Approaches to the organization of the educational process of the preschool educational institution according to the Federal State Educational Standard. Consultation for preschool teachers “modern approaches to planning the educational process in the conditions of the federal state educational institution. The activity approach is

Irina Mikhailovna Klimenko
Modern approaches to organization and planning educational process in the context of the implementation of the Federal State Educational Standard

The system is currently being updated in our country. education. Preschool education in modern stage, a difficult task is to be solved - to prepare their graduates for education in elementary school according to the new federal educational standards, teachers are put in a difficult situation - to build the logic of learning in such a way way so that yesterday's preschooler quickly and easily adapts to school educational space.

Modern pedagogical technologies in preschool education are aimed at implementing state standards of preschool education.

A fundamentally important aspect in pedagogical technology is the position of the child in educational educational process attitude towards the child on the part of adults. An adult in communication with children adheres to provisions: “Not next to him, not above him, but together!”. Its purpose is to contribute to the development of the child as a person.

AT GEF the main thing is not the result, but terms. This is the standard conditions. Terms- this is the social situation of the child's development - the established system of interaction of the child with the outside world, represented by adults and children. If a conditions created - standard implemented. AT process learning You will learn how to embed new learning logic into kindergarten in accordance with GEF in preschool educational institution how to create and implement educational programs what technologies and techniques to use.

Process learning is an integral part of pedagogical process and requires special attention. In connection with rapid development science and technology, there is also an urgent need for the development and introduction to learning process of modern approaches and methods of organizing the learning process, which would match modern the requirements of society. Nowadays, the problem of education is becoming relevant not only for teachers, but for the whole society and the state, therefore the Ministry education and science Russian Federation seriously undertook the development of new bills and amendments to the law "About education» .

An activity is an entertaining activity that is based on one of the specific children's activities (or several such activities - the integration of various children's activities carried out jointly with an adult, and is aimed at mastering by children one or more educational areas

So way, "occupation" how on purpose organized the form of educational activity in kindergarten is indeed cancelled. The activity should be interesting for children, especially organized educator specific children's activities, implying their activity, business interaction and communication, the accumulation of certain information by children about the world around them, the formation of certain knowledge, skills and abilities. But the learning process remains. Teachers continue "study" with kids. However, it is important to understand the difference between "old" training and "new".

Main Model organization of the educational process - educational. The main model is the joint activity of an adult and a child. The main form of work with children is a lesson.

Holistic educational process in ECE is a systemic, holistic, developing in time and within a certain system, purposeful process interaction between adults and children, which is personality-oriented, aimed at achieving socially significant results, designed to lead to transformation personal properties and qualities of pupils. Educational process provides each individual with the opportunity to satisfy their needs for

development, develop their potential abilities, preserve their individuality, self-realization.

Naturally, despite the absence of such forms of control that exist at higher levels education, both the teachers themselves and the parents want to understand what the child managed to achieve. Here, unlike other standards, we are talking only about personal results. In this regard, it is allowed to monitor the dynamics of the child's development, but it is needed not for evaluation in itself, but for identifying the ways in which the teacher can allow the child to develop, discover some abilities, overcome problems. It is the teacher-psychologist who should be engaged in such monitoring. Such a study can be carried out only with the consent of the parents or legal representatives of the child.

The educational process in every educational institution and for each pupil (student) has its own uniqueness and originality, conditioned the possibility of participating in its design of subjects of different levels - from the state to a particular teacher, parent and child.

A child - a graduate of a preschool educational institution should have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, developed imagination, ability to volitional efforts, curiosity. The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it must be borne in mind that today's children are not the children that were yesterday.

principles planning should be based on the formulation of meaningful tasks in different areas in order to complement and mutually enrich each other, the use of various forms of interaction between the teacher and children and children among themselves, adequate to the set general developmental tasks, interrelated activities that form various essential connections in the child's ideas about the world.

It focuses the teacher on the interests and motivation of the child in building a holistic picture of the world in process saturated with the meanings of living a certain period of time.

A valuable and important factor in the educational educational process of preschool educational institution is the creation of an educator conditions for"deployment" internal, personal potential of each preschool child. AT process the formation of integrative qualities in preschoolers, there was a rethinking of the role of the teacher, who became more of a partner or "mentor" than a direct source of information. The position of the teacher in relation to children today has changed and acquired the character of cooperation, when the child acts in a situation of joint activity with the teacher and communication with an equal partner. The forms of interaction with pupils, joint reflections with them, in process which children themselves receive the necessary information. Educators and teachers are developing new forms of work that allow form(teach, educate, develop) preschoolers without even knowing it.

Mastering by teachers the mechanism of integrative planning increases their professional competence, promotes the development of the ability to build a strategy and tactics of their work in the context of pedagogical process based on reflection of one's own activity

DOE uses two main forms planning: annual and calendar plan. Teachers traditionally use the following types planning: calendar-thematic, perspective-calendar, block, complex. The new look is the modular planning.

Modular planning takes into account the peculiarities of work contemporary preschool institution and consists of three interconnected sections:

Perspective-calendar planning;

Implementation of continuity between preschool and school;

Communication with preschool specialists education and public organizations.

Accounting varied needs child: in recognition, in communication, in cognition, in movement, in the manifestation of activity and independence; Encouragement of children's play, research and creative activity of children, children's issues; The developmental interaction of the child with adults and with peers: Implementation of the activity approach; AT contemporary Kindergarten children are valued, not evaluated. Value orientations organization of the educational process in accordance with the requirements GEF DO

The main task of preschool organizations – to create conditions, in which children develop, they are interested, and as a result, they fully live preschool age and motivatedly move to the next level education - to school

AT modern kindergarten educational process should not be limited to direct educational activities , it is stretched throughout the day.

The teacher's task is plan the educational process in such a way so that together with the pupil to fully live all his stages: preparation, holding, discussion of the results. At the same time, it is important that the child has positive emotional experiences and memories. At the same time in joint activities with the teacher, the pupil takes a step forward in his development.

This method educational process planning requires from the teacher high level professionalism, common culture and creativity. The teacher must be able to integrate educational areas, select the most effective forms organizations children's activities to solve specific program tasks, as well as to be able to pedagogically reasonably combine different methods and techniques, focusing on the age and individual characteristics of children. Modern educator is a creative, interested person, competent organizer and the designer of the environment for the development and accumulation of positive emotional impressions by the child.

“A person cannot truly improve unless he helps others to improve.” Charles Dickens

Create yourself.

Like there are no children without imagination so there is no teacher without creative impulses.

Creative success to you!

Report

"Modern approaches to the organization of the educational process in preschool educational institutions"

Prepared by:

Art. educator MBDOU No. 35

Panova I.V.

Pskov, 2016

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

From January 1, 2014, all preschool educational institutions Russia are moving to a new federal state educational standard before school education(FGOS DO).

Federal state standard preschool education- a document that all preschool educational organizations are required to implement. GEF is a set of mandatory requirements for preschool education and defines the tasks of modern preschool education, which are to ensure:

equal starting opportunities for the full development of each child during preschool childhood,

protection and strengthening of the physical and mental health of children,

favorable conditions for the development of children in accordance with their age and individual inclinations,

continuity of the OEP of preschool and primary education,

psychological and pedagogical support of the family,

the formation of a general culture of the personality of children, the prerequisites for educational activities,

combining education and upbringing into a holistic process,

variability and diversity of the content of the Programs,

formation of the sociocultural environment.

GEF includes requirements for:

• OOP structure.

  conditions for the implementation of the OOP.

  the results of mastering the OOP.

The federal state educational standard for preschool education determines the integration of education and upbringing into an integral educational process based on spiritual, moral and sociocultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society. In accordance with Article 2 of the Federal Law "On Education in the Russian Federation": education is a single purposeful process of education and training, which is a socially significant good and is carried out in the interests of an individual, family, society and the state, as well as a set of acquired knowledge, skills, value orientations, experience of activity and competence of a certain volume and complexity for the purpose of intellectual, spiritual, moral, creative, physical and (or) professional development of a person, satisfaction of his educational needs and interests. Modern approaches to the organization of the educational process in a preschool educational organization are associated with the reorientation of modern preschool education from a knowledge-based approach to the choice of a support strategy personal development every child. The educational process is a systemic, holistic, developing over time and within a certain system, purposeful process of interaction between adults and children, which is personality-oriented, aimed at achieving socially significant results, designed to lead to the transformation of personal properties and qualities of pupils. In the process of transition to the federal state educational standard of preschool education, there is a need to use innovative approaches to the organization of the educational process in a modern preschool educational organization. In this regard, preschool educational organizations face the problem of revising the target foundations of its functioning, the task of changing the content of education, forms and methods of organizing the educational process, and the role of the teacher. Today, there is a transition from the information paradigm, focused primarily on the accumulation of knowledge by children, to "sociocultural active pedagogy of development, cultural and historical paradigm of understanding the child" (A.G. Asmolov, V.T. Kudryavtseva), we can say that the goal preschool education is to create conditions for the maximum disclosure of the child's individual age potential.

Individual approach and individualization of education

Individual approach - the organization by the teacher of the educational process, taking into account individual features child. Identification of problematic or strengths in the development of the child and determination of ways of correction or further development (Svirskaya L.V.).

Individualization is the process of creation and awareness by an individual of his own experience, in which he manifests himself as a subject of his own activity, freely defining and realizing his own goals, voluntarily assuming responsibility for the results of his activity.

Individualization - training, the organization of which takes into account the contribution of each child to the learning process. Individualization is based on the premise that no two children learn and develop in exactly the same way - each child acquires and displays his or her own knowledge, attitudes, skills, personality traits, and so on. In contrast to the perception of the child as an “empty basket” that the educator “fills” with information, individualization considers the child and the educator as if they together lay the foundations of the personality, including the beginning of key competencies that are natural for preschool childhood (social, communicative, activity, informational and health-saving). Individualization of education is based on supporting children in the development of their potential, stimulating the desire of children to independently set goals and achieve them in the process of learning. The attention of teachers is aimed at ensuring the active participation of the child in educational process. All children, including typically developing ones, have individual characteristics that the teacher should identify and take into account in order to optimize the learning and development process. By carefully observing children and identifying their interests and strengths, adults help children solve their problems in ways that suit their individual learning style.

In general, in the educational process there is a kind of “meeting” of the socio-historical experience set by training (socialization) and the subjective experience of the child (individualization). The interaction of two types of experience (socio-historical and individual) should not go along the line of crowding out individual “filling” with social experience, but through their constant coordination, using everything that the child has accumulated in his own life.

By responding positively to the individual characteristics of children (abilities, learning styles, needs, etc.), the teacher demonstrates to children that accepting another, responding constructively to differences is important, correct. The opposite approach, which assumes that all children respond in the same way to a certain method of teaching, that one should be “like everyone else”, “do not show character”, “do not demand too much” promotes conformism and often turns out to be ineffective in teaching.

Individualized learning occurs simultaneously at several levels. In the broadest sense, individualization can extend to a whole group of children. The group is a unique micro-society with its own unique subculture (favorite activities and games, rules adopted in the group, interests of children and hobbies of adults, features interpersonal communication and other characteristics) in which the individualization of learning and development manifests itself spontaneously. Making his own choice (content, partnership, materials, place and method of work), each child acts at his own discretion or in agreement with other members of the microgroup, at his own pace, getting his results (including acquiring new knowledge and skills). The situation when each child in the group is busy with his own business is the individualization that occurs naturally. In order for natural individualization to take place, adults need to be able to create a developing environment that stimulates the activity of children, time for games and self-study, guarded by adults, and a willingness to provide help and support in situations where they are needed.

The individualization of education can be observed at the subgroup level within the same group of children. For example, in a situation where several children of the group show great interest and ability in music and even would like to learn (or are already learning) to play some musical instrument.

Finally, individualization of learning may be necessary for individual children in the group. This is especially true for those children whose developmental potential is above or below the established conventional norms, as well as those children who have any serious developmental features.

One of the most important methods for planning the individualization of learning is the use by the teacher of the learning cycle based on the principle of response. This cycle includes observing children, analyzing the results of these observations, creating conditions that help children realize their own goals, and also observing the impact of these conditions on the achievement of children's goals. If the goals have been achieved, then the planning process is organized again (choosing a topic, setting goals, etc.). If the goals have not been achieved, the conditions are revised. Sometimes this cycle happens informally and quickly; sometimes it happens with great effort and for a long time.

Small group work is another method of individualizing learning. Any activity independently chosen by children or organized by adults can be performed in small subgroups. Subgroups of four to five children and one adult are most effective for activities related to, for example, search-and-practice research activities or other types of activities that require increased involvement. This type of activity can be repeated several times so that everyone can have the opportunity to participate in it. This allows adults to help children in need of help, and encourage more capable children to act independently.

The next method of planning the individualization of learning is to provide flexibility in the course of activities. For example, during modeling, children planned to mold animals from clay. The work can be structured in such a way that children get the opportunity to choose: which animal each of them will sculpt; from what material (plasticine of different colors, colored dough, clay, paper pulp, etc.). The task of the teacher is to help those who find it difficult to start work on their own. He can help some with words, encourage others, and provide physical assistance to others if they need it. More capable children can make many different animals, with as much complexity as they wish. Further, the educator can help to make a model of the forest in order to create a coherent composition. During the work, the educator can ask questions of different directions and complexity, offer different options for performing actions and ideas for using ready-made figures. Instead of directly telling the children what and how they should do, the teacher helps to do what the children themselves want. This approach provides a structure of relationships through which children can remain independent and the educator can respond to their individual wants and needs as needed. The sculpting example also illustrates another element of individualization: the careful selection of materials. Most of the materials used should be flexible and have varying degrees of complexity, from the simplest to the most complex. This variability creates optimal opportunities for the individualization of learning and teaching, since the use of various materials implies a natural individualization. It is important that the teacher carefully observes the children when they make a choice, break into small subgroups and independently work on what they have chosen. In this case, the adult should walk around the group room, giving some time to each small subgroup or individual children, providing them with support and assistance, encouragement, or otherwise interacting with them if necessary.

It is important that the teacher carefully observes the children when they make a choice, break into small subgroups and independently work on what they have chosen. In this case, the adult should walk around the group room, giving some time to each small subgroup or individual children, providing them with support and assistance, encouragement, or otherwise interacting with them if necessary.

Individualization of the educational process makes it possible to take into account the interests, opportunities and social situation of the development of pupils of a preschool educational organization.

The social and play experience that a child acquires during preschool childhood (with the competent organization of work with him on the basis of play activity) has a significant impact on the development of his emotional, moral and intellectual competence of the child, allowing the formation of readiness for learning at school as a whole, and ensuring Every pupil has an active school start. Thus, one of the most important tasks of the Federal State Educational Standard of DO is being solved - the implementation of the continuity of preschool and primary school education in order to ensure an equal school start for children, incl. not attending preschool.

The Federal State Educational Standards for Education also imposes requirements on the conditions for the implementation of the Program, which should ensure the full development of the personality of children in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and towards other people.

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

The requirements for psychological and pedagogical conditions are as follows:

respect for the human dignity of children,

the use in educational activities of forms and methods of working with children, corresponding to their age and individual characteristics,

building educational activities based on the interaction of adults with children,

support for the initiative and independence of children,

protecting children from all forms of physical and mental abuse,

support of parents (legal representatives) in the upbringing of children.

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

The maximum allowable educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 No. 26.

The requirements for the developing subject-spatial environment proceed from the fact that it should ensure the implementation of various educational programs, taking into account the national-cultural, climatic conditions and age characteristics of children. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

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

The requirements for the results of development are presented in the form of targets for preschool education. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics, and are not the basis for their formal comparison with the real achievements of children. Mastering the Program is not accompanied by intermediate certification and final certification of pupils. The targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program. During the implementation of the Program, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning). The results of pedagogical diagnostics can be used exclusively for solving the following educational tasks:

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

2) optimization of work with a group of children.

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

results psychological diagnostics can be used to solve the problems of psychological support and conduct a qualified correction of the development of children.

A child - a graduate of a preschool educational institution should have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, a developed imagination, the ability to volitional efforts, curiosity. The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it must be borne in mind that today's children are not the children that were yesterday.

Educational activitiesimplemented throughorganization of various types of children's activities(playing, motor, communicative, labor, cognitive-research, etc.)or their integration using a variety of forms and methods of work,the choice of which is carried out by teachers independently, depending on the contingent of children, the level of development of the general educational program of preschool education and the solution of specific educational problems.

The GEF contains an indication of what types of activities can be considered acceptable forms of practice for a preschool child:

At an early age (1 year - 3 years) - objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

For preschool children (3 years - 8 years old) - a number of activities, such as games, including a role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research objects of the surrounding world and experimentation with them), as well as the perception fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other materials, visual (drawing, modeling, appliqué), music (perception and understanding of the meaning of musical works , singing, musical and rhythmic movements, games for children musical instruments) and motor (mastery of basic movements) forms of child activity.

The essential signs of joint activities of adults and children are highlighted - the presence of a partner position of an adult and a partner form of organization (cooperation between an adult and children, the possibility of free accommodation, movement and communication of children).

An essential feature of the partner activity of an adult with children is its openness towards free independent activity the preschoolers themselves. At the same time, the partner activity of an adult is open to design in accordance with their interests (children). The teacher, based on the interests and play of children, offers them activities that stimulate their cognitive activity. By providing children with direct contact with people, materials and real life experiences, the educator stimulates the child's intellectual development.

Thematic play centers give children the opportunity to independently choose materials and, accordingly, the field of knowledge. Various topics, large-scale tasks (projects) should also take into account the interests of children and can be associated with certain centers. The interior of the group should be organized in such a way that the children are provided with a sufficiently wide choice of centers and materials. In a child-centered setting, children:

make a choice;

actively play;

use materials that can be found in more than one application;

all work together and take care of each other;

responsible for their actions.

There must be mutual respect between teachers and children. Respect is a necessary element in the community that is the kindergarten group. Educators set an example of mutual understanding, respect and care for each other, which they expect from children. The degree of respect that children feel from other people is a key factor in their development of self-esteem. And self-respect, in turn, lays a solid foundation for positive relationships with other children.When educators show respect for each child in a group, children learn to accept all other children - those who run slowly, those who draw well, and even children with unusual or conflicting behavior.

Thus, new strategic guidelines in the development of the education system should be taken positively. The system of preschool education should develop in accordance with the demands of society and the state.

Consultation for teachers of the preschool educational institution "Modern approaches to planning the educational process in the conditions of the Federal State Educational Standard of Education"

The problem of planning is relevant, but at the same time one of the difficult tasks facing preschool institutions that open new forms of preschool education on their basis: short-stay groups, advisory centers, child play support centers, early aid service, lekoteka.

Preschool education today is undergoing great changes, the foundation of which was laid by the state, which is showing great interest in the development of this area. In order to improve the upbringing and education of preschoolers, the Federal State Educational Standards of preschool education were introduced, the SanPiN was approved for the device, content and organization of the work regime in preschool organizations, from 01.09.2013. new federal law enacted "On Education in the Russian Federation" . The main goal of the policy in the field of preschool education is the quality education of preschoolers. Currently, preschool institutions can choose priority areas, programs, types of educational services, new forms of work focused on the interests of the teaching staff and parents.

For the first time in history Russian education The Federal State Educational Standard for preschool education is a document that determines at the federal level what the main general educational program of a preschool institution should be, what it defines the goals, content of education and how the educational process is organized.

The introduction of the GEF of preschool education is due to the need to standardize the content of preschool education in order to provide each child with equal starting opportunities for successful schooling.

However, the standardization of preschool education does not provide for the imposition of strict requirements for preschool children, does not consider them in strict "standard" framework.

PLO is a model for organizing the educational process of a preschool educational institution. The main general education program helps the child master the basic level of preschool education. It is designed to provide the preschooler with the level of development that will allow him to be successful in further education, i.e. at school and should be carried out by every preschool institution.

In the current conditions, according to many experts, the role of planning in the management of education is significantly increasing. Competently compiled models of the educational process in preschool educational institutions serve as a guide for teachers, help to solve the problems of quality education.

1. A holistic educational process in a preschool educational institution is a systematic, holistic, developing over time and within a certain system, purposeful process of interaction between adults and children, which is personality-oriented, aimed at achieving socially significant results, designed to lead to the transformation of personal properties and qualities of pupils. The educational process provides each individual with the opportunity to satisfy their developmental needs, develop their potential abilities, preserve their individuality, and fulfill themselves.

The educational process should:

• Combine the principles of scientific validity and practical applicability;
• Meet the criteria of completeness, necessity and sufficiency;
• To ensure the unity of the educational, developmental and teaching goals and objectives of the process of educating children.

The educational process in each educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participating in its design of subjects of different levels - from the state to a specific teacher, parent and child.

In order to design an optimal model of the educational process in accordance with the Federal State Educational Standard, it is necessary to remember what basic educational models exist in the ECE at the present time.

Three models of organizing the educational process in a preschool educational institution

1. Training model

In recent years, it has been actively used in preschool educational institutions. The organization of the educational process in a preschool institution is based on the principle of divided educational methods, each of which has its own construction logic. In this model, the position of an adult is that of a teacher: the initiative and direction of activity entirely belong to him. The model is designed for early hard programming of the educational environment in the form of methods. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form “ teaching aids". The attractiveness of the educational model for practitioners is determined by its high manufacturability, accessibility to a professionally trained teacher. To help the teacher, a lot of notes are published - developments on individual methods, the content of which is not related to each other.

2. Complex-thematic model

At the heart of the organization educational content a topic is posed, which acts as communicated knowledge and is presented in an emotional-figurative form. Implementation of the theme in different types children's activities (“living” by her child) forces the adult to choose a freer position, bringing it closer to the partner position.

The organization of the subject environment in this model becomes less rigid, the creativity of the teacher is included.

The set of topics is determined by the educator and this makes the entire educational process systematic. However, in general, the educational process is aimed rather at expanding the child's ideas about the world around them than at its development. This model is more often used by teachers - speech therapists.

The model makes rather high demands on the general culture and creative and pedagogical potential educator, since the selection of topics is a complex process.

3. Subject-environment model

Restriction of the educational environment only by the subject material and the emphasis on the self-development of the child in this model leads to the loss of the systematic educational process and sharply narrows the cultural horizons of the preschooler. At the same time, like the training model, this model is technologically advanced and does not require creative efforts from an adult.

Conclusion: the features of these prototype models must be kept in mind when designing an optimal model of the educational process for preschool children. It is possible to use the positive aspects of the complex-thematic and subject-environment models: the unobtrusive position of an adult, the variety of children's activities, the free choice of subject material.

2. An integrative approach to building a holistic pedagogical system

Integrative planning principles should be based on the formulation of meaningful tasks in different areas in order to complement and mutually enrich each other, the use of various forms of interaction between the teacher and children and children among themselves, adequate to the set general developmental tasks, interrelated activities that form a variety of essential connections in the child's ideas about world It focuses the teacher on the interests and motivation of the child in building a holistic picture of the world in the process of living a certain period of time rich in meanings.

In the optimal case, when planning the pedagogical process, the educator takes as a basis a fragment of reality associated with the previous and subsequent acquaintance with the outside world, organized around the interests and capabilities of the child, reflecting the process of the formation of the image of the world at this stage of its development, the current situation from the surrounding space (family, kindergarten, city, country, world). The teacher analyzes what types of activities allow the child not only to learn new things and play, but also what experience can be relied upon, what developmental tasks are associated with these types of children's activities, how they can be combined with each other, how it is most motivated and expedient to introduce preschoolers into the studied fragment, combine disparate information into a single whole, master and generalize the material, stimulate children's creativity, encourage communication, present the result, taking into account the point of view of the child.

Traditional planning is characterized by a rigidly fixed schedule for a week of classes with children, it never changes, in fact it is similar to the schedule of lessons in a school. Every type of child activity (artistic, visual, musical, etc.) has its own logic of development, connected mainly with the complication of the content, through this the teacher has the opportunity to develop the child. The game is rarely shown at all. However, in this approach there is no interaction between different types of activities, forms of their organization, as well as the interaction of different teachers with each other. Every year, the development of the surrounding world is presented without taking into account the experience of the child, which he received earlier, both in independent activity and in the previous educational process. Such planning does not ensure the integrity of development, and leads to a fragmented picture of the surrounding world. As a result, the child has a weak cognitive motivation, the extinction of the desire to establish relationships, etc.

The model of integrative planning of the pedagogical process with preschoolers is distinguished by the general target settings for the development of the surrounding world in all its manifestations, in completeness and integrity. This is facilitated by building a common semantic context that is significant for children, establishing the relationship between different types of children's activities and different forms of their organization, the unity of adults' views on the development of the child, taking into account different vectors of pedagogical influence on the development of children. (direct and indirect), combining the efforts of all participants in the pedagogical process. All this allows us to take into account what happened to the children before, what they have already learned, what they have to learn. Various types of children's activities are united by the tasks set, adults treat each other collegially, children enter into various types of interaction in free and organized activities. The logic of development from year to year is preserved, but enriched at a new stage in the development of the children's community and each child individually, taking into account the age, season, moment of the pedagogical process, the actual content of the surrounding reality, which allows solving spontaneously arising moral problems. Independent activities (play, events on the walk, experimentation) connect with activities organized by adults. The main structural components of the model of goals, objectives, a general perspective on creating conditions for the assimilation of a common human culture - contribute to the overall development of the child. The model allows you to flexibly and variably change the sequence of the forms of organization of the pedagogical process used in accordance with the initiatives of children, their mood, bright events in the world around them, provides for the selection of such forms of activity that optimally correspond to the tasks of development and the important content of the activity. Space is given to the emotional manifestations of children, their semantic constructions. Causal relationships within certain areas of the studied world around us remain, but they are also embedded in other areas through different types of activities using content transitions.

The implementation of the integrative content of the pedagogical process necessarily involves special planning, which itself is integrative in nature, since it is based on a single semantic context. It provides for the organization of different types of children's activities in their relationship, based on their internal logic of development and different vectors for the use of pedagogical influence. (direct and indirect - through the organization of the interaction of children with each other and through the organization of the developing subject environment).

An integrative approach to building a holistic pedagogical system contributes to the expansion of the emotional and semantic field in children, which significantly increases the level of their development. This is especially true for such aspects of it as mental activity and initiative, cognitive interests, the ability to convey the same image in different types of activities and by different means, while widely using contextual associations, to generate new personal meanings.

Integrative planning provides semantic interrelations of system-forming components that make it possible to create conditions for the emergence of wide associative fields in children on the following basic principles: the connection of training sessions with the child’s experience and his needs, each specificity appears to the child as

the manifestation of something in common, the development of the same meanings using different styles of perception, the demand for previous experience in the present in different situations - in training sessions and in independent activities of children, etc.

The developed planning model makes it more flexible than the traditional approach. Its structural components can be changed. This approach contributes to the variative construction of the content, which retains its basic focus and takes into account the specifics of the educational institution.

Mastering the mechanism of integrative planning by teachers increases their professional competence, contributes to the development of the ability to build a strategy and tactics of their work in the context of the pedagogical process on the basis of reflecting on their own activities, evaluating its results from the point of view of the overall development of the child. Such planning becomes an educator's tool in his professional interaction with colleagues and contributes to the development of a common view on the specifics of the development of a preschool child, primarily from the standpoint of ensuring its completeness and integrity.

The main goal of integrative planning of the content of the pedagogical process is to familiarize the child with the active development of the world around him in its various manifestations. (objects, nature, human relations, ways of knowing, etc.) which are enriched and deepened, which ensures the formation of the first ideas about the integrity of the surrounding world, as well as the development of children's general abilities for cognition, creativity. The latter is manifested in the ability of children to independently identify different properties and establish some connections between them, reflect their understanding of one or another meaning, creating a subjective original product of various types. (design, drawing, text, game plot, etc.). All this contributes to their personal growth which may be a further research task on this issue.

3. Modern requirements to the planning of educational activities in accordance with the Federal State Educational Standard of preschool education.

The basis of the educational process is planning. The plan is a project of pedagogical activity of all participants in the educational process. Planning is a scientifically based organization of the pedagogical process of a preschool educational institution, which gives it content, certainty, controllability.

Psychological and pedagogical research recent years showed that it is not so much the teacher's knowledge of the age and individual characteristics of children that is of paramount importance in planning, but taking into account their personal characteristics and capabilities. Developing, personality-oriented interaction is understood as a reliance on the personal qualities of the child, which requires the educator:

1. constant study and good knowledge individual characteristics, temperament, character traits, attitudes, habits of children;
2. the ability to diagnose, to know the real level of formation of personal qualities, motives and interests of children;
3. timely identification and elimination of the reasons preventing the child from achieving the goal;
4. combination of education with self-education;
5. reliance on activity, development of initiative, amateur performance of children.

Educational planning educational work in a preschool institution - one of the main functions of managing the process of implementing the main educational program - reflects various forms of organizing the activities of adults and children. Introduction of federal state requirements for the structure of the main general educational program of preschool education, approved. by order of the Ministry of Education and Science of Russia dated 23. 11. 2009 No. 655 (hereinafter - FGT) introduced significant changes to the current planning structure. These changes are being confirmed in the GEF DO at the present time.

All specialists of the preschool educational institution are included in the design of activities: music director, physical education instructor, speech therapist teacher, teachers additional education and, of course, educators as active participants in the creative group of the institution. As partners, they make proposals of a substantive and organizational nature.

Mandatory pedagogical documentation of the educator is a plan of work with children. There are no uniform rules for maintaining this document, so it can be drawn up in any form convenient for the teacher. However, there are several important conditions that the head of the preschool educational institution, the senior educator or teacher must observe when planning:

• an objective assessment of the level of their work at the time of planning;
• highlighting the goals and objectives of planning for a certain period of work, correlating them with an exemplary general educational program of preschool education, according to which the educational process is organized, the age composition of a group of children and priority areas educational process in preschool educational institutions;
• clear view results of work to be achieved by the end of the planning period;
• choosing the best ways, means, methods to help achieve the goals, and therefore get the planned result.

An equally important condition for real work planning is to take into account the specific features age group, a specific teaching staff, the real environment and conditions in which educational activities are carried out, as well as the professional competence of teachers.

The plan of educational and educational work with children is a document according to which two shift educators work. Therefore, this is a collaborative activity model and planning should be collaborative. Planning involves not only the process of drawing up a plan, but also mental activity, a discussion by two teachers of what needs to be done to achieve goals and objectives.

The plan can be adjusted and refined in the process of its implementation. However, the number of amendments can be kept to a minimum if the principle of forward and scheduling is observed.

No matter how the plan of educational and educational work with children is designed, it must meet certain requirements:

• be based on the principle of developmental education, the purpose of which is the development of each child;
• on the complex-thematic principle of building the educational process;
• on the principle of integration of educational areas in accordance with the age capabilities and characteristics of the pupils of the group;
• to ensure the unity of the educational, developmental and teaching goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children;
• the planned content and forms of organization of children must correspond to the age and psychological and pedagogical foundations of preschool pedagogy.

When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is the game.

According to the Federal State Educational Standard, the planning of the educational process in a preschool educational institution should be based on a complex - thematic principle.

In accordance with the complex-thematic principle of constructing the educational process, the Federal State Educational Standard offers not a set of individual game techniques to motivate educational activities, but the assimilation of educational material in the process of preparing and conducting any significant and interesting events for preschoolers. Education through the occupational system will be restructured to work with children in "event" principle. Such events will be Russian holidays (New Year, Family Day, etc.), international holidays (Kindness Day, Earth Day, etc.). Holidays are joy, tribute, memory. Holidays are events for which you can prepare, which you can look forward to. Project activities will be a priority. The criterion that this principle will work will be the active, interested participation of the child in a particular project, and not a chain of actions at the direction of an adult. After all, only an active person can become successful.

• A topic is selected, designed for 2-6 weeks;
• All forms of educational work continue the chosen theme;
• Brief recommendations are offered for parents on organizing joint child-adult activities at home;
• Each topic ends with a final event. (exhibition, holiday, sports entertainment, role-playing game, performance, etc.).

How do we understand "complex thematic planning educational process?

First of all, thematic planning is planning in accordance with the exemplary basic general educational program of preschool education in all educational areas (physical, social and personal, cognitive, speech and artistic and aesthetic). What are the tasks of the author? What conditions? What results should be achieved?

4. Types and forms of planning

There are two main forms of planning used in preschool education: annual and calendar plan. Teachers traditionally use the following types of planning: calendar-thematic, prospective-calendar, block, complex. A new type is modular planning.

Modular planning takes into account the peculiarities of the work of a modern preschool institution and consists of three interrelated sections:

• perspective-calendar planning;
• implementation of continuity between the preschool educational institution and the school;
• communication with specialists of preschool education and public organizations.

Pedagogical diagnostics is also connected to planning to assess the achievements of children, the effectiveness of pedagogical efforts, and correct the level of development of children.

Planning principles:

• an integrated approach that ensures the interconnection of all links and aspects of the pedagogical process;
• building a pedagogical process based on interaction, partnership between an adult and children;
• real consideration of the characteristics of the region, the situation, the season of the age of children.

The priority direction of the management of the pedagogical process is the modeling and adaptation of exemplary educational models to the conditions of the preschool, preschool group. The organization of the pedagogical process requires appropriate technologies.

Models of pedagogical technologies:

• individual pedagogical support;
• personal pedagogical support.

4. Algorithm for planning and tracking results

The algorithm for planning the educational process for the academic year can be represented as follows.

The first step is to choose the basis for building a thematic calendar. It can be planning according to lexical topics that recur from year to year. ("Seasons", "Adult Labor", "Road Safety", "New Year", "Moscow", "Home and Family", etc.). Or planning based on the holiday-event cycle, which is based on important events in the life of a children-adult team (Knowledge Day, City Birthday, Autumn Fair, Lantern Festival, New Year, Group Birthday, We Travel, etc.).

The second step is the distribution of topics for the academic year, indicating the time intervals.

The topics selected by the educator can be distributed over the weeks. In addition, it is necessary to plan a developing environment that will help expand the independent activities of children in mastering the proposed topics.

When choosing and planning topics, the teacher can be guided by the theme-forming factors proposed by N.A. Korotkova:

the first factor is real events occurring in the environment and arousing the interest of children (bright natural phenomena and social events, holidays);

the second factor is imaginary events described in work of art which the teacher reads to the children. This is the same strong theme-forming factor as real events;

the third factor is events specially “modeled” by the educator based on developmental tasks (introduction into the group of objects previously unknown to children with an unusual effect or purpose, causing genuine interest and research activity: “What is it?”, “What to do with it?”, “How does it work?”);

the fourth factor is the events taking place in the life of the age group, "infecting" children and leading to the preservation of interests for some time, the source of which, as a rule, is the mass media and the toy industry.

All these factors can be used by the educator for the flexible design of a holistic educational process.

Planning a theme week should be based on a certain system general requirements. First of all, it is necessary to highlight the tasks of working with children in accordance with the program of a specific age group of pupils and the theme of the week. For example: "to expand and generalize the knowledge of children about Moscow, the capital of Russia, its history", or "the formation of primary ideas about oneself, family, society, the state, the world and nature."

Next, the content of the educational material should be selected according to the educational program. Think over the forms, methods and techniques of working with children to implement program tasks. Prepare equipment and consider what changes need to be made to the subject-developing environment of the group (exhibitions, filling the play corners, introducing new items, games, etc.).

Of great importance are also the issues of organizing and tracking the results of learning and development of children within the framework of the thematic week.

The algorithm of the teacher's actions in these areas can be as follows:

• selection from the program and formulation of the pedagogical goal of the week, the tasks of the development of the child (children);
• selection pedagogical content (from different educational fields);
• highlighting the event of the week, the main form of organization of children's and adult activities; formulation of individual learning, developing tasks for each child and the group as a whole;
• selection of methods and techniques for working with children and with each child individually;
• practical planning of pedagogical activities for each day during the thematic week;
• thinking through and organizing the process of discussing the results of living with children during the event of the week, while it is important to emphasize the role of each child in its preparation and conduct;
• fixing the results of the development of educational tasks by children.

The effectiveness of integrated thematic planning

According to many experts, complex thematic planning is the most effective in working with preschool children. So, from the position of a senior educator, it allows you to systematize the educational process in a preschool educational institution and combine the efforts of all teachers and specialists without missing a single pedagogical task during the year.

From the point of view of the educator, this approach gives consistency and consistency in the implementation of program tasks in various educational areas of knowledge, a situation is created when the child has all the senses involved, and, consequently, the material is better absorbed.

The child does not overstrain, because. provides a constant change of actions and impressions. At the same time, life in kindergarten is understandable and makes sense for children, because they "reside" the topic slowly, slowly, having time to comprehend and feel.

Children's consciousness perfectly retains emotionally significant events for it. And every time period (in this case a week) has a culminating point - an event for which the whole group is preparing. It can be a holiday, an exhibition of creative works, a game, a quiz. Living through events helps the child develop certain knowledge, skills, and abilities in educational areas.

The task of the teacher is to plan the educational process in such a way that, together with the pupil, to fully live through all its stages: preparation, conduct, discussion of the results. At the same time, it is important that the child has positive emotional experiences and memories. At the same time, in joint activities with the teacher, the pupil takes a step forward in his development.

This method of planning the educational process requires a high level of professionalism, general culture and creativity from the educator. The teacher must be able to integrate educational areas, select the most effective forms of organizing children's activities to solve specific program tasks, and also be able to combine different methods and techniques in a pedagogically sound manner, focusing on the age and individual characteristics of children. A modern educator is a creative, interested person, a competent organizer and designer of the environment for the development and accumulation of positive emotional impressions by the child.

List of used literature

1. Vasyukova N E On some integrative processes in the education of preschoolers // Continuity in the upbringing of children theory and practice Proceedings of the international scientific and practical conference October 16-17, 2001 - Smolensk SSPU, 2001 C 1215 (0.3 p l)
2. Vasyukova, N E Systems approach to the planning of pedagogical activity as a condition for the integration of the content of preschool education // Theory and methods of continuous vocational education Proceedings of the All-Russian Scientific and Methodological Conference - Togliatti TSU, 2002 - Volume 1, C 44-45 (0, 2pl)
3. Vasyukova N E A new approach to the introduction of new programs // The "Origins" program in the practice of preschool educational institutions experience, searches, finds / Materials of the All-Russian scientific and practical conference "The basic program "Origins" in the practice of preschool institutions" - M Center "Preschool childhood" ", 2003 - From 35-37 (0.3 pl)
4. Vasyukova N E, Chekhonina OI Integration of the content of education through the planning of pedagogical activity // Kindergarten from A to Z -2004 -№6 (12) -From 8-14 (0.3 pl)
5. Vershinina N.B., Sukhanova T.I. Modern approaches to planning educational work in kindergarten. Reference-methodical materials. – Publisher "Teacher" , 2010 - 111 p.
6. Vasilyeva A.I., Bakhturina L.A., Kibitina I.I. Senior kindergarten teacher. - M.: Enlightenment, 1990. -143 p.
7. Vorobieva T.K. Planning the work of a preschool educational institution. – M.: "Ansel-M" , 1997. -64 p.
8. Law of the Russian Federation of December 29, 2012 "On Education in the Russian Federation"
9. Implementation of the complex-thematic principle of organizing the educational process in a preschool educational institution (guidelines) . Yekaterinburg, 2011.

Application

TEACHER WORK PLAN MODEL:

1 section « General information» in the form of tables, which are drawn up at the beginning of the account. G.:

• annual targets
• list of children by subgroups
• schedule of educational activities and circle work
• cyclogram of the work of the educator.

Section 2 complex-thematic planning of psychological and pedagogical work with children in six blocks. Long-term planning with specification by months, weeks is built taking into account the events, holidays, traditions of a given month. The topics selected by the educator can be distributed over the weeks.

Section 3 - long-term planning by types of children's activities: gaming, motor, communicative, labor, cognitive research, productive, musical and artistic, reading. This section provides for planning work with pupils for a month on the main types of children's activities, each of them has its own specific blocks and is planned both in collaboration with the teacher and in the independent activities of children.

Section 4 - planning of educational activities (GCD)- weekly work plan: the content of the GCD and the forms of organization of children.

Introduction

Modern changes in all spheres of the life of society, the objective needs for the maintenance of the Federal State Standards for Preschool Education, in order to improve education, upbringing and development of pupils, necessitate a sharp increase in the role and importance of methodological work in kindergarten.Today, the Federal State Educational Standard sets the directions for the activities of the methodological service.

The success of the development of the education system largely depends on the professionalism of the teaching staff, their readiness for innovative renewal of the educational process of preschool educational institutions. This readiness is designed to provide a methodological service covering all categories of pedagogical workers of preschool educational institutions.

In preschool education, there is a complex process of searching for the content, forms, methods, structure of methodological work. This is due to the search for a new style, new forms of communication with people in a personal way. oriented education. In order to solve the complex problems facing preschool education, the preschool methodologist needs to study the teaching staff very well - this will become the basis for creating methodological work with teaching staff.

The result of methodological work in the preschool educational institution should be the formation of an individual, author's, highly effective system of pedagogical activity, when each teacher masters the ability to carry out problem analysis (to see not only his achievements, but also shortcomings in his work) and, based on his data, model, plan his activities to get the intended results.

The purpose of the study is to study modern approaches in kindergarten.

Object of study: the educational process in the preschool educational institution.

Subject of study: modern approaches, technologies in the educational and upbringing space of preschool educational institutions.

Research objectives:

1. Analyze the content of educational work in the preschool educational institution
2. To study modern educational technologies in a preschool educational institution

In the educational process of a preschool educational institution, the following main forms of organizing children are used:

• specially organized educational activity(lessons),
• games,
• independent activities of children (artistic, motor, speech, play, labor, research, etc.),
• individual work,
• surveillance,
• excursions,
• hiking,
• holidays and entertainment,
• mugs and the like.

Depending on the age of the children, the pedagogical goal, the material and technical support of the group, the professional skills of the teacher, they can be organized frontally, in subgroups or individually.

The main form of organized educational activity for preschool children is direct organized activity in various sections of the program.

Types of GCD:

• thematic,
• complex,
• combined,
• integrated,
• dominant, etc.

The duration of the GCD for children of primary preschool age is from 15 to 20 minutes, for senior preschool children - from 20 to 25 minutes.

When compiling the GCD grid, it is necessary to take into account their dominant load on the child (mental, physical, emotional), provide for a rational alternation of activities (mental, motor, practical-applied) in each of them.

Organized educational activities of children are planned mainly in the first half of the day. In some cases, it is allowed to conduct GCD in the afternoon. This may relate to physical culture, visual activity in groups of children of older preschool age. Elements of educational activity are included in other forms of work with children (games, independent activities, individual work, observation, duty, etc.).

When organizing learning activities, it is important to systematically use tasks for experimental and research activities, problem-search situations and other methods and techniques.

It is necessary to combine verbal, visual and practical methods, give due place to productive activities in which a preschooler is capable of self-expression and self-realization (drawing, modeling, designing, artistic work), as well as speech, motor, musical activities.

It must be remembered that the leading activity in preschool age is game activity, the game is widely used in the educational process of preschool children. educational institution as an independent form of work with children and as an effective means and method of development, education and training in other organizational forms. Priority is given to creative games (plot-role-playing, building-constructive, dramatization and staging games, games with elements of labor and artistic activity) and games with rules (didactic, intellectual, mobile, round dance, etc.).

The reorientation of the educational process in a modern preschool educational institution towards the development of a child's personality is of particular importance to such forms of organizing the life of a preschooler as his independent activity and individual work with him.

Independent activities of children are organized in all age groups daily in the first and second half of the day. During the day, its types, different in content, are combined (artistic, motor, speech, play, labor, research, etc.) and all children of this group are gradually involved in them. The content and level of independent activity of children depend on their experience, stock of knowledge, skills, level of development creative imagination, independence, initiative, organizational skills, as well as from the available material base and the quality of pedagogical leadership. The organized conduct of this form of work is ensured by both direct and indirect guidance from the educator.

Individual work with children as an independent organizational formheld with children of all ages during free hours (during the morning reception, walks, etc.) indoors and outdoors. It is organized with the aim of activating passive children, additional classes with individual children (new ones, those who are often missed due to illness, other reasons, and they learn program material worse during frontal work).

The educational process in a preschool institution is organized in a developing environment, which is formed by a combination of natural, subject, social conditions and the space of the child's own "I". The practical efforts of teachers to create and use it are subject to the interests of the child and the lines of its development in various spheres of life. The environment is enriched not only through quantitative accumulation, but also through the improvement of qualitative parameters: aesthetics, hygiene, comfort, functional reliability and safety, openness to change and dynamism, compliance with the age and gender characteristics of children, problem saturation, etc. Educators make sure that children are free to navigate in the created environment, have free access to all its components, are able to act independently in it, adhering to the norms and rules of staying in various cells and using materials and equipment.

Physical education remains a priority issue in the upbringing of children of all age groups and the activities of a preschool institution. Its success depends on the correct organization of the daily routine, motor, sanitary and hygienic regimes, all forms of work with children and other factors. The rejection of strict regulation in the construction of the daily routine does not give the right to abuse the time allotted for walking, sleeping, eating in favor of classes and other educational or circle activities. The motor mode during the day, week is determined in a complex, in accordance with the age of the children. Estimated daily duration motor activity babies is set within the following limits: younger preschool age - up to 3 - 4 hours, senior preschool age - up to 4 - 5 hours. Optimization of the motor mode is provided by conducting various outdoor, sports games, exercises, physical education, organizing children's tourism, independent motor activity, etc.

Particular importance is also attached to the mastery of the system of accessible knowledge by children about the observance of a healthy lifestyle, the basics of life safety. All work on physical education should be carried out taking into account the state of health, well-being, the level of physical development and preparedness of children, the actual working conditions of a preschool educational institution and its individual groups, family education under constant medical and pedagogical control.

An integral component of the content of the educational process in a preschool educational institution is mental education. For its implementation, it is used as everyday life child, and specially organized educational activities in the form of GCD for the development of speech, familiarization with the outside world and nature, teaching the elements of literacy and mathematics, which should combine cognitive and developmental work in various sections of the program. It is important to activate the thinking of children, make their perception and assimilation of the material conscious, encourage children to raise questions, put forward hypotheses, search for independent solutions, check their correctness, and so on. The arsenal of didactic methods and techniques should be expanded by developing games and exercises, problem questions, logical tasks, search situations, elementary experiments, systematic observations, solving puzzles, crossword puzzles, etc.

It should be warned against excessive intensification of mental education, to which individual teachers and parents have recently been inclined, motivating this by the need for high-quality preparation of the child for school. It is important to strengthen the developmental and educational aspects of mental education, to pay attention to the formation of motives for cognitive activity, the development of intellectual feelings.

One of the important tasks of the mental education of preschoolers is the formation of initial mathematical knowledge and skills, mastering the native language and speech as the main means of cognition and a specifically human way of communication remains one of the priorities in working with children during preschool childhood. Language learning and speech development is directed to the formation of lexical, phonetic, grammatical, diamonological and communicative competence in children.

Speech classes shouldconduct integrated, comprehensively solving the tasks. To carry out a gradual transition from purely reproductive actions of children (repetitions, imitations of a model, translations, etc.) to productive, creative, ensuring the timely mastery of language phenomena by children, contributing to the development of verbal and logical thinking on the threshold of schooling.

The organization of communicative activity requires special attention (one-on-one communication with peers and adults, in subgroups, a team), children face new communication tasks in various life situations, both natural and artificially created, improvised.

Teaching preschoolers the elements of written speech (writing and reading) also takes place in the educational process, but you should not force the formation of writing and reading skills in children, because this is the main task elementary school. More adequate to the possibilities and needs of preschool age is the development of fine motor skills of the hands, coordination of eye and hand movements, phonemic hearing, familiarization with the word and sentence, composition and sound, letters, learning sound analysis and primary syllable-by-syllable continuous reading.

Aesthetic education as such, conducive to the development of natural inclinations, creativity, talents, creative imagination, fantasy is also considered in the context of the formation of a child's personality on the eve of school life. The implementation of its tasks takes place on the basis of broad integration and permeates the entire pedagogical process in a preschool institution, including various forms of work with children (GCD, independent artistic activity, holidays, entertainment, circles). In these forms, works of musical, theatrical, literary, visual arts in the context of universal and national culture.

The primary tasks of the moral development of preschoolers are the awakening of the humane feelings of the individual, the formation of moral and volitional qualities, familiarization with the content and meaning of moral requirements, norms and rules of behavior, moral and ethical values. Particular importance is attached to civic education from preschoolyears : instilling feelings of love and respect for relatives and friends, other people, parental home, kindergarten, one's village, city, interest and respect for state symbols (flag, coat of arms, anthem), historical and cultural heritage of the Ukrainian people, pride in their achievements and the desire to join in socially useful affairs and significant social events.

The main task of labor education of preschool children, as an integral part of moral formation, is the formation of emotional readiness for work, elementary skills in various types of work, and interest in the world of work for adults. An important aspect is individual and differentiated approaches to the child's personality (taking into account interests, preferences, abilities, acquired skills, personal sympathies when setting work tasks, combining children into work subgroups, etc.) and the moral motivation of child labor.

One of the most important issues is education. ecological culture in children. Its solution is carried out in the following directions: the formation of realistic ideas about natural phenomena, elements of an ecological worldview, the development of a positive emotional and value, careful attitude to the environment natural environment, instilling practical skills of expedient nature management.

The needs of today dictate the need to more closely integrate family and public preschool education, maintain the priority of family education, and more actively involve families in the educational process of a preschool institution, psychological, pedagogical and medical self-education. To this endare held parent meetings, consultations, conversations and discussions, round tables”, trainings, quizzes, open days, parents viewing certain forms of work with children, circles, visual propaganda tools are used (newsletters, parent corners, thematic stands, photo exhibitions, etc.), parents are involved in holding holidays, entertainment, hiking, excursions, etc. When choosing the forms of work of a preschool educational institution with families of pupils, life competence, social and educational level of parents, parental experience, material wealth of families, the number of children in families and their gender, age composition and completeness of families, the dominant role of the parent and others are taken into account. factors. Parents act not as experts or observers of the work of teachers, but as their equal partners and allies. Relations with them are built on the principles of openness, mutual understanding and humanity.

Responsibility for organizing and ensuring the proper content of the educational process rests with the head and each member of the workforce of the preschool educational institution within the limits of their official duties.

1. Modern educational technologies in preschool educational institutions

Currently, pedagogical teams of preschool educational institutions are intensively introducing innovative technologies into their work. Therefore, the main task of preschool teachers– choose methods and forms of organization of work with children, innovative pedagogical technologies that optimally correspond to the goal of personal development.

Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of preschool education.

Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is the organizational and methodological tools of the pedagogical process.

Today there are more than a hundred educational technologies.

Modern educational technologies include:

• health-saving technologies;
• technology project activities
• research technology
• information and communication technologies;
• personality-oriented technologies, etc.

aim health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.

Health-saving pedagogical technologies include all aspects of the impact of a teacher on a child's health at different levels - informational, psychological, bioenergetic.

The goal of project activity technologies is to develop and enrich social and personal experience by including children in the sphere of interpersonal interaction.

Teachers who actively use project technology in the upbringing and education of preschoolers unanimously note that the life activity organized according to it in kindergarten allows you to get to know the pupils better, to penetrate the inner world of the child.

Classification of educational projects:

• "gaming" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);
• "excursion",aimed at studying problems related to the surrounding nature and social life;
• "narrative"during the development of which children learn to convey their impressions and feelings in oral, written, vocal art (picture), musical (playing the piano) forms;
• "constructive"aimed at creating a specific useful product: knocking together a birdhouse, arranging flower beds.

Project types:

1. by dominant method:

• research,
• information,
• creative,
• gaming,
• adventure,
• practice-oriented.

1. according to the nature of the content:

• include the child and his family,
• child and nature
• child and man-made world,
• child, society and its cultural values.

1. by the nature of the child's participation in the project:

• customer,
• expert,
• executor,
• participant from the inception of an idea to the achievement of a result.

1. according to the nature of contacts:

• carried out within the same age group,
• in contact with another age group,
• inside the dow
• in contact with family
• cultural institutions,
• public organizations (open project).

1. by number of participants:

• individual,
• double,
• group,
• frontal.

1. by duration:

• short,
• average duration,
• long term .

The purpose of research activities in kindergarten is to form in preschoolers the main key competencies, the ability for a research type of thinking.

It should be noted that the use of design technologies cannot exist without the use of TRIZ technology (technology for solving inventive problems). Therefore, when organizing work on a creative project, students are offered a problematic task that can be solved by researching something or conducting experiments.

Methods and techniques for organizing experimental research

Activities:

heuristic conversations;

Raising and solving problems of a problem nature;

observations;

Modeling (creating models about changes in inanimate nature);

Experiences;

Fixing the results: observations, experiments, experiments, labor activity;

- "immersion" in the colors, sounds, smells and images of nature;

Use of artistic word;

Didactic games, game educational and creatively developing

situations;

Labor assignments, actions.

The world in which it develops modern child, is fundamentally different from the world in which his parents grew up. This makes qualitatively new requirements for preschool education as the first link in lifelong education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.).

Informatization of society poses the following tasks for preschool teachers:

• to keep up with the times,
• become a guide for the child to the world of new technologies,
• a mentor in the selection of computer programs,
• to form the foundations of the information culture of his personality,
• improve the professional level of teachers and the competence of parents.

The solution of these problems is not possible without updating and revising all areas of the kindergarten in the context of informatization.

ICT in the work of a modern teacher:

1. Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentation).

2. Selection of additional educational material for classes, familiarity with the scenarios of holidays and other events.

3. Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.

4. Registration of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.

5. Creation of presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent meetings.

Student-centered technologies put the personality of the child at the center of the entire system of preschool education, ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for its development, and the realization of existing natural potentials.

Student-centered technology is implemented in a developing environment that meets the requirements of the content of new educational programs.

There are attempts to create conditions for personality-oriented interactions with children in a developing space that allows the child to show his own activity, to realize himself most fully.

However, the current situation in preschool institutions does not always allow us to say that teachers have fully begun to implement the ideas of personality-oriented technologies, namely, providing children with opportunities for self-realization in the game, the mode of life is overloaded with various activities, there is little time left for the game.

Conclusion

The essence of the modern upbringing and educational process is constructed on the basis of given initial settings: social order (parents, society) educational guidelines, goals and content of education. These initial guidelines should concretize modern approaches to assessing the achievements of preschoolers, as well as create conditions for individual and differentiated tasks.

Identification of the pace of development allows the educator to support each child at his level of development.

Thus, the specificity of the modern approach is that the educational process must guarantee the achievement of the goals. In accordance with this, in the modern approach to learning, there are:

• setting goals and their maximum refinement (education and training with a focus on achieving results;
• preparation of teaching aids (demonstration and handout) in accordance with the educational goals and objectives;
• assessment of the current development of a preschooler, correction of deviations aimed at achieving goals;
• the final assessment of the result is the level of development of the preschooler.

Modern pedagogical technologies guarantee the achievements of a preschooler and further guarantee their successful education at school.

Every teacher is a creator of technology, even if he deals with borrowing. The creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, it will always be the main guideline cognitive process in its developing state.

Pre-school education of children in kindergarten has very strong differences from the subsequent education of children in school. After all, each age has its own laws, in accordance with which the child develops. A very difficult and serious task falls on the shoulders of educators in kindergarten: to transfer to young children all the necessary skills, without which it will be impossible to do in the future, to develop in children all those abilities that can be useful in life at further stages of development. To solve this problem, it is necessary to pick up a “key” for each child, to find the most suitable ways for him to learn and present new information.

Preschool education of a child can give excellent results due to competent explanations of the educator, practical tasks or role playing, the main thing is that the child in the learning process has the opportunity to demonstrate independent activity, and not just follow the instructions of the teacher. Modern educators use various methods to achieve the desired result, taking into account the individual characteristics of each child in the group.

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"Modern approaches to the organization of the educational process
in the context of the introduction of the Federal State Educational Standard
preschool education"

GEF - regulatory legal acts of the federal level, which are a set of requirements that are mandatory for the implementation of basic educational programs for preschool education, primary, basic, secondary general education, with state accreditation.

STANDARDS are the basic rules of conduct, legal and legal requirements.

The main SIGNS of standardization of education are the unification of educational institutions, a single form, uniform requirements to educational and methodological literature, education and upbringing, a single standard for assessing the quality of education from preschoolers, grade 1 to the Unified State Examination, public reporting of preschool educational institutions, schools, monitoring.

The standards define the multichannel nature of funding: the state, parents, sponsors, grants, projects, subsidies. Federal State Educational Standards make it possible to design educational programs, expanding the capabilities of teachers many times over. Standards in education as well as Rules traffic- a necessary good, of course not without drawbacks. However, even without standards, no social system can exist.

GEF determines the goal, objectives, planned results, content and organization of the educational process. Educational programs of preschool educational institutions are being developed on the basis of the Federal State Educational Standard

REGULATORY SUPPORT FOR THE INTRODUCTION OF GEF TO

1. Availability of a decision of the state public administration body (governing council, pedagogical council, board of trustees) on the introduction to the preschool educational institution GEF.

2. Amendments and additions to the Charter of the DOW.

3. Development on the basis of an exemplary basic program of preschool education of the PLO preschool educational institution.

4. Approval of the PLO of this DOW.

5. Ensuring compliance of the regulatory framework of the preschool educational institution with the requirements of the Federal State Educational Standard.

6. Casting job descriptions employees of preschool educational institutions in accordance with the requirements of the Federal State Educational Standard of Doe and qualification characteristics.

7. Development and approval of a plan - a schedule for the introduction of GEF DO.

8. List definition methodical literature and manuals used in the educational process in accordance with the Federal State Educational Standard.

9. Development of local acts that establish requirements for various infrastructure facilities of a preschool educational institution (regulations on a logopoint, PMPK, etc.)

10. Development:

Curriculum, annual calendar schedule;

Work programs for teachers

Monitoring provisions

INFORMATION SUPPORT FOR THE INTRODUCTION OF GEF TO

1. Placement on the website of the preschool educational institution of information materials on the introduction of the Federal State Educational Standard of preschool education.

2. Broad information to the parent community about the preparation for the introduction and the procedure for the transition to new standards.

3. Organization of the study of public opinion on the introduction of new standards and the introduction of additions to the content of the OOP of preschool education.

4. Ensuring public reporting of the preschool educational institution on the progress and results of the introduction of the Federal State Educational Standard.

On the organization of additional education;

On the organization of the assessment of the achievement of the planned results

In the introduction of the Federal State Educational Standard in the preschool educational institution, the principle of integration of educational areas applies. This principle is innovative for preschool education and obliges preschool educational institutions to radically restructure educational activities in kindergarten on the basis of synthesis, combining educational areas, which involves obtaining a single holistic educational product that ensures the formation of integral qualities of a preschooler's personality andharmonious integration into society.

According to the Federal State Educational Standard, the planning of the educational process in a preschool educational institution is based on a complex thematic principle. Complex thematic planning is the most effective in working with preschool children. So, from the position of a senior educator, it allows you to systematize the educational process and combine the efforts of all teachers and specialists without missing a single pedagogical task during the year. From the point of view of the educator, this approach gives consistency and consistency in the implementation of program tasks in various educational areas of knowledge, a situation is created when the child has all the senses involved, and, consequently, the material is better absorbed. The task of the teacher is to plan the educational process in such a way that, together with the pupil, to fully live through all its stages: preparation, conduct, discussion of the results. When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is the game. In the current Federal State Educational Standard, gaming activities are not included in any of the educational areas. This is explained by the fact that at preschool age the game is the leading type of activity and should be present in all psychological and pedagogical work, and not just in one of the areas. (This fact is also not an innovation, the game has always been the leading activity in preschool childhood). In accordance with the complex-thematic principle of constructing the educational process, the Federal State Educational Standard offers not a set of individual game techniques to motivate educational activities, but the assimilation of educational material in the process of preparing and conducting any significant and interesting events for preschoolers. Education through the system of games-activities is reorganized to work with children according to the "event" principle. The criterion that this principle has come into effect is the child's lively, active, interested participation in a particular project activity, and not a chain of actions at the direction of an adult. The plan of upbringing and educational work is the main document in working with children, and provides for the planning of all types of children's activities and their corresponding forms of work for every day. Without this document, the teacher has no right to start work. The purpose of the document is to help achieve the planned educational tasks. The plan is a project of pedagogical activity of all participants in the educational process. Although there are no uniform rules for maintaining this document, and it can be drawn up in any form convenient for the teacher. However, there are several important conditions that must be observed when planning: highlighting the goals and objectives of planning for a certain period of work, correlating them with the approximate general educational program of preschool education, according to which the educational process is organized, the age composition of the group of children and the priority areas of the educational process in preschool ; systematic and even distribution of material over time, so that children receive information gradually, in a certain system; a clear presentation of the results of the work to be achieved by the end of the planning period; choosing the best ways, means, methods to help achieve the goals, and therefore get the planned result; taking into account the specific features of the age group, the real situation and conditions in which educational activities are carried out.

The standard, in addition to determining comfortable conditions for raising a preschooler, should be aimed at ensuring that the child has a motivation for learning, cognition and creativity. It is more important to develop memory, attention, thinking, imagination: it is not the kindergarten that should prepare the child for school, but the school should prepare for the child: a child prodigy, problematic in socialization, underdeveloped, etc.