Ticket No. 2. Educational programs of preschool education, types of educational programs

Educational program at preschool educational institution

Babaeva Natalia Vladimirovna.

Educational program at preschool educational institution

1 Educational program : concept, structures

An educational program is a document in the form of a normative text that defines the goals and values ​​of education at its corresponding stage, the ways to achieve them, the content of education of a certain level and focus, the amount of permissible workload for students and the requirements for the level of their training. The educational program shows how, taking into account specific conditions, an educational institution creates its own model of training, education and development of students. The educational program of the school is purely individual, as it is designed to take into account the needs of specific students and their parents.

The structure of the educational program is presented in the form of modules. The number and content of modules the educational institution independently based on the specifics of the educational process and the conditions of its organization. A set of modules: goals and values ​​of the educational program ; targeting of the educational program ; educational institution curriculum ; educational software , training programs ; development of Federal State Educational Standards; programs , education system; organizational and pedagogical conditions of the educational process ; technologies of educational process ; expected results of mastering the educational program ; system for diagnosing the results of mastering an educational program ; public and public administration; organizational and methodological conditions of the educational process ; educational code .

The content of the educational program is formed taking into account the requirements of the Federal State Educational Standard for the levels of general education , the educational needs of students and parents, the sociocultural characteristics and needs of the region in which the educational process .

The educational program of a preschool educational institution is considered as a model for organizing the educational process , focused on the personality of the student and taking into account the type of preschool educational institution , as well as priority areas of activity. The basic general educational program of preschool education is developed , approved and implemented in an educational institution on the basis of approximate basic general educational programs of preschool education . The program determines the content and organization the educational process for preschool children and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, the preservation and strengthening of the health of preschool children, the correction of deficiencies in physical and (or )

mental development of children.

The content of the Program includes a set of educational areas that ensure the diversified development of children, taking into account their age and individual characteristics in the main areas - physical, social-personal, cognitive-speech and artistic-aesthetic.

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

The mandatory part of the Program must be implemented in any educational institution working according to the basic general education program of preschool education . It ensures that pupils achieve school readiness, namely the necessary and sufficient level of child development for their successful mastery of the basic educational programs of primary general education . In groups of compensatory and combined orientation, the mandatory part of the Program includes activities for qualified correction of deficiencies in physical and (or)

mental development of children with disabilities.

Part II of the Program , formed by participants in the educational process , reflects: the diversity of institutions , the presence of priority areas of activity, including ensuring equal starting opportunities for children to study in educational institutions , carrying out sanitary and hygienic, preventive and health-improving measures and procedures, physical , social-personal, cognitive-speech, artistic and aesthetic development of children (except for activities for qualified correction of deficiencies in physical and (or)

mental development of children with disabilities);
the specifics of national-cultural, demographic, climatic conditions in which the educational process .
The time required to implement the Program ranges from 65% to 80% of the time children spend in groups with a 12-hour stay, depending on the age of the children, their individual characteristics and needs. The volume of the mandatory part of the Program is at least 80% of the time required to implement the Program , and the part formed by participants in the educational process is no more than 20% of the total volume of the Program .

2 Variation of educational programs for preschool children

Basic programs for preschool educational institutions : comprehensive (general developmental)

—
programs aimed at forming universal abilities in a child and developing them to a level corresponding to the age-related capabilities and requirements of modern society ( “Rainbow”
,
“Development”
, Origins”,
“Childhood”
,
“From childhood to adolescence”
, etc.);
specialized (partial, local)
include one or more areas of child development (
“Harmony”
,
“Synthesis”
,
“I am a person”
,
“Young ecologist”
,
“Children’s talent”
,
“Musical masterpieces”
, etc.).
Additional programs for preschool educational institutions - programs in one or more areas to provide additional services outside the framework of the main educational programs in studios , clubs, etc.
The introduction of new regulatory documents has led to significant changes in the organization of educational work of a modern kindergarten, namely the independent activities of the institution in development of the basic general education program . However, the scientific and methodological literature presents in sufficient detail the features of the development of the compulsory part of the main preschool education program : its structure is determined, the necessary content of each structural unit is spelled out. At the same time, the problem of developing a part formed by participants in the educational process (variable) is almost not considered. The development of this part is the creative work of teachers, and educators are free to independently choose the structure and content of their part of the program , focusing on pre-existing requirements for documents of this kind.

Variability remains one of the main features of the new period in the development of software and methodological support for the preschool education in the compulsory part, which is developed at the federal level and implemented by all preschool educational institutions . It is reflected in the choice of topics, forms, means and methods of education , taking into account the individual developmental characteristics of students. In the part formed by participants in the educational process - through the additional volume and content of preschool education in the implementation of priority areas of activity and the specifics of the implementation of the educational process . The variable part of the Program , formed by participants in the educational process , ensures the variability of modern preschool education , and makes up no more than 40% of its total volume, as it reflects: the species diversity of institutions of the preschool education ; the presence of priority areas of activity for the kindergarten that ensure the development of integrative qualities of preschoolers and equal starting opportunities for further education of children in general education institutions ; features of carrying out sanitary-hygienic, preventive and health-improving measures and procedures in a particular kindergarten, taking into account the conditions available to the institution; features of the physical, social-personal, cognitive-speech, artistic and aesthetic development of children of a particular group, taking into account their interests, desires, needs and abilities, as well as the demands of the parent community; the specifics of the national-cultural, demographic, climatic conditions in which the educational process of a particular preschool educational institution is carried out.

Thus , the program , of the educational activities of the kindergarten is updated

The team was faced with the task of developing a variable part with the following priority areas: moral-patriotic, environmental, physical education, health and social (traffic rules, which were named as the most important in the educational process when surveying parents and approved by teachers at the pedagogical council.

3 Participants in the process of implementing educational programs

Participants in the educational process of the preschool educational institution are pupils, their parents (legal representatives, teaching staff. When admitting children to the preschool educational institution, the latter is obliged to inform the parents (legal representatives)

with a charter, a license to carry out
educational activities and other documents regulating the organization of the educational process . The establishment of fees charged to parents (legal representatives)
for maintaining a child in a preschool educational institution is made in accordance with the legislation of the Russian Federation.
Relations between the preschool educational institution and parents (legal representatives)
are governed by an agreement between them, which cannot limit the rights of the parties established by law. The relationship between the pupil and the staff of the preschool educational institution is built on the basis of cooperation, respect for the personality of the pupil and giving him freedom to develop in accordance with his individual characteristics. The procedure for staffing a preschool educational institution is regulated by its charter. The rights of preschool educational institutions employees and measures of their social support are determined by the legislation of the Russian Federation, the charter and the employment contract.

4 The role of parents in the implementation of the tasks of preschool education

Currently, Russian preschool education is going through a difficult , essentially turning point period in its history. The reason for the upcoming changes is well known to teachers and parents - these are changes in the Federal Law “On Education in the Russian Federation”

and the accompanying Federal State
Educational Standard for Preschool Education . The law provides that in solving complex, multifaceted problems related to the implementation of the Federal State Educational Standard for preschool education , an exclusive role belongs to the family. Article 44 of the Law defines for the first time the rights, duties and responsibilities of parents for the education of a child . In accordance with the new requirements, the role of parents in the implementation of the Federal State Educational Standard is increasing both at the level of each preschool educational institution and at the level of the municipal preschool education system as a whole . In this regard, there is a need to take a fresh look at the interaction of preschool educational institutions with parents in order to create a unified educational space “family - kindergarten”
for their equal and interested partnership.

The relationship between kindergarten staff and parents at the present stage is one of the most difficult problems. Historical and pedagogical analysis and analysis of scientific research literature on this topic indicate that preschool teachers educational institution for many years, and have come to the conclusion that only through the joint efforts of the family and kindergarten can the child be helped. There are different views of parents on the cooperation of the preschool educational institution with the family. Many people believe that kindergarten should educate their children. There is a category of parents who neglect the advice of teachers. Some parents believe that their only task is to ensure that the child is fed, clothed, and that his only activity at home is watching cartoons and going for a walk .

The interaction of educators with families of pupils is one of the most important conditions for the formation of a child’s personality and positive results in upbringing, which can be achieved with coordination of actions and subject to the development of parents’ interest in issues of upbringing and education. Cooperation between teachers and parents allows you to get to know the child better, look at him from different positions, see him in different situations, and therefore help in his development. To effectively interact with your family, the desire to cooperate is not enough. The tasks of education and development can be successfully solved only if the kindergarten constantly maintains contact with the family and involves them in its work.

The basis of the interaction between the preschool educational institution and the family is the cooperation of teachers and parents, which presupposes the equality of the partners’ positions, the respectful attitude of the interacting parties towards each other, taking into account individual capabilities and abilities. Cooperation involves not only mutual actions, but also mutual understanding, mutual respect, mutual trust, mutual knowledge, and mutual influence. Active joint work of teachers and parents allows us to get to know each other better and helps strengthen their relationships.

In accordance with the Family Code of the Russian Federation (Articles 63-67)

“Parents have the right and obligation to raise their children.
Parents are responsible for the upbringing and development of their children. They are obliged to take care of the health, physical, mental, spiritual and moral development of their children.” The Federal Law “On Education in the Russian Federation” (Articles 44, 45)
states that “parents
(legal representatives)
of minor students have a priority right to educate and raise children over all other persons.
They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality. State authorities and local governments, educational organizations provide assistance to parents (legal representatives)
of minor students in raising children, protecting and strengthening their physical and mental health, developing individual abilities and the necessary correction of their developmental disorders.”

The leading goal of interaction between kindergarten and family is to create the necessary conditions for the formation of responsible relationships with the families of pupils and the development of parental competence (the ability to resolve different types of socio-pedagogical situations related to raising a child); ensuring the right of parents to respect and understanding, to participate in the life of the kindergarten. Parents and educators need to overcome subordination in their relationships with each other, give up the habit of criticizing each other, and learn to see each other not as a means of solving their problems, but as full partners and employees.

The main tasks of interaction between kindergarten and family: studying the attitude of teachers and parents to various issues of upbringing, training, development of children, conditions for organizing various activities in kindergarten and family; acquaintance of teachers and parents with the best experience of education in kindergarten and family, as well as with the difficulties that arise in the family and public education of preschoolers; informing each other about the current tasks of raising and educating children and about the possibilities of the kindergarten and family in solving these problems; creating conditions in kindergarten for that is diverse in content and forms, promoting the development of constructive interaction between teachers and parents with children; attracting families of pupils to participate in joint events with teachers organized in the district (city, region)

;
encouraging parents for their attentive attitude to the various aspirations and needs of the child, creating the necessary conditions for their satisfaction in the family.
Main directions and forms of work with families:

- Mutual knowledge and mutual information.

-Stands.

-Continuing education of raising adults.

-Master classes.

-Joint activities of teachers, parents, children.

-Family holidays.

-Project activities.

In conclusion, I would like to emphasize once again that the family and preschool institution are two important social institutions for the socialization of a child. Without parental participation, the upbringing process is impossible, or at least incomplete. Experience working with parents shows that as a result of the use of modern forms of interaction, the position of parents becomes more flexible. Now they are not spectators and observers, but active participants in the life of their child.

5 Project “guide for parents”

Project “guide for preschool children and their parents “Me, my family, my city”

The purpose of creating a guidebook: to form a child’s own image of his hometown .

Objectives of the guide:

-to form a child’s knowledge system on geography, history, and culture of their hometown;

- to cultivate patriotism and civic feelings in a child based on the development of interest in the history of his family, the history of his hometown;

-contribute to the formation of the position of subjects of activity in the child and each family member;

-introduce to the culture of your people, family traditions;

-increase the value of the family in the eyes of the child;

-promote the establishment of trusting relationships between the child and family members close to him, emotional rapprochement with them;

-promote the development of the child’s coherent speech and replenishment of his active vocabulary.

Problems that the guidebook aims to solve

- the tendency of many parents to withdraw themselves from solving issues of upbringing and personal development of the child;

- disintegration of intergenerational ties, disappearance of family traditions;

- emotional distress of the child, leading to stress, neuroses, and aggressiveness in children;

-distorted ideas about the meaning of human life, true values ​​among the younger generation of raising adults and, as a result, difficulties in educating the younger generation of spiritual and moral life guidelines, including patriotism and citizenship;

-lack of teaching materials for city teachers to study the history, geography, and culture of the city with children;

-lack of accessible literature with developments for parents on studying the history of the city with their children and, as part of it, family history, reviving family traditions and passing them on to their children.

The guide is intended

-for preschool children and their parents, grandparents;

-can also be used by parents when working with children of primary school age;

-will be of interest to kindergarten teachers, social workers, family coordinators, and primary school teachers;

-can serve as a good means of expanding children’s ideas about family in foster care, as well as a means of the most successful adaptation of adopted children into the family.

Features of the guide

-reliance on the personal experience of children gained in practical activities;

-availability of material for preschool children (lack of a large amount of encyclopedic information)

;

-maximum involvement of parents in the work of familiarizing preschoolers with their hometown;

-integration of joint activities of children and parents at home with their activities in a preschool educational institution .

Contents of the guide:

Historical reference;

Family Chronicle;

We have something to be proud of;

Traditions of the city in our family.

Structure of the educational program of preschool education

As was shown in the previous material “What is the federal state educational standard for preschool education (FSES DO)”, the federal state educational standard for preschool education (FSES DO), approved by Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” ", includes requirements for:

• the structure of the educational program of preschool education and its volume;
• conditions for the implementation of the educational program of preschool education and
• results of mastering the educational program of preschool education.

In this material, we will consider the features of the first of the specified requirements of the Federal State Educational Standard for Preschool Education - the requirements for the structure of the educational program of preschool education and its volume.

Requirements of the Federal State Educational Standard for Preschool Education for the structure of the educational program of preschool education

The educational program for preschool education determines:

• content and
• organization of educational activities at the level of preschool education.

Educational Preschool Education Program provides:

• personality development of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and
• should be aimed at solving the problems defined by the federal state educational standard for preschool education (FSES DO).

Structural divisions (groups) in one educational organization of preschool education:

• can implement various educational programs of preschool education.

Educational Preschool Education Program is formed as a program:

• 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).

Educational Preschool Education Program is aimed at:

• creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development,
• developing initiative and creativity through collaboration with adults and peers and age-appropriate activities;
• to create a developing educational environment, which is a system of conditions for the socialization and individualization of children.

The educational program for preschool education is developed and approved by:

• educational organization of preschool education independently
• in accordance with the Federal State Educational Standard for Preschool Education and taking into account the Model Preschool Education Programs.

When developing an educational program for preschool education, the educational organization of preschool education determines:

• duration of stay of children in the educational organization of preschool education,
• the operating mode of the educational organization of preschool education in accordance with the volume of educational tasks being solved,
• maximum group occupancy in an educational organization of preschool education.

An educational organization of preschool education can develop and implement in groups of an educational organization of preschool education various educational programs of preschool education with different lengths of stay of children during the day, including:

• groups of short-term stays for children,
• full-day and extended-day groups,
• round-the-clock stay groups,
• groups of children of different ages from two months to eight years,
• including different age groups.

The educational program of preschool education can be implemented during the entire period of children’s stay in the educational organization of preschool education.

When children stay in a group around the clock, the implementation of the educational program of preschool education is carried out for no more than 14 hours, taking into account the daily routine and age categories of the children.

Contents of the educational program of preschool education:

• 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.

The social and communicative development of children in the Preschool Education Program is aimed at mastering the norms and values ​​accepted in society, including:

• moral and moral values;
• development of communication and interaction of the child with adults and peers;
• the formation of independence, purposefulness and self-regulation of one’s own actions;
• development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in an educational organization of preschool education;
• the formation of positive attitudes towards various types of work and creativity;
• formation of the foundations of safe behavior in everyday life, society, and nature.

The cognitive development of the educational program of preschool education involves:

• development of children's interests, curiosity and cognitive motivation;
• formation of cognitive actions, formation of consciousness;
• development of imagination and creative activity;
• the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

Speech development of the educational program of preschool education includes:

• mastery of speech as a means of communication and culture;
• enrichment of the active vocabulary;
• development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity;
• development of sound and intonation culture of speech, phonemic hearing;
• acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
• formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

The artistic and aesthetic development of the educational program of preschool education involves:

• development of prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world;
• the formation of an aesthetic attitude towards the surrounding world;
• formation of elementary ideas about types of art;
• perception of music, fiction, folklore;
• stimulating empathy for characters in works of art;
• implementation of independent creative activities of children (visual, constructive-model, musical, etc.).

Physical development of the educational program of preschool education includes the acquisition of experience in the following types of children's activities:

• motor, including those associated with performing exercises aimed at developing physical qualities such as coordination and flexibility;
• promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging performance of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering outdoor games with rules;
• formation of focus and self-regulation in the motor sphere;
• the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

The specific content of the specified educational areas of the educational program of preschool education depends on:

• on the age and individual characteristics of children,
• determined by the goals and objectives of the educational program of preschool education and
• can be implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development).

Contents of educational areas of the educational program of preschool education:

• in infancy (2 months - 1 year):

  direct emotional communication with adults, manipulation with objects and cognitive-exploratory actions, perception of music, children's songs and poems, motor activity and tactile-motor games;

The content of the educational program of preschool education should reflect the following aspects of the educational environment for a preschool child:

• subject-spatial developmental educational environment;
• the nature of interaction with adults;
• the nature of interaction with other children;
• the child’s system of relationships to the world, to other people, to himself.

The educational program of preschool education consists of:

• from the mandatory part and
• part formed by participants in educational relations.

Both parts are complementary and necessary from the point of view of implementing the requirements of the Federal State Educational Standard for Education.

The mandatory part of the educational program of preschool education involves:

• comprehensiveness of the approach, ensuring the development of children in all five complementary educational areas of the Federal State Educational Standard for Education.

In terms of the educational program of preschool education, formed by participants in educational relations:

• must be presented educational programs of preschool education, selected and/or independently developed by participants in educational relations, aimed at the development of children in one or more educational areas, types of activities and/or cultural practices (partial educational programs),
• methods, forms of organizing educational work.

Scope of the educational program for preschool education

The volume of the compulsory part of the educational program of preschool education is recommended:

• at least 60% of its total volume;
• part formed by participants in educational relations, no more 40%.

The educational program of preschool education includes three main sections:

• target,
• meaningful and
• organizational,

each of which reflects the obligatory part and the part formed by the participants in educational relations.

The target section of the educational program of preschool education includes:

• explanatory note and
• planned results of mastering the Program.

The explanatory note of the educational program of preschool education must disclose:

• goals and objectives of the Program implementation;
• principles and approaches to the formation of the Program;
• characteristics significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age.

Planned results of mastering the educational program of preschool education:

• specify the requirements of the Federal State Educational Standard for Educational Education for target guidelines in the obligatory part and the part formed by participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as
• developmental features of children with disabilities, including disabled children.

The content section of the educational Program of preschool education represents the general content of the Program, ensuring the full development of the personality of children.

The content section of the educational program for preschool education should include:

• description of educational activities in accordance with the areas of child development presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and teaching aids that ensure the implementation of this content;
• description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of students, the specifics of their educational needs and interests;
• a description of educational activities for the professional correction of developmental disorders of children if this work is provided for by the Program.

The content section of the educational program for preschool education should include:

• features of educational activities of different types and cultural practices;
• ways and directions of supporting children's initiative;
• features of interaction between the teaching staff and the families of students;
• other characteristics of the content of the Program that are most significant from the point of view of the authors of the Program.

The part of the educational program of preschool education formed by the participants in educational relations may include various directions chosen by the participants in educational relations from among partial and other programs and/or created by them independently.

This part of the educational program of preschool education should take into account the educational needs, interests and motives of children, members of their families and teachers and, in particular, can be focused on:

• the specifics of national, sociocultural and other conditions in which educational activities are carried out;
• selection of those partial educational programs and forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff;
• established traditions of an educational organization or group.

The content of correctional work and/or inclusive education is included in the educational program of preschool education if it is planned for children with disabilities to master it.

This section of the educational program for preschool education must contain:

• special conditions for children with disabilities to receive education,
• including mechanisms for adapting the Program for these children,
• use of special educational programs and methods,
• special teaching aids and teaching materials,
• conducting group and individual correctional classes and
• implementation of qualified correction of developmental disorders.

Corrective work and/or inclusive education should be aimed at:

• ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;
• mastery of the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and/or inclusive education of children with disabilities who are mastering the Program in Groups of combined and compensatory orientation (including for children with complex disabilities) should:

• take into account the developmental characteristics and specific educational needs of each category of children.

In the case of organizing inclusive education for reasons not related to children’s health limitations:

• highlighting this section is not mandatory;
• if it is separated, the content of this section is determined by the educational organization independently.

The organizational section of the educational program of preschool education must contain:

• description of the material and technical support of the Program,
• provision of methodological materials and means of training and education, include a routine and/or daily routine, as well as
• features of traditional events, holidays, events;
• features of the organization of a developing subject-spatial environment.

If the mandatory part of the preschool education program corresponds to the sample program:

• it is issued in the form of a link to the corresponding sample Program.

Mandatory part of the educational program of preschool education:

• must be presented in detail in accordance with the Federal State Educational Standard for Educational Education, if it does not correspond to one of the sample Programs.

Part of the educational program of preschool education, formed by participants in educational relations:

• can be presented in the form of links to relevant methodological literature, allowing one to become familiar with the content of partial programs, methods, and forms of organization of educational work chosen by participants in educational relations.

An additional section of the educational program for preschool education is:

• the text of her brief presentation;
• a brief presentation of the Program should be aimed at parents of children and available for review;
• the brief presentation of the Program must indicate:

  age and other categories of children for whom the Program of the educational organization is focused, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;

• Sample programs used;
• characteristics of the interaction of the teaching staff with the families of children.

The following material will discuss the requirements of the Federal State Educational Standard for Preschool Education for the conditions for the implementation of the main educational program of preschool education.

If you have any questions about the violation of your rights, or you find yourself in a difficult life situation, then an online duty lawyer is ready to advise you on this issue for free.

RIGHT TO PRE-SCHOOL EDUCATION

MBDOU "Combined kindergarten No. 16"

ACCEPTED APPROVED

at a meeting of the pedagogical order of the head of the MBDOU

advice from "____"______ 20___ "Combined kindergarten No. 16"

No.____ dated “___”_____” 20___ No.______

I.I.Fedyushina

PROVISION

about the Basic educational program

MBDOU "Combined kindergarten No. 16"

1. General provisions

1.1. This provision was developed in accordance with the Law “On Education in the Russian Federation” No. 273-FZ dated December 29, 2012, Order No. 1155 dated October 17, 2013 “On approval of the federal state educational standard for preschool education”, the Charter of the municipal budgetary preschool educational institution “Combined Kindergarten” view No. 16".

1.2. A preschool educational institution (hereinafter referred to as the preschool educational institution) independently develops and implements an educational program based on the Approximate basic educational program of preschool education, the main general educational programs of preschool education, in accordance with the conditions, goals and objectives of its activities.

1.3. The educational program of the preschool educational institution (hereinafter referred to as the Program) is adopted by the pedagogical council of the educational institution and approved by order of the head.

1.4. The educational program of the preschool educational institution is aimed at the diversified development of preschool children, taking into account their age and individual characteristics, including the achievement by preschool children of a level of development necessary and sufficient for their successful development of educational programs of primary general education, based on an individual approach to children of preschool age and activities specific to preschool children.

1.5. Mastering the educational program of a preschool educational institution is not accompanied by intermediate certifications and final certification of students.

2. Goals and objectives of the Program:

2.1. The program determines the content and organization of educational activities in a preschool educational institution.

2.2. The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics.

Tasks:

1. protection and strengthening of 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;

3. ensuring continuity of goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter

— 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;

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 the personality of children, 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 the Program 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. the formation of a sociocultural 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.

2.3. Structural units in one institution can implement different educational programs.

2.4. The educational program of a preschool educational institution is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and determines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.5. The Educational Program of the preschool educational institution determines the length of stay of children in the preschool educational institution, operating hours, and the maximum number of groups.

3. Content and structure of the Educational Program of the Preschool Educational Institution.

3.1. The content of the Program ensures the development of the personality, motivation and abilities of children in various types of children's activities and covers 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.

3.2. The content of the Program includes aspects of the educational environment:

— subject-spatial developing educational environment;

- nature of interaction with adults:

- the nature of interaction with other children;

- a child’s system of relationships to the world, to other people, to himself.

3.3. The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary for the implementation of the federal state educational Standard for preschool education.

1) The Mandatory Part reveals the complexity of the approach to ensure the development of children in all five complementary educational areas (social-communicative, cognitive, speech, artistic-aesthetic, physical development):

2) Part formed by participants in educational relations

— presented by selected and/or independently developed by participants in educational relations Programs aimed at the development of children in one or more educational areas, types of activities and/or cultural practices (partial educational programs), methods, forms of organization of educational work, the specifics of national, sociocultural conditions, traditions of an institution, group.

3.4. The volume of the mandatory part of the Program occupies at least 60% of its total volume; part formed by participants in educational relations, no more than 40%

3.5. The educational program of the preschool educational institution contains three main sections:

1. Target

2. Meaningful

3. Organizational

Each of which reflects the mandatory part and the part formed by the participants in educational relations.

The target section consists of:

• Explanatory note, which reveals the goals and objectives of the Program implementation; principles and approaches to the formation of the Program; characteristics of children’s developmental characteristics that are significant for the development and implementation of the Program.

• Planned results of mastering the program - the requirements of the Standard for target guidelines are specified in the mandatory part and in the part formed by the participants of educational relations

The content section reveals the general content of the Program, ensuring the full development of the personality of children and includes:

• Description of educational activities in accordance with the areas of child development presented in five educational areas, contains a list of used variable exemplary basic educational programs and teaching aids that ensure the implementation of this content;

• Description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of students, the specifics of their educational needs and interests;

• Description of educational activities for professional correction of developmental disorders in children;

The content section presents:

• Features of educational activities of different types and cultural practices;

• Ways and directions of supporting children's initiatives;

• Features of interaction between the teaching staff and the families of students.

3.6. The content of correctional work and/or inclusive education is included in the Program and contains special conditions, mechanisms for adapting the Program, the use of special educational programs and methods, special teaching aids and teaching materials, conducting group and individual correctional classes and the implementation of qualified correction of developmental disorders.

The organizational section contains a description of the material and technical support of the Program, the provision of teaching materials and means of training and education, includes the routine and/or daily routine, features of traditional events, holidays, events; features of the organization of the subject-spatial environment.

3.7. If a mandatory part of the Program corresponds to an example program, it is issued in the form of a link to the corresponding example program. The mandatory part is presented in detail if it does not correspond to one of the exemplary ones.

3.8. The part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which allows you to familiarize yourself with the content of partial programs, methods, and forms of organizing educational work chosen by the participants in educational relations.

3.9. Working curricula for educational areas are developed in accordance with the approximate general educational program of preschool education, partial programs and taking into account the regional component.

4. Presentation of the Program.

4.1. An additional section of the Program is the text of its brief presentation.

4.2. A short presentation is aimed at parents (legal representatives) and is posted on the preschool educational institution website.

4.3. Presentation structure:

• Age and other categories of children for whom the Program is aimed;

• Sample programs used;

• Characteristics of the interaction of the teaching staff with the families of children.

5. Mechanism for implementing the educational program.

5.1. At a meeting of the pedagogical council (August), work programs are adopted and approved.

5.2. The head approves the list of educational programs for the educational institution and authorizes their implementation in the current academic year. The basis for the order is the decision of the pedagogical council. Responsibility for the work of the pedagogical council and the issuance of orders rests with the head of the preschool institution.

5.3. Educational and methodological kits (hereinafter referred to as EMS) necessary for organizing the educational process are selected by teachers of preschool educational institutions from the Federal list recommended by the Ministry of Education and Science of the Russian Federation and regional educational authorities.

5.4. Teachers inform parents (legal representatives) about the use of teaching materials.

6. Timing for the implementation of the Educational Program of the Preschool Educational Institution.

6.1. The educational program of the preschool educational institution is developed for a period of 1 year.

6.2. During the implementation of the Program, changes are possible caused by the technologization of the learning process, the need to update

content of education, introduction of new methods. Annually approved curricula and programs, if they do not fundamentally change the concept and focus of preschool education, priority areas of educational activity, are additions to the educational program.

7. Organization of control over the implementation of the educational program.

7.1. Monitoring the implementation of curricula, additional education programs by teachers and the mastery of them by students is carried out by the deputy head in accordance with job responsibilities at least twice a year and is organized in accordance with the regulations on the system for monitoring the quality of the educational process.

7.2. The general management of the implementation of the educational program of the preschool educational institution is carried out by the head. Questions about the progress of implementation are considered at administrative meetings and meetings of the pedagogical council.

7.3. Responsibility for the implementation of the educational program rests with the administration of the preschool educational institution.

7.4. A municipal preschool educational institution is responsible, in the manner established by the legislation of the Russian Federation, for failure to perform or improper performance of functions assigned to its competence, for the implementation of educational programs not in full in accordance with the curriculum, the quality of education of preschool educational institution graduates, as well as for the life health of pupils and employees of educational institutions.

7.5. For violation or illegal restriction of the right to education and the rights and freedoms of pupils, parents (legal representatives) of minor pupils provided for by the legislation on education, violation of the requirements for the establishment and implementation of educational activities, the educational institution and its officials bear administrative responsibility in accordance with the Code of the Russian Federation on administrative offenses.

Validity period of this provision: until amendments are made to the legislative acts regulating the organization of educational activities