Article fragment
Order of the Ministry of Education No. 655 dated November 23, 2009 approved the federal state requirements for the structure of the main general educational program of preschool education, which will allow standardizing the content of preschool education in any of the proposed models and forms and will be mandatory for any educational institution. However, among practitioners, this document causes a lot of controversy and questions. We invited leading experts in preschool education to discuss the problems that have arisen. Participating in the conversation:
Nikolai Evgenievich Veraksa, Dean of the Faculty of Preschool Pedagogy and Psychology of the Moscow City Pedagogical University, doctor of psychological sciences, professor.
Alexandra Givivna Gogoberidze, Head of the Department of Preschool Pedagogy, Institute of Childhood, Russian State Pedagogical University. A. I. Hercena, Doctor of Pedagogical Sciences, Professor, co-author of an exemplary educational program.
Galina Grigorievna Grigorieva, Dean of the Faculty of Preschool Education, State Educational Institution DPO NIRO, Candidate of Pedagogical Sciences, Associate Professor.
Vera Alexandrovna Derkunskaya, Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool Pedagogy, Institute of Childhood, Russian State Pedagogical University. A. I. Herzen, co-author of an exemplary educational program.
Tatyana Nikolaevna Doronova, Head of the Department of Preschool Education of the Federal Institute for the Development of Education of the Ministry of Education and Science Russian Federation, Professor of the Department of Preschool Pedagogy and Psychology of the Moscow City Psychological and Pedagogical University, Candidate of Pedagogical Sciences.
Larisa Alekseevna Paramonova, Director of the Center "Preschool Childhood" named after. A. V. Zaporozhets, Doctor of Pedagogical Sciences, Honored Teacher of Russia, Academician of the Russian Academy of Natural Sciences, Chairman of the Russian Committee of the International Organization for Preschool Education (OMER) at UNESCO.
Oksana Alekseevna Skorolupova, Deputy Head of the Department for the Development of Content, Methods and Technologies of General Education of the Department of General Education of the Ministry of Education and Science of Russia.
Nina Vladimirovna Fedina, Head of the Department of Preschool Education, Institute for Strategic Studies in Education Russian Academy Education of the Russian Academy of Education, Candidate of Pedagogical Sciences.
- Order No. 655 causes conflicting assessments among specialists in preschool education. Please express your attitude towards him. Is this the document you wanted to see?
O. A. Skorolupova. Federal state requirements for the structure of the main general educational program of preschool education are developed in accordance with the Law of the Russian Federation "On Education", according to which the Ministry of Education and Science of Russia establishes federal state requirements for the structure of the main general educational program of preschool education and the conditions for its implementation (clause 6.2. Article 9 of the Law). This norm was introduced into the Law of the Russian Federation "On Education" in connection with the understanding of the importance of preschool education for the further successful development, education of each person, accessibility for everyone - wherever they live in our vast country - quality education.
Pre-school education and the provision of equal starting opportunities for children to study in primary school is seen as a necessary prerequisite for the general accessibility of quality general education. Achieving the optimal level of development of each child of preschool age, which will allow him to be successful at school, is one of the priority tasks for the development of preschool education in the Russian Federation. Its solution is impossible without a flexible, multifunctional system of preschool education that ensures the constitutional right of every citizen of Russia to public and free preschool education.
At present, the system of preschool education is represented by both state and municipal and non-state institutions implementing programs of preschool education. The system of children's centers, game clubs, social rooms is also developing. Serious emphasis is placed precisely on the development of the non-state sector of preschool education, as well as on the creation of a system of early development of children under the age of three in the form of family education.
In order to provide each child with the same equal start that will allow him to successfully study at school, it is necessary to standardize the content of preschool education in a certain way, no matter in which educational institution (or in the family) the child receives it.
It is precisely with this that the introduction of federal state requirements for the structure of the main general educational program of preschool education is connected (let's call them federal requirements below). This is the first in history Russian education a document that determines at the federal level what the program of a preschool institution should be (and the main general educational program preschool education is precisely the program of an educational institution), what content to implement in order for each child to achieve the optimal level of development for his age, taking into account his individual, age features. Prior to the adoption of federal requirements, we had only temporary (exemplary) requirements for the content and methods of education and training implemented in a preschool educational institution, issued as an appendix to the order of the Ministry of Education of the Russian Federation dated August 22, 1996 No. 448.
FGT contribute to the standardization of the content of preschool education. They quite clearly explain what the educational program of a preschool institution should be, what content to implement in order to give each child a level of development adequate to his age. FGT at the project stage was actively discussed in scientific and pedagogical circles - at the August meetings of employees of the preschool education system, at seminars-meetings with the participation of regional and municipal managers, heads of preschool educational institutions. Members of the Expert Council on preschool education of the Committee on Education of the State Duma. Yes, this is exactly the kind of document we wanted to develop and approve - it was widely discussed and developed with the participation of leading scientists in the field of preschool education. It is very important that FGT are successive to the Concepts of preschool education (approved by the board of the State Committee for Public Education on June 16, 1989 No. 7/1), which proclaimed the idea of the intrinsic value of the preschool period of childhood, and the Concepts of the content of lifelong education (preschool and primary level) (approved and approved by the Federal Coordinating Council for General Education of the Ministry of Education of the Russian Federation on June 17, 2003).
N. E. Veraksa. Speaking about the order, we can state that it contains both positive aspects and individual shortcomings. The main one is related to the vague position regarding the variability of programs. The fact is that the system of preschool education has developed and worked as a system in our country for a long time. Preschool education developed children and prepared them for school. In this sense, the system of preschool education was highly effective. When the idea of variable preschool education was proposed, it found support among teachers and allowed parents to satisfy their requests. Another thing is that the issue of inclusive education has not been addressed. This is a special topic and requires special study on different levels. At the same time, the specificity of preschool education is that it is a non-rigid system, which is built not according to the principle of acceleration, but according to the logic of amplification. The variability of preschool education corresponds to the logic of amplification. Uniformity requires special additional efforts. For example, the idea resource centers in the system of preschool education in the city of Moscow ensures the development of amplification as a result of their network interaction and actually confirms the idea of variability of preschool education.
A. G. Gogoberidze. In general, the adopted document does not raise objections for the following reasons:
1. Standardization allows preschool education to become an integral part of common system education, having received a special unique status within this system.
2. Requirements for the content of preschool education take into account the peculiarities state of the art preschool childhood in Russia, current problems of the system of preschool education (emphasis on the joint activities of the educator and children, on game forms of education for preschoolers, on the lack of strict regulation of children's activities, taking into account gender in the organization pedagogical process in kindergarten, focusing on the universality and integration of the content of preschool education) and make the necessary changes to the content of the programs. 3. The document defines the unity of requirements for a kindergarten graduate for preschool teachers, for parents, for teachers elementary school(It should be emphasized that prior to the adoption of this document, they differed greatly). The problematic field of questions concerns the results of mastering the program - are qualities always the result of educational work educator and the institution as a whole, especially such as curiosity, emotional responsiveness, sociability? And by what criteria are they evaluated as the result of public education?
G. G. Grigoryeva. This document aroused great interest already at the project level. It, of course, outlines new trends in the development of the preschool education system, in terms of more clearly defined performance, strictly focused on the development of the child, modernization and expansion of educational areas, the presence of specific requirements for monitoring the results of the program, etc. However, in its present form it looks somewhat lonely without the other two, namely: FGT to the conditions and results of the implementation of the main general educational program of preschool education.
Of course, its prompt and high-quality implementation is hampered by a number of circumstances: the lack of an exemplary basic general education program prepared on the basis of the Requirements and recommended by federal departments; the still undecided status of preschool education in the system of continuous or general education. The remaining debatable question about the content of education in general and preschool education in particular also does not contribute to the optimization of preschool education.
Agreeing that the achievements of a preschooler are determined not by the sum of specific knowledge, skills, and abilities, but by a combination of physical, cognitive, personal qualities, we consider it possible and necessary to monitor their emergence and development in children. This is determined both in Order No. 655 and in “ methodological recommendations on the Procedure and Content of the Psychological and Pedagogical Examination of Children of Senior Preschool Age”, prepared by order of the Government of the Russian Federation and submitted on January 27, 2009 No. 03–132 of the Ministry of Education and Science. Consequently, personal qualities as the declared result require specification of these criteria in relation to each age period and the corresponding tools for psychological and pedagogical diagnostics and methods of pedagogical observation. Understanding that preschool age is the period of initial formation and development of all these qualities, it is impossible to determine their absolute level, but it is possible and necessary to track the dynamics of their development, the presence of this dynamics in individual development. Otherwise, how to judge the effectiveness and quality of preschool education?
L. A. Paramonova. In general, the requirements for programs are absolutely necessary, because a situation has been created that is firmly rooted in preschool education, when "all flowers bloom at the same time." Different programs are used in kindergartens: complex, partial, individual - I mean those practitioners who carry out special work on fine arts, music, etc. At the same time, many kindergartens choose separate sections from complex programs. That is, in some sections they work from one program, in others - from another, etc. Thus, we get eclecticism, not a system. And it is only the system that forms the child and the person in general. That's why General requirements, setting, in fact, a certain standard of preschool education, are absolutely necessary.
This is the first positive assessment of such a need. On the other hand, these requirements themselves are very vague in terms of their relation to ages, because all requirements are written in sections. And what age does it belong to, for example, communicative activity? I doubt if there is such a thing. As a matter of fact, this speech development children. And activity is when a child sets a goal for himself, looks for ways to achieve it, wants to achieve something, etc. And what is communicative activity in relation to young children - is it, is it not? The authors did not think about the relationship of the newly introduced areas to age.
Or take, for example, the area "Labor". It was necessary to show its specificity, because at preschool age there is no labor as a socially significant phenomenon at all. And at what age, in what areas can it be given? This is not.
Play activity is given separately, although it is apparently related to the line of social development, socialization of the child. That's right, there can be no socialization of the child without play, but the game is also the leading activity of the child, in which he learns a very important layer of human culture - the relationship between adults - in the family, their professional activity and so on. That's why she is the leader in the senior preschool age.
At other ages, leading activities are not indicated at all. Thus, the game acts as the most important activity through which the authors would like all educational tasks to be solved, including learning. Not a word is said about learning at all, since the authors express their distrust of learning in the classroom. There are many such examples. But if we understand what the task of developing a child is at each age, then we can make a structurally digestible program by including previously developed programs in the context of its general content.
In FGT there is no age specificity, the allocation of leading activities, the requirements for the development of the child's personality are spelled out very weakly.
Full text of the discussion at round table read in the magazine "SDO"
Terms of use The copyright holder of this article is allowed to use it only for personal non-commercial use for educational purposes. The publisher is not responsible for the content of the article materials.What are the programs?
Programs are complex and partial. Comprehensive programs include all the main areas of child development: physical, intellectual, moral, social, aesthetic. And partial - one or more of the directions. Usually, Kindergarten takes one of the complex programs as a basis, but there are also such kindergartens in which strong pedagogical teams work, which combine a comprehensive program with partial ones, adding their own pedagogical ideas.
Until 1991, there was only one comprehensive program - the Standard. It was strictly according to it that all Soviet kindergartens worked, and thanks to it, our system of preschool education was recognized as the best in the world. However, the Model Program severely limited the creativity of teachers, did not allow for an individual approach to each child, and its content did not correspond to the rapid changes in our society. Therefore, in 1991, they were allowed not only to make changes to it, but also to create complex, "with variations", and author's programs.
By the way, the Model Program, created by a team of the best domestic teachers and psychologists, is still “alive”. It has been republished many times, it has been amended to meet the modern requirements of the supplement. Many kindergartens work on it now. In particular, this program is very popular in Japan.
Overview of integrated programs
The first program we will talk about is called "Rainbow".
The team of authors is employees of the laboratory of preschool education of the Institute of General Education of the Ministry of General and vocational education RF. The program was developed under the guidance of Ph.D. n. T.N. Doronova.
Work on it has been carried out since 1989 by order of the Ministry of Education of Russia.
Where does this name come from? The authors named their program, figuratively comparing it with a real rainbow: the seven most important activities of children and activities in the process of which the upbringing and development of the child takes place. We are talking about: physical culture, play, fine arts (based on acquaintance with folk arts and crafts), design, music and plastic arts, speech development and familiarization with the outside world, mathematics.
One of the main ideas of the program is to create a "search" developing environment in all areas of the kindergarten. It is believed that, having a naturally inquisitive mind, the baby will "dig" to the goal, then strive for new achievements.
Development program created a group of authors of employees of the Institute of Preschool Education and Family Education of the Russian Academy of Education. And the doctor of psychological sciences L.A. began to develop it. Wenger.
The main idea of the program is that preschool childhood is a unique period in a person's life. The authors emphasize that in no case should a child be put under pressure by imposing alien preschool children. school uniforms learning. And it is worth, relying on the abilities given to the baby by nature, to form ideas about the world around him in the game. The authors of the program pay special attention to the mental and artistic development of children.
Gifted Child Program developed by the same team of authors as "Development". This is a kind of "variation" of the previous idea, but designed to work with children of six or seven years old who have high level mental development. The program also aims to develop the artistic abilities of such kids.
The authors program "Kindergarten - the house of joy"– Ph.D. N.M. Krylov and V.T. Ivanova, educator-innovator. The basis of the "House of Joy" is the principle of interaction between parents, educators and kids. The specificity of the program lies in the fact that the educator does not work according to the plan, but according to the scenarios of the 12-hour working day developed by the authors. Every day in such a garden for a child is a small performance, where each kid plays his role. The goal is to develop individuality in the child.
Particular attention in each age group is paid to the development of those activities that require maximum independence from the child: self-service, household work, games, productive activity, communication.
"Origins"- one of the most popular programs in modern gardens.
The team of authors is the research staff of the Center "Preschool Childhood" named after. A.V. Zaporozhets. It was developed by order of the Moscow Department of Education as a basic program for the development of a preschooler. It is based on many years of psychological and pedagogical research conducted under the guidance of Academician A.V. Zaporozhets. And takes into account modern tendencies development of domestic preschool education. The program allows the teacher to find an individual approach to each child.
The goal is the versatile development of the baby, the formation of universal, including creative, abilities in him. As well as the preservation and strengthening of the physical and mental health of children.
Program "Childhood" developed by a group of authors - teachers of the Department of Preschool Pedagogy of the Russian State Pedagogical University. A.I. Herzen.
It is aimed at revealing the individual qualities of the child and helping him to adapt to society. The peculiarity of the program lies in the fact that all types of activities: various activities, communication with adults and peers, play, work, experimentation, and theatricalization are very closely intertwined. This makes it possible for the child not only to memorize separate knowledge from each other, but to quietly accumulate a variety of ideas about the world, to master all kinds of knowledge, skills and abilities, to comprehend their capabilities. The program includes four main blocks: "Knowledge", "Humanity", "Creation", "Healthy Lifestyle".
"From childhood to adolescence"- this is how the group of authors under the leadership of Ph.D. T.N. Doronova.
The program is conceived and developed for parents and teachers raising children from 4 to 10 years old. Its fundamental difference from others is that it provides for a close relationship children's institution with the family in all areas of development of the personality of the child.
Another program is "School 2100". scientific adviser and the author of the idea - A.A. Leontiev. The authors are Buneev, Buneeva, Peterson, Vakhrushev, Kochemasova and others.
The main idea is the implementation of the principle of continuous education and continuity between preschool education, primary and secondary schools.
Partial programs
TRIZ program invented by G.S. Altshuller. TRIZ stands for the theory of inventive problem solving.
Its goal is not just to develop the child's imagination, but to teach them to think systematically, to make sure that the baby understands the process, delve into it. The teacher in the conditions of this program does not give the children ready-made knowledge, does not reveal the truth to them, but teaches them to comprehend it on their own, awakens an interest in knowledge.
Program "Young ecologist" developed by Ph.D. S.N. Nikolaeva.
It is aimed, as the name implies, at introducing preschoolers to nature, at environmental education and development. Teachers, using this program, are trying to educate children in an ecological culture, the ability to observe and draw conclusions from their observations, to teach them to understand and love the surrounding nature.
"I am human" developed by professor, Ph.D. S.A. Kozlova. The program is based on introducing the child to the social world. With its help, it is possible to develop in the baby an interest in the world of people and himself, to initiate the formation of a worldview, the creation of his own “picture of the world”.
The team of authors led by R.S. Bure, Ph.D., Professor of the Department of Preschool Pedagogy, Moscow State Pedagogical University, created a program "Friendly Guys" It is based on the education of humane feelings and relations between preschool children.
Another program - "Heritage", developed by Ph.D. M. Novitskaya and E.V. Solovieva, is based on the acquaintance of children with traditional Russian culture.
The main task of the program "Fundamentals of Safety for Preschool Children"– stimulation of development in preschool children of independence, responsibility for their behavior. Including the program teaches kids to react correctly in various life situations, including dangerous and extreme situations. Authors: Ph.D. N.N. Avdeeva, Ph.D. O.L. Knyazev, Ph.D. R.B. Sterkin. The same team of authors created a wonderful program of social and emotional development "I, you, we."
This program allows each child to open up, learn to manage their emotions and understand the emotional state of others.
program "Preschooler and ... Economics" came up with Ph.D. HELL. Shatov.
Its goal is to teach children to understand and appreciate the world respect people who can work hard and earn their living. And besides, to be aware at a level accessible to a preschooler of the relationship between the concepts of "labor - product - money". The program is designed for children of preschool age.
AT "Golden Key" The pedagogical process is based on the family principle.
The life of children is filled with successive events, which makes an emotional impression on the child, resonates in his soul. Authors: Ph.D. G.G. Kravtsov, Ph.D. HER. Kravtsov.
The team of authors of the Nizhny Novgorod Humanitarian Center under the leadership of the candidate of pedagogical sciences G.G. Grigorieva developed the program "Baby". This is a program of integrated development and education of children under the age of three. Its goal is to help parents realize the inherent value and special significance of the early period of a person’s life, to assist in understanding their own child, in finding and choosing adequate ways and means, methods of education.
Our consultant: Anastasia KUZNETSOVA, educational psychologist. Graduated from the Moscow State Pedagogical University. M. Sholokhov.
An educational program is a document that defines the content educational process in kindergarten. It takes into account everything: the goals and objectives of the work of teachers with children, the main directions and forms of work, the organization of the environment in which the baby is located, the amount of knowledge, skills and abilities that the child must master before school. Each program also contains a set of guidelines. However, according to the Law of the Russian Federation, only those programs that comply with the state educational standard and on the basis of this, they are approved and recommended for work in kindergartens by the Ministry of Education.
English for toddlers
The study foreign language still popular with parents. This time we will talk about the program of N.M. Rodina English language and children.
The main difference of this program is that learning a foreign language is based on the fact that the kid gravitates towards more and more new knowledge. A foreign language ceases to be for a child a set of words that need to be learned and quickly remembered in response to the question “how will it be in English ...”, but becomes a means of communication with an adult and other children.
According to the Motherland program, the child draws, sculpts, constructs, observes and discusses all this with teachers and his peers. It is this kind of communication that creates the basis for the natural mastery foreign language. His "inclusion" in classes begins with a small number of very simple phrases and constructions. Gradually, the proportion of the language being studied increases, and the phrases become more complex. For example, when children make different vegetables and fruits together with the teacher, they hear simple English phrases: "Let's make a small apple, a big apple, make it green or yellow." Children learn to understand the speech of the teacher, to highlight keywords in phrases, gradually become available to them and more long sentences, consisting of several elements. The situation itself, gestures, facial expressions, intonation of the teacher help the child understand what is at stake, and if he is mistaken, then the teacher can correct his mistake without switching to native language. So the baby begins to go through the necessary path of mastering a foreign language - from understanding to repetition and independent construction of phrases.
Much attention in the program is paid to familiarizing children with the culture of the country of the language being studied. It is carried out in comparison with Russian traditions.
The main indicator of the success of teaching according to this method is the child's ability to independently build phrases, to include in them exactly the words that he needs in this situation. With this approach, children not only master a foreign language, but, most importantly, their general development: cognitive, emotional and social.
Our consultant: Inna G. KOSAREVA, methodologist-teacher of English
NOU "Center for Personal Development", winner of the competition "Teacher of the Year - 2004"
* Calculations use average data for Russia
600 000 ₽
Minimum starting capital
2 000 ₽
Monthly subscription cost
40-50 sq. m.
Min. square
20-25%
Profitability
Today, goods and services for children are gaining more and more popularity. One of the first places is occupied by children's developing centers. Due to the catastrophic lack of places in public institutions, developing centers for kids is a great business idea.
Today's parents are increasingly using the services children's development centers. According to surveys conducted in major cities among parents of children from 8 months to 7-8 years old, more than half of the mothers already take or are going to take their children to developmental classes. At the same time, if earlier visiting commercial centers was expensive, now it is preschool education and development is accessible even to middle-income people.
More and more new mothers are thinking about opening their own children's development center and turning it into a permanent source of income. Despite high competition, business in this area remains attractive and profitable, as the number of children increases every year, and there are still not enough good childcare facilities for preschoolers.
Classification of children's development centers
There are children's centers of various types. The owner of such a center himself determines the areas of work he is interested in, the level and list of services provided. Regardless of whether you plan to take funds to start your own business or are going to make do with your savings, before you start, experts advise you to draw up a detailed business plan. Such a plan for a children's development center, which aims to develop the intellectual and creative skills of children aged 1 (less often younger) to 8 years, includes several sections: an overview with a description of the specifics of the industry, a description of the enterprise itself, a list and description of the services that you plan to render, analysis of the modern market, production plan.
If you do not have the funds to consult specialists, conduct your own marketing research similar organizations in your city and in the area where you are going to open a center. Interview potential clients of the children's development center - parents of children (respondents can be found at playgrounds, in children's clinics or at kindergartens). Ask them questions about the location of the club, where they would like to take their children, about the program and teachers they are interested in. Find out what they look for in the first place when choosing a children's center for their little ones.
First of all, to organize your own children's development center, you need to find the optimal room. Most entrepreneurs do not aim at large areas, preferring to rent a small establishment with an area of about 40-50 square meters. meters. The main selection criteria: convenience of location (in the city center or at least in a large residential area, in a place with high traffic), the minimum need for repair work (although, most likely, you can’t do without it), the availability of a separate bathroom and space, where parents will wait for the end of classes.
Let's return to the question of choosing the area where your center is located. It does not depend on your preferences and amenities, but on the target audience you are targeting. Assess your financial capabilities. A children's center that claims to be in the high price segment, with excellent repairs, the most qualified teachers, a professional administrator and demanding clients, will be very expensive. Such an institution should be located in the city center, where the rent will cost a pretty penny.
For a simple kids club with a low cost of classes, even the first floor of a multi-storey building in a residential area is suitable. Decide in advance on those areas that do not suit you uniquely in terms of remoteness (you will also have to travel to work every day) and / or according to the contingent and solvency of the population, competition and other factors. The area of your premises also depends on the goals and objectives. The study room (if there is one) should be at least 30 sq. meters. Some children's clubs open in office buildings or shopping malls. Ideally, they should be located on the ground floor so that the little ones do not have to climb stairs or take the elevator. In this case, there may be several study rooms, but most likely they will be small in size.
In any case, your child development center should have a waiting room. Often, the heads of the centers try to save on rent and do without it. However, many parents will wait for their children while they study. If they have to stand all this time on the street, they are unlikely to go to your center for a long time, no matter how good it is.
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Taking into account the study rooms, the waiting room (or hall) and the bathroom, the area of the children's club should be about 50 square meters. meters. If you don't have money to rent large area, and you can only afford one study room, of course, and such an institution can be profitable, but you severely limit the choice of courses you offer. With all the desire to “score” the whole day with classes, it will not work. Kids come to practice in the morning - before lunch and daytime sleep.
Older children attend classes after 17-18 hours (when they are picked up from kindergartens). The period from 13 to 17 hours (in fact, half a day) simply falls out of the schedule, as older children spend this time in the kindergarten, and the kids sleep.
As an option, you can offer discounts for classes during this time, but this is unlikely to completely solve the problem. On the other hand, the main rule of the rented premises is that each meter of it should bring you profit. Therefore, renting or buying a large area that you simply have nothing to occupy is also not worth it. The list of classes in your center and the schedule of lessons in each of the rooms must be drawn up at the stage of choosing a room.
When searching for premises, it is necessary to take into account the norms of the SES and the Fire Supervision authorities. For example, a children's center cannot be located in the basement, semi-basement or basement. The premises should be well ventilated, have a separate entrance and a separate bathroom. Of great importance is the convenient access to your center, and the availability of a place to park a car (this is especially true for the city center, where it is very problematic to find a free place during rush hour).
One of the main conditions for the success of your institution is its staff. Moreover, it includes not only the teachers themselves, but also administrators. True, it will be easier to find a good administrator than a teacher who loves and understands children, knows how to find an approach to them and captivate them with any activity. For the position of administrators who will answer phone calls, receive visitors, schedule classes and solve other organizational issues, you can take students or recent graduates. Administrators usually work in shifts. At first, you can take on their duties, unless, of course, you yourself are going to conduct classes.
It is much more difficult to find good teachers for a children's development center. Qualified teachers with extensive experience in kindergartens or even schools will cost a lot, but the worst thing is that having a diploma of a special higher education, certificates, diplomas and other documents do not at all guarantee that your teacher will be able to find mutual language with children, and not discourage them from all desire to learn. It also happens that recent graduates of pedagogical faculties turn out to be better teachers who are liked by both children and their parents.
Conduct face-to-face interviews with potential employees of your children's center. Pay attention to their appearance, communication style, evaluate their passion for their work, initiative and innovation. Sometimes even mothers of babies who do not have special education but who are very keen various methods development of children, constantly attend various courses and seminars, are interested in new phenomena in the field of preschool education and, most importantly, understand what exactly their children need. On the other hand, having a degree in teacher education your employees, of course, will be useful, but still this cannot be the only criterion for choosing an employee.
Advertising and marketing of a children's development center
Do not forget also that the services of your child development center must be advertised. Your target audience, first of all, is mothers of preschool children. It is they who, as a rule, choose clubs for their children. Undoubtedly, the best advertisement is your favorable reputation, thanks to which parents themselves will recommend your center to their friends and acquaintances. However, the reputation still needs to be earned. To attract customers at the first stage of work, you can use standard advertising methods: posting ads, distributing leaflets, advertising on the Internet on forums and websites dedicated to the topic of raising children.
Consider the possibility of a free visit to the children's development center (or at a significant discount) for the first trial lesson, at which mom and baby can decide whether your center is right for them or not. As a rule, the centers offer two options for paying for visits - a one-time visit at higher prices and a monthly subscription. In the latter case, the cost of the lesson is 15-20 percent lower.
Let's say a few words about the legal side of the issue. Until recently, many children's centers that provided services in the field of preschool education tried to avoid explicit mention of this in their names and documentation. This was explained by the fact that obtaining a license to carry out educational activities is a rather complicated and costly business. Therefore, most of the small centers and courses for preschoolers were opened as individual entrepreneurs (IE), and not as a non-state educational institution (NOU) and did not license their activities. They positioned themselves as leisure centers, clubs, private tutors, etc. However, now the situation has changed.
Ready-made ideas for your business
According to the new federal law"On Education" individual entrepreneur has the right to officially conduct educational activities with the involvement of other teaching staff, but for this he needs to obtain the appropriate license before January 1, 2014.
In the near future, by-laws are expected to be released that will clarify the procedure for obtaining a license for an individual entrepreneur and the conditions that such a preschool educational institution and its employees must comply with.
Let's calculate the costs of opening a children's development center. This includes the rental of premises (depending on the location and area), repairs if necessary (from 150 thousand rubles and more), purchase of the necessary equipment and materials (about 200 thousand rubles), purchase of furniture (minimum 80 thousand rubles), wages teachers, administrators, cleaner, advertising and promotion (at least 25 thousand rubles per month). The cost of one subscription for 8 visits is from 2000 rubles (depending on the city, target audience, program). The payback period for such a project is one year.
Children's development center. Questions and answers.
💡 What is a child development center?
There are children's centers of various types. The owner of such a center himself determines the areas of work he is interested in, the level and list of services provided. Regardless of whether you plan to take funds to start your own business or are going to make do with your savings, before you start, experts advise you to draw up a detailed business plan. Such a plan for a preschool institution, which aims to develop the intellectual and creative skills of children aged 1 (less often younger) to 8 years, includes several sections: an overview with a description of the specifics of the industry, a description of the enterprise itself, a list and description of the services that you plan to render, analysis of the modern market, production plan.
💡 Staff for the children's center?
One of the main conditions for the success of your institution is its staff. Moreover, it includes not only the teachers themselves, but also administrators. True, it will be easier to find a good administrator than a teacher who loves and understands children, knows how to find an approach to them and captivate them with any activity. For the position of administrators who will answer phone calls, receive visitors, schedule classes and solve other organizational issues, you can take students or recent graduates. Administrators usually work in shifts. At first, you can take on their duties, unless, of course, you yourself are going to conduct classes.
It is much more difficult to find good teachers. Qualified teachers with extensive experience in kindergartens or even schools will cost a lot, but the worst thing is that having a diploma of special higher education, certificates, diplomas and other documents does not at all guarantee that your teacher will be able to find a common language with children, and not beat they have a desire to learn. It also happens that recent graduates of pedagogical faculties turn out to be better teachers who are liked by both children and their parents.
💡 How to advertise a children's development center?
3715 people are studying this business today.
For 30 days this business was interested in 364446 times.
Child in kindergarten: how to feel good. What should be a kindergarten teacher. Be sure to talk to the doctor who should be in kindergarten. The most popular directions or programs for classes in kindergarten ...
My son is going to first grade next year. There is a possibility that the school will recruit a class according to the 1-3 system (that is, the beginning will be 3 classes, as before). Also with a high degree of probability there will be a strong teacher. Worth going? If so, which considerations prevail: the 1-3 system itself or a strong teacher? There will be a class 1-4 also with a good teacher.
Educational programs for kindergartens. "A comprehensive program for groups of short stays in the garden. Usually, the booth hangs out on the stand what program the children are engaged in. Generally convenient, the younger half of the group went to physical education ...
I would never leave my children around the clock with someone else's aunt. though golden pah-pah that we have no problem with the gardens. everyone works all summer. I don’t know families in general where parents have 3-month vacations and educational programs that kindergartens work on.
Educational materials and allowances. Kindergartens and preschool education. Please advise which learning programs and materials are better used for early and comprehensive or who in children's center going to work? Even if you do not know where to get the materials.
In the garden, they are engaged according to Peterson, but Mishka likes to work out at home. All the children who came to visit us really asked for primer and mathematics, it so happened with us that my child was born before everyone else and all my friends and acquaintances taught the children to read and count according to Bakhtina.
personnel optimization. Kindergarten. Kindergartens and preschool education. A child from 3 to 7. Education, nutrition, daily routine, attending a kindergarten and relationships with caregivers, illnesses I would probably want to start driving in the spring, but if you take it, then you have to ...
Plus the institution implements correctional programs. Proximity to home, special schedule Section: Kindergarten (how to drive up to the head of the kindergarten). Hmm, we also tried with The site has thematic conferences, blogs, ratings of kindergartens and ...
Educational programs for kindergartens. The program provides for the active involvement of parents, up to compulsory classes with the child in kindergarten, in the process of raising children of four to seven years.
My child attends a commercial kindergarten. Educational programs for kindergartens. Kindergartens and preschool education. The site has thematic conferences, blogs, ratings of kindergartens and schools...
Kindergarten. Kindergartens and preschool education. We have a graduation this year, we give children 2 books each, a medal for the graduate of children. garden, a folder with a photo and we will make a photo album with photos from the holidays ourselves. Educational programs that kindergartens work on.
Educational programs for kindergartens. Kindergartens and preschool education. Thematic conferences, blogs work on the site, ratings are maintained. What kind of money is allocated to kindergartens from the budget.
Kindergarten. Kindergartens and preschool education. Educational programs for kindergartens. Game activity as a means of developing the speech activity of preschoolers in English.
educational program in kindergarten. program "Record". Educational programs. Education of children. Thematic conferences, blogs work on the site, ratings of kindergartens and schools are maintained, articles are published daily and competitions are held.
Kindergartens and schools in Thailand and Vietnam. Distance learning. In kindergarten, in the preparatory group, we were offered to prepare for the first grade on the basis of the school. Education in such groups is often conducted according to alternative programs (for example, according to ...
What do they teach in kindergarten? Toys and games. A child from 3 to 7. Upbringing, nutrition, daily routine, attending a kindergarten and relationships with caregivers, illnesses and What do they teach in kindergarten? Son is 3 years old. I went to the kindergarten 2 times for 5 days approximately. Since he fell ill, they no longer drove.
kindergarten curriculum. Preparation for school. Child from 3 to 7. Education, nutrition, daily routine, kindergarten attendance and relationship with the kindergarten education program. Good afternoon! Girls who have children in the middle and senior groups of the kindergarten!
Wenger program. Kindergarten. Child from 3 to 7. Upbringing, nutrition, daily routine, attending kindergarten and relationships with See other discussions on the topic "what conditions in the garden should be when introducing the Hungarian development program"
It was assumed that children in kindergartens study according to the Wenger program, and then go to school, where they study according to the program of D.B. Elkonina - V.V. Davydov. I really love professionalism in everything, I like the system of D.B. Elkonina - V.V...
The educational process is carried out by the following programs and technology: (Table 1 of the DOE Program).
Basic educational program, according to which our kindergarten works - "Rainbow". it comprehensive program education and development of preschool children. It was developed by order of the Ministry of Education of the Russian Federation and prepared in order to implement the new concept of preschool education. The authors are well-known Russian scientists: Candidate Ped. sciences Doronova Tatyana Nikolaevna, Grizik Tatyana Ivanovna, Solovyova Elena Viktorovna and others.
The Rainbow program is focused on the comprehensive development and upbringing of children aged 2 to 7 years. In our kindergarten, under this program, they are engaged with children from the second junior to the preparatory group.
Program goals:
Preserve and improve the health of children; form a habit in them healthy lifestyle life;
Contribute to the timely and full mental development of each child;
To provide every child with the opportunity to joyfully and meaningfully live the period of preschool childhood.
"The program of education and training in kindergarten" edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova, the first junior groups(1.5 years - 3 years).
Program goals:
Creation of favorable conditions for a full-fledged life of a child of preschool childhood;
Formation of the foundations of the basic culture of the individual;
Comprehensive development of mental and physical qualities in accordance with age and individual characteristics.
game, educational, artistic, motor, elementary labor.
AT academic plan The preschool educational institution includes the following classes, in accordance with the programs of training and education:
Development of mathematical concepts, physical culture,
Speech development, musical development,
Literacy education, art activities,
Familiarization with fiction, choreography,
Acquaintance with the surrounding world swimming
Teaching children traffic rules
Pedagogical activity is based on a personality-oriented model of communication with a child. That is, the institution implements an individual approach to teaching children of different preschool ages. The preschool educational institution has created conditions for the development of children and teachers: the didactic equipment of the educational process and the developing environment is under constant control.
The entire pedagogical process in kindergarten is conditionally divided into 3 components of the block:
specially organized training in the form of classes;
individual work of educators with children, built in a relaxed manner;
free independent activity children.
The prognostic function is based on diagnostics (its repetitions), aimed at predicting the initial and final results of activities, taking into account the capabilities of children, teachers, and the conditions of a preschool educational institution. Diagnosis is seen as important component pedagogical process. In the preschool educational institution, "initial" diagnostics and "final" diagnostics are carried out - at the beginning and at the end of the year, respectively. All diagnostic work The preschool educational institution fully fits into the scheme of a personality-oriented approach.
Protecting and strengthening the health of pupils
Protection and strengthening of children's health, comprehensive physical development, hardening of the body is one of the leading activities of the institution, since the full physical development and health of the child is the basis for the formation of personality.
The physical health of children is inextricably linked to their mental health and emotional well-being. The system of physical culture and health-improving work includes treatment-and-prophylactic and health-improving measures.
The level of socialization of the personality of a preschooler largely depends on the full-fledged physical education. Based on the principle “a healthy child is a successful child”, the team considers it impossible to solve the problem of educating a socially adapted personality without implementing a system of measures for health work: physical and psycho-emotional education of children. Therefore, at present, as one of the priority areas pedagogical activity the creation of a health-preserving environment in a kindergarten stands out.
A health service has been created in the kindergarten, which includes: a pediatrician, a neurologist, an educator - a specialist (physical education), and a physical education instructor.
Program created physical development and improvement of the child in the conditions of preschool educational institutions.
Program goal:
Protection and strengthening of the child's health, creation of an optimal daily regimen that ensures the hygiene of the child's NS, comfortable well-being, neuropsychic and physical development.
A plan of recreational activities for children is compiled monthly.
Teachers provide physical activity of children in accordance with their age and individual characteristics, use a variety of forms of organization of children's physical activity
Every day in the kindergarten with children, morning exercises, air hardening, motor and recreational physical exercises are carried out. minute, physical exercises after sleep, twice a week physical education classes and classes in the pool. Outdoor and indoor games.
Once every six months for children of different age groups, sports holidays are held in the gym with the participation of teachers and parents. Once a year, children and parents participate in the city sports festival "Dad, Mom, I am a sports family." Once a year, a physical education instructor conducts holidays on the water for children 4-7 years old.
Monthly, the pediatrician spends with older children and preparatory groups“Health Days” on various topics: “Two eyes - two diamonds”, “Pillow is the best friend”, “Vitamins are our best friends”, etc.
The physical development of children occurs with the help of the L.D. Glazyrina "Physical culture - for preschoolers" and T.I. Osokina "Teaching swimming in kindergarten"
AT preschool there is a speech therapy service, it is represented by teachers-speech therapists. The work of the service is carried out in three directions:
Work with parents (consultations for parents, educational work, the use of various forms of cooperation with parents);
Organizational and pedagogical work (presenting your professional experience to colleagues at city and regional methodical associations, implementation of educational work on prevention and diagnosis speech disorders for educators).
G.V. Chirkina, T.B. Filicheva "The program of speech therapy work to overcome phonetic and phonemic underdevelopment of speech in children" and G.V. Chirkina, T.B. Filicheva "Program of speech therapy work to overcome general underdevelopment speech in children.
In our kindergarten there is a social-psychological-pedagogical service of the preschool educational institution. It is represented by a social pedagogue and educational psychologists (2). The work of the service is carried out in three directions:
Work with children (systematically individual,
Work with parents (consultations for parents, educational work, participation, speeches at meetings with parents, training in parent-child relations);
Organizational and pedagogical work (presenting your professional experience to colleagues at city and regional methodological associations, carrying out educational work on issues related to raising children in the family, on the psycho-emotional development of preschool children for educators).
Teachers-psychologists use the programs of N. Yakovleva "Psychological assistance to a preschooler", work programs for the correction of anxiety, for preparing a child for school.
An important role in the development of children is played by the artistic and aesthetic service of the preschool educational institution, it is represented by the musical directors of the preschool educational institution (3), the teacher for choreography and the teacher for art activities. The work of the service is carried out in three directions:
Working with children (individual, group work, frontal exercises with children, organization of holidays, entertainment, matinees with the participation of children);
Working with parents (consultations for parents, educational work at meetings, living rooms, holding competitions, exhibitions among parents of preschool educational institutions);
Organizational and pedagogical work (organization of various exhibitions, cooperation with district, city, regional cultural institutions, transfer of experience to colleagues at various methodological associations. Participation of children and teachers in district, city, regional creative competitions and festivals).
Creative development in art activities occurs with the help of the program of G.S. Shvaiko " Visual activity in kindergarten"
In the kindergarten, classes are held with children, once a week, according to the program "ABC traffic"(second junior groups - preparatory) T.B. Sokolova" The ABC of the road. Once a year we take part in the City festival "Preschoolers-propagandists of the Rules of the road".
With children of preparatory groups, educators conduct free circles:
"Skillful hands" for working with natural material;
"Collection of ideas" for working with natural and waste materials;
"Magic threads" for working with iso-thread.
In 2010-2011 academic year more than 50% of pupils of MDOU No. 229 "Developing Kindergarten" became participants and winners of events at various levels:
international festival of children's drawings "Rabbit goes to Prague" in the city of Prague - "Melody of the winter Czech Republic" (December) - members ;
regional exhibition of children's drawings "Magic of the New Year" (December) - winners ;
XIII regional competition of performers of children's pop song "Fortuna-2011" (February) - members ;
district children's sports contest "We meet Spring" (March) - winners ;
IV city festival of associations of preschoolers propagandists of traffic rules “Preschoolers for road safety” (March) - winners ;
festival of creativity of children and teachers of the Zavodsky district "Solnechnaya drops -2011" - (April) - members :
city mini-football tournament "Victory Cup 2011" (May) - members ;
All-Russian campaign "Days of protection from environmental hazards" (March-June) - members
The regional stage of the I All-Russian competition "Kindergartens for children!", in the framework of the project of the United Russia Party in the nomination "The best kindergarten teacher" Penkova S.N. (November) - winner of the regional stage I .;
All-Russian competition "Kindergartens for children!", in the framework of the project of the United Russia Party in the nomination "The best kindergarten teacher" Penkova S.N. (December) – winner of the first All-Russian competition"kindergartens for children";
regional competition "Debut - 2010" Shakhmanova G.V. (November-December) – participant;
city competition "Kemerovo citizen of the year - 2010" Shakina N.P. . in the nomination "She will help";
international competition "Rabbit goes to Prague" Reznichenko Zh.V. (December);
Open events for educators, students of KRIPK and PRO “Theory and Practice preschool education» (October, November, March, May);
Methodological associations for senior educators of the district (December);
Methodological associations for city swimming instructors (September, February, May);
Methodical associations for musical directors of the region (September, November, February, May);
Methodical associations for educators of senior groups (March);
Methodical associations for educators of early age groups (September - May).
During the year, MDOU No. 229 "Kindergarten of a combined type" collaborated with the following socio-cultural institutions of the city.
