Preschool training program. work program on the topic

Let's look at how a program of activities in kindergarten is drawn up. First of all, we note that in the educational process of a preschool educational institution, the following main forms of organizing children are used:

• specially organized educational activities (classes),
• games,
• independent activities of children (art, motor, speech, play, work, research, etc.),
• individual work,
• observation,
• excursions, hikes,
• holidays and entertainment,
• mugs and the like.

Organization of classes in preschool educational institutions

They can be organized frontally, in subgroups, individually, depending on the age of the children, the pedagogical goal, the material and technical support of the institution, and the professional skills of the teacher.

The main form of organized educational activity for preschool children remains classes in various sections of the program (thematic, complex, combined, integrated, dominant, etc.).

The duration of specially organized educational activities (lessons) for young children is up to 10-15 minutes, junior preschool age - from 15 to 25 minutes (5-7 group lessons per week), senior preschool age - from 25 to 35 minutes (7- 11 group lessons per week).

Approximate distribution of group frontal classes

1. – and 3 more outdoor activities at other scheduled times;
2. – tasks for logical and mathematical development are implemented not only in specially organized classes, but are also integrated into other types of children’s activities during the day.

Examples of original programs

Name of the lesson:

Building with Lego

Novelty

1. Introduction of the latest information technologies into the educational process.
2. Development of sensory skills in the intellect of pupils, realized in motor games.

Relevance

1. Such construction opens up the world of technology more widely for older preschool children than other types of activities;
2. Prepares the ground for children's technical abilities;
3. Activates mental and speech activity, communication skills, imagination of babies, develops cognitive activity and broadens horizons.

Goals and objectives

1. Development of technical creativity in children.
2. Developing interest in design.
3. Learning to analyze the main parts of an object’s structure and the concept of their functional purpose.
4. Development of fine motor skills, attention and memory.
5. Improving communication skills when working with a couple.

Name of the lesson:

Activities program in kindergarten “Child”

The activity program in kindergarten “Child” offers an integrative approach to organizing the educational process.

But, unfortunately, the authors of the program did not provide an approximate distribution of either subject or integrated classes for a week or a month.

This information can be extracted from some sections of the methodological recommendations for the program. For example, on speech development, it is recommended to conduct 4 classes per month: 3 comprehensive and 1 special (dominant).

Speech classes are recommended for all age groups once a week only with groups of children (up to 15 people).

If there are 20 or more children in a group, then it is advisable to divide them into 2 or more subgroups.

Distribution of complex and special speech classes during the month and quarter

In a preschool institution, in all age groups, integrated classes should be conducted, which combine several areas of children’s activities, and combined classes in order to consolidate the knowledge, speech and skills acquired by children.

Integrated activities in kindergarten

At the present stage, one of the leading principles of didactics is the principle of integration, which in preschool education is implemented through an integrated lesson.

The key point of such a lesson is the topic, which subordinates several areas of activity used in the lesson (mathematics, visual arts, speech development, etc.).

Depending on which section’s tasks dominate, integrated classes can be different: music, familiarization with the environment, fine arts, and the like.

Planning integrated classes should be approached moderately; they are recommended to be carried out with the aim of strengthening children’s speech skills and abilities, performing mental tasks based on material from various sections of the “Child” program.

That is, new speech material is not presented in an integrated lesson, so it is recommended to conduct these classes at a certain time, approximately once a quarter.

Innovation programs

What working, innovative methodology can be drawn up? Based on the author's development, you can choose many interesting topics in ecology, physical education, art, drawing and other disciplines.

The initial basis for the development of the author’s program is a standard educational program, which sets the basic parameters of the skills that children must master. Therefore, when creating his own program, a teacher needs to build on this minimum and deepen, expand, and specify it. At the same time, educators need to remember that they cannot build a methodology below this minimum level.

Combined classes

Unlike an integrated lesson, a combined lesson consists of separate parts that are not interconnected and have their own program tasks from one or different divisions of the Program (language teaching and speech development with the environment, physical education, visual arts, fiction).

An important form of teaching elements of literacy to children of senior preschool age are organized classes (group, individual-group, individual).

We advise you to plan once a week group or individual group lessons to teach children the elements of literacy in the senior group, and plan and conduct individual lessons every day with individual children, taking into account their individual characteristics.

We remind you that it is advisable to teach children the elements of literacy and preparation for writing with small groups of children or as group work for children of the sixth and seventh years of life who identify the need to read and write.

Intentions, differences of the program

So, we have found out that your own program is created by the teacher or team. It belongs to him or them as intellectual property. Its goal is to solve a specific problem in additional education and achieve its diversity.

You may ask, what are the differences between the author’s methodology and the educational one? The first is created by the teacher himself:

• according to personal intention, taking into account the experience of working with the guys;
• based on experience;
• teacher's skill level;
• developed programs;
• the teacher’s vision of problem solving.

In your own methodology it is necessary to provide an original approach and the necessary novelty.

Teaching preschoolers the elements of literacy

As the practice of modern preschool educational institutions shows, it is advisable to teach elements of literacy to children of senior preschool age with small groups of children, so group (up to 15 people), individual-group (4-8 people) and individual (1-4 people) will prevail. classes that bring together children of senior preschool age of approximately the same level of development (if children have different levels of development, then separate tasks should be planned for such children).

It’s no secret that among kids there are those who are already interested in sounds and letters or even read words, sentences and the like on their own. We recommend involving such children in group work.

In classes on teaching elements of literacy, which are advisable to be held once a week as a group or individually, children listen to speech, learn that it consists of sentences, sentences are built from words, and words can be divided into syllables and individual sounds.

Fiction classes

Classes in fiction are held in all age groups: frontal or group lessons at least once a week, individual, individual-group - almost daily.

In the system of educational work of mathematical content, it is necessary to provide for integrated, complex classes.

For example: a combination of mathematics classes with other types of activities - construction, visual arts, physical education, excursions into nature.

Physical education and music classes are planned twice a week.

In autumn, winter and spring, two physical education classes are held in the gym, and three are held outdoors.

An approximate diagram of the calendar planning of the teacher’s educational work for the main routine moments of the first and second half of the day

In the second half of the day, you can also schedule the activities of the clubs according to the plans of the leaders of the clubs.

Approximate diagram of calendar planning of educational work of a teacher by types of children's activities and forms of work of a teacher with children

Literature

Before moving on to this topic, let's see what literature is offered on various sites.

1. Here you can get coupons that give you the right to participate offline in webinars on the topic of the teacher’s work program.
2. Do you want to purchase a kit with a book and a disk about drawing up the basic educational program of a preschool educational institution? Then come here.
3. To get acquainted with the development of a teacher’s work program on a CD for a computer, go here.
4. Would you like to take a look at the pedagogical video workshop for the main educational program of the preschool educational institution? Then this is the place for you.

Features of using the “Child in preschool years” program

The activity program in kindergarten “Child in the preschool years” is a new type of program.

The program is focused on the values ​​and interests of the child, taking into account age-related capabilities, preserving the children's subculture, amplifying child development, and the interconnection of all aspects of the child's life.

The program of activities in kindergarten “Child in the preschool years” is addressed to teachers, practical psychologists and social teachers of preschool educational institutions, educators who work in family-type homes and boarding schools; students of pedagogical universities and colleges studying in the specialty “Preschool Education”, parents.

The goal of the program is to ensure the full physical, social, cognitive and aesthetic development of the personality of a child of the sixth year of life; to facilitate entry into the Universe and develop his internal strengths and spiritual potential.

The main objectives of the program are to equip the child with the science of life:

• formation of basic characteristics;
• ensuring a “one start” opportunity for six-year-old children;
• creation of a unified educational environment, which promotes prospects and continuity between preschool educational institutions and primary schools.

The scientific and theoretical foundation of the program is the achievements of domestic and world psychological and pedagogical science, as well as modern studies of child development, which recognize the originality, uniqueness, peculiarity of preschool childhood in the development of personality, taking into account the sensitivity of this period regarding the formation of the primary schematic worldview, subordination of motives, voluntary behavior , internal ethical authorities, self-awareness.

Basic personality characteristics

Scientists include the following basic personality characteristics:

• competence,
• creativity and initiative,
• arbitrariness,
• independence,
• responsibility,
• safety and independence of behavior,
• self-awareness and the individual’s ability to self-esteem.

The program of activities in kindergarten provides for the timely development of basic characteristics as the need to implement the standard defined by the “Basic Component of Preschool Education”, that is, fulfilling the state’s obligations to the child, family and society in general related to ensuring an equal start for every child, regardless of place and living conditions, type of preschool educational institution.

Basics of the program

The program is based on the concept of psychological age as a stage, a stage of child development, characterized by its structure and dynamics.

So, each psychological age includes:

• qualitatively special, specific relationships between a child and an adult (“Creation of the “I Want” Foundation”), that is, introducing the child to the system of values ​​​​developed by humanity, organizing conditions for her spiritual growth, forming the foundations of a value-based attitude to reality;
• a certain hierarchy of activities and their leading types (“Creation of the “I Can” Foundation”), that is, the child’s assimilation of knowledge, mastery of skills, the formation of a culture of knowledge, the ability to independently practically use what has been acquired in life;
• the main psychological achievements of the child, indicating the development of his psyche, self-awareness, personality (“Indicators of the child’s competence”), that is, a mandatory minimum set of basic knowledge, ideas, practical skills and abilities that guarantee the child’s adaptation to life, the ability to navigate in it, adequately react to phenomena, events, people.

Indicators of a child’s competence are the minimum educational core, the level of assimilation of which is reflected in the qualitative and quantitative indicators of the child’s activity and behavior.

Program structure

The program has features in its structure and consists of two parts: a program of activities in kindergarten for early and pre-school age and activities in kindergarten for preschool children.

Section “Gender Socialization”

The subsection “Gender Socialization” was developed in accordance with the latest research by psychologists. It covers two interrelated aspects:

• the preschooler’s assignment of accepted models of male and female behavior, relationships, norms, values ​​and gender stereotypes;
• the influence of society and the social environment on an individual with the aim of instilling in him certain rules and standards of behavior that are socially acceptable for men and women.

Rhetoric

New to the program is the “Rhetoric” direction. The program of activities in kindergarten assigns this section a place in the variable part.

Modern rhetoric, which formed the basis for the development of a subsection of the program, combines into one different knowledge about a person from the theory of communication, psychology of communication, linguistics, ethics, sociology, logic, semiotics and the like.

So, rhetoric teaches effective communication at a new stage of social development in conditions of enormous opportunities for openness and accessibility of the information space. However, what remains unchanged for modern rhetoric is that at the center is the person who communicates.

Development of a child’s spiritual potential

The activity program in kindergarten contains the subsection “Development of the spiritual potential of the child,” which is also new in the program; it is classified as a variable part.

Spiritual potential is an integral formation, in a unique and inimitable combination it combines the possible and the actual, the conscious and the unconscious, the existing and the should.

To update the “Child in Preschool Years” program, leading experts in preschool and primary education were involved. In the process of developing the scope of knowledge, abilities (competencies) and skills of children of early, preschool and preschool age, modern research by psychologists, teachers, didactics, sociologists, and linguists was used.

The activity program in kindergarten contains sections:

1. Early preschool age (3rd year of life)
2. Junior preschool age (4th year of life)
3. Middle preschool age (5th year of life)
4. Senior preschool age (6th year of life)

The kindergarten activity program covers the education and upbringing of children from the third to the sixth year of life. It focuses on working with children with the following thematic subsections: everyday life, games, health care and physical education of children, native land, speech development, formation of initial mathematical concepts, aesthetic education and artistic creativity of children, education of the foundations of a culture of behavior and relationships, work.

The program of activities in kindergarten is especially rich in historical and ethnographic material, since the compilers considered it as regional.

The preschool institution implements its tasks in close cooperation with the family.

It is important that the Program includes the following areas of work: “Fundamentals of Legal Culture”, “Spiritual Education”, “Fundamentals of Economic Culture”.

Programs “Origins”, “Rainbow”, “Childhood”

The “Origins” program is a program developed under the guidance of a team of researchers named after. A.V. Zaporozhets under the guidance of Doctor of Pedagogical Sciences L.A. Paramonova.

Are you an expert in this subject area? We invite you to become the author of the Directory Working Conditions

The main goal of the “Origins” Program is the formation of a full-fledged and comprehensively developed personality of a preschool child, the development of his universal creative abilities in accordance with his age capabilities and needs.

The “Origins” program is designed for children aged from birth to 7 years.

The “Origins” program holistically defines the nature and content of the modern educational process in preschool educational institutions, which is aimed at developing the personal culture of a preschool child.

The main principle of the Origins Program is humane pedagogy, which implies dialogue between:

• child and adult,
• children,
• teacher and parents,
• teachers.

The Rainbow program is a program developed for the preschool educational institution E.V. Solovyov, together with a number of authors and developers (T.N. Dronova, V.V. Gerbova, T.I. Grizik, etc.).

Note 1

The Rainbow program is the first comprehensive program that opens the way to modern variable educational programs for preschool children, which replaced the Standard Educational Program.

Finished works on a similar topic

Course work Educational programs for preschool children 480 ₽ Abstract Educational programs for preschool children 280 ₽ Test work Educational programs for preschool children 240 ₽

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The main goal of the Rainbow Program is to preserve and strengthen the health of preschool children, to help every preschooler live their preschool childhood with joy and benefit, as well as to ensure timely and complete mental development for pupils, taking into account their age and individual characteristics.

Currently, the Rainbow Program is the only Program that covers the entire range of problems related to providing the necessary conditions for preserving the health of preschool children, their successful upbringing, training and development.

The Rainbow program is designed for children aged 2 to 7 years.

The “Childhood” program is a program that was developed by a team of teachers from the Department of Preschool Pedagogy of the Russian State Pedagogical University named after. A.I. Herzen.

The main goal of the Childhood Program is to provide the necessary conditions for the full development of the personality of a preschool child.

The “Childhood” program was developed based on the achievements of modern and classical preschool pedagogy. Education of children under this Program is aimed at deepening and systematizing the acquired knowledge, as well as gaining the necessary life experience. The number of classes in the Childhood Program and their duration are not regulated; the teacher must determine this independently, based on the capabilities and needs of the students.

Strategic goal of the subsidiary

The strategic goal of preschool education is to develop the child’s life competence, directing it towards creativity and self-realization.

The leading activity of preschool children is play. In order to provide preschool education to all children of preschool age, especially children of five years of age, the Program can also be used to work with children in short-term preschool educational institutions, general education institutions, out-of-school educational institutions, and development centers.

Children's mastery and experience of various types and forms of activities planned in block-thematic cycles ensures the systematic formation of children's ideas and knowledge, thanks to a holistic perception of the topic.

Such planning and the entire program of activities in kindergarten allows the teacher to build the educational process in such a way as to maximally realize the stated goal, the key idea through a system of classes, appropriate forms and methods of teaching, optimal for each age group.

The system of educational work on the topic is presented holistically in the proposed form of a long-term plan. Daily planning is drawn up on the principle of a methodological constructor, the elements of which during the day can be transformed, change sequence, etc., depending on the real situation.

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.

Technology for constructing an educational space

The technology for constructing an educational space using a methodological constructor provides a wide field of professional freedoms for educators within a given thematic cycle.

Such freedom gives him the opportunity to independently construct a general picture of the day and even the week from individual didactic elements (effective forms, methods, means of teaching and raising children) available in the file cabinet.

Criteria for selecting didactic elements

In this case, the main criteria for choosing the appropriate didactic element are:

• personal vision, understanding and acceptance by the teacher of each educational topic;
• focusing on the capabilities, interests and inclinations of children of a particular group;
• accounting of available resources.

The advantage of planning according to the principle of a methodological designer lies, firstly, in a high degree of trust in the professional skills of the teacher, who is able to build his work with children, focusing on the feelings of the real situation, and not according to generalized standardized regulations.

Secondly, minimizing the amount of necessary documentation for daily planning significantly saves the teacher’s time and effort. That is, the teacher, from a prepared card index the day before or at the beginning of the day, selects for himself those didactic tools that he needs to work on the train of the day. This means that he does not waste precious time copying into a journal for scheduling all types of work, to which life will still make its own adjustments.

While working with children, the teacher reflects, listens with his heart and mind to himself and his students and, using the card index of the methodological designer, optimally organizes the educational process.

We note that this technology requires further development regarding practical application and, in accordance with this, at the initiative of the Ministry of Education and Science, a series of publications “Library of a Preschool Teacher” has been developed as didactic and methodological support for the Basic Component of Preschool Education.

These materials can also be used in the educational process using this technology.

Experienced teachers will discover new opportunities for creative professional self-expression in this didactic and methodological support.

And young educators will find tips on how to organize educational work during the day. the most interesting and useful for children.

The essence of the main educational program of a preschool educational institution

Anastasia Verbitskaya

The essence of the main educational program of a preschool educational institution

Introduction

The development of modern society places new demands on preschool educational institutions the educational process in them , the selection and justification of the content of basic and partial educational programs , the results and effectiveness of their activities, the selection and training of teaching staff.

Consequently, objectively, new requirements are being placed on educational institutions to ensure their stable functioning and development. The optimal mechanism for ensuring these processes is the activity of a preschool educational institution in developing and implementing its educational program .

1. The essence of the main educational program of a preschool educational institution

The educational program of a preschool educational institution is one of the main regulatory documents regulating its life. It, along with the Charter, serves as the basis for licensing , certification, accreditation, changes in budget funding, organization of paid educational services in accordance with the social order of parents (legal representatives)

.

The educational program of a preschool educational institution is developed in accordance with the requirements of the main regulatory documents: Law of the Russian Federation “On Education ”

[1] and the Model Regulations on
a Preschool Educational Institution , in accordance with temporary state standards in the field of preschool care and education and is a mandatory regulatory document developed and implemented in accordance with clause 5, art. 14 of the Law of the Russian Federation “On
Education ” [1],
“each
educational institution independently . ”

In accordance with clause 6, part 1 of the Federal Law of December 29, 2013 No. 273-FZ, the Federal State Educational Standard for Preschool Education was approved [2] .

This Federal State for Preschool Education (Standard)

is a set of mandatory requirements for
preschool education .
The standard regulates relations in the field of education that arise during the implementation of the educational program of preschool education .

Educational activities are carried out by preschool organizations , individual entrepreneurs, as well as parents (legal representatives)

.

based on the principles of preserving the uniqueness and intrinsic value of childhood, the humanistic nature of relations between adults and children, respect for the child’s personality, and the implementation of the Program in the form of a game . An adult and a child are equal participants in the educational process .

The Standard takes into account the individual needs of the child and the possibilities of mastering the Program at different stages of its implementation. The standard includes requirements for the structure of the Program and its scope .

The new Standard ensures equal opportunities to receive preschool education for each child, taking into account his individual characteristics.

The program determines the organization and content of the educational process 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, preservation and strengthening of children's health.

In accordance with paragraph 5 of Art. 14 of the Law of the Russian Federation No. 32661 “ Education ” [1] the content of education in a specific educational institution is determined by the educational program ( educational programs approved and implemented by this institution independently . The main educational program in an educational institution with state accreditation is developed on the basis of relevant exemplary educational programs . It should ensure the achievement of students (pupils)

results of mastering
basic educational programs established by the relevant federal state educational standards .
2. Structure and content of the main educational program of the preschool educational institution

The educational program determines : the goals and priority areas of education in a particular institution ; specific tasks at a certain stage of the institution's ; a set of upbringing and education programs – comprehensive and partial; a set of additional education programs interconnected with compulsory and variable curricula ; features of the organization of the educational process and the operating mode of a preschool educational institution ; the use of non-traditional forms of upbringing and education of children and new pedagogical technologies; educational and methodological base that ensures the introduction of non-traditional disciplines; a system of analytical and diagnostic techniques that ensure the validity of the program .

The main general education program consists of two sections: “Compulsory part”

and “Part formed by participants
in the educational process ”, each of which includes a target, content and organizational component [5].
The mandatory part examines the age and individual characteristics of the contingent of children brought up in kindergarten, information about the qualifications of teaching staff and the families of pupils, the content of the educational process , the priority direction in the work of the preschool institution , the goals and objectives of the kindergarten’s activities in implementing the basic general education program , features educational process in kindergarten, principles and approaches to the formation of a general education program of a preschool institution , organization of the regime of children in kindergarten, model of the educational process , system of physical education, hardening and recreational activities, content of psychological and pedagogical work on the development of educational areas , target guidelines. The program includes three main sections : target, content, organizational. Each of them reflects the obligatory part and the part formed by the participants in educational relations .

The structure of the Preschool Educational Program is as follows [6] :

Section I: The purpose of a preschool educational institution and the means of its implementation. This section reflects the priority areas of activity of the preschool institution . It also reveals the main means of implementing preschool education , among which we consider the following: the Charter of the preschool educational institution, educational activities in accordance with the license of the preschool educational institution, the development by pupils of the “Mandatory minimum content of preschool education ”, the development by pupils of the main general education program and a set of partial programs , the development by pupils of the position of a subject in children’s types of activities, providing parents of pupils with the opportunity to choose a mode of stay in a preschool educational institution and providing advisory assistance on issues of education and upbringing of preschool children , ensuring a favorable psychological climate in the preschool educational institution, development and improvement of the subject-development environment, high professionalism of teachers, development of methodological services in the preschool educational institution.

Section II: Description of the “model”

graduate
of a preschool educational institution . This section defines the characteristics of the personality development of a child who graduates from a preschool institution .
Reveals the acquired skills and abilities during the entire period of stay in the preschool educational institution. Section III: Purpose and objectives of the educational process . This section reveals the mission, goals, objectives of the preschool institution , as well as the expected results of the preschool educational institution.

Section IV: General educational programs of preschool educational institutions and their methodological support. This section lists comprehensive and partial preschool education programs , as well as the pedagogical technologies used in the educational process of preschool educational institutions .

Section V: Features of the organization of the educational process . This section contains the curriculum, features of educational activities in accordance with the priority areas of the preschool educational institution, the daily routine, as well as the traditions of the preschool educational institution in working with children, teachers and parents. This section is subject to major changes, so every year the pedagogical council adopts changes to the Educational Program , which approves changes to the curriculum for the current year.

Section VI: Criteria and indicators for the implementation of the educational program . To assess the effectiveness of the educational process, teachers must have clear guidelines. Therefore, the sixth section will contain a system of development indicators for children of all age groups in all sections of the comprehensive program .

3. Goals and objectives of the program in accordance with the Federal State Educational Standard

The goal of the basic general education program is to ensure the social success of the child, taking into account his age and individual characteristics.

Based on the goal of the program , the teaching staff of the preschool educational institution the main goal of their work in creating favorable conditions for a child to fully enjoy preschool childhood , forming the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society , to schooling, ensuring the life safety of a preschooler [4] .

Tasks:

— development of the child’s physical, intellectual and personal qualities;

— preservation and strengthening of children’s health;

— formation of a value attitude towards a healthy lifestyle ;

- preparing the child for life in modern society;

— formation of universal prerequisites for educational activities, providing for ensuring the child’s readiness for school, necessary and sufficient for mastering the basic educational program of primary general education ;

— interaction with children’s families to ensure the full development of children;

— implementation of the necessary correction of deficiencies in physical and (or)

mental development of children;

- formation in a child of a consciously correct attitude towards natural phenomena and objects that surround him and with which he becomes acquainted in preschool childhood ;

- creating an atmosphere in groups of a humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity.

The goals and objectives of the program, the principles and approaches to the formation of the program the characteristics that are significant for the development , including the characteristics of the developmental characteristics of children of early and preschool age are described in the explanatory note.

Conclusion

So, the educational program of a preschool educational institution is one of the main regulatory documents regulating its life. It, along with the Charter, serves as the basis for licensing , certification, accreditation, changes in budget funding, organization of paid educational services in accordance with the social order of parents (legal representatives)

.

The practice of preschool educational institutions and the analysis of literature on this issue made it possible to identify the problem of an ambiguous understanding of the purpose, structure and content of this document. The most common misconception is that the educational program is often identified with the curriculum implemented in a particular preschool institution .

Bibliography

1. Federal Law of the Russian Federation “On Education in the Russian Federation” dated December 29, 2012 N 273-FZ, as amended. and additional (as amended on June 4, 2014 N 148-FZ)

2. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education ” with the appendix of the Federal State Educational Standard for Preschool Education

3. Order of the Ministry of Education and Science of the Russian Federation “The procedure for organizing and implementing educational activities in basic general education programs - educational programs for preschool education ” dated August 30, 2013 No. 1014

4. Bakholdina O.I. Educator under the conditions of the introduction of the Federal State Educational Standard of Education. / O. I. Bakholdina. – Ostrogozhsk. – 2014. – 176 p.

5. Makarova A. Basic educational program of a preschool institution : brief information // Educational . – No. 2. – 2015. – P. 2-6

6. Skorolupova O. A. “ Educational program of a preschool educational institution ” - M.: LLC “Publishing House Scriptorium”

, 2014.