Modern programs and proprietary technologies used in the work of preschool educational institutions.

Mental development of a preschooler

Determined by degree:

• mastery of pencil and brush;
• writing and reading skills;
• the ability to make short retellings and memorize short poems;
• knowledge of numbers (in forward and reverse order), ability to perform simple arithmetic operations;
• knowledge of basic geometric shapes;
• ability to tell time;
• possession of initial ideas about the surrounding world.

Teaching children 2-3 years old

This age is characterized by the child’s intensive acquaintance with the world around him, the colors and shapes of objects, their sizes and textures. The baby is able to clearly express emotions, react to his successes and failures, and communicate with other children and adults. During this age period, you should not be zealous in teaching your child letters and numbers, since all these are incomprehensible hieroglyphs for him that do not arouse any interest. Also, the effectiveness of learning foreign languages ​​will be much higher at a later age.

The educational program for children should be aimed at understanding the world around them through the senses: sight, hearing, smell and touch. Scientists have proven that success in mastering reading skills directly depends on the ability to feel the world. The preschool education program for children 2 and 3 years old is based on the development of fine motor skills. The fact is that a child’s fingers contain a large number of receptors that send impulses to areas of the brain that are simultaneously responsible for the coordination of finger movements and for the development of speech. For these purposes, finger gymnastics, fingering small objects (safe, of course), playing with cubes and balls of various sizes, practicing with scraps of fabrics of various textures, playing “ladki”, “magpie-crow”, modeling from plasticine, etc. Further.

It is worth paying due attention to physical exercises, accompanied by nursery rhymes and jokes. In general, any activity of a child at this age should take place in a playful form - this is the most effective method for him to understand the world and learn at this stage of development.

Narrowly targeted techniques

7. N. Zaitsev developed a unique way to quickly and effectively teach reading. You can start training at any age.

Learning does not take place according to a standard scheme, but with the help of warehouses or combinations of letters. In this case, the school curriculum will be difficult; problems arise with the division into letters and sounds.

The material used is cubes, which you can purchase or make and glue together yourself.

8. E. Chaplygin’s method is designed for children from 3 years old. With its help, children learn to read in a short time. In this process, they are helped by cubes of a unique design, and the dominoes he developed are suitable for learning to count.

9.J. Cuisiner suggests teaching children from one year of age to count. Special materials in the form of multi-colored sticks of different lengths help kids not only begin to count, but also design, think logically, and creatively. The system comes with a manual with possible games.

Education for children 4-5 years old

This age is perfect for carefully starting to teach your child letters and numbers. Now the baby is already able to analyze the properties of objects, purposefully influence them, he is calmer, more diligent and better organized. If a child can enthusiastically play educational games for 10-15 minutes, go ahead! The age of 4-5 years is ideal for enrolling your child in some kind of club or sports section. By this time, the physical development of the child’s musculoskeletal system allows him to successfully master the basics of swimming, choreography, martial arts, and so on.

If you notice a child's inclination towards linguistics, learning a foreign language or attending a theater club will be an excellent solution for developing these abilities. Modeling, fine arts, and vocals are perfect for creative children. However, if a child does not yet know how to focus attention, consciously carry out developmental tasks, is impatient and reacts violently to his own failures, he should hold off a little from reading and attending clubs.

Making crafts together will help your child learn to concentrate. You should start with simple details so that the result is quick, gradually complicating the task. During the work, it is important to show the child that any failure can be corrected. Learning the alphabet, numbers and animals can easily be integrated into this process. With a little imagination, you can kill several birds with one stone. To develop fine motor skills, it is advisable to use exercises such as walking a pen through a maze, tracing and coloring pictures, weaving, modeling and much more.

Education for children 6-7 years old

Modern physiologists, psychologists, teachers and speech therapists agree that this period is the most favorable for the development of a child’s attention, perception, memory and thinking. Physiologically, the baby is already ready for developmental education, and he has a desire to learn. That is why a six-year-old child is sometimes able to drive his parents crazy with his numerous “whys”. To dismiss your inquisitive child or limit yourself to superficial answers is the same as depriving a tree of life-giving moisture. So, be patient and find complete information to satisfy your little one’s curiosity. At this age, it’s time to teach your child counting, writing, the ability to tell time by clock, and explain to him the basics of geography and astronomy. The educational program for children 6 years old already provides for a transition to organized forms of classes.

Important theoretical nuances

Many methodological sources confuse the concepts of “educational program” and “work program”. However, these two concepts are not synonymous; moreover, they are in a subordinate relationship.

An educational program is a model of the educational process according to which all (!) groups of a particular kindergarten work. This model, according to clause 5, art. 14 of the Law of the Russian Federation “On Education” is selected by the head and methodological council of the preschool educational institution at its discretion.

The educational program is considered the fundamental basis of the work of a kindergarten, however, it also undergoes changes from year to year, which is associated with the changing realities of life. For example, in recent years, adjustments have been made to programs regarding the extent to which computer technologies are involved in working with preschoolers.

A work program is a document based on the educational program and requirements for the organization of the educational process in an educational institution, that is, on the Federal State Educational Standard (FSES), which reflects the characteristics of the work of teachers of different specializations with students of a specific (!) age. For example, a work program for speech development in the middle group, a work program for a music teacher, etc.

Work programs are drawn up annually according to the developmental characteristics of a specific group of children, based on the general educational program of the preschool educational institution.

The work program is drawn up on the basis of the educational program, taking into account the characteristics of the children in the group

Correct actions of parents

So, the preschool education program for each child should include games and exercises for the development of sensory perception (development of the senses), speech, mental activity, physical skills, the cultivation of curiosity, as well as the formation of general elementary ideas about the world around us. All kinds of preschool education institutions help to successfully solve this problem. Kindergartens, preschool groups and specialized educational institutions not only use effective programs and unique methods to prepare children for school, but also have additional courses in their arsenal, for example, English language training programs.

Undoubtedly, teaching a child in a group has a number of advantages over individual classes: here the skills of correct interaction with peers are developed, discipline, the concept of responsibility, and the ability to resolve difficult situations are developed. Interactive educational programs, as well as the work of psychologists, will undoubtedly help the child in the future to more easily adapt to new school conditions and quickly move to the position of “I am a student.”

Of course, each baby is individual, and it is also quite possible to achieve the desired results without outside help. If you have firmly decided that your independent studies with your child will be no worse than the educational program for children in preschool educational institutions, just take into account the age-related characteristics of the child’s psychology and adhere to certain rules.

Requirements and level

The author's educational methodology is the result of the intellectual work of the educator. To prepare such a development, you can analyze ready-made methods, do research work and introduce interesting technologies for teaching modern methods.

The author's development must comply with the requirements of the Federal State Educational Standard, the goals of which are:

• personal development of children;
• strengthening their health;
• nurturing an active life position, a creative approach to solving problems in various living conditions;
• instilling in children patriotism, honesty, kindness, respect for adults and traditions.

The level of the author's methodology must have advanced pedagogical experience, be novel and innovative. About an innovative general educational document edited by Veraksa N.E. and others.

In order to delve into all the intricacies, visit the webinar “Work program - the main document of the preschool teacher.”

And you will consider the following questions:

1. Regulatory and legal basis for the development of work programs for preschool teachers.
2. Features of developing a work program in accordance with the principles of integration of the educational process and the requirements of the Federal State Educational Standard for Education.
3. Regulations on the work program as the implementation of a unified approach to the development and execution of the program.
4. Structure and content of the work program.

This development assumes compliance with the rules of consistency in education. It should be aimed at developing the child’s abilities. The level of the author's methodology is going to use basic didactic tools and provide teaching aids for the implementation of the curriculum. This methodology reflects the tasks and goals of the program for each year of activity. It can also be created by a team of educators.

Recommendations for parents

• Conduct training in a playful way and use every opportunity for this: read to your child, communicate, come up with games together, look for objects of the same color while walking, show him interesting natural phenomena, support the child’s curiosity, teach him to use time.
• Be sure to provide your child with communication with peers. This should include systematic joint games on playgrounds, in the park, arranging competitions, quizzes, and relay races for kids. All this will be the child’s first behavior skills within a team.

  

• It is worth moving on to teaching a child to read only when his oral speech is sufficiently developed. Start again with game forms, gradually moving on to more complex ones. Remember that in this matter it is not so much the duration that is important, but the frequency and sequence of classes. Literature for reading should correspond to the age and individual characteristics of the child - read what he is interested in knowing about. If the child’s speech contains many errors in the syllabic structure of words or their agreement, or has obvious pronunciation defects, then your initial task is to contact a speech therapist.
• Under no circumstances should you suddenly switch your child to school mode: deprive him of quiet time, arrange home lessons with notebooks, bells and breaks. Everything that educational programs for schoolchildren provide for in raising a preschooler is not only unnecessary, but can also cause some harm - being forcibly involved in adult life, the child may lose desire and interest in school life.

Kindergarten education and training program

The program of education and training in kindergarten is a modified and updated version of the Russian Program of education and training in kindergarten (M., 1985), taking into account the achievements of modern science and practice of domestic preschool education.

In the updated version of the program, a number of principles have been revised (obligatory acquisition of knowledge, conducting frontal classes, etc.), and some of its provisions have been adjusted taking into account modern guidelines and requirements for the content of preschool education in Russia. According to the “Concept of Preschool Education” (V.V. Davydov, N.A. Petrovsky, etc.) on the recognition of the intrinsic value of the preschool period of childhood, in the new version of the program the developmental function of education , ensuring the development of the child’s personality and revealing the individual characteristics of the child .

In accordance with the position of a humane-personal attitude towards the child, the program contains a rejection of the formation of political-ideological attitudes and corresponding ideas that ignore spiritual and universal values; strict regulation of children’s knowledge and subject centrism in education are abolished. Development within the framework of this version of the program is the most important result of the success of raising and educating children.

Taking into account the indicated approaches, the new edition is a modern variable program, which comprehensively presents all the main content lines of education, training and development of a child from birth to 7 years. The traditional content of the program has been transformed and enriched with the necessary developmental environment.

Program goals:

• create favorable conditions for a full-fledged preschool child to live;
• to form the foundations of the basic culture of the individual;
• comprehensively develop the mental and physical qualities of children from birth to 7 years in accordance with age and individual characteristics;
• prepare the child for life in modern society.

Tasks:

• take care of the health, emotional well-being and timely comprehensive development of each child;
• create in groups an atmosphere of humane and friendly attitude towards all students, which will allow them to grow sociable, kind, inquisitive, proactive, striving for independence and creativity;
• make maximum use of various types of children's activities and their integration in order to increase the efficiency of the educational process;
• use the variability of educational material to develop creativity in accordance with the interests and inclinations of each child;
• show respect for the results of children's creativity;
• ensure the development of the child in the process of upbringing and education;
• coordinate approaches to raising children in preschool and family settings;
• ensure family participation in the life of kindergarten and preschool groups as a whole;
• maintain continuity in the work of kindergarten and primary school, eliminate mental and physical overload in the content of the education of a preschool child;
• implement a regional approach.

The program has a new section - “Child and the world around us: natural environment. Environmental education" (author O.A. Solomennikova).

Section goals:

• introduce children to living and inanimate nature;
• form a caring attitude towards her;
• cultivate an ecological culture.

Tasks:

• clarify, systematize and deepen knowledge about plants, animals and natural phenomena, the state of the environment;
• to form knowledge about the vital manifestations of all living things (nutrition, growth, development);
• ideas about cause-and-effect relationships within the natural complex;
• the need to take care of the environmental cleanliness of your yard, kindergarten site, group, city (town, village, etc.);
• habits of rational use of natural resources;
• an aesthetic attitude to reality, primarily to nature in all its manifestations;
• conscious attitude towards oneself as an active subject of the surrounding world;
• the ability to interact correctly with nature;
• interest in the natural world;
• develop emotionally friendly relationships with living objects of nature in the process of communicating with them.

Structural and content characteristics

The program provides maximum assistance to the development of the child as an individual, the development of children’s activity in educational and extracurricular activities. Classes are considered as an important, but not the predominant form of children's education, therefore program tasks in all age groups are presented in single blocks.

At the end of each section of the program, guidelines are given that should help teachers understand what level of development children can achieve with proper organization of preschool life. From a variety of indicators, we selected those that provide an objective assessment of the level of skills acquired by the end of the year.

It is recommended to conduct specially organized classes with the first junior group. Environmental education is also carried out in the process of observations, targeted excursions, reading works of art, various games, as well as labor and productive activities.

For more successful learning of the material, it is recommended to use such forms of work as integrated classes, experimental activities, watching videos, TV shows, ecological trails and environmental holidays.

The program is compiled by age group and covers four periods of physical and mental development of children:

• early age - from birth to 2 years (first and second early age groups);
• junior preschool age - from 2 to 4 years (first and second junior groups);
• average age - from 4 to 5 years (middle group);
• senior preschool age - from 5 to 7 years (senior and preparatory groups for school).

For children under 3 years old, it is recommended to conduct 10 lessons per week lasting 8-10 minutes; 4th year of life - 11 lessons (one of them in line with additional education) lasting no more than 15 minutes; 5th year of life - 12 lessons (in additional education - 2) lasting no more than 20 minutes; 6th year of life - 15 lessons (in additional education - 2) lasting no more than 25 minutes; 7th year of life - 17 lessons (in additional education - 3) lasting no more than 30 minutes.

The work of children, starting from the second youngest group, is allocated to a special section as an independent type of activity and as a means of moral education. The content of labor skills and abilities for all age groups has been expanded and specified, the content of work to familiarize children with the work of adults, the educational significance of the collective work of children and the need for their feasible participation in the work of adults has been emphasized.

The program has developed content for children's parties, entertainment and leisure. Approximate levels of development have been determined, which reflect the results achieved by the child by the end of each year of stay in a preschool institution.

The program includes lists of literary and musical works, didactic and outdoor games recommended for use in the pedagogical process.

Subject development environment

The environment provided by the program aims teachers to create all the necessary conditions for introducing preschoolers to nature. In the group room there is a corner of nature, on the territory of the kindergarten there is a small flower garden, a corner of the forest, field and garden. It is recommended to organize an ecological trail that helps introduce children to various natural phenomena, living and inanimate objects, conduct observations, organize games, etc. The program reflects the requirements for keeping animals and plants in natural areas in different age groups. The contents of the nature room are revealed (a specially designated room for living nature objects), as well as the nature (ecology) room, where you can arrange a mini-vegetable garden: plant onions, oats, peas in boxes with soil; tomatoes, cabbage, peppers, cucumbers; marigolds, asters. (In environmentally unfavorable conditions, seedlings should not be planted in open ground, since children will not be able to taste the grown vegetables.)

So, for example, in a corner of nature for a school preparatory group, it is recommended to have: an aquarium with fish (varieties of goldfish and warm-water ones); a cage with birds (budgies and a canary); mammals (guinea pig, Syrian hamster, white rat); reptiles (turtle); indoor plants of 6-7 varieties (for example, Rex begonia, Uzumbara violet, aloe, geranium, chlorophytum, saxifrage, tradescantia, crinum, sansevieria, balsam, ficus), vegetables and fruits, including exotic ones; branches of trees and shrubs cut in winter; weather and nature calendars; visual illustrative material (reproductions of artists’ paintings, story pictures, slides, etc.; albums: “Wild Animals”, “Pets”, “Birds”, “Insects”, “Trees”, “Flowers in the Flowerbed”, “Plants” forests, fields, meadows”, “Seasons” with a selection of poems, proverbs, sayings, signs, riddles); didactic games for familiarization with nature and environmental education; children's drawings and crafts; material for conducting basic experiments (a vessel with water, molds, snow, ice in a mold, stones, clay, sand, cut twigs, a magnifying glass); material for the development of labor skills: natural and waste (cones, twigs, acorns, chestnuts, shells, plant seeds; boxes, wrapping paper, bottle caps, etc.); equipment and supplies (boxes for planting seeds and seedlings, jars of food, sweeping brushes, cutting boards, drinking bowls, watering cans, brushes for removing dust from fuzzy leaves, spray bottle, basins, bowls, trays, scoops, pots, coarse river sand, food for birds and animals).

The program pays special attention to the need to familiarize children with the characteristic natural features of their native land.

Features of organizing the work of pre-school specialists

The program notes the need for educators to be prepared to implement environmental education for preschool children. The teacher must be well versed in environmental issues. It is recommended to organize environmental holidays with the participation of parents: March 22 - World Water Day, April 1 - International Bird Day, April 22 - Earth Day, May 22 - International Biodiversity Day, June 5 - World Environment Day, October 4 - World Protection Day animals.

Environmental classes (frontal or subgroup) according to the program are recommended to be carried out in each age group, starting with the first youngest.

From September to May, in all age groups except the oldest, classes alternate throughout the month: “Object environment”, “Phenomena of social life”, “Natural environment. Environmental education". In the senior group of kindergarten, once a week a teacher or ecologist conducts classes on familiarization with nature and environmental education. For in-depth work on environmental education, additional classes can be held in the ecology classroom in the afternoon.

The teacher must take into account the regional component: the nature of the native land, folk traditions, local history. At the end of the school year, to check the effectiveness of work in this section, it is recommended to conduct a diagnostic examination of children.

Educational and methodological support

Methodological recommendations have been prepared for the program, which are based on the principle of integration. When developing them, the authors relied on the works of domestic scientists - teachers and psychologists, who laid and developed the scientific foundations of raising preschool children: N.M. Aksarina, E.A. Arkina, V.M. Bekhtereva, P.P. Blonsky, L.A. Venger, N.A. Vetlugina, O.M. Dyachenko, R.I. Zhukovskaya, A.V. Zaporozhets, A.V. Keneman, P.F. Lesgafta, A.M. Leushina, V.I. Loginova, M.I. Lisina, V.G. Nechaeva, N.P. Sakulina, A.V. Surovtseva, E.I. Tikheyeva, A.P. Usova, E.A. Flerina, V.N. Shatskoy, S.T. Shatsky, D.B. Elkonin and many others.

Zebzeeva V.A. Development of elementary natural science concepts and environmental culture of children: Review of preschool education programs. - M.: Sfera, 2009.

Tags:
• education program
• training program
• developmental function of education
• individual characteristics of the child
• preschool education program