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Approximate basic general education program for preschool education from birth to school
Edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva
3rd edition, corrected and expanded
Leaders of the team of authors– Rector of the ANO VPO "Moscow Pedagogical Academy of Preschool Education", Dean of the Faculty of Educational Psychology of the Russian State University for the Humanities, Doctor of Psychology, Professor - N. E. Veraksa; Doctor of Pedagogical Sciences, Professor, Honored Scientist of the Russian Federation, Head of the Department of Aesthetic Education at Moscow State University for the Humanities. M. A. Sholokhova - T. S. Komarova.
Scientific editors: N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.
Authors: A. V. Antonova, Doctor of Pedagogical Sciences; N. A. Arapova-Piskareva; K. Yu. Belaya, M. M. Borisova, Candidate of Pedagogical Sciences; A. N. Veraksa, N. E. Veraksa, Doctor of Psychology; V. V. Gerbova, Candidate of Pedagogical Sciences; N. F. Gubanova, Candidate of Pedagogical Sciences; N.S. Denisenkova, Candidate of Psychological Sciences; E. M. Dorofeeva, O. V. Dybina, Doctor of Pedagogical Sciences; E.S. Evdokimova, Candidate of Pedagogical Sciences; M. V. Zhigoreva, Doctor of Pedagogical Sciences; M. B. Zatsepina, Doctor of Pedagogical Sciences; T. S. Komarova, Doctor of Pedagogical Sciences; G. M. Lyamina, Candidate of Pedagogical Sciences; V. I. Petrova, Doctor of Pedagogical Sciences; T. D. Stulnik, Candidate of Pedagogical Sciences; O. A. Solomennikova, Candidate of Pedagogical Sciences; E. Ya. Stepanenkova, Candidate of Pedagogical Sciences; S. N. Teplyuk, Candidate of Pedagogical Sciences.
Preface
The program “FROM BIRTH TO SCHOOL” was first published in September 2010. The program was tested in many regions of Russia and was generally approved by practitioners who sent their positive feedback. Numerous positive reviews of the Program were received from regional ministries and educational authorities of various regions of Russia, scientific institutes and institutes for advanced training. I would like to express special gratitude to practical workers for their numerous reviews, questions, comments, and recommendations. Many specific issues related to the content of the Program, its implementation in practice, and the compliance of the FGT Program were discussed during forums, conferences, seminars, and courses in different regions of the country.
All received questions, comments, and suggestions were carefully studied and taken into account when finalizing and preparing for printing the second revised and expanded edition (2011) of the approximate basic general education program for preschool education “FROM BIRTH TO SCHOOL.”
In the second edition clarifications were made to the explanatory note, sections were finalized and supplemented: “Organization of life and upbringing of children”, “Safety”, “System for monitoring the achievement of children’s planned results in mastering the Program”, “Interaction of the kindergarten with the family”. The necessity of sections devoted to the education of young children (from birth to 2 years) is substantiated. Approximate comprehensive thematic planning and planning of educational activities when working on a five-day week in all age groups have been improved.
In the third edition adjustments have been made to the planning of educational activities when working on a five-day week for the middle group and the daily routines of the middle, senior and preparatory groups in connection with the adoption of SanPiN 2.4.1.2660-10. The rest of the edition is identical to the previous one, which can be used by teachers taking into account the specified changes.
Currently, the development and release of a complete educational and methodological set for the program “FROM BIRTH TO SCHOOL” is underway.
Explanatory note
The program “FROM BIRTH TO SCHOOL” (hereinafter referred to as the Program) is an innovative general educational program document for preschool institutions, prepared taking into account the latest achievements of science and practice of domestic and foreign preschool education.
The program was developed in accordance with the current Federal state requirements for the structure of the basic general education program of preschool education (FGT, Order No. 655 of November 23, 2009).
An approximate general educational program for preschool education “FROM BIRTH TO SCHOOL”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva is an innovative general educational program document for preschool institutions, prepared taking into account the latest achievements of science and practice of domestic and foreign preschool education.
The program “From birth to school” was developed on the basis of the Federal State Educational Standard for Education and is intended for use in preschool educational organizations for the formation of basic educational programs.
Pedagogical diagnostics.
The implementation of the “From Birth to School” program involves assessing the individual development of children. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (an assessment of the individual development of preschool children, associated with an assessment of the effectiveness of pedagogical actions and underlying their further planning).
Pedagogical diagnostics are carried out during observations of children’s activity in spontaneous and specially organized activities. Toolkit for pedagogical diagnostics - observation cards of child development, which allow recording the individual dynamics and development prospects of each child during:
communications with peers and adults (how the ways of establishing and maintaining contact, making joint decisions, conflict resolution, leadership, etc. are changing);
gaming activities;
cognitive activity (how the development of children's abilities and cognitive activity proceeds);
project activities (how children’s initiative, responsibility and autonomy develop, how the ability to plan and organize their activities develops);
artistic activity;
physical development.
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- From birth to school, Basic general education program for preschool education, Veraksy N.E., Komarova T.S., Vasilyeva M.A., 2010
Olga Otpuschennikova
Patriotic education in the program “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva
In modern conditions, when profound changes are taking place in the life of society, one of the central areas of work with the younger generation is becoming patriotic education.
Subject patriotic education is very relevant, therefore occurs in many documents on preschool education.
In the Federal State Educational Standard preschool education in the section "General provisions" clause 1.6 it says: “The standard aims to address the following tasks: integrating learning and education into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society.” In the section “Requirements for the structure of educational preschool education programs"marked"Contents Programs determined by several educational areas, one of them is cognitive development: the formation of primary ideas about the small Motherland and Fatherland, ideas about the socio-cultural values of the people, about domestic traditions and holidays.”
Approximate program"From birth to school» (Further- Program) developed on the basis of the Federal State Educational Standard preschool education(FSES DO) and is intended for use in preschool educational organizations for the formation of basic educational programs(OOP).
Particular attention in program is paid to the development of the child’s personality, preservation and strengthening of children’s health, as well as cultivating such qualities in preschoolers, How patriotism, active life position, creative approach to solving various life situations, respect for traditional values.
Emphasizes patriotic orientation of the Program
IN program much attention is paid instilling patriotic feelings in children, love for the Motherland, pride in its achievements, confidence that Russia is a great multinational country with a heroic past and a happy future.
Dwelling on the tasks in more detail patriotic education of those represented in the Program can be noted by age in the Educational area
"COGNITIVE DEVELOPMENT"
Junior group (from 3 to 4 years)
To form interest in the small homeland and primary ideas about her: remind children the name of the city (village in which they live; encourage them to talk about where they walked on weekends (in a park, square, children's playground) etc.
Middle group (from 4 to 5 years)
Talk about the most beautiful places in your hometown (village, its attractions. Give children understandable ideas about public holidays. Talk about the Russian army, about the soldiers who protect our Motherland (border guards, sailors, pilots).
Senior group (from 5 to 6 years)
Expand ideas about the small Motherland. Tell children about the sights, culture, traditions of their native land; about wonderful people who glorified their region.
Expand children's understanding of their home country and public holidays (March 8, Defender of the Fatherland Day, Victory Day, New Year, etc.). Foster love for the Motherland.
To form the idea that the Russian Federation (Russia)- a huge, multinational country. Tell children that Moscow is the main city, the capital of our Motherland. Introduce the flag and coat of arms of Russia, the melody of the anthem.
Expand children's understanding of the Russian army. Bring up respect for the defenders of the fatherland. Talk about the difficult but honorable duty to defend the Motherland, protect its peace and security; about how during the wars our great-grandfathers, grandfathers, and fathers bravely fought and defended our country from enemies. Invite military personnel and veterans from among the children’s close relatives to the kindergarten. Look at paintings, reproductions, and albums with military themes with your children.
Preparatory to school group(6 to 7 years old)
Expand your understanding of your native land. Continue to introduce the sights of the region in which the children live. Deepen and clarify ideas about the Motherland - Russia. Develop the idea that the Russian Federation (Russia)- a huge, multinational country. Bring up respect for people of different nationalities and their customs. Expand knowledge about public holidays. Encourage children's interest in events taking place in the country, bring up feeling proud of her achievements. To consolidate knowledge about the flag, coat of arms and anthem of Russia (the anthem is performed during a holiday or other solemn event; when the anthem sounds, everyone stands up, and men and boys take off their hats). Expand ideas about Moscow - the main city, the capital of Russia.
Deepen knowledge about the Russian army. Bring up respect for the defenders of the Fatherland, for the memory of fallen soldiers (lay flowers with children at obelisks, monuments, etc.).
Tell children about Yu. A. Gagarin and other space heroes.
Based on expanding knowledge about the environment educate patriotic and international feelings, love for the Motherland.
Targets at completion stage preschool education
Shows patriotic feelings, feels pride in his country, its achievements, has an idea of its geographical diversity, multinationality, and the most important historical events.
Patriotic education– a purposeful process of influencing a person in order to form patriotism, as a quality manifested in love for one’s Fatherland and service to it.
During childhood, the basic qualities of a person are formed, so it is important to nourish receptive the soul of a child with sublime human values, to generate interest in the history of Russia. Cultivating a sense of patriotism in preschoolers– painstaking work that must be carried out systematically, systematically, in all age groups, different types of activities and in different directions.
Be patriot- not only to know and love your Motherland, but also to actively work for its benefit.
Literature
1. Federal state educational standard preschool education. Order of the Ministry of Education and Science of Russia dated October 17, 2013. No. 1155
2. OT BIRTH BEFORE SCHOOL. Approximate general education preschool education program. / Ed. NOT. Veraxes, T.S. Komarova, M.A. Vasilyeva. – M.: MOZAYKA – SYNTHESIS, 2014.
Publications on the topic:
Daily planning in the senior group of preschool educational institutions according to the program “From birth to school” in accordance with the Federal State Educational Standard Dear Colleagues! I offer you an example of calendar planning (for every day, which is used in our kindergarten. Unfortunately,...
Comprehensive thematic planning according to the program “From birth to school” by N. E. Veraks” Kindergarten No. 18 UOA of the city of Elista Approximate comprehensive thematic planning FOR THE PROGRAM “FROM BIRTH TO SCHOOL” N. E. VERAKS First.
Comprehensive thematic planning in the middle group according to the program “From birth to school” COMPLEX THEMATIC PLANNING in the middle group for the 2015-2016 academic year Calendar period (month, weeks) Integrating themes of the period.
Long-term planning for design in the middle group according to the program “From birth to school” Long-term planning for design in the middle group This type of work is implemented through children's creativity and artistic work.
This product has several versions for purchase:
- A book is a familiar printed version of a book.
- Disc—Compact disc (CD or DVD) for use on a personal personal computer (PC).
- Book + disk - a set consisting of a book and an electronic application on disk (CD or DVD).
- The download version is a PC program that can be installed via the Internet immediately after payment.
Electronic manual "Comprehensive lessons on the program "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. Middle group (from 4 to 5 years)" in the series "Planning the work of an preschool teacher" created to help methodologists and teachers of preschool educational organizations, will be useful to specialists in preschool pedagogy, and can be recommended to students of secondary and higher pedagogical educational institutions.
The CD contains comprehensive planning of organized types of children's activities according to the approximate general educational program of preschool education "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, approximate comprehensive thematic planning of content and notes organized educational activities for children.
The set of lessons presented on the disc covers the content of all educational areas in accordance with the federal state educational standard for preschool education.
Minimum system requirements:
- operating system - Windows XP/VISTA/7/8/8.1;
-processor - Pentium-II;
- RAM - 256 MB;
- screen resolution - 1024x768;
- a device for reading CDs (24 CD-ROMs) or DVDs;
- free hard disk space - 400 MB.
Detailed description
Teachers of preschool educational organizations are faced with the task of restructuring their work in accordance with the federal state educational standard of preschool education, which is mandatory when implementing a general education program for preschool education.
Electronic manual“Comprehensive classes according to the program “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. Middle group (from 4 to 5 years)" series “Planning the work of a preschool teacher”will help teachers cope with the task. The manual is intended for methodologists and teachers of preschool educational organizations, it will be useful for specialists in preschool pedagogy, and can be recommended for students of secondary and higher pedagogical educational institutions.
The CD containscomprehensive planning of organized types of children's activitiesaccording to the exemplary general education program of preschool education “From birth before schools" edited by N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva, approximate comprehensive thematic content planning And notes on organized educational activities for children. The program complies with the current federal state educational standard for preschool education.
The materials on the disc are organized into sections:"Comprehensive thematic planning" And "Comprehensive classes".
Taking into account the approximate list of the main types of organized educational activities, according to the principle of integration, the development of children is carried out withorganizing all types of children's activities: gaming, communicative, elementary labor, motor, cognitive-research, visual, constructive, musical, perception of fiction and folklore.
Such an organization of educationalprocess allows you to realize the following target guidelines: “Curious, active”, “Emotionally responsive”, “Mastered the means of communication and ways of interacting with adults and peers”, “Physically developed, mastered basic cultural and hygienic skills”, “Has primary ideas about himself, natural and social world”, “Able to make independent decisions, relying on their knowledge and skills in various types of activities”, “Having mastered the necessary skills and abilities to construct a speech statement”, “Able to follow social norms of behavior in various types of activities”.
When compiling comprehensive thematic planningcontent of organized activities, the following educational areas were used: “Cognitive development”, “Speech development”, “Social and communicative development”, “Artistic and aesthetic development”, “Physical development”.
The creativity, skill and desire of teachers will make it possible to implement program goals and objectives in a non-standard form, giving preschool children the experience of positive emotions from communicating with the world of knowledge.
System presented on diskcomplex classesdesigned for a year; educational situations and classes are distributed in accordance with the grid schedule. Within each lesson, various types of children's activities are identified, reflecting the integration of educational areas in one or another (necessary for a particular case) combination. In general, the complex of classes presented covers the content of all educational areas in accordance with the federal state educational standard for preschool education.
The proposed CD was created on the basis of a printed manual from the Uchitel publishing house:
Complex classes according to the program “From birth before schools" ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. Middle group (from 4 to 5 years) / auto-comp. Z. A. Efanova. – Ed. 2nd. – Volgograd: Teacher, 2016. – 303 p.
The electronic form of the manual makes it possible to work more intensively and effectively with the proposed material, using all the advantages of a computer (editing, combining, searching, printing, etc.). P.).
Current page: 1 (book has 32 pages in total) [available reading passage: 21 pages]
Approximate basic general education program for preschool education from birth to school
Edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva
3rd edition, corrected and expanded
Leaders of the team of authors– Rector of the ANO VPO "Moscow Pedagogical Academy of Preschool Education", Dean of the Faculty of Educational Psychology of the Russian State University for the Humanities, Doctor of Psychology, Professor - N. E. Veraksa; Doctor of Pedagogical Sciences, Professor, Honored Scientist of the Russian Federation, Head of the Department of Aesthetic Education at Moscow State University for the Humanities. M. A. Sholokhova - T. S. Komarova.
Scientific editors: N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.
Authors: A. V. Antonova, Doctor of Pedagogical Sciences; N. A. Arapova-Piskareva; K. Yu. Belaya, M. M. Borisova, Candidate of Pedagogical Sciences; A. N. Veraksa, N. E. Veraksa, Doctor of Psychology; V. V. Gerbova, Candidate of Pedagogical Sciences; N. F. Gubanova, Candidate of Pedagogical Sciences; N.S. Denisenkova, Candidate of Psychological Sciences; E. M. Dorofeeva, O. V. Dybina, Doctor of Pedagogical Sciences; E.S. Evdokimova, Candidate of Pedagogical Sciences; M. V. Zhigoreva, Doctor of Pedagogical Sciences; M. B. Zatsepina, Doctor of Pedagogical Sciences; T. S. Komarova, Doctor of Pedagogical Sciences; G. M. Lyamina, Candidate of Pedagogical Sciences; V. I. Petrova, Doctor of Pedagogical Sciences; T. D. Stulnik, Candidate of Pedagogical Sciences; O. A. Solomennikova, Candidate of Pedagogical Sciences; E. Ya. Stepanenkova, Candidate of Pedagogical Sciences; S. N. Teplyuk, Candidate of Pedagogical Sciences.
Preface
The program “FROM BIRTH TO SCHOOL” was first published in September 2010. The program was tested in many regions of Russia and was generally approved by practitioners who sent their positive feedback. Numerous positive reviews of the Program were received from regional ministries and educational authorities of various regions of Russia, scientific institutes and institutes for advanced training. I would like to express special gratitude to practical workers for their numerous reviews, questions, comments, and recommendations. Many specific issues related to the content of the Program, its implementation in practice, and the compliance of the FGT Program were discussed during forums, conferences, seminars, and courses in different regions of the country.
All received questions, comments, and suggestions were carefully studied and taken into account when finalizing and preparing for printing the second revised and expanded edition (2011) of the approximate basic general education program for preschool education “FROM BIRTH TO SCHOOL.”
In the second edition clarifications were made to the explanatory note, sections were finalized and supplemented: “Organization of life and upbringing of children”, “Safety”, “System for monitoring the achievement of children’s planned results in mastering the Program”, “Interaction of the kindergarten with the family”. The necessity of sections devoted to the education of young children (from birth to 2 years) is substantiated. Approximate comprehensive thematic planning and planning of educational activities when working on a five-day week in all age groups have been improved.
In the third edition adjustments have been made to the planning of educational activities when working on a five-day week for the middle group and the daily routines of the middle, senior and preparatory groups in connection with the adoption of SanPiN 2.4.1.2660-10. The rest of the edition is identical to the previous one, which can be used by teachers taking into account the specified changes.
Currently, the development and release of a complete educational and methodological set for the program “FROM BIRTH TO SCHOOL” is underway.
Explanatory note
The program “FROM BIRTH TO SCHOOL” (hereinafter referred to as the Program) is an innovative general educational program document for preschool institutions, prepared taking into account the latest achievements of science and practice of domestic and foreign preschool education.
The program was developed in accordance with the current Federal state requirements for the structure of the basic general education program of preschool education (FGT, Order No. 655 of November 23, 2009).
The Program brings to the fore the developmental function of education, ensuring the development of the child’s personality and orienting the teacher to his individual characteristics, which corresponds to the modern scientific “Concept of Preschool Education” (authors V.V. Davydov, V.A. Petrovsky, etc.) on recognition self-values of the preschool period of childhood.
The program is built on the principles of a humane and personal attitude towards the child and is aimed at his comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities. The Program lacks strict regulation of children's knowledge and subject-centrism in teaching.
When developing the Program, the authors relied on the best traditions of domestic preschool education, its fundamental nature: a comprehensive solution to problems of protecting the lives and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities. A special role in the Program is given to play activities as leading ones in preschool childhood (A. N. Leontyev, A. V. Zaporozhets, D. B. Elkonin, etc.).
The authors of the Program were based on the most important didactic principle - developmental education and the scientific position of L. S. Vygotsky that properly organized training “leads” to development. Education and mental development cannot act as two separate processes independent of each other, but at the same time, “upbringing serves as a necessary and universal form of child development” (V.V. Davydov). Thus, development within the framework of the Program acts as the most important result of the success of the upbringing and education of children.
The Program comprehensively presents all the main content areas of a child’s upbringing and education from birth to school.
The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in education and makes up for the shortcomings of spiritual, moral and emotional education. Education is considered as a process of introducing a child to the main components of human culture (knowledge, morality, art, work). The main criterion for selecting program material is its educational value, the high artistic level of the cultural works used (classical and folk - both domestic and foreign), the possibility of developing the child’s comprehensive abilities at each stage of preschool childhood.
The leading goals of the Program are to create favorable conditions for a child to fully enjoy preschool childhood, form the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, prepare for life in modern society, for school, ensuring the safety of life of a preschooler .
These goals are realized in the process of various types of children's activities: play, communication, work, cognitive-research, productive, musical and artistic, reading.
To achieve the goals of the Program, the following are of paramount importance:
Caring for the health, emotional well-being and timely comprehensive development of each child;
Creating an atmosphere in groups of a humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;
Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;
Creative organization (creativity) of the educational process;
Variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;
Respect for the results of children's creativity;
Unity of approaches to raising children in a preschool educational institution and family;
Observance of continuity in the work of kindergarten and primary school, excluding mental and physical overload in the content of education for preschool children, ensuring the absence of pressure from subject teaching.
Solving the goals and objectives of education outlined in the Program is possible only with the purposeful influence of the teacher on the child from the first days of his stay in a preschool educational institution. The level of general development that the child will achieve and the degree of strength of the moral qualities he has acquired depend on the pedagogical skill of each educator, his culture, and love for children. Caring for the health and comprehensive education of children, teachers of preschool educational institutions, together with the family, should strive to make every child’s childhood happy.
In 2007, UNESCO published the World Monitoring Report of the UNESCO Education for All (EFA) Programme. The UNESCO report places great emphasis on education, which it calls a strong foundation for life, and advocates that children's learning should begin at birth. The first chapter of the document, “Learning Begins at Birth,” is devoted to discussing this issue. The need for early education is justified by the Convention on the Rights of the Child, as well as scientific findings on the development possibilities of an early child.
The report states: “A child's experience of early childhood care and education – a special theme in the 2007 Global Education Monitoring Report – underpins his or her later learning. A strong foundation of early childhood care and education, including good health, nutrition and a child-friendly environment, can help ensure a child's smooth transition to primary school, provide a good opportunity to complete basic education and help them escape poverty and other developmentally disadvantaged conditions. It is therefore no coincidence that the first EFA goal calls on governments to expand and improve early childhood care and education (ECCE) and is an instrument to guarantee the rights of the child.”
The program “FROM BIRTH TO SCHOOL” reflects innovative developments carried out within the framework of the joint pilot project of the Moscow Government and UNESCO “Moscow education: from infancy to school”.
General educational program of preschool education “FROM BIRTH TO SCHOOL”:
Corresponds to the principle of developmental education, the goal of which is the development of the child;
Combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the basic principles of developmental psychology and preschool pedagogy and at the same time has the possibility of implementation in mass practice of preschool education);
Meets the criteria of completeness, necessity and sufficiency (allows you to solve set goals and objectives only using necessary and sufficient material, to get as close as possible to a reasonable “minimum”);
Ensures the unity of educational, developmental and training goals and objectives of the education process for preschool children, during the implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children;
It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;
Based on the complex thematic principle of constructing the educational process;
Provides for the solution of program educational tasks in the joint activities of adults and children and the independent activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education;
It involves building the educational process on age-appropriate forms of working with children. The main form of work with preschoolers and their leading activity is play;
It is built taking into account the principle of continuity between all age preschool groups and between kindergarten and primary school.
The program begins with the section “Organization of life and upbringing of children”, which provides general principles for constructing a daily routine, creating a subject-specific educational environment, integrating educational areas and designing the educational process.
Contents of psychological and pedagogical work for children’s mastery of educational areas “Health”, “Physical Education”, “Safety”, “Socialization”, “Labor”, “Cognition”, “Communication”, “Reading Fiction”, “Artistic Creativity”, “Music” is focused on diversified development of preschool children, taking into account their age and individual characteristics in the main areas - physical, social, personal, cognitive, speech and artistic and aesthetic. The tasks of psychological and pedagogical work on the formation of physical, intellectual and personal qualities of children are solved in an integrated manner during the development of all educational areas, along with tasks reflecting the specifics of each educational area, with mandatory psychological support.
The content of psychological and pedagogical work is presented by age groups. The program covers four age periods of physical and mental development of children: early age - from birth to 2 years (first and second groups of early age), junior preschool age - from 2 to 4 years (first and second junior groups), middle preschool age - from 4 to 5 years (middle group), senior preschool age - from 5 to 7 years (senior and preparatory groups for school).
The inclusion in the Program of sections devoted to the education of young children (from birth to 2 years) is due to the achievements of domestic science (N. M. Aksarina, E. F. Arkhipova, G. M. Lyamina, N. M. Shchelovanova, etc.) and practices in this area. At the same time, due to the age specificity and developmental characteristics of children from birth to 2 years, sections for the first and second groups of early age are structurally different from the sections for preschool groups.
In the sections on early age groups for each age, characteristics of the age-related characteristics of the mental development of children, features of the organization of children’s lives, an approximate daily routine are given, and the tasks of education and training are defined.
In the sections on preschool groups for each age, in addition to characterizing the age-related characteristics of the mental development of children, the characteristics of the organization of children’s lives, an approximate daily routine and the content of psychological and pedagogical work, approximate comprehensive thematic planning and planned intermediate results of mastering the Program are given.
At the same time, the solution of program educational tasks is provided not only within the framework of direct educational activities, but also during routine moments - both in the joint activities of adults and children, and in the independent activities of preschoolers.
For clarity of presentation, at the beginning of the section for each educational area there is a quote from the FGT (Federal State Requirements), indicating the goals and objectives of this educational area.
The planned intermediate results of mastering the Program in the preparatory school group coincide with the final results of mastering the Program, therefore, they are presented in a separate section, completing the substantive part of the Program.
In chapter “System for monitoring children’s achievement of the planned results of mastering the Program” the principles of monitoring children's achievement of the planned intermediate and final results of mastering the Program are outlined.
The authors of the Program, recognizing the value of the family as a unique educational institution and the need to develop responsible and fruitful relationships with the families of pupils, highlight a section in the Program “Interaction between kindergarten and family”.
The problem of raising and educating children with disabilities in the general education environment is reflected in the Program in the section "Correctional work".
Extensive list of necessary programs, technologies, teaching aids will help teachers create a basic general education program for their preschool educational institution based on the program “FROM BIRTH TO SCHOOL” and successfully implement it.
In accordance with the FGT (Federal State Requirements), each educational institution approves and implements a basic general education program for preschool education. The program is made up of two parts: a mandatory part (based on approximate basic general education programs for preschool education) and a part formed by participants in the educational process. At the same time, the part of the Program formed by participants in the educational process should take no more than 20% of the time required to implement the entire Program.
The compilation of the part of the Program formed by participants in the educational process can be carried out in several directions. First of all, this part can be built on the basis of a regional component. In this case, the areas of the Program are changed by changing the content specific to the region.
In addition, changes in the content of education can be carried out due to the priority direction in which the preschool educational institution works (intellectual development, aesthetic development, work with the family, etc.). In this case, the most optimal option may be for the preschool educational institution team to develop its own project for an additional educational program, which takes up no more than 20% of the total time, including children’s independent activities and routine moments. For example, an additional educational program can be based on one day a week.
Also, the direction of development of an additional program may be related to the characteristics of the teaching staff of the preschool educational institution. If preschool educational institution employees have additional qualifications or have undergone professional training or advanced training courses in any area, this can also form the basis of the teaching team’s project to develop the Program.
Another direction for developing an additional program may be determined by the characteristics of the population of children attending preschool educational institutions. These may be children with developmental disabilities that require inclusion in the preschool system, or migrant children who require additional work to master the language.
Other options for constructing the part of the Program formed by participants in the educational process are also possible.
Organization of life and upbringing of children
Daily regime
The correct daily routine is a rational duration and reasonable alternation of various types of activities and rest for children during the day. The main principle of correct construction of the regime is its compliance with the age-related psychophysiological characteristics of children.
When implementing routine moments, it is also necessary to take into account the child’s individual characteristics (duration of sleep, taste preferences, pace of activity, etc.). The closer the kindergarten regime is to the child’s individual characteristics, the more comfortable he feels, the better his mood and the higher his activity.
It is advisable to allocate constant time in the daily routine for reading to children. You should read not only fiction, but also educational books, children's illustrated encyclopedias, stories for children on the history and culture of their native country and foreign countries. At the same time, reading should not be turned into a compulsory activity - the child can either listen or go about his business at his own discretion. The teacher’s task is to make the reading process exciting and interesting so that all or most children listen with pleasure.
The sections of the Program by age present approximate daily routines for each age group. The regime can be adjusted taking into account the work of a specific preschool institution (children, climate in the region, availability of a swimming pool, time of year, length of daylight hours, etc.).
