Characteristics of the federal educational standard for preschool education. Specifics of educational activities

Development of Federal State Educational Standards preschool education headed by Alexander Asmolov, director of the Federal Institute for Educational Development. Together with a group of specialists, a new Federal State Educational Standard for kindergartens was created starting January 30, 2013. In June of the same year, the Federal State Educational Standard was presented for public discussion. In total, more than 300 serious amendments and comments were made on the merits of the project, which were comprehensively considered at a meeting of the Council of the Ministry of Education and Science of the Russian Federation on July 3, 2013.

After this, the new federal standards underwent revision and secondary consideration. Taking into account all the amendments made, the final version of the Federal State Educational Standard for preschool education was adopted and approved on August 28, 2013, and its feasibility and relevance in relation to the current situation of preschool education was confirmed by 11 expert organizations and the working group of the Council of the Ministry of Education and Science of the Russian Federation on educational standards.

The structure of the Federal State Educational Standard for preschool education includes three components:

1. Requirements for the preparation of educational programs for preschool educational institutions, including a description of the relationships between the part of the compulsory educational minimum and the part that is free from compliance with the requirements and left to the discretion of the participants in pedagogical relations.

2. Financial, personnel, logistics and other conditions in which educational programs in preschool educational institutions must be implemented.

3. Results that should be a consequence of assimilation educational program at the preschool educational institution.

If we compare the Federal State Educational Standard for preschool education with other educational standards, it can be noted that it does not imply that students undergo intermediate and final certifications to determine whether their educational qualifications meet the requirements of the state education standard.

Ideological and methodological foundations

new federal standards

The federal state educational standard for preschool education is based not only on the technical aspects of pedagogy in relation to preschool childhood, but also on a strong ideological basis. Consideration of preschool childhood is no longer limited to its usefulness for specific person and society as a whole. Its significance was considered much more broadly, as the most important component of not only a culture of usefulness, but also a culture of dignity, according to the director of the development of the Federal State Educational Standard for preschool education, Alexander Asmolov.

New system coordinates, which influenced the formation of the Federal State Educational Standard for preschool education, calls, first of all, to value, and not evaluate, the child. Moreover, this serious step on the way to increasing the value and isolation of education in kindergartens as an independent unit general education.

Now education at a preschool educational institution is considered not as a preliminary stage before school, but as an independent important period in the life of a child, as an important milestone on the path of continuous education in a person’s life.

The methodology of the Federal State Educational Standard for preschool education was based on cultural and historical dialectics, which considers the level of development of the system in the context of the growing variability of its components. Education in the context of this methodological framework is considered as the main source of diversity in systems. This gave rise to main principle of the new Federal State Educational Standard for preschool education: the child’s activities should be as diverse as possible, for which selection diagnostics, which seeks to identify a child who has a certain set of educational skills, is replaced by developmental diagnostics, which aims to diversify the child’s knowledge, skills and abilities as much as possible.

How does the adoption of new

standards for the activities of preschool educational institutions?

The development and adoption of the Federal State Educational Standard for preschool education will have a significant impact on the existence and development of preschool educational institutions.

Firstly, recognition of the significance and weight of preschool childhood will ensure a more attentive attitude towards it at all levels.

Secondly, this will entail increased requirements for the quality of preschool education, which should have a positive impact on its development and its results.

Changing the pedagogical influence from the unilateral influence of “teacher-child” to a more multifaceted and voluminous interaction in the “child-adults-peers” system involves the establishment of a new psychodidactic paradigm in preschool education. It cannot be said that this point of view on preschool education is new, but recognizing it as the only correct one at the level of the state education standard will entail profound constructive changes in the activities of preschool educational institutions.

Federal State Educational Standard of Preschool Education in Practice

Since the Federal State Educational Standard of preschool education supports the point of view of the child as a “playing person,” many methods and technologies will be revised and transferred from the educational and didactic level to a new, gaming level, in which the didactic component will certainly coexist with the game shell. Each preschool educational institution will independently develop its own programs based on the principles of the Federal State Educational Standard for preschool education. As an example and guideline, there are educational programs that are created by leading experts in the field of development and placed in a special federal register.

New educational programs for preschool educational institutions will be aimed, first of all, at the comprehensive development of the child based on special, specific types of activities inherent in preschoolers. That is, in practice we will get a more playful and versatile approach, welcoming the maximum use of innovative and active methods of pedagogical interaction, more individualized and aimed at unlocking each child’s own potential. Dictating pedagogy will finally be completely eliminated, at least from the field of preschool education, and will be replaced by more modern pedagogy of development, pedagogy of creativity and freedom.

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Description of the presentation of the Federal State Educational Standard for preschool education: structure and content by slides

w w w. n s p u. n e t. Based on materials from the website of the Ministry of Education and Science of the Russian Federation http: //mon-ru. livejournal. com/tag/ Federal State Educational Standard Based on materials from the website of the Ministry of Education and Science of the Russian Federation http: //mon-ru. livejournal. com/tag/FSES

w w w. n s p u. n e t. Based on materials from the website of the Ministry of Education and Science of the Russian Federation http: //mon-ru. livejournal. com/tag/FSES

Standard - (English standart - norm, sample) - “sample, standard, model, taken as the starting point for comparing other similar objects with them.” A standard in education should act as a guarantee of the constitutional right of a Russian citizen, the right of any person to a quality education.

Federal State Educational Standards Federal State Educational Standards is a system of basic parameters that are accepted as the state standard of education, reflecting the social ideal and taking into account the capabilities of the real individual and the education system to achieve this ideal. The Federal State Educational Standard for Additional Education reflects agreed upon socio-cultural, public and state expectations regarding the level of additional education, which are guidelines for the founders preschool organizations, education system specialists, families of students and the general public.

Order of the Ministry of Education and Science of the Russian Federation MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION ORDER dated October 17, 2013 N 1155 ON APPROVAL OF THE FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION The order comes into force on January 1, 2014.

Order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009 N 655 “On approval and implementation of federal state requirements for the structure of the basic general education program of preschool education” Order of the Ministry of Education and Science of the Russian Federation dated July 20, 2011 N 2151 “On approval of federal state requirements for conditions for the implementation of the basic general education program of preschool education" Since 01. 2014

History of the issue about the DO standard 17.10.2013 approved by order of the Ministry of Education and Science of the Russian Federation No.

GEF DO is

Structure of the Federal State Educational Standard of Educational Education Target guidelines of educational institutions 1. to psychological and pedagogical, 2. personnel, 3. financial, 4. material and technical conditions, 5. to a developing subject-spatial environment 1. Target section 2. Content section 3. Organizational section 4. Additional section (presentation) Subject of regulation, principles, goals, objectives, basis, languages

I. GENERAL PROVISIONS The subject of regulation of the Federal State Educational Standard is EDUCATIONAL RELATIONS Educational activities under the Program are carried out by organizations engaged in educational activities, individual entrepreneurs when children receive preschool education in the form of family education. Participants in the relationship

I. GENERAL PROVISIONS Basic concepts Amplification of development - maximum enrichment of the personal development of children based on wide deployment various types activities, as well as communication of children with peers and adults. Zone of proximal development is the level of development that a child manifests in joint activities with adults and advanced peers, but not actualized in his individual activities. A comprehensive educational program aimed at the comprehensive development of children preschool age in all major educational areas, activities and/or cultural practices. Partial educational program aimed at the development of preschool children in one or more educational areas, activities and/or cultural practices Pedagogical diagnostics assessment individual development children, associated with assessing the effectiveness of pedagogical actions and underlying their further planning Psychological diagnostics identification and study of individual psychological characteristics of children

I. GENERAL PROVISIONS Basic concepts The educational environment is a set of conditions purposefully created in order to ensure the full education and development of children. Developing subject-spatial environment is part of the educational environment, represented by a specially organized space (rooms, area, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protection and strengthening of their health, taking into account the characteristics and correction of deficiencies in their development. 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 of life. Social situation of development; the established system of relationships between the child and others social world represented primarily by adults and other children

I. GENERAL PROVISIONS Basic concepts Unity of the educational space ensuring uniform conditions and quality of education regardless of the place of study, excluding the possibility of discrimination in the field of education. Diversity of childhood is a variety of options for the course of the preschool period, determined by the individual characteristics of the children themselves, including their psychophysiological characteristics, including disabilities, as well as the individual characteristics and capabilities of their parents (PP), sociocultural, regional, national, linguistic, religious, economic and others. features. Children's age: infants (from birth to 1 year), early age(from 1 year to 3 years), up to school age(from 3 years to 7 years) Educational field structural unit content of education, representing a certain direction of development and education of children

II. REQUIREMENTS FOR THE STRUCTURE OF EP The organization can develop and implement various Programs in Groups with of different durations stay of children during the day, including: Groups of short-term stay of children, Groups of full and extended day, Groups of round-the-clock stay, Groups of children of different ages from two months to eight years, including groups of different ages.

II. REQUIREMENTS FOR THE STRUCTURE OF EP Socio-communicative development 1. is aimed at appropriating norms and values accepted in society, including moral and moral values; 2. development of communication and interaction of the child with adults and peers; 3. formation of independence, purposefulness and self-regulation of one’s own actions; 4. development of social and emotional intelligence, emotional responsiveness, empathy, 5. formation of readiness for joint activities with peers, 6. 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; 7. the formation of positive attitudes towards various types of work and creativity 8. the formation of the foundations of safety in everyday life, society, and nature.

II. REQUIREMENTS FOR THE STRUCTURE OF EP Cognitive development 1. development of children's interests, development of curiosity and cognitive motivation; 2. formation of cognitive actions, formation of consciousness; 3. development of imagination and creative activity; 4. 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 peace, causes and effects, etc.), 5. about small homeland and the Fatherland, ideas about the sociocultural values of our people, about domestic traditions and holidays, 6. about planet Earth as common house people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

II. REQUIREMENTS FOR THE STRUCTURE OF EP Speech development 1. 1. mastery of speech as a means of communication and culture; 2. 2. enrichment of the active dictionary; 3. development of coherent, grammatically correct dialogical and monologue speech; 4. development of sound and intonation culture of speech, phonemic hearing; 5. acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; 6. formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

II. REQUIREMENTS FOR THE STRUCTURE OF EP Artistic and aesthetic development 1. development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; 2. becoming aesthetic attitude to the surrounding world; 3. formation of elementary ideas about types of art; 4. perception of music, fiction, folklore; 5. stimulating empathy for the characters of works of art; 6. implementation of independent creative activities of children (visual, constructive-model, musical, etc.).

II. REQUIREMENTS FOR THE STRUCTURE OF OP Physical development 1. Motor experience associated with performing exercises aimed at developing physical qualities such as coordination and flexibility; promoting correct formation musculoskeletal system the body, the development of balance, movement coordination, gross and fine motor skills of both hands, 2. performing basic movements (walking, running, soft jumps, turns in both directions, etc.), 3. forming initial ideas about some sports, mastering outdoor games with rules 4. mastering outdoor games with rules; 5. formation of focus and self-regulation in the motor sphere; 6. formation of the values of a healthy lifestyle, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, during the formation good habits and etc.).

II. REQUIREMENTS FOR THE STRUCTURE OF EP Infancy (2 months - 1 year) Types of activities

II. REQUIREMENTS FOR THE STRUCTURE OF EP Types of activity Preschool Age (3 years - 8 years)

II. REQUIREMENTS FOR THE STRUCTURE OF EP selected and/or independently developed by participants in educational relations partial programs, methods, forms of organization of educational work development of children in five complementary educational areas Both parts are complementary and necessary

II. REQUIREMENTS FOR THE STRUCTURE OF EP is presented in the form of links to the relevant methodological literature, allowing you to familiarize yourself with the content of the particular programs, methods, and forms of organization of educational work chosen by the participants in educational relations; it is presented in the form of a link to the corresponding Model program or is written in detail

II. REQUIREMENTS FOR THE STRUCTURE OF OP Content section (mandatory part) content educational activities in five educational areas, taking into account the used exemplary educational programs and methodological manuals that ensure the implementation of this content; forms, methods, methods and means of implementing the Program, taking into account age and individual characteristics pupils, their specifics educational needs and interests, a description of educational activities for the professional correction of developmental disorders of children, if this work is provided for by the Program.

II. REQUIREMENTS FOR THE STRUCTURE OF THE EP there is a mechanism for adapting the Program for children with disabilities and children with disabilities, the use of special educational programs and methods, special teaching aids and didactic materials conducting group and individual correctional classes and providing qualified correction of developmental disorders. Content section (mandatory part) The content of correctional work and/or inclusive education is included if it is planned to be mastered by children with disabilities

II. REQUIREMENTS FOR THE STRUCTURE OF EP KR must take into account the developmental characteristics and specific educational needs of each category of children

II. REQUIREMENTS FOR THE STRUCTURE OF EP In the case of organizing inclusive education for reasons not related to disabilities health of pupils, highlighting this section is not mandatory; if it is separated, the content of this section is determined by the Organization independently.

II. REQUIREMENTS FOR THE STRUCTURE OF THE EP The content section (PART formed by the UOO) may include various directions chosen by the participants of the educational program. relationships from among partial and other programs and/or created by them independently

II. REQUIREMENTS FOR THE STRUCTURE OF THE EP The organizational section must contain a description of the material and technical support of the program, security teaching materials and teaching aids

II. REQUIREMENTS FOR THE STRUCTURE OF THE EP Organizational section If the mandatory part of the Program corresponds to the sample program, it is issued in the form of a link to the corresponding sample program. The mandatory part must be presented in detail if it does not correspond to one of the sample programs.

According. Ensuring the implementation of the educational program of preschool education Developed by preschool educational institution Federal State Educational Standard for Preschool Education Approximate basic educational program PROGRAM AND METHODOLOGICAL COMPLEX 1. Author's (variable) educational program of preschool education 2. Methodical manuals for teachers of preschool educational institutions 3. Manuals for parents 4. Literature for children Taking into account the EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION Developing subject-spatial environment

III. REQUIREMENTS FOR THE CONDITIONS OF IMPLEMENTATION OF THE EP The conditions for the implementation of the Program must ensure the full development of the personality of children in all main educational areas. These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that: ● guarantees the protection and strengthening of the physical and mental health of students ; ● ensures the emotional well-being of pupils; ● promotes professional development teaching staff; ● creates conditions for developing variable preschool education; ● ensures the openness of preschool education and creates conditions for the participation of parents (legal representatives) in educational activities. Social Sit. Times = RPPS+RR+RV+OM

IV. REQUIREMENTS FOR THE CONDITIONS FOR THE IMPLEMENTATION OF PEP psychological and pedagogical conditions: respect of adults for the human dignity of children, formation and support of their positive self-esteem, confidence in their own capabilities and abilities, use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown of children’s development) building an educational process based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development; support by adults for a positive, friendly attitude of children towards each other and the interaction of children with each other in different types activities

IV. REQUIREMENTS FOR THE CONDITIONS FOR THE IMPLEMENTATION OF PEP Psychological and pedagogical conditions support for children’s initiative and independence in activities specific to them; opportunity for children to choose materials, types of activities, participants in joint activities and communication; protection of children from all forms of physical and mental violence; involvement of students’ families directly in the educational process

III. REQUIREMENTS FOR THE CONDITIONS FOR IMPLEMENTING PEP Types of diagnostics Diagnostic tasks Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives). teacher psychologist

III. REQUIREMENTS FOR THE CONDITIONS FOR IMPLEMENTING PEP Requirements for the developing subject-spatial environment should provide: the opportunity for communication and joint activity of children and adults (including children of different ages), in the whole group and in small groups, motor activity children, as well as opportunities for privacy; implementation of various educational programs used in the educational process of the Organization in the case of organizing inclusive education - the necessary conditions for it, taking into account national-cultural, climatic conditions, in which the educational process of accounting is carried out age characteristics children

III. REQUIREMENTS FOR THE CONDITIONS FOR IMPLEMENTATION OF THE PLO Requirements for personnel conditions The implementation of the Program must be ensured by management, teaching, educational support, administrative and economic employees of the Organization. Scientific workers of the Organization and other workers providing the Program may also participate in the implementation of the Program. The qualifications of teaching and educational support workers must correspond to the qualification characteristics in accordance with the order of the Ministry of Health and social development Russian Federation dated August 26, 2010 N 761 n Teaching staff implementing the Program must have the basic competencies necessary to create conditions for the development of children with disabilities A necessary condition high-quality implementation of the Program is its continuous support by teaching and educational support workers throughout the entire period of its implementation in the Organization or in the Group When organizing inclusive education

III. REQUIREMENTS FOR CONDITIONS FOR IMPLEMENTATION OF OOP Requirements for material and technical conditions According to San. Pin ● to buildings (premises) and areas of the Organization (group), to water supply, sewerage, heating and ventilation of buildings to the set and area of educational premises, their decoration and equipment, ● to artificial and natural lighting of educational premises, sanitary condition and maintenance of premises, to equipping premises for high-quality nutrition for pupils

III. REQUIREMENTS FOR THE CONDITIONS FOR THE IMPLEMENTATION OF THE PEP Requirements for the financial conditions Must: provide the Organization with the opportunity to fulfill the requirements of the Standard for the conditions of implementation and structure of the Program; ensure the implementation of the mandatory part of the Program and the part formed by the participants in educational relations, taking into account the variability of individual development trajectories of children reflect the structure and volume of expenses necessary for the implementation of the Program, as well as the mechanism for their formation payroll Educational facilities Additional. vocational education of employees Other expenses. STANDARDS for financing arr. services

IV. REQUIREMENTS FOR THE RESULTS OF Mastering PEP The targets of preschool education are social and normative age characteristics possible achievements of the child at the stage of completing preschool education

IV. REQUIREMENTS FOR THE RESULTS OF mastering PEP Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of conformity established requirements educational activities and training of students

IV. REQUIREMENTS FOR THE RESULTS OF mastering OEP By the beginning of preschool age (by 3 years old) ... By the end of preschool education (by 7 years old) ... Characteristics are necessary prerequisites for moving to the next level primary education, successful adaptation to living conditions at school and the requirements of the educational process. Targets are presented

IV. REQUIREMENTS FOR THE RESULTS OF Mastering the General Education Program The program's targets serve as the basis for the continuity of preschool and primary general education. Target guidelines assume the formation of prerequisites for educational activities in preschool children at the stage of completion of preschool education. Mastering the basic educational program is not accompanied by intermediate and final certification of students

On the path of transition from FGT to Federal State Educational Standards Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, and creativity. V. A. Sukhomlinsky

2. Expand General requirements GEF DO to the structure, conditions and results of the main general education program 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 requires a comprehensive approach, ensuring child development 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 its text short 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 – identification and study of individual psychological characteristics 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) requirements professional standard 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. Promotion social status 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 group work.

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) children's development levels in each educational area.

17. Targets allow you to:

a) conduct certification 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 wages teachers of preschool educational institutions.

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.

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Key features of the Federal State Educational Standard

Introduction

Chapter J. Preschool education

Chapter YY. Goals, objectives, principles and requirements of the Federal State Educational Standard for Education

2.1 Goals of the Federal State Educational Standard

2.2 Principles of the Federal State Educational Standard

2.3 Objectives of the Federal State Educational Standard

2.4 Federal State Educational Standards requirements

List of used literature

Introduction

The federal law “On Education in the Russian Federation” No. 273-FZ dated December 29, 2012, which came into force on September 1 of this year, determined the new status of preschool education, which for the first time became the level of general education. On the one hand, this is recognition of the importance of preschool education in the development of a child, on the other hand, it is an increase in requirements for preschool education, including through the emergence of the federal state educational standard for preschool education (FSES). The draft Federal State Educational Standard for Preschool Education is being developed for the first time in Russian history.

About the need to create a Federal State Educational Standard for preschool education, the head of the working group for the development of the Federal State Educational Standard for Preschool Education, Director of FIRO Alexander Asmolov said that in recent years an imperceptible revolution has occurred: the social status of preschool childhood has changed. According to all new logics, it becomes the most important stage of public education, no less significant than the school stage. The development of the standard has been carried out since January 30, 2013, leading domestic scientists and experts in the field of preschool education, under the leadership of the director of the Federal Institute for Educational Development, Alexander Grigorievich Asmolov, were directly involved in this process. In June 2013, the draft Federal State Educational Standard was presented for wide public discussion, all comments and suggestions received working group, were reviewed, many were reflected in subsequent editions. As a result, on August 28, 2013, the Council of the Ministry of Education and Science of the Russian Federation for Federal State Educational Standards decided to approve the Federal State Educational Standard for preschool education. The standard was already signed by the Minister of Education and Science of the Russian Federation D.V. Livanov on October 17 of this year.

Standard is normative legal document regulating relations in the field of education between their participants (children, teachers, parents, preschool educational institutions), which arise during the implementation of the main educational program of preschool education. The standard was conceived by the developers as a standard for development and provision of opportunities, and not a standard for monitoring the development of a child and the activities of a teacher. It is important to note: not a means of control, but a method of orientation. Based on the Federal State Educational Standard for preschool education, basic educational programs will be developed, taking into account approximate basic educational programs, which will be made by experienced authors recognized as leading domestic scientists in the field of preschool childhood. Sample basic educational programs will be included in the federal register. If the school standard assumes three areas of child development - personal development, subject development and meta-subject development - then in the preschool standard only one was left - personal. Particular attention is paid to preschool education as an institution of socialization. In kindergartens, a child first encounters a so-called “social” adult (educator), with whom he needs to build relationships.

Currently, by Order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009 No. 655, federal state requirements (FGT) for the structure of the basic general education program of preschool education have been approved and put into effect, distinctive feature which is to determine not only the content features of preschool education, but also the requirements for its result in the form of integrative personality traits of kindergarten graduates, necessary for their successful development of basic general education programs of primary general education.

Today, preschool educational institutions are faced with choosing one of the approximate basic general education programs that would comply with the Federal State Educational Standard for Preschool Education, the features of which are not always obvious to teachers. But, even having made their choice and begun to develop and implement the main general education program in their institution, preschool teachers are faced with a number of difficulties caused by the need to plan and implement the educational process based on the principles of integration of educational areas and complex thematic construction of the educational process, and to monitor achievements children's planned results of mastering the program. The available methodological support for sample programs does not always provide answers to questions that arise in practical activities.

Preschool education, in accordance with the Federal Law "On Education in the Russian Federation", is aimed at the formation of a general culture, the development of physical, intellectual, moral, aesthetic and personal qualities, formation of prerequisites for educational activities, preservation and strengthening of the health of preschool children.

Preschool and primary school age are one era of human development, called “childhood.” But transition period from preschool to school childhood is considered the most difficult and vulnerable. And it is no coincidence that at present the need to preserve the integrity of the educational environment is one of the most important priorities for the development of education in Russia.

The standard was developed on the basis of the UN Convention Collection of International Treaties of the USSR, 1993, issue XLVI. on the rights of the child, the Constitution of the Russian Federation Collection of Legislation of the Russian Federation, 1996, No. 3, Art. 152; No. 7, art. 676; 2001, No. 24, art. 2421; 2003, No. 30, art. 3051; 2004, No. 13, art. 1110; 2005, No. 42, art. 4212; 2006, No. 29, Art. 3119; 2007, No. 1, art. 1; No. 30, art. 3745; 2009, No. 1, art. 1, art. 2; No. 4, art. 445., 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 Federal State Educational Standard reflects agreed upon socio-cultural, public and state expectations regarding the level of preschool education, which, in turn, are guidelines for the founders of preschool Organizations, specialists in the education system, families of pupils and the general public.

ChapterY. Preschool education

The mission of preschool education is the formation and development of personality in its individuality, uniqueness, and originality.

Preschool education is aimed at:

1. Formation of a common culture

2. Development of physical, intellectual, moral, aesthetic and personal qualities of the individual

3. Formation of prerequisites for educational activities

4. Formation of healthy and safe lifestyle skills

5. Preserving and strengthening children's health

The standard supports:

1. Diversity of childhood

2. Self-worth of preschool age

3. Personality-oriented interaction in the “adults-children” system

4. Respect for the child’s personality

5. Development in the context of specific children's activities (play, cognition, research, artistic creativity)

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.

ChapterYY. Goals, objectives, principles and requirements of the Federal State Educational Standard for Education

2.1 The Federal State Standard (FSES) for preschool education takes into account:

· the intrinsic value of the preschool childhood stage in general development person;

· sociocultural diversity of childhood;

· age patterns and individual characteristics of children’s development;

· needs, characteristics and capabilities of children with disabilities;

· the possibility of professional support for the individual development of the child.

The standard has the following objectives:

Ensuring that the state provides 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;

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

2.2 The standard states the basic principles:

Supporting childhood diversity;

Preserving the uniqueness and intrinsic value of preschool childhood as important stage in general human development;

Full-fledged living for a child at 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;

Promotion and cooperation of 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 the child’s cognitive interests and cognitive actions through his inclusion in various types of activities;

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

2.3 The standard solves the following problems:

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

Preservation and support of the child’s individuality, development individual abilities and the creative potential of each child as a subject of relationships with people, the world and himself;

Formation of the general culture of pupils, 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;

Formation of a sociocultural environment appropriate 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 the continuity of basic educational programs of preschool and primary general education;

Definition of 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) task 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;

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

Educational organizations of preschool education will independently develop and approve their main educational programs based on the federal state educational standard of preschool education and taking into account the approximate basic educational programs of preschool education, which will be made by experienced developers and placed in the federal register.
Educational programs of preschool education are aimed at the diversified development of preschool children, taking into account their age and individual characteristics, including the achievement by preschool children of a level of development necessary and sufficient for their successful development of educational programs of primary general education, based on an individual approach to preschool children and activities specific to preschool children.

2.4 The Federal State Educational Standard includes the requirements:

· to the structure and scope of the main educational program of preschool education (requirements for each section of the program are described in detail;

· to the conditions for the implementation of the main educational program of preschool education (the requirements for psychological, pedagogical, personnel, material, technical, financial conditions, as well as for the developing subject-spatial environment are listed)

· to the results of mastering the main educational program of preschool education (they are presented in the form of targets for preschool education, which represent social and psychological characteristics possible achievements of the child at the stage of completing preschool education)

· social and communicative development;

· cognitive development;

· speech development;

· artistic and aesthetic development;

· physical development.

Socio-communicative development is aimed at appropriating norms and values accepted in society, including moral and moral 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, small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays; formation of the foundations of safety in everyday life, society, and nature.

Cognitive development involves the development of 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 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; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of sound and intonation culture of speech, phonemic hearing; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), 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.).

Physical development includes gaining experience in the following types children’s behavior: motor, including those associated with performing exercises aimed at developing physical qualities such 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; mastering the basic norms and rules of a healthy lifestyle (in nutrition, physical activity, hardening, forming healthy habits, etc.).

Children will be engaged in walking, running, jumping, climbing, scootering, sledding, and cycling. They will play, communicate with adults and peers, explore the world and experiment with it, listen to works of folklore and literature, learn to design, draw, sculpt, sing, dance, and also learn basic labor activity. The Federal State Educational Standard takes into account the interests of children with disabilities. Adapted educational programs should be created for them. In kindergartens where there are children with disabilities, there should be assistants who will provide the children with the necessary assistance. In addition, group and correctional classes. Separately, the standard states that teachers respect their students and that the educational process must take into account the interests and capabilities of each child; protection of children from all forms of physical and mental violence is prescribed.

For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

· Use in the educational space forms and methods of working with children that correspond to their psychological and pedagogical characteristics;

· Possibility for children to choose materials, types of activities, participants in joint activities;

· Building interaction with the families of pupils in order to achieve the full development of each child, involving the families of pupils directly in the educational process.

· The organization must create opportunities to provide information about the program to families and all interested parties involved in the educational process, as well as the general public.

Subject-spatial developmental educational environment;

The nature of interaction with adults;

The nature of interaction with other children;

The child’s system of relationships to the world, to other people, to himself.

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

The Standard also states that it is not the teacher who has the right to monitor the child’s development, but a person with the appropriate competencies, that is, an educational psychologist. And only with parental permission!

federal educational standard preschool

conclusions

So, key features standard:

· developing interaction of the child with adults and with peers, and not just a one-sided impact on the child;

· the ability to take into account regional, national, ethnocultural characteristics of the peoples of the Russian Federation;

· the obligation to take into account the special educational needs of certain categories of children, including those with disabilities. In this regard, it should be noted that such an area of activity of kindergartens as cooperation with the families of pupils is of particular relevance; in addition, for the true implementation of continuity between levels of education (and continuity is the preservation of elements of the previous system in the new one), it is important to organize a system of cooperation between preschool educational institutions organizations with primary schools. The developed standard does not allow the transfer of the educational and disciplinary model of education to the life of a preschool child. According to the head of the standard developers A.G. Asmolov “it is not the child who should prepare for school, but the school should prepare for the child!”

Full transition to new standard preschool education takes time, will be carried out gradually, serious normative and methodological support for this process is provided, which is being developed at federal level, and will also appear at both the regional and municipal levels. In addition, the Federal State Educational Standards for preschool education will serve as a reason for revising and adjusting the Federal State Educational Standards for primary general education, secondary vocational education, higher education, as well as advanced training and retraining programs.

The changes that have taken place in our country in recent years have entailed changes in educational policy, revising the fundamentals of the functioning of educational systems. IN last decade We are witnessing a steady change in educational paradigms, the introduction of new approaches to organizing the education of children at different levels of education.

The Federal State Educational Standard for preschool education appears in our culture and life for the first time. The developers call it the “Childhood Diversity Standard.”

The Federal State Educational Standard for preschool education is a system of requirements for the structure of the educational program and the conditions for its implementation in continuity with the requirements of the Federal State Educational Standard for primary general education. It provides the basis for a child’s development as a set of personal qualities that ensure intellectual and psychological readiness to schooling.

In accordance with FGT, approximate basic general education programs for preschool education have been developed: “Success”, “From birth to school”, “Childhood”, “Rainbow”, “Origins”, “School 2100”, on the basis of which preschool educational institutions develop and implement basic general education programs of preschool education.

Thus, the quality of preschool education can be defined as a complex characteristic expressing the degree of compliance of preschool education with the federal state educational standard.

The socialization of a child - how he communicates with other children and educators, engages in various activities, is established in the new standard of preschool education as the main criterion - the development of the child along with individualization. The socialization of preschool children is the basis around which, in fact, the whole situation of creating this standard is based. The requirements that are mandatory for the implementation of the program, for the conditions, for the structure and results in this standard occupy the dominant, most important position.

Systemic changes: preschool education 2013:

· The leading one is the “Educational and Disciplinary Model”, which is focused on preparing for school with an emphasis on the academic component of the methodology and programs, based on the requirements for the results that children demonstrate.

Preschool education 2018:

· The leading one is the “Personally-oriented model”, which is aimed at a person-oriented, personalized pedagogical approach, based on the requirements for the socio-cultural educational environment of preschool educational organization ensuring the achievement of educational results.

System changes: kindergarten 2013:

. *Focused on teaching children specific subject knowledge in a traditional academic model

* Focused on the initial formation of subject skills: reading, writing, counting

* Focused on ensuring the physical and mental development of children

* Focused on ensuring the creative development of children

* Provides care and supervision for children

Kindergarten 2018:

* Organization oriented educational process and the formation of subject skills in a developing sociocultural educational environment

* Focused on the formation of meta-subject skills and universal learning activities

* Focused on developing personal skills: creativity, communication, responsibility, self-confidence, initiative, the ability to self-reflect and evaluate one’s own progress, etc.

* Provides the formation of motivation for knowledge and creative activity

* Provides full information support to parents: they help assess the child’s social competence, form realistic expectations for the child, help in understanding the child’s world, etc.

* Focused on collaborating with parents to provide children with the best educational opportunities.

Systemic Change: Preschooler 2013 Key Skills:

· Intellectual development

· Literacy

· Subject knowledge

Short term results

Preschooler 2018 Key skills:

· Intellectual development

· Motivation to learn

· Creativity

· Independence

· Self confidence

· General knowledge and skills

· Initiative

Long term results

Thus, if the kindergarten has created: psychological, pedagogical, personnel, financial, material and technical conditions, and the implementation of the Federal State Educational Standard will be successful.

List of used literature

1. the federal law on education in the Russian Federation (No. 273-FZ)

2. Draft Federal State Educational Standard

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