What are the main basic ideas of fgos before. Basic principles of the Federal State Standards of Preschool Education

The training and education of preschool children is carried out in accordance with the Preschool Education Program (hereinafter referred to as the Program). The Law on Education in the Russian Federation determines that preschool education is one of the levels of general education and must be regulated by the federal state educational standard. This year, such a standard was developed, discussed by the public and by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” (registered with the Ministry of Justice of the Russian Federation on November 14, 2013, registration No. 30384) was approved and introduced into action from January 1, 2014

Note. In accordance with the law on education, the name has changed: a preschool educational institution is now an educational organization.

Why do we need a standard?

The Federal State Educational Standard for Preschool Education (hereinafter referred to as the Federal State Educational Standard for Preschool Education) was created for the first time in Russian history.

Federal State Educational Standards for Additional Education is a set of mandatory requirements for the structure of the Program and its volume, conditions for implementation and results of development of the Program

Based on the standard, the Program itself, variable exemplary educational programs, financial support standards for the implementation of the Program and cost standards for the provision of state (municipal) services in the field of preschool education are developed. In addition, the Federal State Educational Standard for Educational Education is used to assess the educational activities of the organization, formulate the content of the training of teaching staff, as well as conduct their certification.

The Federal State Educational Standard for Preschool Education should help improve the social status of preschool education, ensure equality of opportunity for every child to receive high-quality preschool education, and maintain the unity of the educational space of the Russian Federation regarding the level of preschool education.

The Federal State Educational Standard for Educational Education was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation, taking into account the UN Convention on the Rights of the Child. It takes into account the individual needs of the child related to his life situation and health status, the individual needs of certain categories of children, including children with disabilities.

The Federal State Educational Standard for Preschool Education is mandatory for use by organizations engaged in educational activities, individual entrepreneurs (hereinafter together - Organizations) implementing an educational program for preschool education, and can also be used by parents (legal representatives) when children receive preschool education in the form of family education.

About the requirements for the Program

The Federal State Educational Standard for Education defines the requirements for the structure, content and scope of the Program.

Thus, it is determined that the Program is developed and approved by the Organization independently. The organization itself determines the length of stay of children, working hours, and the maximum number of groups. Different programs can be implemented in different groups with different lengths of stay for children during the day, including short-stay groups for children, full- and extended-day groups, round-the-clock stay groups, groups of children of different ages from two months to eight years, including mixed-age groups . The program can be implemented during the entire period of children’s stay in the Organization.

The program must take into account the age and individual characteristics of children. Its content should ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following areas of development and education of children (educational areas):

social and communicative development;

cognitive development;

speech development;

artistic and aesthetic development;

physical development.

The program must consist of a mandatory part and a part formed by participants in educational relations (teachers and parents (legal representatives)). The recommended ratio is respectively: 60% and 40%.

The formed part of the Program can be developed independently or programs recommended by methodological developments can be used. When developing it, the educational needs, interests and motives of children, their family members and teachers must be taken into account.

If it is planned for children with disabilities to master the Program, then it should include the content of correctional work and/or inclusive education.

On the requirements for the conditions of implementation of the Program

The requirements of the Federal State Educational Standard for Education for the conditions for the implementation of the Program are based on the fact that these conditions must ensure the full development of the personality of children in the areas of social-communicative, cognitive, speech, artistic-aesthetic and physical development of the personality of children against the background of their emotional well-being and positive attitude towards the world, towards to yourself and to other people.

Based on this, requirements have been formulated for the developmental subject-spatial environment, psychological, pedagogical, personnel, material and technical conditions for the implementation of the preschool education program.

Among the requirements for psychological and pedagogical conditions are the requirements for respect for the human dignity of children, the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics, the construction of educational activities based on the interaction of adults with children, support for the initiative and independence of children , protection of children from all forms of physical and mental violence, support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

In order for children with disabilities to receive a quality education without discrimination, the necessary conditions must be created for the diagnosis and correction of developmental disorders and social adaptation, and for the provision of early correctional assistance.

When creating conditions for working with disabled children mastering the Program, the individual rehabilitation program of the disabled child must be taken into account.

The maximum permissible volume of educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”, approved by the resolution of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 . N 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration N 28564).

Requirements for a developing subject-spatial environment proceed from the fact that it should ensure the implementation of various educational programs, incl. and when organizing inclusive education, taking into account national, cultural, climatic conditions and age characteristics of children. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

Staffing requirements(managerial, pedagogical, administrative and economic workers, educational and support staff) - meet the current qualification characteristics, and for teaching staff implementing the Program, also have the basic competencies necessary to ensure the development of children

Scientific and other employees of the Organization may also participate in the implementation of the Program. For each group of children with disabilities, additional teaching staff with appropriate qualifications may be involved.

Requirements for material and technical conditions- equipment, facilities (items), equipment of premises, educational and methodological kit must meet the requirements of SanPin, fire safety rules, requirements for teaching and educational means, and material and technical support for the Program.

Requirements for financial conditions of sale The main educational program of preschool education is that the financial support of state, municipal and private organizations should ensure the ability to fulfill the requirements of the Federal State Educational Standard for Preschool Education, both in the mandatory part of the Program and in the part formed by participants in the educational process. The financial support standard, determined by the state authorities of the constituent entities of the Russian Federation in accordance with the Federal State Educational Standard for Educational Education, must be sufficient and necessary for the Organization to carry out educational activities in accordance with the Program.

About the requirements for the results of mastering the Program

The requirements of the Federal State Educational Standard for Preschool Education for the results of mastering the Program are presented in the form of targets (possible achievements of the child) of preschool education:

educational targets in infancy and early childhood;

targets at the stage of completion of preschool education.

Subject to compliance with the requirements for the conditions for the implementation of the Program, the target guidelines assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education.

At the same time, the targets do not require specific educational achievements from a preschool child and are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring). Mastering the Program is not accompanied by intermediate certifications and final certification of students.

Targets cannot be the basis for making management decisions when certifying teaching staff; when assessing the quality of education; the final and intermediate level of children’s development, including within the framework of monitoring, when assessing the implementation of municipal (state) tasks through their inclusion in indicators of the quality of task completion; when distributing the incentive payroll fund for the Organization’s employees.

The Federal State Educational Standards for Educational Education also formulate requirements for the interaction of the Organization with parents.

It is emphasized that one of the principles of preschool education is the cooperation of the Organization with the family, and the Federal State Educational Standard for Preschool Education is the basis for assisting parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in the development of individual abilities and the necessary correction of their developmental disorders .

One of the principles of constructing the Federal State Educational Standard for Educational Education is the personal developmental and humanistic nature of interaction between adults (parents (legal representatives), teachers and other employees of the Organization) and children. Among the tasks solved by the Federal State Educational Standard for Education is the integration of training and education into a holistic educational process based on spiritual, moral and sociocultural values and the rules and norms of behavior accepted in society in the interests of the individual, family, and Society.

One of the requirements for psychological and pedagogical conditions is the requirement to provide psychological and pedagogical support for the family and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.

Parents (legal representatives) must take part in the development of part of the educational Program of the Organization, formed by participants in educational relations, taking into account the educational needs, interests and motives of children, members of their families and teachers.

In accordance with the Federal State Educational Standard, the Organization is obliged to:

inform parents (legal representatives) and the public regarding the goals of preschool education, common to the entire educational space of the Russian Federation, as well as about the Program, and not only to the family, but also to all interested parties involved in educational activities;

ensure openness of preschool education;

create conditions for the participation of parents (legal representatives) in educational activities;

support parents (legal representatives) in raising children, protecting and strengthening their health;

ensure the involvement of families directly in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting the educational initiatives of the family;

create conditions for adults to search for and use materials that support the implementation of the Program, including in the information environment, as well as to discuss issues related to the implementation of the Program with parents (legal representatives) of children

The purpose of preschool education according to the Federal State Educational Standard is to identify and develop a unique and inimitable individual.

On September 1, 2013, a new Law “On Education” was adopted, which defined the first level of education – preschool. Its primary directions:

Raising the level of culture as a whole
Promise for learning
Development of various qualities of an individual - general physical, mental, moral, artistic
Developing healthy habits
Protection and well-being

Basic provisions of the Federal State Educational Standard

For the first time in our enlightened life, childhood before school has become a special level of education, confirmation of this is the introduction of the Federal State Educational Standard. On January 1, 2014, the Federal State Educational Standard (FSES) for preschool education came into force. The Federal State Educational Standard is a set of mandatory requirements for preschool education. It takes into account the educational needs of certain groups of children, including those with special needs. Created based on:

Federal Law “On Education in the Russian Federation” No. 273 - Federal Law of December 29, 2012
Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education”
The Constitution of the Russian Federation and the legislation of the Russian Federation, taking into account the UN Convention on the Rights of the Child

In the development and implementation of the standard, the territorial, national, and ethnocultural differences of the peoples of our country were taken into account.

KEEP THIS FOR YOURSELF SO YOU DON'T LOSE:

The magazines “Directory of the Head of a Preschool Institution” and “Directory of the Senior Educator of a Preschool Institution” published important materials for heads of preschool educational institutions:

What to write in a teacher’s job description so that it complies with the Federal State Educational Standard
Planning the educational process in the context of the introduction of the Federal State Educational Standard for Education

The interacting parties of the preschool education program (Program) are children, their parents or legal representatives, teachers, organizations carrying out educational activities (Organizations), government bodies of the constituent entities of the Russian Federation, local governments, employers. From the moment they turn two months old, children receive the right to study in Organizations.

The current Federal State Educational Standard for preschool education is aimed, first of all, at ensuring that everyone receives an excellent education and the state guarantee of the level and quality of preschool education; maintaining the unity of the educational space of Russia.

Basic principles of preschool education according to the Federal State Educational Standard

Decoding the leading principles of the Federal State Educational Standard for preschool education:

1. The principle of quality living for a child during all periods of childhood (infancy, early and preschool age). To implement it, the teacher must deploy various types of activities, support children’s communication with peers and adults, and on this basis, maximize the child’s personal improvement. It should be borne in mind that each age is characterized by a certain type of activity.

For example, at an early age this is an objective activity that is comprehended in close connection with adults. The baby masters objects based on the actions of an adult as an example.

Play becomes the leading activity upon reaching preschool age. She exhausts her developmental influence by the age of 7. At the age of 7, not earlier, a child is able to control his actions not only through play. The amplification (enrichment) of child development is great if the child’s games correspond to his age. It is through the game that many qualities required in the future are developed - self-confidence, intelligence, originality.

2. The second, key principle of the Federal State Educational Standard for preschool education is the principle of implementing an individual approach, building the educational process in such a way that everyone’s talents are taken into account. The child determines the essence of his education, and the teacher takes into account its features when constructing the work. Of course, the implementation of this principle today is complicated by the fact that there are too many students in groups. It can be done realistically if you group children according to common characteristics.

An important condition for an individual approach is the study of interpersonal relationships. When introducing this approach, the teacher creates full-fledged conditions for the better manifestation and development of the individual.

But this approach cannot be turned into an educational process, when the teacher teaches certain students, and the rest become passive observers. The teacher must set common tasks that are fun for everyone and organize the work.

3. The third of the nine principles of the Federal State Educational Standard of preschool education is cooperation between adults and children, respect and acceptance of the child as a full participant in the learning process. This mainly happens through play, but in addition there are many models of joint activity that make the stay in kindergarten rich and entertaining. This includes running projects, reading a variety of books, research, and creative activities. The child’s independence in preferring activities is very important here. The teacher acts as an assistant and coordinator of the process, facilitates and helps bring the matter to a successful outcome. The child's freedom in joint activity is expressed in such a way that he can work alone, next to other children, or can choose a partner. These forms of work are significant for the implementation of the principles of the Federal State Educational Standard.

4. Support for the initiative:

Creating conditions for independent creative activities of children according to their interests
Helping children build a game - it is unacceptable to impose conditions and plots on them
Creating a favorable atmosphere in the group
Respect for the affections and impulses of children
Finding an approach to shy, problematic, etc. guys

Important! That different areas of initiative are suitable for each age.

At 3–4 years old this is a productive activity when it is necessary to support any achievements of the pupils. Do not use criticism under any circumstances.

For children 4–5 years old – learning about the world around them. If criticism is necessary, you need to act one on one, and evaluate exclusively their actions.

For senior preschool age – individual communication and training.

The teacher participates as follows:

Involves children in creating a schedule for a day or more.
Helps in organizing the game.
Adequately evaluates the child's actions.
Creates situations in which the student’s preparedness is best demonstrated.
Asks each student to demonstrate achievements and teach them.

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5. The fifth principle is cooperation with the family. The best results are seen where parents and teachers interact. You need to understand that joint work is based on mutual trust, understanding, and mutual influence. The teaching staff needs to organize the active participation of parents in the educational process and provide the necessary assistance. There are many types of interaction:

· Expert advice.

· Exhibitions.

· Classes with the participation of both children and parents.

· Round tables.

6. Introducing children to sociocultural norms, family, social, and state traditions.

The goal pursued by this principle is to raise a worthy member of society; to form the moral and spiritual foundations of the family, society, and the state as a whole.

The immediate environment, the environment where children live, is the basis for the growth of children’s horizons and for attracting children to traditions.

First, the teacher needs to become familiar with the environment and culture of his region; create a selection of materials specific to a given area.

The implementation of the principle of familiarization with sociocultural norms and traditions occurs through the interaction of adults and children in play, during excursions, holidays and other events. The main task is to encourage children’s cognitive interest, cultivate an inquisitive mind, and develop the child’s imaginative and logical thinking. It is necessary that all feelings, from joy to sadness, be constantly nurtured. The results of positive work can be considered:

· Showing initiative and desire to act.

· Children's interest in the phenomena of social life.

7. Formation of the child’s cognitive interest and actions through involvement in various types of activities.

A thirst for knowledge in children can be aroused by ensuring the availability of knowledge that explains many of the phenomena that a child encounters in everyday life. It is necessary for the children to carry out observations themselves, then memory, thinking, and worldview develop well. It is very important to adhere to the system in the process of developing cognitive interest and activity.

8. Age adequacy of preschool education – compliance of conditions with age requirements and developmental characteristics.

Here they take into account the specifics of age, use forms of development that are suitable specifically for this age group - first of all, play, then cognitive and experimental activities.

Each age corresponds to certain forms and methods of work:

· Early age – activities with moving toys; experiments with sand, dough, water, plasticine; contact with an adult and entertainment with peers under his supervision; motor skills; self-care skills; comprehension of musical works, poems, fairy tales; viewing images.

· Preschoolers – playful, communicative, cognitive and research activities; comprehension of artistic reading; independence and simple work in everyday life; creative and motor activity.

9. The ninth and final principle is analysis of the ethnocultural situation.

Interest in the culture, traditions and customs of the country must be instilled from preschool age.

Ethnic tolerance is a characteristic of a member of a multicultural community that is of utmost importance.

Younger schoolchildren are introduced to the world around them through immersion in national culture. Boys and girls, led by adults, dance in circles, sing and demonstrate their experience in conversational, musical, and artistic activities.

Work is being intensively carried out to introduce preschoolers to national holidays, and state celebrations are celebrated.

Fairy tales are of great importance, because they expand the concepts of kindness, sensitivity and justice, and develop fantasy and imagination.

Such a structure of the educational process helps to develop a decent attitude towards each other; to form feelings of understanding, acceptance, sympathy for peers. All this is one of the bases of ethnocultural development.

The teacher needs to create and maintain a sense of pride for the country through play and conversations.

Active work is carried out with parents, as they have a primary influence on the emergence of a correct attitude towards other nationalities in the group. The work is carried out in the form of meetings and round tables.

Any teacher should rely on the principles of the Federal State Educational Standard for preschool education deciphered above. A fresh look at the system suggests valuing the child, but not giving undue importance to his merits. This is a significant step towards increasing the value of education in preschool educational institutions. Based on the principles of the Federal State Educational Standard, it is now considered an individual, very serious stage in a child’s life; a significant stage on the endless road of human improvement.

Oksana Morosh
Federal State Educational Standards in preschool educational institutions

Today we will talk to you about the implementation program Federal State Educational Standards in preschool educational institutions

What's happened Federal State Educational Standard? What is a standard? How does it differ from FGT? Federal State Educational Standard? And why is it called "Second generation standard"?

The training and education of preschool children is carried out in accordance with the Preschool Education Program (hereinafter referred to as the Program). The Law on Education in the Russian Federation determines that preschool education is one of the levels of general education and must be regulated by the federal state educational standard. This year, such a standard was developed and discussed by the public and by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” (registered with the Ministry of Justice of the Russian Federation on November 14, 2013, registration No. 30384) approved and put into effect on January 1, 2014.

Federal State Educational Standard for Preschool Education (Further - GEF DO) created for the first time in Russian history. Based on the standard, the Program, variable exemplary educational programs, financial support standards for the implementation of the Program and cost standards for the provision of public services are developed. (municipal) services in the field of preschool education. Besides, Federal State Educational Standard DL is used to assess the educational activities of the organization, formulate the content of training of teaching staff, as well as conduct their certification.

Federal State Educational Standard The educational institution was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation, taking into account the UN Convention on the Rights of the Child. It takes into account the individual needs of the child related to his life situation and health status, the individual needs of certain categories of children, including children with disabilities.

Federal State Educational Standard DO is mandatory for use by organizations engaged in educational activities, individual entrepreneurs (hereinafter collectively referred to as Organizations implementing an educational program for preschool education, and can also be used by parents (legal representatives) when children receive preschool education in the form of family education.

About the requirements for working with parents

IN Federal State Educational Standard The DO has also formulated requirements for the Organization’s interaction with parents. It was emphasized that one of the principles of preschool education is the cooperation of the Organization with the family, and Federal State Educational Standard ECE is the basis for providing assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in the development of individual abilities and the necessary correction of their developmental disorders. One of the requirements for psychological and pedagogical conditions is the requirement to provide psychological and pedagogical support for the family and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health. Parents (legal representatives) must take part in the development of part of the educational Program of the Organization, formed by participants in educational relations, taking into account the educational needs, interests and motives of children, members of their families and teachers.

In accordance with Federal State Educational Standard DO Organization obliged:

Inform parents (legal representatives) and the public regarding the goals of preschool education, common to the entire educational space of the Russian Federation, as well as about the Program, and not only to the family, but also to all interested parties involved in educational activities; -ensure openness of preschool education; -create conditions for parental participation (legal representatives) in educational activities;

Support parents (legal representatives) in raising children, protecting and strengthening their health;

Ensure the involvement of families directly in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting the educational initiatives of the family;

Create conditions for adults to search for and use materials that support the implementation of the Program, including in the information environment, as well as for discussion with parents (legal representatives) children issues related to the implementation of the Program.

The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

2) ensuring by the state equal opportunities for every child to receive quality preschool education;

3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs of preschool education, their structure and the results of their development;

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

Why is it needed? Federal State Educational Standard preschool education?

The standard for preschool educational institutions is a requirement of the new education law, in which preschool education is recognized as a level of general education. Until today, Federal state requirements were in force (FGT) to preschool education, which consisted of two parts: requirements for the structure of the main educational program of preschool education and requirements for the conditions for its implementation. The standard will include requirements for results, but this does not mean that kindergarten graduates will have to take exams! There will be no final certification; this is the norm of the law. At the same time, with the help of monitoring studies at different stages, it is possible and necessary to record the level of development of the child, so that teachers of preschool institutions and parents understand what to work on next. Attention to the standard will be more intense, because preschool childhood is that period of a child’s life when the family shows maximum interest in him.

Federal State Educational Standard includes requirements To:

The structure of the main educational programs (including the ratio of the compulsory part of the main educational program and the part formed by participants in educational relations) and their volume;

Conditions for the implementation of basic educational programs, including personnel, financial, logistics and other conditions;

About the requirements for the Program

Federal State Educational Standard The DO defines the requirements for the structure, content and scope of the Program.

Social and communicative development;

Cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

On the requirements for the conditions of implementation of the Program

Requirements Federal State Educational Standard DO to the conditions for the implementation of the Program proceed from the fact that these conditions must ensure the full development of the personality of children in the areas of social-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and to other people.

Among the requirements for psychological and pedagogical conditions are the requirements for respect for the human dignity of children, the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics, the construction of educational activities based on the interaction of adults with children, support for the initiative and independence of children , protection of children from all forms of physical and mental violence, support for parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

Psychological diagnostics of child development (identification and study of individual psychological characteristics of children) must be carried out by qualified specialists (educational psychologists, psychologists) and only with the consent of their parents (legal representatives).

For correctional work with children with disabilities who are mastering the Program together with other children in combined groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented correctional activities that ensure the satisfaction of the special educational needs of children with disabilities. The maximum permissible volume of educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”, approved by the resolution of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 . N 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration N 28564). results of mastering basic educational programs.

About the requirements for the results of mastering the Program

Program

Educational activities - 60%.

Additional activities -40%.

What new things await preschool education in the near future?

Firstly, a preschool educational institution from a child’s “storage room” actually turns into an educational organization in which the implementation of the main educational program of preschool education is accompanied by the supervision and care of pupils, including the organization of their meals and daily routine.

Secondly, all children of preschool age should be provided with the opportunity to receive preschool education.

Thirdly, fees from parents (legal representatives) is charged for child care and supervision. The educational program is provided free of charge.

The difference is fundamentally visible. It is based on an activity approach; the child learns the world through activity.

ACTIVITY - should become the basis of a child’s education, i.e., move away from the monologue of the teacher and come to the point that the child becomes independent. In other words, he obtains knowledge for himself.

The teacher only accompanies the child during the first lesson (educational activities). The preschooler should feel like he is in control of what he can answer, when he can answer, and how he can answer. In other words, there is no stiffness. This does not mean that we are not engaged. We educators are involved in the development of the child, we know all his physiological characteristics, but do not demand that the child read and write. They will be taught all this at school.

The new document prioritizes an individual approach to the child and play, where the intrinsic value of preschool childhood is preserved and where the very nature of the preschooler is preserved. The fact that the role of play is increasing as the leading activity of a preschooler and that it is given a dominant place is certainly positive.

The need to abandon the educational and disciplinary model of the educational process - the abandonment of specially organized activities - is long overdue. Leading types of children's activities will become: gaming, communicative, motor, cognitive-research, productive, etc. It should be noted that each type of children's activity corresponds to certain forms of work with children.

2. Reveal the general requirements of the Federal State Educational Standard for Preschool Education for the structure, conditions and results of the main general education program of preschool education.

3. Introduce the requirements for the structural sections of the main and additional parts of the main general education program of preschool education, analyze them, determine the mechanism for changes and additions to existing Programs in preschool educational institutions.

The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of implementing the requirements of the Standard.

The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas.

The part formed by the participants in educational relations should include programs selected and/or independently developed by participants in educational relations aimed at the development of children in one or more educational areas, activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organizing educational work.

no more than 40%.

The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.13. An additional section of the Program is the text of its brief presentation. A brief presentation of the Program should be aimed at parents (legal representatives) of children and be available for review

The brief presentation should indicate

2) Sample programs used

3) characteristics of the interaction of the teaching staff with the families of children

The listed conditions should ensure the full development of children in all educational areas, against the backdrop of their emotional well-being and positive attitude towards the world, towards themselves and towards other people.

3.2.3. During the implementation of the Program, an assessment of the individual development of children may be carried out. This assessment is carried out by a teacher within the framework of pedagogical diagnostics. Pedagogical diagnostics is an assessment of the individual development of preschool children, associated with assessing the effectiveness of pedagogical actions and underlying their further planning. Psychological diagnostics – identifying and studying the individual psychological characteristics of children.

3.2.5. The conditions necessary to create a social situation for the development of children corresponding to the specifics of preschool age presuppose:...

3.4.2. Teaching staff implementing the Program must have the basic competencies necessary to create conditions for the development of children, as outlined in paragraph 3.2.5 of this Standard.

Federal State Educational Standard for Educational Education is - in the words of Alexander Asmolov himself - a “non-standard standard”. It has its own specifics, which stems from the specifics of preschool childhood itself, which is briefly described at the very beginning of the section devoted to the requirements for the results of mastering the program.

Taking into account the above-mentioned features of preschool childhood makes it unlawful to demand specific educational achievements from a preschool child and necessitates the need to determine the results of mastering an educational program not in the form of developed skills, knowledge and abilities, but in the form of target guidelines.

4.7. The Program's targets serve as the basis for the continuity of preschool and primary general education. Subject to compliance with the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education.

"Non-standard standard"

Unlike other standards, the Federal State Educational Standard for preschool education is not the basis for assessing compliance with the established requirements of educational activities and training of children. The development of preschool educational programs is not accompanied by intermediate certifications and final certification of students.

Sources

Presentation “Federal State Educational Standard for Preschool Education. Peculiarities of building an educational space in a preschool educational institution" Skorolupova access: http://www. myshared. ru/slide/774550/

Annex 1

TEST

« Federal State Educational Standard of Preschool Education.

Features of building an educational space in a preschool educational institution"

FULL NAME__________________________________________________________________

1. What determines the mandatory introduction of the State educational standard for preschool education?

a) inclusion of the preschool education level in a person’s general education;

b) the requirements of the professional standard of a teacher;

c) the new law on education of the Russian Federation;

d) SanPiN requirements.

2. What are the main (basic) ideas of the Federal State Educational Standard for Education?

a) a) preparing the child for further education at school;

b) b) preserving the uniqueness and intrinsic value of preschool childhood;

c) c) development of special abilities in preschool children;

d) d) socialization and individualization of the personality development of each child;

e) e) development of skills and abilities in children's activities.

3. Increasing the social status of preschool education is...

a) the purpose of the standard;

b) the meaning of the standard;

c) one of the objectives of the standard;

d) the principle of the standard.

4. The Preschool Education Standard sets out the principles:

a) the Standard itself;

b) preschool education;

d) on teachers.

15. Pedagogical diagnostics in accordance with the Federal State Educational Standard for Educational Education is carried out:

a) to assess children’s mastery of educational content and the development of competencies;

b) to assess the development of the child’s personality;

c) to identify the individual psychological characteristics of children;

d) to individualize education and optimize work with the group.

16. The results of mastering the Program are presented as:

a) targets for preschool education;

b) integrative qualities of children in each age group;

c) age portraits of children;

d) levels of development of children in each educational area.

17. Targets allow you to:

a) conduct certification of teaching staff in accordance with them;

b) evaluate the quality of education;

c) assess the final and intermediate development of children;

d) distribute the incentive fund for remuneration of preschool teachers.

18. The Program’s targets serve as the basis:

a) for an objective assessment of compliance with the established requirements of educational activities and training of children;

b) continuity of preschool and primary general education;

c) to form the prerequisites for educational activities at the stage of completion of preschool education;

d) for the design of the Program.

Education is the first level of education.

2014 – 2015 are the preparatory stage for the introduction of the Federal State Educational Standard.

2015 – 2016 should fully switch to standards.

FSES – Federal State Educational Standard.

The standard was developed on the basis of the UN Convention on the Rights of the Child, the Constitution of the Russian Federation, the legislation of the Russian Federation and provides the opportunity to take into account regional, national, ethnocultural and other characteristics of the peoples of the Russian Federation when developing and implementing the Program by the Organization.

The standard states the basic principles:

creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations;

assistance and cooperation between children and adults in the process of children's development and their interaction with people, culture and the world around them;

introducing children to sociocultural norms, traditions of the family, society and state;

formation of cognitive interests and cognitive actions of the child through his inclusion in various types of activities;

taking into account the ethnocultural and social situation of children's development.

The standard has the following objectives:

ensuring by the state equal opportunities for every child to receive quality preschool education;

ensuring state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs, their structure and the results of their development;

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

The standard solves the following problems:

protecting and strengthening the physical and mental health of children (including their emotional well-being);

preserving and supporting the child’s individuality, developing the individual abilities and creative potential of each child as a subject of relationships with people, the world and himself;

formation of a general culture of students, development of their moral, intellectual, physical, aesthetic qualities, initiative, independence and responsibility, formation of prerequisites for educational activities;

ensuring variability and diversity of the content of educational programs and organizational forms of the level of preschool education, the possibility of creating educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of students;

the formation of a sociocultural environment that corresponds to the age and individual characteristics of children;

ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological characteristics (including disabilities);

ensuring continuity of basic educational programs of preschool and primary general education;

determining directions for systematic interdepartmental interaction, as well as interaction between pedagogical and public associations (including network ones).

The standard is the basis for:

development and implementation of the Program;

development of exemplary educational programs for preschool education (hereinafter referred to as Exemplary Programs);

development of standards for financial support for the implementation of the Program;

formation by the founder of a state (municipal) assignment in relation to Organizations;

objective assessment of the compliance of the Organization’s educational activities with the requirements of the Standard for the conditions of implementation and structure of the Program;

training, professional retraining, advanced training and certification of teaching staff, administrative and managerial personnel of state and municipal organizations.

The Federal State Educational Standard for preschool education changes the approach to defining educational areas, previously established by the Federal State Educational Standard for the structure of the main general education program of preschool education. Let me remind you that FGT identified ten educational areas:

"Physical Culture";

"Health";

"Safety";

"Socialization";

"Cognition";

"Communication";

“Reading fiction”;

"Artistic creativity";

"Music".

In the Federal State Educational Standard for Preschool Education, the basis for dividing educational areas into four main areas of development of a preschool child. Speech development is allocated to a separate educational area.

Thus, the content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units representing certain areas of development and education of children (hereinafter referred to as educational areas):

Social and communicative development;

Cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

The standard defines the main content of work on mastering these educational areas.

Thus, social and communicative development is aimed at:

Assimilation of norms and values accepted in society, including moral and moral values;

Development of communication and interaction of the child with adults and peers;

Formation of independence, purposefulness and self-regulation of one’s own actions;

Development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in an educational organization;

Formation of positive attitudes towards various types of work and creativity;

Formation of the foundations of safe behavior in everyday life, society, and nature.

Cognitive development involves:

Development of children's interests, curiosity and cognitive motivation;

Formation of cognitive actions, formation of consciousness;

Development of imagination and creative activity;

Formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc., about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

Speech development includes:

Mastery of speech as a means of communication and culture;

Enrichment of the active vocabulary;

Development of coherent, grammatically correct dialogical and monologue speech;

Development of speech creativity;

Development of sound and intonation culture of speech, phonemic hearing;

Acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;

Formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development involves:

Development of prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual, the natural world;

Formation of an aesthetic attitude towards the surrounding world;

Formation of elementary ideas about types of art;

Perception of music, fiction, folklore;

stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).

Physical development involves gaining experience in the following types of children’s activities:

Motor, including those associated with performing exercises aimed at developing physical qualities such as coordination and flexibility;

Contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movements, gross and fine motor skills of the hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions, the formation of initial ideas about some sports, mastering outdoor games with rules;

Formation of focus and self-regulation in the motor sphere;

Formation of the values of a healthy lifestyle, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

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The federal standard for preschool education has been approved.

The standard is a set of mandatory requirements for preschool education (to the structure of the program and its volume, conditions of implementation and results of mastering the program).

It is the basis for the development of a program, variable exemplary educational programs, standards for financial support for the implementation of the program and standard costs for the provision of state (municipal) services in the field of preschool education. In addition, the standard is used to assess the compliance of an organization’s educational activities with the specified requirements, to formulate the content of professional education and additional professional education of teaching staff, as well as to conduct their certification.

The provisions of the standard can be used by parents (legal representatives) when children receive preschool education in the form of family education.

Acts on federal state requirements for the structure of the basic general education program of preschool education and the conditions for the implementation of such a program were declared invalid.

The order comes into force on 01/01/2014.

Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 N 1155 “On approval of the federal state educational standard for preschool education”

Registration N 30384

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FEDERAL STATE STANDARD OF PRESCHOOL EDUCATION

Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education”

Date of signing: October 17, 2013, registered with the Ministry of Justice of the Russian Federation on November 14, 2013, registration N 30384

EXTRACTS FROM GEF BEFORE

The subject of regulation of the Standard is relations in the field of education that arise during the implementation of the educational program of preschool education (hereinafter referred to as the Program).

Educational activities under the Program are carried out by organizations engaged in educational activities and individual entrepreneurs (hereinafter collectively referred to as Organizations).

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

3) respect for the child’s personality;

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

The Standard takes into account:

1) the individual needs of the child related to his life situation and health condition, which determine the special conditions for his education (hereinafter referred to as special educational needs), the individual needs of certain categories of children, including those with disabilities;

2) the child’s ability to master the Program at different stages of its implementation.

Basic principles of preschool education:

The standard aims to achieve the following goals:

The standard is aimed at solving the following problems:

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

The Federal State Educational Standard for Preschool Education includes requirements for the structure of the educational program of preschool education and its volume, for the conditions for the implementation of the main educational program of preschool education, and for the results of mastering the main educational program for preschool education.

10.17.2013 The Ministry of Education and Science of the Russian Federation adopted Order No. 1155"On approval of the federal state educational standard for preschool education (FSES DO)"

GEF DO - This norms and regulations mandatory for the implementation of the basic general education program of preschool education by educational institutions.

Goals of the Federal State Educational Standard.

1) increasing the social status of preschool education;

2) ensuring by the state equal opportunities for every child to receive quality preschool education;

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

Objectives of the Federal State Educational Standard of Education.

1) protecting and strengthening the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and rules and norms of behavior accepted in society in the interests of the individual, family, and society;

6) the formation of a general culture of the personality of children, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;

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

8) the formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;

Principles of the Federal State Educational Standard of Education.

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

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

2) the personal developmental and humanistic nature of the interaction between adults (parents (legal representatives), teachers and other employees of the Organization) and children;

3) respect for the child’s personality;

1.4. Basic principles of preschool education:

1) full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;

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

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

4) supporting children’s initiative in various activities;

5) cooperation of the Organization with the family;

6) introducing children to sociocultural norms, traditions of the family, society and state;

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

8) age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);

9) taking into account the ethnocultural situation of children's development.

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

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

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

Importance with joint activities of the teacher and children, playful forms of education for preschoolers, taking into account the gender-role characteristics of children when organizing the pedagogical process in kindergarten makes the necessary changes to the content of programs.Educational tasks, according to the Federal State Educational Standard, must be solved not only during classes, but also during routine moments, in the joint activities of children with the teacher, in independent activities of children and in joint activities with the family.

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

The Federal State Educational Standard for preschool education is aimed at creating optimal conditions for the development of preschool children in modern society, taking into account the child’s right to an accessible education.

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

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Presentation for the lesson on the topic: Presentation of the Federal State Educational Standard for preschool education. Comparative analysis of the principles of the traditional program and the Federal State Educational Standard.

On January 1, 2014, the Federal State Educational Standard for preschool education came into force. Due to the fact that not all educators have taken courses on the Federal State Educational Standard yet, and they already need to get acquainted with it and implement it in their work, we came up with the idea to study the Federal State Educational Standard and create a comparative table “as it was” and “as needed now” for educators and teachers of our childhood center.

In the debate about which education system is better - traditional or new - there cannot be a clear answer. Every system has both positive and negative aspects.

Therefore, let's look at this problem from the point of view of government orders. If society and the state need a disciplined and obedient person, priority is given to traditional systems. And if society needs people who are creative, creative, who think independently, who may disagree with something, who are disobedient in some places, who know how to defend their point of view, then the developmental education system gets a green light.

The system offered to us by the new standards is precisely developmental, aimed at revealing, first of all, the individual. We must raise a child for school who is proactive, confident in his abilities, able to negotiate, take into account the interests of others, masters different types and forms of play, capable of strong-willed efforts, inquisitive, and with project thinking. A child leaving kindergarten must want to learn.

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MBDOU No. 55 - fgos

(V.V. Davydov, Soviet teacher and psychologist, academician and vice president

Russian Academy of Education, Doctor of Psychology, Professor.)

From September 1, 2013, taking into account the entry into force of the new law “On Education,” kindergarten becomes the first compulsory stage of the educational process. The state now guarantees not only accessibility, but also the quality of education at this level.

From January 1, 2014, all preschool educational institutions in Russia are switching to the new Federal State Educational Standard for Preschool Education (FSES DO).

What is the Federal State Standard for Preschool Education?

Federal state standards are established in the Russian Federation in accordance with the requirement of Article 12 of the “Law on Education” and according to Article 2, paragraph 6 of the new Law “On Education” they represent “a set of mandatory requirements for preschool education approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education.”

What is the distinctive feature of the Standard?

For the first time in history, preschool childhood has become a special, intrinsically valuable level of education, with the main goal of forming a successful personality. The key setting of the standard is to support the diversity of childhood through the creation of conditions for the social situation of assisting adults and children for the development of the abilities of each child.

Currently, preschool education is provided to the population of the Russian Federation in various models and forms, which differ significantly both in terms of the conditions for the implementation of the educational process and in the content of preschool education. The variability of preschool education has a number of negative consequences (implementation of the educational process in conditions that are not adequate for the age of preschool children.

The Federal State Educational Standard for Preschool Education carries out regulatory and legal regulation of the content, conditions and results of preschool education to the extent that is mandatory for all institutions implementing the basic general education program of preschool education. Those. the standard will set the lower acceptable limit of both the creation of conditions for the implementation of the educational process and the results of mastering the basic general education program.

What are the main goalsGEF DO?

The state ensures equal opportunities for every child to receive quality preschool education;

Ensuring state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs, their structure and results of mastery;

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

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

What are the basic principles established by the Federal State Educational Standard for Education?

supporting childhood diversity;
preserving the uniqueness and intrinsic value of preschool childhood as an important stage in the overall development of a person;
full-fledged living by a child of all stages of preschool childhood, amplification (enrichment) of child development;
creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations.

What requirements does the new Federal State Educational Standard put forward?

The standard puts forward three groups of requirements:

Requirements for the structure of the educational program of preschool education;
Requirements for the conditions for the implementation of the educational program of preschool education, which include:

2.1. requirements for psychological and pedagogical conditions for the implementation of the basic educational program of preschool education:

2.2. to a developing subject-spatial environment;

the subject-development environment ensures maximum realization of educational potential.
Availability of the environment assumes:

Accessibility for students of all premises of the organization where the educational process is carried out.

Free access for pupils to games, toys, materials, and aids that provide all basic activities.

2.3. to personnel conditions for the implementation of the basic educational program of preschool education;

2.4. to the material and technical conditions for the implementation of the basic educational program of preschool education;

2.5. to the financial conditions for the implementation of the basic educational program of preschool education.

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

1. Social and communicative development 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 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, and nature.

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

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

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

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

The Standard contains content requirements that will serve as guidelines for program developers. Requirements for mastery results are presented in the form of targets for preschool education.

Targets are not subject to direct assessment, including in the form of pedagogical diagnostics, and are not the basis for their formal comparison with the real achievements of children. Mastering the Program is not accompanied by intermediate certifications and final certification of students.

“The Standard contains nothing about the Unified State Exam for preschoolers, nothing about control and testing of preschool institutions; it is not limited to school forms of life,” emphasized Alexander Asmolov, head of the working group for the preparation of the Standard. According to him, unlike other standards, in the Federal State Educational Standard for preschool education, the development of educational programs is not accompanied by intermediate certifications and final certification of students.

Target guidelines for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of children’s development and the Organization implementing the Program.

During the implementation of the Program, an assessment of the individual development of children may be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with assessing the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics can be used exclusively to solve the following educational problems:

1) individualization of education (including support for a child, building his educational trajectory or professional correction of his developmental characteristics);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of children's development is used, which is carried out by qualified specialists (educational psychologists, psychologists).

The results of psychological diagnostics can be used to solve problems of psychological support and conduct qualified correction of children's development.

What should a preschool educational institution graduate be like?

A child who graduates from a preschool educational institution must have personal characteristics, including initiative, independence, self-confidence, a positive attitude towards himself and others, a developed imagination, the ability to exert volition, and curiosity.

The purpose of kindergarten is to develop the child emotionally, communicatively, physically and mentally. To develop resistance to stress, to external and internal aggression, to develop abilities and a desire to learn. At the same time, we must take into account that the children of today are not the same children who were yesterday.

Example: A 3-year-old child was given pictures from A. Pushkin, he put his fingers and began to expand this picture in the book. But she, naturally, did not move, and he, stretching out his lips offendedly, threw away the book.

When by the age of 2.5-3 years children become involved in information socialization, they already become information accelerators, they become different. They require completely different games.

What is parental involvement?

Parents have the right to choose any form of education. These include private and family kindergartens, and they have the right “to continue education in an educational organization at any stage of education.” Article 44 “Law on Education in the Russian Federation” “parents are obliged to ensure that their children receive a general education.”