What programs are there?

Programs are complex and partial. Comprehensive programs include all the main directions of the child's development: physical, intellectual, moral, social, aesthetic. And partial - one or more of the directions. As a rule, a kindergarten is based on one of the comprehensive programs, but there are also such kindergartens in which strong teaching teams work, which combine a comprehensive program with partial ones, adding their own pedagogical ideas.

Until 1991, there was only one comprehensive program - Typical. All Soviet kindergartens worked strictly according to it, and thanks to it our system of preschool education was recognized as the best in the world. However, the Standard Program severely limited the creativity of teachers, did not allow to approach each child individually, and its content did not correspond to the rapid changes in our society. Therefore, in 1991 it was allowed not only to make changes to it, but also to create complex, "with variations", and author's programs.

By the way, the Standard Program, created by a team of the best Russian teachers and psychologists, is still "alive". It has been reprinted many times, and corrections have been made to meet the modern requirements of the supplement. Many kindergartens are still working on it. In particular, this program is very popular in Japan.

Overview of comprehensive programs

The first program we will talk about is called "Rainbow".

The team of authors - employees of the laboratory of preschool education of the Institute of General Education of the Ministry of General and Professional Education of the Russian Federation. The program was developed under the leadership of Kp. n. T.N. Doronova.

Work on it has been carried out since 1989 by order of the Ministry of Education of Russia.

Where does this name come from? The authors named their program, figuratively comparing it with a real rainbow: the seven most important activities of children and activities in the process of which the upbringing and development of the child takes place. We are talking about: physical education, play, fine arts (based on familiarity with folk arts and crafts), construction, music and plastic arts, classes in the development of speech and familiarization with the world around, mathematics.

One of the main ideas of the program is to create a "search" developmental environment in all areas of the kindergarten. It is believed that, having an inquisitive mind by nature, the kid will "dig" to the goal, then strive for new achievements.

Development program created a team of authors of the Institute of Preschool Education and Family Education of the Russian Academy of Education. And the doctor of psychological sciences L.A. began to develop it. Wenger.

The main idea of ​​the program is that preschool childhood is a unique period in a person's life. The authors emphasize that in no case should a child be pressured by imposing school forms of education that are alien to the preschool child. And it is worth, relying on the abilities given to the child by nature, to form in his game an idea of ​​the world around him. The authors of the program pay special attention to the mental and artistic development of kids.

Gifted Child Program developed by the same team of authors as Razvitie. This is a kind of "variation" of the previous idea, but intended for work with children of six to seven years of age with a high level of mental development. The program is also aimed at developing the artistic abilities of these kids.

Authors programs "Kindergarten - House of Joy"- Ph.D. N.M. Krylov and V.T. Ivanova, educator and innovator. The House of Joy is based on the principle of interaction between parents, educators and kids. The specificity of the program lies in the fact that the teacher does not work according to the plan, but according to the scenarios of a 12-hour working day developed by the authors. Every day in such a garden is a small performance for a child, where each child plays a role. The goal is to cultivate individuality in the child.

Particular attention in each age group is paid to the development of those activities that require maximum independence from the child: self-service, household work, games, productive activities, communication.

"Origins" Is one of the most popular programs in modern gardens.

The team of authors - researchers of the Center "Preschool Childhood" named after A.V. Zaporozhets. It was developed by order of the Moscow Department of Education as a basic program for the development of a preschooler. It is based on many years of psychological and pedagogical research conducted under the leadership of Academician A.V. Zaporozhets. And it takes into account the current trends in the development of domestic preschool education. The program allows the teacher to find an individual approach to each child.

The goal is the diversified development of the baby, the formation of universal, including creative, abilities. As well as the preservation and strengthening of the physical and mental health of children.

Childhood program developed by a team of authors - teachers of the Department of Preschool Pedagogy of the Russian State Pedagogical University. A.I. Herzen.

It is aimed at revealing the individual qualities of the child and helping him adapt to society. The peculiarity of the program lies in the fact that all types of activities: various activities, and communication with adults and peers, and play, and work, and experimentation, and theatricalization - are very closely intertwined. This enables the kid not only to memorize knowledge separate from each other, but to imperceptibly accumulate a variety of ideas about the world, to master all kinds of knowledge, skills and abilities, to comprehend their capabilities. The program includes four main blocks: "Cognition", "Humane attitude", "Creation", "Healthy lifestyle".

"From childhood to adolescence"- this is how the team of authors under the leadership of Ph.D. T.N. Doronova.

The program is conceived and developed for parents and teachers raising children from 4 to 10 years old. Its fundamental difference from others is that it provides for a close relationship between the children's institution and the family in all areas of the child's personality development.

Another program - "School 2100"... Scientific adviser and author of the idea - A.A. Leontiev. Authors - Buneev, Buneeva, Peterson, Vakhrushev, Kochemasova and others.

The main idea is the implementation of the principle of lifelong education and continuity between preschool education, primary and secondary schools.

Partial programs

TRIZ Program invented by G.S. Altshuller. TRIZ stands for the theory of inventive problem solving.

Its goal is not just to develop the child's imagination, but to teach to think in a systematic way, to make the child understand the process and delve into it. Under the conditions of this program, the teacher does not give children ready-made knowledge, does not reveal the truth to them, but teaches them to comprehend it on their own, awakens interest in learning.

Young Ecologist program developed by Ph.D. S.N. Nikolaeva.

It is aimed, as the name implies, at acquainting preschoolers with nature, at environmental education and development. Teachers, using this program, try to instill in children an ecological culture, the ability to observe and draw conclusions from their observations, teach them to understand and love the surrounding nature.

"I am human" developed by professor, Ph.D. S.A. Kozlova. The program is based on introducing the child to the social world. With its help, it is possible to develop in the kid an interest in the world of people and in himself, to lay the foundation for the formation of his worldview, the creation of his own "picture of the world".

The team of authors under the leadership of R.S. Bure, Doctor of Pedagogical Sciences, Professor of the Department of Preschool Pedagogy at Moscow State Pedagogical University, created a program "Friendly guys". It is based on the education of humane feelings and relationships between preschool children.

Another program - "Heritage", developed by Ph.D. M. Novitskaya and E.V. Solovieva, based on the acquaintance of children with traditional Russian culture.

The main task of the program "Fundamentals of the safety of preschool children"- stimulation of development in preschool children of independence, responsibility for their behavior. Including the program teaches kids to react correctly in various life situations, including dangerous and extreme situations. Authors: Ph.D. N.N. Avdeeva, Ph.D. O. L. Knyazeva, Ph.D. R.B. Sterkin. The same team of authors has created a wonderful program of social and emotional development "I, you, we".

This program allows each child to open up, learn to manage their emotions and understand the emotional state of others.

The program "Preschooler and ... economics" invented Ph.D. HELL. Shatov.

Its goal is to teach children to understand and appreciate the world around them, to respect people who know how to work well and earn their living. And besides, to be aware of the interconnection of the concepts "labor - product - money" at a level accessible to a preschooler. The program is designed for older preschool children.

V "Golden Key" the pedagogical process is based on the family principle.

The life of children is filled with events replacing each other, which makes an emotional impression on the child, finds a response in his soul. Authors: Ph.D. G.G. Kravtsov, Ph.D. HER. Kravtsova.

The team of authors of the Nizhny Novgorod Humanitarian Center under the leadership of Candidate of Pedagogical Sciences G.G. Grigorieva developed program "Tiny". This is a program for the integrated development and education of children under the age of three. Its goal is to help parents realize the intrinsic value and special importance of the early period of a person's life, to help in understanding their own child, in finding and choosing adequate ways and means, methods of education.

Our consultant: Anastasia KUZNETSOVA, educational psychologist. Graduated from the Moscow State Pedagogical University. M. Sholokhov.

An upbringing and educational program is a document that defines the content of the educational process in kindergarten. It takes into account everything: the goals and objectives of the work of teachers with children, the main directions and forms of work, the organization of the environment in which the baby is, the amount of knowledge, skills and abilities that the child must master before school. Each program also contains a set of guidelines. However, according to the Law of the Russian Federation, only those programs that comply with the state educational standard and, on the basis of this, are approved and recommended for work in kindergartens by the Ministry of Education, have the right to be called a document.

English for toddlers

The study foreign language still popular with parents. This time we will talk about the program of N.M. Rodina "English and Children".

The main difference between this program is that learning a foreign language is based on the fact that the kid gravitates towards more and more new knowledge. Foreign language ceases to be a set of words for a child that needs to be learned and quickly remembered in response to the question "how will it be in English ...", but becomes a means of communication with adults and other children.

According to the Rodina program, the child draws, sculpts, designs, observes and discusses all this with teachers and their peers. It is this kind of communication that creates the basis for the natural mastery of a foreign language. Its "inclusion" in the classes begins with a small number of very simple phrases and constructions. Gradually, the share of the studied language increases, and the phrases become more complex. For example, when children make different vegetables and fruits together with a teacher, they hear simple English phrases: "Let's make a small apple, a big apple, make a green or yellow one." Children learn to understand the teacher's speech, highlight key words in phrases, gradually longer statements, consisting of several elements, become available to them. The situation itself, gestures, facial expressions, intonation of the teacher help the child understand what is at stake, and if he is mistaken, then the teacher can correct his mistake without switching to his native language. So the baby begins to go through the necessary path of mastering a foreign language - from understanding to repetition and independent construction of phrases.

Much attention in the program is paid to acquaintance of children with the culture of the country of the target language. It is carried out in comparison with Russian traditions.

The main indicator of the success of teaching using this method is the child's ability to independently construct phrases, to include in them exactly the words that he needs in a given situation. With this approach, children not only master a foreign language, but, most importantly, their general development occurs: cognitive, emotional and social.

Our consultant: Inna G. KOSAREVA, methodologist-teacher of English

Non-governmental educational institution "Center for Personality Development", winner of the competition "Teacher of the Year - 2004"

Educational program of MDOUkindergarten "Sun"

the village of Spirovo

1. Brief description of the preschool educational institution. General Provisions. _______ page 2

1. Explanatory note ________________________________ page 3-6

1. Section No. 1 "Curriculum" ____________________________ p. 7-11

1. Section No. 2 "Organization of the regime of stay of children in an educational institution" ________________________________________ p. 12-16

1. Section No. 3 "The content of psychological and pedagogical work on the development of educational areas by children" Physical culture "," Health "," Safety "," Socialization "," Labor "," Cognition "," Communication "," Reading fiction "," Artistic Creativity "," Music ". __________________________________________ p. 17-31
2. Section No. 4 "Planned results of mastering the basic general educational program of preschool education by children." ____________________________________________________ p. 31-35

BRIEF DESCRIPTION OF THE DOE

Municipal preschool educational institution kindergarten "Solnyshko" is located at the address: Tver region, p. Spirovo, st. Dachnaya, no. 1. Next to the kindergarten there is a secondary school № 2, DY KFP "Sputnik", a children's art school. The contingent of pupils is formed at the expense of the inhabitants of the village of Pushkinsky microdistrict.

MDOU d / s "Solnyshko" was opened in 1975, its founder was the glass factory "Industry". In 1995, the kindergarten was transferred to the balance of MU RONO. The founder of the kindergarten is the administration of the Spirovsky district of the Tver region.

16 teachers work in the MDOU d / s "Solnyshko". Of these, 12 educators, a music director, a teacher of additional education in fine arts, a head of physical education, a methodologist. They have the first qualification category 3 teachers, the second - 3 teachers, the correspondence to the position held by 5 teachers. 3 teachers have teaching experience of 1-5 years, 4 teachers from 5-10 years, 2 teachers from 10-15 years, 7 teachers over 15 years. 4 teachers have higher pedagogical education, 11 teachers have specialized secondary education.

The operating mode of the MDOU is five days, twelve hours from 7.00 to 19.00.

There are 133 children being brought up.

There are 6 groups: 2 early age groups, 4 preschool groups.

GENERAL PROVISIONS

1.1. The educational program of the MDOU kindergarten of general developmental type "Solnyshko" was developed on the basis of the following documents:

–2-

Federal state requirements for the conditions for the implementation of the main general education program of preschool education (Order No. 2151 dated July 20, 2011);

By the charter of the preschool educational institution, Resolution No.-404Pp dated 27.08.10.,

The license for educational activities, series A No.-289013.

1.2. An educational program is a document that defines the content and organization of the educational process of preschool children. The program is aimed at creating conditions for the social situation of development of preschoolers, for their all-round personal moral, moral and cognitive development, the development of initiative and creative abilities in various activities.

EXPLANATORY NOTE

In MDOU d / s "Solnyshko" in Spirovo OV there are 6 groups, staffed in accordance with age standards. The pedagogical staff of the preschool educational institution works according to a comprehensive general educational program of education and training in kindergarten edited by M.A. Vasilyeva with children from 1.5 to 3 years old. Also, according to this program, musical and physical education is carried out at the preschool educational institution.

To implement the principle of continuity and solve the problem of continuity of preschool and school education from 2 th of the younger group, the collective of the preschool educational institution works according to a comprehensive program for the development and education of preschoolers "Kindergarten 2100", the leader is A.A. Leontiev.

The methodological support of the programs corresponds to the list of methodological publications recommended by the Ministry of Education of the Russian Federation for the section "Preschool education".

• physical culture and health
• cognitive - speech
• artistic and aesthetic
• socially - personal.

The solution of the problems of the development of children in these areas is carried out in various types of activities of teachers with children. This is a playful, productive (visual, constructive), motor, elementary labor, musical, cognitive research, communicative activity, as well as the perception of fiction and folklore.

The entire pedagogical process in kindergarten is based on 2 interrelated parts: joint activities of the teacher with children; independent activity of children.

Joint activities include:

Directly educational activities (GCD), implemented through the organization of children's activities and the corresponding forms of work with children; - Joint activities of an adult and children, carried out during regime moments and aimed at solving educational problems

For the free activity of pupils, teachers create a subject-developing educational environment that provides each child with a choice of activities according to interests and allows him to interact with peers or act individually.

In the educational process, frontal, subgroup, individual forms of work with children, work in microgroups are used. They are used depending on the age and level of development of children, the complexity of the program material.

In accordance with the programs, teachers have the opportunity to variably use the material in the classroom, which allows them to develop creativity in accordance with the interests and abilities of each child.

All children of the preschool educational institution are covered by physical culture, health and medical services.

Therapeutic and preventive measures are carried out in accordance with the approved work plan of the kindergarten and clinic.

In the preschool educational institution, additional classes are carried out with children in the circles of the MOU DOD TsDiuT by choice: "Erudites" (speech therapy), "Be healthy" (health-improving), "The world through the eyes of children" (artistic and aesthetic).

According to the sanitary and hygienic requirements, the maximum permissible load, each child covered by additional services attends no more than one circle at the preschool educational institution. The number of children in each circle group does not exceed 12 people.

The kindergarten operates on a five-day working week.

Directly educational activities in age groups are carried out from September 16 to May 20. In September, teachers carry out diagnostics of the achievements of the children of the planned results of mastering the Program. In May, the final monitoring of the quality of mastering the program material is carried out. This makes it possible to see the dynamics of the assimilation of program requirements by children, and then, having analyzed the reasons for the gaps, outline ways to correct them.

In December, a 2-week vacation is organized, during whichevents of the aesthetic and health cycle are held (music, sports, fine arts) .

In the summer, sports and outdoor games, sports events, excursions are held, and the duration of walks also increases.

Goals and objectives of the educational process for the 2013-14 academic year.

Health preservation

goal:

Ensuring health and healthy lifestyle.

Task:

Provide conditions for an educational and recreational space that contributes to the formation of needs and motivation to preserve and strengthen children's health

Educational

goal:

Improving the quality of the educational process

Task:

To develop the speech and communication skills of children in GCD and in individual work with children

Educational

Target:

Ensure the emotional and moral well-being of the pupils.

Task: Enrich the social experience of children through the implementation of play projects.

SECTION # 1

Syllabus

The curriculum is based on the following documents:

Law of the Russian Federation of December 29, 2012 No. - 273 FZ "On Education in the Russian Federation";

Order of the Ministry of Education and Science of the Russian Federation of October 27, 2011. No. 2562 "On approval of the Model Regulations on a preschool educational institution";

Model regulation on a preschool educational institution - Approved by order of the Ministry of Education and Science of the Russian Federation dated October 27, 2011. No. 2562

Federal state requirements for the structure of the basic general educational program of preschool education (order of the Ministry of Education and Science of the Russian Federation No. 655 of November 23, 2009);

Federal state requirements for the conditions for the implementation of the main general education program of preschool education (Order No. 2151 dated July 20, 2011);

Sanitary and Epidemiological Rules and Norms SanPiN 2.4.1. 3049-13 "Sanitary and epidemiological requirements for the device, content and organization of the mode of operation in preschool organizations" (approved by the decree of the Chief State Sanitary Doctor of the Russian Federation dated 05.15.2013 No. 26);

Charter MDOU kindergarten "Sun".

Explanatory note to the curriculum

For young children from 1, 5 to 3 years, direct educational activity is no more than 1 hour 30 minutes. in Week. The duration of continuous direct educational activities is no more than 10 minutes. Directly educational activities are carried out in the first and second half of the day (8 - 10 minutes). In the warm season, educational activities are carried out directly on the site during a walk.

The volume of the weekly educational load for preschool children is:

In the second youngest group (children of the fourth year of life) - 2 hours 45 minutes. ;

In the middle group (children of the fifth year of life) - 4 hours;

In the older group (children of the sixth year of life) - 5 hours;

In preparatory (children of the seventh year of life) - 7 hours.

Duration of continuous direct educational activities:

For children of the 4th year of life - no more than 15 minutes;

For children 5th year of life - no more than 20 minutes;

For children 6 years of age - no more than 25 minutes;

For children of the 7th year of life - no more than 30 minutes.

In the middle of the time allotted for continuous educational activities, physical education is held. Breaks between periods of continuous educational activity - at least 10 minutes.

Directly educational activities with children of senior preschool age (5-7 years old) are carried out in the afternoon after naps: once a week in the older group, 2 times a week in the preparatory group.

Its duration is no more than 25 - 30 minutes a day. In the middle of a direct educational activity of a static nature, they spend a physical education minute. Directly educational activities, requiring increased cognitive activity and mental stress of children, are carried out in the first half of the day and on the days of the highest working capacity of children (Tuesday, Wednesday). For the prevention of children's fatigue, it is combined with educational activities aimed at the physical and artistic and aesthetic development of children, directly indicated educational activities with physical culture, music lessons. Homework for the pupils of the preschool educational institution is not assigned.

The curriculum is aimed at the leading goals of the programs "Kindergarten 2100" and "The program of education and training in kindergarten":

creation of favorable conditions for a full-fledged life of a child of preschool childhood, the formation of the foundations of a basic culture of personality, the all-round development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for schooling, ensuring the safety of life of a preschooler. The goals are realized in the process of various types of children's activities: play, communication, work, cognitive research, productive, musical and artistic, reading. To achieve the goals, the following are of paramount importance:

Caring for the health, emotional well-being and timely all-round development of each child; creating in groups an atmosphere of humane and benevolent attitude towards all pupils, which allows them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

Creative organization (creativity) of the educational process;

The variability of the use of educational material, which allows the development of creativity in accordance with the interests and inclinations of each child;

Respectful attitude to the results of children's creativity;

Unity of approaches to the upbringing of children in a preschool educational institution and family;

Observance of continuity in the work of kindergarten and primary school, excluding mental and physical overloads in the content of education of preschool children, ensuring that there is no pressure of subject teaching. The solution of the designated goals and objectives is achieved with the purposeful influence of the teacher on the child from the first days of his stay at the preschool educational institution.

The content of psychological and pedagogical work on the development by children of the educational areas "Health", "Physical culture", "Safety", "Socialization", "Work", "Cognition", "Communication", "Reading fiction", "Artistic creativity", "Music" is focused on the versatile development of preschoolers, taking into account their age and individual characteristics in the main areas - physical, social and personal, cognitive-speech and artistic and aesthetic. The solution of program educational tasks is envisaged not only within the framework of direct educational activities, but also during the holding of regime moments - both in the joint activities of an adult and children, and in the independent activity of preschoolers.

Based on the plan, a grid of educational activities was drawn up.

SECTION No. 2.

Organization of the regime of stay of children in a preschool educational institution.

To strengthen the health and harmonious development of children, it is important that the daily regimen is performed from an early age, while maintaining constancy, consistency and gradualness in the conduct of regime processes.

The daily routine of children in a preschool educational institution includes approximately the same types of activities for all groups. Depending on age, only the content and volume of some loads, the duration of sleep and wakefulness change. The main regime processes are clearly defined by program requirements and comply with sanitary and epidemiological rules and regulations.

1. Opening hours during the cold season (September - May)

Regime moments	1 ml. group	1 ml. group	2 ml. group	middle group	senior group	will prepare. Group
Morning reception, games, morning warm-up	7 00 -8 20	7 00 -8 20	7 00 -8 20	7 00 -8 30	7 00 -8 30	7 00 -8 30
	8 20 -8 45	8 25 -8 45	8 20 -8 50	8 30 -8 55	8 30 -8 55	8 30 -8 55
Games, independent activities	8 45 -8 50	8 45 -9 00	8 50 -9 00	8 55 -9 00	8 55 -9 00	8 55 -9 00
Gcd (total duration including break)	9 00 -9 20	9 00 -9 20	9 00 -10 00	9 00 -10 10	9 00 -10 30	9 00 -10 50
Lunch	9 40 -9 55	9 40 -9 55	10 10 -10 30	10 15 -10 30	10 30 -10 40	10 50 -11 00
	10 00 -11 30	10 00 -11 30	10 30 -11 50	10 30 -12 10	10 50 -12 30	11 00 -12 35
Preparing for lunch, lunch	11 30 -12 00	11 50 -12 20	12 00 -12 30	12 15 -12 45	12 30 -13 00	12 35 -13 05
Preparing for sleep, sleep	12 00 -15 00	12 30 -15 00	12 30 -15 00	12 45 -15 00	13 00 -15 00	13 05 -15 00
Gradual rise, invigorating gymnastics	15 00 -15 15	15 00 -15 15	15 00 -15 15	15 00 -15 25	15 00 -15 25	15 00 -15 25
Afternoon snack	15 15 -15 30	15 15 -15 30	15 15 -15 30	15 25 -15 40	15 25 -15 40	15 25 -15 40
Individual work, circles, GCD	15 30 -16 15	15 30 -16 15	15 30 -16 20	15 30 -16 30	15 30 -16 30	15 30 -16 30
Preparing for a walk, walking, returning from a walk	16 15 -17 00	16 15 -17 00	16 20 -17 00	16 30 -17 00	16 30 -17 00	16 30 -17 00
Joint activities taking into account the integration of educational areas, Dinner, independent activity, going home	17 00 -19 00	17 00 -19 00	17 00 -19 00	17 00 -19 00	17 00 -19 00	17 00 -19 00

2. Opening hours during the warm season (June - August)

Regime moments	1 ml. Group	1 ml. group	2 ml. group	middle group	senior group	will prepare. Group
Morning reception, games, morning exercises (on air)	7 00 -8 20	7 00 -8 20	7 00 -8 15	7 00 -8 20	7 00 -8 25	7 00 -8 30
Preparing for breakfast, breakfast	8 20 -8 50	8 20 -8 50	8 20 -8 50	8 30 -9 00	8 30 -9 00	8 35 -9 00
Games, lunch	8 50 -9 30	8 50 - 9 30	8 50 -9 30	9 00- 9 30	9 00- 9 30	9 00- 9 30
	9 30 -11 15	9 30 -11 15	9 30 -11 15	9 30 -11 35	9 30 -12 15	9 30 -12 15
Return from a walk, water procedures	11 15- 11 30	11 15- 11 30	11 15- 11 40	11 15- 12 00	12 15- 12 30	12 15 12 30
Preparing for lunch, lunch	11 40 -12 10	11 40 -12 10	11 50 -12 10	12-12 30	12 30 -13 00	12 35 -13 05
Preparing for sleep, sleep	12 10 -15 10	12 10 -15 10	12 10 -15 10	12 30 -15 10	13 00 -15 10	13 05 -15 10
Raising children	15 10 -15 15	15 10 -15 15	15 10 -15 15	15 10 -15 15	15 10 -15 15	15 10 -15 55
Afternoon snack	15 15 -15 30	15 15 -15 30	15 15 -15 30	15 15 -15 30	15 15 -15 30	15 15 -15 30
Preparing for a walk, a walk	15 30 -16 45	15 30 -16 15	15 30 -16 50	15 30 -17 00	15 30 -17 00	15 30 -17 00
Return from a walk, dinner	16 45 -17 15	16 45 -17 15	16 50 -17 20	17 00 -17 30	17 00 -17 30	17 00 -17 30
Walk, go home	17 30 -19 00	17 30 -19 00	17 30 -19 00	17 30 -19 00	17 30 -19 00	17 30 -19 00

In the educational process, physical culture and health-improving activities are actively used:

activity	Implementation period	Responsible
Morning gymnastics	Daily	educators,
Physical education classes	2 times per week	head of physical education
Outdoor exercise	Once a week	Educators
Walk	Daily	Educators
Physical education	Daily	Educators
Finger gymnastics	Daily	Educators
Articulation gymnastics	Daily	Educators
Invigorating gymnastics after sleep	Daily	Educators
Sports Holidays	2 times per year	head of physical education
Physical culture leisure	1 time per month	Educators
Observance of seasonal clothing for children on a walk	Daily	Educators
Compliance with the temperature regime during the day	Daily	Head
Walking barefoot (barefoot) on ribbed paths after sleep, in physical education and music classes)	Daily	head of physical education
Air baths in lightweight clothing	Daily	Educators
Sleep without t-shirts	Daily	Educators
Extensive washing	Daily	Educators
Respiratory gymnastics, including sound breathing	Daily	head of physical education
Relaxation (use calm classical music, sounds of nature).	Daily	head of physical education
Wellness games A.S. Galanov	Daily	head of physical education

Traditional activities of the preschool educational institution, held annually together with parents, children, teachers.

• Knowledge day
• Oseniny
• Mothers Day
• New Year's ball
• February 23

• Pancake week
• April Fool's Day
• March 8
• Victory Day
• Open Day
• Prom
• Summer day
• Kindergarten birthday.
• Health Day

Additional educational services.

Development direction	Free services	Circle introduction mode
Fitness and wellness	Circle "Be healthy"	Monday Wednesday 15.30 16.00
Artistic - aesthetic	"The world through the eyes of children" (art activity)	Wednesday Thursday 15.30 16.00
Cognitive speech	"Erudites" (speech therapy)	Tuesday Thursday 15.30

SECTION No. 3

" Physical education"

Early age

From 1.5 to 2 years old. Create conditions that encourage children to physical activity; promote the development of major movements. Learn to walk in a forward direction while maintaining balance; crawl over, climb over; push away objects when throwing and rolling.

From 2 to 3 years old. To form the ability to maintain a stable body position, correct posture. Learn to walk and run, change direction, learn to crawl and climb, to work with the ball in a variety of ways. Learn to jump on two legs in place with forward movement, in length from a place, pushing off with two legs.

The second youngest group (from three to four years)

Train to walk and run freely, coordinating the movements of the arms and legs. Learn to jump by vigorously pushing off and landing softly. Exercise in crawling and climbing, throwing and pushing objects when rolling, catching. To teach to act together, in a common pace for all. Exercise in maintaining balance and correct posture. Learn to ride a sled, a tricycle.

Average age (from four to five years)

Develop and improve the motor skills and abilities of children. Strengthen the ability to walk and run with coordinated movements of the arms and legs. Learn to crawl, climb, crawl, climb over objects. Strengthen the ability to take the correct starting position when throwing, hit the ball on the ground with your right and left hand. Learn to jump over a short rope. Teach formations and rebuildings. To teach how to correctly accept the starting positions when performing general developmental exercises. To teach to play a leading role in an outdoor game, to follow the rules. Develop physical qualities: quickness, dexterity, endurance.

Older age

(from five to six years old)

Improve children's motor skills and skills. Strengthen the ability to walk and run easily, energetically pushing off the support. Learn to run a race, overcoming obstacles. Learn to climb the gymnastic wall by changing the pace. Learn to jump long and high with a running start. Learn to combine a swing with a throw when throwing, toss and catch the ball with one hand, hit it with the right and left hand in place and lead in walking. Learn to ride a two-wheeled bike. To teach the elements of sports games, games with elements of competition. Train to help prepare and clean up sports equipment. Maintain interest in various sports, provide some information about the sports life of the country.

(Six to seven years old)

Form the need for daily physical activity. To cultivate the ability to maintain correct posture in various activities. Improve the technique of basic movements, achieving naturalness, ease, accuracy, expressiveness of their implementation. Continue to exercise in static and dynamic balance, develop coordination of movements and orientation in space. Continue to teach how to independently organize outdoor games, invent your own games, game options, and combine movements. Maintain an interest in physical education and sports.

" Health"

A healthy lifestyle at every age requires compliance with all hygiene standards in the selection of furniture and equipment, light and temperature conditions, rational organization of the daily routine.

Early age

Strengthen and maintain the health of children. To develop movements in the course of teaching various forms of motor activity. Prevent fatigue in children. To teach to be indoors in lightweight clothes. Ensure the duration of their stay in the air. Raise interest and desire to participate in outdoor games and physical exercises for a walk.

Teach, with the help of an adult, to wash your hands and dry yourself with a personal towel; bring yourself into

order, use individual items. Encourage independence while eating. Teach the order of dressing and undressing.

Younger age

An important role in maintaining the health of children belongs to the mental state and well-being of children.... Positive emotions create a joyful mood, increase the child's activity. Teach children to take good care of their belongings, use personal hygiene items as needed, Teach the skills of neat eating, the ability to use a spoon, fork, napkin. Enrich the motor experience with a variety of physical exercises and outdoor games. To involve in collective forms of organization of motor activity.

Average age

Form a positive attitude towards the processes of washing, dressing, putting in order your appearance; concept of food culture. Children must learn a number of rules of behavior at the table (correctly hold a spoon and fork, do not crush bread, eat neatly, do not talk without chewing food, use a napkin, thank after eating). the process of development of coordination, orientation in space.

Older age

Promote the formation of sustainable cultural and hygienic habits, encourage willingly and with pleasure to follow the rules. When eating, teach to be neat and clean. For the development of fine motor skills of the hands, use finger gymnastics, visual activity, a variety of graphic exercises. To teach you to take care of your health and the health of others, to form elementary ideas about what is harmful and what is useful and why. To give knowledge about the benefits of physical culture for health.

"Security"

Early age

Teach children to give their name and the names of their relatives. Learn to recognize

your group, to navigate in the room of the group, on the site. To form an interest in objects of nature, a benevolent attitude towards living beings, emotional responsiveness to communication with them. Teach the basic rules and regulations of behavior in the environment. Younger age

Teach children to take care of their health, to monitor their well-being. To teach to be careful when meeting animals, to warn about the properties of poisonous plants, to develop an idea of ​​some dangerous liquids, fire, poor-quality products, medicines. Learn to behave correctly when meeting strangers. Learn to distinguish between the carriageway, the sidewalk, the meaning of traffic lights. Take an active part in the protection of the environment.

Average age

Form age-appropriate ideas about the protection of their health. To acquaint with the basic rules of behavior in case of illness. Teach as you adapt to life situations, protect yourself from possible injuries, bruises, falls, teach to anticipate possible danger, find ways to avoid it. To teach not to leave the territory of the kindergarten without the permission of the teacher. About Remind the name of the village in which they live, the name of the street. To teach the rules of behavior on the street when crossing roads and intersections.

Older age

Development in children of independence, responsibility and understanding of the meaning of correct behavior. To form an idea of ​​the relationship between nature and humans and the impact of the environment on health. Teach the simplest first aid techniques to peers in extreme situations. Learn to navigate the roads, follow the rules. To teach, if necessary, to seek help from a police officer

"Socialization"

Early age Form the prerequisites for a role-playing game, develop the ability to play side by side, and then together with peers. To form experience of behavior in the environment of peers

To foster a feeling of sympathy for peers, love for parents and loved ones. Remind the name of the village in which they live, the name of the street.

Younger age

Expand ideas about objects, events and phenomena of the surrounding world, which can then be reflected in the game. Encourage initiative in the development of individual, doubles and team games. Create conditions for children to be playful during the day. Learn to identify external signs of differences and similarities between yourself and your peers, talk about your preferences. Develop the ability to recognize your own emotional states and those of those around you. To form a benevolent attitude towards others, to teach politeness. Introduce the sights of your village

Average age

Development of plots and themes of games. Formation of skills to establish a variety of role relationships and conduct a dialogue. Stimulate children's play independence and creativity. Arouse children's interest in each other, promote their rapprochement. Help to know the inner world of feelings and states, learn to analyze them and manage them. Learn to understand the reasons for your own actions. To foster love for the native land, to acquaint with the names of the streets where children live. Write accessible views on public holidays.

Older age

Enriching plot skills. To form the ability to coordinate their actions with the actions of partners in the game, to follow the game rules. Stimulate initiative and creativity. Learn to talk about your hobbies, experiences, friends. Continue work on the development of the emotional and sensory sphere of children. Teach conflict resolution. To deepen knowledge about Russia, to acquaint with the flag, coat of arms and anthem. Expand knowledge of public holidays.

-21-

"Work"

Early age

Involve in performing the simplest labor actions together with an adult and under his control. Expand the circle of observations of the work of adults.

Younger age

Continue teaching self-service skills. Encourage to provide assistance to adults, foster respect for the results of their work. To foster a desire to participate in the care of plants in a corner of nature and on a site. Continue to foster respect for people of familiar professions.

Average age

Continue to expand children's ideas about the work of adults, about different professions. To cultivate a positive attitude to work, the desire to work. Learn to carry out individual and collective assignments. To form the ability to bring the work started to the end, the desire to do it well. Explain to children the importance of their work.

Older age

To acquaint children with professions related to the specifics of their native village. Foster respect for working people. Foster the need to work. To teach diligently, accurately to carry out assignments, to protect materials and objects. To cultivate the desire to be useful to others, to enjoy the results of work.

"Cognition"

Early age

Improve children's perception, the ability to actively use touch, sight, hearing. Continue to work to enrich the direct sensory experience of children in various activities. Help them examine objects, highlighting their color, size, shape. Introduce the names of objects in the immediate environment. Learn to navigate in the room of your group, on the site. Generate interest in natural objects.

-22-

Younger age

Give clear ideas about the objects of the immediate environment, necessary for their adequate use in a variety of activities. Provide a gradual transition from subject perception to the simplest sensory analysis. Learn to peer, to admire the phenomena of nature, plants and animals; show a caring attitude towards them. Form the ability to produce protozoa

calculations, build elementary chains of reasoning, recognize geometric shapes in the objects of the surrounding world. Form cognitive motivation for mathematics. Develop attention, memory, variability of thinking.

Average age

Expand knowledge of the immediate environment, learn to establish more complex connections and relationships, essential characteristics. Learn to use all the simplest sensory analysis methods. To continue the formation of ideas about the flora and fauna, natural phenomena. Learn to navigate on a plane and in time; compare objects by length, width, thickness; to model real and abstract objects from geometric shapes in the form of an applique; to correlate substitute items with the number of items in a given group; select items from a group on a common basis.

Older age

Reveal to childrenthe essential features of objects, to promote the development of methods of cognition and types of intellectual activity, to develop observation, a research approach to the surrounding reality. To form generalized ideas based on the identification of characteristic and essential features of natural objects. Expand ideas about flora and fauna in different parts of the world. Learn to establish spatio-temporal relationships; unite groups into a whole, separate a part from a whole, compose mathematical stories, be able to continue this pattern.

-23-

"Communication"

Early age

Promote the development of speech as a means of communication. Train to listen carefully and hear the teacher. Develop understanding of speech and activate vocabulary. Promote the use of learned words in independent speech. Exercise in the distinct pronunciation of isolated vowels.

Younger age

Develop cognitive speech activity. Create conditions for the development of speech skills associated with such types of speech

activities like speaking, listening, reading. Practice correct sound pronunciation. Develop fine motor skills of hands with the help of articulatory gymnastics, finger games.

Average age

Enrich active and passive vocabulary. Intensively form the grammatical structure of speech. To develop the skills of coherent speech based on the child's speech experience. Develop phonemic hearing. Work on mastering the norms of sound pronunciation.

Older age

Learn to participate in a collective conversation: ask questions, answer them, arguing the answer; consistently and logically, it is understandable for the interlocutor to talk about an event, phenomenon. Learn to retell the text in detail using visual support; compose an oral story based on a picture, a series of plot pictures. Teach sound-syllabic analysis of words. Develop fine motor skills of the hands (hatching, tracing).

"Reading fiction"

Early age

Learn to listen to verses, tales, stories that are available in content. When re-reading, pronounce words, small phrases. View illustrations in familiar books together. Read poetry with the help of an adult.

-24-

Younger age

Learn to listen to works of different genres; participate in a joint discussion of what you heard. To form the ability to tell, to stage familiar works. Contribute to the formation of interest in the book.

Average age

Learning to independently examine the book, comment on what he saw. To form the ability to stage fairy tales, familiar works. To continue teaching to listen carefully to works, to perceive correctly, to empathize with the heroes. Continue work to build interest in the book. Jointly review the read books to comment on what was seen.

Older age

Encourage to take part in the discussion of what has been read about moral and other problems, about the expressiveness of the text, its sound, the unusual plot. Learn recitation, recitation individually, in pairs, in a group. Learn to recognize and name some literary genres. To form an interest in adventure and scientific and educational literature.

"Artistic creation"

Early age

Develop interest in the environment: draw their attention to what clean, beautiful, light room they play and study in, how many bright, elegant toys are in it. On a walk, examine the plants, equipment of the site. Arouse interest in actions with pencils, felt-tip pens, brushes and paints, plasticine. To form an idea that they draw with pencils, paints, felt-tip pens, and sculpt with plasticine. Lead to the image of familiar objects, giving freedom of choice of content. Learn to sculpt simple objects.

-25-

Younger age

Prepare for the perception of works of art, distinguishing them from the surrounding reality. To acquaint with the elementary means of expressiveness in different types of art (color, shape, movements, gestures), to lead to the difference between different types of art through an artistic image. To develop interest in works of folk art, to see the beauty of seasonal changes in nature, objects of the surrounding reality. To teach to depict individual objects, simple in composition and uncomplicated in content plots; pick up colors; use pencils, markers, brushes and paints correctly. Learn to sculpt objects from several parts. In the applique, create objects from ready-made shapes.

Average age

Continue to develop aesthetic perception, imagination, aesthetic feelings, artistic and creative abilities, the ability to examine and examine objects. Develop independence, activity, creativity. To enrich ideas about art (illustrations for works of children's literature, reproductions of paintings, folk decorative art, sculpture of small forms.) Continue to develop the ability to create collective works.

Older age

To form a steady interest in art. Continue to develop figurative aesthetic perception, figurative representations, form aesthetic judgments; teach to argue and evaluate the created images in detail. Foster independence; to teach actively and creatively to apply previously learned methods of image in drawing, modeling, application. Learn to draw from life. Continue to develop an interest in art. To consolidate knowledge about art as a form of creative activity of people, about types of art. Develop artistic perception, thinking, memory, speech, imagination.

-26-

"Music"

Early age

Raise interest in music, the desire to listen to music and sing along, perform the simplest dance moves. Learn to listen carefully to calm and cheerful songs; understand and respond emotionally to content. Cause children to be active when singing along and singing. To form the emotionality and imagery of the perception of music through movements, the ability to perceive and reproduce the movements shown by adults.

Younger age

Cultivate emotional responsiveness to music. Introduce three musical genres: song, dance, march. Promote the development of musical memory, form the ability to recognize familiar songs, feel the nature of music, emotionally react to it. Promote the development of singing skills. Improve the quality of dance moves.

Average age

To continue to develop in children an interest in music, a desire to listen to it, to evoke emotional responsiveness in the perception of musical works. To enrich musical impressions, to contribute to the further development of the foundations of musical culture. To teach expressive singing, to form the ability to sing in a drawn-out, agile, coordinated manner. Teach rhythmic movements in accordance with the nature of the music.

Older age

Continue to introduce children to musical culture. Cultivate artistic taste , conscientious attitude to the national musical heritage and contemporary music. Improve pitch, rhythmic, timbre and dynamic hearing. Continue to enrich children's musical impressions, evoke a vivid response when perceiving music of a different nature. Contribute to the further formation of a singing voice, the development of movement skills to music.

-27-

The list of methodological aids necessary for the implementation of the educational process.

The choice of general education programs corresponds to the type and category of preschool educational institutions, due to the social order of the parents (legal representatives), taking into account regional conditions.

The program "Kindergarten 2100" was chosen by the educational institution for the implementation of the continuity and continuity of preschool education.

Comprehensive general education programs implemented at the preschool educational institution are aimed at the harmonious development of the child's personal qualities, his awareness of his own capabilities and individual characteristics, the ability to communicate and cooperate with adults and peers, mastering the basics of physical culture and a healthy lifestyle, and readiness for schooling.

The content of the educational process of the MDOU d / s "Solnyshko" is determined by:

1. A comprehensive program for the development and education of preschoolers "Kindergarten 2100".

Methodological support.

1. Buneev R.N., Buneeva E.V., Kislova T.R. On the way to the ABC. Speech development manual for children 3-4 years old ("Forest stories"); 4-5 years old (part 1.2), on the development of speech and preparation for teaching literacy for children 5-6 years old (part 3.4).

Kislova T.R. On the way to the ABC: Guidelines for a manual for

the smallest "Forest stories" to hours 1-2 and 3-4.

2. Buneev R.N., Buneeva E.V., Pronina E.V. Our recipes: A guide to prepare for teaching writing for children 5-6 years old (part 1.2).
3. Vakhrushev A.A., Kochemasova E.E. Hello world! (for the little ones), Hello, world !: The world around us for preschoolers (part 1.2)

Vakhrushev A.A., Kochemasova E.E., Akimova Yu.A. Hello world !:

4. Korepanova M.V., Kozlova S.A. My math. An introduction to mathematics (1-3 parts).

Korepanova M.V., Kozlova S.A., Pronina O.V. My math. Methodical

5. Maslova I.V. Application: A guide for preschoolers (1-3 parts).
6. O.V. Chindilova, A.V. Badenova: A manual for preschoolers "Our books"

(1-2 part)

-28-

7. IV Maslova "Modeling" part 1 -3 h.

Visual aids.

1. Development of speech. A guide for preschoolers. Appendix to the notebook "On the way to the ABC" (parts 1,2,3,4) / Comp. Buneev R.N., Buneeva E.V., Kislova T.R.
2. A set of visual aids for preschoolers. The world around us (part 1.2) / Comp. HER. Kochemasov, A.A. Vakhrushev.
3. Visual and handout material for preschoolers (cards). Benefit to

notebooks "On the way to the ABC" and "Hello, world!" (Part 1-11) / Comp. R.N.Beneev, E.V. Buneeva, A.A. Vakhrushev, E.E. Kochemasov.

4.Kislova T.R., Vishnevskaya M.Yu. Speech leisure. DOW Benefit (parts 1-8)

5. Cards for sound and syllabic analysis of words. Allowance for preschoolers 5-6 years old. / Comp. Buneev R.N., Buneeva E.V., Kislova T.R.

2. A comprehensive program of education and training in kindergarten, edited by M.A. Vasilyeva.

Methodological support.

1. "Lesson on the development of speech in the 1st junior group" V.V. Gerbova, A.I. Maksakov.
2. L.N. Pavlova "Introducing the kid to the outside world."
3. S.Ya. Laizane "Physical education for kids".
4. Z.V. Lishtvan "Designing in kindergarten".
5. L.V. Kutsakova "Classes in designing from building material in the middle group."
6. L.V. Kutsakova "Classes in designing from building materials in the senior group."
7. L.N. Yeleseeva "Reader for the little ones"
8. NS. Zhukovskaya, L.A. Pelievskaya "Reader for Young Children".
9. M.K. Bogolyubskaya, A.L. Tabenkin "Reader on children's literature"

10.S.N. Teplyuk "Activities for a walk with kids."

11.L.I. Penzulaeva Physical education with children 3-7 years old

12. V.G. Frolova "Physical activities, games and exercises for a walk"

13. T.S.Komarova "Classes on visual activity in kindergarten"

14.T.G. Kazakova "Develop creativity in preschoolers"

-29-

15.T.S.Komarova "Classes on visual activity in kindergarten"

16. D.N.Koldina "Drawing with children 4-5 years old"

17.I.A. Lykova "Visual activity in kindergarten: planning, notes, guidelines" Preparatory group

18.I.A. Lykova "Visual activity in kindergarten: planning, notes, guidelines" Middle group

19.I.A. Lykova "Visual activity in kindergarten: planning, notes, guidelines" Older age.

20.I.A. Lykova "Visual activity in kindergarten: planning, notes, methodological recommendations Younger age

21. MB Zatsepina "Musical education in kindergarten" program and guidelines.

22. M.A. Davydov "Music education in kindergarten"

23. T. Lomova "Music in kindergarten"

24. E. Sopovina "Songs of the round dance game" E. Kvitnitskaya "Songs in younger groups"

25.S. Preobrazhenskaya "Music in kindergarten"

26.L.Zh.Komisarova "Music lessons in kindergarten"

27. A. Filippenko "Songs, dances, round dances"

Visual - didactic manuals.

World in Pictures Series

• water transport
• automobile transport
• Appliances
• berries
• Pets

-30-

• poultry
• animals of hot countries
• middle lane animals
• trees and leaves
• dishes
• vegetables
• fruits
• space
• Filimonov toy
• Gorodets painting
• Kargopol toy
• Dymkovo toy
• khokhloma

SECTION 4.

Planned results of the development of the main general educational program by children

Intermediate results

2. of the year

• Walking is improvedand basic types of movements
• Shows independence in subject-game activity and self-service
• Has little experience with peers
• Pronounces sentences of 2-3 words
• Knows how to understand words denoting household items, their purpose, color, size, location

3 years

• Orientates in the immediate environment
• Knows the basic rules and regulations
• Uses speech as a means of communication with adults and peers

- 31-

• Emotionally responsive to music, comprehensible works of art and literature
• Shows his own visual activity
• Performs game actions with objects independently

4 years

• Owns basic personal hygiene products
• Able to hear, understand and answer questions from an adult
• Is an active participant in the comprehension of the surrounding world through observing it
• Possesses high emotional responsiveness
• Possesses the necessary technological techniques of visual activity
• Has elementary ideas about kindness, responsiveness, mutual assistance, friendliness, attention to adults and peers

5 years

• Performs self-service processes on its own
• Participates in joint labor activities until the result is obtained
• Creatively uses motor skills in independent motor activity and outdoor games
• Can find an emotionally justified way out of the circumstances that have arisen
• Has initial information about the immediate social environment
• Knows how to operate in the mind with ideas about connections and relationships between objects and events
• Has an idea of ​​the rules and forms of cultural and benevolent attitude towards people

6 years

• Has an idea of ​​objects and phenomena of the surrounding reality; knows how to analyze, compare their essential characteristic features

-32-

• Shows artistic and creative abilities in various types of artistic activities
• The prerequisites for educational activities are formed
• Shows determination in achieving the final result
• Possesses basic cultural and hygienic skills, basic rules of a healthy lifestyle
• Emotionally responsive and kind to others
• Fluent in dialogical speech and constructive ways of interacting with children and adults
• Has experience in self-knowledge

Final results

The preschool kindergarten "Solnyshko" offers the following graduate model.

Our graduate:

• emotionally prosperous person with developed creative abilities;

• owns the aesthetic perception of the world;

• has formed cognitive abilities;

• knows how to navigate in the world around;

• has social experience;

• able to adapt to new conditions of life;

• has an idea of ​​his health, take care of it;
• owns a motor and hygienic culture of behavior;

-33-

• shows initiative, independence, responsibility in all types of activities;

• owns the culture of verbal communication;

• capable of volitional regulation of behavior.

-34

A child in kindergarten: how to feel good. What should be a kindergarten teacher. Be sure to talk to a doctor who should be in kindergarten. The most demanded directions or programs for classes in kindergarten ...

The son goes to first grade next year. There is a possibility that the school will recruit classes according to the 1-3 system (that is, the beginning will be 3 grades, as before). There is also a high probability that there will be a strong teacher. Is it worth going? If so, which considerations prevail: the system itself 1-3 or a strong teacher? Grades 1-4 will also be with a good teacher.

Educational programs for kindergartens. "A comprehensive program for groups of short-term stays in the garden, usually on the stand it is posted what program the children are doing. In general, it is convenient, the younger half of the group went to physical training ...

I would never leave my children around the clock with someone else's aunt. though golden pah-pah that we don't have a problem with gardens. everyone works all summer. I don’t know in general families where there are 3 months of leave for parents and in Educational programs, according to which kindergartens work.

Educational materials and manuals. Kindergartens and preschool education. Please advise which curriculum and materials are best to use for early and comprehensive. Or who is going to work in the children's center? If you don't even know where to get the materials.

In the garden they study according to Peterson, but Mishka loves to work out at home. All the children who came to visit us very much asked for the primer and mathematics, it so happened that before everyone else I had a child and all my friends-acquaintances taught the children to read and count according to Bakhtina.

optimization of personnel. Kindergarten. Kindergartens and preschool education. Child from 3 to 7. Upbringing, nutrition, daily routine, visiting kindergarten and relationships with educators, illness I would probably want to start driving in spring, but if you take it, then you have to ...

Plus, the institution implements correctional programs. Closeness to home, special schedule Section: Kindergarten (how to get to the head of the kindergarten). Hmm, we also tried with thematic conferences, blogs, ratings of kindergartens and ...

Educational programs for kindergartens. The program provides for the active involvement of parents, up to compulsory classes with a child in kindergarten, in the process of raising children of four to seven years old.

My child is attending a commercial kindergarten. Educational programs for kindergartens. Kindergartens and preschool education. The site has thematic conferences, blogs, ratings of kindergartens and schools ...

Kindergarten. Kindergartens and preschool education. This year we have a graduation ceremony, we give children 2 books each, a medal for a graduate, children. kindergarten, a folder with a photo, and we ourselves will make a photo album with photos from the holidays. Educational programs for kindergartens.

Educational programs for kindergartens. Kindergartens and preschool education. The site has thematic conferences, blogs, ratings are kept What money is allocated to kindergartens from the budget.

Kindergarten. Kindergartens and preschool education. Educational programs for kindergartens. Game activity as a means of developing speech activity in preschoolers in English.

educational program in kindergarten. the "Record" program. Educational programs. Children education. The site has thematic conferences, blogs, ratings of kindergartens and schools, articles are published daily and contests are held.

Kindergartens and schools in Thailand and Vietnam. Distance learning. In the kindergarten, in the preparatory group, we were offered to undergo preparation for the first grade at the school base. Training in such groups is often conducted according to alternative programs (for example, on ...

What do they teach in kindergarten ?. Toys and games. Child from 3 to 7. Parenting, nutrition, daily routine, attendance at kindergarten and relationships with educators, illness and What do they teach in kindergarten? The son is 3 years old. I went to the kindergarten 2 times for 5 days approximately. Since I fell ill, they did not take me any more.

kindergarten curriculum. Preparation for school. Child from 3 to 7. Parenting, nutrition, daily routine, attendance at kindergarten and relationship with the kindergarten curriculum. Good day! Girls who have children in the middle-senior kindergarten groups!

Wenger's program. Kindergarten. Child from 3 to 7. Parenting, nutrition, daily routine, kindergarten attendance and relationships with See other discussions on "what conditions in the kindergarten should be when introducing the Hungarian development program"

It was assumed that children in kindergartens study according to Wenger's program, and then go to school, where they study according to D.B. Elkonin - V.V. Davydov. I really love professionalism in everything, I like D. B.'s system. Elkonin - V.V ...

* Calculations are based on average data for Russia

600 000 ₽

Minimum start-up capital

2 000 ₽

Monthly subscription cost

40-50 sq. m.

Min. square

20-25%

Profitability

Today, goods and services for children are gaining more and more popularity. One of the first places is occupied by children's development centers. Due to the catastrophic shortage of places in government institutions, developmental centers for toddlers are a great business idea.

Modern parents are increasingly using services children's development centers... According to surveys conducted in large cities among parents of children from 8 months to 7-8 years old, more than half of mothers already take or are going to take their children to developmental classes. At the same time, if previously visiting commercial centers was not cheap, now such preschool education and development is available even to people with an average income.

More and more new mothers are thinking about opening their own children's development center to turn it into a permanent source of income. Despite the high competition, business in this area remains attractive and profitable, since the number of children is increasing every year, and there are still not enough good childcare facilities for preschoolers.

Classification of children's development centers

There are various types of children's centers. The owner of such a center himself determines the areas of interest for him, the level and list of services provided. Regardless of whether you are planning to borrow funds to start your own business or are going to get by with your own savings, experts advise you to draw up a detailed business plan before starting work. Such a plan for a children's development center, which aims to develop the intellectual and creative skills of children aged 1 (less often younger) to 8 years old, includes several sections: an overview with a description of the specifics of the industry, a description of the enterprise itself, a list and description of the services that you plan to render, analysis of the current market, production plan.

If you do not have the funds to consult specialists, conduct your own marketing research of similar organizations in your city and in the area where you are going to open a center. Interview potential clients of a children's development center - parents of children (respondents can be found at playgrounds, in children's clinics or at kindergartens). Ask them questions about the location of the club, where they would like to take their children, about the program they are interested in and the teachers. Find out what they look for first when choosing a center for their little ones.

First of all, in order to organize your own children's development center, you need to find the optimal premises. Most entrepreneurs do not aim at large areas, preferring to rent a small institution with an area of ​​about 40-50 sq. meters. The main selection criteria: convenience of location (in the city center or at least in a large residential area, in a place with high traffic), the minimum need for repair work (although, most likely, you still cannot do without this), the presence of a separate bathroom and place, where the parents will be waiting for the end of the class.

Let's return to the question of choosing an area for the location of your center. It does not depend on your preferences and convenience, but on the target audience you are targeting. Assess your financial capabilities. A children's center that claims to be in a high price segment, with excellent repairs, the most qualified teachers, a professional administrator and demanding clients, will not be cheap. Such an institution should be located in the city center, where rent will cost a pretty penny.

For a simple kids club with a low cost of classes, even the first floor of a multi-storey building in a residential area is suitable. Decide in advance on those areas that do not suit you unambiguously in terms of remoteness (you also have to go to work every day) and / or according to the contingent and ability to pay, competition and other factors. The area of ​​your premises also depends on the goals and objectives. The study room (if there is one) must be at least 30 sq. meters. Some kids clubs open in office buildings or shopping malls. Ideally, they should be located on the lower floor so that little ones do not need to climb stairs or in an elevator. In this case, there may be several training rooms, but, most likely, they will be small in area.

In any case, your child development center should have a waiting room. Often, the heads of the centers try to save on rent and do without it. However, many parents will wait for their children while they study. If they have to stand outside all this time, they are unlikely to walk to your center for a long time, no matter how good it is.

Earn up to
RUB 200,000 a month having fun!

Trend of 2020. Intelligent entertainment business. Minimum investment. No additional fees or charges. Turnkey training.

Taking into account classrooms, a waiting room (or hall) and a bathroom, the area of ​​the children's club should be about 50 sq. meters. If you do not have the funds to rent a large area, and you can only afford one study room, of course, such an institution can be profitable, however, you severely limit the choice of courses you offer. With all the desire to "score" the whole day with classes will not work. Kids come to study in the morning - before lunch and nap.

Older children attend classes after 17-18 hours (when they are picked up from kindergartens). The period from 13 to 17 hours (in fact, half a day) simply falls out of the schedule, since older children spend this time in the kindergarten, and the kids are sleeping.

Alternatively, you can offer discounts on classes during this time, but this is unlikely to completely solve the problem. On the other hand, the main rule of a rented space is that every meter of it should bring you profit. Therefore, renting or buying a large area that you simply have nothing to occupy is also not worth it. A list of classes in your center and a schedule of lessons in each of the rooms must be drawn up at the stage of choosing a room.

When searching for a room, it is necessary to take into account the norms of the SES and fire authorities. For example, a childcare center cannot be located in a basement, semi-basement, or basement floor. The premises should be well ventilated, have a separate entrance and a separate bathroom. Convenient access to your center and the availability of a parking space are of great importance (this is especially true for the city center, where it is very difficult to find a free space during rush hour).

One of the main conditions for the success of your establishment is its staff. Moreover, it includes not only the teachers themselves, but also the administrators. True, it will be easier to find a good administrator than a teacher who loves and understands children, knows how to find an approach to them and captivate them with any activity. Female students or recent graduates can be hired as administrators who will answer phone calls, receive visitors, schedule classes, and resolve other organizational issues. Administrators work, as a rule, in shifts. At first, you can take over their responsibilities, unless, of course, you yourself are not going to conduct classes.

It is much more difficult to find good teachers for a child development center. Qualified teachers with extensive experience in kindergartens or even schools will not be cheap, but the worst thing is that having a diploma of special higher education, certificates, diplomas and other documents does not at all guarantee that your teacher will be able to find a common language with children, and will not beat off they have all the desire to learn. It also happens that recent graduates of pedagogical faculties turn out to be better teachers who are liked by both children and their parents.

Interview potential employees in your childcare center in person. Pay attention to their appearance, manner of communication, evaluate their enthusiasm for their work, initiative and innovation. Sometimes even mothers of babies who have no special education, but who are very passionate about various methods of child development, constantly attend various courses and seminars, are interested in new phenomena in the field of preschool education, and, most importantly, understand what their children need. On the other hand, the presence of a teacher's education diploma from your employees, of course, will not be superfluous, but still this cannot be the only criterion for choosing an employee.

Advertising and marketing of a children's development center

Do not forget also that the services of your child development center should be advertised. Your target audience, first of all, are mothers of preschool children. They are the ones who usually choose the clubs for their children. By far the best advertisement is your favorable reputation, thanks to which parents themselves will recommend your center to their friends and acquaintances. However, the reputation still needs to be won. To attract customers at the first stage of work, you can use standard advertising methods: posting ads, distributing leaflets, advertising on the Internet on forums and sites devoted to the topic of raising children.

Consider the possibility of a free visit to the children's development center (or at a substantial discount) of the first trial lesson, where mom and baby can decide whether your center is right for them or not. As a rule, the centers offer two payment options for visits - a one-time visit at higher prices and a monthly subscription. In the latter case, the cost of the lesson is 15-20 percent lower.

Let's say a few words about the legal side of the issue. Until recently, many childcare centers that provided preschool education services tried to avoid explicitly mentioning this in their name and in their documentation. This was explained by the fact that obtaining a license to carry out educational activities is a rather complicated and costly business. Therefore, most of the small centers and courses for preschool children were opened as individual entrepreneurs (IE), and not a non-state educational institution (NEU) and did not license their activities. They positioned themselves as leisure centers, clubs, private tutors, etc. However, now the situation has changed.

Ready-made ideas for your business

According to the new Federal Law "On Education", an individual entrepreneur has the right to officially conduct educational activities with the involvement of other teaching staff, but for this he needs to obtain an appropriate license by January 1, 2014.

In the near future, by-laws are expected to be issued that will clarify the procedure for obtaining a license for an individual entrepreneur and the conditions that such a preschool educational institution and its employees must meet.

Let's calculate the costs of opening a children's development center. This includes renting premises (depending on the location and area), repairs if necessary (from 150 thousand rubles and more), the purchase of the necessary equipment and materials (about 200 thousand rubles), the purchase of furniture (at least 80 thousand rubles), wages teachers, administrators, cleaner, advertising and promotion (at least 25 thousand rubles per month). The cost of one subscription for 8 visits is from 2000 rubles (depending on the city, target audience, program). The payback period for such a project is from one year.

Children's development center. Questions and answers.

💡 What is a children's development center?

There are various types of children's centers. The owner of such a center himself determines the areas of interest for him, the level and list of services provided. Regardless of whether you are planning to borrow funds to start your own business or are going to get by with your own savings, experts advise you to draw up a detailed business plan before starting work. Such a plan for a preschool institution, which aims to develop the intellectual and creative skills of children aged 1 (less often younger) to 8 years old, includes several sections: an overview with a description of the specifics of the industry, a description of the enterprise itself, a list and description of the services that you plan to render, analysis of the current market, production plan.

💡 Staff for the childcare center?

One of the main conditions for the success of your establishment is its staff... Moreover, it includes not only the teachers themselves, but also the administrators. True, it will be easier to find a good administrator than a teacher who loves and understands children, knows how to find an approach to them and captivate them with any activity. Female students or recent graduates can be hired as administrators who will answer phone calls, receive visitors, schedule classes, and resolve other organizational issues. Administrators work, as a rule, in shifts. At first, you can take over their responsibilities, unless, of course, you yourself are not going to conduct classes.

It is much more difficult to find good teachers. Qualified teachers with extensive experience in kindergartens or even schools will not be cheap, but the worst thing is that having a diploma of special higher education, certificates, diplomas and other documents does not at all guarantee that your teacher will be able to find a common language with children, and will not beat off they have all the desire to learn. It also happens that recent graduates of pedagogical faculties turn out to be better teachers who are liked by both children and their parents.

💡 How to advertise a children's development center?

3,715 people are studying this business today.

364,446 times were interested in this business in 30 days.

What programs are there?
Programs are complex and partial. Comprehensive programs include all the main directions of the child's development: physical, intellectual, moral, social, aesthetic. And partial - one or more of the directions. As a rule, a kindergarten is based on one of the comprehensive programs, but there are also such kindergartens in which strong teaching teams work, which combine a comprehensive program with partial ones, adding their own pedagogical ideas.

Until 1991, there was only one comprehensive program - Typical. All Soviet kindergartens worked strictly according to it, and thanks to it our system of preschool education was recognized as the best in the world. However, the Standard Program severely limited the creativity of teachers, did not allow to approach each child individually, and its content did not correspond to the rapid changes in our society. Therefore, in 1991 it was allowed not only to make changes to it, but also to create complex, "with variations", and author's programs.

By the way, the Standard Program, created by a team of the best Russian teachers and psychologists, is still "alive". It has been reprinted many times, and corrections have been made to meet the modern requirements of the supplement. Many kindergartens are still working on it. In particular, this program is very popular in Japan.

An upbringing and educational program is a document that defines the content of the educational process in kindergarten. It takes into account everything: the goals and objectives of the work of teachers with children, the main directions and forms of work, the organization of the environment in which the baby is, the amount of knowledge, skills and abilities that the child must master before school. Each program also contains a set of guidelines. However, according to the Law of the Russian Federation, only those programs that comply with the state educational standard and, on the basis of this, are approved and recommended for work in kindergartens by the Ministry of Education, have the right to be called a document.

Overview of comprehensive programs

The first program we will talk about is called "Rainbow".

The team of authors - employees of the laboratory of preschool education of the Institute of General Education of the Ministry of General and Professional Education of the Russian Federation. The program was developed under the leadership of Kp. n. T.N. Doronova.

Work on it has been carried out since 1989 by order of the Ministry of Education of Russia.

Where does this name come from? The authors named their program, figuratively comparing it with a real rainbow: the seven most important activities of children and activities in the process of which the upbringing and development of the child takes place. We are talking about: physical education, play, fine arts (based on familiarity with folk arts and crafts), construction, music and plastic arts, classes in the development of speech and familiarization with the world around, mathematics.

One of the main ideas of the program is to create a "search" developmental environment in all areas of the kindergarten. It is believed that, having an inquisitive mind by nature, the kid will "dig" to the goal, then strive for new achievements.

The main idea of ​​the program is that preschool childhood is a unique period in a person's life. The authors emphasize that in no case should a child be pressured by imposing school forms of education that are alien to the preschool child. And it is worth, relying on the abilities given to the child by nature, to form in his game an idea of ​​the world around him. The authors of the program pay special attention to the mental and artistic development of kids.

Program "Gifted Child" developed by the same team of authors as Razvitie. This is a kind of "variation" of the previous idea, but intended for work with children of six to seven years of age with a high level of mental development. The program is also aimed at developing the artistic abilities of these kids.

The authors of the program "Kindergarten - House of Joy" - Ph.D. N.M. Krylov and V.T. Ivanova, educator and innovator. The House of Joy is based on the principle of interaction between parents, educators and kids. The specificity of the program lies in the fact that the teacher does not work according to the plan, but according to the scenarios of a 12-hour working day developed by the authors. Every day in such a garden is a small performance for a child, where each child plays a role. The goal is to cultivate individuality in the child.

Particular attention in each age group is paid to the development of those activities that require maximum independence from the child: self-service, household work, games, productive activities, communication.

"Origins" is one of the most popular programs in modern gardens.

The team of authors - researchers of the Center "Preschool Childhood" named after A.V. Zaporozhets. It was developed by order of the Moscow Department of Education as a basic program for the development of a preschooler. It is based on many years of psychological and pedagogical research conducted under the leadership of Academician A.V. Zaporozhets. And it takes into account the current trends in the development of domestic preschool education. The program allows the teacher to find an individual approach to each child.

The goal is the diversified development of the baby, the formation of universal, including creative, abilities. As well as the preservation and strengthening of the physical and mental health of children.

It is aimed at revealing the individual qualities of the child and helping him adapt to society. The peculiarity of the program lies in the fact that all types of activities: various activities, and communication with adults and peers, and play, and work, and experimentation, and theatricalization - are very closely intertwined. This enables the kid not only to memorize knowledge separate from each other, but to imperceptibly accumulate a variety of ideas about the world, to master all kinds of knowledge, skills and abilities, to comprehend their capabilities. The program includes four main blocks: "Cognition", "Humane attitude", "Creation", "Healthy lifestyle".

"From childhood to adolescence"- this is how the team of authors under the leadership of Ph.D. T.N. Doronova.

The program is conceived and developed for parents and teachers raising children from 4 to 10 years old. Its fundamental difference from others is that it provides for a close relationship between the children's institution and the family in all areas of the child's personality development.

Another program - "School 2100"... Scientific adviser and author of the idea - A.A. Leontiev. Authors - Buneev, Buneeva, Peterson, Vakhrushev, Kochemasova and others.

The main idea is the implementation of the principle of lifelong education and continuity between preschool education, primary and secondary schools.

Partial programs
The program TRIZ invented by G.S. Altshuller. TRIZ stands for the theory of inventive problem solving.

Its goal is not just to develop the child's imagination, but to teach to think in a systematic way, to make the child understand the process and delve into it. Under the conditions of this program, the teacher does not give children ready-made knowledge, does not reveal the truth to them, but teaches them to comprehend it on their own, awakens interest in learning.

The program "Young Ecologist" was developed by Ph.D. S.N. Nikolaeva.

It is aimed, as the name implies, at acquainting preschoolers with nature, at environmental education and development. Teachers, using this program, try to instill in children an ecological culture, the ability to observe and draw conclusions from their observations, teach them to understand and love the surrounding nature.

"I am a man" was developed by professor, Ph.D. S.A. Kozlova. The program is based on introducing the child to the social world. With its help, it is possible to develop in the kid an interest in the world of people and in himself, to lay the foundation for the formation of his worldview, the creation of his own "picture of the world".

The team of authors under the leadership of R.S. Bure, Doctor of Pedagogical Sciences, Professor of the Department of Preschool Pedagogy at Moscow State Pedagogical University, created the program "Friendly guys". It is based on the education of humane feelings and relationships between preschool children.

Another program is "Heritage", developed by Ph.D. M. Novitskaya and E.V. Solovieva, based on the acquaintance of children with traditional Russian culture.

The main task of the program “Fundamentals of the safety of preschool children” is to stimulate the development of preschool children of independence and responsibility for their behavior. Including the program teaches kids to react correctly in various life situations, including dangerous and extreme situations. Authors: Ph.D. N.N. Avdeeva, Ph.D. O. L. Knyazeva, Ph.D. R.B. Sterkin. The same team of authors has created a wonderful program of social and emotional development "I, you, we".

This program allows each child to open up, learn to manage their emotions and understand the emotional state of others.

The program "Preschooler and ... economics" was invented by Ph.D. HELL. Shatov.

Its goal is to teach children to understand and appreciate the world around them, to respect people who know how to work well and earn their living. And besides, to be aware of the interconnection of the concepts "labor - product - money" at a level accessible to a preschooler. The program is designed for older preschool children.

In the Golden Key, the pedagogical process is based on the family principle.

The life of children is filled with events replacing each other, which makes an emotional impression on the child, finds a response in his soul. Authors: Ph.D. G.G. Kravtsov, Ph.D. HER. Kravtsova.

The team of authors of the Nizhny Novgorod Humanitarian Center under the leadership of Candidate of Pedagogical Sciences G.G. Grigorieva developed the program "Tiny". This is a program for the integrated development and education of children under the age of three. Its purpose is to help parents realize the intrinsic value and special significance of the early period of a person's life, to help in understanding their own child, in finding and choosing adequate ways and means, methods of upbringing.

Our consultant: Anastasia KUZNETSOVA, educational psychologist