The program of children's education and training. The history of the creation of the "Program of education and training in kindergarten
Comparative analysis content of the program "Education and training in kindergarten» edited by M.A. Vasilyeva and a comprehensive program that includes the methods of M. Montessori.
Gapak T.N.
educational psychologist
GAUDO "Kindergarten No. 5
Moscow region
Petersburg"
St. Petersburg
Choice of programs Education and training in kindergarten "edited by M.A. Vasilyeva and a comprehensive program that includes the methods of M. Montessori is not accidental.
"Program upbringing and education in kindergarten” is a classic program, according to which children are taught in almost all kindergartens in our country. A program that has proven itself as the result of many years of practice, with the help of which several generations of children have been brought up and trained.
Training according to the methods of M. Montessori is one of the most popular areas teacher training currently. And, despite the fact that M. Montessori created her own methodology at the beginning of the twentieth century, in our country, the widespread use of the methodology occurred about twenty years ago.
Comparing programs, one cannot ignore the history of their creation. First considerprogram edited by M.A. Vasilyeva.
The first edition of the Kindergarten Education and Training Program was published in 1985 under the editorship of M.A. Vasilyeva. In preparing this program, the Standard Program for Education and Training in Kindergarten, developed by the Research Institute of Preschool Education of the Academy of Pedagogical Education of the USSR, was used.
The content 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 advanced ideas. preschool education in the state educational document, which played an important role in the development of the 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 education have necessitated 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.
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 required. A team of scientists led by Doctor of Pedagogical Sciences, Professor T.S. Komarova carried out the revision of the program, supplementing it with new scientifically substantiated and proven experience content.
The updated program contains a refusal to form political and ideological attitudes and corresponding ideas that ignore spiritual and human values, strict regulation of children's knowledge and subject centrism in teaching have been 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, enrichment of development based on the organization of various types of children's creative activities.
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 the spiritual, moral and emotional education of the child.
The main criterion for selecting program material is its educational value, the high artistic level of the 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.
Now consider toa comprehensive program using the M. Montessori methodology.At its core, the comprehensive program includes a modern version of the "Program of Education and Education in Kindergarten" edited by M.A. Vasilyeva, as well as the "Author's Program of Education and Education in the Russian Montessori Kindergarten and Primary School" by E. Hiltunen. Accordingly, this program is similaron subject educational content, goals, and basic concepts with the "Programeducation and training in kindergarten.
Consider the history of the creation of M. Montessori's methodology.
The founder of the methodology is an outstanding Italian scientist, anthropologist, teacher and psychologist Maria Montessori (1870-1952). In 1896, while working as a pediatrician in a clinic, M. Montessori drew attention to mentally retarded children who wandered aimlessly along the corridors of the institution and nothing could take them. Observing the unfortunate, Maria came to the conclusion that these children had no incentives to develop at one time and that each child first of all needs a special developmental environment in which everyone could find something interesting for themselves. Montessori took up the study of pedagogy and the psychology of the development of a healthy child and tried to create her own methods for the development and upbringing of children.
As a result, a pedagogical system was created, which Maria Montessori first used in the "Children's House", opened by her on January 6, 1907 in Rome. By observing children at work, Maria gradually developed sensory materials through trial and error that arouse and stimulate children's interest in knowledge.
Since 1909, the Montessori method began to spread in many countries of the world and was used not only for children with special needs, but also for ordinary children. In 1913, she also appeared in Russia. And since 1914. Montessori kindergartens were opened in many Russian cities. But 10 years later, during the years of Soviet power, it became irrelevant and the Bolsheviks closed kindergartens. Only in 1992 did the Montessori system return to Russia.
Now consider the similarities and differences of programs in terms of their internal content and methods of influencing the child.
As mentioned above, both programs are similar in terms of subject educational content, goals, and basic concepts, namely:
- The programs support the basic requirements of the Russian content of education for preschool children.
- Also, both programs are based on the concept of child development in the process of activity and learning. The main didactic principle of both programs is the developmental education and scientific position of L.S. Vygotsky that properly organized learning “leads” development.
- The leading goals of the programs 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.
However, the program based on the pedagogical system of Maria Montessori adds one more, central goal to the above goals: creating conditions for the formation of a free and independent person.
« The program of education and training in kindergarten "(Edited by Vasilyeva M.A., Gerbova V.V., Komarova T.S.), brings to the fore the developing function of education, which ensures the formation of the child's personality and reveals his individual characteristics.
The program is composed by age groups. main form educational activities are 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 (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.
A comprehensive program using the M. Montessori methodology is based on the system of self-development of the child in a specially prepared cultural developmental environment. The desire to see in each child a unique individuality with personal forms and terms of mastering the surrounding world is a distinctive feature of this technique in comparison with traditional ones.
The program is based on an anthropological view of the development of the child. Special sensitive periods of his life are singled out, which are not repeated in adulthood and orient the teacher to special work with children during these periods. The main form of educational activity is gaming.
Much attention is paid to the sensory area. Sensory material is a system of objects organized according to certain properties. physical bodies such as shape, color, weight, temperature. Sensory education is the basis for learning mathematics and mastering writing. It is in working with sensory materials that children first get acquainted with the classification of geometric shapes.
Working with materials such as Liner Cylinders, Feeling Boards, Rough Tablets, Geometric and Biological chest of drawers, children train three fingers. Great importance in the mental development of children has work with mathematical materials that develop the ability to explore, analyze, justify, evaluate.
The Montessori teacher is not the center of the group, unlike teachers in a traditional kindergarten. This means that during work, he does not conduct classes, but observes the work of children. If necessary, provide them with the assistance they need. Having created a developing environment and moving into the role of an observer or, in extreme cases, an assistant, the educator, as it were, transfers all activity to the child and surrounding phenomena. This creates freedom for the self-development of the child. The freer the child, the more independence is developed in him, and independence is the basis of human dignity. Montessori understands the freedom of the child not as permissiveness, the absence of boundaries, but as the freedom of purposeful activity and knowledge. The main principle in working with children: the child must come to an understanding of the phenomenon himself. “Help me do it myself” - this is the main motto of the M. Montessori method.
Table
Some comparisons between teaching methods in M.A. Vasilyeva and the program of M. Montessori.
M. Motessori program | Program M.A. Vasilyeva |
Based on the cognitive structure | There is a reliance on the memorization of knowledge and social development. |
The unobtrusive role of the teacher; | The teacher is active, dominates; the child is a passive participant. |
Environment and method encourage development | The teacher acts as the main creator of the externally regulated discipline. |
Children are encouraged to cooperate, help and teach | The main part of the learning is done by the teacher. Interaction between children is frowned upon. |
Children choose their jobs based on | The child is offered a schedule of classes that does not take into account his interests. |
Children form their own concepts | Concepts are given to the child by the teacher. |
The child is engaged in the chosen business so much, | The child is given a certain amount of time to work. |
Children set their own pace | The pace of assimilation of the material is determined by the norms or the teacher, according to the curriculum. |
Children identify their own mistakes through | The teacher points out mistakes. |
Material that develops sensations and perception, | There is very little material for the development of sensory and practical actions. |
Lots of focus on learning to take care of yourself | Little attention to self-care skills. |
The child works where it is convenient for him, | Baby has it hard certain place encouraged to sit during group work. |
The main difference between the programs is the content of the learning process itself. The table shows the main differences between the teaching methods in the programs.
As can be seen from the table, the differences between the programs are in the ways the teacher interacts with the children, in organizing the pace and teaching load on the child during classes, in the methods of presenting material, in choosing the main developmental materials, in disciplinary emphasis during classes, etc.
Research has shown that children who study integrated program using the methods of M. Montessori are more attentive and concentrated when performing tasks; have fewer difficulties in communicating with people around them, are more sociable, and also perform written exercises and drawings more clearly and accurately.
"The program of education and training in kindergarten" - a document approved by the Ministry of Education, which sets out the tasks of educating and educating preschool children. age, the content of upbringing and educational work with children is revealed, the features of the organization of life and activities of children are noted.
In 1919 the first program document was published "Instructions for the management of the focus and d / s". It defined general principles of raising children: children's age - from birth to 7 years ; at the heart of the d / s and the hearth was a self. children's activities, their creativity and play . For 1 leader, the number of children should not exceed 25, and preferably 15. Upon admission to the DU, children must undergo a medical examination. inspection. The choice of activities for children is free and participation in them is voluntary. in number classes included drawing, modeling, games, singing, rhythm. movements, conversations, storytelling, caring for animals and plants. The instruction provided for the maximum stay of children in the fresh air.
First draft of the program published in 1932, it consisted of 2 parts: 1 - definition of content by type of activity and aspects of education; 2 organizing moments. In this program, insufficient attention was paid to the development of speech and play.
In 1934 the program and the internal routine of the d / s come out. A section was introduced for the development of children's speech, classes with pictures, a game.
In 1938 a guide for kindergarten teachers is being published, which consists of an introduction and 7 sections (physical education, game, speech development, drawing, modeling, musical education, familiarization with nature). The program pays little attention to physical. education. In 1945 this guide complemented physical questions. resp. In 1953 again complemented in connection with the mandatory systematic training in kindergartens.
In 1962 a unified upbringing program in kindergartens is coming out, it was a program document in which the content of the work of the educator with children was far from methodological recommendations and was designed for the upbringing of children throughout preschool childhood. 1969- supplemented, in connection with the change in the program "Training elementary school».
1984 coming out standard program education in kindergarten, ed. Kurbatova and Poddiakogo.
In the 90s in connection with the collapse of the USSR, it became necessary to develop a national program . In 1995. a creative team was created to develop this program, under the leadership of Panko and Vasilyeva.
In 1996 program "Praleska" recognized as an obligatory document for the operation of all DUs in the Republic of Belarus.
16. Characteristics of the national program "Praleska".
Praleska program"- the first national program of preschool education, a new generation program.
Target education in DU - the harmonious diversified development of children.
The main tasks of education and training:
1 .Protection and strengthening of the health of the child, the formation of the foundations healthy lifestyle life;
2 .Formation of humane relationships with loved ones, ensuring emotional well-being, psychological health of each pupil;
3 .Providing complete, timely and comprehensive mental development child;
4 .Education of the child's personality, development of his creative potential, abilities, identification of signs of giftedness;
5. Introducing children to the universal and national values of culture.
Basic principles of educational work:
1. The principle of humanization;
2. The principle of harmony of the three principles;
3. The principle of natural conformity and individualization of the educational process;
4. The principle of the health-improving orientation of education;
5. The principle of the relationship between national and universal in education;
6. The principle of the development of the psyche in activity and communication;
7. The principle of interaction between education in the family and remote control;
Program Structure. It includes 2 basic blocks and an appendix: 1st basic block - general, dedicated to key guidelines in the work of remote control; 2nd block - includes the characteristics of the mental and physical development of children of 4 groups, the main tasks and brief description the content and education of children in groups, structured in the following areas: "I and the world around me", "We develop in activity"; The program is completed by the application "Psychological service in remote control"
The methodological support of the program is the educational and methodological complex.
PROGRAM
EDUCATION
AND TRAINING
IN CHILDREN
SADU
Edited by M. A. Vasilyeva,V. V. Gerbova,T. S. Komarova
admitted
Ministry
education and science
Russian Federation
3rd edition, revisedand supplemented
Moscow
A. V. Antonova, doctor of pedagogical sciences; I. A. Lrapova-Piskareva;//. E. Veraksa, doctor of psychological sciences; V, V. Gerbova, O. V. Dybina, doctor of pedagogical sciences; M.B. Zatsepina, candidate of pedagogical sciences; T. S. Komarova, doctor of pedagogical sciences; V.Ya.Lysova, candidate of pedagogical sciences; G.M. Lyamina, 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.
Reviewers
K. Yu. Belaya, Candidate of Pedagogical Sciences, Head of the Department of Pedagogy and Methods of Preschool Education, MIEO; G. P. Novikova, Leading Researcher at the Institute for the Development of Preschool Education of the Russian Academy of Education, Doctor of Pedagogical and Psychological Sciences, Professor; O. A. Mironova, head of the state educational institution of kindergarten No. 552 SZOUDO, Moscow; N. F. Gubanova, assistant of the Kolomna State Pedagogical Institute; Yu. S. Mukhina, senior lecturer of IPK and PRNO of the Moscow region.
Nursery education and training program garden / Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - 3rd ed., Rev. and additional - M.: Mosaic-Synthesis, 2005. - 208 p.
This program is a modified and updated version of the Russian "Program of education and training in kindergarten" edited by M. A. Vasilyeva (M.: Prosveshchenie, 1985).
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.
ISBN 5-86775-272-0 © M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova et al., 2005
© "Mosaic-Synthesis", 2005
explanatorya note
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. The new socio-economic conditions for the functioning of preschool educational institutions have necessitated 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 difficulties in organizing the 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" 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 reveals 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 the framework of this version of 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 istemporary variable program, which comprehensively presentsall the main content lines of education, training and development of rebenka 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 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 leading goals of the updated program are the creation of favorable conditionsfor a full-fledged living by a child of preschool childhood, the formationthe foundations of the basic culture of the individual, the comprehensive development of mental and physical qualities in accordance with age and individual characteristicsnosti, preparing the 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, 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 preschool educational institutions and families. Ensuring family participation in the life of kindergarten groups and preschool generally;
observance of 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 the childhood of each child happy.
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.
Physical education in a preschool educational institution is carried out both in special physical education classes and in play activities and everyday life of 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; full meals, daily stay in the fresh air are organized; 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, different types throwing, climbing, ball movements. Children learn clearly, rhythmically, at a certain pace to perform various physical exercises on the basis of a demonstration and on the basis of a verbal description, as well as to 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
to self-control over the quality of the 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 of the region, the professional training of teaching staff, the specific focus of the activities of the preschool educational institution, teachers can make certain changes to the variety of physical exercises or introduce their options that are most appropriate to the way of a particular institution, as well as the sports traditions of the region as a whole.
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 world around. 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);
conformity to nature (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 the result of labor activity.
In acquainting children with the phenomena of social life, the core theme is the life and work of adults.
This topic equally applies to all designated headings of the subsection: “Native family”, “Native 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. It provides:
the formation of a holistic picture of the world around the child;
development of interest in objects and phenomena of the surrounding reality ( world of people, animals, plants), habitats of humans, animals, plants (land, water, air);
familiarization with household items necessary for a person, their functional purpose (clothes, shoes, dishes, furniture, etc.);
the formation of initial ideas about oneself, about the immediate social environment, about the simplest family relationships (mother, father, grandmother, grandfather, brother, sister, etc.);
the formation of initial ideas about the macrosocial environment (yard, shop, pharmacy, clinic, school, transport, etc.), about people's activities, the phenomena of public life;
the formation of initial ideas about natural phenomena, daily, seasonal and spatial changes in nature;
formation of ecological ideas, value bases of attitude to 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.
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 the classroom for the development of speech and outside the classroom, in the process of getting to know the world around us, nature, and also while reading works of fiction, the teacher leads the children to understand that words denote objects and phenomena of this world and have a certain meaning, which for an accurate 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
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 senior group special place occupy 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, compose words from syllables, sentences from words, gives the first ideas about the word, sentence.
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 carried out in Russian, teaching of the native language is introduced from the senior group according to educational programs developed in the regions.
Of great importance in the mental education of children is 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 "Program of Education and Training in Kindergarten" provides for maximum assistance to the formation of the child as a person, the development of children's activity in the process of organizing their educational 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 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.
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
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 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.
