Agreed: I approve:

Methodist UO Head of MDOU

"Kindergarten p. Chapaevsky"

______ / Derzhitskaya L.E. / _________ / Tsyganova O.A. /

Municipal preschool educational institution

"Kindergarten p. Chapaevsky Pugachevsky district Saratov region»

year 2012

Explanatory note

1. Organization of the mode of stay of children in preschool
2. The content of psychological and pedagogical work on the development of educational areas

6. Conditions for the implementation of the educational program of the preschool educational institution

Application

Explanatory note

The general educational program of the MDOU "Kindergarten of the village of Chapaevsky, Pugachevsky district of the Saratov region" (hereinafter referred to as the DOE) ensures the versatile development of children aged 2 to 7 years, taking into account their age and individual characteristics in the main areas - physical, social - personal, cognitive - speech and artistic and aesthetic.

The program ensures that pupils achieve readiness for school.

11 children are brought up in the preschool educational institution, including 5 girls and 6 boys aged from 2 to 7 years.Family analysis preschool pupils showed: 6 complete families, 5 incomplete; 2 parents with higher education, 4 parents with secondary special education, 9 parents with secondary education; 13 parents are workers, 5 are unemployed. From large families - 1 child, from low-income families - 8 children. There are 4 teachers working in the preschool educational institution: 3 of them are educators. Of these, with 1 category 2 teachers.

The program of education and training in kindergarten"From birth to school" / ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva - M .: Mosaic - Synthesis, 2011.

Main priorityin the activities of the preschool educational institution is: artistic - aesthetic direction in the development of pupils.

Features of the educational process

Goals and objectives of the educational process

Goals:

• create favorable conditions for a full-fledged life of a child of preschool childhood, taking into account age and individual characteristics;

• to form the basis of the basic culture of the individual, to comprehensively develop the mental and physical qualities of the individual, to prepare the child for life in modern society.

Tasks:

• To create in the preschool educational institution a system of personality-oriented interaction between adults and children.

• To create in the preschool educational institution an integrated system for physical education and health improvement of children, familiarization with a healthy lifestyle.

• Develop curiosity, arbitrariness of mental processes, activity in various activities.

• To create conditions for a creative way of obtaining any knowledge.

• Develop readiness for active interaction with the outside world (emotional, intellectual, communicative).

• To form the spiritual and moral potential of the child through the socialization of the individual, creativity and familiarization with the values ​​of culture.

Providing pupils with the opportunity to test themselves in various types of activities: gaming, educational, creative, organizational and labor, taking into account interests and inclinations;

Ensuring a favorable psychological climate in the preschool educational institution, developing and improving the subject-developing environment.

When organizing the educational process, the principles of integration of educational areas (physical culture, health, safety, socialization, labor, cognition, communication, reading fiction, art, music) are taken into account in accordance with the age capabilities and characteristics of the pupils.

The organization of the educational process is based on a complex - thematic principle with leading gaming activities, and the solution of program tasks is carried out in various forms of joint activities of adults and children, as well as in the independent activities of children.

Principles and approaches to the formation of an educational program

In accordance with the FGT, the Program is based on the scientific principles of its construction:

Corresponds to the principle of developmental education, the purpose of which is the development of the child. The developing nature of education is realized through the activity of each child in the zone of his proximal development;

Complies with the criteria of completeness, necessity and sufficiency, that is, it allows solving the set goals and objectives on the necessary and sufficient material, as close as possible to a reasonable "minimum";

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

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 children, not only within the framework of educational activities, but also during regime moments;

It involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschool children and the leading activity for them is the game;

Recognition of the uniqueness and originality of each child; recognition of unlimited opportunities for the development of the personal potential of each child;

Respect for the personality of the child on the part of all participants in the educational process;

The principle of differentiation and individualization of upbringing and education ensures the development of the child in accordance with his inclinations, interests and capabilities.

The implementation of the principle of continuity of education requires the connection of all levels of preschool education, from the younger preschool age to the older and preparatory groups for school. The priority from the point of view of continuity of education is to ensure by the end of preschool childhood such a level of development of each child that will allow him to be successful in primary school programs.

1.Organization of the regime of stay of children in the preschool educational institution.

The working hours of the kindergarten in Chapaevsky village are 12 hours

opening hours: from 7.00. until 19.00.

The day regimen in the preschool educational institution corresponds to the functional capabilities of the child, his age and state of health.

Name of events	Different age gr.
1. Reception of children, inspection, games, morning exercises.	7.00.-8.30.
2. Preparation for breakfast, breakfast.	8.30.-8.50
3. Preparation for classes.	8.50.-9.00.
4. Classes.	9.00.-10.35.
5. Preparation for a walk, a walk.	10.35.-12.30.
6. Return from a walk, preparation for dinner, lunch.	12.30.-13.00
7. Preparation for sleep, sleep.	13.00.-15.00.
8. Rise, hardening procedures.	15.00.-15.25.
9. Preparing for an afternoon snack, afternoon tea.	15.25.-15.40.
10. Games, independent activities, group work.	15.40.-16.10.
11. Preparation for a walk, a walk.	16.10.-18.15.
12. Return from a walk, game.	18.15.-18.25.
13. Preparation for dinner, dinner.	18.25.-18.45.
14. Games, going home.	18.45.-19.00.

Implementation of educational areas in the MDOU "Kindergarten village Chapaevsky" for 2012-2013 academic year.

Name Groups	Monday	Tuesday	Wednesday	Thursday	Friday
Older Group	1 lesson 9.00-9.25 Cognition 2 lesson 9.35-10.00 musical 3 lesson 10.10-10.35 Communication	1 lesson 9.00-9.25 FEMP 2 lesson 9.35-10.00 physical education 3rd lesson 10.10-10.35 Reading thin. literature	1 lesson 9.00-9.25 Cognition(Nature) 2 lesson 9.35-10.00 Artistic creativity (rice) 3rd lesson 10.10-10.35 musical	1 lesson 9.00-9.25 Communication 2 lesson 9.35-10.00 Artistic creativity (l.a.) 3rd lesson 12.10-12.35 Physical culture (in the air)	1 lesson 9.00-9.25 Reading art literature 2 lesson 9.35-10.00 physical education 3rd lesson 10.10-10.35 artistic creation

Features of the organization of the educational process in a group of different ages:

Participants in the educational process are children aged 2-7 years, their parents (legal representatives) and teachers.

In order to provide graduates of preschool educational institution equal starting opportunities for education in primary school, the following conditions must be met:

• The complete set of groups is determined by the number of children who have reached the age of 2 who have received a referral to a preschool educational institution, taking into account the requirements of SanPiN.
• For parents of children of the senior and preparatory groups for school, a system of counseling was organized in the main areas of child development - physical, social and personal, cognitive-speech and artistic and aesthetic.
• Educators and specialists are familiar with the peculiarities of the organization of the educational process in the nearest schools.
• The development of educational areas by children: "Physical culture", "Health", "Safety", "Socialization", "Labor", "Cognition", "Communication", "Reading fiction", "Music", is carried out in the process of educational activities for organization of various types of children's activities (game, communication, cognitive research, productive, musical and artistic, reading).
• In the process of psychological pedagogical activity preschool teachers use traditional and innovative forms of work with children (classes, excursions, entertainment, children's experimentation, etc.)
• The choice of programs and technologies, methods and techniques of pedagogical activity is carried out on the basis of a qualitative and quantitative analysis of the level of development of children, taking into account the period of attendance of a preschool educational institution by each child of the group.
• If necessary, additional classes are held to master educational areas and consultations for parents on the content of psychological and pedagogical work with children of older preschool age in a family setting. The total time of additional classes does not exceed 30 minutes per day.
• Educational activities carried out during regime moments are mainly aimed at protecting the health of the child, physical and social personal development.
• Independent play activities of children in the kindergarten group are provided with a subject-developing environment appropriate for the age of the children.

The subject - developing environment is organized on the principles of free zoning and mobility. The state of the material base of the preschool educational institution meets the pedagogical requirements, the current level of education and sanitary standards. All basic components of the developing subject environment include optimal conditions for the full physical, aesthetic, cognitive and social development of children.

• The organization of walks for children of senior preschool age provides for the possibility of providing individual assistance to the child in physical, social-personal, cognitive-speech and artistic-aesthetic development.
• Interaction with the families of children on the implementation of the main general educational program of preschool education is carried out in the morning from 7.00. until 8.30. and in the evening from 17.00. until 19.00.
• Classes (traditional, integrated), fun games, observations and excursions are held daily with a group of children in the first half of the day.
• In the warm season, the maximum number of classes and other activities are held on the site during a walk.
• Physical education and music classes are held in the hall with the whole group in accordance with the schedule of classes for the current year.

Physical culture and health-improving work is carried out in two directions:

1. Treatment-and-prophylactic and health-improving

2. Motor

1. Treatment-and-prophylactic andhealth direction(vitamin therapy, physiotherapy, wellness massage, music therapy, hardening, prevention of disorders of the musculoskeletal system);

Principles of recovery in kindergarten

The complexity of the use of preventive and health-improving technologies, taking into account the health status of pupils, the structure of the academic year, etc.;

Continuity and systematic implementation of preventive and recreational activities;

Maximum coverage by the program of all pupils in need of rehabilitation;

Integration of the prevention and rehabilitation program, if possible, into the educational process;

Use of simple and affordable technologies;

Formation of positive motivation among pupils, medical personnel and educators to carry out preventive and recreational activities;

2. Motor direction(physical education outdoors, sports holidays, leisure, sports competitions).

The content of psychological and pedagogical work on the development of children in the educational areas "Physical Education", "Health", "Safety", "Socialization", "Labor", "Cognition", "Communication", "Reading Fiction", " Artistic creativity”,“ Music ”is focused on the development of the physical, intellectual and personal qualities of children. 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. Each educational area is specific to each age group, so the forms of educational activities can be included in the long-term plan for the age groups. Given that each educational area has its own specifics, the educator independently chooses the forms of educational activities for children. At the same time, the total amount of the compulsory part of the Program is calculated in accordance with the age of the pupils, the main directions of their development and includes the time allotted for:

Educational activities carried out in the process of organizing various types of children's activities (playing, communicative, labor, cognitive-research, productive, musical-artistic, reading);

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.

List of comprehensive programs

The program of education and training in kindergarten "From birth to school" / ed. N.E. Veraksy, M.A., T.S. Komarova., M.A. Vasilyeva - M .: Mosaic - Synthesis, 2011.

2.1. The content of the educational area "Physical culture"

Goals: formation in children of interest and value attitude to physical culture, harmonious physical development through the solution of the following specific tasks:

Development of physical qualities (speed, strength, flexibility, endurance and coordination);

Accumulation and enrichment of motor experience of children (mastery of basic movements);

Formation of pupils' need for motor activity and physical improvement.

Stepanenkova E.Ya. Methods of physical education. - M .: Publishing house "Education of a preschooler", 2005.

Penzulaeva L.I. Physical education in kindergarten. middle group. Summaries of classes - M .: Mosaic - Synthesis, 2009.

Penzulaeva L.I. Physical education classes with children 5-6 years old: A manual for a kindergarten teacher. – M.: Enlightenment, 1988.

Penzulaeva L.I. Physical education classes with children 3-4 years old: Lecture notes - M .: Mosaic - Sintez, 2009.

1. The content of the educational area "Health"

Goals: children's health care and the formation of the basis of a health culture through the solution of the following tasks:

Preservation and strengthening of the physical and mental health of children;

Education of cultural and hygienic skills;

Formation of initial ideas about a healthy lifestyle.

List of programs and technologies

N.P. Smirnova Basics Program healthy lifestyle life part 1 Guidelines for preschool institutions - Saratov, Scientific book, 2000.

L.I. Penzulaeva Improving gymnastics for children 3-7 years old: Methodological guide. - M .: Mosaic-Synthesis, 2009-2010

Teplyuk S.N. Classes on a walk with kids 2-4 years old - M .: Mosaic - Synthesis, 2008.

MA Pavlova, MV Lysogorskaya Education in the field of health. Methodical recommendations for educators. Saratov 2004.

1. The content of the educational area "Safety"

Goals: the formation of the foundations for the safety of one's own life and the formation of the prerequisites for environmental consciousness (safety of the surrounding world) through the expansion of the following tasks :

Formation of ideas about situations dangerous for a person and the surrounding world and ways of behavior in them;

Introduction to the rules of safe behavior for a person and the environment;

Transferring knowledge about safety rules to children traffic as a pedestrian and a passenger in a vehicle;

Formation of a cautious and prudent attitude to situations that are potentially dangerous for a person and the environment.

List of programs and technologies

T.F.Saulina Three traffic lights. Publishing house Mosaic-Synthesis Moscow 2009

Y. Davydova, S. Romanova Alone at home or child safety equipment. Rostov-on-Don "Phoenix" 2003

Shorygina T.A. "Conversations about the basics of safety with children 5-8 years old" M .: "Creative Center - Sphere," 2009.

List of benefits

Road safety - visual information

Safety rules for children - visual information

Safety signs

Disks "Lessons of caution", "The ABC of road safety".

1. The content of the educational area "Socialization"

Goals: mastering the initial ideas social character and the inclusion of children in the system of social relations through the solution of the following tasks:

Development of children's play activities;

Introduction to the elementary generally accepted norms and rules of relationships with peers and adults;

Formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community.

List of programs and technologies

Solomennikova O.A. "Environmental education in kindergarten" Program and guidelines. M .: “Mosaic - synthesis; 2006

N.A. Ryzhova Our home is nature. Moscow 2005

Nikolaeva S.N. Young ecologist - Moscow, Mosaic - Sintez, 2010

Solomennikova O.A. "Classes on the formation of elementary ecological ideas" Abstracts of classes. M .: "Mosaic-synthesis", 2008.

O.V. Dybina Child and the world around. Program and methodical recommendations. M .: "Mosaic-Synthesis" 2008.

NV Aleshina Familiarization of preschoolers with the surrounding and social reality. Moscow 2002

IF Mulko The development of ideas about man in history and culture. Toolkit. "Creative Center" 2009

T.V. Ivanova Child and the world around: phenomena public life. "Coripheus" 2008

List of benefits

Vohrintseva S. « The world" Transport. Professions. Seasons. Houseplants. Animal world.

1. The content of the educational area "Labor"

Goals: the formation of a positive attitude towards work through the solution of the following tasks:

Development of labor activity;

Education of a value attitude to one's own work, the work of other people and its results;

Formation of primary ideas about the work of adults, its role in society and the life of every person.

List of programs and technologies

T.S.Komarova, L.V.Kutsakova, L.Yu.Pavlova Labor education in kindergarten. Program and methodical recommendations. M.: Mosaic - Synthesis, 2009

L.V. Kutsakova Classes on designing from building material. M.: Mosaic - Synthesis, 2007

T.S. Komarova, L.V. Kutsakova Labor education in kindergarten - M .: Mosaic - Synthesis, 2005

L.V. Kutsakova Classes on designing from building material. Summaries of classes. M .: "Mosaic - synthesis", 2008.

I.V. Novikova Designing from paper in kindergarten. Yaroslavl 2007

List of benefits

Paper toys. Didactic guide.

2.6 The content of the educational area "Cognition"

Goals: development of children's cognitive interests, intellectual development children through the solution of the following tasks:

sensory development;

Development of cognitive-research and productive (constructive) activities;

Formation of elementary mathematical representations;

Formation of a holistic picture of the world, expanding the horizons of children.

List of benefits (development of speech, mathematics)

Gerbova V.V. Classes for the development of speech with children 4-6 years old - M .: Education, 2007.

Gerbova V.V. Introducing children to fiction - M .: Mosaic - Synthesis, 2005

Bondareva T.M. " Complex classes in senior group d / garden " Practical guide for educators and methodologists preschool educational institution "Voronezh: T.Ts. "Teacher" 2006

Novikova V.P. Mathematics in kindergarten - M .: Mosaic - Synthesis, 2003 / for all age groups /

V.V. Gerbova Classes on the development of speech - M .: Mosaic - Synthesis, 2009

Novikova V.P. Mathematics in kindergarten - M .: Mosaic - Synthesis, 2009.

O.S.Ushakova, E.M.Strunina. The development of speech. Program. Guidelines. Moscow, Publishing Center "Vintana-Graf" 2008

List of programs, technologies, benefits (design)

Kutsakova L.V. Classes on designing from building material - M .: Mosaic - Synthesis, 2006

Kutsakova L.V. Design and artistic work in kindergarten - M .: TC Sphere, 2005

1. The content of the educational area "Reading fiction"

Goals : the formation of interest and the need for reading (perception) of books through the solution of the following tasks:

Formation of a holistic picture of the world, including primary value ideas;

Development of literary speech;

Introduction to verbal art, including the development of artistic perception and aesthetic taste

List of programs and technologies

Gerbova V.V. Introducing children to fiction 2-7 years old - M .: Mosaic - Synthesis, 2005.

List of benefits

N.P. Ilchuk Reader for preschoolers. Moscow 1999

A book for reading in kindergarten and at home - Onyx Publishing House, 2009.

1. The content of the educational area "Artistic creativity"

Goals: the formation of interest in the aesthetic side of the surrounding reality, the satisfaction of the needs of children in self-expression through the solution of the following tasks:

Development productive activity children (drawing, modeling, applique, art work);

Development of children's creativity;

Introduction to the fine arts.

List of programs and technologies

Lykova I.A. The program of artistic development of children 2-7 years old. Colored palms - M .: Karapuz - Didaktika, 2007.

Lykova I.A. Colored world - folk art in kindergarten - M .: Sphere, 2007.

Komarova T.S. Classes for visual activity- M .: Mosaic - Synthesis, 2008.

V.V. Gerbov "Introduction to fiction". – M.: 2006.

1. The content of the educational area "Music"

Goals: the development of children's musicality, the ability to emotionally perceive music through the solution of the following tasks:

Development of musical and artistic activity;

Introduction to the art of music.

List of programs and technologies

M.B. Zatsepin. "Musical education in kindergarten", M.: 2006.

M.B.Zatsepina, T.V.Antonova "Folk holidays in the kindergarten" - M .: 2006.

M.B.Zatsepina, T.V.Antonova "Holidays and entertainment" - M .: 2006.

List of benefits

Zinina I. "Scenarios for holidays in kindergarten and at home" - Minsk: 2007.

Holidays in kindergarten. From the rest: G.A. Lapshina. – V.: 2009.

Musical accompaniment and decoration of holidays in kindergarten. - V .: 2007.

3. Planned results of mastering the main general educational program of preschool education by children

The results of mastering the main general educational program of preschool education by children are evaluated by the system for monitoring the achievement by children of the planned results of mastering the Program. The monitoring system provides an integrated approach to the assessment final and intermediate the results of the development of the Program, allows you to assess the dynamics of children's achievements and includesdescription of the object, forms, periodicity and content monitoring.

Formed integrative qualities of the child -final resultdevelopment of the main general educational program of preschool education. But each quality, manifesting itself as a set of features, properties, allows throughout the entire period of development of the Program (from 3 to 7 years) to form its individual components -intermediate results.

Interim assessment(once every six months) is a description of the dynamics of the formation of the integrative qualities of pupils of each age group as they master the Program.

final grade is carried out at the release of a child from kindergarten to school and includes a description of the integrative qualities of a graduate of a preschool educational institution. It is held annually in the group preparatory to school.

To determine both the intermediate and final results of mastering the Program, the “social portrait” of a 7-year-old child who has mastered the basic general educational program of preschool education is of great importance. Being a target of the system of preschool education, this "social portrait" reflects the agreed interests and needs of the family, society and the state in the field of education of preschool children.

Social portrait of a 7-year-old child who has mastered the basic general educational program of preschool education

1. Physically developed, having mastered the basic cultural and hygienic skills.

The child has reached the maximum possible level of harmonious physical development (taking into account individual data). He has formed the basic physical qualities and the need for physical activity. Independently performs age-appropriate hygiene procedures, observes the elementary rules of a healthy lifestyle.

2. Curious, active.

Interested in the new, unknown in the surrounding world (the world of objects and things, the world of relationships and his inner world). Asks questions to an adult, likes to experiment. Able to act independently (in everyday life, in various types of children's activities). When in trouble, seek help from an adult. Takes a lively, interested part in the educational process.

3. Emotionally responsive.

Responds to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Emotionally reacts to works visual arts, musical and works of art, natural world.

4. Mastered the means of communication and ways of interacting with adults and peers.

The child adequately uses verbal and non-verbal means of communication, owns dialogic speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation). Able to change the style of communication with an adult or peer, depending on the situation.

5. Able to manage their behavior and plan their actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of behavior.

The behavior of a child is mainly determined not by momentary desires and needs, but by the requirements of adults and the primary value ideas about “what is good and what is bad” (for example, you can’t fight, you can’t offend the little ones, it’s not good to tell a story, you need to share, you need to respect adults and etc.). The child is able to plan his actions aimed at achieving a specific goal. Observes the rules of conduct on the street (traffic rules), in public places (transport, shop, clinic, theater, etc.).

6. Able to solve intellectual and personal tasks (problems), adequate to age.

The child can apply independently acquired knowledge and methods of activity to solve new tasks (problems) set both by adults and by himself; depending on the situation, it can transform the ways of solving problems (problems). The child is able to offer his own idea and translate it into a drawing, building, story, etc.

7. Having primary ideas about himself, family, society (nearest society), state (country), world and nature.

The child has an idea:

About yourself, your own belonging and the belonging of other people to a certain gender;

On the composition of the family, kinship and relationships, the distribution of family responsibilities, family traditions;

About the society (nearest society), its cultural values ​​and one's place in it;

About the state (including its symbols, "small" and "big" Motherland, its nature) and belonging to it;

About the world (the planet Earth, the diversity of countries and states, the population, the nature of the planet).

8. Having mastered the universal prerequisites for educational activity:

the ability to work according to the rule and according to the model, listen to an adult and follow his instructions.

9. Mastered necessary skills and skills.

The child has formed the skills and abilities (verbal, visual, musical, constructive, etc.) necessary for the implementation of various types of children's activities.

1. The system for monitoring the achievement by children of the planned results of the development of the Program

The system for monitoring the achievement by children of the planned results of mastering the Program (hereinafter referred to as the monitoring system) provides a comprehensive approach to assessing the final and intermediate results of mastering the Program, allows you to assess the dynamics of children's achievements and include a description of the object, forms, frequency and content of monitoring. In the process of monitoring, the physical, intellectual and personal qualities of the child are examined by observing the child, conversations, expert assessments, criteria-oriented methods of non-test type, criteria-oriented testing, screening tests, etc. A mandatory requirement for building a monitoring system is a combination of low formalized ( observation, conversation, peer review, etc.) and highly formalized (tests, instrumental methods) methods, ensuring the objectivity and accuracy of the data obtained.

The content of the monitoring is closely related to educational programs for the education and upbringing of children. A mandatory requirement for the construction of a monitoring system is the use of only those methods, the use of which allows you to obtain the necessary amount of information in the optimal time. The final results (integrative qualities) are presented in the graduate's portrait, which reflects the qualities and the degree of their formation.

To highlight the content of monitoring, it is necessary to correlate the results that the program used in the preschool educational institution is aimed at achieving with those qualities that are defined in the federal state requirements as the planned results of the development of the Program. Monitoring of the achievement of the planned intermediate results of the development of the Program is carried out twice a year (September-May).

2 Part. Priority direction in the work of the DOE.

From the first years of life, a child unconsciously reaches for everything bright and attractive, enjoys shiny toys, colorful flowers and objects. All this causes him a feeling of pleasure, interest. The word "beautiful" enters the life of children early. From the first year of life, they hear a song, a fairy tale, look at pictures; simultaneously with reality, art becomes a source of their joyful experiences. In the process of aesthetic education, they undergo a transition from an unconscious response to everything bright and beautiful to a conscious perception of beauty.
Aesthetic education is a purposeful, systematic process of influencing a child's personality in order to develop his ability to see the beauty of the world around him, art and create it. It starts from the first years of a child's life.
Aesthetic education is a very broad concept. It includes the education of an aesthetic attitude to nature, work, social life, everyday life, and art. Education of children by means of art is the subject of artistic education.

That is why we pay great attention to the artistic and aesthetic development of preschoolers.

The main goal of the teaching staff of the preschool educational institution is the development of the creative initiative of the child, the creation of conditions for his socialization.

To obtain the expected results in kindergarten, a system of work on artistic and aesthetic education has been created, which consists of the following components:

• Updating the content of education (selection of programs and technologies);
• Creation of conditions for aesthetic education (staffing, educational and methodological support, creation of a subject-developing environment);
• Organization of the educational process (work with children and parents);
• Coordination of work with other institutions and organizations.

This system of work involves close cooperation between educators, specialists from the preschool educational institution, the head of the kindergarten. The joint and skillful activity of all specialists is achieved in accordance with the joint planning of the educational process.

Work in kindergarten is carried out in accordance withThe program of education and training in kindergarten "From birth to school" / ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva / in conjunction with partial programs: “The program of artistic development for 2-7 years. Colored palms " / ed. Lykova I.A./, musical education program in kindergarten, ed. M.B.Zatsepina.

The developing environment is one of the important conditions for the implementation of the system of artistic and aesthetic education in kindergarten. All groups of the kindergarten are aesthetically designed, there are various play corners: theatrical, dressing up corner, creativity corner, etc. For classes there is a set of musical instruments for children, DVD, music center, piano. There are artistic and aesthetic circles in the kindergarten. Every month, inserts of children's works are arranged: drawings, crafts made from natural materials, crafts made from waste material. Children involved in the theater circle delight other preschoolers and parents with staging of fairy tales.

For the successful development of programs for artistic and aesthetic education, it is necessary to correctly organize the pedagogical process.

The interaction between teachers and children is carried out taking into account differentiated approach and includes a variety of forms and methods of work:

• group and subgroup classes,
• entertainment,
• holidays,
• musical evenings,
• didactic games,
• exhibitions of drawings and crafts.

The range of additional services in the kindergarten is diverse, there are circles of artistic and aesthetic orientation: circle "Unconventional methods of drawing", "Origami".

	Circle name	Supervisor	Working hours.
	"Rainbow" non-traditional drawing technique	Konovalova O.V.	Tuesday
	"Lesovichok" working with natural materials	Semenkina I.N.	Tuesday
	"Teremok" theatrical activity	Nefedeva M.S.	Tuesday Wednesday
	"Skillful hands" origami	Zimina G.A.	Wednesday

Goals:

Formation of aesthetic attitude and artistic and creative development;

Tasks:

Creation of conditions for free experimentation with artistic materials and tools;

Perception of artistic taste and sense of harmony;

Development of artistic and creative abilities.

An educational and methodological complex has been created in a preschool institution:

• artistic and aesthetic education programs and methodological recommendations;
• long-term plans for circle work;
• class notes, leisure and holiday scenarios;
• didactic games;
• artistic and cognitive literature of aesthetic orientation.

The implementation of the program for the artistic and aesthetic development of preschoolers requires constant improvement of the pedagogical skills of educators.

The improvement of pedagogical skills is carried out in the following areas:

• improving the skills of teachers through pedagogical councils, seminars - workshops, consultations. Open classes, competitions. Every year, one of the tasks of the educational process is aimed at developing children's creativity. Experienced teachers share their work experience, advise other teachers, arrange lectures for parents.
• annual visit to district methodical associations for educators on the artistic and aesthetic development of children;
• self-education.

Conditions for the implementation of the educational program of the preschool educational institution

1. Program implementation management:

MDOU "Kindergarten of the village of Chapaevsky, Pugachevsky district of the Saratov region" is part of the preschool level of education in the city of Pugachev, Saratov region. Founder preschool is the Administration of the Pugachevsky municipal district.

The MDOU has a well-thought-out, flexible management structure in accordance with the goals and content of the work.

Regulatory support complies with the requirements of the current legislation Russian Federation in the field of education.

In the preschool educational institution, leadership in the priority area is carried out in strict accordance with the Law "On Education", the Charter of the preschool educational institution, the Regulations on the Board of Trustees, the Regulations on pedagogical council, Regulations on wages, Regulations on the general meeting of the labor collective and other local acts.

The kindergarten, with its activities: upbringing, training, development, carrying out preventive and recreational activities, solves the following tasks for the full development of the child:

• protection of life and health of pupils;
• improving health and reducing childhood morbidity;
• ensuring intellectual, personal and physical development;
• introducing children to human values;
• interaction with family.

The kindergarten is managed on the principles of unity of command and self-government.

The forms of self-government of the preschool educational institution are:

• general meeting of the team;
• pedagogical council;
• parental committee;
• board of trustees.

Management is carried out in strict accordance with the Law "On Education", the Charter of the preschool educational institution, the Regulations on the Board of Trustees, the Regulations on the Pedagogical Council, the Regulations on remuneration, the Regulations on the general meeting of the labor collective and other local acts.

1. Organization of a subject-developing environment.

The basis for the implementation of the Educational Program is the subject-developing environment of childhood, which is necessary for the development of all specific children's activities. In kindergarten, it is built in such a way as to ensure the full-fledged physical, artistic, aesthetic, cognitive-speech and social-personal development of the child. These include natural environment and objects, sports and gaming and sports facilities indoors and on the site, subject-playing environment, musical-theatrical, subject-developing environment for classes.

The developing subject-spatial environment of groups provides for the created conditions for exercises in practical activities, sensory development, speech development, mathematical concepts, acquaintance with the outside world, nature, and the basics of natural sciences. Games, activities, exercises with sensory material contribute to the development of children's visual-distinctive perception of sizes, shapes, colors, sound recognition, mathematical development and speech development.

The institution has its own style; the interior of the main and auxiliary rooms is full of creative works of children and adults.

For the implementation of the full development and upbringing of a child of preschool age, a close relationship with the family in which he is brought up is necessary.

The family is a social institution of education. In the family, socialization occurs most naturally and painlessly. In order to competently educate a child, it is necessary to unite the educational influences on him from all adults, take into account the age and individual characteristics of the child, and understand what he should know and be able to do at this age. Family work is carried out in the following areas:

• involvement of families in the educational process.

When working in this direction, various methods and techniques are used: days open doors when parents have the opportunity to attend any classes and regime moments, take an active part in the life of children in kindergarten.

• Improving the psychological and pedagogical culture of parents.

When working in this direction, parent meetings, conferences, consultations, lectures, workshops, and conversations are used.

Working with parents is aimed at informing about the content of the work of the preschool educational institution, involving parents in the lives of children, drawing attention to the successes and problems of preschoolers.

The effectiveness of child development work depends on the coordination of work with other institutions.

The kindergarten team cooperates with the Municipal Educational Institution of Education in the village of Chapaevsky, with the library of the House of Culture, and theater groups. In the preschool educational institution for children, performances, puppet theaters, and musical-themed entertainment are organized.

Interaction with other organizations

Continuity in the work of the preschool educational institution and the school

Most of our graduates continue their education at the school of our village.

According to the results of individual conversations with parents and feedback from schools, graduates of our preschool educational institution master the program well; their level meets the requirements for preschool children, the preparation of children for school is assessed by teachers as good, the parents of pupils are satisfied with the level of preparation of children for school. The teaching staff maintains contact with the teachers of the school where our pupils enter. The result of the implementation of the educational process is the qualitative preparation of children for schooling.

The practice of our preschool educational institution shows that children who receive preschool education in kindergarten have closer interaction with younger students, a future teacher, liberate themselves, open up in joint activities, during holidays and matinees, when visiting school. Having become first-graders, former graduates successfully adapt to new conditions.

To achieve pedagogical goals, the availability of objective and reliable information about the development of the personality of the pupil, about the state and results of the educational process, we use diagnostic tools aimed at efficiency and effectiveness.

One of the main conditions for the effectiveness of work ismastering by teachers of new methods and modern developments, aimed at:

1. development of various types of thinking;

2. development of communication skills;

3. preservation and development of children's health (morphological and functional indicators of physical health, health group, incidence rate).

Personal development and professional growth of teachers:

1. the growth of their professionalism, pedagogical skills and creativity;

2. modernization of the content of education, organization of software and methodological support of the educational process;

3. humanization of relations between teachers, pupils and their parents.

As indicatorspedagogical expediencyimplementation of the presented development program can be distinguished:

Updating the content of general education, taking into account the use of ICT

successful social adaptation pupils to the changing educational environment (successfully mastering general educational programs)

Thus, the implementation of the educational program of the preschool educational institution ensures the improvement of the quality of the educational process and the growth professional qualities at teachers.

To date, the issue of the quality of preschool education has become particularly relevant. The concept of "quality" is very dynamic. Even the quality of gold changes over time. Since the 18th century, various ligatures have been added to it: silver, copper and other metals. When discussing the quality of a person, it is all the more necessary to take into account the degree of compliance of the education system with its purpose, values ​​and goals at a certain historical stage. And now we are just at such a historical stage when the Federal State educational standard.

The quality of preschool education can be monitored by the degree of compliance with the purpose, determined by public policy, goals formulated in accordance with modern scientific research, expectations of consumers of educational services (parents) associated with the educational process, its conditions and results, as well as the activities of the preschool education system as a whole.

Due to the fact that the education of future generations is a matter of national importance, it is decided at the federal level what next step to ensure the quality of education will be taken. How true it will be depends on what the results of the previous step are. The main criteria for evaluating the activities of the subjects of the Federation in the field of preschool education are, on the one hand, the degree to which the constitutional right to preschool education is ensured, and, on the other hand, the degree of satisfaction of the population with the quality of preschool education.

Ensuring the general availability of preschool education is an unconditional and indisputable priority of the policy of our state, it requires huge financial investments, incredible efforts of leaders at different levels of education management. But is it such an indisputable indicator of the quality of the preschool education system?

The century-long history of the creation, deployment, curtailment, and development of a network of preschool educational institutions in our country was aimed primarily at ensuring "territorial" general accessibility, access to a place in a kindergarten.

In the 19th century, the first private kindergartens were opened, the main purpose of which was only pedagogical, since the kindergarten did not give any benefits, did not prepare for any educational institution, and parents found it superfluous to send a child to the kindergarten to play, and even pay for this is.

At the beginning of the 20th century, with the development of industry and the involvement of women in the process of wage labor, there was a need for kindergartens that worked from 9 to 16, and sometimes until 18 o'clock - to provide care for children throughout the working day of their parents.

During the years of Soviet power, the main task was to expand the network of preschool institutions in the leading industries. New buildings of kindergartens were put into operation, the premises of residential buildings were used for kindergartens, the buildings of kindergartens used for other purposes were vacated, the work of preschool institutions was adapted to the peculiarities of production (in relation to the duration, shifts, round-the-clock stay of children, etc.). The network of rural preschool institutions was expanded, their equipment was expanded, and the organization of the delivery of children from small settlements. However, increasing many times over, by the 1980s, the network of institutions did not at all satisfy the growing needs of the working population in preschool institutions: the provision of children with children's institutions was, according to official documents, 31.4%.

In the 1990s, an uncontrollable outflow of children from preschool institutions began. Outflow on financial or "ideological"
reasons (someone could not pay even a little money, and someone, having money at their disposal, sought to hire a nanny) took place against the backdrop of a decline in the birth rate caused by socio-economic changes. The idea of ​​general accessibility of preschool education during this period was of no social value.

The situation changed in the 2000s. According to the data of the Institute of Gender Policy, during these years, the generation of 1978-1982, when an increase in the birth rate was observed, predominantly gave birth to children. Children were born much more than kindergartens could accommodate in the amount in which local authorities retained them from the time of the demographic decline. Demand for preschool services has grown strongly again. There were queues for a place in a kindergarten. Pre-school educational institutions have become unacceptably overcrowded. And again, in federal documents, a priority task for the development of preschool education in the Russian Federation appears: “The system of preschool education should become publicly available, and a place in a preschool educational institution should be provided to the child in real time.” Short-stay groups, family kindergartens, groups in various types of educational institutions, and more are emerging.

Constantly changing socio-economic and demographic situations require more mobility of the pre-school education system in terms of providing the required number of pre-school institutions that meet the needs of the population in a given historical period.

On the quality of preschool education, in our opinion, it is very difficult to judge by quantitative indicators - how many places are open and functioning.

On the degree of compliance with the main purpose of kindergartens- pedagogical, aimed at providing
professional assistance and support to the family in matters of development and upbringing of children by qualified and competent teachers of preschool education can be judged by the opinion of consumers of preschool educational services.

Every year, in the subjects of the Russian Federation, data are collected that characterize the degree of satisfaction of the population with the quality of preschool education. However, the obtained results cause some bewilderment in terms of their reliability. The object of the study is the population aged 18 to 69 living in urban districts and municipal districts. The study is carried out by the method of spontaneous selection, "street" survey. The problem is that the survey often interviews people who are not always in contact with preschool education, but who are very well informed from the media about the bribes received by kindergarten leaders, about the lack of places and the existence of a queue in preschool institutions. In addition, those who take their child to kindergarten are not always able to objectively assess the level of quality of the educational services provided.

Parents' expectations from preschool education do not arise by themselves, they are socially formed.

In different historical periods, these expectations were different. The Soviet system of public preschool education pursued the ideology of the socialist state, directing all possible efforts to educate a disciplined, organized and able to work citizen. Parents diligently showed these qualities in production, the upbringing of their children was entrusted to specialists in preschool education.

With the introduction of systemic education in kindergartens in the 1960s, which required methodological training, the leading role in the upbringing and education of children completely passed into the hands of teachers. The result of such efforts was the absolute trust of parents in social institutions: "the kindergarten will educate", "the school will teach", "the army will re-educate". Until now, practitioners complain that some parents consider it their main function to bring the child to kindergarten and pick him up.

The crisis of the 90s “returned” to the parents of their own children. The article of the Law "On Education" declared the family responsible for the development and upbringing of the child, and the education system - an assistant to the family in matters of education. Parents had to understand their needs in matters of education of the child. The education system was also in search of scientific justification for updating the content of education, carried out innovative projects.

Appearance in the system primary education differentiated classrooms has steered parental expectations of kindergarten activities towards “preparing the child for school”. And until now, no matter how much effort teachers make to convince parents that the kindergarten is designed to promote the personal development of the child and give him the opportunity to live a joyful childhood, most parents want to derive tangible benefits and benefits from everything in the future.

Now we are working with a new generation of parents who have the time and desire to take care of their child, with a generation that is not interested in the problems of kindergarten, but is ready to participate in the education of their child.

On the present stage changing parental expectations with slogans is not enough. A high level of work is needed to ensure the real involvement of the family in the education of the child, the formation of the desire of parents to make personal efforts, to contribute to the achievement of the overall goals of education. The presence of meaningful awareness, that is, such a quantity and quality of information about what happens to the child during most of the day that he spends with the employees of the preschool institution, and most importantly, about his achievements, will allow parents to make the right decisions regarding timely support for the development of their child .

A high level of awareness is possible with the real involvement of the family in the educational process. Only after that we can get reliable answers to the question of interest: are consumers satisfied with the quality of preschool education.

So far, we are forced to state that the state does not have enough reliable information on the degree of satisfaction of the population with the quality of preschool education.

Pursuing the goal of understanding the situation in preschool education in order to take the right step in the near future, we can analyze the level of quality of the process, conditions and results of the educational activities of preschool institutions.

In 1996, at the federal level, documents were approved for the certification and state accreditation of preschool educational institutions. Before the introduction of the state educational standard for preschool education, Temporary (exemplary) requirements were established for the content and methods of education and training implemented in preschool educational institutions. Based on these requirements, variable educational programs for preschool education were developed, certification and state accreditation of preschool educational institutions were carried out. The document was highly anticipated by educational practice.

Since 1989, when the goal of promoting the development of the child as a person was proclaimed by the Concept of Preschool Education, teachers were confused for a long time, because they did not know how to realize the modern goal, using a single Program of education and training in kindergarten with a fairly ideological content. The new requirements have contributed to a significant step forward in providing a new level of quality in preschool education. With variable programs, modern educational content and developing technologies came to kindergartens.

However, despite the fact that new document contained new requirements for the nature of the interaction of staff with children, the very logic of constructing criteria contributed to even greater care in the subject content, and the dominance of criteria that stimulate the actions of teachers did not make it possible to provide pupils with the manifestation of independence and initiative. Problems identified in documents as early as 1958
year, - “to pay attention to the development of independence, activity, initiative in children; prevent children from doing mechanical work; take into account the experience of children, the stock of knowledge, skills, which can be relied upon when mastering new children; finished sample not to be considered the only method of teaching” - after 40 years it was again not possible to resolve. In addition, since the document lacked the parameters of achievements and methods for measuring them, the target orientation to promote the development of the pupil as a person did not give teachers a clear idea of ​​what new state the child could move to as a result of preschool education.

Attempts to change something in educational practice were made in the subjects of the Federation. So, in the Novgorod region, the system of criteria for evaluating the activities of preschool educational institutions of various types in 2006 was modified. As criteria and indicators for studying activities in the section "Content, methods and organization of education and training", "basic" criteria were determined, which are presented in the main areas of the content of preschool education:

• health and physical development of pupils,
• cognitive and speech development of pupils,
• social and personal development of pupils,
• artistic and aesthetic development of pupils.

In each of the directions, the criteria and indicators were built in such a way as to balance the processes of socialization and individualization in educational activities: on the one hand, the criteria associated with the assessment of ensuring the assimilation of social and cultural experience by children, on the other hand, the formation of the subject position of children in specifically children's activities. activities.

As the results of preschool education, the foundations of key competencies were identified - social, communicative, health-saving, activity and information. Evaluation of achievements was carried out in the course of targeted observation in a familiar environment for the child, collegial discussion of these achievements by all adults involved in his education (teachers, specialists, parents), and maintaining a "portfolio" in which the evaluated information was systematized.

During the observation of behavior, the following were recorded:

• motives for classes, preferences, interests of children;
• manifestation of their skills and abilities in children's activities;
• the context in which these skills were developed.

The observation was supplemented by conversations with the child, an analysis of his work, a conversation with parents and preschool specialists interacting with a preschooler in other circumstances. The dynamics of achievements was recorded at least twice a year, however, adults observed the stability of manifestations of competencies throughout the year and reflected changes in levels as they were discovered.

The collected information on the level of quality of preschool education and its results, the comparative analysis of these results was of great value, as it made it possible to analyze the current situation in ensuring the quality of education for preschool children in the region, to identify strengths and typical problems in the organization of the educational process, to outline directions for further efforts.

The monitoring results were brought to the attention of specialists of the education management system at different levels, city (district) methodological services, parents (legal representatives), the general public, and were also taken into account in the choice of content and technologies for the implementation of educational programs for advanced training of employees of the preschool education system in the Novgorod region. The correctness of the measures taken was confirmed by the federal state requirements for the structure of the main general education program adopted in 2009, which approved joint activities with adults and independent activities of children as the main forms of organizing educational activities, and the integrative qualities of the child as a result of the education of preschoolers.

At the same time, in 2010, the procedure for attestation and state accreditation of preschool educational institutions was abolished. A state system for monitoring the quality of preschool education has not yet been proposed. Accordingly, there is no information on how public access to high-quality preschool education is ensured in our country today.

In the near future, the Federal State Educational Standard for Preschool Education will be developed. It is significant that the right step to a new level of quality in children's education is chosen.
preschool age.

Submitted , May 2013

The pedagogical process in a preschool educational institution is a synthesis of all types of activities of pupils, the interaction of children and teachers, kindergarten administration and parents. It is focused on the harmonious development of the individual, education and upbringing of preschool children and performs a number of important functions:

• integration into society;
• developing;
• adaptive;
• educational.

The process of training and education is based on the subject-subject nature of communication between educators and preschoolers. It is distinguished by dynamism, variability, an integrated approach, purposefulness, and multifactorial nature. The result of educational and educational activities is the comprehensive development of the baby, which provides for artistic, aesthetic, cognitive, speech, social, personal and physical skills.

To achieve effective interaction with pupils, the teacher can use several positions of communication with preschoolers:

• teacher's position - the educator uses the methods of showing, explaining, telling in order to teach the baby what is still inaccessible to him due to age;
• partnership - the teacher, on equal terms with the pupils, participates in work, knowledge and games, he uses suggestions and advice;
• guardianship - in order to encourage children to be active and independent, teachers deliberately demonstrate mistakes, their own difficulties (methods of discussion, story, problem situation come to their aid).

Principles for the implementation of the educational process

There are a number of principles for the implementation of educational

1. Continuity and system. Tasks should be solved systematically during the day in close relationship between theory and practice. So, educators can talk about the functions of soap and water, gradually instilling hygiene skills, introduce preschoolers to trees and shrubs, teaching them to care for the environment.
2. Accounting for age characteristics. Educators should create conditions for the harmonious growth of the personality of children, give them the opportunity to improve themselves, engage in activities that bring pleasure. At the same time, it is important to be guided by adequate requirements for the success of preschoolers, their level of development. The key principle is also the emotional and psychological comfort of preschoolers, which contributes to the success of activities, meeting the needs of preschoolers, a positive assessment of their qualities and employment results.
3. differentiation and individualization. In order for children's individuality to manifest itself to the full, the necessary ground must be created for this. correlate the possibilities, needs and interests of children in the course of organizing the educational process. Differentiation allows you to combine preschoolers with different levels development in order to increase the level of development of cognitive and thought processes.

Educational process in a preschool educational organization must meet the basic needs of children:

• Emotionally positive contact, the friendliness of others create in children a sense of acceptance in society, psychological security, only on the basis of a trusting attitude towards adults does the child form the basis for social activity, communication and interaction with other pupils.
• Information exchange and the process of cognition is expressed in children through questions, experiments, search actions. It is important for educators not only to maintain, but also to develop a stable cognitive motive.
• Self-affirmation and activity are related to basic needs preschoolers and are expressed in the desire of the baby to take the initiative, to act independently, to resemble adults. It is important for educators not only to stimulate these needs, but also to prepare children for independence.
• Communication with peers and recognition by others are needs that are closely interconnected. Teachers implement them by stimulating productive joint activities of preschoolers, meaningful communication between peers, through.
• The organic needs of pupils are nutrition, physical activity, which are carried out by various types of activities that replace each other.

Educational and educational process in the preschool educational institution

Types of child employment in relation to educational forms

Download in.docx

Preschool activities	Forms
gaming	Games with rules and plot
Motor	Outdoor games with rules and elements of didactics, competitions, game exercises
Communicative	Games by rules and with a plot, conversations, discussions, situational conversations, classes with riddles
Productive	Workshop of children's creativity, implementation of project activities
Research and educational	Games, modeling, collecting, excursions, observations, experimentation, search for a way out of problem situations, project employment
Labor	Joint employment, projects, shifts, assignments
Studying Fiction	, discussion
Artistic and musical	Improvisation, performance, listening, music games, experimentation, creative workshop

It is important to take into account that in preschool is based on strict rules of group and independent work. Regime moments(eating, walking, morning exercises) allow for educational activities, while games are given a lot of time. As a key activity for children, they are appropriate before and after breakfast, between educational activities, for a walk and after sleep. In order for preschoolers to best master and consolidate the material proposed by teachers, allowable volumes of educational load should be taken into account. It is distributed taking into account the requirements of SanPiN and the age of the pupils of the preschool educational institution.

Collection output:

DETERMINING THE QUALITY OF PRESCHOOL EDUCATION

Sakharnikova Larisa Eduardovna

postgraduate student, GGPI them. V.G. Korolenko, Glazov

The relevance of the problem of the quality of preschool education is increasing every day. Preschool educational institutions are faced with the task of organizing their work so that it not only meets the needs of society, but also ensures the preservation of the uniqueness of the preschool period of childhood.

One of the main directions of reforming preschool education is its quality management. In the theory of management of educational institutions, this problem is considered quite widely.

The concept of "quality" is multifaceted and capacious. Different authors offer their own interpretation of the concept: “degree of merit, value, suitability”, etc.

So, for example, the International Organization for Standardization ISO defines quality as a set of properties and characteristics of an object related to its ability to satisfy stated and implied needs.

MM. Potashnik gives the concept of the quality of education as the ratio of the goal and the result, as a measure of achieving the goal, despite the fact that the goals (results) are set only operationally and predicted in the area of ​​the potential development of the student.

For our study, it is important to turn to understanding the quality of preschool education, as the degree to which the totality of the properties and results of the education of preschool children correspond to the predicted goals based on the norms, requirements, needs and expectations of the subjects of the educational process: teachers, parents, children.

V.A. Kalnei, S.E. Shishova define the concept of quality of education as the degree of achievement of the goals and objectives, which is determined by a set of indicators characterizing various aspects of the activities of an educational institution, which includes: content, forms, methods, material and technical base, personnel composition.

Studies in the field of education management show that improving the quality of preschool education depends primarily on the management of this process.

O.A. Safonova believes that the quality of education is an object of monitoring in a preschool institution; it is presented in the form of four blocks: the quality of the educational process (the elements of which are the content, organization, children, teachers, interaction between teachers and children); quality of resource provision (resources and conditions necessary for the educational process); quality of management; the quality of the results of the work of the educational system in a preschool institution.

According to I.A. Rybalova, the quality management of the educational process in a preschool institution is considered as a purposeful, integrated and coordinated interaction of the control and managed subsystems in order to achieve the greatest compliance with the parameters of functioning, the development of the educational process and its results with the relevant requirements.

In this regard, the quality of education in a preschool institution is the result of the activities of the team, which is determined by the following positions:

- how a child in an institution realizes his right to individual development in accordance with age-related capabilities and abilities;

- how the pedagogical process is organized in kindergarten (mode, choice of programs and technologies, provision of benefits, a system for improving the professional growth of teachers through various forms methodical work, etc.);

- what conditions are created in the preschool educational institution (educational environment focused on the inherent value of preschool childhood; a positive microclimate in the team; a system for stimulating high-quality work, the creative orientation of the activities of the preschool educational institution and its leader; orientation to the educational needs and requests of the family; systematic collective discussion of the state of the educational process and adoption of literate management decisions etc.) .

K.Yu. Belaya, represents the quality of preschool education as a controlled process that is carried out:

Through the management of the entire pedagogical process and its components;

Through personal subjective aspects in the management system: the formation of a team and the regulation of the moral and psychological climate in it.

In this regard, we are close to the point of view of E.M. Korotkov "Management of the quality of education", defines the quality of education as a set of characteristics of the educational process that determine the consistent and practically effective formation of competence and professional consciousness. He identifies three groups of characteristics: the quality of the potential to achieve the goal of education, the quality of the process of forming professionalism and the quality of the result of education.

An analysis of the literature made it possible to determine the essence of the concepts of “quality of education”, “quality of preschool education” and to form our own idea of ​​managing the quality of preschool education, which, in our opinion, improves the quality of preschool education.

Based on the current view of the priorities in the development of the system of preschool education and training, we note that the quality of education is an integrative concept that includes the following components:

– conditions for the implementation of the educational process;

– organization and content;

– the effectiveness of education and its evaluation;

is the cost of achieving results.

Therefore, we consider the quality of education as a generalized measure of the effectiveness of the educational system of a preschool institution, manifested in its ability to provide a range of services that meet both the expectations and needs of their consumers, and the requirements of legislative normative documents.

We believe that the main levels of preschool education quality management are:

Regulatory legal framework;

State educational standard;

Financial and economic regulators;

Socio-pedagogical conditions influencing qualitative transformations in the system of preschool education.

Based on the foregoing, the following fundamental levels of manifestation of the quality of preschool education can be formulated:

- providing parents with the opportunity to choose an individual educational route for their child,

- ensuring social protection of a preschooler from incompetent pedagogical influences;

- providing parents with guarantees that by the end of preschool childhood their child will receive the necessary level of preparation for successful education in primary school.

Bibliography:

1. Boguslavets L.G., Mayer A.A. Quality management of preschool education: method. allowance [Text] / L.G. Boguslavets, A.A. Mayer. - M.: TC Sphere, 2009. - 128 p.

2. Kalney V.A., Shishov S.E. Technology for monitoring the quality of education in the system teacher-student: method. manual for the teacher [Text] / V.A. Kalney, S.E. Shishov. - M .: Pedagogical Society of Russia, 1999. - 89 p.

3. Korotkov E.M. "Management of the quality of education" [Text] / E.M. Korotkov. - M.: TC Sphere, 2009. - 139 p.

4. Potashnik M.M., Moiseev A.M. Control modern school(in questions and answers): manual for heads of educational institutions and educational authorities [Text] / M.M. Potashnik, A.M. Moiseev. - M.: New School, 1997. - 113 p.

5.Safonova O.A. Monitoring the quality of education in a preschool educational institution [Text] / Safonova O.A. // Department of Preschool Education. - No. 6, 2002. - 96 p.

6. Tretyakov P.I., Belaya K.Yu. Preschool educational institution: management by results [Text] / P.I. Tretyakov, K.Yu. White. - M.: TC Sphere, 2001. - 78 p.

Early age is a very sensitive period in a person's life. It is characterized by rapid changes in the emotional, physical, social and language development child.

Before the child reaches 6-7 years old, there is an active formation of neural connections. It is this period of life little man special attention needs to be paid.

Preschool educational institutions, taking a significant share in the development of children, assume a huge responsibility. Let's find out what directions the educational process in the preschool educational institution consists of.

Planning the educational process in a preschool educational institution

The choice of the form of planning is extremely important not only for the convenience of the educator, but also for the effective organization of the educational process. We suggest that you familiarize yourself with the plan of N. A. Korotkova. It is based on the complex-thematic principle of planning. Compact. Allows you to cover all the factors that form themes and cultural practices in the form of partnership activities of an adult with children, as well as to discern their relationship over time.

Table N. A. Korotkova

And here is a version of the plan widely used in the work of MDOU No. 26:

Let us consider in detail another option for planning the educational process, which consists of four sections.

1st section. General information

The section involves the use of tables that are compiled by group educators under the supervision of a senior educator at the very beginning of the school year. These tables contain the following columns:

• information about children and parents;
• interaction with parents;
• daily routine for the cold season;
• daily routine for the warm season;
• health sheet;
• hardening system;
• mode of physical activity;
• gymnastics;
• results of examination of children's speech;
• individual work with students sound culture speech.

2nd section. Comprehensive and thematic planning of psychological and pedagogical work with children

The second section can be presented in the form of a table that provides for long-term planning for the academic year, broken down into months and weeks. It is built taking into account traditions, events, holidays.

Complex-thematic planning.

When drawing up a plan, it is necessary to take into account the developing environment that contributes to the development of independence of children:

• events that take place in the real world and arouse the interest of children;
• imaginary events told by the educator from a work of art;
• events specially “modeled” by the teacher. The study of objects previously unknown to children with an unusual effect or purpose that will arouse children's interest and move them to activity;
• events that occur in the life of an age group that "infect" children and lead to a growing interest for a while.

3rd section. Long-term planning by types of children's activities

The section provides for planning work with children for 3 months and for 1 month for the main types of children's activities:

• communicative;
• motor;
• pictorial;
• labor;
• cognitive;
• musical;
• game;
• perception of fiction;
• construction.

Each of them has its own specific blocks and is planned both in collective activity with the teacher, and in the independent activity of children.

4th section. Planning of direct educational activities (GCD)

Two more blocks are connected to the weekly work plan: the content of the GCD and the forms of organization of children's activities.

To ensure high quality pedagogical process, it is necessary to monitor the completeness of the implementation of a given program, teachers use perspective-thematic and scheduling. It is based on the following principles, which must be observed and taken into account in the work:

1. The optimality of the training load in accordance with SanPiN.
2. Inclusion in the plans of the pedagogical process of activities that contribute to the physical growth and development of children.
3. Compliance with medical and hygienic standards directly during the pedagogical process. This is especially true for regime actions and procedures.
4. Accounting for the local climate, time of year and weather conditions. Having a plan in reserve for the day in unexpected bad weather will be a big plus.
5. Understanding and taking into account the individual characteristics of children: their temperament, interests, strengths and weaknesses, complexes. This is help in finding an approach to involve children in the pedagogical process.
6. Rational alternation of independent and organized activities of young children and preschool children.
7. Accounting for changes in the mental activity of children during the week. Tuesday and Wednesday are “busy days” and they alternate between activities with maximum mental load and activities with high physical activity.
8. Showing attention to the level of development of pupils (individual work with each child and division of classes / games into subgroups).
9. Understanding the relationship between learning processes and children's development. Tasks aimed at learning should be included in various activities.
10. Sequence and systematic educational actions. For example, you can take any role-playing game:

• day one - to acquaint children with the game and the rules of role-playing behavior;
• day two - make it clear that it is useful to come up with a game plan in advance;
• day three - combine with another role-playing game;
• etc., making things more difficult.

1. Inclusion in the plan of classes aimed at emotional discharge, such as music, psycho-gymnastics, relaxation.
2. Finding, turning on and maintaining motivation for children in all types of activities.
3. Interaction with other specialists and joining forces: integrated classes and their preparation.
4. A variety of activities to maximize the potential of each child.
5. Compliance of the plans under construction with the general tasks of the preschool educational institution.
6. Involvement in the educational and educational processes of parents.

Methodological support of the educational process in preschool educational institutions

In any preschool educational institution that is in the mode of continuous operation, on methodical service there is no professional concern for ensuring the correction of the educational process in cases of its deviation from the norms. The effectiveness of the educational process is a consequence of the organized work of the entire team of teachers and specialists of a narrow focus. The increase in this performance in the preschool educational institution directly depends on the quality of the work of the educator, the conditions built by the leader for the creative search for innovative methods and forms of interaction with children, as well as on the relationships that have developed in the teaching staff. The formation of the teacher's personality is one of the most important components of methodological work.

If the team of a preschool educational institution switches to the mode of updating the content of education or implements new pedagogical technologies, it is necessary to develop a new model methodological activity. This is necessary to ensure the successful transition of an institution from operational to development mode.

The general picture of tasks for methodological work is as follows:

• maintaining the level of pedagogical skills and knowledge;
• increasing the level of pedagogical knowledge;
• improving the level of skill and professional technique of the teacher;
• increase in the level of psychological competence and readiness of a specialist;
• study and application in practice of modern methods of education;
• support for specialists developing copyright programs and manuals;
• development of sustainable professional values ​​and beliefs;
• the formation of interest and the ability to creatively approach work;
• organization of conditions for instilling the interest of teachers in self-education;
• promoting the assimilation and practical use of teachers in their activities of technologies, methods, techniques and methods of successful education and upbringing;
• promoting the assimilation and practical use modern ways diagnosing the success of children;
• promotion of practical use in the work of the basics of the scientific organization of labor.

An analysis of the tasks allows us to conclude that methodological work in a preschool educational institution is a single system of interrelated measures, the purpose of which is to improve the professional skills of educators and maintain quality educational work in DOE at the proper level.

1. Development of personal qualities of a teacher. Functions:

• enrichment of knowledge, both in theory and in practice;
• development of value orientations;
• motivation of creative activity;
• the formation of moral qualities;
• development of currently relevant pedagogical thinking;
• development of the ability for emotional-volitional self-regulation;
• development of professional technique and craftsmanship.

1. Development of the creative capabilities of the team. Functions:

• the formation of common pedagogical views, traditions and orientations;
• discovery, research and dissemination of progressive pedagogical experience;
• material and moral stimulation of initiative and creativity;
• organization of diagnostics of children and teachers;
• expert evaluation of manuals, author's programs and plans developed by the team;
• analysis of certain results of the pedagogical process;
• involvement of the team in research work.

1. Updating the educational process and the formation of cooperation between preschool educational institutions and other educational systems. Functions:

• support in understanding the requirements of the public order and regulatory documents that ensure the activities of the preschool educational institution;
• realizing the benefits of leading and innovative expertise;
• implementation scientific achievements psychology and pedagogy;
• popularization outside the preschool educational institution of the experience of the teaching staff.

The basis of the methodological work of a preschool educational organization is:

• documents provided by the government and the state;
• improved educational programs and study guides contributing to the reconstruction of the pedagogical process;
• positive aspects of the system of preschool education;
• instructive and methodological documents;
• information about advanced and mass experience;
• fresh results of research in the psychological and pedagogical field;
• results of the analysis of the educational process;
• information about the level of development of pupils;
• information about the level of development of professional awareness of teachers.

Practice says the following: omission from sight of any of these sources leads to impoverishment and loss of relevance of the content of methodological work and, accordingly, to a decrease in its effectiveness.

The use of ICT in the educational process of preschool educational institutions

The issue of using computers, the Internet and other modern aids for preschool education within the framework of the Federal State Educational Standard is very relevant today.

After the order of the Ministry of Education and Science No. 1155 of 01.01.2014 came into force, new requirements for preschool teachers appeared. One of the new requirements is the possession of ICT competencies sufficient to plan, implement and evaluate educational activities.

ICT tools are the Internet, personal computers, laptops, tablets, cell phones, televisions, multimedia players, that is, everything that can help and enhance communication and information accessibility.

The main directions of using ICT in preschool educational institutions:

1. When organizing the educational process with children. Often what is difficult to explain to a child in words or show by example in real life, can be easily explained and demonstrated in illustrations, presentations, educational videos and audio recordings. Proper use of the Internet allows teachers to participate with children in various competitions in various areas of development. It is most expedient to resort to the use of ICT for children of older preschool age.
2. Interaction of specialists of preschool education with parents. In this case, ICT can serve as a means of involving parents in the educational process, even if they have very limited time for face-to-face communication with teachers. How might it look? For example, a personal page on a social network, where you can:

• organize remote consultations;
• create photo galleries on past events (what the children did in the classroom);
• publish text notes such as “Today we learned to sing the song“ A Christmas tree was born in the forest ”, attach an audio recording and the lyrics of the song to them so that parents and the child can repeat this song at home;
• conduct surveys for parents aimed at solving common problems;
• organize open discussions so that parents can share their opinions and experiences.

Also, ICT tools can be used to design visual material when holding parent meetings, workshops, round tables.

1. When organizing the methodological part of the work with teachers. Seminars, conferences and teachers' councils can be presented without additions in the form of multimedia accompaniment: videos, diagrams, diagrams, text accompaniment on the screen. But after all, the inclusion of these additions in the reports at least increases the efficiency of methodological work and reduces time costs.

Therefore, the use of ICT in preschool educational institutions provides undeniable assistance in the educational process. PEI specialists have the opportunity to develop professionally through communication with colleagues on the Internet. Using electronic educational resources(EER) in working with children, teachers can motivate pupils to cognitive activity in new ways. And motivation, in turn, serves as a good incentive for the development, growth and achievements of children. A parent who notes the child's interest in an educational institution will become more actively involved in group projects and will be more willing to listen to the advice of teachers.

Individualization of the educational process in preschool educational institutions

The core position of the Federal State Educational Standard in preschool education is the principle of individualization. Individualization is the process of awakening a person's interest in acquiring their own experience and introspection. In a good way, in this process the child recognizes himself as a person who has the opportunity to freely determine and realize personal goals. At the same time, he comes to understand that he himself is responsible for making decisions and for his activities.

Individualization of education- actions carried out by teachers in order to search, develop and further construct a particular child's own "human image".

Innovative technologies in the educational process of preschool educational institutions

Pedagogical technology is a complex of psychological and pedagogical attitudes that determine the choice of educational means, forms, techniques, methods and methods of teaching. A kind of organizational and methodological storehouse of the pedagogical process.

Innovative technologies in the educational process can be called those that have been created or changed in order to reach qualitatively new results upon completion. a certain volume work.

Here is a general list of technologies used in preschool educational institutions:

• Method of projects;
• Health saving;
• Research activities;
• Portfolio;
• Person-oriented technologies;
• Game technologies.

The essence of innovation is to ensure that the indicators of an educational institution look approximately as follows:

• satisfaction changing over time educational needs population;
• constancy innovative work and the search nature of the activities of specialists;
• periodic changes in the goals of the preschool educational institution in accordance with the changing conditions of the economic and cultural life of the region;
• high level of educational institution as an integral system.

The use of innovative technologies is relevant when there is a real problem, when contradictions are created between the predicted and real results. An innovation is successful if with its help it was possible to solve a particular problem in a preschool educational institution. Therefore, the approach to innovative tasks is so important. It must be carefully planned and accepted by all participants in the educational process.

Models of organization of the educational process in preschool educational institutions

Let's analyze the models of the educational process by type.

Training model

In the teaching model, the educator takes the position of a teacher. It is he who owns the direction and initiative of the child's activity. The goal of the learning model is to preliminarily rigorously program the learning environment using appropriate techniques.

In this model, the educational process is implemented in a disciplinary school-lesson form. For those teachers who practice it, it is of value because of its accessibility (summaries-developments on individual methods are often published) and high manufacturability.

Subject-environment model

In this model, the educator acts as an organizer of the subject environment. Its tasks include:

• selection of developmental material;
• encouraging the child to act in various situations:
• mark of errors in the actions of the child.

A good example of a classical subject-environment model is the system of Maria Montessori. The model provides for a less rigid organization of the subject environment and awakening creativity teacher. The definition of a set of topics falls on the educator, which introduces a systematic approach to the educational process (the focus of which is to a greater extent on expanding the child's ideas about the world around him). Most often, this model is used by speech therapists. Topic selection is a very complex process. This model makes high demands on the creative and pedagogical potential, the general culture of the educator.

Complex-thematic model

To organize educational content in a complex thematic model, a topic is taken as a basis, acting as communicated knowledge. When presenting it, it is important to use a figurative-emotional form. Children acquire the experience of being present in the topic through activities organized by the educator, and the educator, in turn, takes a freer position, close to the partner's.

Stages of the educational process in a preschool educational institution

The structure of the educational process, based on a system-activity approach, may look as follows.

Introduction to the educational situation

The first stage is based on the formation of a psychological focus on gaming activity. Educator, evaluating various situations and the age group with which he is currently working, applies appropriate methods of work.

For example, you can take a character who accidentally jumped into the light of a kindergarten (his role can be played by both a teacher who works directly with the group, and an auxiliary specialist, animator or parent). Let it be a squirrel with a bag of nuts. To heighten the effect, you can add the sounds of the forest to the greeting of the squirrel and its further presence, hide the bumps around the room for further play. Under all this hype, you can conduct a learning process under the guise of a game or a story.

Creating a problem situation

The second and very important stage. Children are given the opportunity to act in a familiar situation, but at the same time, the teacher introduces a problem into it, which should interest the children and activate their mental activity.

A significant part of this stage is to invite children to make choices based on their personal experience. Evaluation of children's responses to this stage less important.

Example with our squirrel: “The squirrel likes to walk in the forest with his friends. Guys, would you like to walk through the forest with a squirrel? Will you help the squirrel collect the bumps? We remember about the hidden bumps and start the game to find the bumps.

When the game is over, you can talk about the fact that the squirrel has very few friends, they all disappeared somewhere. “Where did the squirrel friends go? Who will tell?" and the kids will start giving out their options. When the offers run out, you can tactfully talk about the fact that people are taking the protein.

Taking Actions

At this stage, a new sequence of actions is created based on the previous sequence and a return to the problem occurs. The solution to the problem is based on instructive material.

Using the example of our squirrel martyr, we can organize a discussion of such a problem with children: “How can a squirrel make new friends? What to do so that the proteins no longer disappear? Then offer a few correct clue signs for children so that they can understand and explain on their own that you can’t take squirrels from the forest, you can’t torture them, that they have their cubs there without a squirrel mother, etc.

Summing up and analysis of the activities carried out

At the fourth stage, there is:

• consolidation of the acquired knowledge with leading questions: “What did we learn today?”;
• clarification of the practical use of new ways of solving the problem: “What will you do with proteins?”;
• assessment of the emotional component: “Do you want to help the squirrel? Do you feel sorry for those squirrels that people took away?
• reflection of actions in the group: “What could you do today with the guys?”;
• reflection of the child’s own actions: “What did you do? What didn't work for you? Why?".

Involving parents in the educational process of preschool educational institutions

For a growing person, the root and priority " educational institution, of course, is the family. This is his world, in which he learns everything, acquires emotional and moral experience: attitude towards others, beliefs, ideals, value orientations.

What can be said about the interaction of a preschool educational institution with parents? First of all, it is necessary to combine goals, focus attention and organize joint activities for the development of a harmonious and healthy pupil. The main tasks of teachers are:

• involvement of parents in the life of the preschool educational institution;
• uniting the efforts of the preschool educational institution and parents in matters of the upbringing and development of the child;
• involvement of parents in active participation in the activities of the kindergarten, through the organization of exciting forms of work;
• enrichment of educational and upbringing skills of parents;
• creating an environment of communication between parents for the exchange of experience.

Expected outcomes of these tasks:

• positive emotional microclimate of interaction with parents;
• increasing the pedagogical literacy of the parents themselves;
• enrichment of the practice of interpersonal communication of children, parents and teachers;
• fruitful creative interaction between educators and parents;
• growth of professional competence of teachers.

We highlight the main areas of interaction with parents:

1. Improving the pedagogical skills of parents through group consultations, parent meetings, individual conversations, parent corners.
2. Involving the family in the work of the preschool educational institution through the organization of joint events.

And now we note the most effective forms of interaction with parents:

1. Information and communication.
2. Collective
3. Visual and informational.
4. Individual.

There are no ready-made technologies for interacting with parents. This is a difficult job, the success of which depends on the initiative of the teacher, his patience, professionalism and ability to find an approach to each child and parent.

More useful information for the development of your kindergarten you will receive at the International Conference "Interaction between preschool educational institutions and families: best Russian practices and foreign experience" , which will be held August 6-8. Come to the conference and you will learn how to win the trust of parents and create a positive image of the preschool educational institution.