) the only obligatory for use in kindergartens was the educational and disciplinary program of education and training, now the vectors have changed. Now "handles on knees and in a circle" is no longer welcome.

If in the old days a necessary element for kindergartners was school orientation: small desks were installed, perseverance was formed in children, and it was believed that this was a necessary quality for entering school, now everything is different. Now one of the leading principles is the organization of a developmental-object-spatial environment, which should stimulate the independence and activity of the child.
In the common room there should be “nooks of privacy”, because, according to Marina Zhafyarova, the right to privacy is a sacred right of a person, regardless of his age.

If we are talking about the development of a child, about a personality-oriented model, then such a right must be respected. GEF denies the "schoolization" of preschool childhood. This is an independent period, not connected with the school in terms of preparation for it. One of the quality conditions is psychological and pedagogical aspects.

Our reference:

GEF used to be called simply the educational standard. The so-called first generation came into force in 2004. The second generation was developed in 2009 (for primary education), in 2010 (for the main general), in 2012 (for the secondary complete).

In 2013, the law "On Education" was adopted, according to which new programs for higher professional and preschool education are being developed.
Standards are replaced with new ones at least once every ten years.

At the federal level, on the basis of the Federal State Educational Standard, an approximate educational program is being developed, focusing on local specifics. So what is next schools bring this program to perfection (even parents can participate in the latter process). In this way, Russian education from a methodological point of view, it can be represented as a diagram: Standard - sample program federal level - the program of the educational institution.

Personnel decides everything

It's no secret that kindergartens are mostly staffed by people of pre-retirement age, which, in general, is not bad, they have experience. Or mothers without pedagogical education, who need to somehow arrange their child in the garden in time.
Of course, there are also young educators who are “theine in tea, a bouquet in noble wine” - probably, they are betting on them. But there are few of them, and many leave, unable to withstand the test of salary. So how do you implement the new system?

Marina Zhafyarova says:

We will not solve this problem all at once. And, perhaps, a person who firmly believes in the correctness of the disciplinary and educational model will hardly adjust to new way. Or maybe he can't do it at all.

" The most the main problem- in the head. We see what wonderful modern kindergartens are being built in our region in Lately what wonderful rooms and interiors there. But one of the most important conditions is the innovative readiness of the teacher.

Therefore, a lot of work must be done here so that the teacher understands that the previous technological options no longer meet the modern demands of society. This is the task of institutions that train teachers: the Pedagogical University, the Institute for Advanced Studies, the college that I head. And all of them offer a program of massive professional development and retraining. By the way, at the moment there is no end to people who want to work in accordance with modern standards! Another thing is that any innovation goes through 5 stages - from complete rejection to complete formation. We need to go through these stages with dignity.

The educators of the economists

I want to say that now a new generation of teachers is coming to kindergartens. These are, indeed, people who do not have a basic teacher education, but, in accordance with modern legislative framework can get a diploma vocational training which will give them the right to conduct activities in preschool pedagogy.

"And here we get an exceptionally interesting phenomenon, when at the junction of basic economic, legal, financial spheres, or even agricultural education, a person undergoes a professional retraining program, and we get a completely extraordinary "product." After all, fundamentally new ideas!

This is an extremely grateful listener. The age of such women is different, often quite mature and productive - 40-45 years. Now they are beginning to make up an increasing and large part of the teachers.

Keyword is creative

And yet, how exactly will these new technologies be implemented in kindergarten? What should be there, except for "nooks of solitude"? How will all this be implemented? And are there any rules for the interaction of a teacher with parents within the framework of the new standards? There were many questions to the director of the Novosibirsk Pedagogical College No. 1.

About the material and technical base of kindergartens and her readiness for the transition to new working conditions, Marina Nailevna answered as follows:

It cannot be said that readiness is 100%. But, nevertheless, in the new gardens it is initially. If we talk about kindergartens that were built a long time ago, yes, there are certain difficulties there: there may not be a bedroom, children play in one room, and beds are immediately laid out for them. But with the help of various elements, screens, for example, even such a space can be divided and transformed. We have on this subject great amount methodological developments modern educators.

And if we talk about the developing object-spatial environment, then, without even entering the kindergarten, you can see how the site is designed, whether there are hedges, etc. The Federal State Educational Standard of preschool education prescribes very specific requirements for this. And the ministries of education and science of the Russian Federation and the Novosibirsk region have compiled a list of requirements for kindergarten equipment. There should be cubes - both ordinary and soft large ones, and various modules that are easy to transform into something, and much more.

" Educators of preschool educational institutions are exceptionally creative people. They do a lot with their own hands and involve children in this. A creative, loving teacher will always find an opportunity to design accessible things with his own hands. So the key word here is creativity.

Family and kindergarten

The new standard also implies very close interaction between the educator and the child's family. The most important thing for a teacher is to take a parent as an ally. Of course, no one canceled the classic parent meetings, but as it turned out, now many other forms of work with parents are added to this. including joint projects. They can be very different, as an example, master classes. This form of work already exists in Novosibirsk. As part of the educational program of the kindergarten, a parent who is a specialist in some field comes to the children in the kindergarten and gives a master class.

"This year, when the Day of the Preschool Worker was celebrated, one of the kindergartens of Akademgorodok presented such a joint project: the mother, an employee of NSU, led a circle in the kindergarten on robotics.

Modern education suggests that a parent can be no less competent in the education and upbringing of a child than a teacher. Many of today's parents have a very high educational qualification, so a parental partnership with a kindergarten can be in the hands of their own children.