From birth to school. Approximate general educational program of preschool education. Veraksa N., Komarova T. et al. Methodological development of the section of the program “From birth to school”, edited by N.E. Komarova, M.A. Vasilyeva

The main general educational program of preschool education "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva is an innovative general educational program document for preschool institutions and was developed in accordance with the current federal state requirements (FGT, order No. 655 of November 23, 2009).

The leaders of the team of authors are Doctor of Psychology, Professor, Dean of the Faculty of Preschool Pedagogy and Psychology of MSLU - N. E. Veraksa; Doctor of Pedagogical Sciences, Professor, Honored Worker of Science of the Russian Federation. Head of the Department of Aesthetic Education, Moscow State University for the Humanities M. A. Sholokhova - T. S. Komarova.

Authors - A. V. Antonova, Doctor of Pedagogical Sciences; N. A. Arapova-Piskareva: M. M. Borisova, candidate of pedagogical sciences; N. E. Veraksa, Doctor of Psychology; VV Gerbova, Candidate of Pedagogical Sciences; N. F. Gubanova. candidate of pedagogical sciences; N. S. Denisenkova, Candidate of Psychological Sciences: E. M. Dorofeeva, O. V. Dybina, Doctor of Pedagogical Sciences; M. V. Zhigareva, Doctor of Pedagogical Sciences; M. B. Zatsepina, Doctor of Pedagogical Sciences; T. S. Komarova, Doctor of Pedagogical Sciences; G. M. Lyamina, candidate of pedagogical sciences; B.I. Petrova, Doctor of Pedagogical Sciences; S. N. Pidrichnaya, candidate of pedagogical sciences; T. D. Stulnik, candidate of pedagogical sciences; O. A. Solomennikova, candidate of pedagogical sciences; E. Ya. Stepanenkova, candidate of pedagogical sciences; C.N. Teplyuk, candidate of pedagogical sciences.

In a programme "Birth to School"the developmental function of education is brought to the fore, ensuring the formation of the child's personality and orienting the teacher to his individual characteristics, which corresponds to modern scientific concepts of preschool education on the recognition of the inherent value of the preschool period of childhood.

Program It is built on the positions of a humane-personal attitude towards the child and is aimed at its comprehensive development, the formation of spiritual and universal values, as well as abilities and competencies. The Program lacks strict regulation of children's knowledge and subject centrism in teaching.

When developing the Program, the authors relied on the best traditions of domestic preschool education, its fundamental nature: a comprehensive solution to the problems of protecting the life and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities. A special role is given to play activity as a leading activity in preschool childhood (A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, etc.).

The authors of the Program were based on the most important didactic principle - developmental education and the scientific position of L. S. Vygotsky that properly organized education “leads” development. Education and mental development cannot act as two separate, independent processes, but at the same time “education serves as a necessary and universal form of a child’s development” (V.V. Davydov). Thus, development within the framework of the Program acts as the most important result of the success of the upbringing and education of children.

In a programme "From birth to school" edited by N. E. Veraksathe main content lines of upbringing and education of the child from birth to school are comprehensively presented.

The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values ​​and traditions are taken into account in education, makes up for the shortcomings of spiritual, moral and emotional education. Education is seen as a process of introducing the child to the main components of human culture (knowledge, morality, art, labor). The main criterion for selecting program material is its educational value, the high artistic level of the works of culture used (classical and folk - both domestic and foreign), the possibility of developing the child's all-round abilities at each stage of preschool childhood.

Leading objectives of the Program "From birth to school" edited by N. E. Veraksa:

Creation of favorable conditions for a full-fledged life of a child of preschool childhood;

Formation of the foundations of the basic culture of the individual;

Comprehensive development of mental and physical qualities in accordance with age and individual characteristics;

Preparation for life in modern society, for schooling;

Ensuring the safety of the life of a preschooler.

These goals are realized in the process of various types of children's activities: gaming, communicative, labor, cognitive research, productive, musical and artistic, reading.

To achieve the goals of the Program "From birth to school" edited by N. E. Veraksaare of paramount importance:

Caring for the health, emotional well-being and timely comprehensive development of each child;

Creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which allows them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

Creative organization (creativity) of the educational process;

The variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

Respect for the results of children's creativity;

The unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family;

Compliance with continuity in the work of kindergarten and primary school, excluding mental and physical overload in the content of the education of preschool children, ensuring the absence of pressure on subject education.

The solution indicated in the Program "From birth to school" edited by N. E. Veraksagoals and objectives of education is possible only with the targeted influence of the teacher on the child from the first days of his stay in a preschool educational institution. The level of general development that the child will achieve, the degree of strength of the acquired moral qualities depend on the pedagogical skill of each educator, his culture, love for children. Taking care of the health and comprehensive upbringing of children, teachers of preschool educational institutions, together with the family, should strive to make the childhood of each child happy.

Content and structure of the Program "From birth to school" edited by N. E. Veraksa

General educational program of preschool education "FROM BIRTH TO SCHOOL":

Corresponds to the principle of developmental education, the purpose of which is the development of the child;

Combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the main provisions of developmental psychology and preschool pedagogy, and at the same time has the possibility of implementing preschool education in mass practice);

Complies with the criteria of completeness, necessity and sufficiency (allows you to solve the set goals and objectives only on the necessary and sufficient material, as close as possible to a reasonable "minimum");

Ensures the unity of the educational, developmental and teaching goals and objectives of the process of educating preschool children, during the implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschoolers;

It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;

Based on the complex-thematic principle of building the educational process;

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;

It involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschoolers and the leading type of their activity is the game.

The program begins with the section "Organization of life and upbringing of children", which gives the general principles for building a daily routine, creating a subject-developing educational environment, integrating educational areas and designing an educational process.

The content of psychological and pedagogical work on the development of children in the educational areas "Health", "Physical culture", "Safety", "Socialization", "Labor", "Cognition", "Communication", "Reading fiction", "Artistic creativity", " Music" is focused on the versatile development of preschoolers, taking into account their age and individual characteristics in the main areas - physical, social-personal, cognitive-speech and artistic-aesthetic all educational areas, along with tasks that reflect the specifics of each educational area, with mandatory psychological support.

The content of psychological and pedagogical work is presented by age groups. The program covers four age periods of physical and mental development of children: early age - from birth to 2 years (first and second groups of early age), junior preschool age - from 2 to 4 years (first and second junior groups), middle preschool age - from 4 to 5 years old (middle group), senior preschool age - from 5 to 7 years old (senior and preparatory groups for school).

At the same time, due to the age specificity and developmental features of babies from birth to 2 years, the sections for the first and second groups of early age differ structurally from the sections for preschool groups.

In sections on early age groups, for each age, a characteristic is given of the age-related characteristics of the mental development of children, the features of the organization of children's lives, an approximate daily routine, and the tasks of education and training are defined.

In sections on preschool groups for each age, in addition to characterizing the age-related characteristics of the mental development of children, the characteristics of the organization of children's lives, the approximate daily routine and the content of psychological and pedagogical work, exemplary comprehensive thematic planning and planned intermediate results of mastering the Program are given.

At the same time, the solution of program educational tasks is provided not only within the framework of directly educational activities, but also during regime moments - both in the joint activities of an adult and children, and in the independent activities of preschoolers.

For clarity, at the beginning of the section for each educational area, a quotation from the FGT (Federal State Requirements) is provided, indicating the goals and objectives of this educational area.

The planned intermediate results of mastering the Program in the group preparatory to school coincide with the final results of mastering the Program, therefore they are presented in a separate section that completes the content of the Program.

The section “Monitoring System for Children's Achievement of the Planned Results of Mastering the Program” outlines the principles for monitoring the achievement by children of the planned intermediate and final results of mastering the Program.

The authors of the Program, recognizing the value of the family as a unique institution of upbringing and the need to develop responsible and fruitful relationships with the families of pupils, single out work with parents in a separate section in the Program.

The problem of raising and educating children with disabilities in the general educational space is reflected in the Program in the section "Correctional work".

An extensive list of necessary programs, technologies, methodological aids will help teachers to draw up a basic general education program for their preschool educational program based on the program "FROM BIRTH TO SCHOOL" and successfully implement it.

Recommendations for writing a part of the program formed by the participants in the educational process

The program "FROM BIRTH TO SCHOOL" in full without changes can be used as the main general educational program of a preschool institution. The scope of the Program is designed for 100% of the time allotted for the educational process.

Participants in the educational process can change up to 20% of the total volume of the Program to reflect: 1) the species diversity of institutions, the presence of priority areas of activity, including the provision of equal starting opportunities for teaching children in general educational institutions, the implementation of sanitary and hygienic, preventive and recreational activities and procedures for the physical, social-personal, cognitive-speech, artistic and aesthetic development of children (except for activities for the qualified correction of deficiencies in the physical and (or) mental development of children with disabilities); 2) the specifics of the national-cultural, demographic, climatic conditions in which the educational process is carried out

Continuity

It should be noted that the program "FROM BIRTH TO SCHOOL", being a modern innovative product, is based on the best traditions of domestic education and in many areas maintains continuity in relation to the most famous program of preschool education of the last decade - the "Program of Education and Training in Kindergarten" under edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. Due to this continuity, most of the benefits of the "Kindergarten Education and Training Program" can be used when working with the "FROM BIRTH TO SCHOOL" program.

The exemplary program "From Birth to School" was developed on the basis of the Federal State Educational Standard for Preschool Education (Order No. 1155 of October 17, 2013) and is intended for use in preschool educational organizations to form basic educational programs (BEP DO).

The main task The task facing the authors of the Program is the creation of a program document that helps teachers organize the educational process in accordance with the requirements of the Federal State Educational Standard and allows them to write their own BEP based on the Model Program.

Leading objectives of the Program– creation of favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for schooling, ensuring the safety of life of a preschooler.

To achieve the goals of the Program, the following are of paramount importance:

Caring for the health, emotional well-being and timely comprehensive development of each child;

Creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which allows them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

Creative organization (creativity) of the educational process;

The variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

Respect for the results of children's creativity;

The unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family;

Compliance with continuity in the work of the kindergarten and elementary school, excluding mental and physical overload in the content of the education of preschool children, ensuring the absence of pressure on subject education.

The program is built on the positions of a humane-personal attitude towards the child and is aimed at its comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities. The Program lacks strict regulation of children's knowledge and subject centrism in teaching.

comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities. A special role in the Program is given to play activities as a leading activity in preschool childhood (A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, etc.).

The authors of the Program were based on the most important didactic principle - developmental education and on the scientific position of L. S. Vygotsky that properly organized education “leads” development. Education and mental development cannot act as two separate, independent processes, but at the same time “education serves as a necessary and universal form of a child’s development” (V.V. Davydov).

Bibliography

1. Approximate general educational program of preschool education "From birth to school" / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M .: MOSAIC - SYNTHESIS, 2014.

WORKING PROGRAMM

based on the general educational program of preschool education

"Birth to School"

Edited by N.E.Veraksa, T.S.Komarova, M.A.Vasilyeva

Second Junior Group No. 5

For 2015-2016 academic year

Educator:

Patrakova

Natalya Vladimirovna

Target Section

1. Explanatory note, goals and objectives of the program implementation……………….3
2. Age characteristics of children 3-4 years old……………..…………………………4
3. Organization of the mode of stay of children in an educational institution ...... .5
4. Daily routine……………………………………………………………………………..5
5. Model of organization of the educational process……………..6
6. The list of the main types of organized educational activities ... .8

1. Grid of direct educational activities………………………..9
2. Comprehensive thematic planning……………………………………………9
3. The use of modern educational technologies in the educational process………………………………………………………… 12

1. Physical development…………………………………………………………….14
2. Social and communicative development………………………………………..17
3. Cognitive development………………………………………………………..20
4. Speech development……………………………………………………………………24
5. Artistic and aesthetic development………………………………………..27
6. Targets……………………………………………………………..29
7. The content of correctional work with children with disabilities…………………………30
8. Working with parents……………………………………………………………..32
9. Organization of a developing object-spatial environment……………33
10. List of teaching aids…………………………………………………36

Applications

Organization of the daily routine of the second junior group No. 5

For the cold season

Table 1

On the basis of the day regimen, a model for organizing the educational process for the whole day has been developed - table 2

Model of the organization of the educational process

table 2

List of the main types of organized educational activities

According to the current SanPiN for children from 3 to 4 years old, no more than 11 lessons per week lasting no more than 15 minutes are planned (SapPiN 2.4.1.3049-13).

Direct educational activities are carried out in the first and second half of the day. In the warm season, direct educational activities are carried out on the site during a walk.

Working hours of MBDOU "Kindergarten No. 2", p. Izhma:

a five-day work week;

The duration of the MBDOU - 10.3 hours;

Daily work schedule - from 07:45 to 18:15 hours

weekends - Saturday, Sunday, non-working days - holidays.

Direct educational activity (GCE) starts at 9:30.

Table 3

Grid of direct educational activities

Table 4

Integrated thematic planning

Table 5

The use of modern educational technologies in the educational process

The formation of a new education system focused on entering the global space requires significant changes in the pedagogical theory and practice of preschool institutions.

The functions of the teacher include tasks related to raising the level of development of the child; the formation of the moral qualities of the individual, attitudes and beliefs; the development of cognitive interest, creativity, will, emotions, cognitive abilities - speech, memory, attention, imagination, perception.

The main idea is to select the right content, apply the best methods and means of teaching in accordance with the program and the educational objectives set.

The interaction of all subjects of the open educational space (children, employees, parents) of the preschool educational institution is carried out on the basis of modern educational technologies. Given this, the teacher of the 2nd junior group chose modern pedagogical technologies that optimally correspond to the goal of becoming a personality:

health-saving technologies;

technology of project activities;

game technology;

Game technology.

The only language that comes easily to children is the language of the GAME.

It is the game that allows you to correct the emerging age

problems and difficulties in relationships. Without play, a child's life is impossible. For young children, play equipment is created (screens, construction equipment, attributes for role-playing games, substitute items, didactic games), which gives experience in the diverse use of the object, teachers, by their own example, show children how to use role-playing speech, onomatopoeia, suggest replicas, explain actions.

With the help of gaming technology, the following functions of the educational process are implemented:

Emotionally - developing function;

relaxation function - excessive stress is reduced;

compensatory function - gives the child what he lacks;

· communicative function - is a great tool for communication;

function of self-realization - serves as a means to achieve desires and

realization of opportunities;

sociocultural function - in the process of playing the child masters sociocultural norms and rules of behavior.

The use of modern educational technologies gives a positive dynamics of growth in the development of pupils and new opportunities for the comprehensive harmonious development of the child.

Educational area

"PHYSICAL DEVELOPMENT"

“Physical development includes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct performance of basic movements that do not harm the body (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastery of outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; formation of the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.)”

Main goals and objectives

Formation of initial ideas about a healthy lifestyle. Formation in children of initial ideas about a healthy lifestyle.

Physical Culture. Preservation, strengthening and protection of children's health; increasing mental and physical performance, preventing fatigue.

Ensuring harmonious physical development, improving skills and abilities in the main types of movements, nurturing beauty, grace, expressiveness of movements, the formation of correct posture.

Formation of the need for daily motor activity. Development of initiative, independence and creativity in motor activity, the ability to self-control, self-esteem when performing movements.

Development of interest in participation in outdoor and sports games and physical exercises, activity in independent motor activity; interest and love for sports.

Physical Culture

Continue to develop a variety of types of movements. Teach children to walk and run freely, without shuffling their feet, without lowering their heads, while maintaining cross-coordination of hand and foot movements. Learn to work together. To learn to build in a column one at a time, a line, a circle, to find your place in the construction.

Learn to vigorously push off with both feet and land correctly in jumps from a height, in place and moving forward; take the correct starting position in long jumps and height jumps from a place; in throwing sandbags, balls with a diameter of 15–20 cm. To consolidate the ability to vigorously push the balls away when rolling, throwing. Continue learning to catch the ball with both hands at the same time.

Teach the grip on the bar while climbing. Strengthen the ability to crawl.

Learn to maintain correct posture in sitting, standing, moving, while performing exercises in balance.

Learn to sled, sit on a tricycle, ride it and get off it.

Teach children to put on and take off skis, walk on them, put skis in place. Learn to respond to the signals "run", "catch", "stop", etc .; follow the rules in mobile games. To develop independence and creativity when performing physical exercises, in outdoor games.

Outdoor games. To develop the activity and creativity of children in the process of motor activity. Organize games with rules.

Encourage independent games with wheelchairs, cars, carts, bicycles, balls, balls. Develop climbing, crawling skills; dexterity, expressiveness and beauty of movements. Introduce more complex rules into games with a change in types of movements.

To educate children in the ability to follow elementary rules, coordinate movements, navigate in space.

Approximate list of basic movements,

Outdoor games and exercises

Basic movements

Walking. Walking is normal, on toes, with a high knee raise, in a column one by one, two by two (in pairs); in different directions: in a straight line, in a circle, snake (between objects), scattered. Walking with tasks (with a stop, squat, turn). Balance exercises. Walking along a straight path (width 15–20 cm, length 2–2.5 m), along the board, gymnastic bench, beam, putting the heel of one foot to the toe of the other; walking on a ribbed board, stepping over objects, slats, stairs laid on the floor. Walking on an inclined board (height 30–35 cm). Slow spin in both directions.

Run. Running is normal, on toes (in subgroups and the whole group), from one edge of the site to the other, in a column one at a time, in different directions: along straight, winding paths (width 25–50 cm, length 5–6 m), in a circle, snake, scattered; running with the fulfillment of tasks (stopping, running away from the chasing one, catching up with the escaping, running on a signal to the specified place), running with a change in pace (at a slow pace for 50-60 seconds, at a fast pace for a distance of 10 m).

Rolling, throwing, catching, throwing. Rolling the ball (ball) to each other, between objects, into the gate (width 50–60 cm). Throwing at a distance with the right and left hand (by the end of the year at a distance of 2.5–5 m), at a horizontal target with two hands from below, from the chest, with the right and left hand (distance 1.5–2 m), at a vertical target (height target center 1.2 m) with the right and left hand (distance 1–1.5 m). Catching the ball thrown by the teacher (distance 70–100 cm). Throwing the ball up, down, on the floor (ground), catching it (2-3 times in a row).

Crawling, climbing. Crawling on all fours in a straight line (distance 6 m), between objects, around them; crawling under an obstacle (height 50 cm), without touching the floor with your hands; climbing into a hoop; climbing over a log. Climbing on a ladder-ladder, gymnastic wall (height 1.5 m).

Jumping. Jumps on two legs in place, moving forward (distance 2–3 m), from circle to circle, around objects, between them, jumping from a height of 15–20 cm, up from a place, reaching an object suspended above a raised arm child; through a line, cord, through 4–6 lines (alternately through each); through objects (height 5 cm); in length from the spot through two lines (the distance between them is 25–30 cm); in length from a place to a distance of at least 40 cm.

Group exercises with transitions. Building in a column one at a time, line, circle; rebuilding in a column of two, scattered; opening and closing in a normal step; turns on the spot to the right, to the left by stepping over.

Rhythmic gymnastics. Performing previously learned general developmental exercises and cyclic movements to music

General developmental exercises

Exercises for the hands, development and strengthening of the muscles of the shoulder girdle. Raise and lower straight arms forward, up, to the sides (simultaneously, alternately). Transfer objects from one hand to another in front of you, behind your back, above your head. Clap your hands in front of you and put your hands behind your back. Stretch your arms forward, to the sides, turn them palms up, raise and lower your hands, move your fingers.

Exercises to develop and strengthen the muscles of the back and flexibility of the spine. Pass the ball to each other overhead back and forth, with a turn to the sides (left and right). From the starting position sitting: turn around (put an object behind you, turn around and take it), bend over, pull your legs towards you, clasping your knees with your hands. From the starting position lying on your back: simultaneously raise and lower your legs, move your legs, as when riding a bicycle. From the starting position lying on your stomach: bend and unbend your legs (alternately and together), turn from back to stomach and back; bend, raising your shoulders, spreading your arms to the sides.

Exercises to develop and strengthen the abdominal muscles and legs. Rise on toes; alternately put the foot on the toe forward, backward, to the side. Squat, holding on to a support and without it; squat, bringing your hands forward; squat, clasping your knees with your hands and tilting your head. Alternately raise and lower your legs bent at the knees. Sitting to grab sandbags with your toes. Walk on a stick, roller (diameter 6–8 cm) with an added step, leaning on them with the middle of the foot.

Outdoor games

With running.“Run to me!”, “Birds and chicks”, “Mice and a cat”, “Run to the flag!”, “Find your color”, “Tram”, “Train”, “Shaggy dog”, “Birds in nests” .

With jumps.“On a flat path”, “Catch a mosquito”, “Sparrows and a cat”, “From bump to bump”.

With climbing and climbing."The mother hen and chickens", "Mice in the pantry", "Rabbits".

With throwing and catching.“Who will throw the bag further”, “Get in the circle”, “Knock down the skittle”, “Take care of the item”.

Orientation in space.“Find your place”, “Guess who is screaming where”, “Find what is hidden”.

Table 6

MOBILE GAMES AND EXERCISES FOR A WALK, see APPENDIX No. 1

Educational area

"SOCIO - COMMUNICATIVE DEVELOPMENT"

“Social and communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional 47 intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

Main goals and objectives

Socialization, communication development, moral education. The assimilation of the norms and values ​​​​accepted in society, the education of the moral and moral qualities of the child, the formation of the ability to correctly evaluate their actions and the actions of their peers.

The development of communication and interaction of the child with adults and peers, the development of social and emotional intelligence, emotional responsiveness, empathy, respectful and friendly attitude towards others.

Formation of children's readiness for joint activities, development of the ability to negotiate, independently resolve conflicts with peers.

The child in the family and community. Formation of the image of I, a respectful attitude and a sense of belonging to my family and to the community of children and adults in the organization; formation of gender, family affiliation.

Self-service, independence, labor education. Development of self-service skills; the formation of independence, purposefulness and self-regulation of their own actions.

Education of cultural and hygienic skills.

The formation of positive attitudes towards various types of work and creativity, the upbringing of a positive attitude towards work, the desire to work.

Education of a value attitude to one's own work, the work of other people and its results. Formation of the ability to responsibly treat the task assigned (the ability and desire to bring the matter to the end, the desire to do it well).

Formation of primary ideas about the work of adults, its role in society and the life of every person.

Formation of the foundations of security. Formation of primary ideas about safe behavior in everyday life, society, nature. Raising a conscious attitude to the implementation of safety rules.

Formation of a cautious and prudent attitude to potentially dangerous situations for humans and the natural world.

Formation of ideas about some typical dangerous situations and ways of behavior in them.

Formation of elementary ideas about the rules of road safety; education of a conscious attitude to the need to comply with these rules.

Educational area

"COGNITIVE DEVELOPMENT"

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

Main goals and objectives

Formation of elementary mathematical representations. Formation of elementary mathematical representations, primary

ideas about the basic properties and relationships of objects in the surrounding world: shape, color, size, quantity, number, part and whole, space and time.

Development of cognitive research activities. Development of cognitive interests of children, expansion of the experience of orientation in the environment, sensory development, development of curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about the objects of the surrounding world, about the properties and relationships of the objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, causes and consequences, etc.). The development of perception, attention, memory, observation, the ability to analyze, compare, highlight the characteristic, essential features of objects and phenomena of the surrounding world; the ability to establish the simplest connections between objects and phenomena, to make simple generalizations.

Acquaintance with the subject environment. Familiarization with the objective world (name, function, purpose, properties and qualities of the object); perception of an object as a creation of human thought and the result of labor.

Formation of primary ideas about the diversity of the subject environment; that a person creates an objective environment, changes and improves it for himself and other people, making life more convenient and comfortable. Development of the ability to establish causal relationships between the world of objects and the natural world.

Introduction to the social world. Acquaintance with the surrounding social world, expanding the horizons of children, the formation of a holistic picture of the world. Formation of primary ideas about the small motherland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays. Formation of citizenship; education of love for the motherland, pride in its achievements, patriotic feelings. Formation of elementary ideas about the planet Earth as a common home of people, about the diversity of countries and peoples of the world. Introduction to the natural world.

Acquaintance with nature and natural phenomena. Development of the ability to establish causal relationships between natural phenomena. Formation of primary ideas about the natural diversity of the planet Earth. Formation of elementary ecological ideas. Formation of an understanding that a person is a part of nature, that he must preserve, protect and protect it, that everything in nature is interconnected, that human life on Earth largely depends on the environment. Education of the ability to behave correctly in nature. Education of love for nature, the desire to protect it.

Seasonal observations

Autumn. Learn to notice changes in nature: it gets colder, it rains, people put on warm clothes, leaves begin to change color and fall off, birds fly to warmer climes.

Expand the idea that fruits and vegetables are harvested in autumn. Learn to distinguish the most common vegetables and fruits in appearance, taste, shape and name them.

Winter. Expand ideas about the characteristic features of winter nature (it's cold, it's snowing; people put on winter clothes).

Organize observations of birds arriving at the site, feed them. To learn to notice the beauty of winter nature: trees in snow, fluffy snow, transparent ice floes, etc .; participate in sledding downhill, making snow crafts, decorating snow buildings.

Spring. Continue to acquaint with the characteristic features of spring nature: the sun shines brighter, the snow begins to melt, becomes loose, grass has grown, leaves have blossomed on trees, butterflies and May flowers appear.

Approximate basic general education program of preschool education from birth to school

Edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva

3rd edition, corrected and enlarged

Leaders of the team of authors– Rector of the ANO HPE "Moscow Pedagogical Academy of Preschool Education", Dean of the Faculty of Educational Psychology of the Russian State Humanitarian University, Doctor of Psychology, Professor - N. E. Veraksa; Doctor of Pedagogical Sciences, Professor, Honored Worker of Science of the Russian Federation, Head of the Department of Aesthetic Education of the Moscow State University of Humanities. M. A. Sholokhova - T. S. Komarova.

Scientific editors - N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.

Authors A. V. Antonova, doctor of pedagogical sciences; N. A. Arapova-Piskareva; K. Yu. Belaya, M. M. Borisova, candidate of pedagogical sciences; A. N. Veraksa, N. E. Veraksa, doctor of psychological sciences; V. V. Gerbova, candidate of pedagogical sciences; N. F. Gubanova, candidate of pedagogical sciences; N.S. Denisenkova, candidate of psychological sciences; E. M. Dorofeeva, O. V. Dybina, doctor of pedagogical sciences; E.S. Evdokimova, candidate of pedagogical sciences; M. V. Zhigoreva, doctor of pedagogical sciences; M. B. Zatsepina, doctor of pedagogical sciences; T. S. Komarova, doctor of pedagogical sciences; G. M. Lyamina, candidate of pedagogical sciences; V. I. Petrova, doctor of pedagogical sciences; T. D. Stulnik, candidate of pedagogical sciences; O. A. Solomennikova, candidate of pedagogical sciences; E. Ya. Stepanenkova, candidate of pedagogical sciences; S. N. Teplyuk, candidate of pedagogical sciences.

Foreword

The Birth to School program was first published in September 2010. The program was tested in many regions of Russia and generally approved by practitioners who sent their positive feedback. Numerous positive reviews of the Program were received from regional ministries and educational authorities of various regions of Russia, scientific institutes and advanced training institutes. I would like to express my special gratitude to the practitioners for their numerous reviews, questions, comments, and recommendations. Many specific issues related to the content of the Program, its implementation in practice, compliance with the FGT Program were discussed during forums, conferences, seminars, courses in different regions of the country.

All the questions, comments, suggestions received were carefully studied and taken into account when finalizing and preparing for printing the second revised and supplemented edition (2011) of the exemplary basic general educational program of preschool education “FROM BIRTH TO SCHOOL”.

In the second edition clarifications were made to the explanatory note, sections were finalized and supplemented: "Organization of life and upbringing of children", "Safety", "Monitoring system for children's achievement of the planned results of the development of the Program", "Interaction of the kindergarten with the family". The necessity of sections devoted to the upbringing of young children (from birth to 2 years) is substantiated. Approximate complex-thematic planning and planning of educational activities during the work on a five-day week in all age groups have been finalized.

In third edition adjustments were made to the planning of educational activities when working on a five-day week for the middle group and the daily routines of the middle, senior and preparatory groups in connection with the adoption of SanPiN 2.4.1.2660-10. Otherwise, the edition is identical to the previous one, which can be used by teachers, taking into account the indicated changes.

Currently, a complete educational and methodological package for the program "FROM BIRTH TO SCHOOL" is being developed and released.

Explanatory note

The program "FROM BIRTH TO SCHOOL" (hereinafter - the Program) is an innovative general educational program document for preschool institutions, prepared taking into account the latest achievements in science and practice of domestic and foreign preschool education.

The program was developed in accordance with the current federal state requirements for the structure of the main general educational program of preschool education (FGT, Order No. 655 of November 23, 2009).

COMPLIES

EXAMPLE

GENERAL EDUCATIONAL

PRESCHOOL EDUCATION PROGRAM

FROM BIRTH TO SCHOOL

Edited by

N. E. Veraksy,

T. S. Komarova, M. A. Vasilyeva

BBK 74.100 UDC 373.2

FROM BIRTH TO SCHOOL. Approximate general educational program of preschool education / Ed. N. E. Veraksy, T. S. Ko-

Marova, M. A. Vasilyeva. - M.: MOSAIC $ SYNTHESIS, 2014. - p.

LIST OF USED ABBREVIATIONS

DOO - preschool educational organization. DOE - preschool educational institution. PLO - the main educational program. EMC - educational and methodological complex.

GEF - federal state educational standard. GEF DO - federal state educational station

Dart of preschool education (Order No. 1155 of October 17, 2013). FGT - federal state requirements (Order No. 655 dated

Veraksa Nikolai Evgenievich

Komarova Tamara Semyonovna- Doctor of Pedagogical Sciences, Professor, Honored Scientist of the Russian Federation, Academician of the International Academy of Sciences of Pedagogical Education, Head of the Department of Primary Education and Pedagogical Technologies, Moscow State University for the Humanities. M. A. Sholokhova, Director of the Scientific and Educational Center "New Educational Technologies and Creative Development of the Personality" at the Pedagogical Faculty of the Moscow State University for the Humanities. M. A. Sholokhova.

Vasilyeva Margarita Alexandrovna - Honored Teacher of Russia, Excellence in Education of the USSR, Excellence in Education of the RSFSR, Executive Editor of the first edition of the "Program of Education and Training in Kindergarten" (M., 1985).

team

Arapova-Piskareva Natalya Alexandrovna.

Belaya Ksenia Yurievna- Candidate of Pedagogical Sciences, Professor of the Department of Pedagogy and Methods of Preschool Education of the Moscow Institute of Open Education.

Borisova Marina Mikhailovna- Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool Pedagogy, Moscow State Pedagogical Educational Institution "Institute of Pedagogy and Psychology of Education".

Veraksa Alexander Nikolaevich - Candidate of Psychological Sciences, Associate Professor, Faculty of Psychology, Moscow State University. M. V. Lomonosov.

Veraksa Nikolai Evgenievich- Doctor of Psychology, Professor, Dean of the Faculty of Psychology of Education of the Institute of Psychology. L. S. Vygotsky RGGU.

Volosovets Tatyana Vladimirovna - Candidate of Pedagogical Sciences, Professor, Director of the Institute psychological and pedagogical problems of childhood RAO.

Gerbova Valentina ViktorovnaGubanova Natalya Fedorovna- candidate of pedagogical sciences, do-

cent of the Department of Primary, Preschool and Special Education of the State Educational Institution of Higher Professional Education of the Moscow State Educational Institution, Corresponding Member of the IANPO.

Denisenkova Natalya Sergeevna - Candidate of Psychological Sciences, Associate Professor of the Department of Developmental Psychology, Faculty of Social Psychology, Moscow State University of Psychology and Education.

Dorofeeva Elfiya Minimullovna - General manager of the publishing house "Mosaic-Synthesis", member of the editorial board of the journal "Modern Preschool Education".

Dybina Olga Vitalievna- Doctor of Pedagogy, Professor, Head of the Department of Preschool Pedagogy and Psychology, Togliatti State University.

Evdokimova Elena Sergeevna- Candidate of Pedagogical Sciences, Associate Professor, Doctoral Candidate of the Department of Pedagogy, Volgograd State Pedagogical University.

Zhigoreva Marina Vasilievna- Doctor of Pedagogy, Professor of the Department of Special Pedagogy and Special Psychology of the Defectological Faculty of the Moscow State University for the Humanities. M. A. Sholokhova.

Zatsepina Maria Borisovna- Doctor of Pedagogical Sciences, Professor of the Department of Aesthetic Education of the Moscow State University for the Humanities. M. A. Sholokhova.

Kirillov Ivan Lvovich- candidate of pedagogical sciences; Deputy Director of the Institute of Psychological and Pedagogical Problems of Childhood of the Russian Academy of Education, Associate Professor of the Department of Preschool Pedagogy and Psychology, Moscow City Psychological and Pedagogical University (MGPPU). Member of the working group on the development of the Federal State Educational Standard for Preschool Education.

Komarova Tamara Semyonovna- Doctor of Pedagogical Sciences, Professor, Honored Scientist of the Russian Federation, Academician of the International Academy of Sciences of Pedagogical Education, Head of the Department of Primary Education and Pedagogical Technologies, Moscow State University for the Humanities. M. A. Sholokhova, Director of the Scientific and Educational Center "New Educational Technologies"

nology and creative development of personality” at the Pedagogical Faculty of the Moscow State University for the Humanities. M. A. Sholokhova.

Kutepova Elena Nikolaevna- Candidate of Pedagogical Sciences, Deputy Head of the Institute of Problems of Integrated (Inclusive) Education of MSUPE.

Lyamina Galina Mikhailovna- candidate of pedagogical sciences. Petrova Vera Ivanovna- Doctor of Pedagogical Sciences, Professor

Department of Aesthetic Education, Moscow State University for the Humanities. M. A. Sholokhova.

Solomennikova Olga Anatolievna - Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Preschool Education, Honorary Worker of Higher and Vocational Education of the PBOU HPE MO "Academy of Social Management".

Stepanenkova Emma Yakovlevna- Candidate of Pedagogical Sciences, Professor of the Department of Theory and Methods of Preschool Education, Moscow State Pedagogical University.

Stulnik Tatyana Dmitrievna- Candidate of Pedagogical Sciences, Associate Professor of the Department of Sociology, Psychology and Social Management of the Moscow Aviation Institute.

Teplyuk Svetlana Nikolaevna - Candidate of Pedagogical Sciences, Associate Professor, Department of Preschool Education Management, Institute of Psychology and Pedagogy of Education, Moscow City Pedagogical University.

Shiyan Olga Alexandrovna- Candidate of Pedagogical Sciences, Leading Researcher of the Child Development Laboratory of NIISO MGPU.

TARGET SECTION

EXPLANATORY

Goals and objectives of the Program implementation

The exemplary program "From Birth to School" was developed on the basis of the Federal State Educational Standard for Preschool Education (Order No. 1155 of October 17, 2013) and is intended for use in preschool educational organizations to form basic educational programs (BEP DO). The main task facing the authors of the Program is to create a program document that helps teachers organize the educational process in accordance with the requirements of the Federal State Educational Standard and allows them to write their own BEP based on the Model Program.

The leading goals of the Program are the creation of favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for studying at school, ensuring the safety of life of a preschooler .

Particular attention in the Program is paid to the development of the child's personality, the preservation and strengthening of children's health, as well as the education of such qualities in preschoolers as:

patriotism;

active life position;

creative approach in solving various life situations;

respect for traditional values.

These goals are realized in the process of various types of children's activities: playing, communicative, labor, cognitive research, productive, musical and artistic, reading.

To achieve the goals of the Program, the following are of paramount importance:

care for the health, emotional well-being and timely comprehensive development of each child;

creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which allows them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

maximum use of various types of children's activities, their integration in order to increase the effectiveness of education telno-educational process;

creative organization (creativity) educational process;

the variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

respect for the results of children's creativity;

the unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family;

observance in the work of the kindergarten and elementary school of continuity, excluding mental and physical overload in the content of the education of preschool children, ensuring the absence of pressure on subject education.

The solution of the goals and objectives of education outlined in the Program is possible only with the systematic and targeted support by the teacher of various forms of children's activity and initiative, starting from the first days of the child's stay in a preschool educational institution. The level of general development that the child will achieve, the degree of strength of the acquired moral qualities depend on the pedagogical skill of each educator, his culture, love for children. Taking care of the health and comprehensive upbringing of children, teachers of preschool educational institutions, together with the family, should strive to make the childhood of each child happy.

Principles and approaches

to formation of the Program

AT The program puts forward the developing function of education, which ensures the formation of the child's personality and orients the teacher to his individual characteristics, which corresponds to the modern scientific "Concept of preschool education" (authors

V. V. Davydov, V. A. Petrovsky and others) on the recognition of the inherent value of the preschool period of childhood.

The program is built on the positions of a humane-personal attitude towards the child and is aimed at its comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities. The Program lacks strict regulation of children's knowledge and subject centrism in teaching.

When developing the Program, the authors relied on the best traditions of domestic preschool education, its fundamental nature: a comprehensive solution to the problems of protecting the life and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities. A special role in the Program is given to play activities as a leading activity in preschool childhood (A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, etc.).

The authors of the Program were based on the most important didactic principle - developmental education and on the scientific position of L. S. Vygotsky that properly organized education “leads” development. Education and mental development cannot act as two separate, independent processes, but at the same time “education serves as a necessary and universal form of a child’s development” (V.V. Davydov). Thus, development within the framework of the Program acts as the most important result of the success of the upbringing and education of children.

The Program comprehensively presents all the main content lines of upbringing and education of the child from birth to school.

The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values ​​and traditions are taken into account in education, makes up for the shortcomings of spiritual, moral and emotional education. Education is seen as a process of introducing the child to the main components of human culture (knowledge, morality, art, labor).

The main criterion for selecting program material is its educational value, the high artistic level of the works of culture used (classical and folk - both domestic and foreign), the possibility of developing the child's all-round abilities at each stage of preschool childhood (E. A. Flerina, N. P. Sakulina, N. A. Vetlugina, N. S. Karpinskaya).

Program "From birth to school":

corresponds to the principle of developmental education, the purpose of which is the development of the child;

combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the main provisions of developmental psychology and preschool pedagogy and, as experience shows, can be successfully implemented in the mass practice of preschool education);

meets the criteria of completeness, necessity and sufficiency (allowing to solve the set goals and objectives when using a reasonable "minimum" of the material);

ensures the unity of the educational, developmental and teaching goals and objectives of the process of educating preschool children, during the implementation of which such qualities are formed that are key in the development of preschoolers;

is built taking into account the principle of integration of educational areas

in in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;

is based on the complex-thematic principle of building the educational process;

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;

involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschoolers and the leading type of their activity is the game;

allows for variation of the educational process depending on regional characteristics;

It is built taking into account continuity between all age preschool groups and between kindergarten and primary school.

Distinctive features of the program "From Birth to School"

Focus on the development of the personality of the child

The priority of the Program is the upbringing of a free, self-confident person, with an active life position, striving to creatively approach the solution of various life situations, having his own opinion and able to defend it.

Patriotic orientation of the Program

The Program pays great attention to instilling in children patriotic feelings, love for the Motherland, pride in its achievements, confidence that Russia is a great multinational country with a heroic past and a happy future.

Focus on moral education, support of traditional values

Raising respect for traditional values, such as love for parents, respect for elders, caring attitude towards babies, the elderly; formation of traditional gender representations; instilling in children the desire to follow a positive example in their actions.

Focus on further education

The program is aimed at developing children's cognitive interest, the desire to gain knowledge, positive motivation for further education at school, college; understanding that all people need to be educated. Formation of attitude to education as one of the leading life values.

Focus on preserving and strengthening the health of children

One of the main tasks that the Program puts before educators is to take care of preserving and strengthening the health of children, forming in them elementary ideas about a healthy lifestyle, cultivating good habits, including healthy eating habits, and the need for physical activity.

Focus on taking into account the individual characteristics of the child

The program is aimed at ensuring the emotional well-being of each child, which is achieved by taking into account the individual characteristics of children both in the organization of life (approximation of the daily routine to the individual characteristics of the child, etc.), and in the forms and methods of interaction with the child (showing respect for his individuality). , sensitivity to his emotional states, support for his self-esteem, etc.).

Features of the structure of the program "From birth to school"

The most significant structural characteristic of the program "From Birth to School" is the principle of presenting the material - the content of psychological and pedagogical work is set out in the Program for educational areas, in each of which the main goals and objectives and the content of psychological and pedagogical work are indicated. The content of psychological and pedagogical work in educational areas is presented in thematic blocks, within which the material is presented by age groups. Such a structure of the program allows you to see the time perspective of the development of the child's qualities, makes it possible to be more flexible in choosing program content, and it is easier to introduce a variable part.

Flexibility in program content selection

With taking into account the level of development of the child

AT In each thematic block, the material is presented by age groups. For example, in the educational field“Social and communicative development” the thematic block “Moral education” was singled out, in which the content of psychological and pedagogical work is presented by age groups. This makes it possible to see the time perspective of the development of the moral qualities of a preschooler, which allows the teacher to more fully take into account the individual characteristics of children in his work and set tasks based not so much on age recommendations as on the individual level of development of the child.

Coverage of all age periods (from birth to school)

The advantages of the "From Birth to School" program, of course, include the fact that it covers all age periods of the physical and mental development of children: early age - from birth to 2 years (first and second groups of early age); junior preschool age - from 2 to 4 years old (first and second junior groups), middle preschool age - from 4 to 5 years old (middle group), senior preschool age - from 5 to 7 years old (senior and preparatory groups for school).

At the same time, due to the age specificity and developmental features of babies from birth to 2 years, the sections for the first and second groups of early age are structurally different from the sections for preschool groups. This difference is due to the difficulty of separating the processes of care, upbringing and education for children of this age category. Therefore, all program material on early age is separated into a separate section.

In the Federal State Educational Standard, material on early age is given from two months, and in the Program, starting from the birth of a child. This is due to the importance of this age period for the development of the child.

Ease of introducing the variable part

The presentation of the content of the Program by thematic blocks makes it easy to form a variable part (the part formed by the participants in the educational process) when writing the PEP - take into account the species diversity of the educational organization, priority areas, introduce a regional component, etc. In particular, an educational organization can replace one or more semantic blocks on partial and author's programs or rewrite the content of these sections yourself. The only requirement is that the variable part must comply with the Federal State Educational Standard and must not contradict the goals and objectives of the From Birth to School program.

The presence of a separate section on the development of gaming activities

In the current GEF DO, unlike FGT, gaming activity is not included in any of the educational areas. This is explained by the fact that at preschool age the game is the leading type of activity and should be present in all psychological and pedagogical work, and not just in one of the areas. Recognizing the exceptional importance of developing the preschooler's play activity, the authors supplemented the Program with a separate chapter on play. This chapter reveals the content of psychological and pedagogical work on the development of play activity for each age period, which allows the teacher to comprehensively see all aspects of play activity in progressive development.

Interaction with families of pupils

The program emphasizes the value of the family as a unique educational institution and the need to develop responsible and fruitful relationships with the families of pupils. The section "Interaction of the kindergarten with the family" describes the main forms of work with the parents of pupils, the use of which allows teachers to successfully implement the general educational program of preschool education.

An important advantage of the Program is that it is provided with manuals for studying with a child at home - books from the "School of the Seven Dwarfs" series.

Variability of the content of the section on inclusive and special education

As part of the variability, the Program presents two sections on inclusive and correctional education: "Inclusive practice in groups of a combined orientation" and "Correctional work in preschool educational institutions (by educational areas)". Both sections correspond to the Federal State Educational Standard, however, they demonstrate a different approach to solving similar problems. Teachers can choose the option that is more suitable for working in a given preschool, or a combination of both options.

Availability of the application

With detailed lists

AT in the modern edition of the Program, all approximate lists are made

in Application. This significantly reduces the content of the Program and facilitates its perception. In addition, such a construction of the Program allows you to see how the content of the approximate lists changes depending on the age of the children. For example, it is now easy to see and analyze what is recommended for reading to children in each of the age groups.

Development of a complete educational and methodological package for the Program

The obvious advantage of the Program is that it is provided with a complete educational and methodological kit, including methodological manuals in all areas and areas of child development, comprehensive thematic planning, visual aids and workbooks, as well as manuals on the work of a psychologist in a preschool educational institution, on inclusive education and work of the family kindergarten. At the same time, the educational and methodological support of the Program is a constantly developing instrument of professional activity, reflecting modern achievements and trends in domestic and world preschool education. The immediate plans of the authors of the Program include the creation of variable methodological aids in various areas of child development.

Prospects for improvement work

and development of the content of the Program

AT connection with the adoption of GEF DO in the publishing house"MOSAIC-SYNTHESIS" with the participation of the authors of the Program and the developers of the Federal State Educational Standard

a design and research group was created to prepare a complete teaching and learning manual for the program "From Birth to School" and the implementation of the Federal State Educational Standard for DO using its example.

All constituent entities of the Russian Federation can take an active part in the process of introducing the Federal State Educational Standard on the basis of the program "From Birth to School". To do this, it is necessary to conclude a cooperation agreement and create a regional working group for the implementation of GEF DO based on the program "From Birth to School".

Tasks of the design research group

Methodological and organizational support for the introduction of GEF DO

1. Informational, scientific and methodological, expert support for the process of introducing the Federal State Educational Standard for Education on the example of the program "From Birth to School".

2. Development in accordance with the Federal State Educational Standard to the full teaching materials on the basis of an exemplary program of preschool education "From birth to school".

3. Determination of "Pilot sites" in the subjects of the Russian Federation for the implementation of the Federal State Educational Standard for Education on the example of the program "From Birth to School".

4. Establishment of working regional groups for the implementation of the Federal State Educational Standard for DO on the example of the program "From Birth to School".

5. Development of guidelines for writing on the basis of the Federal State Educational Standard for Preschool Education, using the example of the program "From Birth to School".

6. Organization of monitoring of the conditions for the implementation of GEF DO on the example of the program "From Birth to School".

7. Organization of monitoring of financial support for the realization of the rights of citizens to receive public and free preschool education in the context of the introduction of the Federal State Educational Standard for Education on the example of the program "From Birth to School".

8. Development of guidelines for the founders of educational organizations implementing the BEP based on the program "From Birth to School", on the list of necessary equipment for the organization object-spatial environment in accordance with the requirements of the Federal State Educational Standard.

Staffing for the introduction of GEF DO

1. Development of professional development programs and provision of phased professional development for managers and teachers

employees of preschool organizations working under the program "From Birth to School".

2. Development of guidelines for the certification of teachers of preschool organizations working under the program "From Birth to School".

3. Organization of the work of internship sites for the training of tutors to support the implementation of the Federal State Educational Standard for Distance Education based on the exemplary program "From Birth to School".

4. Methodological support of resource centers and internship sites for the implementation of GEF DO based on the program "From Birth to School".

5. Development of a system of measures to ensure psychological and pedagogical support for the family and increasing the competence of parents in matters of development and education, protection and promotion of children's health, including: development of books and manuals for parents and for organizing preschool education at home; development of methodological recommendations for teaching staff on effective interaction with the families of pupils; organization of educational courses and consultations for parents.

Information support for the introduction of GEF DO

1. Organization of public discussions on the implementation of GEF DO

in subjects of the Russian Federation.

2. Publications in the media on the implementation of GEF DO.

PLANNED RESULTS OF THE PROGRAM DEVELOPMENT

landmarks

The specificity of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness) does not allow requiring a child of preschool age to achieve specific educational results and makes it necessary to determine the results of mastering the educational program in the form of targets.

The targets for preschool education, presented in the Federal State Educational Standard, should be considered as social and normative age characteristics of the child's possible achievements. This is a guideline for teachers and parents, indicating the direction of the educational activities of adults.

The targets outlined in the FSES DO are common to the entire educational space of the Russian Federation, however, each of the exemplary programs has its own distinctive features, its own priorities, targets that do not contradict the FSES DO, but can deepen and supplement its requirements.

Thus, the targets of the program "From Birth to School" are based on the GEF DO and the goals and objectives outlined in the explanatory note to the program "From Birth to School", and in the part that coincides with the Standards, are given according to the text of the GEF. In the From Birth to School program, as well as in the Standard, targets are given for young children (at the stage of transition to preschool age) and for senior preschool age (at the stage of completion of preschool education).

Education targets

in infancy and early childhood

The child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, tends to be persistent in achieving the result of their actions.

Uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior; demonstrates skills of tidiness.

Shows a negative attitude towards rudeness, greed.

Complies with the rules of elementary politeness (on his own or when reminded, he says “thank you”, “hello”, “goodbye”, “good night” (in the family, in the group)); has primary ideas about the elementary rules of behavior in kindergarten, at home, on the street and tries to comply with them.

Owns active speech included in communication; may apply

With questions and requests, understands the speech of adults; knows the names of surrounding objects and toys. Speech becomes a full-fledged means of communication with other children.

Strives to communicate with adults and actively imitates them in movements and actions; there are games in which the child reproduces the actions of an adult. Emotionally responds to the game offered by adults, accepts the game task.

Shows interest in peers observes their actions and imitates them. Knows how to play next to peers without disturbing them. Shows interest in playing together in small groups.

Shows interest in the surrounding world of nature, participates with interest in seasonal observations.

Shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art.

With understanding follows the actions of the heroes of the puppet theater; shows a desire to participate in theatrical and role-playing games.

Shows interest in productive activities (drawing, modeling, designing, appliqué).

The child has developed large motor skills, he seeks to master various types of movements (running, climbing, stepping over, etc.). Participates with interest in outdoor games with simple content, simple movements.

Targets at the stage of completion of preschool education

The child masters the basic cultural means, methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive research activities, design, etc.; is able to choose his occupation, participants in joint activities.

The child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games.

Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts. He knows how to express and defend his position on various issues.

Able to cooperate and perform both leadership and executive functions in joint activities.

Understands that all people are equal regardless of their social origin, ethnicity, religious and other beliefs, their physical and mental characteristics.

Shows empathy towards other people, willingness to help those who need it.

Demonstrates the ability to hear others and the desire to be understood by others.

The child has a developed imagination, which is realized in various activities, and above all in the game; owns different forms and types of play, distinguishes between conditional and real situations; knows how to obey different rules and social norms. Able to recognize various situations and adequately assess them.

The child speaks well enough, can express his thoughts and desires, use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, highlight sounds in words, the child develops the prerequisites for literacy.

The child has developed large and fine motor skills; he is mobile, hardy, masters the basic movements, can control his movements and manage them.

The child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene.

Shows responsibility for the job.

The child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; able to make their own decisions, relying on their knowledge and skills in various activities.

Open to new things, that is, shows a desire to learn new things, independently acquire new knowledge; positive attitude towards schooling.

Shows respect for life (in its various forms) and concern for the environment.