Zharova Elena
Children are unique because they are so excited about this world. They can have fun or make a game out of just about anything. They have a natural love of learning. I feel that kindergarten is a social cradle and that makes it unique too! The most important things they will learn are the social skills that will prepare them for their future goals. As an educator, I think kindergarten is different because we see the widest range of children's abilities. It is very important for me to help children discover their own inner world.
Programs such as:
The program for the upbringing and education of children in kindergarten "From birth to school" edited by N. E. Veraksa, M. A. Vasilyeva, T. S. Komaro howl
The purpose of the program is to protect the life and health of children, their comprehensive education, training and preparation for school.
In 2004 a new program of education and upbringing in kindergarten. The new Program is something that practitioners of preschool institutions in Russia have long been waiting for.
One of its advantages is that in all types of children's activities at each age stage, priority is given to the development of children's creative abilities, their individuality.
The ideological basis of the program was the most important ethical principles of the Convention "On the Rights of the Child", which corresponds to modern standards of upbringing and development of the child.
The authors have retained the best traditions of the previous program: the comprehensive, harmonious development of the child, a clear definition of the tasks of upbringing and education, the continuity of all age periods of early and preschool childhood, focus on the regional component, as well as on preparing children for school. At the same time, the authors updated the general content of preschool education, the main directions of upbringing, training and development of the child, presented them taking into account the psychophysiological characteristics of preschool children.
The program offers variable forms of education - each educator can creatively use the content proposed by the authors in their work. The new Program has retained continuity with the 1985 program, but at the same time its structure has been clarified, new sections have appeared. For the first time, the aesthetic developmental environment is described in detail, recommendations are given for its creation, including the activities of the children themselves, their creativity and the development of the surrounding micro- and macroenvironment. The new Program makes up for shortcomings in the field of spiritual education of children and their familiarization with universal human values.
A large place in the program is given to the health of children, their emotional well-being, the use of physical exercises and outdoor games, and the development of motor creativity.
Fiction is singled out in a separate section as a form of art and as one of the ways of the intellect and creativity of children.
The new Program has enriched the methodology of working with children, which is provided by a number of already published manuals for teachers of preschool institutions.
Program "Children O"
The purpose of the program: ensuring the development of the child during preschool childhood: intellectual, physical, emotional, moral, strong-willed, social and personal.
The introduction of the child into the world around him is carried out through his interaction with various spheres of being (the world of people, nature, etc.) and culture (fine arts, music, children's literature and native language, mathematics, etc.). The program includes works of oral folk art, folk games, music and dances, arts and crafts of Russia. The teacher is given the right to independently determine the schedule of classes, content, method of organization and place in the daily routine. In a programme
a new important section has been highlighted: "Attitude of the child to himself" (self-knowledge).
"Childhood" is a comprehensive educational program developed by the authors from the standpoint of humanistic pedagogy, a personal-activity approach to the development and upbringing of a preschool child. It includes three parts in accordance with the three stages of the preschool period (junior, middle, senior preschool age).
The purpose of the program: the development of mental and artistic abilities of children 3-7 years old.
The program is focused on developmental education based on the psychological theory of L. A. Wenger on the development of children's abilities.
The program is aimed at developing mental abilities in children. When developing the program material, first of all, it was taken into account what means of solving cognitive and creative problems should be mastered by children and on what content these tools can be mastered most effectively.
The program is designed for every age.
Particular attention is paid to the formation in preschoolers of ways to solve cognitive and creative problems.
The organization of work in all age groups involves conducting classes in subgroups of 8-10 people. While one subgroup performs the task of the educator, the rest of the children, under the supervision of the assistant educator, are engaged in games or independent activities.
In addition to traditional programs, the program includes the following sections: "Expressive movement", "Artistic design", "Director's game". The program is provided with detailed plans for each lesson and pedagogical diagnostics, has a full set of manuals to help teachers.
Dear colleagues, let's treat our work with attention and love.
Sincerely
Educator of MDOU No. 1 "Chamomile", Dmitrov
Zharova E. V.
Related publications:
Creation of a developing object-spatial environment preschool many materials of my colleagues from all regions of our country are devoted.
Analysis of the author's programs for the musical education of preschool children Analysis of author's programs on musical education of children preschool age Music education and upbringing in preschool institutions.
Innovative approaches to the development of programs to optimize the adaptation of children to the conditions of a preschool educational institution Innovative approaches to the development of programs to optimize the adaptation of children to the conditions of a preschool educational institution EV Grozdeva.
Work programs teachers - the materials of this section. contain author's and modified programs based on theoretical research and practical experience. These publications will serve as a good help for novice educators and preschool specialists, for teachers who improve their professional level.
In this section you can find the following materials:
- Patriotic and spiritual and moral education programs
- Programs for familiarization with the environment and ecology
- Programs for life safety and the formation of safe behavior
- Formation programs healthy lifestyle life
- Programs of the artistic and aesthetic cycle
- Programs for the intellectual development of preschoolers
- Family programs
- Additional education programs
- Programs for specialists of preschool educational institutions
Work programs
Contained in sections:Includes sections:
- Circle work. Circle programs, work programs for additional education of children
Showing publications 1-10 of 6358 .
All sections | Programs. Educational, working, variable, additional education
The program and plan of the circle work "Little Artists" Program and plan of circle work. Kruzhkovaya Job for children speech therapy group(6-7 years old "Little Artists" Target: Formation of the child's creative personality by means of theatrical activity. Tasks: 1.Creating conditions for the development of creative activity of children in the theater ...
Lesson "Speech and alternative communication" in grade 3. Adapted work program for children with disabilities Subject: "The letter of the words "wasp", "catfish", "mother". Sound-letter analysis of words." Adapted working programm for children with disabilities based on an approximate adapted basic general educational program of primary general education students with mental retardation (intellectual ...
Programs. Educational, working, variable, additional education - The program of classes for the development of attention
Publication "Study Program for Development..." PROGRAM OF ACTIVITIES (fragment) SESSION 1 1. Acquaintance and greeting The game "Snowball" The first child calls his name, passing the ball to another, and he, in turn, calls the name of the first and his own, then the third participant receives the ball, etc. The game is played in a circle with all...
MAAM Pictures Library
Program for additional education in creative activity "Young Masterilka" Explanatory note The problem of the comprehensive development of children in the world around them is becoming dominant. Attention to this problem is dictated by the conditions modern life. Creative activity contributes to the versatile development of the child's personality. That's why it's so important...
Modeling work program municipal autonomous preschool educational institution of the city of Rostov-on-Don "Kindergarten No. 272" "ACCEPTED" by the Pedagogical Council Minutes No. 1 dated 31.08.2018. "APPROVED" by the head of MADOU No. 272 _ G.A. Berlizov Order No. 68 dated 31.08.2018 Working programm to main...
Thematic control program "Organization of the educational process to foster a culture of communication" Thematic control program "Organization of the educational process to foster a culture of communication and socialization in preschool groups» Dates: from to Performers: deputy head. , senior educator The purpose of control: to study the state of work on the development of communication skills and ...
Programs. Educational, working, variable, additional education - Additional program for experimental research activities "Young ecologists-researchers"
Work program for circle work "Rules of the Road" WORKING PROGRAM FOR CIRCLE WORK "ROAD RULES" Instructor for FC Kundozerova L.N. 2019-2020 Direction: cognitive-speech Explanatory note Motorization of the country, an increase in the intensity of traffic and pedestrians on the streets and roads ...
Work program "Know your body" The author is the compiler of the instructor in physical culture O.V. Levkina The work program is part of the Health program and is part of the Krepysh sports and health system. The program represents a cycle of cognitive and gaming activities aimed at mastering children ...
The program of the circle "Abvgdeyka" Municipal autonomous preschool educational institution "Kindergarten No. 67 of the city of Blagoveshchensk" Additional general developmental program of a social and pedagogical orientation for children of older (5-7 years) preschool age Program implementation period: 2 years ...
Educational programs DOW is considered to be a management document that fixes certain norms, goals, content, technologies and methods, forms and means that are used in each specific preschool institution when organizing the educational process. Methodologists develop exemplary basic educational programs that preschool institutions take as a basis for developing their own program, taking into account the regional component and local conditions.
Based on the educational program, the teacher develops work program, serving as a model of pedagogical activity in a specific area of education and training of preschoolers and including integrated planning of the educational process. The structure and content of the work program is developed taking into account the requirements and standards approved at the federal level.
In the work program, the teacher prescribes goals and objectives, sections and their content, a list of classes by topic, indicates the conditions for the implementation of the program and expected results, as well as other necessary information that allows you to present the level of development of educational material by preschoolers and its practical use. The work program is a regulatory document and is approved by the head of the preschool institution.
What program do all preschools follow? and how to find it? and got the best answer
Answer from Olga Zvonkova[guru]
In any preschool institution, a comprehensive program is taken as the basis. There are many, but the main ones are six.
A lot of gardens work according to the program "Childhood", which was developed at the St. Petersburg Pedagogical University. Herzen. It is the most simple and accessible to teachers. The main focus is on teaching children and their artistic and aesthetic development. It is much more important to teach preschoolers not to read and write (at this age it is generally not recommended to teach a child to write, since fine motor skills of the fingers are not yet sufficiently developed), but to sing, draw, sculpt from plasticine and make various crafts.
Similar tasks are set for educators by another program - "Rainbow" (developers - Doronova and Yakobson). It is also taken as a basis by many preschool institutions.
Very interesting, according to experts, the program "Development" (developers Wenger and Dyachenko). It is aimed more at the mental, intellectual development of kids. In the process of playing in the classroom, they learn the initial information about the role of man in history and culture, receive explanations in an accessible form of various physical phenomena. Often the children themselves, under the guidance of educators, conduct a kind of "scientific research", that is, the child acts not only as a student, but also rises, as it were, on the same level with adults, making decisions on his own, discovering and inventing something.
"Kindergarten - the house of joy" (author - Krylova) is both a program and technology at once. It spells out literally every day of working with children. There are separate books for different age groups. Of course, educators bring something of their own to the program. Natalya Mikhailovna Krylova, who created it, personally observed how one of the most experienced teachers worked on it, and after that she made some adjustments and additions. Most attention is paid to the moral and artistic and aesthetic development of the child. One of the main points is to teach the little creature to communicate correctly with peers and with adults.
In the center "Preschool childhood" them. A. V. Zaporozhets developed the basic program "Origins". Its authors approach the development of the child's personality comprehensively, comprehensively. Much attention is paid to introducing kids to the historical origins of their people. The program is interesting in that it has developed a "portrait of a kindergarten graduate", which describes what qualities and skills he should have. The program "From childhood to adolescence" has two stages: preschool and school development. It works in those institutions where both a kindergarten and a school are located in the same building (or on the same territory). That is, the upbringing and education of children both in preschool and school age is carried out in the same way. Several more programs have been created according to this principle: "Golden Key", "Continuity", "Community". In addition to the main programs, preschool institutions and various methods are chosen in certain areas of development of babies. For example, in the artistic and aesthetic direction, the methodology "Theatre - creativity - children" works, drawing is taught according to the methods "Semitsvetik", "Nature and the artist", music - "Synthesis", "Harmony", "Musical masterpieces". There are many, many such methods. If the kindergarten works successfully on them, then its staff is replenished with additional teachers: rhythmics, drawing, physical education.
Where to go for information?
Phones of the district departments of education in Moscow
Here you will be told in more detail about all the district kindergartens you are interested in:
Central District: 951-41-67
Northern District: 456-07-32
North-Eastern District: 210-07-06
Eastern District: 963-55-35
Southeastern District: 350-07-22
Southern District: 324-76-46
South- Western District: 120-31-56
Western District: 249-08-86
Northwestern District: 947-88-86
Zelenograd: 535-75-31
You can buy in the stores "Pedkniga" and "House of Books".
Answer from Elena Katanova[guru]
All work in different programs.
Answer from Jane[guru]
there are different programs, they can be purchased in specialized stores
Answer from =)
[guru]
The main programs are Vasilyoi (typical) and Childhood, but in fact there are many of them, there are both special and participatory (additional)
Answer from Natasha[guru]
No one has developed anything better than Vasilyeva and is unlikely to ever develop it. The new programs ("Rainbow", etc.) are based on it
Article fragment
By order of the Ministry of Education of November 23, 2009 No. 655, the federal state requirements for the structure of the main general educational program of preschool education were approved, which will allow standardizing the content of preschool education in any of the proposed models and forms and will be mandatory for any educational institution. However, among practitioners, this document causes a lot of controversy and questions. We invited leading experts in preschool education to discuss the problems that have arisen. Participating in the conversation:
Nikolai Evgenievich Veraksa, Dean of the Faculty of Preschool Pedagogy and Psychology of the Moscow City Pedagogical University, Doctor of Psychology, Professor.
Alexandra Givivna Gogoberidze, Head of the Department of Preschool Pedagogy, Institute of Childhood, Russian State Pedagogical University. A. I. Hercena, Doctor of Pedagogical Sciences, Professor, co-author of an exemplary educational program.
Galina Grigorievna Grigorieva, Dean of the Faculty of Preschool Education, State Educational Institution DPO NIRO, Candidate of Pedagogical Sciences, Associate Professor.
Vera Alexandrovna Derkunskaya, Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool Pedagogy, Institute of Childhood, Russian State Pedagogical University. A. I. Herzen, co-author of an exemplary educational program.
Tatyana Nikolaevna Doronova, Head of the Department of Preschool Education of the Federal Institute for the Development of Education of the Ministry of Education and Science Russian Federation, Professor of the Department of Preschool Pedagogy and Psychology of the Moscow City Psychological and Pedagogical University, Candidate of Pedagogical Sciences.
Larisa Alekseevna Paramonova, Director of the Center "Preschool Childhood" named after. A. V. Zaporozhets, Doctor of Pedagogical Sciences, Honored Teacher of Russia, Academician of the Russian Academy of Natural Sciences, Chairman of the Russian Committee of the International Organization for Preschool Education (OMER) at UNESCO.
Oksana Alekseevna Skorolupova, Deputy Head of the Department for the Development of Content, Methods and Technologies of General Education of the Department of General Education of the Ministry of Education and Science of Russia.
Nina Vladimirovna Fedina, Head of the Department of Preschool Education of the Institute for Strategic Studies in Education of the Russian Academy of Education of the Russian Academy of Education, Candidate of Pedagogical Sciences.
- Order No. 655 causes conflicting assessments among specialists in preschool education. Please express your attitude towards him. Is this the document you wanted to see?
O. A. Skorolupova. Federal state requirements for the structure of the main general education program of preschool education are developed in accordance with the Law of the Russian Federation "On Education", according to which the Ministry of Education and Science of Russia establishes federal state requirements for the structure of the main general education program of preschool education and the conditions for its implementation (paragraph 6.2. Article 9 of the Law). This norm was introduced into the Law of the Russian Federation "On Education" in connection with the understanding of the importance of preschool education for further successful development, education of each person, accessibility for everyone - wherever they live in our vast country - quality education.
Pre-school education and the provision of equal starting opportunities for children to study in primary school is seen as a necessary prerequisite for the general accessibility of quality general education. Achieving the optimal level of development of each child of preschool age, which will allow him to be successful at school, is one of the priority tasks for the development of preschool education in the Russian Federation. Its solution is impossible without a flexible, multifunctional system of preschool education that ensures the constitutional right of every citizen of Russia to public and free preschool education.
At present, the system of preschool education is represented by both state and municipal and non-state institutions implementing programs of preschool education. The system of children's centers, game clubs, social rooms is also developing. Serious emphasis is placed precisely on the development of the non-state sector of preschool education, as well as on the creation of a system of early development of children under the age of three in the form of family education.
In order to provide each child with the same equal start that will allow him to successfully study at school, it is necessary to standardize the content of preschool education in a certain way, no matter in which educational institution (or in the family) the child receives it.
It is precisely with this that the introduction of federal state requirements for the structure of the main general educational program of preschool education is connected (let's call them federal requirements below). This is the first in history Russian education a document that determines at the federal level what the program of a preschool institution should be (and the main general educational program of preschool education is precisely the program of an educational institution), what content to implement in order for each child to achieve the optimal level of development for his age, taking into account his individual, age characteristics. Before the adoption of federal requirements, we had only temporary (exemplary) requirements for the content and methods of education and training implemented in a preschool educational institution, issued as an appendix to the order of the Ministry of Education of the Russian Federation dated August 22, 1996 No. 448.
FGT contribute to the standardization of the content of preschool education. They quite clearly explain what the educational program of a preschool institution should be, what content to implement in order to give each child a level of development adequate to his age. FGT at the project stage was actively discussed in scientific and pedagogical circles - at the August meetings of employees of the preschool education system, at seminars-meetings with the participation of regional and municipal managers, heads of preschool educational institutions. Members of the Expert Council on Preschool Education of the Committee on Education of the State Duma also made their proposals to the FGT project. Yes, this is exactly the kind of document we wanted to develop and approve - it was widely discussed and developed with the participation of leading scientists in the field of preschool education. It is very important that FGT are consistent with the Concepts of preschool education (approved by the board of the State Committee for Public Education on June 16, 1989 No. 7/1), which proclaimed the idea of the intrinsic value of the preschool period of childhood, and the Concepts of content continuing education(preschool and primary level) (approved and approved by the Federal Coordinating Council for General Education of the Ministry of Education of the Russian Federation on June 17, 2003).
N. E. Veraksa. Speaking about the order, we can state that it contains both positive aspects and individual shortcomings. The main one is related to the vague position regarding the variability of programs. The fact is that the system of preschool education has developed and worked as a system in our country for a long time. Preschool education developed children and prepared them for school. In this sense, the system of preschool education was highly effective. When the idea of variable preschool education was proposed, it found support among teachers and allowed parents to satisfy their requests. Another thing is that the issue of inclusive education has not been addressed. This is a special topic and requires special study at different levels. At the same time, the specificity of preschool education is that it is a non-rigid system, which is built not according to the principle of acceleration, but according to the logic of amplification. The variability of preschool education corresponds to the logic of amplification. Uniformity requires special additional efforts. For example, the idea of resource centers in the system of preschool education in Moscow ensures the development of amplification as a result of their network interaction and actually confirms the idea of variability in preschool education.
A. G. Gogoberidze. In general, the adopted document does not raise objections for the following reasons:
1. Standardization allows preschool education to become an organic part of the general education system, having received a special unique status within this system.
2. The requirements for the content of preschool education take into account the peculiarities of the current state of preschool childhood in Russia, the current problems of the preschool education system (emphasis on the joint activities of the educator and children, on game forms education of preschoolers, the absence of strict regulation of children's activities, taking into account gender in the organization of the pedagogical process in kindergarten, focusing on the universality and integration of the content of preschool education) and make the necessary changes to the content of the programs. 3. The document defines the unity of requirements for a kindergarten graduate for preschool teachers, for parents, for teachers elementary school(It should be emphasized that prior to the adoption of this document, they differed greatly). The problematic field of questions concerns the results of mastering the program - are qualities always the result of the educational work of the educator and the institution as a whole, especially such as curiosity, emotional responsiveness, sociability? And by what criteria are they evaluated as the result of public education?
G. G. Grigoryeva. This document aroused great interest already at the project level. It certainly outlines new trends in the development of the preschool education system, in terms of more clearly defined performance, strictly focused on the development of the child, modernization and expansion of educational areas, the presence of specific requirements for monitoring the results of the program, etc. However, in its present form it looks somewhat lonely without the other two, namely: FGT to the conditions and results of the implementation of the main general educational program of preschool education.
Of course, its prompt and high-quality implementation is hampered by a number of circumstances: the lack of an exemplary basic general education program prepared on the basis of the Requirements and recommended by federal departments; the still undecided status of preschool education in the system of continuous or general education. The remaining debatable question about the content of education in general and preschool education in particular also does not contribute to the optimization of preschool education.
Agreeing that the achievements of a preschooler are determined not by the sum of specific knowledge, skills, and abilities, but by a combination of physical, cognitive, personal qualities, we consider it possible and necessary to monitor their emergence and development in children. This is determined both in Order No. 655 and in the Methodological Recommendations on the Procedure and Content of the Psychological and Pedagogical Examination of Children of Senior Preschool Age, prepared by order of the Government of the Russian Federation and submitted on January 27, 2009 No. 03–132 of the Ministry of Education and Science. Consequently, personal qualities as a declared result require the specification of these criteria in relation to each age period and the corresponding tools for psychological and pedagogical diagnostics and methods of pedagogical observation. Understanding that preschool age is the period of initial formation and development of all these qualities, it is impossible to determine their absolute level, but it is possible and necessary to monitor the dynamics of their development, the presence of this dynamics in individual development. Otherwise, how to judge the effectiveness and quality of preschool education?
L. A. Paramonova. In general, the requirements for programs are absolutely necessary, because a situation has been created that is firmly rooted in preschool education, when "all flowers bloom at the same time." Different programs are used in kindergartens: complex, partial, individual - I mean those practitioners who carry out special work on fine arts, music, etc. At the same time, many kindergartens choose separate sections from complex programs. That is, in some sections they work from one program, in others - from another, etc. Thus, we get eclecticism, not a system. And it is only the system that forms the child and the person in general. Therefore, general requirements, which, in fact, set a certain standard for preschool education, are absolutely necessary.
This is the first positive assessment of such a need. On the other hand, these requirements themselves are very vague in terms of their relation to ages, because all requirements are written in sections. And what age does, for example, communicative activity belong to? I doubt if there is such a thing. As a matter of fact, this speech development children. And activity is when a child sets a goal for himself, looks for ways to achieve it, wants to achieve something, etc. And what is communicative activity in relation to young children - is it, is it not? The authors did not think about the relationship of the newly introduced areas to age.
Or take, for example, the area "Labor". It was necessary to show its specificity, because at preschool age there is no labor as a socially significant phenomenon at all. And at what age, in what areas can it be given? This is not.
Play activity is given separately, although it is apparently related to the line of social development, socialization of the child. That's right, there can be no socialization of the child without play, but the game is also the leading activity of the child, in which he learns a very important layer of human culture - the relationship between adults - in the family, their professional activities, etc. That is why it is leading in senior preschool age.
At other ages, leading activities are not indicated at all. Thus, the game acts as the most important activity through which the authors would like all educational tasks to be solved, including learning. Not a word is said about learning at all, since the authors express their distrust of learning in the classroom. There are many such examples. But if we understand what the task of developing a child is at each age, then we can make a structurally digestible program by including previously developed programs in the context of its general content.
In FGT there is no age specificity, the allocation of leading activities, the requirements for the development of the child's personality are spelled out very weakly.
Read the full text of the discussion at the round table in the journal "SDO"
Terms of use The copyright holder of this article is allowed to use it only for personal non-commercial use for educational purposes. The publisher is not responsible for the content of the article materials.What are the programs?
Programs are complex and partial. Comprehensive programs include all the main areas of child development: physical, intellectual, moral, social, aesthetic. And partial - one or more of the directions. As a rule, a kindergarten takes one of the complex programs as a basis, but there are also kindergartens that have strong teaching teams that combine a comprehensive program with partial ones, adding their own pedagogical ideas.
Until 1991, there was only one comprehensive program - the Standard. It was strictly according to it that all Soviet kindergartens worked, and thanks to it, our system of preschool education was recognized as the best in the world. However, the Model Program severely limited the creativity of teachers, did not allow for an individual approach to each child, and its content did not correspond to the rapid changes in our society. Therefore, in 1991, they were allowed not only to make changes to it, but also to create complex, "with variations", and author's programs.
By the way, the Model Program, created by a team of the best domestic teachers and psychologists, is still “alive”. It has been republished many times, it has been amended to meet the modern requirements of the supplement. Many kindergartens work on it now. In particular, this program is very popular in Japan.
Overview of integrated programs
The first program we will talk about is called "Rainbow".
The team of authors is employees of the laboratory of preschool education of the Institute of General Education of the Ministry of General and vocational education RF. The program was developed under the guidance of Ph.D. n. T.N. Doronova.
Work on it has been carried out since 1989 by order of the Ministry of Education of Russia.
Where does this name come from? The authors named their program, figuratively comparing it with a real rainbow: the seven most important activities of children and activities in the process of which the upbringing and development of the child takes place. We are talking about: physical culture, play, fine arts (based on acquaintance with folk arts and crafts), design, music and plastic arts, speech development and familiarization with the outside world, mathematics.
One of the main ideas of the program is to create a "search" developing environment in all areas of the kindergarten. It is believed that, having a naturally inquisitive mind, the baby will "dig" to the goal, then strive for new achievements.
Development program created a group of authors of employees of the Institute of Preschool Education and Family Education of the Russian Academy of Education. And the doctor of psychological sciences L.A. began to develop it. Wenger.
The main idea of the program is that preschool childhood is a unique period in a person's life. The authors emphasize that in no case should a child be put under pressure by imposing school forms of education that are alien to a preschool child. And it is worth, relying on the abilities given to the baby by nature, to form ideas about the world around him in the game. The authors of the program pay special attention to the mental and artistic development of children.
Gifted Child Program developed by the same team of authors as "Development". This is a kind of "variation" of the previous idea, but designed to work with children of six or seven years old with a high level of mental development. The program also aims to develop the artistic abilities of these kids.
Authors program "Kindergarten - the house of joy"– Ph.D. N.M. Krylov and V.T. Ivanova, educator-innovator. The basis of the "House of Joy" is the principle of interaction between parents, educators and kids. The specificity of the program lies in the fact that the educator does not work according to the plan, but according to the scenarios of the 12-hour working day developed by the authors. Every day in such a garden for a child is a small performance, where each kid plays his role. The goal is to develop individuality in the child.
Particular attention in each age group is paid to the development of those activities that require maximum independence from the child: self-service, household work, games, productive activity, communication.
"Origins"- one of the most popular programs in modern gardens.
The team of authors is the research staff of the Center "Preschool Childhood" named after. A.V. Zaporozhets. It was developed by order of the Moscow Department of Education as a basic program for the development of a preschooler. It is based on many years of psychological and pedagogical research conducted under the guidance of Academician A.V. Zaporozhets. And it takes into account modern trends in the development of domestic preschool education. The program allows the teacher to find an individual approach to each child.
The goal is the versatile development of the baby, the formation of universal, including creative, abilities in him. As well as the preservation and strengthening of the physical and mental health of children.
Program "Childhood" developed by a group of authors - teachers of the Department of Preschool Pedagogy of the Russian State Pedagogical University. A.I. Herzen.
It is aimed at revealing the individual qualities of the child and helping him to adapt to society. The peculiarity of the program lies in the fact that all types of activities: various activities, communication with adults and peers, play, work, experimentation, and theatricalization are very closely intertwined. This makes it possible for the child not only to memorize separate knowledge from each other, but to quietly accumulate a variety of ideas about the world, to master all kinds of knowledge, skills and abilities, to comprehend their capabilities. The program includes four main blocks: "Knowledge", "Humanity", "Creation", "Healthy Lifestyle".
"From childhood to adolescence"- this is how the group of authors under the leadership of Ph.D. T.N. Doronova.
The program is conceived and developed for parents and teachers raising children from 4 to 10 years old. Its fundamental difference from others is that it provides for a close relationship between the children's institution and the family in all areas of the development of the child's personality.
Another program is "School 2100". Scientific adviser and author of the idea - A.A. Leontiev. The authors are Buneev, Buneeva, Peterson, Vakhrushev, Kochemasova and others.
The main idea is the implementation of the principle of lifelong education and the continuity between preschool education, primary and secondary schools.
Partial programs
TRIZ program invented by G.S. Altshuller. TRIZ stands for the theory of inventive problem solving.
Its goal is not just to develop the child's imagination, but to teach them to think systematically, to make sure that the baby understands the process, delve into it. The teacher in the conditions of this program does not give ready-made knowledge to children, does not reveal the truth to them, but teaches them to comprehend it on their own, awakens interest in knowledge.
Program "Young ecologist" developed by Ph.D. S.N. Nikolaeva.
It is aimed, as the name implies, at introducing preschoolers to nature, at environmental education and development. Teachers, using this program, are trying to educate children in an ecological culture, the ability to observe and draw conclusions from their observations, to teach them to understand and love the surrounding nature.
"I am human" developed by professor, Ph.D. S.A. Kozlova. The program is based on introducing the child to the social world. With its help, it is possible to develop in the baby an interest in the world of people and himself, to initiate the formation of a worldview, the creation of his own “picture of the world”.
The team of authors led by R.S. Bure, Ph.D., Professor of the Department of Preschool Pedagogy, Moscow State Pedagogical University, created a program "Friendly Guys" It is based on the education of humane feelings and relations between preschool children.
Another program - "Heritage", developed by Ph.D. M. Novitskaya and E.V. Solovieva, is based on the acquaintance of children with traditional Russian culture.
The main task of the program "Fundamentals of Safety for Preschool Children"– stimulation of development in preschool children of independence, responsibility for their behavior. Including the program teaches kids to react correctly in various life situations, including dangerous and extreme situations. Authors: Ph.D. N.N. Avdeeva, Ph.D. O.L. Knyazev, Ph.D. R.B. Sterkin. The same team of authors created a wonderful program of social and emotional development "I, you, we."
This program allows each child to open up, learn to manage their emotions and understand the emotional state of others.
program "Preschooler and ... Economics" came up with Ph.D. HELL. Shatov.
Its goal is to teach children to understand and appreciate the world around them, to respect people who can work well and earn their living. And besides, to be aware at a level accessible to a preschooler of the relationship between the concepts of "labor - product - money". The program is designed for children of preschool age.
IN "Golden Key" The pedagogical process is based on the family principle.
The life of children is filled with successive events, which makes an emotional impression on the child, resonates in his soul. Authors: Ph.D. G.G. Kravtsov, Ph.D. HER. Kravtsov.
The team of authors of the Nizhny Novgorod Humanitarian Center under the leadership of the candidate of pedagogical sciences G.G. Grigorieva developed the program "Baby". This is a program of integrated development and education of children under the age of three. Its goal is to help parents realize the inherent value and special significance of the early period of a person’s life, to assist in understanding their own child, in finding and choosing adequate ways and means, methods of education.
Our consultant: Anastasia KUZNETSOVA, educational psychologist. Graduated from the Moscow State Pedagogical University. M. Sholokhov.
The educational program is a document that defines the content of the educational process in kindergarten. It takes into account everything: the goals and objectives of the work of teachers with children, the main directions and forms of work, the organization of the environment in which the baby is located, the amount of knowledge, skills and abilities that the child must master before school. Each program also contains a set of guidelines. However, according to the Law of the Russian Federation, only those programs that comply with the state educational standard and, on the basis of this, are approved and recommended for work in kindergartens by the Ministry of Education, have the right to be called a document.
English for toddlers
Studying foreign language still popular with parents. This time we will talk about the program of N.M. Rodina « English language and children".
The main difference of this program is that learning a foreign language is based on the fact that the kid gravitates towards more and more new knowledge. A foreign language ceases to be for a child a set of words that need to be learned and quickly remembered in response to the question “how will it be in English ...”, but becomes a means of communication with an adult and other children.
According to the Motherland program, the child draws, sculpts, constructs, observes and discusses all this with teachers and his peers. It is this kind of communication that creates the basis for the natural mastery foreign language. His "inclusion" in classes begins with a small number of very simple phrases and constructions. Gradually, the proportion of the language being studied increases, and the phrases become more complex. For example, when children make different vegetables and fruits together with the teacher, they hear simple English phrases: "Let's make a small apple, a big apple, make it green or yellow." Children learn to understand the teacher's speech, highlight key words in phrases, and gradually longer statements consisting of several elements become available to them. The situation itself, gestures, facial expressions, intonation of the teacher help the child understand what is at stake, and if he is mistaken, then the teacher can correct his mistake without switching to native language. So the baby begins to go through the necessary path of mastering a foreign language - from understanding to repetition and independent construction of phrases.
Much attention in the program is paid to familiarizing children with the culture of the country of the language being studied. It is carried out in comparison with Russian traditions.
The main indicator of the success of teaching according to this method is the child's ability to independently build phrases, to include in them exactly the words that he needs in this situation. With this approach, children not only master a foreign language, but, most importantly, their overall development takes place: cognitive, emotional and social.
Our consultant: Inna G. KOSAREVA, methodologist-teacher of English
NOU "Center for Personal Development", winner of the competition "Teacher of the Year - 2004"