Vasiliev preschool education. Vasilyeva Preschool Education Program

Program "Education and training in kindergarten "under the editorship of M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova is a state program document, which is a variable program that comprehensively presents the main content lines of education, development and education of children from birth to seven years .

The main objectives of the program are to protect the life and health of children, the comprehensive development and upbringing of the child's personality through the organization of various types of children's activities, as well as preparing children for schooling.

The purpose of the program is the comprehensive development of the mental and physical qualities of children from birth to 7 years in accordance with their age and individual characteristics. creation of emotionally favorable conditions during the child's stay in a preschool educational institution. Preparing the child for life in society.

Successful implementation of the goals of the program in our preschool educational institution is carried out in the process of playing, educational, motor, labor and artistic and aesthetic activities.

Achievement of the goals and objectives of the program by preschool teachers occurs:

through the targeted influence of the teacher on the child, starting from the first day of his stay in the preschool educational institution;
by creating a favorable, friendly, emotionally comfortable atmosphere in groups by teachers;
through a creative approach to the process of education, development and training;
through the variable use of educational material, which allows developing the creative abilities and inclinations of each child;
by interacting with the child's family, involving it in the life of the preschool educational institution;
by maintaining continuity in the work of the preschool educational institution And elementary school;
respectful attitude to the results of children's creativity.

The program "Education and training in kindergarten", ed. M.A. Vasilyeva provides for the organization of the lives of children in each age group, a clear daily routine in preschool and at home. It has a clear structure and regulated content, aimed at developing certain knowledge, skills and abilities in children.

Explanatory note to the program "Education and education in kindergarten" ed. M.A. Vasilyeva

This publication is an improved version of the "Program of education and training in kindergarten" (M.: Prosveshchenie, 1985, editor-in-chief M. A. Vasiliev), prepared taking into account the latest achievements of modern science and practice of domestic preschool education.

The content of the first edition of the Kindergarten Education and Training Program has evolved over several decades. It was comprehensively tested by educators, methodologists and scientists, which made it possible to clearly and concisely state the advanced ideas of preschool education of past years in the state program document, which played an important role in the development of a progressive system of preschool education in Russia.

However, decades have passed since the first publication of the program. Time has made significant adjustments to the development of domestic preschool education. New socio-economic conditions for the functioning of preschool educational institutions determined the need to ensure the modern quality of preschool education, the introduction of more progressive forms of participation of the state and the family in the upbringing of children, increasing the responsibility of the teaching staff of preschool institutions for the full development and emotional well-being of each child.

In connection with the change in the priorities of modern preschool education, a significant revision of the content of the former “Program of Education and Training in Kindergarten” was also required. It is no secret that the number of preschool educational institutions that continue to work under this program is quite large. Preschool workers, forced to reckon with the realities of the new time, independently introduce tasks and content from other programs created on other conceptual foundations into an established document.

Teachers have difficulty organizing educational process; materials of some sections of the program are studied in depth to the detriment of others; there is an excessive content of preschool education and information overload of children.

Under these conditions, a team of scientists led by Doctor of Pedagogical Sciences, Professor T. S. Komarova completed the revision of the “Program of Education and Training in Kindergarten”, supplementing it with a new scientifically substantiated and proven experience content while maintaining the specificity and clarity of presentation.

From the standpoint of creative pedagogy, scientists have revised a number of principles that underlie the traditional program (the obligation to acquire knowledge, conduct frontal classes, etc.), and correct some of its provisions, taking into account guidelines and requirements for updating the content of preschool education in Russia.

In accordance with the modern scientific “Concept of preschool education” (authors V.V. Davydov, V.A. Petrovsky and others) on the recognition of the intrinsic value of the preschool period of childhood, the new version of the program highlights the developing function of education, which ensures the formation of the child’s personality and revealing his individual characteristics.

From the standpoint of a humane-personal attitude towards the child, the program recorded the rejection of the formation of political and ideological attitudes and corresponding ideas that ignore spiritual and universal values, the strict regulation of children's knowledge and subject centrism in education were abolished.

Along with this, the authors-compilers tried to carefully preserve in the new edition the best traditions of domestic preschool education, its fundamental nature: a comprehensive solution to the problems of protecting the life and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities.

The revised document retained its original title. This approach assumes that in the conditions of modern transformations, education and training are aimed at the comprehensive development of the child's personality, his abilities (cognitive, communicative, creative, regulatory). At the same time, the compilers of the program were based on the most important didactic principle - developmental education and the scientific position of L. S. Vygotsky that properly organized education “leads” development. They also meant that upbringing and mental development cannot act as two separate, independent processes, but at the same time “education serves as a necessary and universal form of a child’s development” (V.V. Davydov). Thus, development within this option The program acts as the most important result of the success of the upbringing and education of children.

Taking into account the indicated approaches, the new edition is a modern variable program, which comprehensively presents all the main content lines of upbringing, education and development of a child from birth to 7 years.

The program is based on the principle of cultural conformity. The implementation of this principle will ensure that national values and traditions are taken into account in education, and will make up for the shortcomings of the spiritual, moral and emotional education of the child. Education is seen as a process of introducing the child to the main components of human culture (representation, knowledge, morality, art, labor).

The edition has been substantially supplemented and revised; the traditional content of the program has been transformed and enriched with the necessary developmental environment.

The main criterion for selecting program material is its educational value, the high artistic level of the works of culture used (classical, both domestic and foreign), the possibility of developing the child's all-round abilities at each stage of preschool childhood.

This edition maintains continuity with the original version of the program in providing the traditional aspects of preschool education: physical, mental, moral, aesthetic, labor. Along with this, the new version of the program provides more opportunities for the cognitive, social and personal development of the child.

The main goals of the updated program are the creation of 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 in accordance with age and individual characteristics, preparing a child for life in modern society.

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

The program reveals the patterns and features of the development of babies from birth to 2 years. Due to the age specificity, the programs for the first and second groups of early age are structurally different from the programs for preschool groups.

To achieve the goals of the program "Education and training in kindergarten" are of paramount importance:

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

Creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which will allow them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

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

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

The variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

Respect for the results of children's creativity;

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

Coordination of approaches to the upbringing of children in the conditions of preschool educational institutions and families. Ensuring the participation of the family in the life of kindergarten groups and preschool institutions as a whole;

Compliance with continuity in the work of kindergarten and primary school, excluding mental and physical overload in the content of the education of a child of preschool age.

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

Physical education

Physical education in a preschool educational institution is carried out both in special physical education classes and in gaming activities and Everyday life children.

Favorable sanitary and hygienic conditions are created in the kindergarten, the daily routine is observed, caring care is provided for each child on the basis of a personality-oriented approach; a full-value meal is organized, a daily stay on fresh air; hardening activities, morning exercises are systematically held at all times of the year, and if appropriate conditions are available, children are taught to swim. In all age groups, much attention is paid to the development of correct posture in children.

The program provides for the expansion of the child's individual motor experience, consistent training in movements and motor actions: correct, rhythmic, easy walking, running, the ability to jump from a place and from a run, various types of throwing, climbing, movements with balls. Children learn clearly, rhythmically, at a certain pace to perform various physical exercises on the basis of verbal description as well as music.

Important tasks of the program are the education of physical qualities (dexterity, speed, endurance, strength, etc.), the development of coordination of movements, balance, the ability to navigate in space, the formation of the ability to self-control the quality of movements performed.

In physical education, a large place is given to physical exercises, which are carried out in the form of a game, and outdoor games. The program of the senior and preparatory groups for school includes teaching children certain sports exercises and elements of sports games (basketball, football, hockey, badminton, table tennis; games of towns, skittles, etc.). For these groups, the program also provides for independent physical exercises, taking into account the individual characteristics and level of preparation of children.

The program focuses on creating an environment in the kindergarten that promotes the formation of personal hygiene skills. Children are taught to realize the value of a healthy lifestyle, take care of their health, and are introduced to the elementary rules of safe behavior.

Depending on the climatic conditions, the material and technical equipment of the kindergarten, the established national traditions region, professional training of teaching staff, specific orientation of the activity of a preschool educational institution, teachers can make certain changes to the specific variety of physical exercises or introduce their variants that are most appropriate to the way of a particular institution, as well as to the sports traditions of the region as a whole.

mental education

The foundation of the mental development of the child is sensory education, orientation in the surrounding world.

The selection of program material was carried out based on the well-known principles of Ya. A. Comenius:

The encyclopedic nature of the ideas and knowledge formed in the child (about everything that surrounds him);

Natural conformity (man is a part of nature, and he obeys its laws);

Educational value of knowledge.

Each subsection of the program has its own basic foundation.

Introduction to the objective world involves:

Familiarization of the child with the subject as such (name, purpose, isolation of properties and qualities, grouping, classification, etc.);

Perception of an object as a creation of human thought and result labor activity.

In introducing children to the phenomena public life The core theme is the life and work of adults. This topic equally applies to all designated headings of the subsection: “Native family”, “ Home country”,“ Our army ”, etc.

In getting to know the natural world, the main goal is to help the child become aware of himself as an active subject of nature.

Mental education in the program is organized on the principles of communicative and cognitive activity of children and enriched with modern developmental content.

Mental education provides:

Formation of a holistic picture of the world around the child;

Development of interest in objects and phenomena of the surrounding reality (the world of people, animals, plants), habitats of humans, animals, plants (earth, water, air);

Familiarization with household items necessary for a person, their functional purpose (clothes, shoes, dishes, furniture, etc.);

Formation of initial ideas about oneself, about the immediate social environment (“I and an adult”, “I am in the family”, “I am in kindergarten”, “I am on the street”), about the simplest family relationships (mother, father, grandmother, grandfather, brother, sister, etc.);

Formation of initial ideas about the macrosocial environment (yard, shop, pharmacy, clinic, school, transport, etc.), about people's activities, the phenomena of public life;

Formation of initial ideas about natural phenomena, daily, seasonal and spatial changes in nature;

Formation of ecological ideas, value bases of attitude to the world around.

Serious attention in the context of solving the problems of mental education and the overall development of the child is given to the development of oral speech.

For each age group, the approximate level of speech development, the sequence of work on mastering the sound system of the language, its vocabulary and grammatical structure are determined; in the older groups, the content of preparing children for the development of literacy has been developed.

In classes for the development of speech and outside classes, in the process of getting acquainted with the outside world, nature, as well as while reading works fiction the educator leads the children to the understanding that words denote objects and phenomena of this world and have a certain meaning, which for exact expression thoughts, you need to select the words that are most suitable in meaning.

Preparing children for mastering oral speech begins with the first group of early age. In the program of this group, the main tasks are: the development of cooing and babble, which contribute to the development of the articulatory apparatus, auditory concentration, voice reactions, the accumulation of a passive vocabulary and the formation of the ability to repeat some simple words after the teacher.

The program of the second group of early age, when the child's speech becomes a means of communication with adults and peers, provides for the formation of correct sound pronunciation, the development of elements of coherent speech.

In the first and second junior groups, teachers create conditions for children to use common sentences in oral speech.

The program of the middle group is aimed at mastering by children the correct pronunciation of all the sounds of their native speech, the formation of skills in retelling and compiling short stories.

In the older group, a special place is occupied by the development of phonemic hearing and the further improvement of coherent speech.

In the preparatory group for school, work is actively carried out to prepare children for mastering the basics of literacy. The teacher leads the children to the sound analysis of words, teaches them to divide words into syllables, to compose words from syllables, from words - sentences, gives the first ideas about the word, sentence (without their grammatical definition).

In all age groups, exercises are conducted to develop dialogical speech, to form a culture of communication. The teacher develops the child's independent active speech, encourages the desire to speak, communicate with other people.

An improved version of the program includes a new heading "Developing speech environment". Its main goal is to promote the improvement of the child's speech communications in kindergarten with adults, peers and younger and older children, as well as to determine the features of the organization of the developing speech environment in all kindergarten groups.

In national preschool educational institutions, where work is carried out in their native language, children from the first group of early age are taught oral native speech according to a program developed in the republic, territory, region, and from the middle and senior groups - Russian colloquial speech.

In those preschool educational institutions where work with children of non-Russian nationality is conducted in Russian, senior group teaching mother tongue is introduced educational programs developed in the regions.

Great importance in the mental education of children has the development of elementary mathematical concepts. The goal of the program in elementary mathematics is the formation of methods of mental activity, creative and variative thinking based on attracting children's attention to the quantitative relationships of objects and phenomena of the world. It is important to use the material of the program to develop the ability to clearly and consistently express one's thoughts, communicate with each other, engage in a variety of gaming and subject-practical activities, to solve various mathematical problems.

A necessary condition for the successful implementation of a program in elementary mathematics is the organization of a special subject-developing environment in groups and in the kindergarten area for the direct action of children with specially selected groups of objects and materials in the process of mastering mathematical content.

Within the framework of the new humanistic concept of preschool education, the "Kindergarten Education and Training Program" provides for maximum assistance in the development of the child as a person, the development of children's activity in the process of organizing their learning activities. Classes are considered in the program as an important, but not the predominant form of organized learning for children. The school-lesson form of conducting classes, obligatory answers at the blackboard, the stereotypical performance of all tasks according to the instructions of an adult, conducting most classes while sitting at tables are excluded.

Classes under the program are predominantly complex, intersecting with various fields of knowledge and activities. At a younger preschool age, they should be perceived by the child as a natural continuation of his play activity.

In accordance with the approximate modes of the day and the time of year, classes in groups are recommended to be held from September 1 to May 31. The educator is given the right to vary the place of classes in the pedagogical process, integrate (combine) the content of various types of classes, depending on the goals and objectives of training and education, their place in the educational process; reduce the number of regulated classes, replacing them with other forms of education.

Clarification of the main topics of classes in various sections of the program, the introduction of certain changes and additions to their content can be carried out taking into account national and regional characteristics of education, as well as the development of artistic activity based on local folk crafts.

The ratio of time allotted to familiarize children with the content of various topics is determined by the teacher of the preschool educational institution, taking into account the conditions of his activity.

moral education

Moral education is considered in the program as one of the most important aspects of the overall development of a preschool child. It is carried out in all types of children's activities, so the implementation of the tasks of moral education in the new version of the program is provided for in all its sections, starting with the younger groups.

In the process of moral education, a child develops humane feelings, ethical ideas, cultural behavior skills, social and social qualities, respect for adults, a responsible attitude to fulfilling assignments, the ability to play and work together, to fairly evaluate their actions and the actions of other children.

The program defines ways to solve the problems of moral education: respectful attitude of the teacher to each child, emotionally positive communication of children with each other, organization of everyday joint creative activities of children and adults. Based on these principles, the educator forms social and communicative skills, friendly feelings, collective relationships in children, creates favorable conditions for the education of responsiveness, sympathy, care, kindness.

Labor education

Labor education in the program is a mandatory component of the development of basic and creativity child, the most important means of shaping the culture interpersonal relationships. The task is to gradually develop in children (taking into account age possibilities) interest in the work of adults, the desire to work, the education of skills in elementary labor activity, diligence.

These tasks are solved through familiarization of children with the work of adults and through the direct participation of children in feasible labor activities. At the same time, the role of familiarization with the social orientation of labor, its social significance is especially emphasized, and a respectful attitude towards working people is formed.

In each age group, the types and content of the labor activity of children, the tasks that are solved in the process of child labor are determined.

By organizing labor activity, the educator ensures the comprehensive development of children, helps them gain confidence in their abilities, form vital skills and abilities, fosters responsibility and independence. It is necessary to organize the work of children in such a way that it activates physical strength and mental activity, bringing joy to children.

Fiction

In accordance with this, the lists of fiction in the program have been significantly updated: they include new classical works from the golden literary fund. The literary material of the program is selected in such a way as to ensure the development of the artistic and creative abilities of children, aesthetic taste, and the culture of perception of literary works.

Along with this, the program gives the teacher the right to make certain changes to the list of recommended literature, taking into account the regional component of the content of preschool education and the specifics of the work of the kindergarten.

In the classroom for literary reading children should be introduced to the heroes of books, writers and poets, taught to exchange opinions with each other about what they read.

In the process of reading, the attention of older preschool children should be drawn to the peculiarities of artistic prose and poetic speech, to the figurativeness and expressiveness of the language of writers and poets.

Artistic and aesthetic education

Artistic and aesthetic education in the program is implemented in the process of getting acquainted with nature, different types of art and artistic and aesthetic activities. It is aimed at developing a child's love for beauty, enriching his spiritual world, development of imagination, aesthetic feelings, aesthetic attitude to the surrounding reality, familiarization with art as an integral part of the spiritual and material culture, an aesthetic means of the formation and development of the child's personality.

The implementation of aesthetic education and art education in different age groups provides for:

Development of interest in various types of art (literature, fine arts, arts and crafts, music, architecture, etc.), the formation of the first ideas about beauty in life and art, the ability to perceive it;

Formation of artistic and figurative ideas and thinking, emotional and sensual attitude to objects and phenomena of reality, education of aesthetic taste, emotional responsiveness to beauty;

Development of creative abilities in drawing, modeling, application, art and speech, musical and artistic activities, etc.;

Teaching the basics of creating artistic images, the formation of practical skills in various types of artistic activity;

The development of sensory abilities of perception, a sense of color, rhythm, composition, the ability to simply express in artistic images solving creative problems;

Introducing children to the best examples of domestic and world art.

In the section of aesthetic education, great importance is attached to the development of independent artistic activity; the formation of the desire to prove oneself in a variety of activities: in drawing, modeling, dancing, dramatization, games, etc.

Leisure activities in the program are considered as a priority direction in the organization of the child's creative activity, the basis for the formation of his general culture. It is carried out in the process of entertainment, holidays, as well as independent work a child with art materials, which provides him with the opportunity to improve his abilities and skills in activities of a developmental nature. Not only the music director takes part in the organization of leisure activities, but also educators, a senior educator, parents, if there are teachers of additional education, the head, and sometimes other employees. This is the first time such an approach to organizing children's leisure time has been included in the program. It is based on the scientific position that the thoughtful organization of a child's free time is of great importance for his aesthetic education and general development.

The program for the first time presents a description of the aesthetic subject-developing environment, highlights the areas of work for its creation in all age groups of the kindergarten.

Construction

A significant role in aesthetic education is given to design.

The main tasks of teaching children to design are the development of elements of design activity and creativity in them. It is provided for the mastery of children in the younger and middle groups with the skills and abilities to work with play building material, in the older preschool age - with paper, natural material, etc.

In the senior and preparatory groups for school, design classes can be combined with manual labor classes, visual activity etc. In the process of such classes, children get acquainted with the properties various materials, with the tools that are used for the job. It is important that children not only master the simplest design skills, but also feel that they are making useful and necessary things: toys, souvenirs, gifts for parents, adults, and peers.

A game

A special form of social life of preschoolers is a game in which they unite at will, act independently, carry out their plans, and learn about the world. Independent play activity contributes to the physical and mental development of each child, the upbringing of moral and volitional qualities, and creative abilities.

The strategy of the program in the development of children's play activities is based on the research of domestic scientists (L. S. Vygotsky, D. B. Elkonin, A. P. Usova, N. Ya. Mikhailenko, etc.), who considered the game as the most important and most effective in early and preschool childhood form of socialization of the child.

In accordance with the content of the program, children master the skills and abilities necessary for full-fledged mental and personal development in organizing plot-role-playing, didactic and outdoor games with rules, dramatization games, as well as game actions with toys and substitute objects.

The structure of the program "Education and training in kindergarten"

The program is composed by age groups. It covers four age periods of physical and mental development of children: early age - from birth to 2 years (first and second groups of early age), younger preschool age- from 2 to 4 years (first and second junior groups), average age- from 4 to 5 years ( middle group), senior preschool age - from 5 to 7 years (senior and preparatory groups for school).

In each section of the program, a characteristic is given of the age characteristics of the mental and physical development of children, general and special tasks of upbringing and education, and features of the organization of children's lives are defined. It provides for the formation of the necessary ideas, vital skills and abilities in the learning process and their development in everyday life.

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

Test

By discipline

Theoretical foundations of the content and organization of distance learning

The program of education and training in kindergarten

Introduction

1. "The program of education and training in kindergarten" edited by M.A. Vasilyeva

2. Sections of the program

Conclusion

Bibliographic list

Introduction

Preschool childhood is the most important period in a person's life, the whole future life of a child will be determined by the experience gained in childhood. Now everyone is concerned about what the child will be taught before school. Of course, this is important. But much more important is how the child will live these years, what games he will play, whether he will receive support and understanding, what will be his personal experience of communicating with peers and adults. Self-esteem, trust (or distrust) in the world around us, strong-willed and creative qualities - all these important components of personality grow from childhood preschool years. Preschool education is the first link in the general education system.

The Decree of the Government of the Russian Federation of September 12, 2008 approved the "Model Regulations on a Preschool Educational Institution", which states that a preschool educational institution is a type of educational institution that implements the main general educational program of preschool education. A preschool educational institution provides education, training and development, as well as supervision, care and rehabilitation of children aged 2 months to 7 years. It enshrined the right that a preschool educational institution is independent in choosing a program from a set of variable programs recommended by state educational authorities, making changes to them, as well as in developing their own (author's) programs in accordance with the requirements of the state educational standard.

It should be emphasized that many programs have been developed by serious scientists or large research teams who have tested experimental programs in practice for many years. Collectives of preschool institutions in collaboration with qualified methodologists also created original programs.

I would like to note that the programs should provide for the organization of children's life in the classroom, in non-regulated activities and in free time provided for a child in kindergarten during the day. At the same time, an optimal combination of individual and joint activities children in its various types (play, design, visual, musical, theatrical and other activities). At present, various programs and manuals for the upbringing and education of children in a preschool institution have been published and distributed through various pedagogical seminars. A number of programs are the result of many years of work of scientific and scientific-pedagogical teams. All these programs show different approaches to the organization of the pedagogical process in kindergarten.

But in this study, I would like to take a closer look at « The program of education and training in kindergarten, edited by M.A. Vasilyeva. The program is based on the concept of child development through activity and learning. The main goals are: care for the health of children, their comprehensive development and upbringing in accordance with age characteristics, preparation for school.

The purpose of this control work consider « The program of education and training in kindergarten, edited by M.A. Vasilyeva.

Based on the goal, the following tasks are set:

1. consider purpose and structure « Programs of education and training in kindergarten, edited by M.A. Vasilyeva;

2. describe sections of the program.

1 “The program of education and training in kindergarten”, edited by M.A. Vasilyeva

« The program of education and training in kindergarten "(Edited by Vasilyeva M.A., Gerbova V.V., Komarova T.S.) , recommended by the Ministry of Education and Science of the Russian Federation, released in 2005 in a new edition. The new edition of the program is an improved version of the “Program of Education and Training in Kindergarten” (M.: Prosveshchenie. 1985, editor-in-chief M.A. Vasiliev), prepared taking into account the latest achievements of modern science and practice of domestic preschool education. In accordance with the modern scientific "Concept of preschool education" (authors V.V. Davydov, V.A. Petrovsky and others) on the recognition of the intrinsic value of the preschool period of childhood, the program highlights the developing function of education, which ensures the formation of the child's personality and reveals it individual characteristics. The compilers of the program were based on the most important didactic principle - developing education and the scientific position of L.S. Vygotsky that properly organized learning “leads” development. Development acts as the most important result of the success of the upbringing and education of children. Taking into account the indicated approaches, the program is a modern variable program, in which all the main content lines of upbringing, education and development of a child from birth to 7 years are comprehensively presented. The program is based on the principle of cultural conformity. The implementation of this principle will ensure that national values and traditions are taken into account in education, and will make up for the shortcomings of the spiritual, moral and emotional education of the child. Education is seen as a process of introducing the child to the main components of human culture (representation, knowledge, morality, art, labor). The program represents all areas of preschool education: physical, mental, moral, aesthetic, labor; provides ample opportunities for the cognitive, social and personal development of the child. The main goals of the program are the creation of 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 in accordance with age and individual characteristics, and the preparation of a child for life in modern society. These goals are realized in the process of various types of children's activities: play, educational, artistic, motor, elementary labor. To achieve the goals of the program, the following are of paramount importance: - care for the health, emotional well-being and timely comprehensive development of each child; - creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which will allow them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity; - maximum use of various types of children's activities; their integration in order to increase the efficiency of the educational process; - creativity (creative organization) of the process of education and training; - the variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child; - respect for the results of children's creativity; - ensuring the development of the child in the process of education and training; - coordination of approaches to the upbringing of children in the conditions of the preschool educational institution and the family; - ensuring the participation of the family in the life of kindergarten groups and preschool institutions as a whole; - observance of continuity in the work of the kindergarten and primary school, excluding mental and physical overload in the content of the education of a child of preschool age.

Structure of the program: the program is composed by age groups. It covers four age periods of physical and mental development of children: - early age - from birth to 2 years (first and second groups of early age); - junior preschool age - from 2 to 4 years (first and second junior groups); - average age - from 4 to 5 years (middle group); - senior preschool age - from 5 to 7 years (senior and preparatory groups for school). In each section of the program, a characteristic is given of the age characteristics of the mental and physical development of children, general and special tasks of upbringing and education are defined, the features of organizing the life of children, the formation of the necessary ideas, vital skills and abilities in the learning process and their development in everyday life. The program has developed the content of children's holidays, entertainment and leisure activities. Approximate levels of development are determined, which reflect the achievements acquired by the child by the end of each year of stay in a preschool institution. The program is accompanied by lists of literary and musical works, didactic and outdoor games recommended for use in the pedagogical process.

2. Sections of the program

"The program of education and training in kindergarten" edited by M.A. Vasilyeva is built taking into account 7 areas of work:

· Physical education;

· Mental education;

· Moral education;

· Labor education;

· Fiction;

Artistic and aesthetic education;

· Game activity.

Physical education

Health-improving, upbringing and educational tasks of physical education are highlighted in the program. Provides for the protection of life and strengthening the health of the child, maintaining his cheerful, cheerful mood, prevention of negative emotions and nervous breakdowns; improvement of all body functions, full-fledged physical development, education of interest in various types of motor activity available, formation of the foundations of physical culture, the need for daily physical exercises, education of positive moral and volitional qualities. The program focuses on creating an environment in the kindergarten that promotes the formation of personal hygiene skills. Children are taught to realize the value of a healthy lifestyle, take care of their health, and are introduced to the elementary rules of safe behavior.

mental education

The program provides for the development in children in the process of various activities of attention, perception, memory, thinking, imagination, speech, as well as ways of mental activity (the ability to simply compare, analyze, generalize, establish the simplest cause-and-effect relationships, etc.). The program stimulates the development of curiosity. The foundation of the mental development of the child is sensory education, orientation in the surrounding world. Serious attention in the context of solving the problems of mental education and the overall development of the child is given to the development of oral speech. Classes under the program are predominantly complex, intersecting with various fields of knowledge and activities. At a younger preschool age, they should be perceived by the child as a natural continuation of his play activity.

moral education

Moral education is considered in the program as one of the most important aspects of the overall development of a preschool child. The content of the program is designed to ensure the upbringing of the child from the first years of life humane treatment to the world around, love for the family, home, region, city, village, Motherland, respect for people of different nationalities, state symbols (anthem, flag, coat of arms of the Russian Federation). In the process of moral education, the child develops humane feelings, ethical ideas, skills of cultural behavior, social and public qualities, respect for adults, responsible attitude to the implementation of instructions, the ability to play and work together, to fairly evaluate their own actions and the actions of other children.

Labor education

Labor education in the program is an obligatory component of the development of the basic and creative abilities of the child, the most important means of forming a culture of interpersonal relations. The task is to gradually develop in children (taking into account age possibilities) interest in the work of adults, the desire to work, the education of skills in elementary labor activity, diligence.

Fiction

A special place in the program is occupied by familiarizing children with fiction as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books. In the classroom for literary reading, children should be introduced to the heroes of books, writers and poets, taught to exchange opinions with each other about what they have read.

Artistic and aesthetic education

Artistic and aesthetic education in the program is implemented in the process of getting acquainted with nature, different types of art and artistic and aesthetic activities. It is aimed at developing a child's love for beauty, enriching his spiritual world, developing perception, figurative representations, imagination, aesthetic feelings, aesthetic attitude to the surrounding reality, familiarization with art as an integral part of spiritual and material culture, an aesthetic means of forming and developing a child's personality. .

Game activity

The program defines the tasks of developing and improving all types of games, taking into account the age of children: the ability to independently organize a variety of games, negotiate, distribute roles, play together, following the established rules of the game. The strategy of the program in the development of children's play activity is based on the research of domestic scientists (L.S. Vygotsky, D.B. Elkonin, A.P. Usova, N.Ya. Mikhailenko, etc.), who considered the game as the most important and most effective in early and preschool childhood form of socialization of the child. The game is the result and indicator of the entire educational process.

Conclusion

"The program of education and training in kindergarten" ed. M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova (3rd edition, Moscow, 2005) is revised and updated taking into account the latest achievements of modern science and practice of domestic preschool education. It is implemented in 96% of all MDOs in Russia and is a modern variable program. The program is built taking into account the general requirements set forth in legal regulations that implement educational and educational activities in Russia. It was developed on the basis of the Law of the Russian Federation “On Education”, the Federal Program for the Development of Education, the Model Regulation on a Preschool Educational Institution, the main provisions of the Concept of Preschool Education (V.V. Davydov, V.M. Petrovsky, etc.). The key practical guide of the Program is the Convention on the Rights of the Child. It proclaims the right of the child to full participation in cultural and creative life, indicates the need to provide children with "appropriate and equal opportunities for cultural and creative activities." The program is built on the principle of personality-oriented interaction between adults and children and the understanding of education as "creating conditions for the development of the child and his maximum self-realization." The undoubted advantage of the Program is that the joint activity of the teacher and the child in kindergarten is presented as a constant creative process. That fact is of fundamental importance. That, in accordance with the Convention on Preschool Education, which speaks of the inherent value of preschool childhood, the new version of the Program puts forward the developing function of education, which ensures the development of the child's personality and reveals his individual characteristics. At the same time, the compilers of the program were based on the position that “correctly organized training leads to development”, and on the position of V.V. Davydov that “upbringing is a necessary and universal form of a child’s development. Thus, within the framework of the Program, development acts as the most important condition for the success of the upbringing and education of children from birth to seven years. The leading goals of the Program are 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 in accordance with age and individual characteristics, and preparation for life in modern society. Particular attention is paid to the purposeful influence of the teacher on the child from the first days of his stay in kindergarten. The content of the program is focused on the universal (world) culture and at the same time corresponds to Russian cultural traditions. The Program pays great attention to the emotional, physical and mental health of children. Very clearly, competently, taking into account what has been accumulated in preschool pedagogy, a section of physical education has been built. There is a careful attitude to the nature of the child, concern for the protection of his life and health. At present, this is especially true, since according to statistics, 40% of children are born with health problems. The section “mental education” is unusually built, including “Sensory education”, “Child and the world”, “Development of speech”, “Development of elementary mathematical representations”. Such an interconnection of all types of activities allows the educator to independently plan and solve the problems of education and training both in the classroom and in their free time without physical and mental overload, which allows them to maintain the health and emotional well-being of children. Appeared in the program new section“Cultural and leisure activities”, which is represented by such subsections as “Recreation”, “Entertainment”, “Holidays”, “Self-education”, “Creativity”. The program is written in an accessible language, allows the educator to work creatively, not to constrain his initiatives: he himself can determine what he will do in the classroom, on a walk, in independent artistic activity. Thus, development within the framework of this Program acts as the most important result of the successful upbringing and education of children from birth to seven years.

Bibliographic list

2. Some aspects of the development of an exemplary basic general educational program for preschool education [Text] / N. V. Fedina / / Preschool education. - 2008. - No. 8. - P. 13-16.

3. About the "Program of education and training in kindergarten" [Text] / G. Novikova / / Preschool education. - 2005. - No. 11. - P.21-22.

4. About the program of education and training in kindergarten [Text] / V.V. Gerbova, T.S. Komarova // Preschool education. - 2005. - No. 5. - S. 26-27.

5. The program of education and training in kindergarten / Ed. M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova .. - 3rd ed., Rev. and additional - M .: Mosaic - Synthesis, 2005. - 208 p. ISBN 5-86775-272-0

6. "The program of education and training in kindergarten", ed. M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova. www. proftema. en

7. Slastyonin V.A. Pedagogy: textbook. allowance for students. higher textbook institutions [Text] / V.A. Slastyonin, I.F. Isaev, E. N. Shiyanov; ed. V. A. Slastenina. - 6th ed., Sr. - M.: Publishing Center "Academy", 2007. - 576 p. ISBN 5-7695-3712-4

The program of M. A. Vasilyeva in kindergarten. Of course, most parents will agree that kindergarten for our babies is a second home. There, kids get their first social experience, find their first friends, acquire the necessary skills.

Quite a lot depends on how the path of a beginner in kindergarten begins. later life child. Therefore, it will not be superfluous at all if the parents first conduct " research work» to choose a suitable kindergarten, this will make your child's subsequent days spent in it joyful and educational.

Won special popularity among parents and educators. She received recognition at the state level.

When choosing a kindergarten for a child, finding out the conditions and getting to know the staff, you need to ask what program or method is used in this institution. Do not consider this superfluous, because it depends on what development your baby will receive. Vasilyeva's program in kindergarten has been practiced for a long time, so we can talk about its merits.

Main aspects of the program M. A. Vasilyeva

Now we have to pay attention to the theoretical descriptions of the program, this is necessary for understanding its essence.

M. A. Vasilyeva supervised a team of scientists (including V. V. Gerbova and T. S. Komarova) who developed this important project. The program itself comprehensively sets out all the main content areas of upbringing, education and development of children from birth to seven years.

All Vasilyeva's program in kindergarten, can be titled in one sentence: correctly organized education is a direct road to the full and comprehensive development of the child's personality. The main aspects of the upbringing of a preschooler, provided for by the program, are mental and physical Preparation, the process of instilling moral and cultural concepts, and at the same time accustoming to work.

The most important goals that the Vasilyeva program in kindergarten is designed to achieve are this is the creation of conditions and a basis for the correct formation of the personality of the baby and his versatile development. The advantage is that the authors support the opinion that all methods will be effective if they are based on the principle of an individual approach, because each child is unique and has his own abilities.

The second task of the Vasilyeva program is to prepare the crumbs for life in modern society.

Such tasks are achieved in the course of various types of activities: teaching, playing, basic labor, motor.

The main principle of the Vasilyeva program is the principle of continuity during the work of the kindergarten and subsequent education in primary education institutions. Therefore, by the time the child goes to school, he is quite effectively prepared for the initial years of study, because what first-graders will hear in the classroom will be partially familiar to them, which means that it will be much easier to learn the material.

And what does Vasilyeva's program look like in practice?

Game activity is provided by the use of educational toys in kindergarten, and for older groups - developmental games. Education takes place using special aids suitable for preschoolers.

In practice, Vasilyeva's program in kindergarten consists of the following points:

Assistance in maintaining the health of the child, his emotional well-being, contributing to the comprehensive timely development of each child (physical education, exercises, polite words in reference to children) ;

In kindergarten groups, a friendly and sensitive atmosphere is being formed between all pupils, this is the key to their sociability in the future. In such an atmosphere, with a high percentage of probability, such qualities as kindness, curiosity, initiative, striving for independent behavior and creativity (teaching politeness, reading fairy tales with a moral basis);

The maximum rate for the involvement of various types of children's activities (application complex classes, change in the type of activity of the child) ;

Creative creativity has been added to the process of education and upbringing;

Children are invited to use educational material in different ways, this also contributes to creativity, but at the same time the baby satisfies his interests and needs;

Criticism of the results of children's creativity is minimized, each child can have his own vision of the world;

To give not only knowledge and theory of education, but to ensure the development of children;

General approaches to education in kindergarten and in the family circle (conversations are taking place with parents);

Involving the family in participation in the life of the kindergarten group and cooperation with educators;

In order to avoid overloading the child's body, continuity has been created in the program of the kindergarten and school.

Of course, each individual kindergarten has its own subtleties of learning. And a lot depends first of all on the personality of the educator, and secondly on the chosen program. By taking care of the child in the present, parents contribute to the future of their child.

So take a keen interest in your child's education from a very young age. Which program you choose is up to you.

Comparative analysis of tasks, structures and content of education and training programs in kindergarten.

This publication is an improved version of the "Program of Education and Education in Kindergarten" (M.: Prosveshchenie, 1985, editor-in-chief M. A. Vasiliev), is a variable program that comprehensively presents all the main content lines of education, training and child development from birth to age 7.

The program "FROM BIRTH TO SCHOOL", being a modern innovative product, in many areas retains continuity in relation to the "Program of education and training in kindergarten" edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova.

Purpose of the program

Comprehensive development of the mental and physical qualities of children from birth to 7 years in accordance with their age and individual characteristics.

Leading goals of the updated program:

preparing the child for life in modern society.

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

Leading goals of the program:

creation of favorable conditions for a full-fledged life of a child of preschool childhood;
formation of the foundations of the basic culture of the individual;
comprehensive development of mental and physical qualities in accordance with age and individual characteristics;
preparation for life in modern society, for schooling;
ensuring the safety of the life of a preschooler.

Principles of building a program

Education is seen as a process of introducing the child to the main components of human culture (representation, knowledge, morality, art, labor).

Principles of construction of the Program:

1. The authors of the Program were based on the most important didactic principle - developmental education and the scientific position of L. S. Vygotsky that properly organized education “leads” development. Education and mental development cannot act as two separate, independent processes, but at the same time “education serves as a necessary and universal form of child development” (V.V. Davydov). Thus, development within the framework of the Program acts as the most important result of the success of the upbringing and education of children.

2. The principle of scientific validity and practical applicability.

3. Meets the criteria of completeness, necessity and sufficiency,

4. Ensures the unity of the educational, developmental and teaching goals and objectives of the process of educating children.

5. The principle of integration of educational areas in accordance with the age capabilities and characteristics of children.

6. Based on the complex? thematic principle of building the educational process,

7. Provides for the solution of program educational tasks in the joint activities of an adult and children and independent activities of preschoolers.

8. Assumes the construction of the educational process on age-appropriate forms of work with children.

9. The principle of continuity between all age groups of preschool and between kindergarten and elementary school.

The program is composed by age groups.

In each section of the program, a characteristic is given of the age characteristics of the mental and physical development of children, general and special tasks of upbringing and education are defined, the features of organizing the life of children, the formation of the necessary ideas, vital skills and abilities in the learning process and their development in everyday life.

The program has developed the content of children's holidays, entertainment and leisure activities. Approximate levels of development are determined, which reflect the achievements acquired by the child by the end of each year of stay in a preschool institution. The program is accompanied by lists of literary and musical works, didactic and outdoor games recommended for use in the pedagogical process.

Sections of the program.

Physical education.

It provides for the protection of life and strengthening the health of the child, full physical development, education of interest in various types of motor activity available, the formation of the foundations of physical culture, the need for daily physical exercises, the education of positive moral and volitional qualities.

Mental education.

The program provides for the development in children in the process of various types of activities of attention, perception, memory, thinking, imagination, speech, as well as ways of mental activity (the ability to simply compare, analyze, generalize, establish the simplest cause-and-effect relationships, etc.). The foundation of the mental development of the child is sensory education, orientation in the surrounding world. Serious attention in the context of solving the problems of mental education and the overall development of the child is given to the development of oral speech.

Moral education.

Labor education.

The task is to gradually develop in children (taking into account age possibilities) interest in the work of adults, the desire to work, the education of skills in elementary labor activity, diligence.

Fiction.

Artistic and aesthetic education.

Artistic and aesthetic education in the program is implemented in the process of getting acquainted with nature, different types of art and artistic and aesthetic activities.

Game activity.

The game is the result and indicator of the entire educational process.

Musical education.
Cultural and leisure activities.

The content of psychological and pedagogical work on the development by children of the educational areas "Health", "Physical Education", "Safety", "Socialization", "Labor", "Cognition", "Communication", "Reading Fiction", " Artistic creativity”, “Music” is focused on the versatile development of preschoolers, taking into account their age and individual characteristics in the main areas - physical, social and personal, cognitive-speech and artistic and aesthetic.

The tasks of psychological and pedagogical work on the formation of physical, intellectual and personal qualities of children are solved in an integrated way in the course of mastering all educational areas along with tasks that reflect the specifics of each educational field with obligatory psychological support.

The solution of program educational tasks is provided not only within the framework of directly educational activities, but also during regime moments - both in the joint activities of an adult and children, and in the independent activities of preschoolers.

The planned intermediate results of mastering the Program in the group preparatory to school coincide with the final results of mastering the Program, therefore they are presented in a separate section that completes the content of the Program.

The section “Monitoring System for Children's Achievement of the Planned Results of Mastering the Program” sets out the principles for monitoring the achievement by children of the planned intermediate and final results of mastering the Program.

The problem of raising and educating children with handicapped health in the general educational space is reflected in the Program in the section "Correctional work".

An extensive list of necessary programs, technologies, teaching aids will help teachers to draw up on the basis of the program "FROM BIRTH TO SCHOOL" the main general education program for their preschool education and successfully implement it.

Conclusions: "The program of education and training in kindergarten" (Edited by Vasilyeva M.A., Gerbova V.V., Komarova T.S.) is a variable program and is built on the principle of personality-oriented interaction between adults and children. The main form of educational activity is classes in which a variety of games, exercises and game situations are widely used. Education is seen as a process of introducing the child to the main components of human culture. The program represents all areas of preschool education: physical, mental, moral, aesthetic, labor; provides ample opportunities for the cognitive, social and personal development of the child.

The program "FROM BIRTH TO SCHOOL" in many areas retains continuity in relation to the most famous program of preschool education of the last decade - "The program of education and training in kindergarten" edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova . Due to this continuity, most of the benefits of the "Kindergarten Education and Training Program" can be used when working with the "FROM BIRTH TO SCHOOL" program.

An integrative approach is used in organizing the educational process. In the sections on preschool groups for each age, an approximate comprehensive thematic planning and planned intermediate results of the development of the Program are given.

Building the entire educational process around one central theme provides great opportunities for the development of children. The upbringing and educational process can be conditionally divided into educational activities carried out in the process of organizing various types of children's activities ("organized educational activities"); educational activities carried out during regime moments; independent activity of children; interaction with families of children on the implementation of the main general educational program of preschool education.

Literature

From birth to school. The main general educational program of preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.: Mosaic-Sintez, 2010. - 304 p.
The program of education and training in kindergarten / Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - 3rd ed., Rev. and additional - M.: Mosaic-Synthesis, 2005. - 208 p.

On the topic: methodological developments, presentations and notes

Job analysis music director for implementation integrated program education and training in kindergarten. / Ed. M. A. Vasilyeva

Analysis of the work of the music director for 2010-2011...

Analysis of the working curriculum for the implementation of the "Program of education and training in kindergarten", ed. M. A. Vasilyeva MBDOU DSKB No. 46 "Puss in Boots" May 2015 Group of compensatory orientation of the 5th year of life No. 2.

The analysis shows that the work aimed at the versatile and harmonious development and upbringing of the child, ensuring his full health is carried out in accordance with the annual plan. Received...

Analysis of the working curriculum for the implementation of the "Program of education and training in kindergarten" under. ed. M. A. Vasilyeva MBDOU DSKV No. 46 "Puss in Boots". Group of compensatory orientation of the seventh year of life No. 4. May 2015.

The report on the implementation of the working curriculum for the implementation of the "Kindergarten Education and Training Program" outlines ways to improve the quality of education, create conditions for strengthening health...

Analysis of training work program on the implementation of the "Program of education and training in kindergarten" edited by M. A. Vasilyeva MBDOU DSCV No. 46 "Puss in Boots"

Curriculum Analysis...

Analysis of the working curriculum for the implementation of the "Program of education and training in kindergarten", ed. M. A. Vasilyeva MBDOU DSCV No. 46 "Puss in Boots" for 2013-2014

The document presents an analysis of the implementation of the "Program of education and training in kindergarten" for 2013-2014...

WORKING PROGRAM "on design" for a group of general developmental orientation (to the program "Education and education in kindergarten" Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova) Educational area " cognitive development". middle group

WORKING PROGRAM "on the development of speech" for a group of general developmental orientation (to the program "Education and education in kindergarten" Ed. by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova). Educational area "Speech development". Middle group 4-5 years old

WORKING PROGRAM "on visual activity: drawing, modeling, appliqué" for a general developmental group (for the program "Education and education in kindergarten" Ed. by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova). Middle group (4-5 years old)

WORKING PROGRAM "Formation of elementary mathematical representations" for a group of general developmental orientation (to the program "Education and education in kindergarten" Edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova). Middle group (4-5 years).

The analysis presents conclusions on the implementation of the working curriculum....

Comments

Elena Vladimirovna, thank you for the interesting work.

The main general educational program of preschool education "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva is an innovative general educational program document for preschool institutions and was developed in accordance with the current federal state requirements (FGT, order No. 655 of November 23, 2009).

Heads of the team of authors - Doctor of Psychology, Professor, Dean of the Faculty preschool pedagogy and psychology MSLU - N. E. Veraksa; Doctor of Pedagogical Sciences, Professor, Honored Worker of Science of the Russian Federation. Head of the Department of Aesthetic Education, Moscow State University for the Humanities M. A. Sholokhova - T. S. Komarova.

Authors - A. V. Antonova, Doctor of Pedagogical Sciences; N. A. Arapova-Piskareva: M. M. Borisova, candidate of pedagogical sciences; N. E. Veraksa, Doctor of Psychology; VV Gerbova, Candidate of Pedagogical Sciences; N. F. Gubanova. candidate of pedagogical sciences; N. S. Denisenkova, Candidate of Psychological Sciences: E. M. Dorofeeva, O. V. Dybina, Doctor of Pedagogical Sciences; M. V. Zhigareva, Doctor of Pedagogical Sciences; M. B. Zatsepina, Doctor of Pedagogical Sciences; T. S. Komarova, Doctor of Pedagogical Sciences; G. M. Lyamina, candidate of pedagogical sciences; V. I. Petrova, Doctor of Pedagogical Sciences; S. N. Pidrichnaya, candidate of pedagogical sciences; T. D. Stulnik, candidate of pedagogical sciences; O. A. Solomennikova, candidate of pedagogical sciences; E. Ya. Stepanenkova, candidate of pedagogical sciences; S. N. Teplyuk, Candidate of Pedagogical Sciences.

The Program "From Birth to School" highlights the developmental function of education, which ensures the formation of the child's personality and orients the teacher to his individual characteristics, which corresponds to modern scientific concepts of preschool education on the recognition of the intrinsic value of the preschool period of childhood.

The program "From Birth to School" edited by N. E. Veraksy is built on the positions of a humane-personal attitude towards the child and is aimed at its comprehensive development, the formation of spiritual and universal values, as well as abilities and competencies. The Program lacks strict regulation of children's knowledge and subject centrism in teaching.

When developing the Program, the authors relied on the best traditions of domestic preschool education, its fundamental nature: a comprehensive solution to the problems of protecting the life and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities. A special role is given to play activity as a leading one in preschool childhood (A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, etc.).

The authors of the Program were based on the most important didactic principle - developmental education and the scientific position of L. S. Vygotsky that properly organized education “leads” development. Education and mental development cannot act as two separate, independent processes, but at the same time “education serves as a necessary and universal form of child development” (V.V. Davydov). Thus, development within the framework of the Program acts as the most important result of the success of the upbringing and education of children.

The Program "From Birth to School" edited by N. E. Veraksy comprehensively presents the main content lines of upbringing and education of a child from birth to school.

The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in education, makes up for the shortcomings of spiritual, moral and emotional education. Education is seen as a process of introducing the child to the main components of human culture (knowledge, morality, art, labor). The main criterion for selecting program material is its educational value, the high artistic level of the works of culture used (classical and folk - both domestic and foreign), the possibility of developing the child's all-round abilities at each stage of preschool childhood.

The main goals of the Program "From Birth to School" edited by N. E. Veraksa:

Creation of favorable conditions for a full-fledged life of a child of preschool childhood;

Formation of the foundations of the basic culture of the individual;

Comprehensive development of mental and physical qualities in accordance with age and individual characteristics;

Preparation for life in modern society, for schooling;

Ensuring the safety of the life of a preschooler.

These goals are realized in the process of various types of children's activities: gaming, communicative, labor, cognitive research, productive, musical and artistic, reading.

To achieve the goals of the Program "From Birth to School" edited by N. E. Veraksa, the following are of paramount importance:

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

Creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which allows them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

Creative organization (creativity) of the educational process;

The variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

Respect for the results of children's creativity;

The unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family;

Compliance with continuity in the work of kindergarten and primary school, excluding mental and physical overload in the content of the education of preschool children, ensuring the absence of pressure on subject education.

The solution of the goals and tasks of education indicated in the Program "From Birth to School" edited by N. E. Veraksyley is possible only with the targeted influence of the teacher on the child from the first days of his stay in a preschool educational institution. The level of general development that the child will achieve, the degree of strength of the acquired moral qualities depend on the pedagogical skill of each educator, his culture, love for children. Taking care of the health and comprehensive upbringing of children, teachers of preschool educational institutions, together with the family, should strive to make the childhood of each child happy.

The content and structure of the Program "From Birth to School" edited by N. E. Veraksa

General educational program of preschool education "FROM BIRTH TO SCHOOL":

Corresponds to the principle of developmental education, the purpose of which is the development of the child;

Combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the main provisions of developmental psychology and preschool pedagogy, and at the same time has the possibility of implementing preschool education in mass practice);

Complies with the criteria of completeness, necessity and sufficiency (allows you to solve the set goals and objectives only on the necessary and sufficient material, as close as possible to a reasonable "minimum");

Ensures the unity of the educational, developmental and teaching goals and objectives of the process of educating preschool children, during the implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;

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

Based on the complex-thematic principle of building the educational process;

Provides for the solution of program educational tasks in the joint activities of an adult and children and independent activities of preschoolers, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education;

It involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschoolers and the leading type of their activity is the game.

The program begins with the section "Organization of life and upbringing of children", which gives the general principles for building a daily routine, creating a subject-developing educational environment, integrating educational areas and designing an educational process.

The content of psychological and pedagogical work on the development of children in the educational areas "Health", "Physical culture", "Safety", "Socialization", "Labor", "Cognition", "Communication", "Reading fiction", "Artistic creativity", " Music" is focused on the versatile development of preschoolers, taking into account their age and individual characteristics in the main areas - physical, social-personal, cognitive-speech and artistic-aesthetic all educational areas, along with tasks that reflect the specifics of each educational area, with mandatory psychological support.

The content of psychological and pedagogical work is presented by age groups. The program covers four age periods of physical and mental development of children: early age - from birth to 2 years (first and second groups of early age), junior preschool age - from 2 to 4 years (first and second junior groups), middle preschool age - from 4 to 5 years old (middle group), senior preschool age - from 5 to 7 years old (senior and preparatory groups for school).

At the same time, due to the age specificity and developmental features of babies from birth to 2 years, the sections for the first and second groups of early age differ structurally from the sections for preschool groups.

In sections on early age groups, for each age, a characteristic is given of the age-related characteristics of the mental development of children, the features of the organization of children's lives, an approximate daily routine, and the tasks of education and training are defined.

In sections on preschool groups for each age, in addition to characterizing the age-related characteristics of the mental development of children, the characteristics of the organization of children's lives, the approximate daily routine and the content of psychological and pedagogical work, exemplary comprehensive thematic planning and planned intermediate results of mastering the Program are given.

At the same time, the solution of program educational tasks is provided not only within the framework of directly educational activities, but also during regime moments - both in the joint activities of an adult and children, and in the independent activities of preschoolers.

For clarity, at the beginning of the section for each educational area, a quotation from the FGT (Federal State Requirements) is provided, indicating the goals and objectives of this educational area.

The section “Monitoring System for Children's Achievement of the Planned Results of Mastering the Program” outlines the principles for monitoring the achievement by children of the planned intermediate and final results of mastering the Program.

The authors of the Program, recognizing the value of the family as a unique institution of upbringing and the need to develop responsible and fruitful relationships with the families of pupils, single out work with parents in a separate section in the Program.

The problem of raising and educating children with disabilities in the general educational space is reflected in the Program in the section "Correctional work".

An extensive list of necessary programs, technologies, methodological aids will help teachers to draw up a basic general education program for their preschool educational program based on the program "FROM BIRTH TO SCHOOL" and successfully implement it.

Recommendations for writing a part of the program formed by the participants in the educational process

The program "FROM BIRTH TO SCHOOL" in full without changes can be used as the main general educational program of a preschool institution. The scope of the Program is designed for 100% of the time allotted for the educational process.

Participants in the educational process can change up to 20% of the total volume of the Program to reflect: 1) the species diversity of institutions, the presence priority areas activities, including the provision of equal starting opportunities for teaching children in educational institutions, the implementation of sanitary and hygienic, preventive and health-improving measures and procedures, for the physical, social, personal, cognitive-speech, artistic and aesthetic development of children (except for activities for qualified correction of deficiencies in the physical and (or) mental development children with disabilities); 2) the specifics of the national-cultural, demographic, climatic conditions in which the educational process is carried out

Continuity

It should be noted that the program "FROM BIRTH TO SCHOOL", being a modern innovative product, is based on the best traditions of domestic education and in many areas maintains continuity in relation to the most famous program of preschool education of the last decade - the "Program of Education and Training in Kindergarten" under edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. Due to this continuity, most of the benefits of the "Kindergarten Education and Training Program" can be used when working with the "FROM BIRTH TO SCHOOL" program.

Medical encyclopedia. Astrology. Feng Shui. Numerology

Vasiliev preschool education. Vasilyeva Preschool Education Program

Achievement of the goals and objectives of the program by preschool teachers occurs:

Explanatory note to the program "Education and education in kindergarten" ed. M.A. Vasilyeva

To achieve the goals of the program "Education and training in kindergarten" are of paramount importance:

Physical education

mental education

Introduction to the objective world involves:

Mental education provides:

moral education

Labor education

Fiction

Artistic and aesthetic education

The implementation of aesthetic education and art education in different age groups provides for:

Construction

A game

The structure of the program "Education and training in kindergarten"

Main aspects of the program M. A. Vasilyeva

And what does Vasilyeva's program look like in practice?

In practice, Vasilyeva's program in kindergarten consists of the following points:

On the topic: methodological developments, presentations and notes

Comments

The main goals of the Program "From Birth to School" edited by N. E. Veraksa:

To achieve the goals of the Program "From Birth to School" edited by N. E. Veraksa, the following are of paramount importance:

The content and structure of the Program "From Birth to School" edited by N. E. Veraksa

Recommendations for writing a part of the program formed by the participants in the educational process

Continuity

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Achievement of the goals and objectives of the program by preschool teachers occurs:

Explanatory note to the program "Education and education in kindergarten" ed. M.A. Vasilyeva

To achieve the goals of the program "Education and training in kindergarten" are of paramount importance:

Physical education

mental education

Introduction to the objective world involves:

Mental education provides:

moral education

Labor education

Fiction

Artistic and aesthetic education

The implementation of aesthetic education and art education in different age groups provides for:

Construction

A game

The structure of the program "Education and training in kindergarten"

Main aspects of the program M. A. Vasilyeva

And what does Vasilyeva's program look like in practice?

In practice, Vasilyeva's program in kindergarten consists of the following points:

On the topic: methodological developments, presentations and notes

Comments

The main goals of the Program "From Birth to School" edited by N. E. Veraksa:

To achieve the goals of the Program "From Birth to School" edited by N. E. Veraksa, the following are of paramount importance:

The content and structure of the Program "From Birth to School" edited by N. E. Veraksa

Recommendations for writing a part of the program formed by the participants in the educational process

Continuity

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