What is the essence of the program
The general line of education under the “Origins” program is embedded in the logo depicted on all materials - the source, a symbol of the constantly expanding reservoir of information and culture from which both children and adults draw knowledge, enriching each other through communication and cooperation.
The large and small jugs in the logo symbolize the dialogue between an adult and a child in joint activities
This is interesting. “Origins” is an exemplary educational program, that is, it represents the basis for the development and implementation of the main educational line of a particular preschool educational institution. Model programs are of a framework nature: they give an idea of the norms of child development at different ages, and offer a general model of the educational process, its structure and content.
If we talk about the content side of “Origins”, then the main emphasis of children’s cognitive activity is on awakening interest in natural phenomena. The leitmotif of the program is the abandonment of monologue pedagogy to dialogue between adults and children, children among themselves, teachers and parents. The educational vector is aimed towards the integral development of the child’s personality and is not limited to preparation for school.
The content component of the program is focused on three stages of child development:
- early age (from birth to 3 years);
- junior preschool period (from 3 to 5 years);
- senior preschool age (from 5 to years).
At each of these stages, the type of leading activity on which the educational process is based is identified. The activity approach is the basis for organizing communication between children and a “suitable adult,” that is, a teacher who is well oriented to the needs of children of a particular age. Simply put, if in the second youngest group (3–4 years old) children are keen on assembling construction sets, then the teacher should be concerned about finding a way to present materials, for example, in mathematics, through this type of activity (for example, to learn counting to 10, kids can help the little bear gets to his mother, counting the details of the labyrinth through which the hero needs to go).
Reliance on the age-leading type of activity is the main idea of the Origins program
The main idea of “Origins” is the enrichment of personal development, and not acceleration, that is, artificially induced acceleration. At the same time, the authors of the program consider the personality through a set of basic characteristics:
- competence;
- creativity;
- initiative;
- activity and independence;
- arbitrariness;
- safety and freedom of behavior;
- self-esteem;
- self-awareness.
This approach leads to five lines of development:
- educational;
- social and communicative;
- speech;
- aesthetic;
- physical.
For each age, development goals and standards are determined in these areas.
The Origins program allows children to develop in harmony with their psychological age
A little history
“Origins” is a program developed in 1998 by the Research Institute of Preschool Education named after A.V. Zaporozhets (Moscow) and revised in 2014 by the State Budgetary Scientific Institution “Moscow Institute for Educational Development” in accordance with the requirements of the Federal State Educational Standard for a modern educational course. The program was developed and improved by a team of teachers, psychologists and methodologists: Alieva T.I., Arnautova E.P., Vasyukova N.E., Uradovskikh G.V. and others under the guidance of Doctor of Pedagogical Sciences L.A. Paramonova.
The authors of the project for the development of a system of innovative software and methodological support for the preschool stage of education became laureates of the government award in the field of education.
From a presentation on the “Origins” program
https://infourok.ru/programma-doshkolnogo-obrazovaniya-istoki-2505566.html
Goals of the Origins program
The mission of the program is:
- diversified development of the child’s personality (physical, spiritual, intellectual);
- developing in children skills and abilities that correspond to age-related capabilities and social requirements (for example, at 4–5 years old, children can already use an interactive whiteboard and children’s tablets in mathematics classes);
- providing the same conditions and standards of development for preschoolers (for example, when conducting an experiment with snow to study the properties of water in the older group, each child can try himself both as a collector of material and as a researcher formulating conclusions);
- maintaining and strengthening physical and emotional health.
Preserving and strengthening not only physical, but also emotional health is one of the goals of the Origins program
Objectives of the educational program “Origins”
As already noted, the tasks of personality development of a preschooler are considered along the lines of development in the dynamics of age-related changes.
Table: age dynamics of the main educational tasks in the “Origins” program
| Early age (leading object-game activity) | Junior preschool (leader of play activities) | Senior preschool (leader of play activities) | |
| Social and communicative development |
|
|
|
| Speech |
|
|
|
| Cognitive |
|
|
|
| Aesthetic |
|
|
|
| Physical |
|
|
|
10 principles for implementing the “Origins” program
10 principles for implementing the “Origins” program
- All information is presented to children from the general to the specific. This allows each phenomenon to be considered as part of something generalized, and in older groups it facilitates the process of “embedding” new knowledge into existing systems of concepts. Thus, the program helps to implement a systematic approach to organizing the educational process. For example, when children get acquainted with the fauna of the North and the peculiarities of their life, the children easily classify these representatives of the fauna as wild.
- Information from each area of knowledge (the world around us, drawing, reading, etc.) is given in an integrated manner. On the one hand, this approach mutually enriches them, deepens them, and on the other hand, it does not violate integrity. For example, when studying the topic “Autumn” in the middle group in classes on the surrounding world, children discuss which animals make supplies for the winter, and in an art class they make a craft from plasticine “Stocks for a Hedgehog” (children add “apples”, “mushrooms” made of plasticine).
- A heuristic approach to teaching, when children themselves come to certain conclusions, and the teacher only guides them. For example, when studying the properties of water, the children of the older group pour it into different containers and themselves come to the conclusion that the liquid takes the form of a dish.
The teacher should guide the children to independently find a way to complete the task, and not give ready-made schemes
- Emphasis on demonstration. So, for example, to explain to children in the preparatory group the concepts of whole, half, quarter, the teacher cuts an apple or breaks a loaf of bread.
- Conducting experiments with different materials to stimulate the search activity of children.
- Taking into account not only the personal qualities of students (leadership, determination, etc.), but also the pace of completing tasks. If the baby is slow, then the tasks for him need to be slightly adjusted. For example, if children color pictures with six objects to fill with color, then for those who are lagging behind in the speed of completion, this number can be reduced to four.
- The presentation of the material should be based on all channels of perception: hearing, vision, touch. Children with different leading channels of perception will equally assimilate knowledge, and in addition, train those channels that are poorly developed.
- Using the material mastered in class in independent activities. For example, drawing, designing.
- Taking into account, to a moderate extent, the gender characteristics of pupils. For example, when listening to texts, the content is more significant for boys, and for girls, the emotions with which the material is presented are more significant. Therefore, the teacher needs, on the one hand, to tell the story clearly and in understandable words, and on the other hand, not to forget to accompany the story with emotions.
- Focusing not so much on the result of productive activity, but on the process itself. That is, it is important not to show at the end of the lesson how the kids of the second younger group carefully completed the “Snowdrop” craft, but that the children learned to create shapes by smearing a plasticine “sausage” with their finger.
In any productive activity, including games and dramatizations, it is important not only to show the result of the work, but also to evaluate the preparation
Analysis of the "Origins" program
Valeria Popova
Analysis of the "Origins" program
PROGRAM " ORIGINS "
A team of researchers named after. A.V. Zaporozhets developed “ Origins ” program
.
In 1997, this program was recommended by the Moscow Committee on Education as the basis for preschool institutions in the general system of “Capital Education”
.
The name of the program is “ Origins ”
- reflects the enduring importance of preschool childhood as a unique period in which the foundations of all future human development are laid
The symbol depicted is “ Source ”
- means that a child and an adult both draw from the inexhaustible well of universal human culture, developing and enriching each other. Only with such cooperation can we expect success in the development and self-development of the child.
The program is focused on achieving the standard of education. The preschool education standard is a system of requirements for the content of education and the level of development of children of each psychological age. It provides the basis for personality development and continuity during the transition to the next age period.
The program is based on the achievements of domestic and world psychological science and data from modern studies of child development. It is based on the concept of psychological age as a stage (stage)
child development, characterized by its structure and dynamics. Psychological age does not coincide with chronological age, and one psychological age is not equal in duration to another.
In connection with this approach, the program distinguishes psychological ages: early childhood, consisting of two stages:— infancy (from birth to one year)
and early age
(from one year to three years)
;
preschool childhood, also consisting of two stages - junior preschool age (from three to five years)
and senior preschool age
(from five to seven years)
.
At every psychological age there is a main task - the genetic task of development. The genetic task of age predetermines the type of leading activity in which mental processes are formed and restructured, personality develops, and new types of activity arise. In the program , each psychological age begins with a characteristic of leading activity.
The program sets tasks for the development of the child in the process of activity along four main lines: social, cognitive, aesthetic and physical.
The entire program includes two blocks : the basis and a variant of its implementation. The basic part of the program for each age consists of the following four components:
1) characteristics of the age-related capabilities of the child’s mental development and his personality (indicated by the “sun”
);
2) development tasks ( “flower”
);
3) development indicators ( “apple”
);
4) basic personality characteristics ( “baby face”
).
The basis also includes the section “General conditions for the implementation of the program "
(
"watering can"
).
An option for implementing basicity is presented in the section “Content and conditions of pedagogical work”
.
into the program , such as “Health”
,
“Speech and Communication”
,
“Literacy”
.
The appendix contains electives:
1) "Second Language Teaching"
;
2) “Computer in preschool institutions”
;
3) “The natural world in the city and the child”
.
The program is recommended by the Moscow Education Committee
Analysis of the " ORIGINS "
Goals and objectives of the Program : ensuring the full, comprehensive development of each child, the formation of his basic trust in the world and universal, including creative abilities to a level corresponding to the age specifics and requirements of modern society; creating equal conditions for the development of children with different capabilities.
The Program identifies the following psychological ages: early childhood, consisting of two stages - infancy (from birth to one year)
and early age
(from one year to three years)
;
and preschool childhood, consisting of two phases - junior preschool age (from three to five years)
and senior preschool age
(from five to seven years)
. At the border of these ages, qualitative changes in development occur.
Educational objectives and the content of educational work are divided into 5 areas specified by the Federal State Educational Standard for Education (social-communicative, cognitive, speech, artistic-aesthetic and physical development) are prescribed by seven calendar ages and are reflected in the dynamics of the objectives and content in which these objectives are being implemented.
The program is provided with methodological and educational aids: on raising children of early age (L. N. Pavlova, development of speech and verbal communication (A. G. Arushanova), teaching the Russian language to non-Russian-speaking children (E. Yu. Protasova, N. M . Motherland, creative design (L. A. Paramonova, physical development (M. A. Runova), aesthetic development (K. V. Tarasova, V. A. Petrova, L. V. Panteleeva, environmental development (N. A. Ryzhova , interaction with family (E. P. Arnautova)
and etc.
Advantages and disadvantages of the program
The main advantage of the “Origins” program is a clear structure that describes the work of a teacher with the content of the educational process. And:
- implementation of a holistic approach to personal development and implementation of an individual approach;
- developing in children ideas about the value of culture (through familiarity with folk art, works of Russian artists, musicians) and the surrounding world;
- fostering empathy and compassion for the natural world;
- meaningful interaction between kindergarten and family (parents are actively involved in the educational process).
Parents get involved not only to organize events, but also to participate in experiments in the classroom
The shortcomings of “Origins” relate to the organization of work with the main direction of work: the development of cognitive interest in nature. Such shortcomings include the following:
- the tasks of environmental education are not fully revealed, since the cognitive, aesthetic, moral and physical values of nature are not revealed in a comprehensive manner;
- some lines of development turn out to be unrelated to the general direction of developing cognitive interest in the world around us; the tasks of this line of education in older groups are formulated in a very general way, which, in turn, does not allow children to form a holistic idea of nature;
- the program provides virtually no information about the plant world; the authors focused only on animals;
- The principle of development through productive activity stated in the program is not sufficiently implemented.
Content and structure of the Program
The structure of the Program is presented in two parts and three appendices.
The first part of the Program consists of three sections:
- Target section - contains the goals, objectives and principles on which the Program is built, the planned and expected results of its development.
- Content section – includes educational objectives and the content of the educational program. This section is represented by the following educational areas:
- Cognitive development
Social and communicative development
- Artistic and aesthetic development
- Physical development
- Speech development
- Organizational section - contains the general conditions and framework for organizing the educational process of a preschool educational institution.
In addition, this section quite fully reveals the features and specifics of interaction between the teaching staff of the preschool educational institution and the student’s family.
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The name given to the Program is not accidental. According to the authors, “Origins” is a kind of designation of preschool childhood as a unique period of formation and development of a child’s personality, accumulation of everything necessary and laying the foundations for further successful human development.
The program has its own unique symbol - this is the “Source” from which the child and the adult take (draw) inexhaustible treasures of universal human culture, thereby developing and enriching each other. The essence of this emblem is that only within the framework of such cooperation can one expect high results in the development of a child and the formation of his self-development skills.
Program structure
The “Origins” program consists of a basic and variable part.
Basic part
This section includes:
- description of the age characteristics of children;
- average development indicators for each age;
- basic personality characteristics of a preschooler;
- directions for creating a subject-development environment, organizing everyday life in preschool educational institutions, the activities of teachers, psychologists, cooperation with parents of students.
The authors of the program have created an extensive methodological base to explain each of the components of the basis. You can view the list of benefits here https://yadi.sk/i/ktUAU9ld3TAiUF
Variable part
This section implies the teacher’s freedom to choose means to achieve set goals, as well as the opportunity to adjust the content of the educational process taking into account the working conditions of a particular preschool educational institution. So, for example, if a kindergarten also works with children with disabilities, that is, implements an inclusive approach to education, then the choice of techniques in the classroom should be made taking into account this direction (more verbal, visual ways of presenting the material).
In addition, in the variable part, recommendations are given for drawing up a calendar and thematic planning of elective courses based on the specifics of the specialization of the preschool educational institution. For example, if a kindergarten is developing the problem of nature conservation in a city, then in older groups an elective “The living world of nature in the city and children” can be organized. Or the introduction of a second language course, the basics of computer literacy for kindergartens that have these areas.
The elective part of the program also provides recommendations for elective courses in kindergartens
A few words about the organization of the subject-development environment
Developmental subject areas should be created in groups and on the territory of the kindergarten, focusing on nature. For example, by placing a fruit-bearing lemon tree in the winter garden or a bright parrot in a living corner.
At the same time, all natural objects should be placed so that children can create and experiment with them.
Children should have access to natural objects in a group
Methodological techniques for implementing program objectives
The content of the “Origins” program involves a combination of four groups of methodological techniques.
Verbal techniques
To create conditions for dialogue between all participants in the educational process, verbal techniques are used. Sound speech produces not only educational and edifying actions. First of all, the teacher’s word gives children the opportunity to expand their vocabulary (both passive and active), and this, in turn, helps children master the skill of competent and varied presentation of thoughts.
Conversation
Any organized activity begins with this technique. So, for example, before considering the topic “Pets” in the second junior group, the teacher asks the children if they have pets and talks about his own. Conversation, in addition to being a motivational technique, is also actively used in summing up results and organizing reflection. Already from the second half of the year of the second junior group, children learn to give an assessment, describe their emotions from an activity, a walk, an event in 1-2 words (liked/disliked). In the older group, this conversation is extended, and not only the children describe their impressions in detail, but also the teacher.
Conversation accompanies any type of activity of children in kindergarten
Poems, riddles, nursery rhymes, short sketches
These techniques activate the children for further activities and stimulate them to change activities.
For example, in order to switch children of the first junior group from a didactic game to completing an application on the theme “Autumn,” in my practice I use a nursery rhyme about a bear.
- The bear came to the ford and splashed into the water! Already soaked, wet, wet, already soaked, wet, wet, soaked, soaked, got out, dried up, stood on the deck - tumbled into the water!
With its help, we move on to the “Raspberry for the Bear” application: to make the bear sleep soundly and sweetly, we give him a berry. Glue the raspberry blank onto half an A4 sheet and add a green tail on top.
In the senior group, while working on the topic “Smooth, Rough, Prickly,” I offer my students a funny story. “Once upon a time there was a Hedgehog who once heard the Little Hare praising her Little Hare for eating well and stroking the baby’s head. The hedgehog was very upset, because although his mother praised him, she never stroked him. The hare began to make excuses, saying that I would pet you, but I’m afraid of pricking myself. And then the resourceful Hedgehog ran into the clearing and began to roll in the fallen leaves. Soon he turned into a multi-colored lump, which the Hare stroked with pleasure, because he did not inject himself at all.” After listening, the children answer questions about what the hedgehog was like and what it became, describe the tactile sensations from touching rough, smooth and prickly ones, and also argue that there are also beech people with whom it is unpleasant to talk. But when they hide their “needles,” they become very pleasant and “smooth.”
Visual techniques
Visual-visual perception is a priority for preschoolers. Therefore, classes should include:
- pictures depicting different types of activities, illustrating plots, etc.;
- demonstration materials (based on the principle of the “Origins” program regarding the enrichment of a child’s development, the demonstration can be using technical teaching aids, for example, a multimedia projector on which children watch a video of a dance to a song before repeating the movements themselves);
- experimental activities (studying the properties of water, sand, kids conduct experiments with these materials, for example, bringing snow from the street to observe its melting and how it turns into water).
Visual techniques are always accompanied by verbal ones.
Gaming techniques
An irreplaceable group of techniques that “plays” on the leading activity of preschoolers.
Table: basic gaming techniques for children of different ages
| Type of play activity | Type of game | Example |
| Didactic (educational) games | Sensory | For the middle group, this could be a game of “Guess Who”: the children close their eyes, the teacher gives them two textures of material to stroke - soft, like cat fur, hard, like bear skin. Kids guess who is who. |
| Speech | In the first junior group, children play “Say How...”: at the teacher’s signal, they pronounce the sounds that this or that animal makes. | |
| Mathematical | “Assemble a picture” for the preparatory group: children put together parts of the picture, making up a solid geometric figure. | |
| Verbal | "Third wheel". In the preparatory group, children identify common features of the depicted objects, and then select one that does not have them. For example, plate, ball, spoon (ball). | |
| Desktop-printed | Mosaics, lotto, dominoes. | |
| With objects | Drawing up plots in which characters are made from natural materials: pine cones, chestnuts. | |
| Movable | For orientation in space | “Shaggy Dog” in the second junior (middle) group. The kids run around the room until they hear a signal that the shaggy dog has gone for a walk. Then the kids must quickly move to the designated safe place. Whoever didn’t make it in time is grabbed by the shaggy dog, that is, he transfers his role as a trap. |
| Agility | “Tag” or “Trap”, ball games. | |
| For imitation | “Bubble” in junior and middle groups. Children, holding hands in a round dance, disperse as wide as possible, “burst” the bubble and say “P-f-f”. | |
| To develop attention | "Colored cars" in the senior group. Children-cars drive according to a traffic light in the hands of a teacher. The participants' task is to adhere to the traffic rules. | |
| Theatrical | Dramatization | Role-playing game “Barbershop”, “Mothers and Daughters”. |
| Imitation of animal images. In the second younger group, children are divided into two teams and show wild and domestic animals, respectively. | ||
| Performances at matinees and entertainment. | ||
| Director's | Tabletop theater. The middle group children use chestnuts to act out a scene from the fairy tale “Turnip”. | |
| Finger or glove puppets. In the older group, children use them to show the fairy tale “Ryaba Hen”. | ||
| Stand theater on flenelegraph. In the first junior group, children “place” animal figures on magnets in houses that suit them. |
Practical techniques
The “Origins” program pays a lot of attention to the artistic and aesthetic development of children. Therefore, drawings, applications, and crafts are a mandatory element of the educational process. At the same time, in order to carry out a dialogue with parents and implement the tasks of moral, patriotic education, respect for traditions, the teacher offers joint implementation of projects with the children.
For example, in my work I propose the task “My Family”, where the authors would show not only several generations of their family, but also demonstrate the variety of activities to which the ancestors were involved.
The presentation of the project includes a child’s story about it
Drawing up a calendar and thematic plan for the “Origins” program
The principle “from general to specific” is fully reflected in the preparation of a calendar-thematic plan, or more precisely, in the formulation of educational goals on the topic. First, the general direction of work is introduced - the federal component, then a clarifying element or elements - the national-regional one, then a specific task - the local component. Otherwise, drawing up a plan does not differ from the traditional structure: a description of methods and techniques, the expected result and a mandatory indication of the period of work on a block of topics.
Table: example of drawing up a calendar-thematic plan for the senior group in the course “Knowledge of the surrounding world” in the “Origins” program (fragments)
The author is S.V. Kalashnikova, teacher at the Berezovsky Kindergarten No. 4, Berezovka village, Krasnoyarsk Territory.
| Subject | Federal component | National-regional component | Local Component | Methods and techniques | Expected Result |
| September | |||||
| "We are coming to kindergarten" |
|
| Introduction to the teaching profession. |
|
|
| "Our street" | To acquaint children with the structure and drawing up of simple plans of the surrounding space, conventional signs and symbols. | Teach children to explain and follow described routes along the streets of our village. | Follow the rules of safe behavior on the street. |
| Know the rules of safe behavior on the street and road signs. |
| "We're in town" | To form children’s ideas about the professions of adults and their professional affiliations; teach children to explain routes and follow them according to the description. | Introduce the conventional signs and symbols used in the city, the coat of arms of the city of Krasnoyarsk. |
|
|
|
| November | |||||
| "Where did the table come from" |
| To give children knowledge about the production of furniture from the Nils factory, Berezovskaya Furniture Factory. |
|
| They have an idea about the methods of making wooden furniture, about the properties of furniture, about folk crafts (Khokhloma). |
Program 'Origins' according to Federal State Educational Standards
The “Origins” program has been revised in accordance with the Federal State Educational Standard for Preschool Education.
The team of authors of the program is a laureate of the Government of the Russian Federation in the field of education for the scientific and practical development of the “System of innovative software and methodological support for the preschool level of education,” the core of which is the “Origins” program.
Team of authors: Alieva T.I., Antonova T.V., Arnautova E.P., Arushanova A.G., Bogina T.L., Vasyukova N.E., Volkova E.M., Vorobyova I.N. , Davidchuk A.N. , Ivankova R.A., Kazakova T.G., Kachanova I.A., Kondratyeva N.L., Lykova I.A., Obukhova L.F., Pavlova L.N., Paramonova L.A., Petrova V.A., Protasova E.Yu., Rodina N.M., Ryzhova N.A., Taruntaeva T.V., Tarasova K.V., Timofeeva E.A., Trifonova E.V., Uradovskikh G. IN. Scientific supervisor - Doctor of Pedagogical Sciences L.A. Paramonova
The program has been finalized in accordance with the Federal State Educational Standard of Education Alieva T.I., Arnautova E.P., Vasyukova N.E., Kachanova I.A., Kondratyeva N.L., Lykova I.A., Nekhoroshkina O.V., Rodina N.M., Rychagova E.S., Trifonova E.V., Uradovskikh G.V.
Origins: A Model Early Childhood Education Curriculum . — 5th ed. - M.: TC Sfera, 2014. - 161 p.
The proposed version of the “Origins” program, which has received wide public recognition, made it possible to bring its content into compliance with the Federal State Educational Standard for Preschool Education (FSES DO), the main goal of which is to formulate equal conditions that ensure the full development of the child’s personality, taking into account his individual and age-related capabilities . The purpose of the Program is scientific and methodological support for practitioners in mastering the content of the Federal State Educational Standard for Education and its competent implementation.
The program has 4 applications: for teaching a second language, with a musical, literary and artistic repertoire for children of different ages. The program is provided with an educational and methodological kit, a monitoring system and has been tested in wide practice.
Goals and objectives of the Program implementation: ensuring the full, comprehensive development of each child, the formation of his basic trust in the world and universal, including creative abilities to a level corresponding to the age specifics and requirements of modern society; creating equal conditions for the development of children with different capabilities. Being comprehensive, the program provides for the enrichment of child development and the interconnection of all its aspects. The implementation of the basic educational program ensures the child’s rights to physical, intellectual, social and emotional development (“Convention on the Rights of the Child”, Federal State Educational Standard for Education) at the preschool level and during the transition to primary school.
The program is open in nature. It sets the fundamental principles, goals and objectives of education, creating space for the creative use of various pedagogical technologies. In all situations of interaction with a child, the teacher acts as a conductor of universal human and own, personal experience of a humanistic attitude towards people. He is given the right to choose one or another way to solve pedagogical problems and create specific conditions for the upbringing and development of children. This approach allows the teacher to creatively and competently organize the educational process.
The Program is based on the concept of psychological age as a stage, a stage of child development , characterized by its structure and dynamics. Each psychological age includes a qualitatively special, specific relationship between a child and an adult (social situation of development); a certain hierarchy of activities and its leading type; the main psychological achievements of the child, indicating the development of his psyche, consciousness, and personality. Psychological age may not coincide with chronological age, and one psychological age is not equal in duration to another.
The content of the program is presented in five educational areas specified by the Federal State Educational Standard for Education: social-communicative, cognitive, speech, artistic, aesthetic and physical development. In each educational area, a general target orientation is formulated, which applies to all ages, and in fact sets the final performance (by 6-7 years), and educational tasks and the content of educational work to implement this general orientation are assigned to the calendar ages of children. The target orientation corresponds to the characteristics of educational areas specified by the Federal State Educational Standard for Education (clause 2.6.)
In the content of the educational field “Socio-communicative development”, the basis is the child’s communication with adults (parents and teachers in kindergarten and family) and peers, which takes on unique forms at each age stage. Communication and various types of children's activities in a broad cultural context act as the main condition for the child to assign universal moral values: respectful attitude and a sense of belonging to his family, to the community of children and adults; national traditions, the formation of the principles of citizenship, love for one’s family and Motherland, as the basis for the formation of one’s self-awareness. As a result, children develop a readiness for joint activities; independence, arbitrariness, and positive attitudes towards various types of work and creativity are becoming established; as well as the formation of the foundations of safe behavior in everyday life, society, and nature.
The content of the field “Speech Development” is related to the mastery of speech as a means of communication and mastery of speech cultural norms through familiarity with book culture, children’s literature, listening comprehension of texts of various genres and the development of speech creativity. It has specifics related to the development of language, vocabulary, grammatical structure, pronunciation of speech, forms of dialogue and monologue. The tasks of elementary awareness of linguistic reality, which are important for the development of both oral and prerequisites for written speech and literacy training, are especially highlighted.
The educational field “Artistic and Aesthetic Development” is aimed at developing an aesthetic attitude towards the surrounding world and creating conditions for the formation of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; as well as the development of imaginative thinking, creative imagination and the emotional sphere of children. Particular attention is paid to the formation of elementary ideas about types of art (folklore, literature, music, painting, graphics, arts and crafts) and the implementation of independent creative activity of children. The content of this area is presented in such sections as “Reading fiction”, “Artistic creativity”, “Music”, “Artistic design”.
The content of the educational field “Physical Development” is: improving the functional capabilities of the child’s body; gaining experience in motor activity that contributes to the correct formation of the musculoskeletal system of the body - performing exercises aimed at developing physical qualities such as coordination and flexibility, developing balance, developing gross and fine motor skills of both hands, performing basic movements; introduction to some available sports; mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.)
CONTENT
Passport of an approximate educational program
TARGET SECTION
- Explanatory note
- Results of mastering the basic educational program of preschool education
CONTENT SECTION
EARLY CHILDHOOD
Infancy
- Social and communicative development
- Cognitive development
- Speech development
- Artistic and aesthetic development
- Physical development
- Development indicators for one-year-old children
Early age
- Social and communicative development
- Cognitive development
- Speech development
- Artistic and aesthetic development
- Physical development
- Development indicators for three-year-old children
PRESCHOOL CHILDHOOD
Junior preschool age
- Social and communicative development
- Cognitive development
- Speech development
- Artistic and aesthetic development
- Physical development
- Child development indicators by age 5
Senior preschool age
- Social and communicative development
- Cognitive development
- Speech development
- Artistic and aesthetic development
- Physical development
- Child development indicators by age 7
ORGANIZATIONAL SECTION
CONDITIONS OF IMPLEMENTATION OF THE PROGRAM
- Psychological and pedagogical conditions for the implementation of the Program
- Developmental subject-spatial environment
- Personnel conditions for the implementation of the Program
- Methodological materials and manuals for the Program
APPLICATIONS
- Annex 1
- Appendix 2
- Appendix 3
- Appendix 4
.
- Tags:
- program origins
- according to federal state standards
- preschool education
Features of organizing classes according to the “Origins” program
The development of classes for any educational program occurs from two perspectives:
- calculation of time frames;
- the nature of the presentation of content on the topic.
As for the first, classes on “Origins” last as standard:
- junior group - 15 minutes;
- middle group - 20 minutes;
- senior and preparatory group - 30 minutes.
Time is distributed between three stages:
- introductory part with updating of basic knowledge - children are prepared to work on the topic;
- the main stage with mandatory physical education (finger exercises, breathing exercises) - disclosure of the topic;
- the final stage with reflection - the teacher and children share their impressions of the lesson.
This is interesting. In the first junior group, the final stage is limited to the teacher’s assessment of the children’s work.
It is very important that children alternate activities during the lesson.
The fundamental difference between “Origins” and other programs is that the content component is presented on the basis of a connection with nature. That is, in classes that are not about the world around us, children still consider topics based on nature. For example, when learning numbers, in addition to counting sticks, children use chestnuts and acorns. To consider moral categories such as responsiveness and kindness in the older group, the teacher suggests looking at an apple seed and predicting what will happen to it in five years if you plant it in the ground. Then the teacher asks about whose kindness helped the seed to germinate (the kindness of the sun, water, gardener).
Table: example of a lesson summary for the “Origins” program in the senior group on the topic “Good” (fragments)
Author - Dymshakova O., teacher of MBDOU d/s No. 61 “Lel”, Surgut, Tyumen region, Khanty-Mansiysk Autonomous Okrug - Ugra.
| Stage | Content |
| Introduction and updating | Stand in a circle, hold hands and smile at each other. All the children gathered in a circle. I am your friend and you are my friend. Let's hold hands tightly and smile at each other. I am very pleased that you know how to be friends. You feel how a small spark, a small, small sun, flared up between your palms. It does not burn, but warms, flashes in your eyes. I know you quarrel sometimes, but as soon as anger flashes in someone’s eyes, put your hands on his shoulders, and goodness will melt away the anger without a trace. |
| Main stage | — Kindness is an amazing thing. It brings people together, relieves us of loneliness and involuntary grievances. - Please sit down more comfortably. The teacher reads the poems of N. Krasilnikov to the children: Invented by someone simply and wisely When meeting, say hello: Good morning!..> <... - Guys, how do you understand the words: “A kind person will live out his life in kindness!” — Why is it important to do good deeds? - How can you say about a person who does good deeds? —Who in the fairy tale “The Little Humpbacked Horse” can be called a kind person? Why? — What good deeds, in your opinion, can you note in a fairy tale? -Have you done good deeds? Tell us about them. Why do you think they are kind?..> <... And now I would like to invite you to sit down at our tables and work in pairs. There are pictures on the tables, please look at them carefully, mark with a cross those that, in your opinion, are good...> |
| The final stage | <...What we talked about in class. — What do you remember most? - Our lesson is coming to an end. I wish you well, Good night until the morning I wish you all good dreams, Good deeds and kind words...> <... In memory of our meeting today, I give a small heart - a symbol of a piece of my heart. |
| https://www.maam.ru/detskijsad/istoki-dobro.html | |
MAGAZINE Preschooler.RF
Summary of the final educational activities in the sociocultural program “Origins” in the senior groupMBDOU TsRR D/s No. 62 Educators: Bagrova S.A. Potanina E.V. Ulyanovsk 2015
SOFTWARE CONTENT:
- THROUGH FICTION LITERATURE IN THE SOCIOCULTURAL “ORIGINS” TO FORM AN IDEA OF OBEDIENCE, FRIENDSHIP, LOVE AND RESPECT FOR YOUR MOTHERLAND AS THE HIGHEST MORAL QUALITIES.
- TO STRENGTHEN THE ABILITY TO IDENTIFY AND NAME GENRES OF ARTISTIC WORKS, AS WELL AS THEIR AUTHORS.
- TO ACTIVATE CHILDREN'S SPEECH WITH NOUNS THAT DETERMINE THE MORAL QUALITIES OF A PERSON. STRENGTHEN THE ABILITY TO DO A SMALL ANALYSIS OF A WORK OF ART.
- TO CULTIVATE LOVE AND RESPECT FOR YOUR FATHERLAND, FAMILY AND RELATIVES, BELIEF IN THE INEVITABILITY OF THE VICTORY OF GOOD OVER EVIL.
PREVIOUS WORK: READING RUSSIAN FOLK TALES, GET TO KNOW THE WORK OF SOVIET WRITERS, WATCHING CARTOON FILMS ABOUT THE THREE BOGATYRS, LEARNING RUSSIAN FOLK GAMES, ACTING OUT STORIES FROM FAIRY TALES, ETC.
VISUAL MATERIAL: MAGIC CHEST, KERCHIEF AND CAP FOR THE TALE “GEESE - SWANS” , ILLUSTRATIONS FOR WORKS IN THE “ORIGINS” , a ball of thread, gift angels.
Progress of educational activities.
Children stand in a circle: Children quickly stand in a circle, you are my friend and I am your friend
Let's hold hands tightly and smile at each other
I'll look at your faces, who would I make friends with here?
I love you all very much, and I am friends with everyone.
Offer to sit on chairs. Pay attention to the magic chest. To find out what lies in it you need to guess the riddle: Not a bush, but with leaves, not a shirt, but sewn, not a person, but telling. (Book)
Take out and show the book “The Joy of Obedience” . We read two fairy tales from this book. Read excerpts from fairy tales. What are they called (Russian folk tale “Geese - Swans” and Aksakov’s fairy tale “The Scarlet Flower” . These tales are about obedience. What does it mean to be obedient?, Why do you need to obey your parents and grandparents?. Note that there is something else in the chest - then. Look, there is a scarf and a cap. Who do these things belong to? (Alyonushka and Ivanushka from the fairy tale “Geese and Swans” ). Offer to play out an excerpt from the fairy tale.
The children return to the table with the chest. Get illustrations for literary works according to the “Origins” Russian folk tales “Geese and Swans” , “Wintering of Animals” , “Sivka Burka” , Aksakov “The Scarlet Flower” , Dostoevsky “God’s Gift” , Nechaev “Sleigh” , Ushinsky “Four Wishes” " , Nikitin "Rus" , Ershov "The Little Humpbacked Horse" , epics about Russian heroes. Assignment for children: choose a picture, name the author, title of the work and briefly tell what the main idea of this work is about.
Physical education lesson: “Bogatyrs” .
A hero - this is what he is like: (They show the strength of a hero) He is strong, he is healthy, He shot from a bow, (Imitate movements) He threw a club accurately,
He stood on the border, vigilantly observed, We will grow up, and, look, (We raise our hands high) We will become like heroes!
Children and guests sit in two resource circles.
Assignment: “Think about what you want to achieve in life or what your life credo is”
Then children and adults stand in one circle and share their wishes. At the end, give gifts from the magic chest to the children and guests: angels of happiness.
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Program Analysis
Monitoring is carried out with the aim of assessing the physical, intellectual and personal qualities of each child, determined by the program for each educational activity. The analysis is carried out using:
- conversations with children and parents;
- observations;
- creating pedagogical situations.
Monitoring can be of two types: low-formalized, which is carried out by a teacher working with children using the above-mentioned methods of collecting information, or highly formalized, carried out by a specialist (psychologist, defectologist). If the teacher’s assessments determine the quality of program development at a sufficient or close to sufficient level, a highly formalized diagnostic method is not required. The presence of insufficient level assessments is considered the basis for diagnostics by a specialist using a set of specialized tests.
The “Istoki” program involves two types of monitoring:
- assessment of intermediate results;
- evaluation of final results.
If the second type of analysis is carried out in the last year of children’s stay in kindergarten to assess their readiness for school, then the first is carried out annually at the end of the school year using an assessment sheet.
Based on the results of the final monitoring, the child’s readiness for school is assessed.
Table: scheme for compiling an assessment sheet for the “Origins” program
| Evaluation parameter | Indicators for a specific age (indicated in the program) | Level: sufficient (D), close to sufficient (BD), insufficient (N) |
| Physical development | ||
| Social and communicative development | ||
| Cognitive development | ||
| Speech development | ||
| Artistic and aesthetic |
This is interesting. In some preschool educational institutions, the parameters of cognitive and speech development are combined into one.
The “Origins” program is aimed at shaping the personality of a preschooler, taking into account his psychological age. That is, it assumes some discrepancies with physical age and therefore not only fills the child with volumes of information for subsequent education at school, but provides the opportunity to master skills and methods of acquiring knowledge appropriate to the child’s age. The structure of the program consists of a basic and variable component, the methodology for implementing each of which can be supplemented or revised in accordance with the educational direction of the preschool educational institution. At the same time, the requirement to monitor the implementation of the goals and objectives of Istoki, carried out annually, remains unchanged.
Goals and objectives of the Program
The program was developed by a team of authors who are laureates of the Russian Government Prize in the field of education for the scientific development and practical testing of the “System of innovative software and methodological support for preschool education”, the basis of which is represented by the “Origins” program.
Note 1
The Program is implemented on the basis of the Convention on the Rights of the Child and the Federal State Educational Standard for Education.
The program is aimed at ensuring the right of every preschool child to intellectual, emotional, physical and social development at the preschool level and transition to primary school.
Note 2
The program is designed for preschool children - from birth to 7 years old.
The authors of the Program identify several psychological ages, the characteristics of which are presented in the Program:
Finished works on a similar topic
- Coursework Program “Origins” 460 rub.
- Abstract Program “Origins” 250 rub.
- Test work Program “Origins” 230 rub.
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- Early childhood is represented by two stages:
- infancy (from birth to 1 year);
early age (from 1 year to 3 years);
- Preschool childhood is represented by two phases:
- junior preschool age (from 3 to 5 years);
senior preschool age (from 5 to 7 years).
This age periodization, according to the authors of the Program, allows the teacher to see the individual development prospects of each student.
Main goals and objectives of the Program:
- Ensuring each child has comprehensive and full development during preschool childhood;
- Formation in pupils of basic trust in the world and universal abilities in accordance with the age and needs of modern society;
- Creating equal conditions for development for all students;
- Taking into account the individual capabilities, interests and needs of each child.
