Presentation “Federal State Educational Standards before and quality of preschool education”
Inga Vladimirovna
Presentation “Federal State Educational Standards before and quality of preschool education”
In 2013, a lot happened for the first time preschool education Thus, according to the new Law “On Education in the Russian Federation,” it has finally become an independent level of general education .
The Federal State Standard for Preschool Education was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation, taking into account the UN Convention on the Rights of the Child.
The main goals of the Federal State Educational Standard for Education are :
• ensuring by the state equal opportunities for every child to receive quality preschool education ;
• ensuring state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs , their structure and results of development;
• maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education .
It is the standard, as a normative legal document, that is intended to ensure that every child, regardless of national, territorial, property and other differences, has the opportunity to achieve the necessary and sufficient level of development for subsequent successful learning at the next level of the Russian Federation’s lifelong education .
Since any standard is a model , therefore, one of the main functions of the Federal State Educational Standard is to be a guideline, a tool and at the same time a criterion for assessing the state and development of the preschool education . Federal State Educational Standards requirements are mandatory requirements for the minimum content, structure of programs, conditions and timing of their implementation.
The program is developed and approved by the Organization independently in accordance with this Standard and taking into account sample programs. The content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units, representing certain areas of development and education of children ( educational areas )
: social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.
For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:
1. The use in the educational space of forms and methods of working with children that correspond to their psychological and pedagogical characteristics;
2. The opportunity for children to choose materials, types of activities, participants in joint activities;
3. Building interaction with the families of pupils in order to achieve the full development of each child, involving the families of pupils directly in the educational process .
4. The organization must create opportunities to provide information about the program to the family and all interested parties involved in the educational process , as well as the general public.
Requirements for a developing subject-development environment:
1. subject-development environment ensures maximum realization of educational potential .
2.availability of the environment assumes:
• accessibility for students to all premises of the organization where the educational process .
• free access for pupils to games, toys, materials, aids that provide all basic activities.
The developers of the Standard proceeded from the fact that all children are different and each will have their own development path. Therefore, the requirements for assessing educational results were vetoed. And to prevent variability from turning into chaos, the Standard contains content requirements that will serve as guidelines for program developers. For example, the innovativeness of the Standard is determined by the fact that it simultaneously combines individualization and socialization at the preschooler . Individualization characterizes the unique vector of child development at this age. Socialization is expressed in the regulation of the system of conditions for the development of the child. This is not only the material conditions in kindergartens, but also the reproduction of various forms of activity - the child’s system of communication with teachers and peers. The Standard often repeats the goal of encouraging the child’s initiative to become independent. Previously, they emphasized that the adult was the main one, the guide. Now he is a mediator who supports the child’s active initiative. Educational activities are built on the basis of the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education , becomes a subject of education (individualization of preschool education )
;
assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations ;
supporting children's initiative in various activities. The Standard also states that it is not the teacher who has the right to monitor the child’s development, but a person with the appropriate competencies, that is, an educational psychologist. And only with parental permission!
Targets are not subject to direct assessment, including in the form of pedagogical diagnostics, and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of the requirements of educational activities and training of students. Mastering the Program is not accompanied by intermediate certifications and final certification of students.
These requirements will make it possible in the future to minimize existing socio-economic risks: citizens of Russia will receive the right not only to publicly accessible and free (Article 43 of the Constitution of the Russian Federation)
but also truly
high-quality preschool education .
“Studying the Federal State Educational Standard for Preschool Education” (consultation for educators) - presentation
“Studying the Federal State Educational Standard of Preschool Education” (consultation for educators)
Approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION - a set of mandatory requirements for preschool education.
FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION I. General provisions... 1.2. The standard was developed on the basis of the Constitution of the Russian Federation and legislation of the Russian Federation, taking into account the UN Convention on the Rights of the Child...
FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION ... 1.5. The standard is aimed at achieving the following goals: increasing the social status of preschool education; ensuring by the state equal opportunities for every child to receive quality preschool education; ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs of preschool education, their structure and the results of their development; maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.
FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION 1.6. The standard is aimed at solving the following tasks: 1) protecting and strengthening the physical and mental health of children, including their emotional well-being; 2) ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities); 3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education); 4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;
FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION 1.6. The standard is aimed at solving the following tasks: 5) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society; 6) the formation of a general culture of children’s personality, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities; 7) ensuring variability and diversity of the content of Programs and organizational forms of preschool education, the possibility of creating Programs of various directions, taking into account the educational needs, abilities and health status of children; 8) formation of a socio-cultural environment that corresponds to the age, individual, psychological and physiological characteristics of children; 9) providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.
FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION 1.8. The standard includes requirements for: the structure of the Program and its scope; conditions for the implementation of the Program; results of mastering the Program. Requirements for the structure of the Program and its volume Requirements for the conditions for implementing the Program Requirements for the conditions for mastering the Federal State Educational Standards Program
FEDERAL STATE EDUCATIONAL STANDARD OF PRE-SCHOOL EDUCATION II. Requirements for the structure of the educational program of pre-school education and its volume 2.1. The program determines the content and organization of educational activities at the level of preschool education. Structural divisions in one Organization (hereinafter referred to as the Groups) can implement different Programs.
FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION 2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education). volume content results THE PROGRAM DETERMINES A SET OF MAIN CHARACTERISTICS OF PRESCHOOL EDUCATION
FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION ... 2.5. The program is developed and approved by the Organization independently in accordance with this Standard and taking into account the Model Programs. When developing the Program, the Organization determines the length of stay of children in the Organization, the operating mode of the Organization in accordance with the volume of educational tasks to be solved, and the maximum occupancy of the Groups. The Organization can develop and implement various Programs in Groups with different durations of children’s stay during the day... The Program can be implemented during the entire period of children’s stay in the Organization.
FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION 2.6. The content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units representing certain areas of development and education of children (hereinafter referred to as educational areas): Personal development Development of motivation Development of the child’s abilities Contents of the Program Types of activities
FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION ... 2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development):
VARIOUS TYPES OF CHILDREN'S ACTIVITIES Infancy (2 months - 1 year) direct emotional communication with adults, manipulation with objects; cognitive-exploratory activities, perception of music, children's songs and poems, motor activity, tactile-motor games. Early age (1 year – 3 years) object-based activities and games with composite and dynamic toys; experimenting with materials and substances, communication with an adult and joint games with peers under the guidance of an adult, self-care and actions with household objects, tools, perception of the meaning of music, fairy tales, poems, looking at pictures, physical activity. Preschool age (3 years - 8 years) play, communication, cognitive and research, perception of fiction and folklore, self-service and basic household work, visual, musical, motor activity of the child.
FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION III. Requirements for the conditions for the implementation of the main educational program of preschool education psychological and pedagogical conditions personnel conditions material and technical conditions financial conditions developing subject-spatial environment
ASSESSMENT OF CHILDREN'S INDIVIDUAL DEVELOPMENT The results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational tasks: 1) individualization of education (including supporting the child, building his educational trajectory or professional correction of his developmental characteristics); 2) optimization of work with a group of children. If necessary, psychological diagnostics of children's development is used (identification and study of individual psychological characteristics of children), which is carried out by qualified specialists (educational psychologists, psychologists). A child’s participation in psychological diagnostics is permitted only with the consent of his parents (legal representatives). The results of psychological diagnostics can be used to solve problems of psychological support and conduct qualified correction of children's development.
Conditions necessary to create a social situation for the development of children Ensuring emotional well-being; direct communication with each child; respectful attitude towards each child, his feelings and needs; Supporting individuality and initiative; creating conditions for children to freely choose activities and participants in joint activities; creating conditions for children to make decisions, express their feelings and thoughts; development of children’s communication abilities, allowing them to resolve conflict situations with peers; developing children’s ability to work in a peer group; Establishing rules of interaction creating conditions for positive, friendly relationships between children; development of children’s communication abilities, allowing them to resolve conflict situations with peers; developing children’s ability to work in a peer group.
Conditions necessary for creating a social situation for the development of children. Education taking into account the zone of proximal development; creating conditions for mastering cultural means of activity; organization of activities that promote the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic-aesthetic development of children; supporting spontaneous play of children, enriching it, providing play time and space; assessment of children's individual development. Interaction with parents on issues of the child’s education, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting the family’s educational initiatives.
Requirements for the developing subject-spatial environment PPSE IMPLEMENTATION OF EDUCATIONAL PROGRAMS IMPLEMENTATION OF INCLUSIVE EDUCATION (if available) NATIONAL, CLIMATIC CONDITIONS AGE CHARACTERISTICS OF CHILDREN The developmental subject-spatial environment (DSES) should provide:
Requirements for personnel conditions for the implementation of the Program The qualifications of teaching and educational support workers must correspond to the qualification characteristics established in the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section “Qualification Characteristics of Positions of Education Workers”, approved by order of the Ministry of Health and Social Development of the Russian Federation dated 26 August 2010 N 761 n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration N 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation dated May 31, 2011 N 448 n (registered by the Ministry of Justice of the Russian Federation July 1, 2011, registration N 21240). Qualification characteristics of positions for education workers as amended
REQUIREMENTS FOR MATERIAL AND TECHNICAL CONDITIONS FOR THE IMPLEMENTATION OF PEP Requirements for the material and technical conditions for the implementation of the Program include: taking into account sanitary and epidemiological rules and regulations, fire safety requirements, requirements for training and education facilities, equipment of the PPRS premises, material and technical support for the program
3.6. Requirements for the financial conditions for the implementation of the Program must: ensure the possibility of meeting the requirements of the Standard for the conditions for implementation and structure of the Program; ensure the implementation of the mandatory part of the Program and the part formed by participants in the educational process; reflect the structure and volume of expenses necessary for the implementation of the Program
FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION IV. Requirements for the results of mastering the basic educational program of preschool education 4.1. The Standard's requirements for the results of mastering the Program are presented in the form of targets for preschool education, which represent social and normative age characteristics of a child's possible achievements at the stage of completing the level of preschool education. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children
FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION IV. Requirements for the results of mastering the basic educational program of preschool education 4.5. Targets cannot serve as a direct basis for solving management problems, including: certification of teaching staff; assessment of the quality of education; assessment of both the final and intermediate levels of children’s development, including through monitoring (including in the form of testing, using methods based on observation, or other methods of measuring children’s performance); assessment of the implementation of municipal (state) tasks through their inclusion in the quality indicators of the task; distribution of the incentive payroll fund for the Organization's employees.
EDUCATION TARGETS IN INFANT AND EARLY AGES:
the child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions; uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior; has active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys; strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult; shows interest in peers; observes their actions and imitates them; shows interest in poems, songs and fairy tales, looking at pictures, strives to move to music; responds emotionally to various works of culture and art; The child has developed gross motor skills, he strives to master various types of movement (running, climbing, stepping, etc.).
EDUCATIONAL TARGETS AT THE COMPLETION STAGE OF PRESCHOOL EDUCATION:
TARGETS AT THE COMPLETION STAGE OF PRESCHOOL EDUCATION: the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; is able to choose his occupation and participants in joint activities; the child has a positive attitude towards the world, towards different types of work, other people and himself, has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts; the child has a developed imagination, which is realized in various types of activities, and above all in play; the child knows different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms;
TARGETS AT THE COMPLETION OF PRESCHOOL EDUCATION: the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can identify sounds in words, the child develops literacy prerequisites; the child has developed gross and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements; the child is capable of volitional efforts, can follow social norms of behavior and rules in various types of activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene; the child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe and experiment. Has basic knowledge about himself, about the natural and social world in which he lives; is familiar with works of children's literature, has basic understanding of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.
Sources used - text of the Federal State Educational Standard of Education; background for presentation; book drawing; prinjata-vsenarodnym-golosovaniem.html - image of the “Constitution of the Russian Federation”; prinjata-vsenarodnym-golosovaniem.html - image of the book “Convention on the Rights of the Child”; image of the book “Family Code of the Russian Federation”, 2013; – title of the “Success” program; – title of the “Rainbow” program; title of the program “From birth to school”; title of the program “Small Steps”;
Sources used waterfall-childhood-gallery html - girl and rainbow drawing; waterfall-childhood-gallery html html - children on a rainbow, drawing; html html - children on a duck, drawing; html - children with a baby elephant, drawing; children on a sunflower, drawing.
