Analysis of the work on the use of the program of preschool education. Abstract: Analysis of modern educational programs for preschool institutions

Analysis of modern educational programs for DOW.

Currently, there are a number of programs for working with children. before school age. Among them are complex (general developing) and specialized (partial, local).

Comprehensive programs - programs that include all the main areas of educational and educational work of the preschool educational institution. [p. 13]

Specialized programs- programs in one or more areas, implemented as part of the main educational activities of a preschool educational institution. [p.13]

Basic and additional preschool programs.

Integrity educational process is achieved not only by using one main program, but also by the method of qualified selection of specialized programs.

One of the main requirements for the main programs (complex, a set of partial ones) is the observance of continuity with primary education programs.[p.13]

Comprehensive programs .

In 1989, by order of the Ministry of Education of the RSFSR, a program began to be developed "Rainbow". The team of authors was headed by Candidate of Pedagogical Sciences T.N. Doronova. Currently, the program consists of 5 sections and is intended for the upbringing and education of children from 2 to 7 years old.

1. Red color - physical culture.

2. Orange color - game.

3. Yellow color - visual activity and manual labor.

4. Green color- design.

5. Blue color - musical and plastic arts.

6. Blue color - classes for the development of speech and familiarization with the outside world.

7. Purple color - mathematics.

The purpose of the program is to develop such personality traits as upbringing, independence, purposefulness, the ability to set a task and achieve its solution.

The program is based on the idea that each year of a child's life is decisive for the formation of certain mental neoplasms. The effectiveness of the upbringing and educational process depends on how specific pedagogical work is focused on the formation of these neoplasms. Therefore, the educator faces the following tasks:

1. create an opportunity for the child to live these years joyfully and meaningfully;

2. ensure the protection and strengthening of his health;

3. promote comprehensive and timely mental development;

4. to form an active and careful-respectful attitude towards the world around;

5. to attach to the main areas of human culture (labor, knowledge, art, morality).

The advantage of this program is that the guidelines for each age group provide an approximate planning of pedagogical work for the year, reveal the content of the work during the day: a list and duration of individual elements of the daily routine, as well as their methodological content, purpose and means.

In 1995, a team of teachers of the department preschool pedagogy Russian State Pedagogical University named after A.I. Herzen developed a program "Childhood" .

The purpose of the program is to ensure the holistic development of the child's personality during preschool childhood: intellectual, physical, emotional and moral, strong-willed, social and personal.

The program is focused on the social and personal development of the child, the upbringing of a positive attitude towards the outside world, includes a new important section - "Attitude towards oneself."

The program consists of three parts: junior, middle and senior preschool age. The content is specified by sections:

1. Characteristics of the age period.

2. Features of the field of activity.

3. General tasks of education.

4. Representations (orientations).

5. Practical skills.

6. Levels of learning skills.

10. Conclusion.

The advantage of this program is that the teacher's creative attitude to planning is assumed: the teacher independently chooses from the proposed content what can be implemented.

Program "From childhood to adolescence" developed by the team of authors under the guidance of the candidate of pedagogical sciences T.N. Doronova. The program is based on the most important strategic principle of the modern system Russian education is its continuity. This reflects the name of the program, which characterizes the continuous connection between preschool and primary school age.

The program indicates the characteristic features of various periods of childhood and defines tasks in two main areas - "Health" and "Development".

The advantage of this program is that the program focuses adults on personality-oriented interaction with the child, the participation of parents in the upbringing and education of children in the family, in kindergarten, and then at school.

Program "Education and education in kindergarten" is an improved version of the "Program of education and training in kindergarten" (M .: Education, 1985, ed. M.A. Vasilyeva). The program has been finalized taking into account the latest achievements of modern science and the practice of domestic preschool education.

The purpose of the program is to create favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities.

The program is composed by age groups. It covers 4 age periods of children's development: early age, younger preschool age, middle age, senior preschool age and has a certain structure:

1. Age features.

2. Tasks that are solved in each section.

3. Approximate mode of the day.

4. Sections of the program:

Physical education.

Mental education.

Moral education.

Labor education.

Fiction.

Artistic and aesthetic education

Musical education.

Cultural and leisure activities.

An approximate list of the main activities for a five-day week.

The purpose of the program is to ensure continuity between preschool and primary education, to create optimal conditions for personal and mental development pupils.

The program of family and public education "Golden Key" has the following structure:

Explanatory note.

Tasks of training and education.

Organization of work in the family and public children's center "Golden Key".

Principles of organizing life in a group.

Primary School Curriculum - kindergarten.

Topics for seven years of study.

The advantage of this program is that the program is designed to work with children from 3 to 10 years old. Primary School works directly in the children's center. Schoolchildren come to their group in the morning, have breakfast, go to lessons, and then return to their groups.

Specialized programs.

Preschool Physical Education Program "Physical culture - for preschoolers." Author L.D. Glazyrin.

The program is designed to work with children from 1 to 6.

The purpose of the program is to optimally implement the health-improving, upbringing and educational direction of physical education, taking into account the individual developmental opportunities of the child.

Program objectives:

1. wellness area - ensuring quality work preschool institutions to improve children's health.

2. educational direction - ensuring the social formation of the child's personality, the development of his creative forces and abilities.

3. educational direction - ensuring the assimilation of systematized knowledge, the formation of motor skills and abilities.

The advantage of this program is that for each age group there are various developmental exercises and their dosage, as well as various forms of work with children in physical education and their duration.

Aesthetic education program for children 2-7 years old "Beauty. Joy. Creation" developed by the team of authors T.S. Komarova, A.V. Antonova, M.B. Zatsepina.

The program contains sections: "Art in a Child's Life", "Aesthetic Developmental Environment", "Beauty of Nature", "Introduction to Architecture", "Literature", " art», « Musical activities”, “Leisure and creativity”, “Creativity”.

The program is aimed at introducing children to a healthy lifestyle as a result of comprehensive education (development of various movements, muscle strengthening, etc.)

The advantage of the program is that the program of aesthetic education, education and development of children is holistic, integrated in all areas of aesthetic education, based on different types of art, carried out by means of nature, aesthetic developing environment, various artistic and creative activities.

Program of artistic and aesthetic cycle "With a brush and music in the palm of your hand." Authors N.E. Basina, O.A. Suslova. The program is designed to work with children 3-7 years old.

The structure of the course "Introduction to the World of Art" contains sections:

1. Material. Natural and non-natural material and its properties.

2. Color. Color as a sign of the material world and color as a means of art.

4. Emotions. As feelings experienced by a person and as an aesthetic experience of the world.

5. Movement.

8. Invoice.

9. Symmetry. Rhythm.

10. Interaction as a way to implement internal and external relations.

The advantage of this program is that all topics are interconnected with each other and a detailed itinerary of the journey through the course content is presented.

Program "Drawing and Sculpting" O.V. Grigorieva.

Program goal: development creativity preschoolers.

The program is designed to work with children aged 3-9 years visual activity. The program presents a calendar-thematic plan for visual activity in 4 versions, which gives the teacher the opportunity to vary the pace, materials, types of art, depending on the abilities of children. Planning of work is carried out taking into account the individual characteristics of children.

The advantage of the program is that the program includes 28 abstracts of classes with children of junior, middle, preparatory group by activity.

Program "Musical Masterpieces" O.P. Radynova.

The purpose of the program: the formation of the foundations musical culture preschool children.

At the center of the program is the development of creative listening to music, which involves encouraging children to manifest various forms of creative activity - musical, musical-motor, artistic.

The formation of the musical culture of children is ensured by the selection of works of musical classics and folk music, which are "standards of beauty" for children. The basic principle of building the program is thematic. The program includes 6 topics that are studied within one to two months and are repeated on new material in each age group.

The advantage of the program is that it is a methodically built system for the formation of the foundations of children's musical culture, including the principles, content, methods and forms of work.

Environmental Orientation Program The planet is our home.

The aim of the program is to develop emotional sphere interest in nature.

The program uses unique techniques:

Storytelling with live pictures

Teaching figurative plastics, breathing exercises, self-massage

Drawing an individual ecological book.

The advantage of this program is that it introduces children to the natural world, using various means from pantomime and riddles to slides and chemical experiments, and at the end of each topic there is a Book Festival.

Bibliography:

1. Glazyrina L.D. Physical culture for preschoolers. M.: Vlados, 1999.

2. Doronova T.N. and others. From childhood to adolescence: a program for parents and educators on the formation of health and development of children of the fifth year of life. M., 1997.

3. Solomennikova O.A. Basic and additional programs of the preschool educational institution: method. allowance. Moscow: Iris-press, 2006.

4. Modern educational programs for preschool institutions: under. ed. T.I. Erofeeva. M.: Academy, 2000.

5. Childhood: a program for the development and education of children in kindergarten / under. ed. T.I. Babaeva, Z.A. Mikhailova, L.M. Gurovich. St. Petersburg: Accident, 1996.

6. Rainbow: program and guidance for the educator / comp. T.N. Doronova. M.: Education, 1999.

Orenburg State

Pedagogical University

Abstract on the topic:

Analysis of modern educational programs for preschool institutions

Completed by: 3rd year student of OZO

faculty of DNO, department of PIMDO

Belkova Galina.

Checked by: teacher Zebzeeva V.A.

Analysis of modern educational programs for preschool educational institutions.

Currently, there are a number of programs for working with children of preschool age. Among them are complex (general developing) and specialized (partial, local).

Comprehensive programs- programs that include all the main areas of educational and educational work of the preschool educational institution. [p. 13]

Specialized programs- programs in one or more areas, implemented as part of the main educational activities of a preschool educational institution. [p.13]

Basic and additional programs of preschool educational institutions.

The integrity of the educational process is achieved not only by using one main program, but also by the method of qualified selection of specialized programs.

One of the main requirements for the main programs (complex, a set of partial ones) is the observance of continuity with primary education programs.[p.13]

Comprehensive programs .

1. Red color - physical culture.

2. Orange color - game.

3. Yellow color - visual activity and manual labor.

4. Green color - design.

5. Blue color - musical and plastic arts.

6. Blue color - classes for the development of speech and familiarization with the outside world.

7. Purple color - mathematics.

The purpose of the program is to develop such personality traits as upbringing, independence, purposefulness, the ability to set a task and achieve its solution.

1. create an opportunity for the child to live these years joyfully and meaningfully;

2. ensure the protection and strengthening of his health;

3. promote comprehensive and timely mental development;

4. to form an active and careful-respectful attitude towards the world around;

5. to attach to the main areas of human culture (labor, knowledge, art, morality).

In 1995, a team of teachers of the Department of Preschool Pedagogy of the Russian State Pedagogical University named after A.I. Herzen developed a program "Childhood" .

The program consists of three parts: junior, middle and senior preschool age. The content is specified by sections:

1. Characteristics of the age period.

2. Features of the field of activity.

3. General tasks of education.

4. Representations (orientations).

5. Practical skills.

6. Levels of learning skills.

10. Conclusion.

The advantage of this program is that the teacher's creative attitude to planning is assumed: the teacher independently chooses from the proposed content what can be implemented.

Program "From childhood to adolescence" developed by the team of authors under the guidance of the candidate of pedagogical sciences T.N. Doronova. The program is based on the most important strategic principle of the modern system of Russian education - its continuity. This reflects the name of the program, which characterizes the continuous connection between preschool and primary school age.

The program indicates the characteristic features of various periods of childhood and defines tasks in two main areas - "Health" and "Development".

The program is composed by age groups. It covers 4 age periods of children's development: early age, younger preschool age, middle age, senior preschool age and has a certain structure:

1. Age features.

2. Tasks that are solved in each section.

3. Approximate mode of the day.

4. Sections of the program:

Physical education.

Mental education.

Moral education.

Labor education.

Fiction.

Artistic and aesthetic education

Musical education.

Cultural and leisure activities.

An approximate list of the main activities for a five-day week.

The purpose of the program is to ensure continuity between preschool and primary education, to create optimal conditions for the personal and mental development of pupils.

The program of family and public education "Golden Key" has the following structure:

Explanatory note.

Tasks of training and education.

Organization of work in the family and public children's center "Golden Key".

Principles of organizing life in a group.

Curriculum of elementary school - kindergarten.

Topics for seven years of study.

The advantage of this program is that the program is designed to work with children from 3 to 10 years old. The elementary school operates directly in the children's center. Schoolchildren come to their group in the morning, have breakfast, go to lessons, and then return to their groups.

Specialized programs.

Preschool Physical Education Program "Physical culture - for preschoolers." Author L.D. Glazyrin.

The program is designed to work with children from 1 to 6.

Program objectives:

1. health direction - ensuring the quality work of preschool institutions to improve the health of children.

2. educational direction - ensuring the social formation of the child's personality, the development of his creative forces and abilities.

3. educational direction - ensuring the assimilation of systematized knowledge, the formation of motor skills and abilities.

Aesthetic education program for children 2-7 years old "Beauty. Joy. Creation" developed by the team of authors T.S. Komarova, A.V. Antonova, M.B. Zatsepina.

The program contains sections: "Art in a Child's Life", "Aesthetic Developmental Environment", "Beauty of Nature", "Acquaintance with Architecture", "Literature", "Fine Arts", "Musical Activities", "Leisure and Creativity", "Creativity ".

The program is aimed at introducing children to a healthy lifestyle as a result of comprehensive education (development of various movements, muscle strengthening, etc.)

Program of artistic and aesthetic cycle "With a brush and music in the palm of your hand." Authors N.E. Basina, O.A. Suslova. The program is designed to work with children 3-7 years old.

The structure of the course "Introduction to the World of Art" contains sections:

1. Material. Natural and non-natural material and its properties.

2. Color. Color as a sign of the material world and color as a means of art.

4. Emotions. As feelings experienced by a person and as an aesthetic experience of the world.

5. Movement.

8. Invoice.

9. Symmetry. Rhythm.

10. Interaction as a way to implement internal and external relations.

The advantage of this program is that all topics are interconnected with each other and a detailed itinerary of the journey through the course content is presented.

Program "Drawing and Sculpting" O.V. Grigorieva.

The purpose of the program: the development of creative abilities of preschoolers.

The program is designed to work with children aged 3-9 years in fine arts. The program presents a calendar-thematic plan for visual activity in 4 versions, which gives the teacher the opportunity to vary the pace, materials, types of art, depending on the abilities of children. Planning of work is carried out taking into account the individual characteristics of children.

The advantage of the program is that the program includes 28 abstracts of classes with children of the junior, middle, preparatory groups in art activities.

Program "Musical Masterpieces" O.P. Radynova.

The purpose of the program: the formation of the foundations of the musical culture of preschool children.

At the center of the program is the development of creative listening to music, which involves encouraging children to manifest various forms of creative activity - musical, musical-motor, artistic.

Environmental Orientation Program The planet is our home.

The purpose of the program is to develop an interest in nature through the emotional sphere.

The program uses unique techniques:

Storytelling with live pictures

Teaching figurative plastics, breathing exercises, self-massage

Drawing an individual ecological book.

Bibliography:

1. Glazyrina L.D. Physical culture for preschoolers. M.: Vlados, 1999.

2. Doronova T.N. and others. From childhood to adolescence: a program for parents and educators on the formation of health and development of children of the fifth year of life. M., 1997.

3. Solomennikova O.A. Basic and additional programs of the preschool educational institution: method. allowance. Moscow: Iris-press, 2006.

4. Modern educational programs for preschool institutions: under. ed. T.I. Erofeeva. M.: Academy, 2000.

5. Childhood: a program for the development and education of children in kindergarten / under. ed. T.I. Babaeva, Z.A. Mikhailova, L.M. Gurovich. St. Petersburg: Accident, 1996.

6. Rainbow: program and guidance for the educator / comp. T.N. Doronova. M.: Education, 1999.

Orenburg State

Pedagogical University

Abstract on the topic:

Analysis of modern educational programs for preschool institutions

Completed by: 3rd year student of OZO

faculty of DNO, department of PIMDO

Belkova Galina.

Checked by: teacher Zebzeeva V.A.

1.4 Analysis of modern educational programs for preschool educational programs

Only under the condition of identifying the possibilities and content of work in a preschool educational institution, it is possible to develop a sense of time. To do this, it is necessary to consider modern educational programs from the point of view of developing a sense of time in the educational, upbringing and play activities of children.

In the development of a sense of time, educational programs have a fairly high potential, although consistent and planned work in this direction is not provided.

The Rainbow program is based on the idea of children's development in the process of play, since the authors believe that the predominance of play activities throughout the day will help create an atmosphere of emotional warmth, security and peace in a preschool institution. In the program, role-playing, outdoor games, games with rules are used in all activities. At the same time, practically no attention is paid to the development of a sense of time in children, there is no expressed system, although there are certain prerequisites for creating conditions for the development of this quality of the child.

The Development program involves the development of the intellectual and creative abilities of children in all age groups, which can be considered as an opportunity to develop a sense of time: intellectual development includes the development of linear time, and creative development is based on the development of artistic time. Play activity is an essential part of the life of children in kindergarten and can contribute to the development of mental time. The idea of L.A. Wenger about the amplification (enrichment, filling) of a child's development involves the harmonization of internal processes. As an opportunity to develop ideas about time, one can consider the provision of the program on the universal actions of orienting children in environment.

The Origins program is aimed at developing the versatile abilities of children. On music lessons the tasks of forming a stock of impressions as representations of the past are being implemented; develops the ability to express the dynamics of the musical image in natural pantomime movements, which contributes to the coordination and synchronization of rhythm, time and space. As can be seen from the tasks of the program, the development of a sense of time is not particularly highlighted. However, it is necessary to note the harmonizing beginning of the symbolism of the program (“sun”, “flower”, “apple”, “baby face”). In terms of structure and direction, these symbols initially harmonize the personality, which is important in the development of a sense of time in children.

In the “Program of Education and Training in Kindergarten”, the task of developing a sense of time is not set, but is partly solved in the sections “Development of elementary mathematical representations” and “Orientation in time” according to the method of T.D. Richterman. Children are introduced to the measurement of time (1, 3, 5, 10 minutes), train the sense of linear time, the ability to complete tasks exactly on time with and without a clock.

The rhythmic plasticity program for children of preschool and primary school age "Rhythmic Mosaic" is aimed at developing rhythmic plasticity, motor skills, the ability to transmit the metrorhythm, and training mental processes, which is important for the development of the mental type of time. Senses of time and space develop in the process of orientation in space. Children are given such concepts as "big - small", "quick - slow", "far - close", "long - not long".

The program "Synthesis of Arts in Aesthetic Education" is developing in nature and is aimed at forming an aesthetically developed personality, awakening creative activity and artistic thinking, and developing skills for perceiving works of various types of art. This program has sufficient potential for the development of artistic time by means of various types of art. It does not separately address the tasks of developing aesthetic feelings: a sense of rhythm, time and space, but the content of the program gives ideas about the temporal nature of a work of literature, about the temporal development of a musical image. In the process of rhythmically organized activity, children learn to navigate in time and space, rebuild and adapt in it.

The program "Chronos" was also analyzed. It doesn't follow the structure. curricula and is not associated with a particular type of activity. The program is conditionally divided into blocks, which are aimed at the development of the main types of time. Children get acquainted with various signs of time, and also learn different properties of time. The Chronos program is designed for the practical application of techniques and methods in any situation, in the classroom, in play and independent activities, in entertainment, as well as, as necessary, organizing the aesthetic environment and aesthetic activities of children.

So, after analyzing modern educational programs, we can conclude that almost all programs use gaming as a leading activity. In the process of developing various abilities in children, the development of a sense of time as an aesthetic phenomenon is not expected, except for the Chronos program, which was specially designed for the kinesthetic development of children. But it should be noted that within the framework of each program, it is possible to organize gaming, cognitive activities to develop a sense of time. In terms of the aesthetic development of children, the program “Synthesis of Arts in the Aesthetic Education of Preschool and School Age Children” has been most developed, it also has great opportunities in developing a sense of time.

Conclusions on the first chapter.

Having studied and analyzed the methodological and psychological-pedagogical literature on the formation of a sense of time as an aesthetic phenomenon, we can draw some pedagogical conclusions:

· The aesthetic sense of time is the natural aesthetic ability of a person to harmonize, synchronize and regulate the virtual and real world. The unity of artistic, creative and aesthetic activity is the way that allows the child to develop a sense of time as an aesthetic ability.

· The perception of time as a balanced sense of natural, social, cosmic processes becomes an aesthetic phenomenon, that is, an aesthetic quality of the individual, in the process of developing a diverse sense of time in children. Different types of time create a polyphony of the child's feelings and help to synchronize and harmonize them.

· Before time becomes an aesthetic feeling, the child goes through stages of development: adaptation, orientation, empathy, awareness.

· Having learned to regulate mental and objective time, to feel temporary changes, to synchronize processes, the child acquires the aesthetic ability to control the sense of time.

· The game, as the leading activity of preschool age, is an integral and essential part of children's life.

· Practically all programs use game activity as a leading activity.

Chapter 2

2.1 Diagnosis of the development of a sense of time in children of older preschool age

Based on the conclusions of the first chapter, it was revealed that diagnostics for identifying the level of development of the aesthetic sense of time was developed in the works of A.F. Yafalyan and O.E. Dren. It includes the identification of physical, mental and artistic time. In this diagnosis, the components, indicators and levels of the formation of a sense of time in children of senior preschool age are determined.

Levels of manifestation of the sense of time in children of senior preschool age.

COMPONENTS	INDICATORS
Physical	1. The ability to feel time periods, plan your activities for this time and finish it on time without control by the clock. 2. The ability to allocate cyclicity in time (days, weeks, months, seasons, years), to determine their sequence in time. 3. The ability to adequately respond to physical time.
Mental	1. The ability to move freely in the past tense. 2. The ability to create an image of the future in detail and in development. 3. The ability to feel the unity of rhythm, space and time in the surrounding world.
artistic	1. The ability to allocate and characterize time in works of art. 2. The ability to identify the cyclicity in the emotional experiences of the characters and empathize with them in the process of dramatic construction of the plot. 3. The ability to feel the unity of rhythm, time and space in works of art and convey them in one's own artistic activity.

When determining the level of aesthetic development, A.F. Yafalyan and

O.E. Dren took into account the gradation of levels proposed by A.F. Lobova (non-aesthetic, pre-aesthetic and proper aesthetic). Taking into account the peculiarities of the studied personality quality and the age characteristics of preschool children, they proposed a different approach to determining the levels, retained not quantitative, but qualitative characteristics of the levels. They include spontaneous, situational, constant levels of development of the sense of time.

spontaneous level.

1. Physical time. Does not feel time periods, does not know how to distinguish cyclicity in time; inadequately reacts to physical time, constantly loses orientation in time.

2. Mental time. Cannot move freely in the past tense; does not know how to create an image of the future in detail and in development; does not highlight the relationship of rhythm, space and time.

3. artistic time. Does not single out or characterize time in works of art; does not reveal cyclicity in the emotional experiences of the characters and spontaneously empathizes with them, regardless of the development of the plot; cannot connect rhythm, time and space in the process of artistic activity.

situational level.

1. Physical time. Feels time intervals with repeated repetition, highlights not all and not completely time cycles; responds inadequately to physical time if emotionally unstable.

2. Mental time. With the help of a teacher can move into the past tense; creates an image of the future fragmentarily; sometimes catches in the process of activity the unity of rhythm, space and time.

3. Artistic time. Highlights and characterizes time in works of art with the help of a teacher; knows how to identify cyclicity in the emotional experiences of the characters and does not empathize with them in the process of dramatic development of the plot; with repeated inclusion in artistic activity, he finds the unity of rhythm, time and space.

constant level.

1. Physical time. Feels time periods; is able to allocate cyclicity in time; adequately responds to physical time.

2. Mental time. Can move freely in the past tense; is able to create an image of the future in detail and in development; feels the unity of rhythm, space and time.

3. Artistic time. Highlights and characterizes time in works of art; is able to identify cyclicity in the emotional experiences of the characters and empathize with them in the process of plot development; conveys the unity of rhythm, time and space in artistic activity.

Points correspond to each level: spontaneous level - 1 point; situational level - 2 points; constant level - 3 points.

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3.08 37.24 7.07 27.02 1.84 45.37 Conclusions 1. As a result of a survey of children, it was found that the development of creative imagination, empathy in older preschool children has an average level. 2. The selection of means carried out contributes to the enrichment of the emotional experience of children, the emotional development of older preschoolers. 3. The developed technique was effective ...