Department of Education, Science and Youth Policy
Novgorod Institute for Educational Development
Velikiy Novgorod
BBK 74.264 Printed by decision
R 17 RICE NIRO
Reviewers:
, leading consultant of the department for supervision and control in the field of education of the Department of Education, Science and Youth Policy of the Novgorod Region;
, head of MADO No. 92 “Rainbow”, V. Novgorod.
Lydia Svirskaya, Larisa Romenskaya
This methodological manual is intended for managers and teachers of preschool educational institutions
BBK 74.264
© Novgorod Institute
development of education, 2014
Our recipe for implementing the Federal State Educational Standard
preschool education
Ph.D., Associate Professor, Department of Pedagogy and Psychology,
JSC "NIRO", V. Novgorod;
UML specialist of JSC NIRO, V. Novgorod
Actually, the Federal State Educational Standard is perceived as a kind of recipe that must be followed. It’s just not advisable to follow, but Necessarily.
Because in accordance with the Law “On Education in the Russian Federation”, preschool education has become the first stage of state general education.
For families and, accordingly, for children, preschool education is not (yet) compulsory. No one will go door to door and ask “Why doesn’t your child go to kindergarten?”, especially in situations where there are not enough places. But for the state (budgetary), municipal (any form of ownership) preschool education system, compliance with the requirements of the Federal State Educational Standard is mandatory.
Why is a standard needed?
A standard is something that is designed to direct the activities of a huge system, but not to subordinate each individual kindergarten. Determine the quality of processes in activities in all institutions of the system, but do not rank each individual child.
The Russian education system - schools, kindergartens - entered quite late into the processes of transformation, diversification, technologization, informatization, globalization, in which all countries (science, partly production) have been for several decades.
Global changes and our lag in change present us with the most powerful challenge in all of history. Cosmetic repairs or cosmetic transformations are no longer enough; fundamental, deep reforms are needed. These reforms concern the philosophy and theoretical foundations of education, goals, didactic and methodological approaches, principles of pedagogical action and evaluation of results. As they say now the entire architectonics of education or educational paradigm.
Signs of a change in the educational paradigm
1. Rethinking the purpose of education as such.
Until recently, the main idea of the existence of education was the transfer of accumulated cultural and historical experience to subsequent generations. This paradigm is no longer the leading one.
The modern education system is aimed at developing in a child (pupil, student) skills that ensure his own readiness to learn and relearn throughout his life.
To achieve this, it is not enough to simply change one goal to another. It is necessary to change the entire theoretical basis, the entire methodological basis.
To change means to leave something and come to something qualitatively different.
About 15 years ago, the European preschool education system parted ways with constructivist methodology and, in its current state, relies on social and cultural concepts of childhood. It is based on theoretical approaches developed at the beginning of the last century. The essence is that education is a process of co-construction (joint construction) of meaning.
2. Understanding that education is not tied to one specific institution (preschool organization, school, college, institute).
A child (preschooler) receives education as an image of the world everywhere. Not only the kindergarten, but, and above all, the family, the entire near and distant world with its uncontrolled information flows, cultural, educational, sports and recreational and other institutions, which he comprehends physically or only mentally.
Recognition of the multiple sources of a child’s education is recognition of objective reality, requiring a change in the goals and technologies of organizing educational activities.
3. Philosophy of education based on the unity of education from birth to life.
Constant changes in the economy and labor market, increased decentralization of labor require, in addition to narrow professional knowledge, a number of personal qualities and values, the ability to communicate, the ability to work in a team, etc. These changes will require such personality qualities as initiative, activity, ability and desire to learn, taking responsibility, creativity, readiness to innovate. All these qualities, as research convincingly shows, are laid down during early and preschool childhood. Not the acquisition of knowledge, but the development of competence is the basic goal of all modern education. From early childhood, throughout education and throughout life.
What do we have to implement the Federal State Educational Standard?
· Knowledge of what “core competencies” are.
· Skill in conducting pedagogical observations.
· Experience in using an integrated complex thematic approach to the organization of preschool education.
· The ability to rely on the interests and needs of children.
· Experience in developing micro-programs to support children with distinct individual characteristics.
· A set of methodological and didactic aids to support the work of preschool teachers.
In different preschool institutions, moreover, different teachers in the same institution apply this knowledge and professional skills in different ways. Knowledge is there, then it is a matter of professional responsibility.
The list and content of key competencies corresponds to the targets of the Federal State Educational Standard for preschool education:
Educational targets in infancy and early childhood | Key competencies for stage of early childhood |
The child shows interest in peers; observes their actions and imitates them. The child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions; uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoons, combs, pencils, etc.) and knows how to use them; has basic self-care skills; strives to demonstrate independence in everyday life and play behavior. The child has active speech included in communication; can make questions and requests; understands adult speech; knows the names of surrounding objects and toys; strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult; shows interest in poems, songs, fairy tales, looking at pictures, strives to move to music; responds emotionally to various works of art and culture. The child has developed gross motor skills, he strives to master various types of movements (climbing, running, stepping, etc.) | Social competence: the child shows interest in peers and adults, reacts to their emotional state; is included in solving problems with toys (to feel sorry for them, to feed them, to put them to bed, etc.). Activity competence: the child makes choices and independently carries out actions; implements his plans, enjoys the process and the result. Communicative competence: the child imitates the actions of an adult, uses speech, facial expressions and gestures to express desires and feelings; responds to questions and suggestions from adults and initiates communication. Information competence: the child shows signs of interest, curiosity; turns to an adult, a peer, or a book as a source of information. The child willingly performs imitative movements; participates in outdoor games; meaningfully uses personal items (handkerchief, comb, etc.); feels full of strength, explores everything around, actively shows affection to a familiar person, shows pride and pleasure when mastering something, easily tolerates separation from parents, and successfully adapts to the conditions of preschool education. |
Targets at the stage of completion of preschool childhood | Key competencies at the stage of preschool childhood |
The child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc. Able to choose his own occupation and participants in joint activities. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, and tries to resolve conflicts. The child has a positive attitude towards the world, towards different types of work, other people and himself, and has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. The child has a developed imagination, which he realizes in various types of activities, and, above all, in play; the child masters the forms and types of play, distinguishes between conventional and real situations, and knows how to obey different rules and social norms. The child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can highlight sounds in words, the child develops the prerequisites for literacy. the child has developed gross and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements. the child is capable of volitional efforts, can follow social norms of behavior and rules in various types of activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene. the child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe, experiment; has basic knowledge about himself, about the natural and social world in which he lives, is familiar with works of children's literature, has basic understanding of the field of living and inanimate nature, natural science, mathematics, history, etc. the child is capable of making his own decisions based on his knowledge and skills in various activities | Activity competence: the child sets a goal, selects the necessary means to achieve it, determines the sequence of actions; makes choices and decisions; negotiates joint actions, works in a group; predicts the result, evaluates and corrects actions (one's own, others). Social competence: the child accepts different social roles and acts in accordance with them; establishes and maintains relationships with different people (peers, elders, juniors). Communication competence: the child expresses his thoughts, plans, feelings, desires, results in words; asking questions; argues his point of view. Health-saving competence: the child uses personal hygiene items meaningfully; is active in selected types of motor activity; realizes the benefits of movements; complies with the rules of safe behavior at home, in different types of activities, in different situations; radiates cheerfulness, confidence, and reveals inner peace. Information competence: the child actively uses and names sources of knowledge that are appropriate to his age, individual capabilities, and cognitive needs (adult, peer, books, personal experience, media, Internet) |
Management risks of implementing Federal State Educational Standards
From: zh-l Management of a preschool educational institution//No. 1, pp. 6-15.
The risk of “redundant education.” Leaders at various levels and some teachers have a fear that without specially organized classes, educators will not teach children or prepare them for school. It should be noted once again that ZUNs are not an end in themselves for preschool education!
The risk of “anticipatory managementism” - “often we have managers who have no ideology behind them, much less an ideology of development in different versions.” But they show a particularly high degree of activity in anticipatory control of educational practice.
Not everyone understands that the Federal State Educational Standard for preschool education is a change in the entire preschool education system.
Regulatory documents important for understanding the essence of transformative actions (excerpts):
Law “On Education in the Russian Federation”
Article 12. Educational programs.
P.1. Educational programs determine the content of education. The content of education should promote mutual understanding and cooperation between people, take into account the diversity of ideological approaches, promote the realization of students’ right to free choice of opinions and beliefs, ensure the development of the abilities of each person, the formation and development of his personality in accordance with the spiritual, moral and sociocultural values accepted in the family and society.
Clause 5. Educational programs are independently developed and approved by the organization carrying out educational activities.
P. 2. When implementing educational programs, various educational technologies are used...
Clause 3. When implementing educational programs by an organization carrying out educational activities, a form of organizing educational activities may be used, based on the modular principle of presenting the content of the educational program and constructing curricula, and using appropriate technologies.
Clause 10. Federal state bodies, government bodies of constituent entities of the Russian Federation, exercising public administration in the field of education, local government bodies, exercising public administration in the field of education, do not have the right to change the curriculum and academic calendar of organizations carrying out educational activities.
Article 17. Forms of education and forms of training
Clause 1. In the Russian Federation, education can be obtained:
1) in organizations carrying out educational activities.
2) outside organizations carrying out educational activities (in the form of family education and self-education).
P. 2. Training in organizations engaged in educational activities, taking into account the needs and capabilities of the individual...
Article 28. Competence, rights, duties and responsibilities of an educational organization.
P. 2. Educational organizations free to determine the content of education, selection of educational and methodological support, educational technologies for the educational programs they implement.
P. 3. The competence of an educational organization in the established field of activity includes...
3). Providing the founder and the public with an annual report on the results of self-examination.
P.7. An educational organization is responsible in the manner established by the legislation of the Russian Federation for failure to perform or improper performance of functions within its competence, for the implementation of educational programs not in full...
11) individual recording of the results of students’ mastery of educational programs, as well as storage in archives of information about these results on paper and (or) electronic media;
12) use and improvement of teaching and educational methods, educational technologies, e-learning;
13) conducting self-examination, ensuring the functioning of the internal system for assessing the quality of education.
Article 64. Preschool education.
P. 2. Mastering educational programs of preschool education is not accompanied by intermediate certifications and final certification of students.
Clause 6. An educational organization is obliged to carry out its activities in accordance with the legislation on education, including:
1) ensure the full implementation of educational programs, compliance of the quality of training of students with established requirements, compliance of forms, means, methods of training and education with the age, psychophysical characteristics, inclinations, abilities, interests and needs of students.
Convention on the Rights of the Child
Educators often mention this document, naming articles that define the child’s right to life, education, protection, and play.
We draw attention to articles that are never mentioned by teachers: Art. 12 and art. 13.
Although Articles 12 and 13 are closely related, they develop different rights. Freedom of expression (Article 13) is related to the right to have and express opinions, as well as to request and receive information through any channels. The State party is therefore under an obligation not to interfere with children's expression of views or access to information, and to protect children's right to access means of communication and public dialogue. Article 12, in turn, relates to the right to express opinions directly on matters that affect the child and the right to participate in processes and decisions affecting his life. Under Article 12, States Parties are required to establish the necessary legal framework and mechanisms to facilitate the active participation of the child in all activities and decision-making affecting him, and to comply with the requirement to give due weight to the views so expressed. However, creating an environment of respect for children that is conducive to the expression of their views, in accordance with article 12, also helps to enhance children's opportunities to exercise their right to freedom of expression.
Creating an enabling environment for the implementation of Article 12 requires a commitment to changing misconceptions about children's abilities and creating environments in which children can develop and express their abilities. A willingness to commit resources and provide training is also required.
Developing children's participation is one of the most difficult challenges for all countries, regardless of the history of democracy. In addition to subjective stereotypes and myths about the possibility of participation of children of different age groups, there are objective characteristics and difficulties.
Teachers refer to:
Insufficient level of development of children,
Vulnerability of children's position
Subject to influence from elders
Special legal status (children are citizens in the process of becoming),
Communication barrier between adults and children due to psychological, value differences, and opportunities for self-expression.
Conclusion:
Current adult tactics for “ensuring the right to participate”:
– manipulation of children’s opinions (“cultural pressure”);
– decoration: the opinion of children is taken into account to the extent that it corresponds to the interests of the adult;
– children are encouraged to express their opinions, but on a very narrow range of issues, etc.
What is important to remember when understanding the requirements of the Federal State Educational Standard for Preschool Education, adjusting (developing) the general education program of a preschool educational institution and organizing work with children
Some features of modern preschoolers
(based on research data conducted by UNESCO [Gorlova, N. Modern preschoolers: what are they like? //Hoop. – No. 1, 2009. – P.3-6].)
Babies are characterized by increased sensitivity, emotionality, and anxiety; in general, they are characterized by an increased need for information; large amount of long-term memory; semantic perception of the world and speech based on images.
Preschoolers characterized by the complex development of mental operations (children think in blocks, modules, quanta); higher level of intelligence (high level - 130 IQ, not 100; previously such an IQ was found in one child out of ten thousand); increased need to perceive information, search for opportunities to satisfy it. If they do not receive the necessary “portion” of information energy, they begin to show dissatisfaction or aggression; Information overload clearly doesn't bother many of them; The volume of long-term memory is much larger, and the permeability of operational memory is higher, which allows you to perceive and process a large amount of information in a short period of time. They do not experience stress when in contact with technology (computer, mobile phone, etc.).
In modern children, the system of relationships dominates the system of knowledge. Instead of asking “why?” the question came “why?” If earlier a child had a well-developed imitative reflex and tried to repeat the actions of an adult, then in modern children the freedom reflex predominates - they themselves build a strategy for their behavior. If a child understands and accepts the meaning of an act or action, then he will carry it out. If not, he will refuse, expressing protest, even to the point of aggression. Children are persistent and demanding, have high self-esteem, do not tolerate violence, and do not hear the instructions and orders of adults. Their innate desire for self-realization and the manifestation of their active nature is noted. Traditional diagnostic methods and techniques are outdated and do not reflect the current level of development: children two to three years old can cope with tasks previously designed for children four to five years old.
Some features of the educational situation in preschool educational institutions of the Novgorod region
In educational institutions of the region that implement preschool education programs, the following phenomena are observed:
The orientation of educational practices to ensure the child’s subjective position through the slow, complex, but mastery by teachers of the methodology of conducting pedagogical observations, the method of educational projects, strategies of individualization and differentiation of the educational process;
An increase in the number of additional education services in preschool educational institutions and/or additional education institutions, ensuring the expansion of the social horizon for children, differentiation and individualization of the education of preschoolers.
Some features of the social environment
The development of society is subject to its own laws and has its own trends, which, if not directly, then indirectly influence the situation in the development of children and the characteristics of the work of preschool educational institutions.
For example:
· tendency of population migration towards large centers (V. Novgorod, St. Russa, Borovichi);
· trend of decline in the birth rate in subsidized areas of the region;
· the trend of development of information technologies and increasing access of the population to information flows;
· stratification (stratification) of society according to socio-economic characteristics without an obvious division of the child population at the level of preschool education.
Some provisions that are fundamental for understanding the current situation in the development of preschool children
When assessing the development of large groups (“large groups” are all children of early age - 8155; all children of primary preschool age - 12047; all children of senior preschool age - 11987), it is important to understand that children are not only personally changeable, but also en masse move from one developmental situation to another - they grow from an early age, mature, becoming older preschoolers*.
Neither the age dynamics of the development of a particular child, nor the final level of development of a group of preschoolers at the time of transition from kindergarten to school can be considered as a direct result of the implementation of a preschool education program in a separate educational institution or in a separate kindergarten group. Preschool only offers various opportunities for the development of the child as an individual, the speed, level and specificity of the development of each individual child is determined by the sum of his individual capabilities, living conditions in the family, characteristics of the sociocultural environment and other factors listed above.
In addition to kindergartens, children receive no less, if not more, incentives for development and education in the family, in their own life activities (life creativity), in social contacts, in additional education institutions, etc., etc., etc.
Eventually:
Children | Families | Social environment | Legislation | |
They have high development potential. They develop according to “their own trajectory”; Every child and his family is an educational resource for other children. | Most parents invest a lot of effort and resources in their child’s development. | Differs in diversity. | It aims the preschool educational institution to make a conscious choice of educational strategies that correspond to the situation - the interests, needs of children, families, society, and the resources of the local community. | Organize educational activities based on the cultivation of knowledge, experience of actions and relationships (competencies) acquired by children independently and in cooperation with others. |
WHERE TO BEGIN?
We analyze and change the subject-development environment
kindergarten
Early Years Groups
Cultivating interest in different types of physical activity. Supporting a positive emotional state and physical well-being. The desire for autonomy is the dominant one that has the most effective influence on the course and content of the development of a young child. Autonomy is both a condition and a result of the development of initiative and independence.
Preschool groups:
junior preschool age
Goals and objectives of organizing work with children of primary preschool age (3–5 years)
Promoting the further development of search and practical actions: expanding the arsenal of research methods, learning how to record using signs, words, patterns of one’s actions, properties and characteristics of objects, and the results of actions.
Development of initiative and activity in verbal communication. Formation of the primary experience of reflection (self-understanding, self-presentation). Stimulating the development of various forms of speech creativity. Development of motor skills and abilities. Cultivating interest in different types of physical activity. Formation of the skill of elementary self-regulation of activity. Formation of the first experience of participation in the sports life of a preschool educational institution. Introduction to security basics. Introduction to the values of a healthy lifestyle.
Preschool groups:
senior preschool age
Goals and objectives of organizing work with children of senior preschool age (5–7 years)
Supporting the development of cognitive initiative and activity. Promoting the formation of a holistic image of objects, phenomena, and relationships that interest children. Developing reflective skills.
Development of motor skills and abilities. Development of physical qualities (strength, agility, speed, endurance). Development of skills of self-organization, self-understanding, self-presentation. Developing healthy lifestyle habits. Introducing to the sports life of the city and country.
The dominant development of preschool children is the manifestation of selectivity (readiness to choose), mastering culturally appropriate methods of social behavior.
CHANGING YOUR DAY ROUTINE
DOW must go
from strict regulation of the life of preschool children.
The organization of life in a group should be based on the following principles:
· Trust in the child, his capabilities, his individuality.
· Understanding the unity of the child’s mental and physical development, ensuring a sufficient amount of physical activity.
· A holistic view of the child’s life, based on recognition of the merits of the family and kindergarten.
· Priority of free play as the most organic activity for a preschooler.
· Variability, versionism, flexibility of the educational process, refusal to program children’s activities.
· Openness of spaces and – as a result – wide opportunities for choice.
· Age diversity as a space for socialization and gaining experience of different positions.
· The value of the children's community as a space for gaining experience in building relationships with others, finding one's own boundaries when confronted with the boundaries of another.
MODEL 1:
Technology for organizing children's life activities
"Plan-case-analysis"
Schedule
Participants |
||
Arrival, communication, games, breakfast Children's advice (group gathering) Educator: moderator | The main composition of the group, teacher, guests (parents, etc.); on the days of project topic selection and planning (senior teacher, preschool educational institution specialists) |
|
Working in activity centers based on self-determination Educator (in variants): conducts observations; provides assistance and support; teaches interested children anything in one of the centers | Children, teacher, guests (parents of pupils), if possible, preschool specialists |
|
Before or after the children's council and work in the centers | Specially organized classes (music, physical education) | Main composition of the group |
At the same time as independent work in the centers | Individual and subgroup correctional and developmental classes, medical and health procedures | Children with special needs, specialists |
|
(on days when there is no music or physical education class) or 10.30-10.40 | Summing up the work in the centers | Main composition of the group |
Technology “Plan-case-analysis” based on:
· Confidence in your strength;
· Openness to the outside world.
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Characteristics of a child at the stage of completing preschool education
This component of the state standard corresponds to clause 1 of article 7
The Law of the Russian Federation “On Education” in terms of requirements for the training of graduates and determines the achievements of the child at this stage of development.
These achievements serve as the basis for the continuity of preschool and primary general education and serve as support for primary school teachers to implement an individual approach.
Targets for the preschool education stage
(age characteristics of the child at the completion stage
preschool education)
Target guidelines for the preschool level of education are presented in the form of age characteristics of the child. These characteristics reflect ideal sociocultural expectations, rather than the average level of children's achievements. They cannot act as a direct basis for assessing the quality of education and the level of development of the child himself. The degree to which a child’s characteristics correspond to the age portrait can only be determined under certain conditions. The true capabilities of a preschooler can be reliably established only through long-term observation of him in natural, familiar situations.
Age characteristics of the child at the stage of completion of preschool education
It is typical for a child of senior preschool age to:
- Positive attitude towards yourself;
- Confidence in your strength;
- Openness to the outside world.
The child shows initiative and independence in different forms activities, communication, when solving elementary groups of everyday problems. He readily communicates with adults and peers. Discusses problems that arise and can keep the conversation goinga topic that is interesting to him,participates in joint games and activities. He shows friendly attention to others, strives to provide help and support to another person, takes into account the opinions and desires of communication partners. The child has self-esteem, knows how to defend his point of view, freely expresses his feelings and preferences; is not afraid of failures and failures; respects the dignity of others.
The child easily chooses his occupation, joint partners
activities. He is capable of creating and implementing his own ideas, strives for creative self-expression in various types of activities. The child’s imagination and fantasy are especially clearly manifested in role-playing and director’s play: he can come up with a new plot, a new role, and use game attributes in an original way. The child uses a variety of expressive means in drawing, singing, dancing and theatrical performances. He enjoys fantasizing, composing fairy tales, playing with words and sounds, and inventing new rhymes.
The child actively strives to understand the surrounding reality and shows broad curiosity. He experiences everything new and unknown and asks adults a lot of questions. about your loved ones and to himself, about the distant past and future, about the structure of the world. The child makes guesses, reasons, ponders and looks for ways to solve problem situations, experiments, rejoices and is surprised by his own “discoveries”. He loves to watchthe life of plants and animals, natural phenomena, collect collections. The child listens with interest to educational stories and looks at the illustrations.
The child’s own body and bodily movements become a special object of development. He runs, jumps and climbs with pleasure. The child can modify previously learned patterns of movements in relation to new conditions, invent new movements; his movements become arbitrary.
The child also has access to voluntary regulation of behavior. He can follow the instructions of an adult, the rules of games, act according to a given pattern, plan his activities, and subordinate his actions to socially accepted norms of behavior. The child’s strong-willed nature manifests itself in productive activities, where he discovers the ability to achieve goals, concentrate efforts on obtaining a high-quality, good result, and, if necessary, eliminating errors and shortcomings. The child feels responsible to himself and others for the work he has started and the promise he has made.
He takes care of the surrounding nature, the results of other people’s work, other people’s and his own things.
Simultaneously with the development of these qualities, the child’s competence in various types of activities and in the field of relationships with other people increases. Competence is manifested not only in the fact that the child has knowledge, skills and abilities, but is also able to use them for self-realization and self-development in various fields of activity.
The Standard's requirements for the results of mastering the Program are presented in the form of targets for preschool education, which represent social-normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education
Targets at the stage of completion of preschool education:
- the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; is able to choose his occupation and participants in joint activities;
- the child has a positive attitude towards the world, to different types of work, to other people and to oneself, has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;
- the child has a developed imagination, which is implemented in different types of activities, and above all in the game; the child knows different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms;
- The child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can highlight sounds in words, the child develops the prerequisites for literacy;
- The child has developed gross and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements;
- the child is capable of volitional 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;
- 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 and experiment. Has basic knowledge about himself, about the natural and social world in which he lives; is familiar with works of children's literature, has basic understanding of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.
The era of human development, called “childhood,” is considered the most difficult transition period from preschool to school. The problem of continuity between levels of education has always been one of the most important problems in education. Therefore, it is impossible not to agree with the opinion of the scientist, educational psychologist E.E. Kravtsova: “If for some reason the child’s development at one of the stages was defective, he did not master the activities characteristic of this transition, did not receive specific personality traits, then at the next stage he will experience serious difficulties, and his development will follow a distorted path.”
Continuity- an objective necessary connection between the new and the old in the process of development. Continuity of education is understood as ensuring this necessary connection in the process, as the consistency and prospects of all components of the system (goals, objectives, content, methods, means, forms of organization of education and training) at each stage of education. Thus, continuity is not only preparation for the new, but also the preservation and development of the necessary and expedient old, the connection between the new and the old as the basis for progressive development. Continuity of preschool and primary education involves solving the following priority tasks.
At the preschool level:
Introducing children to the values of a healthy lifestyle;
Ensuring the emotional well-being of each child, developing his positive sense of self;
Development of initiative, curiosity, arbitrariness, ability for creative self-expression;
Formation of knowledge about the world around us, stimulation of communicative, cognitive, play activity of children in various types of activities;
Development of competence in the field of relationships to the world, people, oneself, inclusion of children in various forms of cooperation (with adults and children of different ages).
At the primary school level:
Formation of the foundations of civic identity and worldview of students;
Formation of the foundations of the ability to learn and the ability to organize one’s activities;
The ability to accept, maintain goals and follow them in educational activities, plan your activities, monitor and evaluate them, interact with the teacher and peers in the educational process;
Spiritual and moral development and education of students, providing for their acceptance of moral norms, moral guidelines, national values;
Conscious acceptance of the values of a healthy lifestyle and regulation of one’s behavior in accordance with them, improvement of the achievements of preschool development, special assistance in the development of qualities formed in preschool childhood;
Individualization of the learning process, especially in cases of advanced development or lagging behind.
The leading goal of preparation for school should be the formation in a preschooler of the qualities necessary for mastering educational activities - curiosity, initiative, independence, arbitrariness, creative self-expression of the child, etc.
Today main question: is the understanding of “a child’s readiness for school” changing in connection with the adoption of the Federal State Educational Standard in kindergarten and primary school, what is the specificity of the problem of continuity between preschool education and the primary level of general education at the present stage.
For the first time, a real normative basis for continuity in the preschool education - primary school system has been created. Unified general theoretical foundations and principles for constructing educational work with children, consistency and continuity of educational goals, highlighting integrative qualities as the results of mastering an educational program are the basis for beginning to implement in practice the solution to the problem of continuity.
Analysis educational areas of the Federal State Educational Standard for Preliminary Education and the Federal State Educational Standard for National Shipping revealed a substantive continuity, which can be expressed as follows:
Only through activity does a person master new experiences and can learn independently, and this happens most successfully on the basis of the types of activities that he already possesses. In kindergarten, the leading type of activity is play as a simulation of relationships and real-life events, and in elementary school there is a gradual transition to educational activities.
Portraits of a kindergarten graduate and a primary school graduate are similar in many ways, but the learning outcomes in primary school presuppose a qualitatively new level of development of competencies formed in kindergarten (or rather, the prerequisites for the development of competencies). The requirements for the results of mastering educational areas in the Federal State Educational Standard for Preschool Education and the Federal State Educational Standard for Primary School are largely agreed upon. Mastery of educational areas in kindergarten ensures a child's success in subject areas in elementary school. In addition, it is assumed that 40% of the educational program of preschool education is formed by all participants in the educational process based on the needs of children and parents. The same possibility is approved by the standard for primary schools. Another indicator of continuity is ensuring equal starting opportunities for further education for all children. The standard also specifies requirements for personal and meta-subject results, the foundations of which are laid in the target guidelines at the stage of completion of preschool education.
In connection with the transition of primary schools to new educational standards, the issue of the formation of universal learning activities (UAL) is of particular importance.
According to the Federal State Educational Standard, UUD is a set of methods of action through which a child masters all components of educational activity. The formation of universal educational activities is implemented within the framework of an integral educational process, and acts as a goal, result and at the same time as a means of specially organized educational activities for children, providing the child with a transition from joint (under the guidance of a teacher) educational activities to independent ones. As a result of studying all subjects in primary school, graduates should develop all universal learning activities as the basis of the ability to learn. All this concerns primary general education.
But what about the situation at the preschool level? After all, in preschool age there are no universal educational actions; only their prerequisites are formed.
For preschoolers, the personal component of universal educational actions is determined, first of all, by the child’s personal readiness for school education - the degree of formation of the student’s internal position. In relation to the moment a child enters school, the following prerequisites for regulatory universal educational actions can be identified:
The ability to carry out actions according to a model and a given rule;
Ability to maintain a given goal;
Ability to find errors and correct them;
Ability to control your activities based on results;
The ability to adequately understand the assessment of an adult and a peer.
It is assumed that upon entering school a child has reached a certain level of communication development. The absolutely necessary prerequisites for a child to start studying at school include the following components:
The child’s need to communicate with adults and peers;
Possession of speech skills, certain verbal and non-verbal means of communication;
An emotionally positive attitude towards the collaboration process is desirable;
Communication partner orientation
The ability to listen to your interlocutor.
In Federal State Educational Standards the section “Requirements for the results of children’s mastering the basic educational program of preschool education” is highlighted. These requirements “are presented in the form of targets for preschool education, which represent age-specific characteristics of the child’s possible achievements at the stage of completing the level of preschool education.” Such characteristics “are necessary prerequisites for the transition to the next level of primary education, successful adaptation to living conditions at school and the requirements of the educational process.”
Targets
The specifics of preschool childhood (flexibility, plasticity of the child’s development, a high range of options for its development, its spontaneity and involuntary nature) do not allow requiring a preschool child to achieve specific educational results and necessitates the need to determine the results of mastering the educational program in the form of target guidelines.
The targets for preschool education presented in the Federal State Educational Standard for Preschool Education should be considered as social-normative age characteristics of a 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 Federal State Educational Standard for Education 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 Federal State Educational Standard for Education, but can deepen and complement its requirements.
Thus, the targets of the “From Birth to School” program are based on the Federal State Educational Standard for Educational Education and the goals and objectives outlined in the explanatory note to the “From Birth to School” program, and in the part that coincides with the Standards, they are given according to the text of the Federal State Educational Standard. 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 older preschool age (at the stage of completing preschool education).
Targets at the stage of completion of preschool education
. The child masters basic cultural means, methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive research
activities, design, etc.; able to choose his own occupation and participants in joint activities.
. The child has a positive attitude towards the world, towards different types of work, other people and himself, and has a sense of self-esteem; actively interacts with peers and
adults, participates in joint games.
. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve
conflicts. Able to express and defend his position on various issues.
. Able to collaborate and perform both leadership and executive functions in collaborative activities.
. Understands that all people are equal, regardless of their social origin, ethnicity, religious and other beliefs, or their physical and mental characteristics.
. Shows empathy towards other people and a willingness to help those who need it.
. Shows the ability to hear others and the desire to be understood by others.
. The child has a developed imagination, which is realized in various types of activities, and above all in play; masters different forms and types of games, distinguishes between conventional and real situations; can
obey different rules and social norms. Able to recognize various situations and assess them adequately.
. The child has a fairly good command of oral speech, can express his thoughts and desires, use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, highlight sounds in words, the child develops the prerequisites for literacy.
. The child has developed gross and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements.
. The child is capable of volitional efforts, can follow social norms of behavior and rules in various types of activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene skills.
. Shows responsibility for the work started.
. The child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe and experiment. Has basic knowledge about himself, about the natural and social world in which he lives; is familiar with works of children's literature, has basic understanding of wildlife, natural science, mathematics, history, etc.; capable of making his own decisions, relying on his knowledge and skills in various activities.
. Open to new things, that is, he shows a desire to learn new things and independently acquire new knowledge; has a positive attitude towards learning at school.
. Shows respect for life (in its various forms) and care for the environment.
. Emotionally responds to the beauty of the surrounding world, works of folk and professional art (music, dance, theatrical activities, visual arts, etc.).
. Shows patriotic feelings, feels proud of his country, its achievements, has an idea of its geographical diversity, multinationality, and the most important historical events.
. Has primary ideas about himself, family, traditional family values, including traditional gender orientations, shows respect for his own and the opposite sex.
. Complies with elementary generally accepted norms, has primary value ideas about “what is good and what is bad,” strives to do well; shows respect for elders and care for
juniors
. Has basic ideas about a healthy lifestyle. Perceives a healthy lifestyle as a value.
Thus, generalizing and comparing the requirements for a child at the stage of completing preschool education in accordance with the Federal State Educational Standard for Preschool Education and the requirements for the results of students of primary general education in accordance with the Federal State Educational Standard for National Shipping, a successive connection clearly emerges.
In order to ensure high-quality preschool and primary general education, modern teachers must skillfully approach the implementation of the Federal State Educational Standard. At the same time, you need to understand that the implementation of the Federal State Educational Standard for Educational Education is a complex and multifaceted process. We all hope that the problem of continuity as a single line of child development will be solved jointly by us (the teachers of the educational institution), which means that our children will fully live through the preschool period of childhood and acquire that same equal starting platform for successful schooling.
Main conclusions:
With the introduction of the Federal State Educational Standard for Preschool Education and the Federal State Educational Standard for primary school, the programs should not contradict each other. Preparation for education should not duplicate the program of the first grade, otherwise the learning process at school will cease to be cognitive and developmental for students.
The introduction of the Federal State Educational Standard in preschool education is intended to standardize in a certain way the content of preschool education to provide the child with an equal start, which will allow him to successfully study at school.
The characteristics of the development of a preschooler at the stage of completion of preschool education, stated in the draft Federal State Educational Standard and formed in kindergarten, correlate with the UUD prescribed in the Federal State Educational Standard for primary general education.
In order to prepare a child for school, there is no need to replace specific “preschool” activities with “school” ones, that is, to accustom the child to the lesson system in advance, to develop writing, reading and counting skills, thereby disrupting the natural course of his development.
The understanding of the concept of “Readiness for school” remains the same: it is not only a certain state of a preschooler, but also the efforts of all participants in the educational process: kindergarten, family and elementary school.
Literature:
Magazine “Preschool Education” No. 9/2013. Federal State Educational Standards Project
Magazine "Educator" No. 9/2013. From the model of a preschool educational institution graduate to the model of a graduate school
From birth to school. Approximate basic educational program for preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.: Mosaika-Sintez, 2015.
At the stage of completion of preschool childhood, the age characteristics are: Competence; Creative abilities (creativity); Curiosity (research interest); Initiative (autonomy, freedom, independence); Communication (social skills); The image of “I” (basic trust in the world); Responsibility, arbitrariness. Temporary requirements of the state standard of preschool education
I. Health and physical development The graduate’s physical development corresponds to the age norm. He is physically prepared to continue his studies. controls his body, various types of movements at a level appropriate to his age; is well oriented in space, coordinates movements; mobile, dexterous The habit of a healthy lifestyle has been formed: basic hygiene skills have been formed, basic ideas about the benefits of physical education; the foundations of safe behavior in critical life situations have been formed.
II. All types of children's activities Can play, draw, design Able to create artistic images from various figures cut out of any material and pasted onto a certain background Willingly engages in physical labor, responds to requests for help.
III. Development of cognitive activity Graduate's outlook: Loves Russia and his small Motherland, developed detailed and specific ideas about the world; establishes accessible cause-and-effect relationships and dependencies in objects and phenomena of the surrounding world Graduate speech: the graduate’s oral speech is meaningful, emotional, expressive; speech is phonetically and grammatically correct; uses speech as a tool of thinking Cognitive activity, independence of the graduate: inquisitive, active; capable of independently solving creative (mental, artistic, etc.) problems.
III. Development of cognitive activity Intellectual skills have been formed: determines the content and meaning of what is being analyzed, accurately and succinctly summarizes it in words; operations of analysis, generalization, comparison have been formed; is able to make inferences and conclusions based on existing knowledge; elements of educational activities have been formed; 3.5. Arbitrariness of mental processes, attention, memory, thinking: the child is able to work with concentration for 20 minutes; is able to organize his activities in accordance with the instructions of an adult; able to achieve the set goal; able to control his behavior The foundations of artistic abilities (musical, visual, literary, dancing, acting) have been formed: artistic thinking and sensory abilities have been developed; knows how to create an artistic image in various types of creative activity.
IV. Social development Communication with peers: selectively and sustainably interacts with children; masters the techniques and skills of effective interpersonal communication; ready for collective forms of activity Accepts and complies with social and ethical norms Practical skills have been developed to respect nature, man, the world, and oneself Able to give an adequate assessment of one’s actions
V. Motivational readiness to study at school Wants to study at school Has a cognitive and social motive for learning.
Physical mobility transfers familiar patterns of movement into favorite games; high level of development of motor skills, skills and physical qualities; actively involved in physical exercises and movements; maintains the goal and understands the meaning of motor tasks; confidently, independently, accurately completes tasks; operates in a general tempo and rhythm;
Formation of healthy lifestyle habits independently performs all acceptable cultural and hygienic skills; shows initiative and independence, reproduces actions well in accordance with the image; shows initiative and independence, reproduces actions well in accordance with the image; strives to provide assistance to adults and peers experiencing difficulties. strives to provide assistance to adults and peers experiencing difficulties.
SOCIAL-LABOR COMPETENCE knows how to choose a type, a semantic role, a play partner and a toy; knows how to care for animals and plants; quickly gets involved in play and objective-creative activities; knows how to pronounce the next action out loud; knows how to combine parts of different shapes, colors, volumes, and materials when designing; has the skills to behave safely on the street, in public places, at home; knows how to work in a team, group, pair.
COMMUNICATIVE COMPETENCE Able to communicate during play (negotiate, share toys, take turns, show empathy and respect for a partner); Able to express his thoughts, feelings, desires; Fulfills verbal instructions quickly and accurately; Able to work in a team, group, pair.
Value-semantic competence Value-semantic competence: Has elementary ideas about the usefulness of physical activity and personal hygiene; The values of a healthy lifestyle have been formed; Sees the beauty of living and inanimate nature; Able to work in a team, group, pair; Knows how to treat the environment with care; Knows how to treat people tolerantly regardless of race and nationality; Worries about a living being, another person, about the successful completion of the work started; Able not to offend, not to humiliate, not to infringe on the interests of another child - the formation of the image of “I”.
Educational and cognitive competence Knows the names of objects and phenomena, their properties, knows how to talk about them; Knows how to use words in speech in a literal and figurative meaning, synonyms, homonyms, antonyms; Spoken speech is grammatically correct; Describes a toy, a picture, composes a fairy tale independently; Able to say out loud subsequent actions; Able to realize a creative idea in drawing, modeling, applique, design; Knows how to select and use material to realize his creative plan; Able to distinguish geometric shapes; Can use a measure as a way to measure quantities of length, height, width, volume, weight;
Educational and cognitive competence Able to compare objects by size by superimposing each other, applying to each other; Able to distinguish the number of objects and their characteristics; Able to make a number from units; Can count (count forward, count backwards in twos, threes; knows how to use + - signs; knows the meaning of the words “Today”, “tomorrow”, days of the week, etc.; knows how to weigh various objects; has basic understanding of natural riches; Able to distinguish living from non-living nature; Asks questions, experiments; Can combine objects based on general concepts (clothing, shoes, dishes, transport).
General cultural competence The habit of listening to literary texts has been formed (carefully, without interrupting the reader); Able to distinguish works of art of various types and genres; Has a general understanding of the types and genres of musical art; Able to improvise in the process of publishing their own creative products; Able to participate in theatrical activities; Familiar with the theater as a spectator; Has puppeteering skills in various types of puppet theaters; Has a basic understanding of the history of civilization; Possesses the skills of interaction with representatives of different cultures and peoples; Possesses basic skills in expressing emotional expression (expression of joy, sadness).
Information competence A child learns a lot from books, from TV shows watched, from conversations with peers and accidentally heard on the street; Able to use and name sources of knowledge that are appropriate to age, individual capabilities, and cognitive needs; Able to refer to his own experience, knowledge and skills. The general goal of the development program “TsRR-D/s “Lira”: CONTRADITION: Between the need to develop modern key competencies from preschool childhood to graduation and the lack of pedagogical practice in implementing a competency-based approach in the educational process of preschool educational institutions. PROBLEM: Providing pedagogical conditions for the development of modern key competencies in the educational process of the Lira Child Development Center. GENERAL GOAL: The educational process is based on the “Development” program, expanding the possibilities for effectively developing the elementary foundations of key competencies in a child. PROMISING, STRATEGIC TOPIC: Implementation of a competency-based approach in the educational process of the Lira Child Development Center