"Implementation of Federal State Educational Standards in preschool educational institutions"
If we teach today as we taught yesterday,
we will steal from our children tomorrow.
John Dewey
The preschool education system is undergoing major transformations. The paradigm of knowledge, skills and abilities has been replaced by the federal state educational standard, which is based on preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person.
All preschool institutions began to implement the Federal State Educational Standards, and our preschool educational institution was no exception.
What measures to introduce the Federal State Educational Standard in preschool educational institutions were carried out in middle group No. 1:
1. Initially, we familiarized ourselves with the project “Introduction of the Federal State Educational Standard for Educational Education”.
2. Completed training at the Federal State Budgetary Educational Institution of Higher Professional Education "Bashkir State Pedagogical Institute" according to the programs: "Federal State Educational Standard of Preschool Education: key features and implementation mechanisms" and "Information technologies in professional activity teacher."
We listened to online webinars of candidates of pedagogical sciences studying and implementing the Federal State Educational Standard for Educational Education.
Participated in a round table on the topic: “Introduction of the Federal State Educational Standard for Educational Education” at the general garden level.
3. We updated the methodological literature, which meets the requirements of the Federal State Educational Standard.
4. We reviewed and designed the subject-spatial developmental environment in accordance with five educational areas: artistic-aesthetic, physical, social-communicative, speech, cognitive.
By fulfilling the requirements for equipping the group, conditions were created for the implementation various types activities with children:
Center sensory development.
Center mathematical development.
Center visual arts.
Activity center (game center).
Center "Be Healthy!"
A corner of nature and experimentation.
Center for theatrical activities.
Center for the development of speech, reading fiction.
Center "Little Builders"
Center musical activity.
According to new standards, the developmental environment in the group is accessible, meaningful, multifunctional, safe, variable, appropriate age characteristics children.
We also revised the development environment of the group’s site:
We purchased a new transformable sandbox for playing with sand and water;
We installed a table with benches for board games;
House for role-playing and theatrical games;
We designed a flower garden to foster a love for nature, all living things and to develop labor skills;
A bench with a canopy is a place for privacy, reading and viewing fiction;
The machine is for role-playing games.
5. In the process of developing a working educational program for the middle group, which is based on an approximate basic educational program, using the variable educational program "From birth to school" edited by Veraksa, Komarova, Vasilyeva and the main educational program of the preschool educational institution, based on laws and regulations.
6. We identified targets for conducting monitoring studies of students’ achievements. We formalize individual cards development of pupils.
7. We develop individual educational routes pupils.
8. We have completed and updated the children’s and teacher’s portfolios.
9. We reviewed the organization of the NOD. The main feature of the organization educational activities in preschool educational institution modern stage- this is a departure from educational activities(classes), increasing the status of play as the main activity of children preschool age; inclusion in the process of effective forms of working with children: ICT, project activities, game, problem-learning situations within the framework of integration educational areas.
10. As we all know, we cannot organize our educational work without our main partners - parents. When interacting with the work of two structures, we take into account a differentiated approach to each family, social status, family microclimate, as well as parental needs and degree of interest in raising their children.
Our main task is to “turn” our face to the family, provide them with pedagogical assistance, and bring the family to our side in terms of common approaches to raising a child. Therefore, we were obliged to inform parents about the introduction of the Federal State Educational Standard for Education. The implementation of the Federal State Educational Standard makes it possible to organize joint activities using traditional and non-traditional forms work.
We informed our parents about the Federal State Educational Standard:
On general meeting on the topic: “A very important conversation”;
Through visual information (available to parents):
* wall newspaper “Federal State Educational Standard”;
* booklets “Targets of preschool education”;
Joint creation of a developing subject-spatial environment in the group and at the preschool site;
Joint participation in competitions, exhibitions, holidays, entertainment;
Open Day. Visit to NOD.
"We take the best from the past and work for the future.
Organization: MBDOU "Kindergarten "Rainbow" combined type»
Locality: Republic of Mordovia, Ruzaevka
Federal State Educational Standards are a document, which is on federal level determines what the main one should be general education preschool program, what goals it defines, content education and how the educational process is organized.
Introduction of Federal State Educational Standards for Additional Education - a multifaceted process requiring coordination of activities educational organization and significant changes in educational preschool system. In this regard, in order to ensure quality introduction of the Federal State Educational Standard for Educational Education in the institution, as part of the activities of the municipal experimental site in preparation for for the introduction of the Federal State Educational Standard for Educational Education we have developed and the project is being implemented Introduction of Federal State Educational Standards for Preschool Education in MBDOU Kindergarten "Rainbow" combined type of joint venture "TsRR - ds14". Designed the project identified key areas of activity for project participants to ensure the preparation of conditions for effective introduction of Federal State Educational Standards. This project based on the implementation of the roadmap for introduction of Federal State Educational Standards.
Introduction of the Federal State Educational Standard FE in practice requires the implementation of a number of activities, determining their nature and sequence. Timing for the implementation of the action plan aimed at a smooth and high-quality transition of the joint venture "TsRR-ds14" for new ones educational standards are defined for 2013-2018.
Today I want to introduce you experience in introducing the Federal State Educational Standard from the methodological service (work senior kindergarten teacher). The methodological service of the preschool educational institution includes a senior teacher, preschool education specialists, experienced and creative teachers with the highest and first qualification categories.
The methodological service of the preschool educational institution is organized by the methodological office and is carried out through the organization of methodological associations and creative groups.
The activities of our methodological service are carried out in three ways: directions:
- organizational and methodological,
- informational and methodological
- monitoring.
The goal of the organizational and methodological direction is the introduction of effective technologies preschool education.
To implement the organizational and methodological direction, the following are organized: seminars, workshops, master classes, round tables, project activities, course training for teachers. Organization of mutual visits directly educational activities and routine moments. Teachers' meetings were held: « Introduction of the Federal State Educational Standard» , at which the teaching staff was familiarized with Federal State Educational Standard, by order “On the organization work on the introduction of Federal State Educational Standards for Preschool Education in kindergarten"; Action Plan and Schedule for introduction of the Federal State Educational Standard DOs in the Republic of Mordovia, in the Ruzaevsky municipal district and in the MBDOU " Kindergarten "Rainbow" combined type; pedagogical council "Prospects for the development of preschool education for the implementation of the Federal State Educational Standard", where the results were summed up work on the introduction of the Federal State Educational Standard for Education academic year .
The purpose of the information and methodological direction is to ensure the professional activities of teachers in the implementation and implementation of GEF DO.
To implement this direction, pedagogical readings are held, digital libraries, database of teachers, bank of methodological developments organizations directly educational activities, regime moments. Ensuring information transparency on issues introduction and implementation of Federal State Educational Standards carried out by replenishing the preschool educational institution website and information stands.
The purpose of the monitoring direction is to obtain analytical, diagnostic and prognostic information; current intermediate monitoring of condition and performance educational process.
To implement the monitoring direction are being organized: questionnaires, surveys of participants educational process.
A survey was conducted among teachers on internal psychological readiness for the transition to the new requirements of the Standard. Readiness was -98%, in relation to unsatisfactory indicators work in progress methodological and psychological service of the educational institution.
The methodological service of the Department provides great assistance and support regarding the transition to new Standards education Ruzaevsky municipal district. At the municipal level in the current academic year methodological associations, workshops, consultations with teachers and preschool specialists were held education on the introduction of the Federal State Educational Standard.
Within introduction of the Federal State Educational Standard in the current academic year together with working group we developed and approved:
A) « Road map» By introduction of Federal State Educational Standards, where the actions were determined step by step introduction of the Federal State Educational Standard for the 2013-2018 academic year.
b) schedule of events.
Conducted an analytical work on issues of assessing starting conditions introduction of the Federal State Educational Standard, requirements for the quality of preschool services, monitoring of readiness in order to determine the level of readiness of preschool education and teachers.
In the joint venture "TsRR-ds14" the working group developed the basic general education preschool program education. According to the standard, the content of the program ensures the development of the personality, motivation and abilities of children in various activities and covers the following region:
- social and communicative development;
- cognitive development;
- speech development;
- artistic and aesthetic development;
- physical development.
- the child’s system of relationships to the world, to other people, to himself.
According to Federal State Educational Standard conditions for parental participation are expanding (legal representatives) V educational activities.
The formation of a close connection and interaction between the teacher and the family provides favorable conditions for the life and upbringing of children, and the development of the harmonious personality of each child. Realizing this, we are very active work with the parents of the students.
Along with traditional forms of cooperation ( meetings, conversations, surveys, consultations, open days) fun leisure activities are increasingly being used, to which parents are invited not only as spectators, but also as participants. Also recently, joint childish-parental projects, the most striking were such as "Mini Museum", "Healthy family", “I will save my health - I will help myself!”, « Magic world theater".
As part of the introduction of parents (legal representatives) with the new Preschool Standards education and law "About education in the Russian Federation» parental meetings: “Goals and objectives of development educational organizations in the context of new legislation", as well as consulting parents on the problem of implementation GEF DO.
The priority direction of our preschool educational institutions – sports and recreational. In the current academic year, we paid special attention to the area of physical development, since the development environment of our preschool educational institution allows us to implement Federal State Educational Standard DO in this area in full. The creative team of our kindergarten program developed “Grow up healthy, baby!” (By educational areas of physical development) recommended by the republican expert council for implementation on the basis of a joint venture "Tsrr-ds14".
IN Federal State Educational Standard for Preschool Education talks about the conditions necessary to create a social situation for the development of children that corresponds to the specifics of preschool age and involves interaction with parents on issues child's education, directly involving them in educational activities, including through the creation educational projects with family. So way, within the framework of the implementation of this condition and implementation GEF DO in the direction "physical development", all ours kindergarten lived project "Young Olympians - 2014", as a result of which our children's The garden took 2nd place in the municipal standings. Celebrating this significant event, in our children's garden, many children and parents gladly took part in "small Olympic games".
In the gym kindergarten Maximum conditions have been created for the physical development of children. It is equipped with modern sports equipment: children's exercise equipment, slides, climbing frames, correction balls various shapes, hoops, jump ropes, balls in sufficient quantity, ribbed correctional paths for walking, tunnels for climbing.
In addition, the garden implements activities to promote healthy lifestyle in the form of KVN, mini-projects on health promotion, exhibitions of drawings, thematic conversations.
The groups have sports corners with various sports equipment. They serve to satisfy the preschooler’s need for movement and introduce him to healthy way of life. The teacher’s task is to teach children independent motor activity in limited space and correct safe use physical education equipment. We place sports corners like this way so that they contribute to the manifestation of children’s motor activity and are at free access, implementing the principles of security and availability of the environment.
Gymnastics after naps in combination with air baths helps improve children’s mood and lift muscle tone, and also helps prevent posture and foot disorders. Corrective paths available in each group also contribute to the prevention of flat feet.
A walk for preschoolers is always a joy! And walking in areas with small architectural forms is double joy. On the walking areas we have sandboxes, slides, mushrooms, houses, functioning "Path of Health", a sports area where children engage in summer period etc. During the cold season, snow buildings are erected in walking areas together with parents.
Another important point that I would like to highlight is the speech therapy and psychological services in our kindergarten, since their existence solves one of the problems Federal State Educational Standard Preschool education – ensuring equal opportunities for the full development of every child during the preschool period childhood regardless of psychophysiological and other characteristics (including disabilities). Speech therapist teachers and educational psychologists constantly improve their qualifications by participating in methodological associations, webinars, competitions, etc.
For successful implementation Federal State Educational Standard DL developing subject matter - spatial environment should be rich, transformable, multifunctional, variable, accessible and safe. This is what we are trying to observe: by freeing up the central part of the group, we provide conditions for children’s physical activity and the possibility of their choice.
Based on readiness monitoring introduction of the Federal State Educational Standard we have determined the list necessary equipment, means of training and education, which is necessary for the implementation of the Program for All age categories children.
Problems of implementing the Federal State Educational Standard in a preschool institution.
Federal State Educational Standard for Preschool Education, developed in accordance with Part 3 of Article 5 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in Russian Federation", put into effect on January 1, 2014. Its development and approval is due to the fact that preschool education for the first time in history Russian society became a full-fledged level of education. According to A.G. Asmolov, head of the working group for the development of a preschool education standard, “the task of the standard ispositive socialization Andindividualization of personality . The standard is based on supporting the diversity of childhood.”.
Lately the problem social development child is especially relevant, because the main source of development is surrounding reality, which determines the path along which the child acquires new personality traits and forms individuality in the process of social development.
In other words, the social situation of development is the relationship between external conditions affecting the child and his internal attitude to these conditions. Consequently, the environment of a preschool educational institution, the culture of communication between an adult and a child, a child with peers, the range, variety of activities that correlate with the age of the child - these are the main components of the positive socialization of a preschooler.
The basic structures of personality are laid in the first years of life, which means that families and preschool institutions have a special responsibility for upbringing personal qualities in the younger generation. Modern practice of preschool education implements the position that in every preschool educational institution it is necessary to create conditions for the full social development of children.
But as practice shows, every year more preschoolers have a narrowing field of active activity, communication and expression of individuality, and such stable personality traits as isolation, lack of initiative, and disrespect for others are formed. As a rule, these are rejected and isolated children.
Overcoming these negative trends is possible only in the process of targeted, systematic, meaningful interaction of all subjects of the educational process on social and emotional development.
Thus, the real educational situation in preschool educational institutions does not meet the requirements State standard in terms of ensuring a full-fledged social personal development child and at the present stage the following contradictions are revealed:
*the need for holistic personal development of a child - a preschooler (the relationship of all personal spheres of a child’s development: cognitive, sensory-emotional, behavioral) on the one hand, the priority of the cognitive component in programs implemented in preschool educational institutions on the other hand;
* demand for a new quality of a holistic educational environment for a positive social emotional development on the one hand, the lack of mechanisms for its transformation from these positions on the other hand;
*on the one hand, the need for constructive interaction between all participants in the educational process, on the other hand, the unpreparedness of a significant part of parents and teachers for cooperation and dialogue in the aspect of the child’s personal development.
Turning once again to the Federal State Educational Standard for Preschool Education, we see that the main requirements of the standard are related, first of all, to the mental and physical health of the child. The preschooler’s personality, his abilities and capabilities are put at the forefront; his desires and relationships. Teachers are faced with the task of revising the priorities of professional activity: focusing not on the system of knowledge, skills and abilities acquired by the child, but to develop in children the ability to quickly adapt to new situations, show flexibility, establish social partnership and effective communications, find solutions complex issues using a variety of information sources. The individualization of the child’s personality comes to the fore
Individualization is the development of characteristics that distinguish a person from the surrounding mass.
There are certain difficulties (problems) associated with the introduction of the Federal State Educational Standard. Teachers and educational system leaders have a very wary attitude. For several years, preschool organizations have been actively studying and implementing FGT. Many considered FGT as a step in the process of standardization of preschool education, on the basis of which the Federal State Educational Standards for Preschool Education will be developed. However, new goals and objectives were set in the standards, and the structure of the preschool education program was changed. Under these conditions, teachers found themselves somewhat disoriented and confused, because previously the educational process was focused on knowledge, and not on the development of the child’s personality traits.
In addition, targets act as the basis for the continuity of preschool and primary general education, and subject to the above-mentioned conditions, they imply the formation of prerequisites for educational activity in children at the stage of completing their preschool education. This statement is especially important for educators, parents, and teachers to understand now. primary classes, since one of the main risks of introducing the Federal State Educational Standard for Preschool Education is considered to be a “clash” of the standard with the attitudes of parents, who still believe that preschool educational institutions are required to “train” children, which will allow them to be ready for school. Primary school teachers also have certain expectations of this kind.
The need for a child to be prepared for the next level of education has not been canceled. However, the Federal State Educational Standard states something completely different - it is necessary to develop motivational readiness for learning (after preschool life a desire to learn should appear), and not just teach the child to read and write. Both systems “do not know” what a child who has mastered the basic educational program of preschool education can be like, and how he differs from a child of the same age who has not mastered this program.
The next problem is staffing. This is a pretty serious question. In a few years, preschool teachers may suddenly retire, and the preschool education system will fall into a deep personnel hole. We have very few 30-35 year old teachers who will replace pre-retirement and pre-retirement teachers. retirement age. In rural areas, finding trained personnel is not easy, and this is also a serious problem.
It is also worth mentioning that it will be necessary to saturate the preschool organization with methodological recommendations, methodological manuals, i.e. a methodological trail that will follow after the introduction of the Federal State Educational Standard. And these are additional financial costs. Unfortunately, teachers will again be forced to feed book publishers, now for the mark “Complies with the Federal State Educational Standard.”It is necessary to ensure that the Federal State Educational Standard for Education becomes a real instrument for the development and improvement of the quality of education.
It is clear that one should not expect immediate results from the implementation of the Federal State Educational Standard for Educational Education, especially since the process of its introduction in accordance with the plan of the Russian Ministry of Education and Science is extended over time.
However, already now at the level of educational organizations, for the effective introduction of the Federal State Educational Standard for Education, it is necessary to solve a number of specific tasks:
ensuring emotional well-being through direct communication with each child; respectful attitude towards each child, his feelings and needs.
supporting children's individuality and initiative through creating conditions for free choice child activities, participants joint activities; creating conditions for the child to make decisions, express his feelings and thoughts, creating a sufficient material base for the development of play, research, design, and cognitive activities.
creating conditions for positive, friendly relations between children, including those belonging to different national, cultural, religious communities and social strata, as well as those who have different (including limited) health capabilities.
interaction with parents (legal representatives) on issues of the child’s education, their direct involvement in educational activities.
Anastasia Obelova
Implementation of Federal State Educational Standards for Preschool Education in kindergarten
Implementation report Federal State Educational Standard Preschool educational institution in MBDOU Trofimovsky kindergarten
Methodological support for the transition of educational institutions to work on Federal State Educational Standard.
During 2013-2014-2015, methodological support was organized for the transition of MBDOU to work on GEF DO. On initial stage diagnostics were carried out educational needs and professional difficulties of MBDOU teachers (questionnaires for educators, observation and analysis of the activities of educators, conversations with educators, analysis personnel). Based on the results of the events, changes were made to the course training plan for teaching staff.
Professional development of teachers needed to be aimed at developing professional competencies, including communicative competence and the skill of motivating a child. For this purpose there were carried out:
Seminar - workshop "Implementation GEF DO» , “We study and work on Federal State Educational Standard- design of the educational process."
- Seminar – workshop: “Organization of a developing subject-spatial environment in accordance with Federal State Educational Standard».
- Seminar – workshop: "Markers playing space» .
Competition among groups MBDOU: “Organization of a subject-developing gaming environment in accordance with Federal State Educational Standard».
Participation in regional methodological associations of MBDOU teachers was ensured, where issues related to the introduction of GEF DO.
Study of implementation experience Federal State Educational Standard DO in other regions via the Internet. All teachers study draft educational programs on the FIRO website.
Conclusion:. By the end of 2015 we observe:
Growth of pedagogical competence, level of qualifications;
Active participation of teachers in professional Internet competitions;
The experience of teachers was presented at the RMO on speech development “Speech development and creativity children through theatrical activities"
Main educational program
MBDOU Trofimmovsky children's garden was adopted at a meeting of the teachers' council (minutes No. 1 of 08/27/2015, approved by order No. 69 of 08/27/2015
Target section Explanatory note. Normative base. Goals, objectives and principles of OOP. Features of the educational process. Planned results of children mastering the basic educational program
The content of educational work in accordance with five educational areas (cognitive, artistic and aesthetic, speech, social and communicative, physical development. MBDOU implements the main educational program of preschool education in groups with a general developmental focus. The educational program is mastered in the following main forms: direct educational activities, individual work with children, independent activities of students. In accordance with the educational program of the MBDOU, a curriculum and a schedule of direct educational activities are drawn up. When organizing the educational process, we take into account the principles of integration of educational areas in accordance with the age capabilities and characteristics of students. The basis for organizing the educational process is a complex thematic principle with leading gaming activities, and the solution of program problems is carried out in different forms joint activities of adults and children, as well as in the independent activities of children through various types children's activities. The content of this program involves a specific list of educational activities for each age group.
Contents of educational work in priority areas (given short description used partial programs) In order to ensure the organization of the educational process, along with the main educational program, the teaching staff of the MBDOU uses partial programs and the program additional education folklore circle "Stream" in the direction of moral and patriotic education of preschool children. The goal of the program is to develop children's creative abilities through musical folklore, deepen knowledge about Russian folk culture
Forms of interaction with family. (forms of interaction with family are prescribed th: consultations, parent meetings, seminars, involving parents in participation in events, projects, holidays)
Organizational section. Features of the organization of a developing subject-spatial environment. Syllabus. Daily routine for warm and cold seasons. System of physical education and health work. Organization of educational activities during regime moments.
The program provides for the formation of groups of children in accordance with the age of the pupils (if necessary, children of two adjacent ages can be combined into one mixed-age group). For each group (according to the age characteristics of the children) a schedule of direct educational activities and a daily routine are drawn up. Teachers plan work with children in five educational areas, using various types children's activities. During the day, teachers conduct direct educational activities (for children from 3 to 7 years old in the morning, for children from 2 to 3 years old in the morning and afternoon, as well as individual work with students.
Material and technical conditions for introduction GEF DO.
Successful implementation of an educational program requires the creation of a developing subject-spatial environment that promotes the physical, social-communicative, cognitive, speech, artistic and aesthetic development of the child and the preservation of his individuality. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.
The MBDOU was updated in accordance with the requirements Federal State Educational Standard to the minimum equipment of the educational process (purchased methodological literature, didactic material, toys, new furniture, sports equipment.)
MBDOU has a set of methodological literature for each age group in all areas of child development. Since 2013, new methodological literature has been acquired in all areas of child development for each age group (on speech development, the formation of elementary mathematical representations, getting to know your surroundings, physical culture, visual arts. To work with children 2-3 years old, it is necessary to update the set of methodological literature on physical education.) For direct educational activities with children and individual work MBDOU has the necessary didactic material (including those prepared by teachers kindergarten, which is replenished and updated annually in small quantities. Currently, a bank of electronic educational resources is being formed at MBDOU for all sections of the program. In addition to the manuals in kindergarten there is additional literature for teachers, as well as periodic publications: « Preschool education» , "The child in kindergarten» , « Musical director» . For reading to children in groups there is the necessary fiction with software works.
The developing subject-spatial environment in MBDOU provides implementation educational potential of the institution. The groups have created activity centers of different directions, which are aesthetically designed and attractive for children; their content changes according to the theme and interests of the children. All play material is safe and accessible to children. Such an organization of space allows preschoolers to independently choose activities that are interesting for themselves, alternate them throughout the day, and gives the teacher the opportunity to effectively organize the educational process, taking into account individual characteristics children. The developing subject-spatial environment contains multifunctional objects (which can be used in different types children's activities) and play space markers (various screens).
The subject-spatial environment of the MBDOU contains products folk art, antique household items, as well as products children's creativity(drawings, crafts) etc. Educational materials in the corners are accessible to children and correspond to their age characteristics. MBDOU has the ability to use ICT (to display children's presentations there is a multimedia projector and laptop. Each group has a TV with a DVD set-top box and a media library, there is a stereo system.) The furniture in the groups corresponds to the height of the children, tables and chairs have adjustable legs, they are quite light and can be easily moved, changing the space depending on the situation. For sports and outdoor games there is a sports ground and sports equipment. Playgrounds are equipped with homemade play complexes.
Not only the environment, but also various forms of organization children's activities contribute comprehensive development pupils, taking into account their interests, age and individual characteristics.
Interaction with children
Federal State Educational Standard DL implies a change in pedagogical influence from unilateral influence "teacher-child" for more multifaceted and voluminous interaction in the system “child-adults-peers” involves the establishment of a new model of relationships between participants in the educational process in preschool education. This entails changes in the activities of MBDOU and each individual teacher. (change in the way of organizing children's activities: not adult guidance, but joint (affiliate) activities of adults and children)
Because Federal State Educational Standard preschool education supports the view of the child as "man playing", many methods and technologies must be revised and transferred from the educational and didactic level to a new, gaming level, in which the didactic component will certainly coexist with the gaming shell.
According Federal State Educational Standard direct educational activities being implemented through the organization of various types children's activities(game, motor, communicative, labor, cognitive-research, etc.) or their integration using a variety of forms and methods of work, the choice of which is made depending on the age of the children, their interests and the solution of specific educational problems.
Educational activities are carried out throughout
the entire time the child is in preschool. This:
Direct educational activities;
Individual work with children;
Independent activities of children.
The main feature of the organization of educational activities in MBDOU at the present stage is the departure from educational activities, increasing the status of games as the main activity of preschool children. For support children's initiatives starting from the middle group we use project activities (group and individual projects) . We include in the process effective forms work with children: ICT, gaming, problem-based learning situations within the framework of integration of educational areas. Educational work with children is carried out in close connection with rural children's library, sports and recreation complex, Lyskovsky Museum of Local Lore.
The interaction of adults with children must be carried out in such a way as to create situations in which each child is given the opportunity to choose an activity, partner, means and is provided with support for his personal experience in mastering new knowledge and life skills.
Interaction with parents
For the full development of the child a necessary condition is the participation of the family in the educational process.
Task children's kindergarten at this stage - to attract the family to your side in terms of uniform approaches to raising the child and, if necessary, provide her with pedagogical assistance. When interacting with the parent community, it is necessary to take into account a differentiated approach to each family, take into account the social status and microclimate of the family, as well as parental requests and the degree of interest of parents in raising their children. the main objective MBDOU - to create a single space for the development of the child, to make parents active participants in a full-fledged educational process, so that children's the kindergarten and the family became open to each other and helped to reveal the child’s abilities and capabilities.
For this we use various options cooperation with family th: in our opinion, the most effective are workshops (exchange of experience, joint leisure and holidays, involving parents in preparing events, organizing and replenishing the developmental subject-spatial environment, involving parents in project activities, participation in competitions and exhibitions.
But we must not forget about such forms as... parent meetings, consultations, surveys, posting visual information in parent corners - we also use them in our work.
There are prospects for interaction with the parent community through the MBDOU website.
Result:
MBDOU has a parent council
Parents are informed about the introduction, implementation of the Federal State Educational Standard preschool education through information stands, booklets, a website, and holding parent meetings. (Parent meeting "What's happened Federal State Educational Standard» )
Conclusion
In conclusion, we can say that the results of the introduction of the Standard were the following: changes:
The regulatory and legal framework of the MBDOU has been brought into line with GEF DO.
teachers have intensified their desire to improve their professional skills, master new technologies and teaching aids; prospects for tangible moral and material rewards appeared;
The developing subject-spatial environment of MBDOU has been replenished
the nature of interaction with students has changed ( research activities, creative, playful activities began to predominate);
parents' interest in participating in educational activities has increased;
But along with the positive aspects, there are also problems that need to be decide:
1. Lack of training in some areas methodological developments and materials developed in accordance with Federal State Educational Standard(didactic materials, methodological literature, control and measuring instruments).
2. Insufficient psychological and professional readiness of teachers for implementation of OOP.
3. Problems in organizing the subject-spatial environment, taking into account the possibilities of an individual approach to each child. Lack of separate premises for celebrations, music and physical education.
Ways to solve identified problems
1. Formation of a new professional worldview of MBDOU teachers in the context GEF DO. (through training, explanation, exchange of experience). Continue studying and applying modern innovative psychological and pedagogical technologies.
2. Monitor the release of new literature and acquire the necessary materials.
3. Update and proper organization of the subject-development environment in the group.
Tatiana Karpina
Experience in implementing Federal State Educational Standards in preschool educational institutions
Understanding the relevance of the introduction GEF DO, I decided to change my professional position as a teacher and improve and expand my knowledge.
Completed advanced training courses “Current problems of subsidiaries in the context of the introduction of GEF DO» . Our kindergarten has developed an action plan to ensure the introduction of the Federal State Educational Standard for Preschool Education. Based on this plan, I outlined my own plan for self-education. I had to understand and comprehend everything, it was difficult. I studied regulatory documents both independently and at teachers’ councils and at meetings with the head. At one of the teachers’ councils, she prepared a report “Work plan for a teacher in a preschool educational organization taking into account GEF DO" In kindergarten, we made changes to the educational program for preschool education and each teacher developed a work program for his age group, which does not place the teacher in strict limits, but gives the opportunity to show his creativity, work, taking into account the wishes of parents and the interests of children.
In accordance with the new requirements, I revised the system of planning educational work (the plan for writing the plan was adopted at the teachers' council). When planning, I follow a comprehensive thematic principle. Indeed, with this approach, children gain knowledge directly, unobtrusively. For example, here is the topic in preparatory group "Space". I read books to children about space, about the Sun, about planets, about astronauts; we watched the presentations "Conquest of Space", "The constellation Ursa Major and Ursa Minor", "WITH. P. Korolev" and others. We drew, sculpted, designed on space themes; learned and listened to songs "Flight to the moon", "You know what kind of guy he was"; solved space riddles; Colored ready-made pictures about space. Conducted outdoor games and competitions "Rocket", "Cosmonauts and Aliens", "Build a rocket from modules", “Whose rocket will reach the fastest?”; I created conditions that encouraged children to play role-playing games and construction games on space topics. The final event was music and sports leisure “Fast rockets are waiting for us”. This topic caused big interest. They talked a lot about space at home, and it was nice to hear recognition from parents: “Our children know more than us”. One girl said: “Tatyana Aleksandrovna, tell my parents that there is such an astronaut Grechko, and he loves to visit Nizhny Novgorod" When developing this topic and others, collaboration with the regional children's library helped me a lot. Library workers brought to the group a selection of books and magazines on a topic that interested us, and together with them we took quizzes and watched presentations.
I believe that the Internet and multimedia equipment that we have in our kindergarten provide significant assistance to the teacher. This is also an important condition for implementation of Federal State Educational Standards. The team has created a collection of presentations on topics, including educational computer games.
With complex thematic planning, five educational areas are integrated. This contributes to the development of children. After studying the topic, I fill out a monitoring card. I need this assessment first of all to get « feedback» in the process of interaction with a child or with a group of children.
When working with parents, I try to use new forms, but I do not forget the tried and tested ones, such as visual information tools, parent meetings, and surveys. Visual information in the parent corner and on the kindergarten website allows parents to see my work more objectively.
In our kindergarten (and in my group) their own traditions have developed, and parents accept Active participation in events. These are joint exhibitions creative works parents and children: I held exhibitions "Memory of Summer", "Gifts of Autumn", "New Year's toy", « New Year card» , "Magic Snowflake", “Mom has golden hands”, “These days the glory will not be silent” and others. Carrying out sports events and entertainment, where parents become participants and not spectators (leisure "Together with Dad", "Together with Mom", “We are going, going to distant lands” and others) brings families even closer together. There is so much joy in the eyes of the children! How proud they are of their parents! After all, parents are the most important people in children's lives.
I would also like to talk about a small tradition of my group. For holidays such as "Mothers Day", "March 8", "February 23" We teach the whole group a poem, and when the children present gifts, they congratulate their parents in poetic form. I am sure that love for the Motherland begins with love and respect for one’s parents.
When working with my family, I also used the project method. Were the following projects have been implemented: "Spring is Red", "My family", "Safe Road to School", “Introducing children to the work of Vitaly Bianchi”(in the preparatory group, “Education of cultural and hygienic skills” (first junior group) . The participation of parents in exhibitions, holidays, and projects allowed me to more effectively influence the development of positive "family pedagogy".
I really like this form of work as individual conversations. Parents see that I know their child, I worry about him, I see his positive sides, I pay attention to weaknesses, I advise how to achieve a better result, and I rejoice for every little success of the baby. On parent meetings the teacher is deprived of the opportunity to talk "eyes to eyes" with the child’s mother or father, it is even more unethical to discuss family problems in the presence of other parents.
Photo reports on events, photo newspapers, exhibitions of children's works ( "Portrait of a Mother", "Portrait of Dad" etc.”) inform parents about life in the group, because it’s not without reason They say: Better to see once than hear a hundred times. There are also prospects for interaction with the parent community through the MDOU website "Spikelet", where there is a page for our group. But it should be noted that organizing interaction with the family is not an easy job and does not have ready-made recipes. Its success is determined by the intuition, initiative and patience of the teacher, his ability to become a professional helper for the family
Another important condition for implementation of the Federal State Educational Standard in preschool education is the creation of a developing subject-spatial environment. It contributes to the most effective development of the individuality of each child, taking into account his inclinations and interests. When designing groups, I rely on the requirements Federal State Educational Standard and take into account guidelines, data in the educational manual by the authors O. A. Karabanova, E. F. Alieva, et al. “Organization of a developing subject-spatial environment in accordance with GEF DO", I try to create conditions for full communication and joint activities of children and adults. In the preparatory group, we conditionally identified an area for role-playing games, a construction center, a "The ABCs of Security", "Sport - is life", "We are patriots", "Ecology and experimentation", center "Development" And "Reader", center "Creation". Integration of zones when placing game material ensures implementation actual needs of children, freedom of choice of children's activities. I try to ensure that children have the opportunity for physical activity, as well as opportunities for privacy: game Zone is in the bedroom, conditions have been created for the privacy of children in the locker room. My parents gave me great help in creating the environment. They sewed and knitted for children (clothes for dolls, doll bed sheets, costumes for role-playing games, made teaching aids in mathematics, in sensory skills (panels for the development of fine motor skills, various layouts. A rich subject-spatial environment was created in accordance with the age capabilities of children and the content of the Program. I consider my participation in the competition among teachers of the region “Creation of a subject-development environment in accordance with GEF DO"in 2015.
In the kindergarten, all groups have purchased multifunctional shelving, mobile boxes on wheels, modern children's furniture, new toys and teaching aids. All this provides comfort, convenience and safety, as well as mobility. We update the environment depending on the educational situation and the changing interests of children.
In conclusion, I would like to say that working in accordance with the Standard intensified my desire to improve my professional skills and master new technologies. I have always effectively used gaming technologies in the teaching process, now I use ICT technologies more confidently, actively encourage children to search, and research and creative activities are now an important part of my work. Our parents became active participants in the educational process.
But along with the positive aspects, I see the following Problems:
1. Lack of educational and methodological developments and materials in some areas in accordance with Federal State Educational Standard.
2. Contradictions in the development of monitoring the educational process, the complexity of the process of creating individual educational routes.
3. The problem is in organizing the subject-spatial environment, taking into account the possibilities of an individual approach to each child.
4. I see that the idea for the introduction Federal State Educational Standard DO has the right goal. Many wise theses about the development of a child’s personality and an individual approach were voiced in this document. I'm very pleased with the return to significance play activity as a leader for a preschooler. Therefore, I would like to believe that a reasonable system of requirements for the work of a teacher will be developed. But how this will work out is still difficult to say.
Surveyor. Who is a surveyor? Description of the profession. Profession surveyor Surveyor training
Magellanic clouds: who are they?
Pepper Steak Sauce Creamy Pepper Sauce
How to create a competent portfolio for a designer
If you dreamed that a house burned down - interpretation of the dream according to the dream book