Software for preschool children. Topic: Modern educational programs for preschool institutions

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Introduction…………………………………………………………………………………..3

Conclusion………………………………………………………………………………15

References……………………………………………………………………...16

Introduction

New approaches to management in the preschool education system cause a change in the range of functions, principles, methods and techniques of management activities of heads of educational institutions. These changes are objective and caused by the following main factors:

The emergence of market relations, including in the social sphere, and, as a consequence, competition between educational institutions;

The establishment of an alternative system of accompanying preschool children in the form of tutoring and private educational institutions;

The departure from a single program in the field of preschool education and the presence of a fan of general education (curriculum) programs, manuals, and teaching materials;

Insufficient regulatory funding for preschool educational institutions;

Wide opportunities for attracting extra-budgetary financial resources to institutions;

Increasing the interest of parents as the main social customers in the productive activities of a particular educational institution;

The desire of the public to influence the educational process in the institution, etc.

Thus, objectively, new requirements are being placed on educational institutions to ensure their stable functioning and development. The optimal mechanism for ensuring these processes is the activity of a preschool educational institution in developing and implementing its educational program.

DOW software. Educational program

The program is the main document of a preschool educational institution that determines the content of education at a certain level and focus. An educational program is a model for organizing the educational process.

The educational program of a preschool educational institution is developed in accordance with the requirements of the main regulatory documents: the Law of the Russian Federation “On Education” and the Model Regulations on a Preschool Educational Institution, in accordance with temporary state standards in the field of preschool education and education and is a mandatory regulatory document developed and implemented , according to clause 5, art. 14 of the Law of the Russian Federation “On Education”, “each educational institution independently.”

The educational program of a preschool educational institution is one of the main regulatory documents regulating its life activities. It, along with the Charter, serves as the basis for licensing, certification, accreditation, changes in budget financing, and the organization of paid educational services in accordance with the social order of parents (legal representatives).

The practice of preschool educational institutions and the analysis of literature on this issue made it possible to identify the problem of an ambiguous understanding of the purpose, structure and content of this document. The most common misconception is that the educational program is often identified with the curriculum implemented in a particular preschool institution. At the same time, there is real experience in developing educational programs by analogy with the school model or based on our own logic of understanding this document. Thus, it is possible to record another obvious contradiction between the requirement of the Law of the Russian Federation “On Education” and other regulatory documents on the development and implementation by each institution of its educational program and the lack of a common understanding of its purpose, structure and content.

We consider the educational program of a preschool educational institution as a normative and management document that justifies the choice of purpose, content, applied methods and technologies, forms of organization of the educational process in each specific preschool educational institution.

The purpose of the educational program is determined based on the fact that it is an internal (for a given institution) educational standard, determined by the municipal program for the development of education, the logic of development of the educational institution itself, its capabilities, and the educational needs of the main social customers - parents (legal representatives).

The purpose of the educational program is a motivated justification for the content of the educational process, the choice of a general education program in each specific preschool educational institution.

The development and implementation of an educational program as an internal standard of a preschool educational institution determines its purpose for the head and teaching staff, educational authorities, parents (legal representatives), and for secondary educational institutions.

For the leaders and teaching staff of a preschool educational institution, both the process of creating an educational program and joint activities for its implementation are valuable. In this case, the activity acquires a meaningful and orderly character. At the same time, the educational program allows you to see the prospects for your development, both personal and collective; assess your strengths and weaknesses; qualitatively prepare for licensing, state certification and accreditation procedures; manage an educational institution more consciously and purposefully.

The educational program allows you to show the competitiveness of the educational institution and determines the complementarity of the educational services provided. Since the educational program is a description of the management object, it can be the basis for developing and improving the structure and technology of managing the educational process, and can improve the efficiency of management functions such as planning, organization, analysis and control.

For heads of educational authorities, the educational program is a mechanism for external control over the activities of a preschool educational institution, and, we especially note this, a democratic mechanism, since the content of the educational process and those forms of its organization that are chosen and justified by themselves are subject to control and verification educational institutions.

For parents (legal representatives) of pupils, the educational program provides an opportunity to take part in the organization of the educational process, selection and adjustment of its content. This allows us to take into account the opinions and suggestions of the main “customers” of the activities of preschool educational institutions. In this regard, involving parents and representatives of the immediate social environment in the development and implementation of an educational program is a necessary condition for the stable functioning and development of each preschool educational institution. This will help ensure the implementation of parents’ right to information about educational services, the right to choose educational services, and the right to a guarantee of their receipt.

The educational program of a preschool educational institution is also of interest for secondary educational institutions, where the pupils of a particular kindergarten will go in the future. In this regard, we consider it advisable to establish business relations with nearby educational institutions and also institutions of additional education for children. It is appropriate to involve them (especially teachers of primary education, members of the administration of nearby schools who oversee issues of primary general education) at the stage of developing an educational program. This gives hope for a possible solution in the future to the issue of continuity between preschool and primary general education.

General education program of the preschool educational institution and requirements for it

The basic general educational program of preschool education (hereinafter referred to as the Program) is developed, approved and implemented in an educational institution on the basis of exemplary basic general educational programs of preschool education, the development of which is ensured by the authorized federal government body on the basis of federal requirements.

The program determines the content and organization of the educational process for preschool children and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening of children’s health preschool age, correction of deficiencies in the physical and (or) mental development of children.

The program should:

Comply with the principle of developmental education, the purpose of which is the development of the child;

Combine the principles of scientific validity and practical applicability (the content of the program must correspond to the basic principles of developmental psychology and preschool pedagogy, while having the opportunity to be implemented in mass practice of preschool education);

Meet the criteria of completeness, necessity and sufficiency (allow you to solve set goals and objectives only using necessary and sufficient material, get as close as possible to a reasonable “minimum”);

Ensure the unity of educational, developmental and training goals and objectives of the education process for preschool children, in the process of implementation of which such knowledge, abilities and skills are formed that are directly related to the development of preschool children;

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

Be based on a comprehensive thematic principle of constructing the educational process;

Provide for the solution of program educational tasks in the joint activities of adults and children and independent activities of children not only within the framework of educational activities, but also when carrying out regime moments in accordance with the specifics of preschool education;

It is assumed that the educational process will be based on age-appropriate forms of working with children. The main form of work with preschool children and the leading activity for them is play.

The program consists of two parts:

1) mandatory part;

2) the part formed by participants in the educational process.

The mandatory part of the Program must be implemented in any educational institution that implements the basic general education program of preschool education. Ensures that pupils achieve school readiness, namely the necessary and sufficient level of child development for their successful mastery of basic general education programs of primary general education. In compensatory and combined groups, the mandatory part of the program includes activities for qualified correction of deficiencies in the physical and (or) mental development of children with disabilities.

The part of the Program formed by participants in the educational process reflects:

Description of work

The development of modern society places new demands on preschool educational institutions, on the organization of the educational process in them, the selection and justification of the content of basic and partial educational programs, the results and effectiveness of their activities, the selection and training of teaching staff.
New approaches to management in the preschool education system cause a change in the range of functions, principles, methods and techniques of management activities of heads of educational institutions.

The content of the work

Introduction…………………………………………………………………………………..3
DOW software. Educational program…………………4
General education program of the preschool educational institution and requirements for it…………………….7
Types of general education programs. …………………………………………13
Conclusion………………………………………………………………………………15
References………………………………………………………………………………………...16

When we send a child to kindergarten, be it municipal, departmental, private or home, we are interested in “What will he do in the kindergarten?” kindergarten my baby?" Unfortunately, very few parents have information about what program their child should follow while attending kindergarten. And it is advisable to receive this information not from the lips of the baby himself, but from a competent source.

So, for your consideration, dear visitors, we present a number of educational programs for preschool education.

According to current legislation, today kindergartens in Russia operate according to programs created by scientific teams and teacher-researchers.

According to paragraphs 21 and 22 of the Model Regulations on a Preschool Educational Institution, approved by Decree of the Government of the Russian Federation of September 12, 2008 No. 666, the content of the educational process in a preschool educational institution is determined by the educational program of preschool education, developed, adopted and implemented by it independently in accordance with federal state requirements for the structure of the basic general education program of preschool education and the conditions for its implementation, established by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education, and taking into account the characteristics of the psychophysical development and capabilities of children.

In accordance with the goals and objectives defined by the charter, preschool educational institution can implement additional educational programs and provide additional educational services beyond the educational programs that determine its status, taking into account the needs of the family and on the basis of an agreement concluded between the preschool educational institution and parents (legal representatives).

Now about each program separately and in more detail

All programs preschool institutions can be divided into complex and partial.

Comprehensive development programs(or general developmental) - include all the main areas of child development: physical, cognitive-speech, social-personal, artistic-aesthetic; contribute to the formation of various abilities (mental, communicative, motor, creative), the formation of specific types of children's activities (subject, play, theatrical, visual, musical activities, design, etc.).

Partial development programs(specialized, local) - include one or more areas of child development.

The integrity of the educational process can be achieved not only by using one main (complex) program, but also by the method of qualified selection of partial programs.

COMPREHENSIVE PRE-SCHOOL EDUCATION PROGRAMS

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Program "Education and training in kindergarten"
Team of authors - M. A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
Created on the basis of the Standard Program of Education and Training in Kindergarten, it is an adapted version for Russian kindergartens.
Purpose of the program: protecting the lives and strengthening the health of children, their comprehensive education, training and preparation for school.
A new one was released in 2004 Kindergarten training and education program. The new Program is what practical workers in preschool institutions in Russia have been waiting for a long time.
One of its advantages is that in all types of children's activities at each age stage, primary attention is paid to the development creativity children, their individuality.
The ideological basis of the program was the most important ethical principles of the Convention on the Rights of the Child, which corresponds to modern standards of child upbringing and development.
The authors have preserved the best traditions of the previous program: comprehensive, harmonious development of the child, a clear definition of the tasks of education and training, continuity of all age periods of early and preschool childhood, focus on the regional component, as well as on preparing children for school. At the same time, the authors updated the general content of preschool education, the main directions of child upbringing, education and development, and presented them taking into account the psychophysiological characteristics of preschool children.
The program offers variable forms of teaching - each teacher can creatively use the content proposed by the authors in their work. The new Program maintained continuity with the 1985 program, but at the same time its structure was clarified and new sections appeared. For the first time, the aesthetic developmental environment is described in detail, recommendations are given for its creation, including the activities of the children themselves, their creativity and mastery of the surrounding micro- and macroenvironment. The new Program fills shortcomings in the field of spiritual education of children and their introduction to universal human values.
A large place in the program is given to children's health, their emotional well-being, the use of physical exercises and outdoor games, and the development of motor creativity.
Fiction is highlighted in a separate section as a type of art and as one of the ways of children's intelligence and creativity.
The new Program has enriched the methodology of working with children, which is ensured by a number of already published manuals for teachers of preschool institutions.

Rainbow program
Authors: T. N. Doronova, V. V. Gerbova, T. I. Grizik, E. V. Solosheva and others.
Program Goals:
1.Keep children healthy and form a habit healthy image life.
2.Ensure timely and complete physical and mental development of children.
3. To provide each child with a joyful and meaningful experience during preschool childhood.
The program is based on the idea that every year of a child’s life is decisive for the development of certain mental developments. Pedagogical work is based on theoretical positions on the leading role of activity in the mental development of a child and the formation of his personality. Creation special conditions opens up a wide field for children’s independent actions, stimulates the setting of new goals, and allows them to look for their own solutions.
An essential point in pedagogical work It is also the creation of motivation in children that can be used and with their help to encourage children to willingly learn new things that adults will pass on to them.
On this basis, 3 types of motivation are proposed:
. gaming motivation,
. communication motivation
. motivation of personal interest.
The authors of the program called it “Rainbow” by analogy with the seven-color rainbow, because it includes 7 important types of children’s activities and activities, during which the child’s upbringing and development occurs: visual arts, mathematics; speech development, construction, music, movement, the world around us.
The program has a full set of methodological support and represents a holistic system of education, development and training of children in a kindergarten. .
The authors pursue the goal throughout preschool childhood to form such personality qualities as good manners, independence, determination, the ability to set a task and achieve its solution, and others that allow the child, without losing interest in learning, to fully master knowledge not only at school, but also at school. constantly. In this regard, the solution of educational tasks is primarily aimed at the upbringing and general mental development of the child. At the same time, the formation of knowledge, skills and abilities is considered not as an end in itself, but as one of the means of child development.
“Rainbow” is the seven most important types of activities during which the upbringing and development of a child occurs.
The program is recommended by the Ministry of Education of the Russian Federation.

Program "Childhood"
Authors: V. I. Loginova, T. I. Babaeva, N. A. Notkina and others.
The purpose of the program: to ensure the development of the child during preschool childhood: intellectual, physical, emotional, moral, volitional, social and personal.
The introduction of a child into the world around him is carried out through his interaction with various spheres of existence (the world of people, nature, etc.) and culture ( fine arts, music, children's literature and native language, mathematics, etc.). The program presents works of oral folk art, folk games, music and dance, and decorative and applied arts of Russia. The teacher is given the right to independently determine the schedule of classes, content, method of organization and place in the daily routine. In a programme
a new important section has been highlighted: “The child’s attitude towards himself” (self-knowledge).
“Childhood” is a comprehensive educational program developed by the authors from the standpoint of humanistic pedagogy, a personal-activity approach to the development and upbringing of a preschool child. It includes three parts in accordance with the three stages of the preschool period (junior, middle, senior preschool age).
. Each part is based on general ideas that reflect the authors’ views on preschool childhood, its importance in human life, and the conditions for effective development in the preschool years.
The intellectual, physical, emotional, moral, volitional, social and personal development of the preschooler takes place in the activities that are closest and most natural to the child.
The entire content of the program is conditionally united around four main blocks:
“Knowledge”, “Humane attitude”, “Creation”, “Healthy lifestyle”.
For example, the “Humane attitude” block orients children towards a friendly, careful, caring attitude towards the world; The purpose of the “Cognition” block is to help preschoolers master a variety of accessible ways of understanding the world around them (comparison, elementary analysis, generalization, etc.).
Particular emphasis in the program is placed on introducing children to the natural world and instilling a caring attitude towards natural objects. The program has a complete set of methodological support.

Program "Origins"
Authors: L. A. Paramonova, T. I. Alieva, A. N. Davidchuk et al.
The name of the program reflects the enduring importance of preschool childhood as a unique age in which the foundations for all future human development are laid.
In the “Origins” program, the child is the central figure of the educational process.
The purpose of the program: diversified development of the child; the formation of his universal, including creative, abilities to a level corresponding to age-related capabilities and requirements of modern society; ensuring all children have an equal start in development; maintaining and strengthening their health.
The program, which is humanistic in orientation, will allow the teacher, based on age criteria, to take into account the different rates of development of children and implement an individual approach to them. Psychological age does not coincide with chronological age, and one psychological age is not equal in duration to another. In connection with this approach, the program highlights psychological ages:
Early childhood(2 stages)
. infancy (from birth to 1 year)
. early age (from 1 year to 3 years).
Preschool childhood (2 stages)j
. junior preschool age (from 3-5 years)
. senior preschool age (from 5 to 7 years)
This division is determined by the fact that at the boundaries of the designated ages, significant qualitative changes occur in the development of the child, identified in many psychological studies and empirical experience of education.
The program focuses on enrichment—amplification; and not on artificial acceleration - acceleration of development. Amplification of a child’s mental development presupposes the maximum realization of his capabilities, which are formed and manifested specifically in children’s activities. Unlike acceleration, it makes it possible to preserve and strengthen the child’s physical and mental health.
The program takes into account the specifics of preschool education, which is fundamentally different from school education. To achieve the unity of goals and objectives of raising a child, the program provides for meaningful interaction between the kindergarten and the family.
The basic program, which sets general guidelines for the upbringing, training and development of children, can become the basis for future variable and special programs.
Recommended by the Ministry of Education of the Russian Federation.

Development program
Authors: L. A. Wenger, O. M. Dyachenko, N. S. Varentsova and others.
The purpose of the program: to develop the mental and artistic abilities of children 3-7 years old.
The program focuses on developmental education based on the psychological theory of L. A. Wenger about the development of children's abilities.
The program, as the authors point out, is based on two theoretical principles. The first is the theory of A.V. Zaporozhets about the intrinsic value of the preschool period of development. The second is L. A. Wenger’s concept of developing abilities.
The program is aimed at developing children's mental abilities. When developing program material, we first took into account what means of solving cognitive and creative problems should be learned by children and on what content these means can be learned most effectively.
The program is designed for every age.
Particular attention is paid to developing ways for preschoolers to solve cognitive and creative problems.
Organization of work in all age groups involves conducting classes in subgroups of 8-10 people. While one subgroup carries out the teacher’s task, the rest of the children, under the supervision of an assistant teacher, are busy playing games or doing independent activities.
In addition to the traditional ones, the program includes the following sections: “Expressive movement”, “Artistic design”, “Directing acting”. The program is provided with detailed plans for each lesson and pedagogical diagnostics, and has a full set of manuals to help teachers.
Recommended by the Ministry of Education of the Russian Federation.

“Krokha” program
Authors: G. G. Grigorieva, D. V. Sergeeva, N. P. Kochetova and others.
Goal: comprehensive development, education and training of children under 3 years of age.
Developed in the spirit of the ideas of humanization of family and public education little children.
The uniqueness of the program lies in its wide range of coverage of the child’s development period, from prenatal (including the mother’s preparation for the birth of a child) to his adaptation to entering a preschool educational institution.
The program is addressed primarily to families and preschool teachers.
The program contains information materials on all areas of personality development of a child under 3 years old, as well as guidelines.
Recommended by the Ministry of Education of the Russian Federation.

PARTIAL PRESCHOOL EDUCATION PROGRAMS

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Health-saving program “Fundamentals of safety for preschool children”
Authors: R. B. Sterkina, O. L. Knyazeva, N. N. Avdeeva.
Purpose of the program: developing in a child the skills of adequate behavior in various unexpected situations, independence and responsibility for his behavior.
In the 21st century, humanity faces one of the main problems - comprehensively ensuring the safety of human life.
The content of the program includes six sections: “Child and other people”, “Child and nature”, “Child at home”, “Child’s health”, “Child’s emotional well-being”, “Child on the city streets”.
When implementing this program, each preschool institution organizes training taking into account individual and age characteristics children, sociocultural differences, the uniqueness of home and living conditions in urban and rural areas.
Due to the special importance of protecting the life and health of children, the program requires mandatory compliance with its basic principles
The program has an educational and methodological set: a textbook on the basics of life safety for children of senior preschool age and four colorfully illustrated handout albums for children.
Recommended by the Ministry of Education of the Russian Federation.

Environmental education programs

Program "Young Ecologist"
Author: S. N. Nikolaeva.
Goal: education of ecological culture of preschool children.
The program can be used by any preschool institution that is moving from traditional introduction to nature to addressing issues of environmental education for preschoolers. The program contains five sections:
. the first two are devoted to revealing the relationship of plants and animals with their environment;
. the third traces their role in the process of ontogenesis - the growth and development of certain species of plants and higher animals;
. the fourth reveals relationships within communities whose lives children can observe;
. the fifth section shows different shapes human interaction with nature.
The “Young Ecologist” program includes a subprogram - it is designed to improve the skills of teachers and reorient their thinking from “familiarization with nature” to “ecological education”.
Methodological materials have been developed for the program “Education of environmental culture in preschool childhood”, which reveal a specific technology for environmental education of older preschoolers in a kindergarten, and present planning of work with children throughout school year by month and week.
Recommended by the Ministry of Education of the Russian Federation.

Program "Spiderweb"
Author: Zh. L. Vasyakina-Novikova.
Goal: formation of an integral system of knowledge and skills that develop planetary thinking in children based on the formation of a socio-ecological ideal; environmental education.
The program is applicable for various types Preschool education, but it may especially be of interest to teachers of those institutions for which environmental education is a priority.
The knowledge system embedded in the program consists of four large blocks of answers to the main questions that arise in children of this age: - “How do I live?”, “Where do I live?”, “When do I live?”, “Who do I live with?” ? — and compiled by age group.
Recommendations have been issued for the “Spider Web” program, and a specific technology has been developed for solving the problems of environmental education. younger preschoolers, the approximate distribution of educational material for the year is presented.
Recommended by the Ministry of Education of the Russian Federation.

Program “Our home is nature”
Author: N. A. Ryzhova.
Program for senior preschool and primary school age.
The main goal of the program is to educate from the first years of life a humane, socially active, creative personality, capable of understanding and loving the world around us, nature and treating them with care.
Particular attention is paid to the formation of a holistic view of nature and man’s place in it, environmental literacy and safe behavior person.
This program ensures continuity in environmental education of preschoolers with primary school in the subjects “The Environment” and “Natural History”.
Released for the program methodological developments, presented in the series of books by N. A. Ryzhova: “Water Sorceress”, “Invisible Threads of Nature”, etc.
Recommended by the Ministry of Education of the Russian Federation.

Artistic and aesthetic cycle programs

Program "Nature and the Artist"
Author T. A. Koptseva.
Goal: introducing children to world artistic culture as part of spiritual culture and forming ideas about nature as a living organism. The natural world acts as a subject of close study and as a means of emotional and imaginative influence on the creative activity of children.
The proposed system of artistic and creative tasks is based on the goals of the “Fine Arts and Artistic Work” program, developed under the leadership of B.M. Nemensky.
The program has a block- thematic planning. Main blocks: “The world of nature”, “The world of animals”, “The world of man”, “The world of art”.

Program "Integration"
Author T. G. Kazakova.
Goal: skill development fine arts in preschool children; perception of fine art; formation artistic images, the formation of artistic abilities in children.
The author skillfully built a line of integration of all types of fine arts.
Schemes have been developed for the program to introduce children to the fine arts (painting, graphics, sculpture, decorative and applied arts, design); types of activities with children (single-type, integrated, complex according to types of art); integration of types of activities.
The author proposes a technology for developing visual abilities in children early age, which provides for the targeted development of the beginnings of creative manifestations in art activities. The main emphasis is placed on the formation of emotional and figurative perception, artistic and figurative principles in drawing, modeling, and appliqué.
The author focuses on drawing with paints - gouache, which contributes to the emergence of associative images in young children. To help educators and parents, a system of classes has been developed, and the features of pedagogical guidance in the creative activities of young children have been revealed. In the book by T. G. Kazakova “Classes with preschoolers in visual arts,” in addition to notes, illustrative materials were selected and special notebooks were prepared.

"Semitsvetik" program
Authors: V. I. Ashikov, S. G. Ashikova.
Goal: cultural and environmental education of preschool children, formation of the initial stage of a spiritually rich, creative, self-developing personality, education of morality, broad outlook, development of creativity through the perception of beauty.
The following blocks are highlighted: “Planet Earth”, “Sky”, “Art”, “Lights”; Thematic planning of work for the year and approximate lesson notes are offered.
The motto of the “Seven Flowers” program is education through Culture and Beauty.
Much attention is paid to the joint creative activity of children and adults. The program is designed for use in kindergarten, in art and creative children's studios, as well as in home education.
The program is accompanied by an anthology “About Heaven and Earth: A Fairytale Reader,” which includes folk tales and legends different countries on the topics of the first two blocks. The authors have created the following manuals: “The Solar Circle”, “One Hundred Activities with Preschool Children, according to the “Seven Flowers” program”, “The ABC of the World”, “Lessons of the World”.
Recommended by the Ministry of Education of the Russian Federation.

Program "Design and manual labor in kindergarten"
Author L.V. Kutsakova.
Goal: development of design skills and artistic and creative abilities of children, familiarizing them with various modeling and design techniques.
The program contains technologies based on the use of non-traditional teaching methods and techniques, allowing the teacher to develop associative thinking, imagination, creative skills, practical skills, and artistic taste in children.
The author’s manual “Classes for preschoolers on design and artistic work” provides a detailed technology for teaching children to design using construction sets, paper, cardboard, construction, natural, waste and other materials. The selection of educational material for creativity meets the principles of didactics and the age capabilities of children.

"Umka" program - TRIZ
Authors: L.M. Kurbatova and others.
Goal: development of active forms of thinking in a preschooler in unity with creative imagination, development of fantasy through enrichment of the subject-spatial environment of the kindergarten (fairy-tale, game, aesthetic, environmental, technical nature).
The program creates the prerequisites for a systematic vision of the world and its creative transformation.
Consists of three relatively independent parts:
. program for the development of thinking and creative abilities of preschool children - “Umka” - TRIZ;
. a program option that includes educational content for organizing work with children in intellectual and aesthetic development studios;
. subprogram that prepares teachers of preschool educational institutions for the implementation of the program for the development of thinking and creative abilities of preschool age “Umka” - TRIZ.
TRIZ is a technology with which teachers develop the qualities of a creative personality in preschoolers. The main means of working with children is pedagogical search. When teaching a child, the teacher follows his nature, i.e. uses the principle of conformity to nature. The credo of TRIZ members: every child is talented, you just need to teach him how to navigate the modern world in order to achieve maximum effect with a minimum of costs.

Program "Harmony"
Authors: K.V. Tarasova, TV. Nesterenko, T.G. Ruban.
Goal: general musical development of children, the formation of their musical abilities in the process of basic types of musical activities: listening to music, musical movement, singing, playing children's musical instruments, musical dramatization games.
The peculiarity of the program is that it is based on the results of many years scientific research development of musical abilities.
The program implements a comprehensive, holistic approach to the musical development of preschoolers. The improvised nature of some activities proposed by the authors is especially important for the formation of musical creativity. The program is methodologically supported by anthologies, audio cassettes, and recommendations for organizing work with children of all ages, taking into account their psychological characteristics.

Program "Baby"
Author V. A. Petrova.
Goal: development of musical abilities of children of the third year of life in all types of musical activities available to them, familiarization at an early stage of preschool childhood with the world of musical culture and high spiritual values.
This is a new program for musical education of young children (3rd year of life). It was developed by the author based on many years of experience practical work with kids.
The “Baby” program is designed for the real possibilities of musical development of young children and the variability of the tasks of the musical repertoire depending on the characteristics of a particular group.
The program includes work with teachers and parents. The package of materials includes:
1. Program.
2. Reader of the musical repertoire.
3. Methodological recommendations for all types of musical education, as well as for holiday matinees and leisure activities.
4. Audio cassette recording of instrumental music for listening to performance by symphony and string orchestras.

Program "Musical Masterpieces"
Author O. P. Radynova.
Goal: formation of the foundations of musical culture in preschool children, development of creative abilities in various types of musical activities.
The author offers a clear system of work based on the use of works of art, authentic examples of world musical classics.
The center of the program is the development of children's creative listening to music, which involves encouraging children to demonstrate various forms of creative activity - musical, musical-motor, artistic.
The basic principle of constructing the program is thematic (the presence of 6 topics that are studied for one to two months and repeated on new material in each age group.
The program has developed methodological recommendations for teachers, a system of classes for all age groups in kindergarten, conversations, concerts, and entertainment.
The program provides an interconnection between cognitive, value-oriented and creative activities of children in the process of forming the foundations of musical culture.
The program is recommended by the Ministry of General and vocational education RF

Programs for the social and moral development of preschool children

Program "I, You, We"
Authors: O. M. Knyazeva, R. B. Sterkina.
Goal: social and emotional development of a preschool child, the formation of his emotional sphere and social competence.
The program helps to solve a complex of problems related to the development of moral standards of behavior, the ability to build relationships with children and adults, and to cope with life with dignity. conflict situations, adequately assess your own capabilities.
The program includes the following sections:
. "Self confidence";
. “Feelings, desires, views”;
. "Social skills".
The content of the program is implemented on the basis of non-traditional variable lesson scenarios using a set of educational and visual aids for children’s independent activities.
Methodological recommendations are given to teachers and parents. The set includes educational and visual aids: “What are you like?”, “What do you like?”, “Happy, sad...”, “We are all different”, “How to behave?”, “Who are you friends with?”
Recommended by the Ministry of Education of the Russian Federation

Program “I am a man”
Author S. A. Kozlova.
Goal: to help the teacher reveal to the child the world around him, to form his idea of himself as a representative of the human race, about people living on Earth, about their feelings, actions, rights and responsibilities, various activities; on the basis of cognition, develop a creative, free personality with a feeling self-esteem and imbued with respect for people.
The program is aimed at developing a child’s worldview - his own vision of the world, his own “picture of the world”, consonant with the possible level of development of his feelings.
The program includes four large sections: “What I know about myself”, “Who are adults”, “Man is a creator”, “The Earth is our common home”. Each section has several subsections that specify its content. All sections of the program are interconnected, they complement each other, although each has its own specifics, its own educational goal.
The program presents requirements for the level of mastery of all sections, and also offers recommendations to parents, educators and teachers primary classes. The program has methodological kits consisting of workbooks, sets of flashcards and teaching aids for adults.
The author has written a textbook “Theory and Methods of Familiarizing Preschool Children with Social Reality,” which can serve as a technology for implementing the “I am a Human” program.
The program is approved by the Department of General Secondary Education of the Ministry of Education of the Russian Federation.

Program “Introducing children to the origins of Russian folk culture”
Authors: O. L. Knyazeva, M. D. Makhaneva.
Goal: formation in preschool children (3-7 years old) of the basis of culture on the basis of familiarization with the way of life and the life of their native people, their character, inherent in them moral values, traditions, cultural characteristics.
The educational goal of the program is to introduce children to all types of national art - from architecture to painting, from dance, fairy tales and music to theater.
The program consists of three parts. The first contains specific recommendations for the implementation of the program and organization of the developmental environment in preschool educational institutions, and highlights the forms and methods of interaction between the teacher and children. The second part provides long-term and calendar plans for working with children of all age groups, and describes in detail the content of all classes. IN
The third part includes applications: literary, historical, ethnographic, historical texts, a dictionary of Old Church Slavonic words most often used in fairy tales, proverbs, and sayings.
The program is recommended by the Ministry of Education of the Russian Federation.

Program “Development of children's ideas about history and culture”.
Authors: L. N. Galiguzova, S. Yu. Meshcheryakova.
Goal: to develop in children of senior preschool age the foundations of spiritual culture, a humane attitude towards people and their work, respect for cultural values different nations; development of cognitive activity and creative abilities. The program consists of four sections:
. primitive people;
. wonders of the ancient world;
. travel with a fairy tale;
. before and now.
The content of classes for each of the listed sections is presented in a separately published manual, which contains illustrations, games and simple tasks.
The program, at an accessible level, introduces children to the lives of people in different historical eras and gives basic ideas about technological progress.

Heritage Program
Authors: M. M. Novitskaya, E. V. Solovyova.
Goal: introducing the child to Russian culture, introducing him to such spiritual values that are the connecting link between people.
The program consists of blocks that have relatively independent meaning and specific tasks:
. circle of events;
. family circle;
. reading circle
The authors have developed content materials for these blocks, holiday scripts, folk games, and a list of references. The authors use the traditional agricultural calendar for Russian culture, which reflects the rhythm of the annual life of nature and man in interaction with it. Orthodox calendar acts as a form folk traditions and memory of the history of the country and the world. Calendar memorable dates reminds of various phenomena and events of Russian classical culture.

Programs for physical development and health of preschool children

The “Play for Health” program and the technology of its application in preschool educational institutions.
Authors: Voloshina L.N., Kurilova T.V.
The author's program “Play for Health”, it is based on the use of games with elements of sports. The program was created on the basis of meaningful experimental work at a preschool educational institution
No. 69 Belgorod. It is addressed to kindergarten teachers, physical education instructors, and children's trainers. sports schools, centers, health camps.
Games and playful moments include a wide variety of motor actions and create a holistic learning system accessible to adults and children.
The use of games with sports elements proposed in the program enriches the motor activity of children, making it versatile, responding to individual experience and their interests. Children who have mastered the program become initiators in organizing outdoor games in the yard, willingly offer their experience to children, and include adults in games.
The practical significance of the manual is determined by the presented notes of physical education classes.

Program "Spark"
Author L. E. Simoshina.
It is based on the provisions of the “Childhood” program. The content of the educational material is presented in two sections: theoretical and practical.
Theoretical assignments in the form of questions and answers are given at each lesson. In the practical part of the classes, it is recommended to use six options for motor-sensory organization of classes:
. movement and breathing;
. movements and visualization of the “picture of the natural world”;
. movements and musical accompaniment;
. movements and visualization of the teacher’s athletic appearance;
. movements and temperature contrasts environment;
. movement and positive emotional state, as well as exercises different types: health-improving, hardening, beautiful, cheerful, solemn and competitive.
The author claims and proves that one of the conditions for improving the physical condition of a preschooler is not the amount of physical activity, but the quality of motor actions and consistent interaction with dosed exposure to cold - hardening.
The technology for implementing the program comes down to general and special preparation of the child’s individual plastic image in a role-playing environment and in the air.

Program "Hello!"
Author M. L. Lazarev.
Goal: to help teachers and parents organize health activities with preschool children aimed at developing healthy lifestyle skills. The program and methodological manual are developed based on modern approaches to the education of preschool children.
The program material includes not only health-improving, but also educational elements that contribute to the development of the child’s personality. Music plays an important role in the program, which for the first time in the pedagogical literature on the formation of health is not additional material, but the integral basis of the entire course.

Start technology
Author L.V. Yakovleva.
In developing the program, the author was assisted by a member of the Federal Expert Council on General Education of the Ministry of Education of the Russian Federation R. A. Yudina and an orthopedic doctor, head of the children's clinic of the Central Research Institute of Traumatology and Orthopedics, Doctor of Medical Sciences L.K. Mikhailova.
The content of the program reflects many years of practical experience in teaching healthy lifestyles with preschool children (from toddlers onwards).
The author refused to distribute the material by age groups, justifying this by the fact that such an approach artificially inhibits the development of the child. The technology contains material on the use of acrobatic exercises, exercises on non-standard equipment for preschoolers, and stretching exercises.
The program consistently addresses the following questions:
. how to use standard and non-standard equipment when working with preschoolers;
. methods for diagnosing motor activity of children to determine their sports interests and abilities;
. recommendations for developing a work system, taking into account the conditions of a preschool institution;
. features of interaction between the physical education teacher and the group teacher;
. notes of physical education exercises outdoors and in the hall;
. approximate complexes of health-improving gymnastics, exercises for breathing development.

Health program
Author V. G. Alyamovskaya.
Goal: raising a preschooler who is physically healthy, diversified, proactive and liberated, with self-esteem.
The author proposes a system consisting of four main directions, each of which is implemented by one or more subroutines:
1. Ensuring psychological well-being (“Comfort”).
2. Protection and promotion of children's health (“Health Troupes”).
3. Spiritual health (“City of Masters”, “School of a Small Entrepreneur”).
4. Moral health, introducing the child to universal human values (“Etiquette”, “Personality”). Cognitive development programs for preschoolers

Program "Preschooler and... economics"
Author A.D. Shatova.
The program is designed to work with children of senior preschool age and is aimed at ensuring that the child can: .
learn to understand and appreciate the surrounding objective world (the world of things as a result of people’s labor); .

Company "SpasiBeaucoup"

Egeubaeva K.S. Product:

Hello, my name is Kamila. I am the head of the sales department at educational organization"SaveBeaucoup." Our organization provides various educational services. Such as, training in 16 world languages, preparation for international and local tests, translation services, travel services and educational trips.

Our company has been using the Universal Accounting System program for about a year. We used to have countless folders, Excel documents and schedules, teacher reports, paper records, etc. Now all the necessary information is stored by the USU, and I want to say that the program has significantly speeded up and improved the quality of work, saving us from paperwork. For our call center, USU is convenient because we can easily check and notify how many classes are left for a particular student in our center.

Also, since we have several branches around the city, I like the program because here you can keep a large database always organized and accessible to all administration employees. I would like to note that with the help of this program I, as the head of a department, can monitor the work of managers and make a report for the period I need.

If questions or problems arise, we contact USU specialists and receive all the answers and technical support. We thank the creators of the USU software, and we hasten to recommend it to others!

Letter of thanks

The Grenadine company expresses its gratitude to the Universal Accounting System for developing a unique program.

Thanks to professionalism, the program was developed taking into account all our wishes and needs.

A big advantage of our work is the prompt feedback from our personal manager.

We would like to express our special gratitude to Nikolai Nikolaevich Akulov for his individual approach to our project.

We plan to continue and expand our cooperation in the future!

Sincerely, General Director of Grenadine LLP S.I. Ospanov

Our art school "Virtuoso" opened in 2015. The database and accounting system were all recorded in Excel, which was convenient in the beginning. After a year, we had many students and we could not control the system.

Universal Accounting System we found on the Internet. The program you created suits us perfectly. That's what we need. We are currently only working Universal accounting system, we like it and meets all our requirements. Easily. Fast. Comfortable.

Thanks to the team!

Sincerely, Director N.M. Medetov

OHANA PEACE LLP

Development Director Kurmanova D.A. Product:

Rating: 5/5

OHANA PEACE LLP expresses gratitude to the team of the Universal Accounting System for installing the program for the OHANA hobby club. During our collaboration, the company's employees have proven themselves to be high professionals who monitor the quality of the work performed and take into account the wishes of the Customer.

Development Director Kurmanova D.A.

LLC Educational Consulting Intellect Group

General Director N.A. Zhigalova Product:

Rating: 5/5

Product: Training Center Management

Our company provides educational services in the field of foreign languages in Penza.

We had not used accounting systems before; all information was recorded manually on paper, and this was very inconvenient. We soon found your program based on reviews on the Internet, which we are very happy about.

Educational consulting "Intelligence Group" expresses its sincere gratitude to the employees of your company for their assistance in installing the program, mastering it, and for technical support. We also express our gratitude to the developers for such a convenient data recording system. The program is really easy to use and understandable to all employees.

Thank you for your cooperation!

General Director N.A. Zhigalova

English courses "Oxford"

Director of courses Sheptukha O.N. Product:

Feedback about "Universal Accounting System"

My name is Oksana Sheptukha, I am the course director in English"Oxford" in Kharkov, Ukraine.

Our company is relatively young, we are five years old, but we have already earned a reputation, we are recommended to friends. Undoubtedly, this is encouraging, but when the number of our clients exceeded 100 people, it became difficult to keep statistics. Another difficulty was one of our tricks - we allow students to make up classes missed for a good reason. It was very difficult to keep accounting on paper, because in addition to financial income and teachers’ salaries, it was necessary to keep records of missed and completed classes. The question arose of finding a convenient accounting system.

Internet searches led to Universal accounting system. The first advantage is that there is no monthly subscription fee. The second advantage is a very convenient interface. Two weeks of test use of the demo version left virtually no questions. At our request, changes were made to the program - the ability to schedule not only each student, but the entire group as a whole. After paper “torment” thanks to USU

We use the program to work with clients. The program is quite convenient, helps optimize work processes, frees up employees to solve more important tasks, and also brings together all the necessary modules for work into a single database.

Thank you for developing the program "USU - Universal Accounting System".

3. Introduction to literacy (junior, middle group); preparation for literacy training (from the senior group).

4. Formation of ideas about the surrounding world about oneself (younger age).

5. Familiarization with nature (middle group).

6. Formation of elementary environmental ideas.

7. Development of elements of logical thinking (from the senior group).

8. Formation of elementary mathematical representations(from the middle group).

9. Familiarization with spatial relationships (from the middle group).

10. Constructive activity.

11. Visual activity.

12. Play activities.

In the program complex missing sections“Development of musicality” and “Physical development”. The authors recommend the following programs: “Harmony”, “Synthesis” (,); "Baby" () - musical education and development; recommendations for organizing physical education in Makhaneva’s preschool educational institution. The program offers additional sections: “Artistic Design”, “Expressive Movement”, “Directing Play”.

Software and methodological support: Development program (for each age group); lesson plans for the “Development” program (for each age group); “Teacher’s Diary: Development of Preschool Children”; “Pedagogical diagnostics”; “Diagnostics of mental development of children of senior preschool age” (theoretical and practical material); "Recommendations for identifying mentally gifted children 5-6 years old."

Education and training program in kindergarten”, ed. ,(3rd edition M., 2005) is a state policy document that was prepared taking into account the latest achievements modern science and practices of domestic preschool education and is a modern variable program, which comprehensively presents all the main content lines of education, training and development of a child from birth to 7 years.

The program brings to the fore the developmental function of education, ensuring the development of the child’s personality and revealing his individual characteristics.

The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in education and compensates for the shortcomings in the spiritual, moral and emotional education of the child.

The main criterion for selecting program material is its educational value, the high artistic level of the cultural works used (classical, both domestic and foreign), the possibility of developing the child’s comprehensive abilities at every stage of preschool childhood.

The leading goals of the program are the creation of favorable conditions for a child to fully enjoy preschool childhood, the formation of the foundations of basic personal culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing the child for life in modern society.

These goals are realized in the process of various types of children's activities: gaming, educational, artistic, motor, elementary labor.

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

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

Creating an atmosphere in groups of a humane and friendly attitude towards all students, which will allow them to grow sociable, kind, inquisitive, proactive, striving for independence and creativity;

Maximum use of a variety of children's activities; their integration in order to increase the efficiency of the educational process;

Creativity (creative organization) of the process of education and training;

Variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;

Respect for the results of children's creativity;

Ensuring the development of the child in the process of education and training;

Coordination of approaches to raising children in preschool and family settings;

Ensuring family participation in the life of kindergarten and preschool groups as a whole;

Maintaining continuity in the work of the kindergarten and primary school, eliminating mental and physical overload in the content of education for a preschool child.

It is quite obvious that solving the goals and objectives of education outlined in the program is possible only with the purposeful influence of the teacher on the child from the first days of his stay in a preschool educational institution. The level of general development that the child will achieve and the degree of moral qualities acquired by him depend on the pedagogical skill of each educator, his culture, and love for children. Caring for the health and comprehensive education of children, teachers of preschool educational institutions together with family should strive to make every child’s childhood happy.

Program structure: The program is organized by age group. It covers four age periods of children’s physical and mental development:

Early age - from birth to 2 years (first and second early age groups);

Junior preschool age - from 2 to 4 years (first and second junior groups);

Average age - from 4 to 5 years (middle group);

Senior preschool age - from 5 to 7 years (senior and preparatory groups for school).

Each section of the program provides a description of the age-related characteristics of the mental and physical development of children, identifies general and special tasks of upbringing and training, features of the organization of children’s lives, provides for the formation of the necessary ideas, vital skills in the learning process and their development in everyday life. The program has developed the content of children's parties, entertainment and leisure activities. Approximate levels of development have been determined, which reflect the achievements acquired by the child by the end of each year of stay in a preschool institution .

The program is accompanied by lists of literary and musical works, didactic and outdoor games recommended for use in the pedagogical process.

The principles on which education is based are as follows:

cultural traditions

3. Subjective assessment of the merits and controversial positions of the program.

The choice of programs for preschool educational institutions is very relevant at the present time. The Ministry of General and Professional Education developed and communicated to the education authorities Instructive Letter dated June 2, 1998 No. 89/34-16 “On the implementation of the right of preschool educational institutions to choose programs and pedagogical technologies.”

Currently, before the introduction of the State Educational Standard, there are Temporary (approximate) requirements for the content and methods of education and training implemented in a preschool educational institution (Appendix to the order of the Ministry of Education Russian Federation dated August 22, 1996 No. 000). State educational authorities, including the Russian Ministry of Education, ensure the development of exemplary educational programs. The list of programs that have passed the federal level examination is contained in information letters of the Ministry of Education of Russia dated March 24, 1995 No. 42/19-15, dated January 29, 1996 No. 90/19-15, dated July 18, 1997 No. 000/36 -14. In 1999, the directory catalog “Preschool Education in Russia” (ed.) was published, which also provides a list of recommended programs and new technologies for preschool institutions that meet the requirements of the state educational standard for the preschool level of education.

The examination of programs is carried out by the Federal Expert Council on General Education of the Ministry of Education of the Russian Federation. If the evaluation is positive, the program is recommended for use by preschool educational institutions of the Russian Federation. Regional (local) education authorities can create expert councils (commissions) to examine preschool education programs for a specific region (city, district). The examination of a set of specialized (partial) programs is carried out by: the Council of Teachers of a preschool educational institution for the use of a set of programs in the work of this institution; by the commission for certification of a preschool educational institution in the process of a comprehensive examination of its activities.

In accordance with clause 5 of article 14 and clause 2 of article 32 of the Law of the Russian Federation “On Education”, as well as clause 19 of the Model Regulations on a Preschool Educational Institution (approved by Decree of the Government of the Russian Federation of July 1, 1995 No. 000 ) a preschool educational institution, independently both in choosing educational programs from a set of variable programs, and in making changes and developing its own programs that do not have a stamp, subject to their correct implementation, can ensure compliance with the Temporary (approximate) requirements for the content and methods of education and training, implemented in a preschool educational institution.

The choice of programs depends on the type of preschool educational institutions: kindergarten; kindergarten with priority implementation of one or more areas of development of pupils; a compensatory kindergarten with priority implementation of qualified correction of deviations in the physical and mental development of pupils; kindergarten for supervision and health improvement with priority implementation of sanitary, hygienic, preventive and health-improving measures and procedures; combined kindergarten; child development center - kindergarten with physical and psychological development, correction and health improvement of all pupils.

The selected program must meet the objectives of the preschool educational institution. It is not permitted to use programs that have not passed the appropriate examination at the federal or city level when working with children. At the Labor Collective Council or the Pedagogical Council, a decision must be made on the implementation of a particular program in the work of a preschool institution. The program chosen by the kindergarten is recorded in the Charter of the kindergarten.

Despite the difficulties of the transition period, the changes taking place in the field of education preserve the best traditions of the Russian preschool education system and undoubtedly have positive features. This was indicated in the analytical materials of the head of the Department of Preschool Education of the Ministry of Education, Sterkina:

· the principle of complexity is observed - the pedagogical process covers all the main areas of child development (physical, familiarization with the outside world, speech development, artistic and aesthetic, etc.), a system of measures is provided to protect and strengthen the health of children;

a new style

individual approach

The development and (or) education program is a necessary core in the work of a preschool institution. The main priorities of education are: maintaining and strengthening health, ensuring favorable conditions for the development of all children, respecting the child’s right to preserve his individuality while implementing the basic content of education and upbringing. Important components of any program and pedagogical process in accordance with it are the construction of a regime and place of play in kindergarten, hygienic conditions for organizing life, classes and all children's activities, and disease prevention.
According to experts and organizers of preschool education, civilized control over the level of education is important. Control that can protect the child from incompetent pedagogical influences and unprofessionalism. Such control was ensured by the introduction of state educational standards. In 1996, by order of the Minister of Education of the Russian Federation, “Temporary (approximate) requirements for the content and methods of education and training implemented in a preschool educational institution” were established. These requirements relate both to educational programs and pedagogical technologies, and to the nature of interaction between staff and children.
Development of new programs that have been implemented in domestic preschool education for a number of years and introduce new content of education and educational technologies, require the authors, first of all, to define a conceptual approach to child development, historical and pedagogical erudition, scientific integrity, methodological literacy, and creative potential.
When creating new programs, it is inevitable to rely on the theoretical work of researchers and use elements of traditional technologies that provide positive changes in the development of the child. At the same time, the theoretical competence of the authors and respect for their predecessors and their contribution to the theory and practice of preschool education are important. The combination of innovative approaches and traditions does not reduce the merits of new programs, but indicates the further development of pedagogical thought.

The program focuses teachers' attention on the interaction between an adult and a child, which is based on concern for the physical, mental and emotional well-being of the child.

The authors of the program believe that recommendations for organizing a healthy lifestyle for children must be strictly followed. The child should move throughout the day (2/3 of the duration of the waking period). Purposeful daily specially organized classes (classical physical education or rhythmic music) are required. Walks include physical education classes as their component parts. The program provides for active motor recovery after sleep (morning exercises at home), as well as hygienic warm-up before breakfast as a necessary activator for the child’s body. The program emphasizes the importance of a teacher’s knowledge and ability to determine the characteristics of a child’s physical development in order to develop a culture of movement in children. Distinctive features of the section: for successful physical education, the authors of the program propose to draw up a kind of “prognosis card” for each child with a description of the “today’s” state of the child, his physical development and motor activity. The forecast map: reflects (at each age stage) the features of the child’s development (development of muscles, organs, systems, etc.); those areas of the body that need developing, reinforcing or improving actions to strengthen are determined; those movements are determined that are at this stage contraindicated for a child, may cause harm to him; those forms of movements are selected that allow one to achieve age-related physical perfection (not individual motor skills, but physical perfection in relation to given age). This type of analysis requires collaboration. medical workers and group teachers, as well as parents.
for the teaching staff: implementation of the program requires high organization of work. It is necessary to learn to combine increased requirements for other sections of the program with the need to provide physical education to children.

“Program of education and training in kindergarten”(authors, Gerbova T.S. - M.: Mozaika-Sintez, 2005).

The main task is to protect the lives and strengthen the health of children, comprehensive education and training, and preparation for school.
The program is organized by age groups. It covers four age stages of physical and mental development of children: early age - from birth to 2 years (first and second groups of early age), junior preschool age - from 2 to 4 years (first and second junior group), average age- up to 5 years (middle group), senior preschool age - from 5 to 7 years (senior and preparatory to school). In accordance with this program, physical education in a preschool institution should be carried out both in special physical education classes and in everyday life. In all age groups, much attention is paid to teaching children cultural and hygienic skills and correct posture. In the physical education of preschoolers, a large place is given to physical exercise in a playful form, and outdoor games. The program for senior and preparatory school groups includes teaching children sports exercises and elements sports games(basketball, football, hockey, badminton, table tennis, gorodki).
The program emphasizes that proper physical education in all age groups can be ensured only with constant medical and pedagogical supervision. During their stay in kindergarten, children should be taught the need to systematically perform morning exercises, hardening procedures, maintain correct posture, and also develop strong cultural and hygienic skills, the need for daily physical activity, and the skills of correct, rhythmic, easy walking and running.
Distinctive features: based on detailed methodological recommendations that provide great assistance in the implementation of this program, the teaching staff will avoid many difficulties. For successful work, modern methods and technologies for educating preschoolers can be used. Forecast of possible difficulties for the teaching staff: there is no new methodological support for organizing physical education and recreational work. For successful work it is necessary to use modern methods and technologies in this area.

Development program

The Development program was developed by a creative team under the leadership of the professor. The peculiarity of the program is that it focuses teachers, first of all, on children’s mastering ways of acquiring new knowledge, skills, and abilities, and not on simply assimilating them. The program also includes a “Gifted Child” section.
Distinctive features: focus on the personality of the teacher, creating an atmosphere of cooperation and partnership between adults and children.
The program itself does not contain a section on the physical development of children. Until recently, the authors of the program recommended using the “Standard Program” or the “Rainbow” program when organizing physical education for preschoolers. In 1998, methodological recommendations “Education healthy child"(, 1998), compiled on the basis of the experience of the Children's Center-Gymnasium "Smile" (Nizhny Novgorod). The authors of the “Development” program, in the introduction to the published methodological recommendations, present it as “a necessary addition to their program, which does not contain a section on the physical development of children.”
Harmonious physical and complete mental development The child benefits from a flexible daily routine. The authors recommend that a “flexible daily routine in a preschool institution” be considered in terms of organizing a dynamic daily routine for children; flexible work schedule for teachers, specialists and all service personnel.
The methodological recommendations provide an approximate schedule of activities for children of different age groups, which allows you to combine classes under the “Development” program with the necessary health-improving activities. The authors propose to build all work on physical education taking into account physical fitness and existing deviations in the child’s health. Forecast of possible difficulties for the teaching staff: based on individual medical records, the doctor of the preschool institution must draw up a summary diagram for each age group about the health status of the children of the entire group and each child individually.

The methodological recommendations do not contain sections “Knowledge on physical education”, as well as “Diagnostics of the level of readiness of children”, but indicators are defined by which the effectiveness of physical education work can be assessed: changing the health group to a higher one, the level of development of children according to local standards, performance basic movements: qualitative and quantitative characteristics by age, physical qualities and abilities (according to tests).
The authors of the recommendations believe that Special attention The daily routine should be devoted to hardening procedures, different for children of each age period, as well as levels of preparedness, different depending on the time of year. The main focus of the program is not on the content of education, but on the means and methods of presenting the content of education to the child. Educators must be well versed in diagnostic methods and ability development.

Program "Childhood"

“Childhood” is a new generation program for preschool educational institutions. Developed by the team of authors of the Department of Preschool Pedagogy of the Russian State Pedagogical University named after. Herzen (author, etc. St. Petersburg; “Accent” 1997). This is a program for the multifaceted development and education of a child’s personality, its humanistic orientation in various types of activities. It is necessary to pay attention to the selected level indicators of the physical development of children (high, average, low) for each age group, which allows the teacher to correctly structure his work.

The program solves the following tasks:

· strengthening children's health;

· nurturing the need for a healthy lifestyle;

· development of physical qualities and ensuring a normal level of physical fitness in accordance with the capabilities and state of health of the child;

· creating conditions for the realization of the need for physical activity in everyday life;

· identifying the interests, inclinations and abilities of children in motor activities and their implementation through a system of sports and recreational work.

Distinctive features of the section: the program includes complex exercises. In particular, preschoolers master climbing a rope ladder, a rope, as well as tuck, and roll in a tuck position.

The program notes that, while taking care of physical activity, an adult should not forget about curiosity and inquisitiveness, the emerging cognitive interest at this age. Therefore, before starting physical exercises or games to teach the basics of a healthy lifestyle, it is useful to confront the child with the need to solve a problem.
Forecast of possible difficulties for the teaching staff: without denying the importance of physical education classes in kindergarten, the authors do not consider them the leading form of work. The number of classes and their duration are not strictly regulated. The program is being implemented through integration into daily life child's natural activities. The teacher is given the right to independently determine the content of classes, the method of organization and place in the daily routine. All this can cause difficulties for teachers, since they have different professional training.

Bibliography.

1. , Baranova pedagogy. M.: 1997

2.Erofeeva educational programs for preschool institutions. – M: “Academy, 2000.”

4. New programs for kindergartens. \\ Preschool education. – 1995.-№8.

5. Solomennikov programs of preschool educational institutions and technology of their use. M: AKRI 1999

6. Paramonova general educational program for the upbringing, training and development of children of early and preschool age. M: 2001

Software for the educational process in preschool educational institutions of the Russian Federation. Types of basic and additional programs. The structure and content of the “Crimean Wreath” program, its role in the education and training of preschool children in Crimea

According to recommendations for the examination of preschool educational institutions, programs should be built on the principle of person-centered interaction between adults and children. Programs should be aimed at developing curiosity as the basis of cognitive activity in a preschooler; development of the child’s abilities; formation of creative imagination; development of communication.

Programs must ensure the protection and strengthening of the physical and mental health of children, their physical development; the emotional well-being of each child; intellectual development of the child; creating conditions for the development of the child’s personality and creative abilities; introducing children to universal human values; interaction with the family to ensure the full development of the child.

Programs should provide for the organization of children's life in three forms: classes as a specially organized form of education; regulated activities; free time provided for a child in kindergarten during the day.

Programs should be built taking into account types of activities specific to preschool children (games, construction, visual, musical, theatrical activities, etc.);

Programs should provide for the possibility of implementing individual and differentiated approaches to working with children.

Basic programs. The content of the main program meets the requirements of complexity, i.e. includes all the main directions of development of the child’s personality: physical, cognitive-speech, social-personal, artistic-aesthetic, and contributes to the formation of the child’s versatile abilities (mental, communicative, regulatory, motor, creative), the formation of specific types of children’s activities (subject, play, theatrical, visual, musical, design, etc.). Thus, the main program defines the entire range of general developmental (including correctional) tasks and all substantive aspects of educational activities of preschool educational institutions as part of the implementation of basic educational services.

The main comprehensive programs of preschool education include: “Harmony of Development” (D.I. Vorobyova); “Kindergarten is a house of joy” (N.M. Krylova), “Childhood” (V.I. Loginova, T.I. Babaeva, etc.); “Golden Key” (G.G. Kravtsov, etc.) ; “Origins” (edited by L.E. Kurneshova), “From childhood to adolescence” (edited by T.N. Doronova), “Baby” (G.G. Grigorieva, E.G. Kravtsova, etc. .); “Program of education and training in kindergarten” (edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova); "Program for groups short stay in kindergarten: senior preschool age” (edited by T.N. Doronova, N.A. Korotkova); “Rainbow” (edited by T.N. Doronova); “Development” (edited by O.M. Dyachenko).

As part of the implementation of the main educational activities of preschool educational institutions, specialized programs can be used: “Beauty. Joy. Creativity" (A.V. Antonova, T.S. Komarova, etc.); "Dewdrop. In the world of beauty" (L.V. Kutsakova, S.I. Merzlyakova); " Artistic work"(N.A. Malysheva); “Nature and the Artist” (T.A. Koptseva); “Tuning Fork” (E.P. Kostina); “Harmony”, “Synthesis” (K.V. Tarasova, T.V. Nestereno); “Baby” (V.A. Petrova); “Musical Masterpieces” (O.P. Radynova); “Rhythmic mosaic” (A.N. Burenina); “Program for the development of speech for preschool children” (O.S. Ushakova); “Program for the mathematical development of preschool children in the School-2000 system” (L.G. Peterson); "Dewdrop. Growing healthy” (V.N. Zimonina), etc.

Among the main ones, a special place is occupied by correctional programs (in areas of correction), the implementation of which involves introducing a set of necessary changes in the organization of children’s lives, adjusting exemplary regimes and creating a special subject-development environment for preschool educational institutions.

Additional preschool education programs. Based on clause 6 of Art. 14 of the Law of the Russian Federation “On Education”, an educational institution, in accordance with its statutory goals and objectives, can, along with the main ones, implement additional educational programs and provide additional educational services beyond the limits of the main educational programs that determine its status.

Additional educational programs include educational programs of various orientations: artistic and aesthetic cycle, ethnocultural, cultural, intellectual and developmental, communicative and speech, environmental, physical education and health, various correctional orientations, etc. In some cases, partial preschool education programs can be used as additional ones.

Additional educational programs cannot be implemented in place of or as part of the main educational activities at the expense of the time allocated for the implementation of the main educational programs of preschool education (walks, naps, main classes, games).

“CRIMEAN WREATH” - regional program (Mukhomorina L. G., Arajioni M. A., Gorkaya A., Kemileva E. F., Korotkova S. N., Pichugina T. Alekseevna., Trigub L. M., Feklistova E. . IN.)

The Crimean Peninsula is a multi-ethnic and multi-confessional region. In this regard, the problem of comprehensive ethnic education and instilling skills of tolerant interaction through a network of educational institutions at all levels is of particular importance, since this path is the most effective means of preventing intolerance, both ethnic and religious.

Structure

The complex of program and methodological materials consists of “Introduction”, “Explanatory Note”, “Methodological Recommendations”, sections: “Nature of Crimea”, “People of Crimea and their Culture”, “Working with the Family” and Appendices: “Terminological Dictionary” and “ List of references". The section “People of Crimea and their culture” is specified in the subsections: “Verbal communication in the native language and the “neighbor’s language”, “Traditional and modern culture of people living in Crimea”, “History of people and monuments”, “Fiction”, “Music” ", "Play together".

Each section defines the main goals and objectives in working with children of middle and senior preschool age, the required amount of knowledge and skills of children, indicators of successful development of children of middle and senior preschool age, and also contains brief methodological recommendations related to the content of this section.

The means of developing the ethics of interethnic communication in children are pedagogically oriented communication with peers and adults of different nationalities, folk art, games, fiction etc. The beginning of work on developing tolerance in children in interethnic communication is the formation of an emotionally positive attitude towards the very fact of the existence of different peoples, languages, cultures, tastes.

Work with preschool children in this direction should be integrated in its content. It is recommended that preschoolers be given basic information on Crimean studies related to the history, culture, customs and way of life of the peoples of Crimea, ethics, aesthetics, ecology, accessible to their age perception. It is necessary to introduce children to elements of different types of arts, including painting, music and literature.

In the context of this program, attention should be paid to the fact that the education of patriotic feelings for their homeland in preschool children should be based on a kind attitude towards representatives of other nationalities, help preschoolers master the elementary ethics of interethnic relations, and formulate in children the idea that people The earth should live in peace and friendship.