Introduction of GEF DO, professional preschool teacher standard dictates increased requirements for qualification teacher, his responsibility, readiness to master new approaches to professional activity. Modern children are more active, mobile, informed in many ways, each child is individual and unique. In order to meet modern requirements, to understand children, to be a participant in the process of shaping the child's personality, the educator also needs to be ready and able to change, active, competent.

The new time dictates new conditions, which are not always enthusiastically perceived by the majority of educators. The spectrum of problems facing modern educator, is so wide that it requires knowledge of ICT, the ability to effectively cooperate with other people, to fully use personal resources, the willingness to implement their own educational activities , ensuring competitiveness and success. Today, not just an educator is in demand, but an educator-researcher, an educator-psychologist, an educator-technologist. Mastering more high level professional skills are designed for a highly developed professional thinking, activation of creative potential. In addition, the problem of preparing the educator for peda-gogic activity as a creative process, acquires special significance. caregiver today must:

Be able and willing to independently acquire the necessary knowledge, skillfully applying them in practice work with preschoolers;

be able to competently work with information, think critically, re-process acquired ideas and translate them into your own work;

Be sociable, contact in various social groups, be able to work together in various fields.

Thus, modern regulatory requirements determined by the system preschool education, set a list of professional competencies that differ in content from the functions performed by the educator. teacher who does not own certain professional competencies, it will be difficult to implement educational goals, exercise your educational activities at a high professional level.

So way, in our opinion, modern society what is required is no longer an educator-executor, but an educator-researcher, initiative, widely educated, so in its the work of the preschool educational institution educators should be creative, unconventional, present the material in a new way, it is interesting to organize pedagogical work to provide children preschool age the opportunity to express themselves as creative individuals.

In other words, must change the attitude of the educator to the child as a subject, personality, partner, who has his own opinion. Naturally, in this case, the age of the children and the necessary conflict-free correction and education are taken into account.

List of used literature

1. Belaya, K. Yu. Organization of methodological work with teachers at the stage of the introduction of the Federal State Educational Standard DO / K. Y. Belaya // Handbook of the senior educator. - 2014. - No. 4. - P. 4-8.

2. Vinogradova, N. A. Uncertainties and contradictions standard of preschool education: on the way to developing methodological recommendations for its implementation / N. A. Vinogradova, N. V. Miklyaeva // Modern kindergarten. - 2013. - No. 8. - P. 4-10.

3. Official website Federal state autonomous institution « Federal Institute for the Development of Education» : Electronic resource: Mode access: www.firo.ru

4. The professionalism of the educator as a necessary condition for the implementation of the Federal State Educational Standard / Ed., comp.: I. A. Burlakova, G. V. Don, T. L. Kuzmishina. - M.: GBOU VPO MGPPU, 2014. - 158 p.

Prepared

Senior teacher: Strozhkova O.K.

Today, the system of preschool education is undergoing serious changes that have not been since its inception.

In connection with the introduction from September 1, 2013 of the new "Law on Education in Russian Federation» pre-school education becomes the first level general education. In this regard, the attitude towards preschool education as a key level of child development is changing significantly.

On January 1, 2014, the federal state educational standard for preschool education was put into effect, approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155.

According to the Federal State Educational Standard, the main principles of preschool education are:

1. Full living by the child of all stages of preschool childhood, amplification (enrichment) child development.

2. Assistance and cooperation of children and adults in the development of children and their interaction with people, culture and the outside world.

3. Introducing children to socio-cultural norms, traditions of the family, society and the state.

4. Formation of cognitive interests and cognitive actions of the child in various activities.

5. Accounting for the ethno-cultural and social situation of children's development.

6. Building educational activities based on the individual characteristics of each child.

7. Support for the initiative, activity and abilities of children in various activities, helping the child in self-affirmation and self-expression.

8. Age adequacy of preschool education (correspondence of conditions, requirements, methods to the age and developmental features of children), teaching them in specific children's activities.

9. Cooperation of an educational organization with a family.

The standard pursues the following goals:

raising social status preschool education,

Ensuring equal opportunities for every child to receive quality pre-school education,

maintaining unity educational space Russian Federation regarding the level of preschool education.

The standard decides the following tasks:

· Protecting and strengthening the physical and mental health of children (including their emotional well-being).

Development of individual abilities and creativity every child.

· Development of moral, intellectual, physical, aesthetic qualities, initiative and independence of children, formation of prerequisites for educational activities.

· Ensuring the variability and diversity of the content of educational programs.

· Ensuring the continuity of the main educational programs of preschool and primary general education.

The introduction of the Federal State Educational Standard is due to the need to standardize the content of preschool education in order to provide each child with equal starting opportunities for successful learning at school.

The specificity of preschool age is such that the achievements of preschool children are determined not by the sum of specific knowledge, skills and abilities, but by a combination of personal qualities that ensure the psychological readiness of the child for school.

Those. learning to read and count is not the goal of preschool education. The preschool institution is designed to help the child to move painlessly to a new level of education, to develop the child emotionally, communicatively, physically and mentally, to form the ability and desire to study at school.

What is changing in the educational process of preschool educational institutions in connection with the introduction of the Federal State Educational Standard?

1. The text of the Federal State Educational Standard does not use the word "occupation", but this does not mean a transition to the position of "free education" of preschoolers. The learning process remains. But such a form of educational activity as an occupation does not correspond to age characteristics preschool children. AT modern theory and practice, the concept of "occupation" is considered as an entertaining matter without identifying it with the occupation as a didactic form of educational activity. The occupation should be a specific children's activity that is interesting for children, specially organized by the educator, which implies their activity, business interaction and communication, the accumulation of certain information about the world around them, the formation of the necessary knowledge, skills and abilities.

Specific childhood activities at an early age (1-3 years):

Objective activities and games with composite and dynamic toys;

Experimenting with materials and substances such as sand, water, dough, etc.

Communication with adults and joint games with peers;

Self-service and actions with household items-tools (spoon, scoop, spatula, etc.);

Perception of the meaning of music, fairy tales, poetry;

looking at pictures;

Physical activity.

Specific children's activities for preschool children (3-7 years old):

Playroom, including role-playing games, games with rules, etc.;

Communicative (communication and interaction with adults and peers);

Cognitive - research (research of objects environment and experimentation with them).

Perception fiction and folklore;

Self-service and elementary household work;

Construction from different materials, including constructors, modules, paper, natural and other materials;

Fine (drawing, modeling, application);

Musical (understanding the meaning of musical works, singing, playing musical instruments, musical and rhythmic movements);

Motor activity (mastery of basic movements).

2. Changing the way we organize children's activities: not the leadership of an adult, but a joint (partnership) activity of an adult and a child.

If earlier the adult was the main, leading and controlling child, now the child and the adult are both subjects of interaction, equal in importance. If earlier the activity of an adult (including speech, when an adult "talks a lot") was higher than the activity of a child, now the child's activity should be at least no less than the activity of an adult.

It should be noted that educational activities are carried out throughout the entire time the child is in a preschool institution. It:

Educational activities in regime moments;

Organized educational activities;

Independent activity children.

Organized educational activity is the organization of joint activities of a teacher with children: with one child; with a subgroup of children; with a whole group of children. The choice of the number of children depends on the age and individual characteristics of the children; their interest in the activity; the complexity of the material; type of activity (playing, cognitive-research, motor, productive). But it must be remembered that every child should receive the same starting opportunities for schooling.

3. The requirements for the results of the development of the Program appear in the standard. At the same time, teachers are given a guideline for the ultimate goal of their activities. The Federal State Educational Standard states that one of the mandatory sections of the program of any preschool educational institution is the section “Planned results of mastering the basic general educational program preschool education". It describes the integrative qualities that the child acquires as a result of mastering the program. Teachers, using monitoring studies at different stages, fix the level of development of the child in order to know what needs to be worked on next.

The requirements of the Standard for the results of mastering the Program are presented in the form targets for preschool education. These include the following social and psychological characteristics personality of the child at the stage of completion of preschool education:

ü initiative and independence of the child in various activities;

ü curiosity;

ü the ability to choose their occupation, participants in joint activities;

ü self-confidence, openness to the outside world, a positive attitude towards oneself and others, self-esteem;

ü developed imagination, ability to fantasy, creativity;

ü the ability to obey different rules and social norms;

ü the ability to control their movements (the level of development of large and fine motor skills);

ü the ability to volitional efforts in various activities.

It is important that the child by the end preparatory group in kindergarten, volitional and motivational readiness to study at school was formed.

4. new document prioritizes individual approach to the child through the game.

The fact of increasing the role of the game as the leading type of activity of a preschooler and assigning it a dominant place is positive, since in recent years, due to social changes in society, informatization, as well as the increased preparation of the child for schooling, the game is leaving the world of childhood. The social world of the child becomes closed, limited communication with loved ones or virtual communication. Today, preschool education is designed to return to childhood a cognitive, exploratory, creative game, in which the child learns to communicate, interact, with the help of which he learns the world, the relationship of objects and people in this world. A game in which the child “tryes on” different roles, in which his speech, memory, attention, thinking, emotions, and imagination develop.

In this way, main feature organization of educational activities in preschool educational institutions for present stage- this is a departure from educational activities, raising the status of the game as the main activity of preschool children; inclusion in the process of effective forms of work with children: ICT, project activities, game, problem-learning situations within the framework of integration educational areas.

GEF defines 5 educational areas:

1) socially - communication development , aimed at mastering the norms and values ​​​​accepted in society, the development of communication and interaction of the child with adults and peers, the formation of independence;

2) cognitive development, involves the development of children's interests, curiosity and cognitive motivation;

3) speech development, includes mastery of speech as a means of communication and culture, enrichment of the active vocabulary, development of coherent, grammatically correct speech;

4) artistic and aesthetic development, involves the development of the prerequisites for the perception and understanding of works of art, the natural world, the formation of an aesthetic attitude to the world around;

5) physical development , includes the acquisition of experience in motor activity, the formation of values healthy lifestyle life.

5. The role of the family in the work of the preschool institution is increasing. State standards are the basis for assisting parents (legal representatives) in the upbringing of children.

In accordance with the Federal State Educational Standard, a preschool institution will be required to:

Advise parents (legal representatives) on the education and health of children;

Inform parents (legal representatives), the public, interested persons involved in educational activities, about the goals of preschool education;

Ensure the openness of preschool education;

Create conditions for the participation of parents (legal representatives) in educational activities;

Ensure the involvement of families directly in educational activities, including through the creation of educational projects together with the family based on the identification of needs and support for educational initiatives of the family;

Create conditions for adults to search for and use materials that ensure the implementation of the Program, discuss with parents (legal representatives) issues related to the implementation of the Program.

"Introduction of GEF DO to DOW"

Today, the topic of pre-school education is one of the topics related to the education of children, the most frequently discussed in the media and on forums on the Internet.

The legislation of the Russian Federation establishes that preschool education should be publicly available and free of charge. For the upbringing of preschool children, the protection and strengthening of their physical and mental health, the development of individual abilities and the necessary correction of developmental disorders of these children, a network of educational institutions has been created to help the family. Preschool educational institutions provide education, training, supervision, care and rehabilitation of children aged from 2 months to 7 years. The law on education speaks about this (Article 5, paragraph 1, paragraph 3)

Who ensures the realization of the right to education? (v.8,9)

The preschool education standard was planned to be adopted in April. However, it was adopted already in November and from January 1, 2014 it comes into force. Why?

This is a requirement of the new law "On Education" - preschool education is recognized as a level of education, which means that it must now work in accordance with the standards. (v.10).

Based on the approved standard, the authors of variable programs (old and new) will have to revise them, and then submit the revised programs to expert advice at the Ministry of Education and Science of the Russian Federation. After passing the examination and accepting each program, it will be included in the register of exemplary general education programs, which will be posted on the website of the Ministry of Education and Science of the Russian Federation. After that, together with the parents, each preschool chooses a program with methodological support.

Having chosen the program, the teaching staff of the preschool educational institution, on its basis, develops the PEP of the preschool educational institution. It is possible to use only an exemplary program without processing as the main one.

Unlike schools and general education institutions, did kindergartens work without any standards until now? Why is this standard introduced today? Why do we need the Federal State Educational Standard for Preschool Education? Where can I find the answer to this question? (Art. 11)

Today, one of the main problems of preschool education is that virtually every kindergarten prepares a child for school according to its own program. Therefore, the Federal State Educational Standard is needed at least to ensure that children after kindergarten are equally well prepared for school, regardless of the quality of home education in the family and other factors.

We look at the structure of the standard.

Previously, there were federal state requirements (FGT) for preschool education, which were developed several years ago. FGT consist of two parts - requirements for the structure of the main educational program of preschool education and requirements for the conditions for its implementation. The standard differs from the FGT in that it must also contain requirements for results - this is a fundamental innovation.

Preschool childhood is a very important and complex stage in the development of a child's personality. It must be lived to the fullest with all the crises of three and seven years, with the manifestation of negativism. At this time, fantasy, speech, social skills, acceptance of roles and moral standards are formed. If this period is not crumpled, then further study at school, and the whole life of a person will develop more successfully.

Children in the kindergarten do not need to be taught in the school sense of the word. They are not ready for this yet. If they are overloaded with knowledge and lessons in advance, this will not help develop the intellect, but will interfere with harmonious development. Each lesson has its own age, in kindergarten you need to play with the kids, and not arrange a semblance of lessons. Many educators are already working on this principle. Now a single document has been adopted, which obliges to spread this practice. new standard will make sure that the entire system of public preschool education will work for the child, be built around his interests.

For children, kindergarten was a stage of preparation for school. It was there that they were taught how to behave in class, raise their hand, and were told about triangles and letters.

Let the teacher teach the children primary school. It is not really important for the teacher that the students already know printed letters, counted a little. It is more important that they can fix their attention, they have developed correct speech, voluntary behavior, formed moral criteria, they were inquisitive and open to the world, they felt protected, they were not afraid of the new.

When a child has all this, he is ready for school, it is easy and interesting to teach him. But this readiness is not formed at the desk. Children are so arranged that for them main way knowledge of the world is a game. A game with images - the guys put on masks, and Lara became Squirrel, and Alyoshka became Mishka. And Mishka turns to Squirrel, and not to Larochka. It would seem, what is important here? But then, a little later, when they start learning letters at school, it will be easier to understand how a squiggle on paper can represent a sound. Readiness for school should be formed not by modeling the behavior of a student in the classroom, but by such games.

In kindergarten - the Garden of Eden, you have to do one thing, at school - another.

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

Let's now deal with the rights and obligations of the participants educational process. Who is the main participant in the education process? Child! Art.33.

What rights apply to our pupils? (Art. 34,35 textbooks and study guides, art.41 health protection)

Who is primarily responsible for the education and upbringing of children? Parents! Art.44

In the annual plan for the current academic year include the task of studying by the teaching staff the requirements for the implementation of the levels of education, which are defined in the Federal Law "On Education in the Russian Federation". In this case, it is necessary to involve the parents of children of the 4th year of life. They already fall under the first level of education.

It is necessary to develop an action plan for working with teaching staff and parents associated with the transition to the 1st level of education, to include in the action plan with the school for the exchange of experience in the implementation of levels of education, to develop documentation on interaction with parents for the implementation of the 1st level of education.

To identify parents-lawyers and involve them in explanatory work related to the transition to the 1st level of education.

The Law on Education in the Russian Federation is linked to the criminal and civil codes. It is necessary to provide information support when carrying out work related to the transition to the 1st level of education (speeches at parent meetings, memos, stands).

Since September 1, 2013, the Law "On Education in the Russian Federation" has been in force. What is the level of education should know all teachers.

Organize the involvement of parents in the study and commenting on the articles of the Law.

It is necessary to carry out practical conferences based on the results of studying the Law with the involvement of third-party organizations.

It is necessary to create a holistic perception of the idea of ​​rights and obligations among the participants in the educational process. Ensure the involvement of specialists in the clarification of individual articles of the Federal Law.

Preparing information and posting it on the NGO website, on information stands.st33,44,54

Include in the annual work plan the task: to involve parents in organizing and conducting work on reading fiction in the family. To do this, hold a parent meeting to improve the legal culture of parents and achieve their understanding that when implementing 44 Art. The Federal Law on Education, which states that parents are obligatory participants in the development and implementation of the EEP.

Bring to the attention of parents, paragraph 6 of Art. 44, which states that “For non-fulfillment or improper fulfillment of the obligations established by the Federal Law and other Federal laws, parents (legal representatives) of underage students are liable under the legislation of the Russian Federation.

The educator must move to another level of communication with parents-partnership.

How can we involve parents in the education of their children?

Parent Involvement Example

It is important for the teacher to have a socially equal position in relation to parents.

Studying the experience of parents in reading fiction in the family (exhibition of books that are read to the child at home).

Spreading the experience of those parents who systematically read to children. The experience of other parents is the most significant for the rest. Parents talk about communication with the child before and after reading the work, about re-turning to reading, about choosing literature, etc. Meetings with parents are held in the presence of children. Discussion and adoption of certain decisions on the dissemination of experience.

You can practice meetings with the librarian.

Raising the question that all parents should read the works of one of the writers to their children within a month. And then there is a literary festival.

Decision of the parent meeting: on the participation of parents in the formation of a library of works of fiction for the new academic year.

Further, it is explained to parents that in order to solve the problem of developing literary speech in children, reading works of art is not enough and in parallel with the mandatory program list, all together need to form a circle children's reading in family. The kindergarten invites parents to consider what works they consider necessary, and then discuss the proposals at the next meeting.

This is not work with the family, but its new form - social partnership!

Position kindergarten teaching a family today is not relevant. Social partnership - when parents are provided with equal conditions or even advantages (clause 1, article 44) in the decision educational goals. Parents are offered different variants work on reading fiction.

The appearance of Art. 44 in the Federal Law is not accidental. At all levels, the legal and regulatory framework is structured in such a way that parents are responsible for the upbringing and education of children.

I level - international documents (Convention on the Rights of the Child - OU to help parents in raising and educating children)

II level - federal documents (parents - full participants), 6 articles appeared in the family code - the rights and obligations of parents. The Family Code is linked by the Criminal Code and the Civil Code. The comments to the Family Code (Pchelintseva) show a connection with the Criminal Code and the Civil Code.

What punishments can parents incur in all areas of the child's life support?

Any school has the right to sue parents free of charge for non-fulfillment of their duties. So the tool is there. OU in plight. Parents have priority in education. This requires the completion of the Agreement with the parents.

III level - regional. Regulatory support of regional policy

IV level - an agreement with parents. Art.54.

In the Agreement d.b. all paragraphs of Art. 44 FZ

P. 4. Art. 44 - Parents get acquainted with the content of education, the methods of education and upbringing used, educational technologies(86% of parents do not know the child care program, which is necessary for its implementation).

Parents, as social customers, must be prepared for the transition to the 1st level of education. Parents choose the educational program and methodological support for it!

Parents should become active participants in the educational process. However, there are problems with this: the kindergarten transfers to the family those methods that are used in working with children. Educational, financial, intellectual level parents. It is important to take into account the fact that parents have a great opportunity to provide their own child with an individual approach.

D / S needs to rebuild. If traditional forms of work are used (parental meetings, consultations, thematic parental corners), then we will not achieve efficiency. The main thing in interaction is the focus on the result, which would be reflected in the child. For example, the holiday "Dad, Mom, I am a sports family."

The social partnership of the family and the pre-school educational institution is now considered as a reserve for the development of a preschool child.

In the process of a child's stay in a preschool educational institution, parents experience alienation to his education, development, which parents are spontaneously ready to make up for when the child begins to study at school. The parent cannot evaluate and properly use the child's abilities. Sometimes in relation to an unsuccessful child, parents show aggression. In this regard, it is important to include parents in the process of upbringing and development of their children. Parents need to be prepared for the future schooling child, using an activity approach, to teach parents to interact with their own child.

Is it really so important how and what they will do with children in the kindergarten? As long as everyone is healthy...

Studies have been conducted and found that less than half of parents play with their babies or read books every day. By the age of five or seven, about 60 percent of children are deprived of one or the other. Why parents allow themselves not to devote time to the child is a separate issue. But to compensate for the lack of warmth and attention is possible only in kindergarten.

But will our kindergartens be able to take and rebuild from a "luggage office" into a "development garden of Eden" like this? st.64,65

When a child comes to the kindergarten and the teacher helps him to change clothes - is this supervision or training?

I believe learning. Because they explain to the baby how and what to take off, how to fold, what to wear in return. It is very difficult to educate in the classroom, you can educate only by your behavior and example. It is very important that a positive-minded adult meets the child in the kindergarten. This is also an educational moment. Therefore, we insist that any actions of a teacher with children are an educational service within the framework of the standard. But the work of a cook, a housekeeper and everything else is no longer education, these are the very care and attention. This part of the cost will have to be paid by the parents.

How is the new bill fundamentally different from the old law?

Firstly, a preschool educational institution from a child's "luggage storage" is actually turning into an educational organization in which the implementation of the main educational program of preschool education is accompanied by the supervision and care of pupils, including the organization of their meals and daily routine. Secondly, all children of pre-school age should be provided with the opportunity to receive pre-school education. Thirdly, payment from parents (legal representatives) is charged for the supervision and care of the child. The educational program is provided free of charge.

As a result of the measures taken, the organizational and legal form should change preschool institutions, a sector of autonomous non-profit organizations has been created. It is planned that private preschool organizations will develop. The introduction of a normative per capita mechanism for paying for services will provide parents with the opportunity to choose between municipal and private institutions and organizations providing preschool education services. Stimulation of competition in preschool education and the introduction of a system of municipal orders for preschool education services will bring to the fore the quality of educational services, which will directly depend on the understanding by each kindergarten of its place in the system of lifelong education

What are the main requirements for the implementation of the OOP?

In Russia, a new level of education is emerging - preschool. It is built into the chain: kindergarten-school-university-work. Do you think educators are ready to become the basis of such a pyramid?

The gap between education and culture of educators and parents. AT major cities many parents are superior to educators (ICT, etc.)

1. Increasing the legal culture of adult participants in the educational process (Studying the law on education and GEF DO)

2. Carrying out a self-audit with the teaching staff and making changes to the annual plan in accordance with the results obtained.

3. The head and educators should be responsible for creating conditions for the formation of an asset of parents (this work should not be carried out at parent meetings. Often active, but far from educated people.) It is necessary to study the documents of the parents and choose teachers, lawyers.

The standard defines performance requirements, does this mean that kindergarten graduates will have to take exams?

There will be no final certification, it is written in the law. But with the help of monitoring and other studies at different stages, it will be possible to fix the level of development of the child, so that teachers of preschool institutions, parents understand how to work with him further.

The child must master the ability to live in peace with himself, gain skills in the game individual work and group interaction, learn to learn. Exactly at preschool age the basic personality traits are formed, key social skills - multiculturalism, respect for other people, adherence to democratic values, a healthy and safe lifestyle. Therefore, one of the most important tasks of preschool education is to initiate the formation of a child's self-identification in the world around him: with his family, region, country.

Actual problems DOW in connection with the introduction of GEF DO

For a long time no one has questioned the importance of the preschool period in the upbringing, education and development of the child, in the formation of his personality. Close attention today is riveted not only to the school, but also to the kindergarten.

In connection with the entry into force federal law"On Education in the Russian Federation" there have been important changes in the system of preschool education:

Preschool education is recognized as the first (but not mandatory!) level of the general education system in Russia; - approved the federal educational standard for preschool education; - mandatory examination of exemplary basic educational programs of preschool education was introduced; - the Standard provision on preschool education was canceled educational institution and introduced the Procedure for the organization and implementation of educational activities for the main educational programs of preschool education; - accepted professional standard teacher.

Among the latest legal documents GEF DO is the main one. At its core, GEF DO is a set of mandatory requirements for preschool education - to the structure of the main educational program of preschool education; - to the conditions for the implementation of this program; - to the results of mastering this program.

GEF DO approves new principles of preschool education that have not been mentioned before: -full living by the child of all stages of childhood; -enrichment of child development; - individualization of preschool education; - taking into account the ethno-cultural situation of children's development; - close cooperation between the kindergarten and the family, etc.

As practice shows, in relation to the Federal State Educational Standard, teachers initially showed a very wary position. We have just delved into the essence of FGT, which were introduced in 2009-2013, and have acquired a lot of methodological literature, having spent a lot of money, developed an educational program in accordance with the FGT and started its implementation, as the Federal State Educational Standard appeared, which set new goals and objectives, changed the structure of the educational program, the requirements for the conditions for its implementation, set new guidelines for the result of preschool education. In these conditions, teachers turned out to be somewhat disoriented, many of them had a lower motivation for changes (and how long will they be introduced?).

The main task of the personnel of a preschool organization at the stage of implementation of the Federal State Educational Standard is to carry out a detailed analysis for each group of requirements and identify what conditions already exist in the kindergarten, what needs to be created and what needs to be done for this.

During the transitional period, which will last until 01/01/2016, each kindergarten must carry out a number of activities in order to comply with the requirements of the Federal State Educational Standard for Education in its activities: develop an educational program for preschool education based on one of those approved by the Ministry of Education and Science of the Russian Federation sample programs, to create conditions for the implementation of this program, which includes staffing with trained specialists, financial support, material support. To date, bringing pre-school educational institutions in line with the standard is an urgent problem for every kindergarten.

Each educational organization needs to solve a number of specific tasks:

Analyze and understand the essence of the target foundations of modern preschool education; - compare the tasks and principles of preschool education presented in the FGT and the Federal State Educational Standard; -determine directions for improving the professional competence of teachers, draw up a work plan methodical service preschool organization for the implementation of GEF DO; - analyze the conditions available in each kindergarten, in each preschool educational group; - to identify and try to eliminate the existing problems that are under the jurisdiction of the preschool organization.

Now preschool teachers are working on work programs in all areas, for all age groups. Work on the educational program is underway, and it is within the power of each educational organization. big problem will be the creation of conditions for the implementation of the program: bringing the material and technical base of the kindergarten in line with the Federal State Educational Standard. Material and technical base of preschool educational organizations- the main pillar on which all their activities rest. It includes the state of buildings and communications, the provision of furniture and equipment in accordance with the Federal State Educational Standard, the creation of a developing object-spatial environment that is safe for the life and health of pupils. In this series of problems, I would like to dwell on the state of buildings and communications of preschool organizations, as the main components of the subject-spatial environment. Almost all kindergartens in the district have passed their thirty-year milestone. Kindergarten No. 18 "Kolosok", which I have the honor to lead, is 35 years old. This year the roof on the main building of the kindergarten was replaced. A huge problem has been solved, but the problem of rotten windows, crumbling foundations and walls, repair of floors in group and shady canopies at sites, old electrical wiring that no longer withstands loads, and much more remain. I think that my colleagues will support me, since there are such problems in every kindergarten. In order to start living in a new way, to equip the spatial environment with computer technologies, to introduce innovative methods, it is necessary to put in order our main wealth - our buildings, not to lose them, to make the stay of children in them safe and joyful.

The new state educational standard for preschool education has little in common with the standard in the general education system.

The standard is the sum of the requirements:

To the content of the educational program of the kindergarten;

To the conditions for the implementation of the educational program;

To the results of mastering the program.

There is also a fundamental limitation in it: there should not be any certifications, exams, assessments and other similar manipulations with children. But with the help of monitoring at different stages, it is possible to fix the level of development of the child, so that parents and teachers understand what the child has achieved and how to work with him further.

Traditionally, the main task of the kindergarten was to prepare the child for school. What changes the standard?

First of all, now parents have the opportunity to really influence the level of development of the child. Based on the requirements of the standard, teachers and parents independently develop their own program in accordance with the requirements of the standard, since 40% of the program is formed by participants in educational relations. The main emphasis in the work is on the development of kids through the game, through communication with peers, older children, families, educators.

One of the most important principles of preschool education is cooperation with the family. Each preschool organization is obliged to ensure the openness of preschool education; create conditions for the participation of parents in educational activities; support parents in raising children, protecting and strengthening their health; ensure the involvement of families directly in educational activities; inform parents and the public about the goals and program of preschool education.

In addition, the standard requires: the environment surrounding the child must be “subject-developing”. That is, it should awaken the imagination and curiosity, give the opportunity to show their interests, and at the same time - the basics of knowledge.

Standards brought the game back to childhood. The very one, cognitive, research, creative, in which the child learns to communicate, interact, with the help of which he learns the world. This is a game in which the child “tryes on” different roles, in which his speech, memory, attention, thinking, emotions, and imagination develop. This is a game in which the baby grows up. After all, the main mission of preschool education is to fill the life of a child with positive childhood experiences!