Implementation of the Federal State Educational Standard for Preschool Education. Implementation of the Federal State Educational Standard before in the practice of the work of a preschool institution

Olga Mikhailovna Matina
Implementation of the GEF of preschool education in the practice of the work of a preschool educational institution

Today we have before us (by teachers) relevant is the issue of organizing activities in accordance with the federal state educational standard for preschool education(Further GEF DO) . The changes that are taking place in modern society require us to improve educational process, defining goals education taking into account state, social and personal needs and interests.

GEF DO - Federal State Standard preschool education - document, which is all preschool educational organizations are obliged implement. On September 1, 2013, Federal Law No. 273-FZ dated December 29, 2012 came into force "About education In Russian federation", which introduced a number of significant changes to the system education Russian Federation and, in particular, in preschool education. (Slide #2)

According to federal law "About education In Russian federation" (dated December 29, 2012) preschool education is the level of general education and an integral part of the system of continuous education. (Slide #3)

The main one is developed on the basis GEF and taking into account the variable exemplary basic educational programs. Exemplary programs must be examined by the Ministry education and sciences of the Russian Federation and enter the unified register educational programs.

On January 1, 2014, the Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On Approval of the Federal State. (Slide number 4)

1. Approve the attached federal state educational standard of preschool education

2. Recognize as invalid the orders of the Ministry education and science of the Russian Federations:

subject to federal government requirements

to the structure of the main general educational program of preschool education»

dated July 20, 2011 No. 2151 “On Approval of Federal State Requirements for the Conditions implementation of the main general educational program of preschool education»

Development of a standard for preschool education was engaged in a specially created January 30, 2013 working a group led by the director of the Federal Development Institute education Alexander Grigorievich Asmolov.

The standard reflects state, social and personal interests and needs. (Slide number 5)

The standard sets out the requirements for Program implementation, in including: to the structure of the main educational programs; to their conditions implementation; and the results of their development. (Slide number 6)

Objectives of the standard: (Slide number 7)

Increasing the social status of DOs

Ensuring by the state of equal opportunities for each child in obtaining quality preschool education

Ensuring state guarantees of the level

and quality education based on the unity of mandatory requirements

Preserving unity educational RF space relative to the level preschool education

Objectives of the Standard: (Slide #8, #9)

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 each child during the period preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including HIA)

3. Ensuring the continuity of the BEP of DOs and IEOs

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 ...

5. Combining education and upbringing into a holistic educational a process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society ...

6. Formation of a common 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, the formation of the prerequisites for educational activities

7. Ensuring variability and diversity content of Programs and organizational forms of DO, the possibility of forming Programs of various directions, taking into account educational needs, abilities and health status of children

8. Formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children

9. Providing psychological and pedagogical support for the family

and increasing the competence of parents (legal representatives) in development and education, protection and promotion of children's health

Social and communicative development

cognitive development

Speech development

Artistic and aesthetic development

Physical development

Personal development goes through all 5 educational areas.

(I say when I flip through slides No. 7, 8, 9 goals and objectives GEF)

In accordance with the FGT, educational program of preschool education should provide for the solution of software educational tasks in joint activities of adults and children and independent activities of children. Standard as one of the principles preschool education proclaims the assistance and cooperation of children and adults, the recognition of the child as a full participant (subject) educational relations.

The task of the Standard is to combine training and education into a holistic educational a process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society - echoes one of the principles FGT: ensure the unity of educational, developmental and training goals and objectives of the process preschool education.

Continuity of FGT and GEF We also see DO in the definition of structural units of content preschool education. it educational areas corresponding to the main directions of development of children. (Slide number 10)

If we compare FHT and GEF then we will see that in FGT such educational areas 10, and in the Standard - 5, but in terms of content educational areas are very close. (Slide number 11)

It should also be noted that changes have taken place not only in educational areas, but also in documentation: (Slide number 12) 13

Thematic planning;

Calendar planning;

Grid – immediate schedule educational activities;

Abstracts of direct educational activities;

Bibliography

1. Federal Law No. 273 "About education In Russian federation".

2. Project of the Federal State educational standard(GEF) preschool education.

3. Fedina N. V. On conceptual approaches to developing Federal State educational standard of preschool education

// http://do.isiorao.ru/news/fgos_DO_Fedina.php.

4. Fedina N. V. Place and status preschool education in the system of continuous education in Russia // Preschool education. 2008. No. 8. - S. 7 - 12

Tatyana Karpina
Experience in the implementation of GEF in preschool educational institutions

Realizing the relevance of the introduction GEF DO, I decided to change my professional position as a teacher and improve and expand my knowledge.

Completed advanced training courses "Actual problems of distance education in the context of the introduction to GEF DO» . In our kindergarten, an action plan was developed to ensure the introduction of the Federal State Educational Standard for Preschool Education. Based on this plan, I outlined for myself my plan for self-education. It was necessary to understand everything, comprehend, it was difficult. I studied the normative documents both on my own and at teachers' councils, at meetings with the head. At one of the teachers’ councils, she prepared a report “The work plan of a teacher in a preschool educational organization, taking into account GEF DO". In kindergarten, we made changes to the OOP DO and each teacher developed a work program for his age group, which does not put the teacher in a rigid framework, but gives the opportunity to show their creativity, work, taking into account the wishes of parents and the interests of children.

In accordance with the new requirements, I revised the planning system for educational work (the scheme for writing the plan was adopted at the teachers' council). When planning, I observe a complex - thematic principle. Indeed, with this approach, children receive knowledge directly, unobtrusively. Here, for example, the topic in the preparatory group "Space spaces". I read books to children about space, about the Sun, about planets, about astronauts; we watched presentations "Space Conquest", "Constellation Ursa Major and Ursa Minor", "FROM. P. Korolev» and others. We drew, sculpted, designed on space themes; learning and listening to songs "Flight to the moon", "Do you know what kind of guy he was"; guessed cosmic riddles; coloring ready-made pictures about space. Conducted outdoor games and games - competitions "Rocket", "Cosmonauts and Aliens", "Build a rocket from modules", "Whose rocket will fly faster"; I created conditions that encourage children to play plot-role-playing and building games on space themes. The final event was musical and sports leisure "Fast rockets are waiting for us". This topic aroused great interest among children. They talked a lot about space at home, and it was nice to hear the confession from parents: "Our children know more than us". one girl said: "Tatyana Alexandrovna, tell my parents that there is such a cosmonaut Grechko, and he loves to visit Nizhny Novgorod." When developing this topic and others, cooperation with the district children's library helped me a lot. Library staff brought to the group a selection of books and magazines on a topic of interest to us, together with them we held quizzes and watched presentations.

I believe that the Internet and multimedia equipment that is in our kindergarten provides a significant help to the teacher. This is also an important condition for implementation of GEF DO. The team created a piggy bank of presentations on topics, there are educational computer games.

With complex thematic planning, the integration of five educational areas is carried out. This contributes to the development of children. After studying the topic, I fill out a monitoring map. Such an assessment is necessary in the first place for me to receive "feedback" in the process of interacting with a child or with a group of children.

When working with parents, I try to use new forms, but I also do not forget such tried and tested ones as visual information tools, parent-teacher meetings, and questionnaires. Visual information in the parent's corner and on the website of the kindergarten allows parents to see my work more objectively.

In our kindergarten (and in my group) traditions have developed, and parents take an active part in the events. These are exhibitions of joint creative works of parents and children: I held exhibitions "Memories of Summer", "Gifts of Autumn", "Christmas toy", "New Year card", "Magic Snowflake", "Mom has golden hands", "These days the glory will not cease" and others. Carrying out sports events and entertainment, where parents become participants, not spectators (leisure "Together with dad", "Together with Mom", "We're going, we're going to distant lands" and others) brings families even closer together. How much joy in the eyes of children! How proud they are of their parents! After all, parents are the most important people in a child's life.

I would like to tell you about a small tradition of my group. For holidays like "Mothers Day", "March 8", "February 23" we teach the whole group a poem, and when the children present gifts, they congratulate their parents in a poetic form. I am sure that love for the Motherland begins precisely with love and respect for one's parents.

In my work with my family, I also used the method of projects. Were the following projects have been implemented: "Spring-Red", "My family", "Safe Road to School", "Introducing children to the work of Vitaly Bianchi"(in the preparatory group, "Education of cultural and hygienic skills" (first junior group). The participation of parents in exhibitions, holidays, projects allowed me to more effectively influence the development of a positive "family pedagogy".

I really like this form of work, as individual conversations. Parents see that I know their child, I worry about him, I see his positive aspects, I pay attention to weaknesses, I advise how to achieve the best result, and I rejoice for every even small success of the baby. At parent-teacher meetings, the teacher is deprived of the opportunity to talk "eyes to eyes" with the mother or father of the child, it is all the more unethical to discuss family problems in the presence of other parents.

Photo reports on events, photo newspapers, exhibitions of children's works ( "Portrait of Mom", "Portrait of a Pope" etc.”) inform parents about life in the group, because it’s not without reason they say: Better to see once than hear a hundred times. There are also prospects for interaction with the parent community through the MDOU d / s website "Spikelet", where there is a page of our group. But it should be noted that the organization of interaction with the family is not an easy job, without ready-made recipes. Her success is determined by the intuition, initiative and patience of the teacher, his ability to become a professional assistant for the family.

Another important condition for GEF implementation in preschool education it is the creation of a developing object-spatial environment. It contributes to the most effective development of the individuality of each child, taking into account his inclinations and interests. When creating groups, I rely on the requirements GEF and take into account the methodological recommendations given in the educational manual of the authors Karabanova O. A., Aliyeva E. F. and others. “Organization of a developing object-spatial environment in accordance with GEF DO”, I try to create conditions for full communication and joint activities of children and adults. In the preparatory group, we conditionally identified a zone of role-playing games, a construction center, a "The ABC of Security", "Sport - is life", "We are patriots", "Ecology and experimentation", center "Development" and "Reader", center "Creation". The integration of zones when placing game material provides implementation actual needs of children, freedom of choice of children's activities. I try to ensure that children have the opportunity for physical activity, as well as opportunities for seclusion: there is a play area in the bedroom, conditions have been created for the privacy of children in the locker room. My parents helped me a lot in creating the environment. For children, they sewed and knitted (clothing for dolls, doll bed linen, costumes for role-playing games, didactic manuals in mathematics, sensory skills (panels for the development of fine motor skills, various layouts. A rich object-spatial environment was created in accordance with age opportunities for children and the content of the Program.As a self-analysis of my activities in this direction, I consider my participation in the competition among teachers of the district "Creation of a subject-developing environment in accordance with GEF DO» in 2015.

In the kindergarten, multifunctional shelving, mobile boxes on wheels, children's modern furniture, new toys and didactic aids were purchased for all groups. All this provides comfort, convenience and safety, as well as mobility. We update the environment depending on the educational situation and the changing interests of children.

In conclusion, I want to say that working in accordance with the Standard has activated my desire to improve my professional skills, to master new technologies. I have always effectively used gaming technologies in the pedagogical process, now I use ICT technologies more confidently, actively stimulate children to search, and research, creative activity is now an important part of my work. Our parents have become active participants in the educational process.

But along with the positives, I see the following Problems:

1. Absence in some areas of educational and methodological developments and materials in accordance with GEF.

2. Contradictions in the development of monitoring the educational process, the complexity of the process of creating individual educational routes.

3. The problem is in the organization of the subject-spatial environment, taking into account the possibilities of an individual approach to each child.

4. I see that the idea for the introduction GEF DO has the right purpose. Many wise theses about the development of a child's personality, about an individual approach, were voiced in this document. I am very pleased with the return to the importance of play activity as a leading one for a preschooler. Therefore, I would like to believe that a reasonable system of requirements for the work of a teacher will be developed. But how this will turn out is still difficult to say.

Modern policy in the field of education, including in the field of preschool education, is aimed at achieving its quality. In accordance with the Federal Law "On Education in the Russian Federation", modern preschool education is the first level of the general education system. He plays a leading role in the upbringing and development of preschool children. The management activities of a modern preschool educational institution (hereinafter referred to as preschool educational institution) should be aimed at bridging the gap between the existing and necessary (desired, required by society) state of the pedagogical process, the achieved and required quality of preschool education.

The realities of today in the system of preschool education are associated with the implementation of the Federal State Educational Standard for Preschool Education (hereinafter FSES DO). The implementation of GEF DO involves the creation of a certain type of conditions:

• creation of personnel conditions for ensuring the quality of mastering by children of the main educational program of the preschool educational institution,
• creation of program and methodological conditions for the implementation of the Federal State Educational Standard for Preschool Education (design and implementation of the main educational program for preschool educational institutions, work programs for educators and specialists),
• creation of a developing subject-spatial environment, as a condition for children to master the content of the main educational program of the preschool educational institution.

The creation of the conditions outlined above is ensured by the managerial activities of the head of the preschool educational institution. In this regard, we will define and describe the necessary management mechanisms for the implementation of GEF DO.

Regulatory framework for the implementation of GEF DO

One of the fundamental management mechanisms for the implementation of GEF DO is the reliance on regulatory requirements. The regulatory framework for the implementation of GEF DO includes documents that reflect the requirements of the modern educational policy of the state in the field of education:

• Strategy for Innovative Development of the Russian Federation until 2020,
• Federal target program for the development of education for the period 2016-2020 (hereinafter FTsPRO),
• Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education,
• An exemplary basic educational program for preschool education (approved by the decision of the Federal Educational and Methodological Association for General Education (minutes of May 20, 2015 N 2/15) .

The strategy until 2020 sets the following requirements for the professional competence of a teacher:

• ability and readiness for continuous education, continuous improvement,
• retraining and self-training, professional mobility, striving for something new;
• ability for critical thinking;
• ability and willingness to take reasonable risks, creativity and entrepreneurship, ability to work
• independence, willingness to work in a team and in a highly competitive environment.

The requirements identified in the FTsPRO become the basis for the head of the preschool educational institution to build a management system for the development of human resources, which ultimately ensures the implementation of the goals and objectives of the Federal State Educational Standard.

The Federal Target Program for the Development of Education for the period up to 2020 defines as a goal the creation of conditions for the effective development of Russian education, aimed at ensuring the availability of quality education that meets the requirements of modern innovative socially oriented development of the Russian Federation. One of the tasks of the FTsPRO is the development of modern mechanisms and technologies for general education. The solution to this problem is provided by the support of innovations in the field of education on topical issues, including in the field of education of children with disabilities and disabilities, as well as the implementation of the Concept for the Development of Mathematical Education in the Russian Federation, as well as the concepts for the development of other subject areas, which fully correlates with the first level of general education - preschool education. Indeed, in the content of the Federal State Educational Standard for Education in the educational field "Cognitive Development", the tasks of pre-mathematical education of preschool children are highlighted (the formation of primary ideas about the objects of the world around, about the properties and relationships of objects of the world around (shape, color, size, material, quantity, number, part and whole, space and time, movement and rest, causes and effects, etc.).

All of the above allows us to determine the first management mechanism for the implementation of the Federal State Educational Standard road map design in accordance with the strategies and goals for the development of preschool education in the Russian Federation and in a particular region, and its further implementation. The content of the roadmap includes the following areas:

• managing the implementation of the GEF DO, including the following activities: designing the main educational program of the preschool educational institution, motivating teachers to participate in this methodological activity, preparing a presentation of the GPP for posting on the site of the preschool educational institution, organizing the development of work programs for the educator and specialists, managing the creation of conditions for the implementation of the PEP;
• methodological support for the implementation of the Federal State Educational Standard, including the following activities: familiarizing the teaching staff with the navigator of exemplary educational programs of preschool education to select the content of the invariant part of the main educational program of the preschool educational institution, organizing the activities of Creative groups in designing work programs for educators and specialists, organizing a system of methodological work that ensures the readiness of teachers to the implementation of the strategies of the Federal State Educational Standard for Education (an activity approach to the organization of the educational process, a personality-oriented model of interaction between an adult and children, ensuring the subjective position of a child in the educational process);
• information support for the implementation of the FGS DO, including the posting on the website of the educational institution of information on the implementation of the "roadmap for the implementation of the Federal State Educational Standard for DO" for the current period, the creation and organization of the website of the institution and blogs of teachers to inform the public about the results of the implementation of the main educational program of the preschool educational institution, educational events.

Creation of conditions for the implementation of GEF DO

Management mechanisms for the implementation of GEF DO also include the creation of the necessary conditions for this: personnel, material and technical, program and methodological, methodological, as well as the use of the necessary resources, that is financial security of the implementation of GEF DO.

Human resources management is designed to ensure the staffing level, the appropriate educational level of teachers, the improvement of their qualifications through an external training system and in-house professional development (through a system of methodological work). The educational level of teachers must comply with the requirements of the Professional Standard "Teacher" (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher).

The professional standard highlights the professional competencies of teachers , on the formation and development of which the managerial activity of the head of the preschool educational institution should be directed:

• the ability to organize professional activities, built on the main patterns of age development of preschool children, stages and crises of development, socialization of the individual, indicators of individual characteristics of development trajectories;
• the ability to carry out professional activities in the conditions of updating its goals, content, changing technologies;
• the ability to create a safe and psychologically comfortable educational environment;
• the ability to master and apply modern psychological and pedagogical technologies based on knowledge of the laws of personality development and behavior in a real and virtual environment;
• the ability to cooperate with all participants in educational relations.

The realities of today indicate that teachers do not fully comply with the requirements of the Professional Standard. And it is possible to solve this problem only by creating in an educational institution innovative methodological work.

AT modern conditions in the system of methodological work in a preschool educational institution, a number of acute contradictions can be traced, the resolution of which is considered as the driving force behind its reform.

These are contradictions between:

• increased requirements for methodological work in the context of updating educational practice and its real state in the practice of preschool educational institutions;
• the need to expand the arsenal of forms of methodological work and the lack of diversity of the latter in the real practice of educational institutions;
• the need to carry out methodological work on a diagnostic basis and not always an adequate approach to the selection of the content and forms of its implementation.
• the need to develop a preschool educational institution in modern conditions and the lack of development of a system of pedagogical conditions for the implementation of methodological work aimed at developing the professional competence of teachers.

All of the above allows us to say that the creation of a new model of innovative methodological work in the preschool educational institution, the selection of productive forms of its organization, the definition of approaches to its design is one of the urgent problems in the management system for the implementation of the Federal State Educational Standard.

Below we present model for constructing innovative methodological work in a preschool educational institution in the context of the implementation of the Federal State Educational Standard (Table 1).

Table 1 — Model for constructing innovative methodological work in a preschool educational institution in the context of the implementation of the Federal State Educational Standard

The model for constructing innovative methodological work is a prerequisite for the process of updating the system of methodological work in a preschool educational institution in the context of the implementation of the Federal State Educational Standard.

This model included the grounds for updating methodological work in preschool educational institutions: the content of the regional-municipal policy in the field of updating methodological work, the priorities of the educational institution in updating methodological work, the rating of the educational institution, human resources for the implementation of innovative methodological work, educational needs of consumers of educational services.

From the point of view of the morphological aspect of the composition of the model, we single out the main goal of updating the methodological work as the main element: improving the quality of educational services in the context of the implementation of the Federal State Educational Standard. The priority areas in the strategy for updating methodological work are defined as: increasing the level of competitiveness of teachers in the educational services market, methodological, scientific, methodological and didactic support of the educational process in accordance with the requirements of the Federal State Educational Standard. The definition of the main goal and objectives, priority areas in the strategy for updating methodological work made it possible to identify the necessary and sufficient conditions:

• selection of innovative content of preschool education and organization of its assessment by teachers;
• designing productive forms of methodical work;
• standardization of forms of methodological work, focused on the development and development of innovative programs and technologies by teachers of preschool educational institutions, to increase their professional competence.

To implement the entire system of work embedded in this model, it is necessary to specify the functions of the subjects of innovative methodological work: leaders of methodological work and teachers. The relationship of all the identified positions will allow us to design such a theoretical model for constructing innovative methodological work that will ensure the development of human resources. Thus, the managerial mechanism for the development of human resources lies in building a system of innovative methodological work.

The external system of advanced training should correspond to the category of the teacher, the features of his professional activity. For example, the advanced training program “Pedagogical activity in the context of the implementation of the Federal State Educational Standard of Education” may be adequate for a teacher of a preschool educational institution, “Theory and methods of raising and teaching children with disabilities” for a teacher of a group of children with disabilities, for the head of a preschool educational institution - “Innovative methods of management » .

Material and technical conditions for the implementation of GEF DO must comply with the requirements set forth in the Exemplary Basic Educational Program of Preschool Education. The conditions for the implementation of the Program should ensure the full development of the personality of children in all major educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and to other people.

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

1. guarantees the protection and strengthening of the physical and mental health of children;
2. ensures the emotional well-being of children;
3. contributes to the professional development of teaching staff;
4. creates conditions for developing variable preschool education;
5. ensures the openness of preschool education;
6. creates conditions for the participation of parents (legal representatives) in educational activities.

Program and methodological conditions include the design and implementation of the main educational program of the preschool educational institution.

The federal state educational standard for preschool education defines the requirements for the structure of the educational program for preschool education and its scope:

• The program determines the content and organization of educational activities at the level of preschool education.
• 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 and should be aimed at solving the problems specified in paragraph 1.6 of the Standard.
• Structural divisions in one Organization (hereinafter referred to as Groups) may implement different Programs.
• 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).
• The program is aimed at creating conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities through cooperation with adults and peers and age-appropriate activities; on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.
• The program is developed and approved by the preschool educational institution independently in accordance with the Federal State Educational Standard of Preschool Education and taking into account the Exemplary Basic Educational Program for Preschool Education.

When developing the Program, the preschool educational institution determines the duration of the stay of children in the institution, the mode of operation of the institution in accordance with the volume of educational tasks to be solved, and the maximum occupancy of groups. The preschool educational institution can develop and implement various Programs in groups with different lengths of children's stay during the day, including groups of short-term stay of children, full and extended day groups, round-the-clock stay groups, groups of children of different ages from two months to eight years, including mixed age groups. The program can be implemented during the entire time the children stay in preschool.

Management mechanisms for designing the main educational program of a preschool educational institution are:

• ensuring a high level of methodological competence of teachers included in the design process,
• motivation of teachers for this type of activity,
• determination of approaches to assessing the quality of the developed basic educational program of the preschool educational institution (definition of criteria, evaluation indicators).

As one of the mechanisms for the implementation of the Federal State Educational Standard, we singled out the creation of methodological conditions. Under the methodological conditions is meant the management of the design of work programs by teachers with calendar-thematic planning by weeks in accordance with the requirements of the Federal State Educational Standard. The work program design management system includes a teacher motivation model, increasing their methodological competence through a system of methodological work (organization of theoretical seminars, problem-project seminars, master classes and other productive forms of methodological work). Such a system of intra-company advanced training should be built on a diagnostic basis, identified professional difficulties of teachers.

Conclusion

Thus, as the mechanisms for managing the implementation of the Federal State Educational Standard, we have identified:

• regulatory and legal support for the implementation of the Federal State Educational Standard, design and implementation of the "road map",
• creation and development of personnel, material and technical, program and methodological, methodological conditions, financial security for the implementation of the Federal State Educational Standard.

2014-2015

Municipal level:

1. Seminar for CPC managers "» , Loboda I.V.,)

2. Speech at the conference “Networking of YaGPU named after with other organizations.

3. Seminar for heads of preschool educational institutions "Provision of paid educational services in preschool educational institutions"

4. Speech by a teacher-psychologist at the scientific-practical conference "Realization of the right to education of children with disabilities"

5. Master class "ART - an object as a gift to the city" within the framework of the Yaroslavl City Pedagogical Forum.

Regional level:

1. "All-Russian scientific and practical conference "Speech therapy support for the education of persons with disabilities" "Comprehensive support for children with speech disorders"

2. Interregional scientific and practical conference at YaGPU named after"Accessible environment for children with disabilities", topic of speeches: "Supporting children with disabilities in a general developmental kindergarten" (,), "The system for preparing teachers for creative design" (,)

2015-2016

Municipal level:

1. MO in DC 12 "Organization of the activities of a speech therapist teacher in maintaining documentation in accordance with the Federal State Educational Standard" (,)

2. Conference in the mayor's office of Yaroslavl, topic of the speech: "Project activity as a means of preventing aggressiveness among preschoolers" (Suratova O. V.)

3. Seminar for CPC managers "The main aspects in the management of preschool educational institutions » ,

4. Master class for teachers "Spiritual and moral education of preschool children in the framework of the international program" (,)

Regional level:

1. Workshop "Inclusive education of children in preschool educational institutions: experience, problems, prospects" Tutaev "Supporting children with OHP in a general developmental kindergarten" (. ,)

2. City presentation platform "Innovative educational space of the municipal education system of the city of Yaroslavl", work experience "Project activity as a means of forming the socio-cultural environment of a preschool institution." Certificates of participants (Zarubina I. N.,)

3. Scientific and practical conference "New approaches and technologies in speech therapy support for persons with disabilities", the topic of the speech is "Formation of the socio-cultural environment in a preschool educational organization" (,)

4. Regional seminar - workshop "Inclusive education of children with disabilities in preschool educational institutions: experience, problems, prospects" Tutaev (,), Certificates of participants

5. Scientific - practical conference "Readings of Ushinsky", at the natural - geographical faculty of the YSPU. K. D. Ushinsky, topic "Formation of ecological culture of preschoolers through project activities". (T. A. Bednyakova)

6. All-Russian seminar "Project activities in a preschool educational institution in the context of the Federal State Educational Standard" presentation "Project activities of a kindergarten within the framework of the international program "Eco-School/Green Flag"; “Educating the foundations of morality through caring for our smaller brothers” ()

2016-2017

Municipal level:

1. Seminar "Information support for design activities at all levels of management based on the technology "Sociomonitoring Service".
Work experience "Management project and the system of work of teachers on the application of this technology" (, .

2. Master class "Supporting children with disabilities in a general developmental kindergarten" (, Bukharova N. A,)

3. As part of the continuity of preschool and primary education on the basis of our kindergarten, a meeting was held between teachers of preschool educational institutions and primary school teachers of schools No. children, viewing open events. (, Loboda, S. Yu.,)

Regional level:

1. 1.11.10.2016 Master class "Development of musical and creative abilities of children in various types of musical activities" within the framework of the advanced training program "FSES DO organization of musical development of children in a preschool educational organization.

2. Presentation platform "Project activity as a means of forming the socio-cultural environment of the preschool educational institution" (Certificate.,)

3. Scientific and practical conference "Speech therapy assistance in the context of education modernization" YRGU "Use of educational technologies in speech therapy work"

4. All-Russian scientific and practical conference "International Eco-Schools/Green Flag Program: results of work and development prospects" presents the experience of "Spiritual and moral education of preschool children in the framework of environmental education"

5. Scientific-practical conference "New technologies in speech therapy assistance to children with disabilities"

Today, we (teachers) are faced with the issue of organizing activities in accordance with the federal state educational standard for preschool education (hereinafter FSES DO). The changes that are taking place in modern society require us to improve the educational process, to determine the goals of education that take into account state, social and personal needs and interests.

GEF DO - Federal State Standard for Preschool Education - a document that all preschool educational organizations are required to implement. On September 1, 2013, the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” came into force, which introduced a number of significant changes in the education system of the Russian Federation and, in particular, in preschool education. (Slide #2)

According to the Federal Law "On Education in the Russian Federation" (dated December 29, 2012), preschool education is a level of general education and an integral part of the lifelong education system. (Slide #3)

The main educational program of preschool education is developed on the basis of the Federal State Educational Standard and taking into account the variable exemplary basic educational programs. Exemplary programs must pass an examination at the Ministry of Education and Science of the Russian Federation and be included in the unified register of educational programs.

From January 1, 2014, the 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” comes into force. (Slide number 4)

1. Approve the attached federal state educational standard for preschool education

2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:

subject to federal government requirements

to the structure of the main general educational program of preschool education "

dated July 20, 2011 No. 2151 "On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education"

The development of the preschool education standard was carried out by a specially created working group on January 30, 2013, headed by the director of the Federal Institute for the Development of Education, Alexander Grigoryevich Asmolov.

The standard reflects state, social and personal interests and needs. (Slide number 5)

The standard establishes the requirements that are mandatory for the implementation of the Program, including: to the structure of the main educational programs; to the conditions for their implementation; and the results of their development. (Slide number 6)

Objectives of the standard: (Slide number 7)

Increasing the social status of DOs

Ensuring by the state of equal opportunities for each child in obtaining a quality preschool education

Ensuring state guarantees of the level

and quality of education based on the unity of mandatory requirements

Preservation of the unity of the educational space of the Russian Federation regarding the level of preschool education

Tasks of the Standard: (Slide No. 8, No. 9)

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 each 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 BEP of DOs and IEOs

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 ...

5. Combining education and upbringing into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in 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, the formation of the prerequisites for educational activities

7. Ensuring the variability and diversity of the content of the Programs and organizational forms of DO, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health status of children

8. Formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children

9. Providing psychological and pedagogical support for the family

and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health

Social and communicative development

cognitive development

Speech development

Artistic and aesthetic development

Physical development

Personal development passes through all 5 educational areas.

(I say when I flip through slides No. 7, 8, 9 goals and objectives of the Federal State Educational Standard)

In accordance with the FGT, the educational program of preschool education should provide for the solution of program educational tasks in the joint activities of an adult and children and independent activities of children. The standard, as one of the principles of preschool education, proclaims the assistance and cooperation of children and adults, the recognition of the child as a full-fledged participant (subject) of educational relations.

The objective of the Standard is to combine training and education into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society - echoes one of the principles of FGT: to ensure the unity of educational, developmental and training goals and tasks of the process of education of preschool children.

We also see the continuity of FGT and GEF DO in the definition of structural units of the content of preschool education. These are educational areas corresponding to the main directions of development of children. (Slide number 10)

If we compare the FGT and the GEF, we will see that there are 10 such educational areas in the FGT, and 5 in the Standard, but the educational areas are very close in content. (Slide number 11)

I would also like to note that changes have taken place not only in educational areas, but also in the documentation: (Slide No. 12) 13

Thematic planning;

Calendar planning;

Grid - schedule of direct educational activities;

Abstracts of direct educational activities;

Bibliography

1. Federal Law No. 273 "On Education in the Russian Federation".

2. Draft Federal State Educational Standard (FSES) for preschool education.

3. Fedina N. V. On conceptual approaches to the development of the Federal State Educational Standard for Preschool Education

// http://do.isiorao.ru/news/fgos_DO_Fedina.php.

4. Fedina N. V. The place and status of preschool education in the system of continuous education in Russia // Preschool education. 2008. No. 8. - S. 7 - 12

Attached files:

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GEF: requirements for conditions and the problem of implementing the main educational program of preschool education

Grigorieva Irina Aleksandrovna, Vlasova N.V.

Malaya Vishera, Novgorod region.

Recently, a situation has developed in our country when preschool childhood is increasingly viewed as a period of preparation for school, and preschool childhood is aimed at preparing a child for entering the first grade. Today, the reality is that the system of preschool education is deformed by the influence of the school. In kindergartens, there has long been a substitution of play activities for educational work. This position is wrong from the point of view of age psychology. This situation is intended to be changed by the Federal State Educational Standard of Preschool Education.

The standard is based on the Federal Law on Education in the Russian Federation, which entered into force on September 1, 2013, where preschool education is defined as a level of general education. What are the features of the Standard of Preschool Education and its novelty? The developers of the Standard point out that the pre-school childhood standard is, first of all, the standard of “support for the diversity of childhood”. GEF DO is based on the inherent value of preschool childhood and creates regulatory and legal conditions for the personal growth of the child, the formation of the direction of his individual development, takes into account the special needs of children with disabilities. In the Standard, the principle of age “appropriateness” is very clear. The standard defines completely new benchmarks. According to the head of the working group on the development of the Preschool Education Standard, Alexander Asmolov, “it is not the child who should prepare for school, but the school should prepare for the child.” The logic of the Standard is the introduction of the child to the world of culture, to the world of communication, to the world of nature.

The Standard defines three groups of requirements for an educational program: the conditions for its implementation, its structure, and the results of its development.

In our opinion, in the current reality, the question of the conditions for the implementation of the main educational program of preschool education is especially relevant. Requirements for the conditions for the implementation of the program include: 1) requirements for psychological and pedagogical conditions, 2) requirements for personnel conditions, 3) requirements for the developing subject-spatial environment, 4) requirements for financial conditions and material and technical conditions.

It is clear that the requirements for material, technical and financial conditions are a painful issue and not always resolved in favor of a particular children's institution. But recently there has been a positive trend in the policy of the state in the field of preschool education. Raising the salaries of teachers in all regions of the country, recognizing the importance of preschool education, and most importantly, the development of the Standard for Preschool Education are real measures to improve the quality of preschool education. Therefore, I would like to dwell in more detail on the first three types of requirements for conditions: requirements for psychological and pedagogical conditions, requirements for personnel conditions, requirements for a developing object-spatial environment.

Psychological and pedagogical conditions for the implementation of the main educational program of preschool education are one of the most important conditions. The requirements for the psychological and pedagogical context of the implementation of the program are carefully thought out and systemic. These requirements are an adequate, positive prospect for the development of preschool education. The child's own activity and the formation of those forms of children's activity in which child development takes place largely depend on the psychological climate that exists in the preschool institution, as well as on the style of the relationship between the teacher and pupils.

The main requirement for the educational activities of our preschool educational institution is: respect for the dignity of pupils, accepting him as a person, protecting the child from any form of mental and physical violence, supporting the independence and activity of the child in various activities - in communication, in play and in cognitive research activities. Teachers take into account the age and individual characteristics of children, identified during the observation of each child.

The teachers of our preschool educational institution have mastered and successfully use the method of observing children. However, the method of observation is not the only fundamental method in the study of the child. Therefore, the question remains open: will observation be the only and sufficient one to assess the effectiveness of a child's development and the effectiveness of a preschool institution? Or, along with the new exemplary basic general education programs, will new monitoring methods also come?

Requirements for personnel are in close connection with the requirements for psychological and pedagogical conditions. Requirements for personnel imply a number of teacher competencies. Firstly, it is the teacher's ability to involve children in various forms of activity, the ability to arouse the child's interest in their own activity, and not just to transfer any knowledge to children. Antoine de Saint-Exupery said: "Do not burden children with a dead weight of facts, teach them techniques and methods that will help them comprehend." The task of the teacher is to develop the curiosity of children, their desire to comprehend this world, to raise "why-guys". Secondly, the teacher should be able to choose the appropriate forms of pedagogical support for each individual child. This is defined in the Standard as an individual approach to children and "ensuring equal opportunities for the full development of each child." Thirdly, the teacher must create conditions for free children's play. It is no secret that the current programs of preschool education and, in particular, programs for specialized groups (speech therapy and correctional) are aimed at acquiring knowledge, skills and abilities by children. In this situation, independence, activity and free children's play play an insignificant role. In the Standard, the game is defined as the main and leading activity of preschool children. I would like to hope that with the introduction of the Standard, the game will return to kindergarten in its entirety.

At the same time, the requirements for personnel also imply the development of a system for improving the qualifications of pedagogical and executive workers. All teachers in our preschool have a pedagogical education. Understanding the importance of training qualified specialists to work in accordance with modern requirements, we have a system for advanced training at different levels (preschool educational institution, municipal level, regional level). Another problem in our opinion is the aging of teaching staff. In preschool educational institutions, 50% of teachers are of retirement age. This can lead to the fact that in a few years there will be a personnel "hunger". We see ways to solve this problem in the creation of a more effective system of support for young professionals.

The organization of educational activities requires the teaching staff to create a kind of subject-spatial environment, which should ensure the child's own activity. This means that the subject environment should be saturated, transformable, multifunctional, accessible and safe, should have the character of an open, open system capable of adjustment and development. In other words, the environment should become not only developing, but also developing. In the context of the introduction of the Federal State Educational Standard, when the procedure for testing children and evaluating teachers in terms of the level of success of children in a group is becoming a thing of the past, the developing object-spatial environment created in accordance with the requirements of the Federal State Educational Standard for preschool education becomes an indicator of the quality of education. In a situation of total underfunding (or a complete lack of funding), we can offer our modern children, most of whom have computers at home (tablets, basically what teachers have been accumulating for decades - pictures ...,

Thus, there is a picture that the subject environment of the modern kindergarten is archaic and out of tune with the times. Teachers of preschool educational institutions cannot, on their own, select traditional materials and new generation materials in a balanced way and in accordance with pedagogical value. Items, toys and aids offered to children should reflect the level of the modern world, carry information and stimulate the search. But the existing reality is such that due to insufficient funding, the spatial environment created only by the teachers of preschool educational institutions cannot meet modern requirements. This problem brings us back to the logistical and financial conditions for the implementation of the preschool education program. In our opinion, the funding system should be reviewed and improved in such a way that all educational institutions have equal opportunities for the implementation of the main educational program.

The result of the implementation of the requirements of the Federal State Educational Standard should be systemic work, and we are still only on the threshold of this long journey.

In conclusion, I would like to agree that “the key formula for the development of education is childhood for the sake of childhood” and quote the words of the head of the group for the development of the Federal State Educational Standard for Education, Alexander Grigoryevich Asmolov, who says: “Each child is a reason for us, and we must, in fact, not pay off pochemuchek, but to make them feel confident people. And instead of the classic formula “learn, learn, learn”, we say “develop, develop, develop”.

Sources:

1. Draft Federal State Educational Standard for Preschool Education. - M., 2013.

2. Asmolov A. G. “The cultural gene for the connection of times. We are growing a community of why-do-it-yourselfers ”(interview) // “Teacher's newspaper”, No. 29 dated 07/16/2013.

3. Yudina E. “Requirements for conditions as a central part of the Standard” (interview) // “Kindergarten from all sides”, No. 12 of 20.06. 2013

4. Draft state standard for preschool education: comments on the sections // "Kindergarten from all sides", No. 11 of 15.06. 2013

5. Internet resources:

Video materials of the All-Russian conference on the discussion of models for the organization of preschool education, mechanisms for the implementation of the Federal State Educational Standard for DO: reports by A. G. Asmolov, Yu. V. Smirnova. http://www.youtube.com/watch? v=IRueAWp9LyA

Video materials of the All-Russian Congress of Preschool Education Workers: speech by T. V. Volosovets, V. V. Rubtsov. http://www.tc-sfera.ru/tegi/fgos

Video materials of the series of seminars of the FGAU FIRO Moscow on public discussion of the draft federal state educational standard for preschool education. http://www.firo.ru/? p=9815

Video material round table “FGOS DO: what should preschool childhood be like? » http://www.youtube.com/user/minobrnauki/videos

T. V. Volosovets: “The standard of preschool education is aimed at general development.” http://ria.ru/society/20131114/976847317.html

Elena Yudina: “The standard of preschool education will be variable” http://ria.ru/sn_opinion/20130717/950292191.html

Video materials a series of webinars FGAU FIRO Moscow on public discussion of the draft Federal State Educational Standards for Preschool Education. http://www.firo.ru/? cat=9&paged=2

Attached files:

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Consultation for educators "Implementation of the Federal State Educational Standard of DO in the practice of work of preschool educational institutions"

DEAR COLLEAGUES! For the second year I am the head of the GMO educators of preparatory groups for school. Now the main topic is the implementation or introduction of GEF DO in the practice of preschool institutions. There are a lot of questions for educators: why this document appeared, how it was created, what will change in our work with the introduction of the Federal State Educational Standard. I tried to present the essence of the FSES DO in the most accessible language for teachers, and also developed a questionnaire to identify teachers' ideas about the FSES DO. I bring to your attention this article. I sincerely hope that it will be useful to you.

GEF DO - Federal State Standard for Preschool Education - a document that all preschool educational organizations are required to implement. Entered into force on 01.01.2014.

This was preceded by the following work:

1) Order of the Ministry of Education and Science on the development of GEF DO;

2) A working group was created consisting of Asmolov, Skorolupova, Volosovets, Karabanova, Rubtsov, Sobkin - people with different opinions and positions.

What was discussed by the working group?

Program requirements;

Condition requirements;

Requirements for the results of socialization.

The developers have the following questions:

1) Isn't the Standard a risk to the education system?

2) What is the uniqueness of the Standard?

3) What will be the results?

4) Does the Standard bear increased financial burdens;

5) What new things will the Standard bring to self-valuable preschool life? And etc.

What is expected from the Standard:

TEACHER

Security;

Tolerant attitude from parents;

Reduced paperwork;

More educational programs available;

Learning to count and write should be in school;

Desire to learn - PC courses

TEACHER

obedient child; i.e. a child prepared for schooling

PARENTS

For early and accelerated development;

The state is responsible for education;

The main thing is the health of children;

In addition to the educational program, the development of the child in other areas (creativity)

What is the reason for the development of this document?

Two grounds for the introduction of GEF DO:

1) Law "On Education of the Russian Federation";

2) The current socio-cultural situation.

GEF DO is based on the following documents:

1) Convention on the Rights of the Child;

2) Law on Education of the Russian Federation;

3) the Constitution of the Russian Federation.

4) State program "Development of education for 2013-2020"

The Law on Education of the Russian Federation provides :

1) availability and free of charge of preschool education. Ensuring pre-school education is mandatory, because this is the first level of general education and it is the responsibility of the state, for the family it is a right.

2) Publication of the Standard in 2013.

4) Cancellation of the provision on 20% of the cost of paying for the maintenance of a child in preschool;

5) Increasing requirements for educators (with the introduction of the Standard, teachers of a new level should appear);

6) The law provides for the receipt of preschool education outside of preschool organizations;

7) The rights and obligations of parents are fixed - the priority for upbringing is for the family.

Parents are included in the educational process as partners, and not as third-party consumers of educational services.

GEF DO establishes the right to receive affordable and free high-quality preschool education + financial support (a place for a child in a kindergarten).

Until 2009, there were Temporary (exemplary) requirements for the content and methods of preschool education. In 2009, by the Order of the Ministry of Education and Science, FGT was introduced to the structure of the PEP, in 2011 - to the conditions for the implementation of the PEP. In 2013, by Order of the Ministry of Education and Science No. 1155 on the introduction of the Federal State Educational Standard.

Basic concepts of GEF DO:

1) Unity of educational space:

Ensuring uniform conditions and quality of education, regardless of the place of study, excluding the possibility of discrimination in the field of education (organization of advisory centers, short stay groups);

2) educational environment - a set of conditions purposefully created in order to ensure the completeness of education and development of children (networking: museum, school, etc.)

3) developing object-spatial environment;

4) the social situation of development.

What is the difference between FGT and GEF DO?

2 groups of requirements:

Toward the OOP structure;

To the conditions for the implementation of the PLO;

10 educational areas;

80% - obligatory part of the program;

20% - variable

GEF DO

3 groups of requirements

Toward the OOP structure;

To the conditions for the implementation of the PLO;

To the results of the development of OOP

5 educational areas:

Physical development

cognitive development;

Artistic and aesthetic development;

Social and communicative development (social and personal);

Speech development

60% - obligatory part of the program;

40% - variable

Non-standard "Standard"

3 groups of requirements

Toward the OOP structure;

To the conditions for the implementation of the PLO;

To the results of the development of OOP

In GEF, the main thing is not the result, but the conditions. This is the standard conditions. Conditions are the social situation of the child's development - the established system of interaction between the child and the outside world, represented by adults and children. If the conditions are created, the Standard is implemented.

Social situation of development has three sets of requirements:

1) Spatio-temporal - space and toys;

2) Social - a system of relationships with adults, peers

3) Activity - children's activities: motor, play, communicative, construction from various materials, visual, perception of fiction and folklore.

The main condition is the number of children in the group.

What are the conditions for:

1) Psychological and pedagogical;

2) Personnel;

3) Logistics;

4) Financial;

5) To the subject-developing environment.

Personnel conditions are the main ones. In this regard, the professional standard of the teacher is being developed. It is planned to be introduced by September 2014.

Evaluation of the professional activity of a teacher:

The dynamics of the development of the integrative qualities of the teacher;

Positive attitude of the child to kindergarten;

A high degree of activity and involvement of parents in the educational process and the life of the kindergarten.

Requirements for the results of mastering the program:

The main result is the socialization of children.

1) The result of socialization;

2) The personal results of the development of the child, and not the result of learning.

GEF DO provides for 1 group of results - personal (subject, meta-subject and personal at school).

The results of the development of the program are described in the form of targets:

* Initiative

* Independence

* Self confidence

* Imagination

* Physical development

* Volitional efforts

* Curiosity

* Child's interest.

The targets are not subject to the evaluation of the results.

What will be evaluated:

1) Pedagogical process;

2) Conditions (social situation of development);

3) Pedagogical personnel.

Naturally, despite the absence of such forms of control that are available at higher levels of education, both teachers themselves and parents want to understand what the child has managed to achieve. Here, unlike other standards, we are talking only about personal results. In this regard, it is allowed to monitor the dynamics of the child's development, but it is needed not for evaluation in itself, but for identifying the ways in which the teacher can allow the child to develop, discover some abilities, overcome problems. It is the teacher-psychologist who should be engaged in such monitoring. Such a study can be carried out only with the consent of the parents or legal representatives of the child.

OOP structure requirements.

PEP is defined as a program of psychological and pedagogical support for the development, socialization and individualization of a child's development, and not learning. Individualization is a set of partial programs implemented in a preschool educational institution.

BEP is written for 1 year, peer review is carried out by the education authority. Until 2015, we are working according to previously developed programs.

OOP OOP is designed with the Model OOP in mind, not based on it. On the basis of the OOP, preschool educational programs are developed for teachers.

The sample program is an educational and methodological document funded by the state. Now they are being processed in accordance with the Federal State Educational Standard, new ones are being created. The developers of the GEF DO oppose a single program - there should be a choice.

1) Options for the schedule of classes;

2) Partial programs;

3) Forms of planning;

4) Daily routine, vital activity;

5) Methodological support;

6) Curriculum;

7) Monitoring.

Readiness of preschool educational institutions for the introduction of GEF DO

1) Developed and approved by the PEP DOO;

2) The regulatory framework has been brought into line with the Federal State Educational Standard;

3) Job descriptions are developed in accordance with GEF DO;

4) The list of partial programs is defined;

5) Local acts have been developed;

6) The model of interaction between preschool educational institutions and social partners was determined;

7) Plan of methodological work for the introduction of GEF DO;

8) Professional development of teachers was carried out;

9) Ensuring personnel, financial conditions.

Dear colleagues! I have developed a questionnaire for teachers on the topic of GEF DO.

The purpose of this survey: to reveal teachers' ideas about the Federal State Educational Standard.

QUESTIONNAIRE FOR TEACHERS

1. What is GEF DO? When did it enter into force?

2. What is the reason for the development of this document - GEF DO?

3. What documents is the GEF DO based on?

4. What rights of citizens does the Federal State Educational Standard establish?

5. What is the difference between FGT and GEF DO?

6. Taking into account what should be implemented by the GEF DO preschool

educational organizations?

7. The adoption of the standard will lead to an increase in social status (specify):

* - childhood

* - preschool institutions

* - educators

8. What will be the name of educational activities after the introduction of GEF DO:

1) occupation

9. What is positive, in your opinion, transferred from FGT to GEF DO?

THANK YOU FOR YOUR COOPERATION!

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Features of the introduction of the Federal State Educational Standard of preschool education

Tereshkova A. N.

Taking into account the entry into force of the new law "On Education", from September 1, 2013, kindergarten becomes the first mandatory step in the educational process. The state now guarantees not only accessibility, but also the quality of education at this level. The Federal State Educational Standard for Preschool Education is being introduced, which, according to Article 2, Clause 6 of the new Law “On Education”, means “a set of mandatory requirements for preschool education approved by the federal executive body responsible for developing state policy and legal regulation in the field of education” .

According to article 5, paragraphs 3, 4 of the same law, “... in the Russian Federation, public accessibility and free of charge are guaranteed in accordance with the Federal State Educational Standard of preschool education ...”, and also “... in the Russian Federation, the realization of the right of every person to education is ensured through the creation of federal state bodies, local governments, respectively socio-economic conditions for its receipt, expansion of opportunities to meet the needs of a person in obtaining education of various levels and directions throughout life ... ".

The main goals of the federal state educational standard for preschool education are:

Ensuring by the state of equal opportunities for each child in obtaining a quality pre-school education;

Providing 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 development results;

Preservation of the unity of the educational space of the Russian Federation regarding the level of preschool education.

It is the standard as a regulatory legal document that is designed to ensure that every child, regardless of national, territorial, property and other differences, can achieve the necessary and sufficient level of development for subsequent successful education at the next level of the lifelong education system in Russia.

The standard will set the lower acceptable limit of both creating conditions for the implementation of the educational process and the results of mastering the main general education program. Taking into account the uneven development of educational systems at the level of the constituent entities of the Russian Federation, in mass practice, the obligatory observance of the Federal State Educational Standards will generally improve the quality of Russian preschool education.

Since any standard, in the broad sense of the word, is a standard (a sample taken as a starting point for comparing objects, phenomena of the same order with it, therefore, one of the main functions of the Federal State Educational Standard is to be a guide, a tool and at the same time a criterion for assessing the state and development of the system requirements of the Federal State Educational Standards - mandatory requirements for the minimum content, structure of programs, conditions for their implementation and terms of study for these programs.

GEF preschool education consists of three groups of requirements.

1. The requirement for the structure of the main educational program of preschool education.

2. Requirements for the conditions for the implementation of the main educational program of preschool education, which include:

2.1. Requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education:

2.2. To the developing object-spatial environment;

2.3. To the personnel conditions for the implementation of the main educational program of preschool education;

2.4. To the material and technical conditions for the implementation of the main educational program of preschool education;

2.5. To the financial conditions for the implementation of the main educational program of preschool education.

3. Requirements for the results of mastering the main educational program of preschool education.

Let us dwell on the basic requirements that allow a preschooler to receive an affordable and high-quality education.

1. The program determines the content and organization of the educational process at the level of preschool education.

2. The program ensures the development of preschool children, taking into account their psychological, age and individual characteristics.

3.1. Communicative and personal development;

Source nsportal.ru

10/17/2013 The Ministry of Education and Science of the Russian Federation adopted Order No. 1155"On approval of the federal state educational standard for preschool education (FSES DO)"

GEF DO - this is norms and regulations that are mandatory for the implementation of the main general educational program of preschool education by educational institutions.

Goals of the Federal State Educational Standard.

1) increasing the social status of preschool education;

2) ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;

3) 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 for preschool education, their structure and the results of their development;

4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

Tasks of the Federal State Educational Standard.

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 each 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 relations with himself, other children, adults and the world;

5) combining training and education into an integral educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, 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 the prerequisites for educational activities;

7) ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health of children;

8) formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of the health of children.

Principles of GEF DO.

"...1.2. The standard was developed on the basis of the Constitution of the Russian Federation1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child2, which are based on the following basic principles:

1) support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the inherent value of childhood - understanding (considering) childhood as a period of life significant in itself, without any conditions; significant by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period;

2) the personality-developing and humanistic nature of the interaction between adults (parents (legal representatives), pedagogical and other employees of the Organization) and children;

3) respect for the personality of the child;

4) implementation of the Program in forms specific for children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child ...

1.4. Basic principles of preschool education:

1) full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;

2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education (hereinafter referred to as the individualization of preschool education);

3) assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

4) supporting the initiative of children in various activities;

5) cooperation of the Organization with the family;

6) introducing children to socio-cultural norms, traditions of the family, society and the state;

7) the formation of cognitive interests and cognitive actions of the child in various activities;

8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

9) taking into account the ethno-cultural situation of children's development.

In terms of interaction and interconnection of the components of the main general educational programs of preschool education, the Federal State Educational Standard establishes a fundamentally different way - the principle of integration of educational areas, which is an alternative to the subject principle (the fundamental principle is the integration of educational areas).

Changes of this kind imply a change in approaches to the organization of the educational process: this case not through the system of classes, but through other forms of educational work with children of preschool age.

The game, as a form of organization of children's activities, has a special role.The game acts as the most important activity through which teachers solve all educational tasks, including learning.

Importance with joint activities of the educator and children, game forms of education for preschoolers, taking into account the gender-role characteristics of children in the organization of the pedagogical process in kindergarten makes the necessary changes to the content of the programs.Educational tasks, according to the Federal State Educational Standard, should be solved not only during classes, but also during regime moments, in joint activities of children with a teacher, in independent activities of children and in joint activities with their families.

The family in the Federal State Educational Standard has a special important role in the upbringing of children. Parents (trustees) are recognized as full participants in the educational process and, accordingly, an integral part in the implementation of the preschool educational program. All educational activities are based on integration and thematic planning.

The GEF of preschool education is aimed at creating optimal conditions for the development of preschool children in the conditions of modern society, taking into account the right of the child to an accessible education.

According to the Federal State Educational Standard, preschool education is an equal participant in the educational process, along with school education. And all participants in the implementation of the Preschool Organization Program (employees of preschool institutions, parents, children themselves) must act together. Only in this case we will be able to productively go through this difficult stage in the development of preschool education.

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"Implementation of the regional component in the educational process in the context of the introduction of the GEF of preschool education."

Preschool education has already been recognized as a level of education, which means that the professional standard of a teacher is considered as a system-forming tool for improving the quality of education, and self-education works in accordance with the standards.

The Federal State Educational Standard determines the goal, objectives, planned results and organization of the educational process. Educational programs are being developed on the basis of the Federal State Educational Standard.

At the same time, the volume of the mandatory part of the Program is 60% of the total volume, and the remaining 40% is the part of the Program that we form with you - participants in the educational process. These can be selected or independently developed partial programs, methods, forms of organization of educational work.

In the context of the democratization of society, the process of awakening the national self-consciousness of the peoples of Russia is natural. This means that the education system should be reoriented towards the revival and satisfaction of the national and cultural needs of society.

The main objectives of the regional component are:

• creation of pedagogical conditions for the successful socialization of the individual in the conditions of the region, professional self-determination and continuous education;
• orientation of general education towards the implementation of the socio-economic strategy for the development of the region;
• ensuring the unity of the educational space.

The introduction of the regional component is aimed at solving the following tasks:

• development of variability of general educational programs and educational services;
• updating the content of general education;
• mastering children with knowledge in the field of ecology, history and culture of their region;
• education of patriotism and a sense of citizenship in the younger generation.

When determining the pedagogical conditions for the implementation of the cultural orientation of the regional component of preschool education, the following provisions were taken into account:

• determination of the social order for the integration of the individual into the national and world culture;
• identification of the specifics of the implementation of the national-regional component of preschool education;
• the use of the principle of culturalism in the educational process of preschool institutions.

Living next to unique historical places, architectural monuments, we often do not take an interest in them. It seems to us that only somewhere far away exists something valuable, interesting, worthy of study.

Our district is a special cultural region of Russia: with its own traditions and crafts, its own heroes of the past and present.

The use of the regional component as one of the means of socialization of preschoolers implies the following:

1. Acquaintance with the native land is included in the educational process, built on the basis of the dominant goals of the basic program "My Land - UGRA".

The program is designed for children of the senior and preparatory groups.

2. The introduction of regional content, taking into account the principle of a gradual transition from something closer to the child, personally significant (home, family, to something less close - cultural and historical facts.

3. An activity approach in introducing children to the history, culture, nature of their native land: children themselves choose the activities in which they would like to participate in order to reflect their feelings and ideas about what they saw and heard (creative play, writing stories, making crafts, writing riddles , application, modeling, drawing, landscaping and environmental protection) .

4. A conscious choice of methods of getting to know their native city, which increase the cognitive and emotional activity of children.

The more diverse the ways, forms and techniques of cognition of the world and its reflection, the higher the level of not only awareness, but also curiosity and enthusiasm.

Introducing children to the regional culture is associated with the concept of "interest". It is he who underlies the effective solution of many pedagogical problems.

There is a two-way connection between interest and activity: interest develops in activity and is realized in it. In addition, interest changes the nature of the activity, increases its productivity.

In order to maintain a child's curiosity and interest, objective and subjective conditions are necessary.

The objective conditions are:

a) Internal motivating forces that set in motion the spiritual and mental capabilities of children.

b) This is satisfaction corresponding to aesthetic tastes, the significance of the activity.

c) The individual characteristics of the child, impressions and susceptibility.

Subjective conditions include:

b) Subject-developing environment.

All this was taken into account in the development of the regional program and its implementation.

At present, among the most acute problems facing domestic preschool education is the problem of the formation of a value attitude towards their native country among preschoolers, the education of the foundations of citizenship.

The basis in the education of civic feelings in preschoolers is the accumulation by children of the social experience of life in their Fatherland, the assimilation of norms of behavior accepted in society, the development of interest in its history and culture, the formation of a positive attitude towards the past and present of their native country, native land. This aspect has not been sufficiently studied and described in the scientific and methodological literature, so the problem of integrating the national-regional component into the educational process has arisen.

We are working to instill in the child a feeling of love for the Motherland, instilling in him an emotionally positive attitude towards the places where he was born and lives; we develop the ability to see and understand the beauty of the surrounding life; the desire to learn more about the peculiarities of nature and the history of the native land. For this purpose, the creative group of teachers of the kindergarten "Yolochka" developed the author's program "My land - Yugra" with the introduction of separate and integrated classes, taking into account the national-regional component. The novelty of the idea lies in the fact that the program solves the problems of fostering love and affection for a small homeland, forming a positive attitude towards the native land by including a regional component in the exemplary basic educational program of preschool education "From Birth to School".

The focus of the program is to introduce the younger generation to the origins of the culture of the area where they live, to get acquainted with the life and traditions of the indigenous population.

This program is not only of great importance in the development of preschool institutions of the city, district, but is also extremely important for educating a new (young, modern) generation

education of interest and love of preschoolers for their small homeland on the basis of familiarization with their native land.

Program objectives:

1. To develop in preschoolers an interest in their native land, its sights, events of the past and present
2. To enrich the knowledge of preschoolers about our multinational Motherland, to give a general idea of ​​the peoples of the North.
3. To acquaint children with the customs and traditions, folk art of the peoples of the North - Khanty and Mansi, to cultivate a sense of respect for the traditions and customs of other peoples.
4. To instill in children an interest, a careful and creative attitude towards the nature of their native land, to develop the ability to feel the beauty of nature and emotionally respond to it.
5. Contribute to increasing the activity of parents in raising a child's love for his native land, village, to promote the formation of a desire to take part in social events.
6. Improvement of the developing object-spatial environment.

The program provides for the solution of program educational tasks in the joint activities of an adult and children and independent activities of preschoolers, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education.

The program is implemented in the process of integrating local history work into the system of upbringing and educational work through various types of children's activities: gaming, communication, labor, cognitive research, productive, musical and artistic, as well as in the process of interaction with the families of pupils.

Distinctive features: the content of this program covers a very wide range of activities for preschool children, taking into account the curriculum of the preschool educational institution. The educational process is conditionally divided into:

Educational activities carried out in the process of organization

various types of children's activities;

Educational activities carried out during regime moments;

Independent activity of children;

Forms of work:

They are held in the premises of group rooms, music and sports halls, in the form of directly educational activities and organized excursions.

Motivation and activation of the cognitive activity of children, increasing emotional activity to knowledge about their native land is carried out through the use of the following methods:

• Elementary analysis (establishment of cause-and-effect relationships)
• Experimentation and experiments

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Implementation of GEF in preschool education - February 12, 2014 - Blog - MBDOU kindergarten №39 p. Sokolovskoe.

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“Any reform of education should be based on the personality of a person.

If we follow this rule, child, instead of

to burden us, will show himself as the greatest

and comforting miracle of nature!”

Maria Montessori

For us, employees of kindergartens, it is very important that the issues of preschool education have become a priority in our state.

We believe that the Federal State Educational Standard should be aimed at the main result - the socialization of the child, the need for creativity, curiosity, motivation to achieve success.

Preschool childhood should be diverse. This is the norm. This is the essence of the whole standard.

It will lay down conditions and development programs that will take into account the diversity of children, the diversity of parents, the social and economic heterogeneity of regions. As a result of its implementation, all children will have the opportunity to realize their individuality.

The developers of the “kindergarten” Federal State Educational Standard clearly say: the standard, in addition to determining comfortable conditions for raising a preschooler, should be aimed at ensuring that the child has a motivation for learning, cognition and creativity. Indeed, at this age it is very important to develop memory, attention, thinking, imagination.

The standard should also liberate the teacher, allow him to show his creative abilities.

A child needs games through which he can learn. The first skills in drawing, singing, dancing, reading, counting and writing will enter the child's world of knowledge through the gates of children's play and other age-appropriate activities. Through play, cooperation, dialogue, children get to know the world around them.

The child must master the ability to live in peace with himself, to acquire the skills of individual work and group interaction in the game, learn to learn. It is at preschool age that the basic personality traits, key social skills are formed - respect for other people, adherence to democratic values, a healthy and safe lifestyle. Therefore, one of the most important tasks of preschool education is to initiate the formation of a child's self-identification in the world around him: with his family, region, country.

The introduction of the Federal State Educational Standard into the educational process requires a thorough analysis of pedagogical activity. Of particular importance in the system of work on the activation of professional activity was the methodical work of teachers. The purpose of the methodological work is to create in kindergarten such an educational environment in which the professional potential of each teacher and the entire teaching staff will be fully realized in the context of the implementation of the Federal State Educational Standard.

To ensure the quality of preschool education, the professional level of teachers working in kindergarten is important. All teachers in our kindergarten have a pedagogical education. The team has a high creative potential.

To implement the state standard in the kindergarten, favorable conditions have been created for the work of teachers with children in the conditions of modern requirements. There is enough developing equipment, methodological and didactic material for educational activities.

With the introduction of the Federal State Standard, much attention will be paid to working with parents.

Social partnership is a mutually beneficial interaction of various sectors of society aimed at solving social problems, ensuring the sustainable development of social relations and improving the quality of life, carried out within the framework of the current legislation.

One of the most important and closest partners are the parents of our pupils.

The principles of interaction with parents in our kindergarten are:

l Friendly style of communication between teachers and parents.

lIndividual approach

Collaboration, not mentoring

The following types of interaction between the kindergarten and the family were proposed at the pedagogical council:

"Round table" on any topic; thematic exhibitions; social examination, diagnostics, tests, survey on any topic; expert advice; an oral magazine for parents, with different topics on each page; family sports meetings; helpline, helpline; family projects "Our family tree"; open classes for parents to view; intellectual rings of children and parents; control for parents; interviews with parents and children on specific topics; parent living room; family talent competition; portfolio of family success; auction of the secrets of education, etc.

The full development of the child occurs subject to the presence of two components of his life - the family and the kindergarten. The family provides the necessary personal relationships for the child, the formation of a sense of security, love for loved ones and relatives, trust and openness to the world. Today, the basis of the new philosophy of interaction between the family and the preschool institution is the idea that parents are responsible for raising children, and all other social institutions are called upon to help, support, guide, supplement their educational activities (Law of the Russian Federation on Education).

The changes taking place today in the field of preschool education are aimed primarily at improving its quality. Starting and implementing something new is difficult, but interesting!