Educational program MDOU No. 5 "Dubok" stanitsa Arkhangelskaya

	Section 1. Explanatory note …………………………………….
	1.1. Relevance …………………………………………………… ..
	1.2. Description of the “graduate model” ………………………………….
	1.3. Goals and objectives of the educational program ... ... ... ... ... ... ... ...
	Section 2. Educational programs and their methodological support …………………………………………………………….
	2.1. The choice of programs and pedagogical technologies, their integration and methodological support …………………….
	2.2. Building a holistic pedagogical process ………… ..
	Section 3. Organization of the educational process of the preschool educational institution …………………………………………………………………… ..
	3.1. Design and planning of current teaching activities …………………………………………………………
	Section 4. System for monitoring the achievement of the planned results of the development of programs by children ...
	Section 5. Conditions for the implementation of the educational program ……….

Structure educational program doe

Key provisions Section 1. Explanatory note 1.1 Relevance: -Age and individual characteristics contingent of children -Social order, educational needs of parents -Purpose of preschool educational institution, basic means of implementation -Priority areas of activity -Peculiarities of the educational process (national, cultural, demographic, climatic) -Principles and approaches to the formation of the program 1.2. Description of the "graduate model" 1.3.Objectives and objectives of the educational program Section 2. Educational programs and their methodological support 2.1. The choice of programs and pedagogical technologies, their integration and methodological support. 2.2 Building a holistic pedagogical process.

Section 3. Organization of the educational process of the preschool educational institution. 3.1. Design and planning of current teaching activities. 3.2. The content of psychological and pedagogical work on the development of educational areas by children

Section 4: System for monitoring the achievement of the planned results of the development of programs by children

Section 5. Conditions for the implementation of the educational program.

MAIN PROVISIONS OF THE EDUCATIONAL PROGRAM

1.1. Educational program MDOU № 5 "Dubok" Art. Arkhangelskaya was developed in accordance with paragraph 5 of article 14, paragraph 1 of article 9 of the Law Russian Federation"On Education", the Model Regulations on preschool educational institutions and federal state requirements for the structure of the main general education program preschool education.

1.2. Educational program MDOU № 5 "Dubok" Art. Arkhangelskaya was developed on the basis of approximate basic general educational programs of preschool education.

1.3. Educational program MDOU № 5 "Dubok" Art. Arkhangelskaya is a document that defines the specifics of the organization of educational educational process in preschool educational institutions, educational content, forms of organization of children's activities preschool age and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites learning activities ensuring social success, maintaining and strengthening the health of preschool children, correcting physical and mental development children.

1.4. Educational program MDOU № 5 "Dubok" Art. Arkhangelskaya provides the construction of a holistic pedagogical process, includes a set educational areas, which provide the diversified development of children, taking into account their age and individual characteristics in the main areas: physical, social and moral, artistic and aesthetic, cognitive and speech.

1.5. Educational program MDOU № 5 "Dubok" Art. Arkhangelskaya covers all the main aspects of the life of preschool children.

Department of Education of the city of Moscow

Moscow Institute of Open Education

Moscow City University of Psychology and Education

In accordance with the approval and implementation of the Federal State Requirements for the Structure of the Basic General Education Program of Preschool Education (Order of the Ministry of Education and Science of the Russian Federation No. 655 of November 23, 2009), the form and structure are changed Educational program Preschool educational institution of the city of Moscow.

Currently, based on federal requirements, the following are being developed:

Approximate basic general education program of preschool education;

An approximate basic general education program of preschool education for children with disabilities health.

Until the introduction of these two programs, these recommendations are temporary.

The educational program of a preschool educational institution is considered as a model of the organization of the educational process, focused on personality of the pupil and taking into account the type of preschool educational institution, as well as priority areas of activity.

The main general educational program of preschool education (hereinafter referred to as the Program) is developed, approved and implemented in an educational institution on the basis of approximate basic general education programs of preschool education.

The program determines the content and organization of the educational process for preschool children and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of the prerequisites for educational activities that ensure social success, the preservation and strengthening of the health of preschool children, the correction of physical and (or ) mental development of children.

The program should:

Comply with the principle of developmental education, the purpose of which is the development of the child;

Combine the principles of scientific validity and practical applicability;

Meet the criteria for completeness, necessity and sufficiency;

Ensure the unity of educational, developmental and teaching goals and objectives of the process of education of preschool children, in the process of implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;

To be built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas;

Be based on a complex thematic principle of building the educational process;

Provide for the solution of program educational tasks in the joint activities of an adult and children and the independent activities of children, not only within the framework of the direct educational activities, but also when carrying out regime moments in accordance with the specifics of preschool education;

Assume the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschool children and the leading activity for them is play.

The educational program of the preschool educational institution consists of two parts:

1) the mandatory part;

2) the part formed by the participants in the educational process.

Mandatory part Programs must be implemented in any educational institution , working on the basic general education program of preschool education. It ensures that pupils achieve readiness for school, namely the necessary and sufficient level of development of the child for the successful mastering of the basic educational programs of the primary general education... In groups of compensating and combined focus The mandatory part of the Program includes activities for the qualified correction of disabilities in the physical and (or) mental development of children with disabilities.

IIpart of the Program, formed by the participants in the educational process, reflects: 1) the species diversity of institutions, the presence of priority areas of activity, including ensuring equal starting opportunities for teaching children in educational institutions, for carrying out sanitary and hygienic, preventive and wellness activities and procedures for the physical, social and personal, cognitive-speech, artistic and aesthetic development of children (except for activities for the qualified correction of disabilities in the physical and (or) mental development of children with disabilities); 2) the specifics of the national-cultural, demographic, climatic conditions in which the educational process is carried out.

Time required for the implementation of the Program ranges from 65% to 80% of the time spent by children in groups with a 12-hour stay, depending on the age of the children, their individual characteristics and needs.

Volume the mandatory part of the Program is at least 80% of the time required for the implementation of the Program, and the part formed by the participants in the educational process is no more than 20% of the total volume of the Program.

The structure of the educational program of the preschool educational institution

Title page

1. The name of the DOE.

2. "I approve: the head of the preschool educational institution ...".

3. “Adopted at a meeting of the scientific and methodological council (pedagogical council), small pedagogical council, date, protocol number.

4. “Agreed” (MA or CMC).

6. On the back title page the content (table of contents) of the educational program is given.

Explanatory note

The general educational program of preschool educational institution No. ______ ensures the diversified development of children aged from ___ to ____ years, taking into account their age and individual characteristics in the main areas - physical, social and personal, cognitive-speech and artistic-aesthetic. The program ensures that pupils achieve school readiness.

The explanatory note should disclose:

1. Age and individual characteristics of the contingent of children brought up in an educational institution, information about the qualifications of teaching staff and information about the families of the pupils.

The main priority areas in the activities of an educational institution are: (to formulate).

3. Goals and objectives of the preschool educational institution for the implementation of the main educational program are determined based on the analysis of the results of the previous teaching activities, the needs of parents, the society in which the preschool educational institution is located.

Considering that the institution has developed a "Program for the development of preschool educational institutions", which defines conceptual ideas, a strategy for the development of the entire educational institution and mechanisms for its implementation, the Program prescribes the goals and objectives of organizing the pedagogical process for its participants (children, teachers, parents of pupils).

4. Features of the educational process.

We remind you that they can be: organizational, national-cultural, demographic, climatic, etc.

When organizing the educational process, the principles of integrating educational areas (physical culture, health, safety, socialization, labor, cognition, communication, reading fiction, artistic creativity, music) in accordance with the age capabilities and characteristics of the pupils. Indicate this position, as well as the fact that "the organization of the educational process is based on a complex thematic principle with the leading game activity, and the solution of program tasks is carried out in various forms of joint activities of adults and children, as well as in the independent activities of children."

5. Principles and approaches to the formation of a general education program (open in accordance with the above). For example: "The content of the general education program complies with the basic provisions developmental psychology and preschool pedagogy and ensures the unity of educational, developmental and educational goals and objectives ”.

1st part (mandatory)

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

In this section, the preschool educational institution must submit:

A flexible mode of activity, depending on the social order of parents, the availability of specialists, teachers, medical workers, approaches to the training and education of preschoolers, to the organization of all types of children's activities;

Schedules of interaction between teachers, specialists and educators;

Model of the educational process using various forms and taking into account the time of the year and the age-related psychophysiological capabilities of children, the relationship of the planned activities with the daily life of children in kindergarten (Appendix No. 3);

Hardening system;

2. The content of psychological and pedagogical work on the development of educational areas

This section includes materials related to the design, planning and organization of current educational activities in all educational areas: physical culture, health, safety, socialization, labor, cognition, communication, reading fiction, artistic creativity, music ... Each educational area can be presented in two tables: the first is a list of programs, technologies, manuals; the second is the selection of forms of organization of the educational process that correspond to the tasks set and the selected content. This section is specific for each preschool educational institution and even for each age group, therefore, forms of educational activity can be included in long-term plan for each educational area of ​​knowledge age groups... Considering that each educational area has its own specifics, the educator independently chooses the forms of educational activities of children. At the same time, the total volume of the compulsory part of the Program is calculated in accordance with the age of the pupils, the main directions of their development, the specifics of preschool education and includes the time allotted for:

Educational activities carried out in the process of organizing various types of children's activities (play, communication, labor, cognitive research, productive, musical and artistic, reading);

Educational activities carried out during times of security;

Independent activities of children;

Interaction with families of children on the implementation of the basic general educational program of preschool education.

List of comprehensive programs

1. The program of education and training in kindergarten / n od ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - M .: Mosaica-Synthesis, 2007.

2. Origins: Basic program for the development of a preschooler / Nauch. ed. L.A. Paramonova, A.N.Davidchuk, K.V. Tarasova and others - M .: Karapuz, 1997.

3. Development program / L. A. Venger, O. M. Dyachenko, N. S. Varentsova and others - M., 1994; 1995.

4. Childhood: Program for the development and education of children in kindergarten / V. I. Loginova et al. - M .: Childhood-Press, 2010.

5. From childhood to adolescence: A program for parents and educators on the formation of health and development of children from 1 to 7 years old / TN Doronova et al. - M .: Education, 2001.

6. The program "Kindergarten - a house of joy" / N. M. Krylova, V. T. Ivanova. - Perm, 1990; 1991.

2.1. The content of psychological and pedagogical work on the development of the educational field " Physical education»

Goals: the formation of children's interest and value attitude to physical education, harmonious physical development through the solution of the following specific tasks:

- development of physical qualities (speed, strength, flexibility, endurance and coordination);

- accumulation and enrichment of the motor experience of children (mastering the basic movements);

- the formation of the pupils' need for physical activity and physical improvement.

Each pedagogical collective independently decides in what form and how often the results of the mastering by children of the basic general educational program of preschool education will be assessed.

List of programs and technologies

The planned final results of the development of the main general educational program of preschool education by children should describe the integrative qualities of the child, which he can acquire as a result of the development of the Program. We give an example in accordance with FGTOP:

- physically developed, having mastered the basic cultural and hygienic skills. The child has formed the basic physical qualities and the need for physical activity. Performs hygienic procedures available to age independently, observes the elementary rules of a healthy lifestyle;

- l jubilant, active. Interested in the new, unknown in the world around him (the world of objects and things, the world of relationships and his the inner world). Asks questions to an adult, likes to experiment. Able to act independently (in Everyday life, in various types of children's activities). In cases of difficulty, he turns to an adult for help. Takes a lively, interested participation in the educational process;

- emotionally responsive. Reacts to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Reacts emotionally to works visual arts, musical and works of art, the natural world;

- mastered the means of communication and methods of interaction with adults and peers. The child adequately uses verbal and non-verbal means of communication, owns dialogical speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation). Able to change the style of communication with an adult or peer, depending on the situation;

- able to manage their behavior and plan their actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of behavior. The behavior of a child is mainly determined not by momentary desires and needs, but by the demands of adults and primary value ideas about "what is good and what is bad." The child is able to plan his actions aimed at achieving a specific goal. Observes the rules of behavior on the street (road rules), in public places (transport, shop, clinic, theater, etc.);

- able to solve intellectual and personal tasks (problems), adequate to age. A child can apply independently acquired knowledge and methods of activity to solve new tasks (problems) posed by both adults and themselves; depending on the situation, it can transform the ways of solving problems (problems). The child is able to offer his own idea and embody it in a drawing, building, story, etc.;

- having primary ideas about himself, family, society, state, world and nature. The child has an idea of ​​himself, his own belonging and the belonging of other people to a particular gender; on the composition of the family, family relationships and relationships, the distribution of family responsibilities, family traditions; about society, its cultural values; about the state and belonging to it; about the world;

- who has mastered the universal prerequisites of educational activity - the ability to work according to the rule and according to the model, listen to an adult and follow his instructions;

- who has mastered the necessary skills and abilities. The child has formed the skills and abilities necessary for the implementation of various types of children's activities.

The portrait of a graduate reflects the qualities of the child's personality and the degree of their formation.

2nd part. Regional component.

The main goal of preschool education in the city of Moscow is to realize the right of every child to high-quality and affordable education, which provides equal starting conditions for the full-fledged physical and mental development of children as the basis for their successful learning at school.

In the "Main directions of the Program for the development of preschool education in the city of Moscow for 2008-2017." the tasks of two large projects are clearly defined, in the implementation of which all preschool educational institutions of the city of Moscow are gradually included:

Joint pilot project of the Moscow Department of Education and UNESCO " Moscow education: from infancy to school ";

Project "Kindergarten of the Future".

The developed programs, methodological manuals and recommendations on the directions of the implementation of these two projects act as regional features that must be taken into account when organizing the educational process in a preschool educational institution.

In accordance with the order of the Moscow Department of Education dated March 12, 2008. No. 82 "On the resource center within the framework of the implementation of the joint pilot project in the field of early childhood upbringing and education" Moscow education: from infancy to school "between the Moscow Department of Education and the United Nations Educational, Scientific and Cultural Organization (UNESCO)" an experimental platform “Moscow education: from infancy to school” was created. At present, 32 educational institutions are included in the structure of the site: 17 resource centers and 15 educational institutions that implement general educational programs of preschool education, representing all district educational systems.

Currently, on the basis of the order of the Moscow Department of Education, work is underway to implement a joint pilot project in the field of early upbringing and education of children "Moscow education: from infancy to school" between the Moscow Department of Education and UNESCO.

As part of the implementation of this project, 17 resource centers have been created and are actively operating in the areas of projects:

1. "Kindergarten for all" - inclusive, integrative and special education for children from 2 months to 7 years.

2. “Bilingual child - dialogue of languages ​​and cultures” - organization of preschool education of children in conditions of bilingualism and multilingualism in connection with the proclamation of 2008 as the International Year of Languages.

3. "Little geniuses" - intellectual development preschool children.

4. "We and nature" - early environmental education in connection with the decade of education for sustainable development United Nations (2005-2014).

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Slide captions:

Features of the structure of the main educational program of preschool education in accordance with Federal state requirements for the structure of the main general educational program of preschool education

V last years significant changes are taking place in the preschool education system. In just 2 years, several significant normative documents have appeared that determine new priorities for the development of preschool education.

Today, preschool educational institutions are working on the implementation of the main general educational program, the purpose of which is to ensure the high-quality implementation of the program through the selection and creation methodological support and changing the structure of the educational process.

The main general educational program of a preschool educational institution is a regulatory and administrative document preschool characterizing the specifics of the content of education, the features of the organization of the educational process, the nature of the provided educational services.

compulsory part of the part formed by the participants of the educational process The main general educational program of preschool education 80% of the total volume of the Program 20% of the total volume of the Program 65% - 80% of the time of operation of the preschool institution

Structure of the Program Chapter 2. Organization of the regime of stay of children in preschool educational institutions; Chapter 3. The content of psychological and pedagogical work on the development of educational areas; Chapter 4. Contents correctional work; Chapter 5. Planned results of mastering the general education program by children (intermediate and final grades); Chapter 6. Monitoring system. Chapter 7. Conditions for the implementation of the program of a preschool educational institution. Chapter 1. Explanatory note PART I (mandatory) Title page I PART I (optional)

Title page 1. The name of the preschool educational institution. 2. "Approved by: the head of the preschool educational institution ... .." 3. "Adopted at the meeting of the pedagogical council, date, protocol No. ..." 4. "Agreed" (UO or others) 5. Year. 6. On the back of the title page the contents (table of contents) of the OP.

Program structure Explanatory note The name of the preschool educational institution in accordance with the license. Age and individual characteristics of the contingent of pupils. Directions of development. The content of the educational process. Goals and objectives of the preschool educational institution. Features of the educational process. Principles and approaches to the formation of the educational program.

Main directions of development Cognitive and speech development Social and personal development Physical development Artistic and aesthetic development Physical culture Health Music Artistic creativity Communication Cognition Reading fiction Socialization Labor Safety Explanatory note

Approximate general educational program of preschool education * Determines the compulsory (invariant) part of the main general educational program of preschool education, which must be implemented in any institution of preschool education that has state accreditation. * It is the basis for the content of preschool education and ensures that pupils achieve psychological and physical readiness for school. Explanatory note

Volume educational load in the main areas of children's development in existing programs: cognitive and speech development artistic and aesthetic development 20 - 40% physical development social and personal development Explanatory note

The total volume of the compulsory part of the Program includes the time allotted for: GCD OD during regime moments Interaction with families of children Independent activities of children Explanatory note

The main general educational program of preschool education must comply with the principle of developmental education Combine the principles of scientific validity and practical applicability. Comply with the criteria of completeness, necessity and sufficiency. It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and characteristics of educational areas. in accordance with the specifics of preschool education Build on age-appropriate forms of work with children in the form of games, conversations, reading, observations, etc., through the organization of various types of children's activities and amateur performances, the leading of which is play. Explanatory note

The content of psychological and pedagogical work on the development of educational areas by children. Design, planning and organization of current educational activities in all educational areas includes: Purpose, objectives; Model, diagram or table for integration with other educational areas; Software; A table or diagram for the implementation of educational areas in different forms of work, means, techniques, methods of working with children. Chapter 3.

Calculation of the total volume of OCH PLED DO and CHFUOP Structure of the educational process of PLED before Children age 6-7 years The main part - 80% CHFUOP -20% Mode of operation of the institution: 10.5 hours Minutes: 630 min Total: 630 min Time when PLO is not implemented PR (sleep, supervision and care) 120 min Time for the implementation of the PLP DO General: 510 min 80% 408 min 102 min GCD, carried out in the process of implementing various types of children's activities Total: 120 min 90 min 30 min OD, carried out during the regime moments Total: 240 minutes (510-120-150) 192 minutes 48 minutes Children's independent activity Total: 150 minutes 120 minutes 30 minutes Chapter 3.

Areas of development of pupils Educational areas Leading type of activity Accompanying activities Integration of educational areas Physical development Physical culture Motor Games Communicative. Musical-artistic Cognitive-research Health Safety Music Communicative Cognition Health Play Motor Communicative Cognitive-research Reading CL Labor Productive Physical education Communicative Cognition Reading Labor of Arts. creativity Cyclogram of educational activities Chapter 3.

The planned results of the mastering by children of the main general educational program of the preschool educational institution Include: the final results, or a set of integrative qualities of children "at the exit" from the preschool education system (social portrait of a 7-year-old child); intermediate results reflecting the age-related dynamics of the formation of the integrative qualities of the child. Chapter 5.

The system for monitoring the achievement of the planned results of the development of the Program by children should provide: a comprehensive approach to assessing the final and intermediate results of the development of the Program, allow assessing the dynamics of the achievements of children and include a description of the object, forms, methods, frequency and content of monitoring Chapter 6.

this part of the main one - this is a part of the main general educational program of preschool education, formed by the participants of the educational process in addition to the compulsory part, and reflecting: the species diversity of institutions (groups), the presence of priority areas of activity (except for activities for the qualified correction of disabilities in physical and (or) mental development children with disabilities, the specifics of socio-economic, national-cultural, demographic, climatic and other conditions in which the educational process is carried out c. PART II. Variable Structure of the Program

Various options for the ratio of the compulsory part of the Program and the part formed by the participants of the educational process Compulsory part + the part formed by the participants of the educational process, reflecting the specifics of the conditions for its implementation. Mandatory part + part, formed by the participants of the educational process, reflecting: 1) the specifics of the conditions for its implementation; 2) priority area of ​​activity. Mandatory part + part, formed by the participants of the educational process, reflecting: 1) the specifics of the conditions for its implementation; 2) priority areas of activity; 3) implementation of the program additional education.

The conditions for the implementation of the educational program of the preschool educational institution include: Management of the implementation of the Program; Creation and updating of a subject-developing environment; Innovative or experimental work; Forms of cooperation with the family; Continuity in the work of preschool educational institutions and schools; Interaction of preschool educational institutions with other institutions. Chapter 7.

The sections will be individual for each preschool educational institution: Explanatory note Organization of the regime of stay in preschool education Content of correctional work Monitoring system The sections will be unified: Content of psychological and pedagogical work on the development of educational areas Planned results of the development of the basic general educational program of preschool education by children

Thank you for the attention!

Municipal institution

"Department of Education of the Administration of the city of Biysk"

Information and Methodological Center

Development of an educational program

preschool educational institution.

Biysk

Compiled by:

– methodologist of the IMC MU "Department of Education of the Administration of the city of Biysk"

– Head of the MDOU "Kindergarten No. 51"

Development of an educational program for a preschool educational institution. Guidelines.

The educational program of a preschool educational institution is developed in accordance with the requirements of the main regulatory documents: the Law of the Russian Federation "On Education" and the Model Regulations on a Preschool Educational Institution, is a mandatory regulatory document developed and implemented by each educational institution independently. In clause 21 of the Model Regulations on a preschool educational institution, it is noted that "the content of the educational process in a preschool educational institution is determined by the educational program of preschool education, developed, adopted and implemented by it independently."

The educational program of a preschool educational institution is one of the main regulatory documents governing its life. It, along with the Charter, serves as the basis for licensing, accreditation, changes in budget funding, the organization of paid educational services in accordance with the social order of parents (legal representatives).

Along with the Charter of an educational institution, a license for the right to conduct educational activities, a certificate of state accreditation of an educational institution, it is necessary to acquaint parents with the documents regulating the organization of the educational process, individually with each to conclude a parental agreement. Of the other documents with which parents need to be familiarized, first of all, it is necessary to note the educational program of the preschool educational institution. This document will orient parents to information about the educational services provided, which in turn will help to ensure the implementation of the parents' right to choose educational services, the right to guarantee their receipt.

Developing a high-quality educational program for practitioners is hampered by the current discrepancies in the definition of the very concept of "educational program", which various authors interpret either as a development program, or as a program that reflects the specifics of the educational activities of an institution or as a document that allows one to individualize educational routes pupils. The most common misconception is that the educational program is often equated with curriculum implemented in a particular preschool institution. At the same time there is real experience development of educational programs by analogy with the school model or based on their own logic of understanding this document. Thus, it is possible to fix another obvious contradiction between the requirement of the RF Law "On Education" and other normative documents on the development and implementation by each educational institution independently. "

The practical significance of this issue, its relevance determined the logic of the selection of materials for this manual. The presented materials reflect the main goals and specifics of a preschool educational institution, the program of which should be built taking into account the peculiarities of the organization of work with children of preschool age, when the values ​​of development and upbringing are predominant.

In accordance with the approval and implementation of the Federal state requirements for the structure of the main general education program of preschool education (Order of the Ministry of Education and Science of the Russian Federation No. 000 dated 01.01.01), the form and structure are changed Educational program DOE.

Currently, based on federal requirements, the following are being developed:

an approximate basic general education program of preschool education;

an approximate basic general education program of preschool education for children with disabilities.

Until the introduction of these two programs, these recommendations are temporary.

General Provisions

The concept of "educational program" entered pedagogical practice after the adoption of the RF Law "On Education".

Educational program- a regulatory and administrative document justifying the choice of the goal, content, methods and technologies used, forms of organizing the educational process in each specific preschool educational institution (S. Kuzmin).

Educational program- this is a specific model of the educational process of a preschool institution. It should cover all activities of children (not just learning), taking into account their priority in each age period ().

Educational program of preschool educational institution- this is a complex of a certain content of education, certain means of pedagogical communication (forms, methods and means of teaching and upbringing), as well as personnel and material conditions for the implementation of the educational needs of pupils ().

Educational program- a document that defines the specifics of the organization of the educational process (content, forms), taking into account the standard of the preschool level of education. This is a model of the educational process. It sets out the multicomponent content of education and consists of an integral series of parts, mutually interconnected. The selection of components cannot be random and should be focused, first of all, on the creation of an integral system ().

Educational program Is a document that is subject to constant (annual) revision.

The purpose of the educational program is determined based on the fact that it is an internal (for a given institution) educational standard, conditioned by the municipal program for the development of education, the logic of the development of the educational institution itself, its capabilities, educational requests of the main social customers - parents (legal representatives).

The purpose of the educational program is a motivated justification of the content of the educational process, the choice of a general educational program in each specific preschool educational institution.

Summarizing all of the above, the educational program of a preschool institution can be defined as: a regulatory document, an internal standard of an institution that determines the content of preschool education, developed in the main areas of children's development and is a complex of means of education, training, health improvement, development and correction of children, implemented on the basis of available resources (personnel and material) in accordance with the social order of the territory.

The educational program should cover all the main aspects of the life of children, and not just education, taking into account the priority of the types of children's activities in each age period.

The program should show:

· How, taking into account the specific conditions and characteristics of the contingent of pupils in a preschool educational institution of any kind, its own non-traditional model of organizing the upbringing, education and development of preschoolers is created;

What new pedagogical technologies used in working with children;

· How the individual characteristics and capabilities of the pupils are taken into account.

The educational program of the preschool educational institution should not be considered as a document once written and not subject to correction. The structure and content of the educational program is determined, as a rule, for a period of 3-5 years, but if necessary, it is adjusted by teachers in accordance with real conditions every year.

The structure of the educational program of a preschool educational institution

Since at present there are different points of view on the essence of the educational program and different approaches to determining its content, we propose to consider the "model" of the structure of the educational program of a preschool educational institution, which we cite, as an approximate one.

Title page.

When and by whom it was approved, where it was considered, with whom the program was agreed. The name of the program with the full name of the institution.

Name settlement, year of development.

Section 1. General Provisions.

1.1. Explanatory note.

1.2. Informational reference about the preschool educational institution.

2.1. Analysis of the material and technical base of the preschool educational institution.

2.2. Analysis of the main achievements and problems of teachers.

2.3. Analysis of the medical and social conditions of the stay of children in preschool educational institutions.

2.4. Analysis of the results of the educational process.

2.5. Analysis of personality-oriented interaction with the parents of pupils and social institutions.

2.6. Characteristics of the social order for education.

educational institution.

Section 6. The content of the educational process.

6.1. Implemented preschool education programs, justification for them

6.2. Characteristics of the main didactic and teaching aids focused on the main directions of children's development.

Section 7. Design and planning of pedagogical

activities, building a holistic pedagogical

process.

7.1. The principles of organizing the educational process.

7.2. The system of implementation of the general education program of preschool

education.

7.3. Daily regimes for cold and warm periods by age group,

according to the implemented general education program

preschool education.

7.4. The system of work on the adaptation of newly arrived children to the conditions of the preschool educational institution.

7.6. Syllabus.

7.7. Timetable of classes.

7.8. Schedule of the work of the circles.

7.9. Correction and interaction of support specialists

individual accompaniment of pupils.

7.10. Planning the content of the educational process for a month in the morning and evening hours.

7.11. The system of physical culture and health improvement work.

7.12. Organization of catering.

7.13. Planning a system of holidays and entertainment.

7.14. The educational system of the preschool educational institution.

Section 8. Monitoring the development of children.

Section 9. Conditions for the implementation of the educational program of the preschool educational institution.

9.1. Legal and regulatory framework for the implementation of the program.

9.2. The control system of the preschool educational institution.

9.3. Methodical work model.

9.4. Interaction model preschool education specialists.

9.5. Forms of work with parents.

9.6. Continuity in the work of preschool educational institutions and schools.

9.7. Interaction of preschool educational institutions with other institutions.

9.8. Subject-spatial organization of the preschool educational institution.

9.9. Dynamics professional growth and individual achievements of teachers.

9.10. Plan-map of an innovative work of the preschool educational institution... Innovative projects of teachers.

The educational program contains various information about the features of the activities of a preschool institution as a whole by age groups. The quality of educational activities of the institution depends on how competently and systematically this information is presented in the program.

1. Title page.

It is advisable to provide the following information on the title page of the educational program:

· In the upper left corner of the sheet indicates information about where the program was considered and adopted (for example, adopted at the Council of the DOE, protocol No. ___ from _______);

· In the upper right corner there is information about the approval of the program (for example, I Approve. Head of the Kindergarten No. ___. The signature of the head of the institution, transcript and seal;

· In the central part of the title page, the full name of the institution is given (for example, "Educational program of the MDOU" Kindergarten No. __ "of a combined type, category II);

Below the name, the authors, developers of the program are indicated, which may be specialists of a preschool institution (educators of the group, as well as the head, senior educator, psychologist, speech therapist, educator) or a creative team, which also includes specialists from other educational institutions (supervisor, specialist of education management) ;

· At the bottom of the title page, the name of the settlement in which the preschool educational institution is located and the year of development of the educational program are indicated.

Section 1. General Provisions.

The section "General Provisions" includes an explanatory note and information note about the preschool educational institution.

V explanatory note specifies the main conceptual approaches used in the development of the program, a description of its goals and values, and the estimated timing of its implementation.

In the concept of the program, it is important to provide a rationale for the relevance for the institution of the development of a particular version of the program. As a rule, when justifying the choice of a variant of an educational program, the following relevant positions are noted:

The educational program takes into account the needs of the child contingent, which is especially important for institutions with priorities in activities (for example, preschool educational institutions are visited by children with developmental problems requiring specialized correction, in this regard, the program provides for a system of correctional and developmental work with children),

The content of education can be tailored to the order of parents, which is important to consider for preschool educational institutions - Development Centers (in this regard, the program includes the appropriate content of additional education, or alternative services are organized for families of the microdistrict),

When developing the program, the cultural and educational features of the territory are also taken into account, which is important for any kind of preschool educational institution (in this case, the content includes a regional component of education, for example, regional programs and technologies for museum and pedagogical work, local history),

· When developing an educational program (EP), the peculiarities of the activities of preschool educational institutions, the level of their qualifications can also be taken into account, which make it possible to expand the educational content implemented in the group due to the author's methodological support developed by teachers.

The concept also includes a description of the goals and values ​​of the program. Values, as a rule, they correspond to the general ideological guidelines of education (the versatile development of the child, the upbringing of moral consciousness and behavior, a healthy lifestyle, the formation of a general culture of the individual, etc.). Goals, implemented by the educational program, represent the concretization of the goals of general education and may be different, however, regardless of its specific version, they are aimed at the implementation of conditions for training, education, development, health improvement of pupils. The goals and objectives of educational institutions are also determined in accordance with the Model Regulations on a preschool educational institution, its Charter and implemented programs and technologies.

V information help about a preschool educational institution it should be noted:

General information.

· Full name (indicating the type, type) and address of the institution (legal address, actual address, telephones, fax, e-mail).

· Head (full name).

· Priority direction in educational activities.

· Brief historical information.

· Design capacity and actual occupancy.

· Enumeration of premises and structures of the preschool educational institution.

Founder of MDOU.

Constituent documents.

The structure of the preschool educational institution (the total number of groups, the number of specialized groups, information on the occupancy of groups).

Personnel potential of the preschool educational institution: total employees - ..., of which the administrative staff - ... people, teaching staff - ... people, training and support personnel - ... people, service personnel - ... people.

It is necessary to present a social passport of the preschool educational institution.

You can provide information that reveals the personality of the preschool educational institution.

Section 2. Problem-oriented activity analysis.

This section of the educational program includes a description of the social order for education, the main achievements and problems of teachers.

The analysis of the main achievements and problems is presented in the educational program, taking into account the implemented content in accordance with the diagnostic tools used by teachers.

This section of the program presents generalized results of education, upbringing, development, correction and health improvement of pupils, as a rule, in the form of summary tables or diagrams: for example,

· The level of social competence and education of children;

· The total number or% of children who have mastered the programs (according to the levels presented in the implemented complex programs);

· The results of the development of different types of activities by children;

· Dynamics of development of physical qualities of pupils;

· Indicators of morbidity (for 3 years);

· The number or percentage of children released with a clear speech;

· The number of children who have formed a readiness for school;

The results of adaptation of children to primary school;

· Other results in accordance with the content of the diagnostics carried out at the preschool educational institution.

Section 3. Purpose of a preschool educational institution.

In this section, it is necessary to formulate the purpose of a particular preschool educational institution. It is formulated in accordance with the Model Regulations on a preschool educational institution, based on the status, type (for which category of children), state and municipal orders, and is justified by the capabilities of a particular educational institution and family requests.

The formulation of the purpose should be concise and understandable both for the teaching staff and the immediate social environment of the preschool educational institution, and primarily to the family.

Section 4. Description of the "model" of a preschool graduate

educational institution.

The graduate model is understood as the intended result of joint activities. kindergarten and families, characterizing their ideas about the most important qualities the personality of the child, which must be possessed by a graduate of a preschool educational institution. The graduate model is developed in accordance with the federal state requirements for the structure of the main general education program of preschool education, the chosen content of education (implemented by the main and partial general education programs), the specifics and purpose of a particular preschool educational institution.

The graduate model has great importance... Firstly, it plays an integrating role in relation to other constituent images of a preschool institution, and secondly, it is the basis for the development of target guidelines of the educational and educational process, allowing maximum consideration of the features the environment, the specifics of the institution, the originality of the teaching staff. Thirdly, the graduate model acts as the main criterion for the effectiveness of the educational process, thanks to which it is possible to correlate the results obtained with the opinion of teachers, medical workers of preschool educational institutions and parents about the desired results.

1. It is useful to correlate the projected image of a graduate with the state educational standard, the previous achievements of the teaching staff of this educational institution, the results of the work of educational institutions of a similar type and type.

2. In the image of a graduate, it is necessary to include both qualitative and quantitative parameters of the student's personality development.

3. The main parameters of a graduate's preparedness should be stated based on the priority of the functions of this educational institution, its purpose.

4. The image of a graduate is a minimum program that allows members of the teaching staff to focus their efforts not only on the formation of common qualities, but also on the support and development of the child's unique personality traits.

5. It is useful to design the image of a graduate of a particular preschool educational institution, taking into account the opinions of the nearest educational institutions in which the graduates will continue their education. This will contribute to strengthening the ties of continuity in the upbringing and development of pupils at different levels of education.

The description of the graduate model can be based on the description of the integrative qualities of a preschooler:

physically fit who mastered the basic cultural and hygienic skills. The child has formed the basic physical qualities and the need for physical activity. Performs hygienic procedures available to age independently, observes the elementary rules of a healthy lifestyle;

inquisitive, active... Interested in the new, unknown in the world around him (the world of objects and things, the world of relationships and his inner world). Asks questions to an adult, likes to experiment. Able to act independently (in everyday life, in various types of children's activities). In cases of difficulty, he turns to an adult for help. Takes a lively, interested participation in the educational process;

emotionally responsive... Reacts to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Reacts emotionally to works of art, musical and artistic works, the natural world;

mastered the means of communication and ways of interacting with adults and peers. The child adequately uses verbal and non-verbal means of communication, owns dialogical speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation). Able to change the style of communication with an adult or peer, depending on the situation;

able to control one's own behavior and plan their actions on the basis of primary values, observing the elementary generally accepted norms and rules of behavior. The behavior of a child is primarily determined not by momentary desires and needs, but by the demands of adults and primary value ideas about "what is good and what is bad." The child is able to plan his actions aimed at achieving a specific goal. Observes the rules of behavior on the street (road rules), in public places (transport, shop, clinic, theater, etc.);

able to solve intellectual and personal problems(problems), age-appropriate. The child can apply independently acquired knowledge and methods of activity to solve ready-made tasks (problems) posed by both adults and themselves; depending on the situation, it can transform the ways of solving problems (problems). The child is able to offer his own idea and embody it in a drawing, building, story, etc.;

primary self-image, family, society, state, world and nature. The child has an idea of ​​himself, his own belonging and the belonging of other people to a particular gender; on the composition of the family, family relationships and relationships, the distribution of family responsibilities, family traditions; about society, its cultural values; about the state and belonging to it; about the world;

mastered the universal prerequisites of educational activity- the ability to work according to the rule and according to the model, listen to an adult and follow his instructions;

mastered the necessary skills and abilities... The child has formed the skills and abilities necessary for the implementation of various types of children's activities.

In addition, the research team of the Preschool Childhood Research Center named after highlighted the basic characteristics of a child's personality, which are formed in preschool age, are in constant development, at each age stage have their own content. These personality characteristics, in their essence, constitute that “desired image” of an older preschool child who is ready for school. The basic characteristics of a personality include: competence, emotionality, initiative, independence. These characteristics define, in our view, the "model" of a graduate of a modern preschool educational institution, capable of adapting to the modern information world. The formation of these personality traits is the result of the implementation of variable educational programs in preschool education, in a particular institution.

At the preschool age, by the age of seven, the basic characteristics of the personality become more meaningful than throughout the entire preschool childhood: the level of arbitrariness and freedom of behavior significantly increases, which is associated with the increased capabilities of the child, his confidence in his abilities; there is a more adequate assessment of success in different types activities (drawing, playing, designing, etc.) and persistent motivation for achievement and success.

Competence

The social competence of the child allows him to understand the different nature of the attitude of the surrounding adults and peers to him, his attitude towards them and choose the appropriate line of behavior. It becomes important to be able to notice changes in the mood of an adult and a peer, to take into account the desires of other people; the ability to establish stable contacts with peers.

Communicative competence is manifested in a possible free dialogue with peers and adults, the expression of one's feelings and intentions with the help of speech and non-speech (gesture, facial expressions, pantomimic) means.

By the age of seven, the child clearly shows self-confidence and feeling dignity, the ability to defend their position in joint activities. Dignity is the most valuable personality trait that requires support from all employees of an educational institution and parents.

The intellectual competence of older preschoolers is characterized by the ability for practical and mental experimentation, generalization, establishment of cause-and-effect relationships and speech planning. The child shows awareness in different spheres of life: knows about some natural phenomena and their laws, is familiar with the universal sign systems - the alphabet; numbers, etc. The senior preschooler is fluent in speech (has a fairly large vocabulary, grammatically correctly constructs sentences, has a developed phonemic ear) and has an idea of ​​sound, word, sentence.

The competence of the physical development of an older preschooler is defined as the increased ability to control his body, various types of more and more perfect movements. Has knowledge about his body, about a healthy lifestyle and the need to take care of his health. The senior preschooler has cultural and hygienic skills and understands their need.

Emotionality

A child of older preschool age is distinguished by a great wealth of experiences, a variety of their manifestations and at the same time a great manifestation of arbitrariness emotional sphere... Psychologists emphasize the emergence of one of the important mental neoplasms - "emotional anticipation" - a premonition of one's own experiences and the experiences of other people associated with the results of activities.

Empathy at this age is manifested not only in sympathy and empathy for another person, but also in helping him.

Creativity

The child is capable of creating a new pattern, design, image of fantasy, movement, etc., which are distinguished by originality, variability, flexibility and mobility. A child on the threshold of school is more and more active, ready for spontaneous decisions, curious, asks questions to an adult, is capable of verbal commenting on the process and the result of his own activity, has a persistent motivation for achievement, a developed imagination. The process of creating a product is of a creative search character: the child is looking for different ways to solve the same problem.

Arbitrariness

A seven-year-old preschooler is capable of volitional regulation of behavior, overcoming immediate desires, if they contradict the established norms, the rule. Exhibits volitional efforts in situations of choice between "ok" and "no", "want" and "must". Shows perseverance, patience, ability to overcome difficulties. Can restrain himself, make requests, suggestions, disagreement in a socially acceptable form. Arbitrariness of behavior is one of the most important indicators of psychological readiness for school.

Initiative

Initiative is manifested in all types of child's activities: in communication, objective activity, play, experimentation, etc. He can choose the type of activity at his will, join the conversation. Initiative is associated with curiosity, inquisitiveness of mind, ingenuity.

Children's initiative, freedom, reasonable and morally directed, needs a benevolent direction from adults who must maintain and develop these personality traits.

Independence and responsibility

The independence of the child is manifested in the ability, without the help of an adult, to solve various problems that arise in everyday life (self-care, caring for plants and animals, creating an environment for independent play, using simple safe devices - turning on the lighting, TV, player, etc.). An independent child is not afraid to take responsibility, he can correct the mistake.

A responsible child strives to perform well the task entrusted to him, meaningful not only for him, but also for others; feels at the same time a sense of satisfaction.

Self-esteem

A seven-year-old child adequately evaluates the results of his activities in comparison with other children, which leads to the formation of ideas about himself and his capabilities. But psychologists emphasize an important psychological feature: characterized by an overestimated general self-esteem, which affects his positive attitude towards himself ("I am not very good at drawing, but I am good").

Freedom of Conduct

This complex concept is based on the competence and upbringing that the child has formed. A free child is distinguished by inner relaxedness, openness in communication, sincerity in expressing feelings, truthfulness. At the same time, the child is cautious and prudent, avoids injury, shows reasonable caution in unfamiliar surroundings, when meeting with strangers. A preschooler can follow the rules of behavior developed by society. Raising a sense of security and freedom of behavior in a preschooler is based on an understanding of cause-and-effect relationships in a variety of life situations.

The above requirements for a graduate can be supplemented in accordance with the specifics of the goals of education in each preschool educational institution. In this case, it is necessary to differentiate the qualities of the graduate depending on the type and purpose of the educational institution.

Section 5. Goals and objectives of the educational process.

The goal and objectives of the educational process in each specific preschool educational institution should be determined in accordance with the developed "model" of the graduate and the definition of the place of each preschool educational institution in educational space the city and the immediate social environment.