Topics for continuing education in dhow. Dhow continuing education program

Elena Timchenko
Planning and organization additional education in preschool

In our kingdom - the state

All wizards live

Everybody draws, everybody dances

Everyone is playing and singing.

You only cross the threshold -

You get like heaven

One hundred roads will open for you

You choose any.

Kindergarten is the first step of the general system education, the main goal of which is the comprehensive development of the child.

Of great importance for the development of a preschooler is organization of the system of additional education in preschool educational institutions, which is able to ensure the transition from the interests of children to the development of their abilities. The development of the creative activity of each child seems to be the main task of modern additional education in preschool educational institutions and the quality of education in general.

Additional education

Is an “independent, self-valuable, personality-oriented type education capable of meeting the individual and creative needs of the individual, to active participation in solving the socio-cultural problems of the region "(Builova L. N., Klenova N. V. How organize additional education for children in preschool educational institutions)

Target additional education- the introduction of new variable forms of preschool education in order to improve the quality educational process and meeting the needs of society.

Quality additional educational process in a preschool educational institution will be determined by the following criteria:

the level of health preservation of pupils and teaching staff;

subjective satisfaction of all participants educational the process by its effectiveness and conditions;

correspondence educational process to state standards, the conditions of its organizing and maintaining;

adaptability and continuity, focused on features age development pupils and at the level of advancement in educational program(modules, projects, forms of work with information);

compliance with the content education consolidated order for the provision of educational services .

Additional education can be directed on:

creating conditions for the development of the child's personality;

development of the child's personality motivation for cognition and creativity;

ensuring the emotional well-being of the child;

strengthening the mental and physical health of children;

interaction of teachers additional education with family.

Additional educational services can be divided into paid and free. In kindergarten, they can be received by children, both attending and not attending it. The peculiarity is that additional educational services are integrated with the main one implemented by the kindergarten educational a program to expand the content of the base component education and reducing the educational load on the child.

To paid educational services include those services that are not included in the basic preschool education plan, services that are not funded by the city or federal budget. Such services are provided only upon request, at the request of the parents.

Value additional education is that it enhances the variable component of the total education, contributes to the practical application of knowledge and skills acquired in preschool educational institution, stimulates the cognitive motivation of students. And most importantly - in the conditions additional education children can develop their creativity, skills of adaptation to modern society and get the opportunity to fully organizing free time

Forms additional education in preschool educational institutions:

Organization of additional educational services in kindergarten are carried out in the form of circles, sections, studios, clubs.

Work planned by thematic main general education program.

So way, knowledge, skills and abilities obtained in the framework of compulsory classes are consolidated and expanded.

TO complementary include educational programs of various focus:

artistic and aesthetic cycle,

ethnocultural,

cultural,

intellectually developing,

communicative speech,

ecological,

health and fitness,

various corrective focus, etc.

In some cases, as additional partial preschool programs can be used education.

One of the forms additional education in our institution there are circles in the preschool educational institution that can open with various goals:

Deepening and expanding basic knowledge, anticipating the development of the child or compensating classes (for children with developmental delays).

2. Acquaintance with areas of knowledge beyond the scope of the state Program (work with gifted children).

3. Acquaintance with areas of knowledge and skills, including the development of self-knowledge, self-regulation, self-development, the formation of interpersonal communication skills.

Kindergarten circles perform several functions:

educational- each pupil has the opportunity to satisfy (or develop) your cognitive needs, get additional development skills, skills in the type of activity that interests him;

socially adaptive - classes in circles allow pupils to gain socially significant experience of activity and interaction, to experience "Success situation", learn to assert yourself;

correctional and developmental - educational educational process realized in the classroom of the circle, allows you to develop the intellectual, creative, physical abilities of each child;

educational - the content and methodology of work in circles has a significant impact on the development of socially significant personality traits, the formation of communication skills, the education of social responsibility, collectivism, patriotism.

The activities of any circle are regulated by regulatory documents:

The charter of the preschool educational institution;

Educational program of preschool educational institution;

Regulations on the mug;

Mug program (goal and objectives, intended end result);

Plan the work of the circle for a year;

A list of children;

Children's attendance sheet

Statements from legal representatives

Schedule activities;

Quality control materials (effectiveness) work mug (diagnostic cards).

Algorithm of the teacher's activity to create a circle (sections, studios):

1. Study of the regulatory framework.

2. Identification of the needs of parents, children in additional educational services.

3. Analysis of the effectiveness of work on the assimilation of the state preschool program by children education.

4. Development (selection) circle programs.

5. Development plan mug for the academic year.

6. Approval of the program, plan the work of the circle of the head of the preschool educational institution.

7. Implementation plan the work of the circle in practice.

8. Analysis of the effectiveness of the work of the circle.

9. Protection of the results of work before the parental and pedagogical community. (corners of circle work, exhibitions, participation in competitions, shows, etc.)

Scheme for the development of a circle work program

Title page.

Explanatory note (relevance, goals and objectives).

Expected results (estimated result).

Educational-thematic planning

Diagnostic cards, diagnostic methods.

Bibliography.

In our institution, 5 circles in the artistic and aesthetic direction and 1 circle in cognitive development children:

1. Mischievous palms - 1 younger group

2. Mischievous heel - preparatory group

3. Tili-tili dough - preparatory group

4. Blot - middle group

5. Workshop of actors - middle group

6. Young ecologist - preparatory group

Today, additional education for children is a single, purposeful process that combines education, training and personal development. Additional education is considered by law as the most important component educational space, is socially in demand as an education that organically combines the upbringing, training and development of the child's personality, most openly and freely from the standard approach: its content, methods and forms of work with children are constantly updated, a creative, author's position of the teacher is possible.

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The program of additional education "Waiting for a miracle" of the municipal preschool educational institution kindergarten "Fairy Tale"

ADDITIONAL EDUCATION PROGRAM

"WAITING FOR A MIRACLE"

MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN SKAZKA, OCTOBER MUNICIPAL DISTRICT, KOSTROM REGION

the program is designed for children aged 3-7 years

Olga Nikolaevna Bolshakova

with. Bogovarovo, 2010

1.Explanatory note…………………………………………………………………..3

2.1 Purpose of the program…………………………………………………………………..6

2.2 Objectives ……………………………………………………………………………… 6

2.3 Principles ………………………………………………………………………….6

2.4 Stages ……………………………………………………………………………….7

2.6. Program technology………………………………………………………...10

……………………………………..11

………………………………………………………12

3.1. Methodological support……………………………………………………...12

3.2. Methods, techniques and forms of the educational process…................12

3.3. Material, technical and didactic support………………….13

…………………………………………………13

3.5 Expected Results…………………………………………………………13

3.6 Assessment and analysis of works………………………………………………………......13

3.7 Forms of debriefing……………………………………………………...14

3.8. Control ………………………………………………………………………….14

4.Literature ………………………………………………………………………………..15

Applications

1.Explanatory note

Childhood is an amazing and unique time. Everything is possible in it, everything is allowed. The weak and defenseless can become strong and omnipotent, the boring and uninteresting can turn out to be fun and entertaining. You can overcome all the mistakes and failures, make the world bright, colorful, kind. To do this, it is enough just to be just a child and to have a smart, talented, kind adult nearby.

Preschool childhood is a big crucial period mental development child. According to A. N. Leontiev, this is the age of the initial formation of personality. During the preschool period, the child not only intensively develops all mental functions, forms complex activities, for example, play, communication with adults and peers, but also a common foundation is laid cognitive abilities and creative activity.

Today, additional education for children is a single, purposeful process that combines education, training and personal development. It is intended for the free choice and development of additional educational programs, regardless of the mastered or basic educational program.

Additional education as opposed to educational process, is not regulated by standards, but is determined by the social order of children, parents, others social institutions... The content of modern additional education for children expands the possibilities of personal development of children by expanding the educational space of the child based on his needs. Additional education is also a means of motivating the development of a person to cognition and creativity in the process of a wide variety of activities in various educational areas. It is characterized by a variety of substantive aspects of activity (theoretical, practical, experimental, research, applied, etc.) and forms of educational associations (circle, workshop, studio, club, school, laboratory, section, etc.).

In addition, additional education contributes to the timely self-determination of the child, increasing his competitiveness in life, creating conditions for each child to form his own ideas about himself and the world around him. In additional education, the teacher himself determines the "standard" of mastering a subject or direction of activity.

Today supplementary education is successfully implemented not only in institutions of supplementary education for children, but also in kindergarten. V last years the activities of preschool institutions were mainly aimed at the development and implementation of new programs that correspond to the individual capabilities of children and develop their intellectual, emotional, efficient and practical potential. Therefore, along with the main educational programs at preschool educational institutions important place programs of additional education for preschoolers began to take over.

Additional education for children preschool age is a relevant area of ​​development preschool, a certain positive experience of its organization has been accumulated, system monitoring is being conducted. It is rightfully considered as the most important component of the educational space, socially in demand as an education that organically combines the upbringing, training and development of the child's personality, most openly and freely from the standard approach: its content, methods and forms of work with children are constantly updated, creative, the author's position of the teacher. Its role in the activities of preschool educational institutions of all types and types is increasing.

Additional education for preschool children is a new and relevant direction in the development of a preschool institution, and is based on the following regulatory documents.

Normative foundations of additional education

p / p	Title of the document
	RF Law "On Education"		Ed. Federal Laws dated 13.01.1996, No. 12-FZ; dated 16.11.1997, No. 144-FZit.d.
	National doctrine of education in the Russian Federation		Resolution of the Government of the Russian Federation of 04.10.2000 No. 751
	Modernization concept Russian education for the period up to 2010		Order of the Government of the Russian Federation of December 29, 2001. No. 1756-R (p. 2)
	Federal program for the development of education, section 3, subsection 2, item 3 "Additional education for children"		Appendix to the Federal Law of April 10, 2000 No. 51-FZ
	Education development program in the Russian education system		Order of the Ministry of Education of the Russian Federation of January 25, 2002 No. 193
	Regulations on the licensing of educational activities		Resolution of the Government of the Russian Federation of 18.10.2000 No. 797
		Regulations on the procedure for attestation and state accreditation of educational institutions	1 Order of the Ministry of Education of the Russian Federation of May 22, 1998 Ns 1327; amendment and addition of 11.08.2000 1. V .4 I)
		Requirements for educational institutions additional education of children, and the criteria for their assignment to the appropriate type, type and category	Order of the Ministry of Education of the Russian Federation of 03.05.2000 No. 1276
			Letter of the Ministry of Education of the Russian Federation of 28.08.2000 No. 631 / 28-16
			Letter of the Ministry of Education of the Russian Federation of June 18, 2003 No. 28-02-484 / 16
111.		Labor Code of the Russian Federation. Part 4, section XII, chapter 52 "Features of the regulation of the work of teachers", art. 333, 334.	Federal Law No. 197-FZ of December 30, 2001
112.		List of positions, work in which is counted in the length of service, giving the right to a seniority pension in connection with teaching activities in schools and other institutions for children	Resolution of the Government of the Russian Federation of September 22, 1999, No. 1067; amendments and additions dated 1.02.2001, No. 79
113.		The concept of modernization of additional education for children in Russia until 2010	Approved by the Board of the Ministry of Education and Science of the Russian Federation dated 06.10.2004.
114.		On the approval of the Rules for the provision of paid services in the field of preschool and general education	Resolution of the Government of the Russian Federation No. 505 dated 05.07.2001.

2. Additional education program

The additional education program is designed for children aged 3 - 7 years, directed for specific types of circle work that are in demand. For each circle, a program has been developed, the authors of which are the leaders of the circle.

2.1. Purpose of the program:

Creation of psychological comfort and conditions for self-realization of the child.The formation of artistic and aesthetic culture of pupils as an integral part of spiritual culture, the development of the need and the possibility of self-expression in artistic activity, familiarization with universal human values, mastering the Russian national cultural heritage, ensuring and strengthening the health of children in the conditions of preschool educational institutions.

This is a goal that includes:education, upbringing and development: the formation of new concepts and methods of action in children, a system of scientific and special knowledge; the formation of a spiritual and moral worldview and a system of universal human values; development of the child's individuality, all the essential spheres of his personality (intellectual, motivational, strong-willed, substantive-practical, emotional, etc.).

2.2. Tasks:

1. Provide favorable conditions for meeting the needs of children for creative activity in various activities.
2. Create conditions for the emotional well-being of the child in the process joint activities and communication: child - child, child - teacher, child - parents.
3. To develop creativity in preschool children through classes in circles.
4. Promote the health of preschool children
5. Develop interest and love for the artistic word of preschool children through improvement various forms oral speech.
6. Develop constructive interaction with the family to ensure the creative development of the preschooler.
7. Satisfy the needs of children in hobby activities.
8. Develop additional contenteducation that meets modern requirements.

2.3. Principles:

Work on the formation of a harmoniously developed creative personality built through circle workbased on the following principles:

1. Comfort: an atmosphere of benevolence, faith in the strength of the child, the creation of success for each situation.
2. Immersion of each child in the creative process:realization of creative tasks is achieved by using in work active methods and forms of education.
3. Relying on intrinsic motivation:taking into account the child's experience, creating his emotional involvement in the creative process, which provides a natural increase in working capacity.
4. Gradual: transition from joint actions of an adult and a child, a child and peers to independent ones; from the simplest to the final, most difficult task; "The discovery of new knowledge."
5. Variability: creation of conditions for the child's independent choice of methods of work, types of creative tasks, materials, techniques, etc.
6. Individual approach:creation in the creative process of an uninhibited, stimulating creative activity baby atmosphere. The individual psychophysiological characteristics of each child and the group as a whole are taken into account. It is based on the complex development of all mental processes and personality traits in the process of joint (children - children, children - parents, children - teacher) productive and creative activity, as a result of which the child learns to think variably, remember, invent new things, solve non-standard tasks, communicate with different people and much more.
7. The principle of mutual cooperationand benevolence: communication with a child is based on a benevolent and trusting basis.
8. Integration principle: integrative nature of all aspects of the personality development of a preschool child: general cultural, social and moral, intellectual.

2.4. Stages:

We conditionally divided all the work into stages: (see attachments)

Stage - preparatory:

The main task at this stage is the preparation and organization of work on this topic.At this stage, the choice of not only the circle is very important, but also who will lead it. From the first minutes, the teacher needs to find the right emotional wave of communication with children. It should be easy, informal communication, giving mutual pleasure to children and adults. A great role here is played by pedagogical intuition, the experience of a teacher. He must unmistakably "feel" the level of difficulty of the task, whether the children will be interested, whether it will rise or fall.

It is important to take into account that the organization of circles involves the voluntary (without psychological coercion) inclusion of children in activities, therefore, in addition to the selection of interesting content, there are a number of specific conditions:

Organization of the workspace, i.e. places for children are not rigidly assigned, children can move freely around the room, have the right to refuse to participate in the classes of the circle, etc.

The child's ability to choose a goal from several, i.e. the teacher "proposes" or the children independently choose who will do what, according to their own strengths and interests.

An open "temporary end to the class, allowing each child tofinish the job at any time.

Stage - modeling of the system of work on this topic:

At this stage, preschool educators strive to achieve specific goals when interacting with children, usingvarious means, methods and techniques of pedagogical activity.

Stage of improvement of creative self-expression:

At this stage, the following tasks are solved: development and improvement of special qualities and skills,the development of expressiveness and artistry, the development of abilities for self-expression, creativity, the acquisition of experience in performing at holidays, concerts, competitions, exhibitions. Children are given the opportunity and conditions that allow them to gain a sense of self-confidence in their abilities, increase self-esteem and independence. Cooperation and co-creation of teachers and children is based on:

Understanding by all participants of the meaning of the activity, its final result;

The presence of an intelligent, creative leader who organizes joint activities, skillfully distributes responsibilities in accordance with the capabilities of its participants;

Clearly setting specific and understandable goals for the lesson;

Demonstration by the educator of a sample (standard) of human interaction with the world of nature, art, people, folklore, man-made world etc.;

Voluntary participation in the classes of the circle;

Contact between the participants of the lesson in the circle, ensuring the exchange of actions and information;

The emergence and manifestation of interpersonal relationships in the process of activity, the nature and color of which affect the achievement of the final result;

Understanding that an adult is only a mediator between a child and the world of "big art";

The playful nature of the presentation of any material;

Creation of problem situations accessible to children for adults, setting of creative tasks.

In order for children to create with desire and willingness, without any coercion, we believe that it is necessary to fill their lives with bright, beautiful, joyful ones, capable of naturally activating them from the inside with impressions and helping them to express themselves in a variety of ways, in an accessible form. To do this, we surround children with beauty, art, nature, tell them about the amazing and great that can delight them, not leave them indifferent, give age-appropriate means of expression and certainly do everything and live together. In our joint creative activity there are no weak and strong, skillful and inept - we all, as we can, in a single aspiration, carried away by the very process of creativity, draw, sculpt, play, help, each other, share impressions and results, rejoice in joint successes and console each other's failures.

An active form of encouraging children in the classroom is the approval of their actions, attention tojudgment, patience in anticipation of the result. Personality-oriented approach to the child in the classroom,the mindset to activate his experience helps in unleashing his creative potential. In solving the problemteachers do not impose their opinions on children, but participate in a joint search for truth, building a dialogue andleading each participant in the lesson to independent actions, to emotional livinginformation, to express your thoughts.

Circle work in kindergarten gives our pupils many vivid, unforgettable impressions. Joyful experiences raise vitality, maintain a cheerful mood of adults and children. The child begins to appreciate the beautiful, and, feeling respect for himself as an equal, gradually begins to loosen up, and begins to create.

Each teacher of our kindergarten believes - any kid is a person with his inherent character, needs, potential. We seriously monitor the health and physical development of children. Children go to our kindergarten with the affectionate name "Fairy Tale" with pleasure: every day they spend here brings them joy.

2.5. Contents of the program

Today there are more and more children with a bright common intellectual development, their ability to comprehend complex modern world appear very early - in 3-4 years.

The concept of the program of additional education at the forefront puts the idea of ​​the development of the child's personality, the formation of his creativity, education of important personal qualities. Organization of work with children is being builtbased on the concept of the development of abilities, adopted in Russian psychology.Psychologists distinguish three types of cognitive abilities:

sensory abilities for visual modeling, which allow children to solve not only figurative, but also logical problems (classify objects, establish mathematical relationships, build cause-and-effect relationships);

the ability for symbolic mediation, which help the child to express his attitude to the events of the surrounding life, the characters of fairy tales, human feelings, and by the end of preschool age children begin to use traditionally accepted symbolism to express their attitude to themselves, to life situations;

transformative abilities that enable children to create new images by transforming their existing perceptions of familiar, ordinary objects and objects of reality.

This is especially clearly represented in the visual activity, when preschoolers draw unusual fabulous animals and plants.Therefore, this programgives the opportunity for differentiated and variable education, allowing the child to independently choose the path of mastering the type of activity that is most interesting for him at the moment, i.e. individual and personality-oriented approaches are implemented.

The priority is to ensure free and equal access of children to additional education.Contents of the programis based on children's interests and parental requests and is implemented in the following areas:

1. Artistic - aesthetic orientation - circles "Mukasol", "The magical world of origami", "Magic beads", "Vesely plasticine", "A fairy tale visiting the guys", vocal ensemble "Nightingale"

2. Intellectual and cognitive orientation - circles "Light", "Visiting a fairy tale", experimental activity "Touch nature with your heart"

3. Physical culture and health-improving orientation - circles "Finger gymnastics", sports section "Health-improving gymnastics".

The structural feature of the program is blocky - thematic planning. Each block is represented by the work of certain circles.When planning the work of the circle, the teacher can choose for eachthemes various forms work, taking into account the equipment and specifics of creative activity.

All the topics of the study circles included in the program are selected according to the principle of increasing complexity didactic material and creative tasks, which enables the child to distribute his strength evenly and get the desired result.It is possible to make changes to the content of the program for the subsequent years of implementation, taking into account the interests of children, the wishes of the parents.

2.6. Program technology

The numerical composition of the associations is determined in accordance with the psychological and pedagogical expediency of the type of activity; the schedule of classes is drawn up taking into account the interests and capabilities of children in the daytime in the evening; the duration of classes is set based on educational objectives, psychophysical feasibility, sanitary and hygienic standards.

Features of the organization of childrendetermined by the focus, functions of additional educational plans.

These are various circles with an association of children of a certain and mixed age, of different size.

The circle is an association of a group of people with common interests for constant joint studies, solving practical problems aimed at the formation of knowledge, abilities and skills in a specific profile of activity.

Section is an association of children and adolescents by interests, in which the following pedagogical tasks are priority: organization of children's leisure, physical development and development of physical qualities, communication skills. A distinctive feature of the section can be considered the presence of its own symbols and attributes, collective creative activity, communication of members.

When organizing work within the framework of additional education, teachers take into account:

The interests of children in the choice of a circle, section, leisure activities;

Voluntary choice by their children;

Age characteristics of children;

Solving educational and educational problems in unity with the main kindergarten program;

Leading type of activity, and building on its basis the content of additional education;

Creation of a comfortable environment conducive to the development of a free creative personality;

The norms of the load on the child.

Classes can be held in a group room or in a specially equipped kindergarten room. Forms of work should be flexible, varied and change depending on the tasks.

Circle work is carried out with a subgroup of children (8-10 people) of middle, senior preschool age (from 4 to 7 years old). Duration of work - 20 - 30 minutes, in the evening. The lessons in the circle are complex, integrated, do not duplicate any of the lessons of the general program. They are supra-programmatic and lay the foundation for successful activity in any area, in the process of systematic studies, gradually, with a constant change of tasks, material, etc. This approach makes it possible to interest the child and create motivation to continue classes.

In the classroom in the circles, there is a less rigid system for the development of the creative abilities of each child, the launch of self-development mechanisms for further self-realization in the chosen area.

The program assumes extensive use of illustrative, demonstration material; usage teaching aids, didactic games, dramatizations, essays, crafts and works of children, teachers, parents to create thematic exhibitions, theatrical performances, which are the motivation of children's creativity and the result of the teacher's work. (In addition, children's works, performances, compositions are not only the child's creativity, but also visual information for parents and interior decoration.)

The program involves the systematic work of circles held 1 time in Week.

The program can be used both in the system preschool education(circle, club work), and ininstitutions of additional education.

2.7. Conditions for classes and sections

1. They are held in an equipped room.

2. Selection of traditional and non-traditional material and tools for the creative activity of children.

3. Systematization of literary and artistic material: poems, riddles, proverbs, sayings - with the aim of activating the activities of children, expanding ideas about the environment.

4 . Making attributes for different types of theaters,games to prepare the hand for work, relaxation, strengthening the small muscles of the hand.

5. Compilation of a music library - selection of classical works, children's repertoire for a musical background that accompanies the creative activity of children (round dances, song repertoire in accordance with the developed themes).

6. Selection of developing, relaxation, outdoor games for the work of circles and sections.

7. Continuity, i.e. sequence of a chain of educational tasks throughout the process of mastering creative skills and abilities.

A variety of methods and techniques for working with preschoolers are used in the circle work: children are given more freedom and independent creative initiative with the benevolent and competent participation of adults. Methods such as play, research, creative assignments, experimentation help children to be creatively realized.

Tracking the results of additional education for children is carried out according to the following indicators:

The effectiveness of the work of the circle, section on the levels of child development;

Participation in exhibitions of creative works;

Creation of a bank of achievements for each circle.

The result will be of high quality if it corresponds to the set goals, content, forms of organization of activities and is provided with the necessary equipment and manuals.

Experience shows that children who study in circles continue to study well in school, successfully continue their education in the system of additional education, art, music, and sports schools.

Thus, this program can take a more solid place in the educational process of the preschool educational institution. It allows you to solve many problems. effective development child, because it is focused on his individual characteristics and allows you to determine the prospects for his personal development.

This program can assist teachers and preschool educational institutions in organizing additional education at the institution.

3.Conditions for the implementation of the program

3.1. Methodological support

1. Availability of an approved program.
2. Methodological developments by program modules.
3. Visual aids, product samples.
4. Special literature (magazines, books, manuals, reference books).
5. Diagnostic tools.

The leaders of the circles use the educational material of the methodological manuals (the literature used is indicated in the appendices). Syllabus designed for 1 year of study. The curriculum of the modified course of studies is designed for 3 years of study. Classes are held no more than 1 time per week for children of the second junior and middle groups and 2 lessons for children of senior and preparatory groups in the afternoon. The duration of the lesson for children is individual: 2-3 years 8-10 minutes, 4-5 years old - 15 - 20 minutes, for children 5-7 years old 35 minutes. Classes are held in the form of a game. In classes where children work with piercing and cutting objects, strict adherence to safety rules is required.

The educational process in the circle direction is carried out in accordance with the educational program of the preschool educational institution. The course is designed for 8 months (from September to April). The topic of the lesson, methods and techniques for solving problems, the choice of practical material are adjusted, vary depending on the abilities of children, their interests and desires, the time of year, the choice of the topic, etc.

3.2. Methods, techniques and forms of the educational process:

Explanatory and illustrative methodused in the program when reporting teaching material to ensure its successful perception. It is revealed with the help of such techniques as conversation, story, work with illustrations, demonstration of experience.

Reproductive method- the formation of skills and abilities to use and apply the knowledge gained. The essence of the method consists in the repeated repetition of the method of activity on the instructions of the teacher.

Partial search or heuristic... The main purpose of the method is the gradual preparation of trainees to independently formulate and solve problems.

Important in working with children are usedmethods of education -methods of stimulation and motivation: creating a situation of success helps the child to relieve the feeling of insecurity, fear of starting a difficult task. The method of encouragement, the expression of a positive assessment of the child's activities, includes both material encouragement (in the form of prizes) and moral (verbal encouragement, presentation of certificates, diplomas).

The methods used contribute to ensuring the high quality of the educational process and the effective mastering of knowledge and skills by students, the development of creative abilities.

When planning the educational process, various forms of training:

1. practical exercises (aimed at practicingskills of execution different types activity).
2. creative workshop(for the manufacture of art products)
3. excursions
4. contests
5. Exhibitions
6. concerts

3.3. Material, technical and didactic support.

1. Study (well lit), music (sports) hall. The premises for conducting classes must meet sanitary standards.
2. Educational equipment (furniture set).
3. Visual aids (product samples).
4. Didactic material (drawings, diagrams, sketches, handouts, albums)
5. Selection of informational and reference literature.
6. Materials for work (individually for each circle).
7. Illustrations, samples of work, schemes (technique of filling figures), poems, riddles.

3.4. Organizational support

1. The required contingent of pupils.
2. Engaging specialists ( music director, instructor physical culture, senior educator).
3. Appropriate class schedule.
4. Parental help.
5. Communication with the school, the House of Culture, with the House of Creativity.

3.5. Expected results:

1. Development of an effective integrated system for the formation of the health of preschool children, improvement of physical development.

1. Development of children's creative abilities.
2. Positive - the emotional state of the child in the classroom.
3. To teach to understand and love Russian folk culture.
4. Mastering artistic qualities, disclosing the creative potential of children.
5. Create prerequisites for further improvement musical education children.
6. Mastering the technique of making products.
7. Enrichment of the active and passive vocabulary of children.

3.6. Assessment and analysis of works:

Evaluation and analysis of the work of the circle for a certain time (year) helps the teacher to identify positive and negative results in work, to evaluate themselves and the capabilities of children.

The result of assimilation curriculum is a series of collective works on the topic that will be presented at the exhibition, as well as performances by children both inside the kindergarten and at regional events. When evaluating and analyzing works, the child's age, his abilities, achievements for a specific period of time are taken into account.

Skills formation indicators:

1. Completeness - mastering all the step-by-step actions of one process.

2. Mindfulness - how clear the task is and how thoughtfully it is performed.

3. Convolution and automatism - in the process of mastering the activity, some actions can be performed at the subconscious level.

4. Speed ​​- the speed at which work is done.

5. Generalization - the ability to transfer your skills to other tasks. The data obtained is processed to obtain a complete and accurate assessment of the work of the teacher and children.

When selecting children's works for the exhibition, the following are taken into account:

1. Originality of the plot, collection, color scheme, elaboration of details.

2. Independence of work.

3. A high degree of imagination.

4. Accuracy of work.

5. Literacy in the performance of work, compliance with all technologies.

3.7. Forms of summing up:

1. design of an exhibition stand at a preschool educational institution;
2. participation in regional and regional exhibitions and competitions;
3. speaking at parent-teacher conferences.

3.8. Control

Pedagogical control of students' knowledge, abilities and skills is carried out in several stages and provides for several levels.

Intermediate control.

1. Test control, which is a test of the reproductive level of mastering theoretical knowledge using cards-tasks on the topics of the course being studied.
2. Frontal and one-to-one conversation.
3. Implementation of differentiated practical tasks of various levels of complexity.
4. Solving situational tasks aimed at testing the ability to use the acquired knowledge in practice.
5. Game forms of control.
6. Intermediate control provides for participation in competitions and exhibitions of arts and crafts of various levels.

Final control

The final control is carried out according to the sum of indicators for the entire period of training under the additional program, and also provides for the implementation of complex work, including the manufacture of a product according to a single proposed scheme and creative work.

The end result of the program implementation is expected to participate in exhibitions, shows and competitions of various levels.

4.Literature

1. Agalova I. Crafts for the holidays. Moscow: ed. - Lada, 2009 .-- 235s.
2. Apolozova L.M. Beading. - M., Education, 1997.-261s.
3. Bazulina L.V. Beads. M .: 2000.327s.
4. Barsukova L.S. Game guidance for children in preschool institutions. - ed. - M .: Education, 1985 .-- 104s.
5. Bekina S.I. Holidays and fun in kindergarten. - ed. - M .: Education, 1982 .-- 320s.
6. Berlin N.A. Toys. - M .: 2000.- 214s.
7. Bozhko L. Beads. - M., 2000.
8. Burenina A.I. Rhythmics
9. Wenger LiuA. Sensory culture of the child. - ed. - M .: Education, 1987 .-- 143p.
10. Vetlugina N.A. Aesthetic education in kindergarten. - M .: Education, 1984 .-- 199s.
11. Dolzhenko G.I. 100 origami. - Yaroslavl. Development Academy: 2000.- 207s.
12. Dolzhenko G.I. One hundred paper crafts. - Yaroslavl. Development Academy: 2000.- 207s.
13. Preschool education №8 / 1990 No. 11/2009. No. 7/2002 No. 8/1990
14. Dybina O.V. The unknown is near.
15. Preschooler's health # 1/2008, # 2/2008, # 4/2008, # 5/2008, # 6/2008
16. Physical education instructor №1 / 2009.
17. Karemanenko T.N. Puppet theater for preschoolers. - ed. - M .: Education, 1973. - 223p.
18. I. I. Kobina Working with paper. M .: Education, 1999 .-- 209p.
19. Komarova T.S. Methods of teaching art and design. M .: Education, 1991. - 257p.
20. Kudryavtsev V.P., Egorov B.B. Developing pedagogy of health improvement. 2000.
21. Kulikova L.G. Flowers from beads. - M .: Publishing house, 2001
22. L. L. Kupriyanava Russian folklore
23. L.V. Kutsakova Designing and manual labor. - M .: Education, 1998. - 203p.
24. Musical life # 1 - # 12
25. Musical palette No. 1 - No. 12
26. Musical director # 1 - # 12
27. Nagibina M.I. We make like magicians from plain paper. - Yaroslavl. Development Academy: 2000.- 207s
28. Nagibina M.I. We make like magicians from plain paper. Yaroslavl: Academy of Development, 1998.
29. Naumenko G. Larks
30. Nikitin B.P. Steps of creativity or educational games. - ed. - Education, 1989 .-- 158s.
31. Rytov D.A. Our yard has no end to fun.
32. A fairy tale in the life of a child.
33. Manager's companion physical education preschool institution. Ed. Filippova S.O.
34. Suvorova G.I. Dance rhythm.
35. Tkachenko T.B. The fabulous world of beads. Weaving on a wire. - Rostov - on - Don 2004.
36. Fedorova V.I. Funny crafts. - ed. - ZAO Moy Mir, 2008. - 248p.
37. Shchetinin M.N. Strelnikovskaya breathing exercises for children. 2007.

Every year the modern school is more and more demanding of the knowledge of children who go to first grade. The mechanical method of mastering, that is, memorization, is not the most effective way of replenishing the intellectual baggage for adults, and is not at all suitable for kids. The presented additional programs preschool education, based on conscious acquaintance with a new one, will help every child to accumulate knowledge with interest in order to feel confident at the desk very soon.

The additional education program for preschoolers is a document that reflects the pedagogical concept of working in children's team aimed at achieving certain educational goals. The program prescribes the conditions, methods, resources and technologies for obtaining the indicated results, indicates the sources of information support for the learning process.

Necessary qualities

An additional education program at a preschool educational institution must have a set of properties that confirm its suitability for use in educational process... Five main characteristics of high-quality methodological developments:

• Relevance - solving urgent learning problems.
• Pragmatic - meeting the requirements not only of today, but also of tomorrow and changing conditions over time.
• Realism- practical opportunity to implement the program in all aspects.
• Controllability- the ability to track the achievement of certain goals or results in the process of passing the program of additional education.
• Sensitivity to malfunctions- adaptability to potential changes that may be required in case of deviations from the planned plan.

Additional education work programs for preschoolers

Acquaintance of preschool children with nature on the ecological trail

The formation of an environmental culture and ecological worldview should begin at a very early age, so that every child can realize that the well-being of the world in which he lives is directly dependent on his actions. This additional education program at the preschool educational institution helps to lay the foundation further development kids respect the environment.

As numerous studies show, children show concern and caring attitude only to those objects of living or inanimate nature that they are well aware of. In other cases, they demonstrate absolute indifference, and sometimes even a negative attitude.

The purpose of the program: the formation of environmental friendliness of consciousness, feelings and activities.

Want to know everything

The purpose of this course is to teach children literate speech, accurate and intelligible presentation of thoughts, as far as possible, at a very early age. unleash their creativity and develop a genuine interest in learning about the world. Another goal of this additional education program is to foster respect for others' and their own work, instilling artistic taste.

A feature of the project is the combination of teaching and developmental functions. The knowledge and skills obtained in the process of work are not a goal, but a means of successful formation of psychological and personal qualities.

Objectives of the program: creating a comprehensive system of priorities for the child in further learning.

The ladder of success

From childhood, modern children dream of having a significant status in society, driving an expensive car and working for a prestigious company. But success is achieved by a combination of many factors, one of which is a pronounced leadership position.

Formation of the ability to independently make decisions and be responsible for them - main feature“Ladders of Success”, which, like other additional preschool education programs, provides a child with unique experience and knowledge.

Purpose: identification and development of leadership qualities, preparation of children capable of becoming an active link in any work system, and the formation of the necessary skills for successful self-realization.

Speech stick

Speech defects interfere with the normal social adaptation of children. This program will be an invaluable assistant for a teacher working on correcting phonological flaws or developing coherent speech in children. The objective of the course is the formation of an active, creative and inquisitive personality, the optimization of external conditions for the successful correction of the pronunciation of sounds in preschoolers.

The ability to speak clearly and articulately is valuable not only in the adult world, but also in the children's team. Improving the work of the articulatory apparatus, fine motor skills of the hands, observation and spatial orientation - children will learn all this.

The purpose of the program: the development of a competently delivered speech, clear articulation, bringing to the automatism of pronouncing sounds in syllables, words, sentences and related texts.

Conclusion

Each program described is relevant, proven over many years of experience and is still ideal for making additional education in a kindergarten or study group versatile and effective.

Explanatory note

1. Goals and objectives of the continuing education program
2. The main directions of the program: content, forms and methods of work on the implementation of the program of additional education
3. Target guidelines for mastering the program of additional education
4. Calendar-thematic planning

List of used literature

Applications

Appendix 1. Work schedule of the circle

Appendix 2 List of Children

Explanatory note

If the saint shouts: "Throw you Rus, live in paradise!"

I will say: "No need for paradise, give my Motherland!"

S.A. Yesenin

Small Homeland ... Each person has its own, but for everyone it is that guiding star, which determines a lot throughout life, if not everything.

Much has been written about the importance of introducing a child to the culture of his people, since an appeal to the paternal heritage fosters respect, pride in the land on which you live. Therefore, children need to know and study the culture of their ancestors. It is the emphasis on knowledge of the history of the people, its culture that will help in the future with respect and interest to treat the cultural traditions of other peoples.

The feeling of patriotism is multifaceted in content. This is love for their native places, pride in their people, and the feeling of their inseparability with the world around them, and the desire to preserve and increase the wealth of their country. A child's sense of the Motherland begins with love for the closest people - father, mother, grandmother, grandfather. And the home, the courtyard, where he walked more than once, and the view from the windows of the apartments, and the kindergarten, where he gets joy from communicating with his peers, and his native nature - all this is the Motherland. Gradually expanding, this love turns into love for the native country, for its history, past and present, for all of humanity.

Under patriotic education the interaction of an adult and children in joint activities and communication is understood, which is aimed at revealing and forming in a child the universal moral qualities of a personality, familiarizing with the origins of the national regional culture, the nature of the native land, fostering an emotionally effective attitude, a sense of belonging, attachment to others.

Additional educational program"We were lucky to be born in Russia" was developed taking into account the socio-cultural, historical, geographical, natural characteristics of the city of Voronezh and the Voronezh region.

Introduction to the main general education program the regional component provides for the introduction of a child to a small homeland: cultural heritage, folk traditions, nature of the native land. Reflecting the originality of the past and present, it contributes to the implementation of spiritual, moral and patriotic education.

The program of additional education (circle) "We were lucky to be born in Russia" - one of the ways to improve educational work in kindergarten, strengthening its moral and patriotic orientation, taking into account the possibility of the all-round development of children.

The program is designed to work with children older and preparatory groups(5-7) years and is designed for 2 years of study.

Complex thematic planning ensures close interconnection and interdependence of work in all areas of the program, contributes to the effective assimilation of knowledge about their native land by children.

The use of the regional component determines the content of work in the following interrelated areas:

1. The nature of the native land.

2. A journey into history.

3. Our land today.

4. The region is famous for their names.

5. Meeting the beautiful.

The implementation of the program is based on the following principles:

1.Culturological approach: emphasizes the value of the uniqueness of the path of development of your region.

2. Integration of knowledge: ensures the selection of information and the content of local history material.

3. The unity of the intellectual and emotional development: means

building work from the cognitive process to productive, creative

activities.

4. The dynamics of successive ties: takes into account the specifics of the social experience of children at each age stage.

5. Person-centered approach to the child: implemented

in the leadership different kinds joint activities.

6. Cooperation of the kindergarten, family, cultural institutions and additional education of the city.

The program makes certain requirements for the organization of a subject-development environment.

It is planned to form a regional study center in the group, the content of which should reflect the historical past and modern appearance of the native land.

It is necessary to have a wide range of illustrations, photographs, models, albums with views, sights of the city, samples of folk crafts, depictions of landscapes.

The material should be periodically updated depending on the studied thematic blocks.

The implementation of the program involves the implementation of directly educational, project activities, the organization of targeted walks, excursions, as well as the participation of children in mass city events.

The program of additional education "We were lucky to be born in Russia" creates optimal conditions for the formation of a holistic picture of the world in children, the upbringing of patriotism, the foundations of citizenship, interest and love for their small homeland.

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