The future must be embedded in the present. This is called a plan. Without it, nothing in the world can be good.
Lichtenberg Georg Christoph

In 2010, the “Federal state requirements for the structure of basic general education” came into force
programs before school education" They provide for systemic changes in preschool education.
These changes are objective and, in essence, necessary, but they give rise to many problems in the professional
community of educators. Problems related to introduction innovative approaches to the organization educational process, and therefore to planning as an important factor in its successful implementation. In relation to the educational process, innovation means the introduction of something new in the goals, content, technologies and forms of education and upbringing, in the organization of joint activities of the teacher and the child.

What innovations characterize the components of the modern educational process of a preschool institution?

The content of the target component is determined in the “Federal state requirements for the structure of the main general education program preschool education" and is aimed at developing general culture, development of physical, intellectual and personal qualities, formation of prerequisites educational activities ensuring social success, maintaining and strengthening the health of children preschool age, correction of deficiencies in physical and (or) mental development children. The target component is specified through tasks educational areas in the sample basic general education programs. When planning the educational process, the teacher selects and integrates tasks from educational areas.

Educational areas can be integrated along the main areas:

  • physical,
  • social and personal,
  • cognitive-speech,
  • artistic and aesthetic.

For example, the integration of mathematical content with other areas can be carried out through tasks that children solve in everyday activities: to bring order to the doll corner, you need to seat the dolls according to their height; integration of environmental content is carried out on the basis of children’s reading of natural history literature and conversations on it (“Why is autumn called golden?”, “Why does a squirrel need a fluffy tail?”, etc.).

Organizational and activity component includes forms, methods and means that characterize the characteristics of the organization of direct and indirect (through a subject-development environment) interaction between the teacher and students.

In accordance with the “Federal state requirements for the structure of basic general education
preschool education programs » the content and organization of the educational process must be presented in unity. When planning work, the teacher must use various methods, aimed at placing the child in the position of a subject of children's activities, taking into account his individual characteristics, potential capabilities, gender and level of development. This requires
the teacher's ability to construct the pedagogical process based on pedagogical diagnostics.

Analytical-resultative component reflects the achievement of the goal of the educational process through analysis
its results. When planning work, the teacher should focus on the results of children’s mastery of educational areas, which help him carry out ongoing monitoring of the educational process, determine the degree to which the problems of each educational area are solved.

How to take into account these innovations when planning the educational process of a preschool educational institution?

In modern research planning is interpreted as an advance determination of the system and sequence of educational work in a preschool educational institution, indicating the necessary conditions, means, forms and methods.

The main function of planning is to ensure consistency and quality of the educational process, continuity in development and education at different stages of preschool age, as well as within each age group. Planning allows you to purposefully and systematically distribute program tasks and content over time and in accordance with the logic of their development by children.

The complex thematic nature of planning involves a comprehensive solution of pedagogical problems from
different educational areas with unity of content united by one topic. One of the leading forms of complex thematic planning is project . The project method is becoming increasingly popular in the educational process of preschool institutions. The essence of this method is defined as a way to achieve a didactic goal through a detailed development of a problem that is personally significant for the child, which should result in a practical result, presented in the form of a final product.

Projects can be of different types and are classified on different grounds:

  • by subject area,
  • by the nature of the activity dominant in the project,
  • by the number of participants,
  • by duration.

In planning work in preschool institution can be used different variants projects.

They differ by subject area mono-projects, the content of which is limited to one educational area, and interdisciplinary (or integrated) projects, in which problems from different educational areas of the program are solved.

For example, the implementation of the educational field “Communication” involves three options for using the project method:

  1. special thematic projects on “Communication” (single-projects);
  2. integration of tasks for the development of communication and speech into thematic mono-projects in other educational areas or
  3. into interdisciplinary integrated projects.

The goal and objectives of monoprojects on “Communication” are aimed at a comprehensive solution of three main tasks specified in the FGT: the development of free communication of children, the development of all aspects of speech, the practical mastery of speech norms.

Solving the problems of other educational areas integrated into the project is of secondary importance.

Examples of mono-projects in the educational field “Communication”:

  • “How a book is born” (Goal: development of children’s speech creativity. The product of the project is the creation of original children’s books - fairy tales, riddles, limericks);
  • “Is it difficult to be polite?” (Goal: mastering the rules of etiquette, the ability to use them in everyday communication);
  • “Is it better on your own or all together?” (Goal: development of regulatory and communication skills (ability to jointly solve everyday and educational problems, trust, support an activity partner);
  • “Dispute good and bad” (Goal: mastering the etiquette of persuasion and argument);
  • “If a friend has a problem” (Goal: mastering the etiquette of behavior in difficult situations);
  • “When is it good to be a guest?” (Goal: mastering guest etiquette).

Speech and communication accompany all other types of children’s activities (play, work, cognitive-research, productive, musical and artistic, reading) and are their integral part. Therefore, the teacher has enormous opportunities to constantly work on the development of children’s speech within the framework of any interdisciplinary project.

Based on the number of participants, projects can be individual, pair, group, collective, mass.

For preschool institutions, it is rational to use collective and group projects.

All children of the age group participate in collective projects, jointly solving the problem. For example, collective creative project"Father Frost's Workshop" in preparatory group, the result of which could be a competition of New Year's decorations made by the children of the group.

Group projects involve a small subgroup of child participants. For example, a project for the senior group “History of Toys” involves organizing an exhibition “Antique and Modern Toys” together with parents. For this project, a subgroup of children whose families have preserved old toys is uniting. They learn from representatives of the older generation of the family about the history of the appearance of these toys in the house, the reasons for their long storage, find in them signs of antiquity, differences from modern similar toys.

For paired projects, it is possible to combine two children or a child and a parent. For example, in a mini-project
“Elderly people in the life of the country and family”, dedicated to the Day elderly people, a child studies with his mother
family archives and is preparing the album " Older generation our family”, in which he presents not only photographs, but also his drawings, stories, greeting cards and gifts for grandparents.

Depending on the duration of implementation, projects can be short-term (mini-projects), medium duration and long-term.

Short-term projects are typical for the younger group. They may include only two or three educational
situations and last 2-3 days. For example, the mini-project “We must, we must wash ourselves” includes examining the washroom in a kindergarten, looking at the painting “Bathing a doll” and reading a poem by A. Barto. The result of this project will be the organization of a bathroom in a doll's corner and its playing out.

For children of older groups, projects of medium duration will be typical, the implementation of which
is 1-2 weeks.

Long-term projects can continue throughout the school year. Such projects include:
“The group’s business card”, “Observation diary”, “Portfolio “My successes and achievements””. These projects involve gradual replenishment of materials for the final product: drawings in a diary of observations natural phenomena; photographs, drawings and children's stories about events in business card groups; individual products of the child’s activities in his personal portfolio.

How do projects differ in different age groups?

In the younger group It is possible to use short-term mini-projects, which represent a series of educational situations united by one theme. These projects should involve maximum
the use of visualization, the leading role of the teacher in the interaction of children and the creation of an expressive and communicative motive for communication.

Examples of projects for the junior group could include the following topics:

  • “Katya’s doll’s walk” (selection of outerwear and dressing the doll in accordance with the season, selection of toys for playing on a walk, familiarization with safety rules when going for a walk and on the site);
  • “Let’s help kids (animals) find their mothers” (recognizing, naming animals and matching adult animals with their babies, getting to know each other external features pets and some rules for handling them);
  • “New Year’s toys” (examining New Year’s toys, creating and decorating toys through coloring and appliqué from ready-made shapes, hanging toys on the Christmas tree).

Projects for kids “Polite Bear”, “I’m Growing Up”, “Who Lives Where?” have similar content in terms of complexity. and etc.

Projects for middle school children are distinguished by a clearly expressed cognitive nature of the content:
they are focused on knowledge of the structure, properties and qualities of objects and objects. This makes it possible to solve the problems of enriching children’s vocabulary and developing the ability to compose descriptive stories about objects and natural objects.

Projects in middle group necessarily involve the use of elementary experimentation, completing project tasks in pairs or small subgroups, achieving results that are significant for children and creating products necessary for their activities. Approximate project topics could be the following: “Why do people need transport?”, “Rock, paper, scissors”, “How does a person know the time?”, “Why did a person invent dishes?”, “Why are juice, water and milk different colors?” and etc.

Projects for older preschool children characterized by the cognitive and social-moral orientation of the topic. For example: “If you go on a journey with a friend...”, “Kind words on your birthday”, “The secret of the third planet”, “How to open a book hypermarket”, “Nature’s complaint book”, “How to measure heat”, etc.

In older groups it becomes possible to use various types projects on their content and children's activities:

  • creative and gaming
  • informational and practical,
  • research,
  • productive and creative.

Projects can be individual (family), pair, group and collective.

In terms of duration, it is possible to use long-term projects in senior groups. Work on the project involves the use of active methods by the teacher, creating conditions for independent subgroup activities of children.

What is the logic of working on the implementation of the project?

At the first, motivational stage of the project a research problem is being formulated, children’s interest in studying it is being stimulated, children’s experience on the topic of the project is being updated, children are putting forward hypotheses and proposals for studying the problem posed. This stage of the project allows us to solve many communicative, speech, and cognitive problems. Let us consider the possibilities of a project for solving these problems using the example of a special communication project “Friendship begins with a smile?”, the goal of which is to develop affective and communicative skills (understand each other’s emotions, empathize, sympathize), and enrich children’s ideas about moral categories.

The formulation of the project problem and its acceptance by children can take place during the solution problematic situation: after listening to the song “Friendship begins with a smile,” Princess Nesmeyana appears, who does not know how to smile, so she believes that she cannot make friends with anyone. Discussing the problem, children remember the friendship of literary heroes and cartoon characters (Pinocchio and Pierrot, Pinocchio and Malvina, Ivan Tsarevich and the Little Humpbacked Horse, Sharik and the cat Matroskin), how they became friends. Children remember situations of acquaintance and subsequent friendship from their personal experience and think about the role of emotions in people’s friendly relationships: which emotions contribute to the establishment and maintenance of friendships, and which ones hinder them? Can a person's attitude always be assessed by the expression on his face? What other signs may indicate emotions and feelings that a person is experiencing? Etc. The children decide to find answers to these questions and make a book that will help teach Princess Nesmeyana how to win people over, understand their emotions and find friends.

At this motivational stage of the project, the teacher sets and solves the following tasks:

  • Development of dialogical and polylogical speech (the ability to pose and answer questions, the ability to participate in a collective conversation, observing the rules of collective communication).
  • Development of information and communication skills (the ability to negotiate, listen and hear each other, accept someone else’s point of view).
  • Developing the ability for others to clearly express their point of view, make proposals, argue and convince, observing the etiquette of the dispute, and agree with the general opinion.

At the second, problem-activity stage of the project the main content is enrichment
children's ideas on the topic of the project through reading books, storytelling, looking at paintings and illustrations, etc. The research skills of preschoolers are being developed: independent search for information, its processing and use in joint activities with peers. The skills of various types of productive activities (visual, constructive, theatrical) are improved.

In the scope of our project, this can be an independent or joint search with parents for illustrations of literary characters in different emotional states; drawing up collages of emotions, gestures, poses; compiling a personal album “My moods” and stories based on the photographs presented in it; playing sketches and fragments of fairy tales with the transmission of emotions, feelings, mood through posture, gestures, facial expressions; conversations about friendship and friendly relations between children and adults; interviewing parents about their friends, followed by children retelling these stories, etc.

  • Enriching and activating children's vocabulary by mastering the names of emotions and feelings, shades of mood, searching for epithets that characterize personal qualities friend and friendly cooperation.
  • Development of coherent speech (children compose descriptive and narrative stories, describing the contents of collages, albums; retell read works, stories obtained through interviewing parents).
  • Development of the planning function of speech (children plan individual activities and collective forms of work: how to compose the pages of a book for Princess Nesmeyana, in what sequence to arrange them, how to illustrate, etc.)
  • Depending on the age group of the children, the teacher may include literacy preparation tasks (labeling letters or printing word names in a book).
  • Development sound culture speech (work on intonation, tempo and rhythm of speech in the process of theatrical games) and grammatically correct speech.
  • Development of all groups of children’s communication skills (information-communication, regulatory-communication and affective-communication).

At this stage of the project, parents can actively participate in educational activities kindergarten
by accompanying the child in searching for the necessary information in magazines, books, the Internet, in providing assistance in making individual intermediate products project. At this stage, child-parent relationships develop and improve: the child puts forward various ideas, discovers new things in already familiar situations, demonstrates his individual abilities, which stimulates parents’ interest in the child’s personal manifestations and in communicating with him.

At the third, creative stage of the project the collective product of children's activities and its public presentation are being summarized and formalized.

In the content of the project “Friendship begins with a smile?” the presentation of the final product - a book for Princess Nesmeyana - can take place in the form of a children's master class. During the master class, children voice and in theatrical activities present each page of the created book and “teach” the heroine to understand and convey emotions, tell and demonstrate through different types of theater examples of friendships between literary characters, advise in which fairy tales she should try to find a friend, they come up with stories about how friends will help Princess Nesmeyane become cheerful.

At this stage of the project, the teacher continues to develop in children the skills of business cooperation during pair and subgroup interaction, and the skills of public self-presentation. The problems of developing children's speech creativity, expressiveness of speech, persuasiveness and evidence of statements are solved.

What new forms of organizing the educational process are becoming the unit of planning?

The question of the forms of organization of the educational process today is debatable. Classes,
as a traditional form of organizing the education of children in kindergarten, in accordance with new requirements
can be preserved when implementing the content of the educational field “Physical Education”.

It is also possible to conduct group and individual correctional classes aimed at satisfying special needs. educational needs children with disabilities health, their integration in an educational institution and their mastery of the program. The form of classes may take place in the educational process of the preparatory group.

Main form of organization pedagogical process should become educational situation , that is
This form of joint activity between a teacher and children, which is planned and purposefully organized by the teacher in order to solve certain problems of development, education and training.

In planning, it is advisable to use a situational approach, in which the educational situation becomes the unit from which all three types of educational activities provided for by FGT are composed. Educational situations are used in the process of organized educational activities.

The main objectives of such educational situations are:

  • formation in children of new ideas and skills in different types of activities,
  • generalization of knowledge on the topic,
  • development of the ability to reason and draw conclusions.

Educational situations can be included in educational activities in regime moments. They are aimed at consolidating children’s existing knowledge and skills, their application in new conditions, and the child’s manifestation of activity, independence and creativity. They can be included in joint activities between the teacher and children, in children’s leisure, in collective and individual labor activity, in the maintenance of a musical, theatrical and literary living room (children's studio), a creative workshop, to become part of sensory or intellectual training.

Educational situations can “trigger” children’s independent activity through the formulation of a problem that requires independent decision, through attracting children's attention to materials for experimentation and research activities, For productive creativity. By organizing educational situations, the teacher provides pedagogical support for the child in independent play. different types, in independent activities in the book corner and the visual arts corner.

Let us give an example of a fragment of complex thematic planning in senior group, built on the basis
innovative approaches.

Project “We are different, we are together”

Project result:

  • magazine "The Country We Live In" with children's stories "Wishes to the Country".

Objective of the project:

  • Education of citizenship, ethno-tolerance towards the peoples inhabiting Russia.

The choice of nationalities for introduction can be made on the basis of the national composition of the children in the group.

Project objectives:

  1. Enrich children's ideas about the nationalities living in Russia (values, national clothes, types of housing, traditional activities and crafts).
  2. To cultivate respect for the traditions of people of other nationalities and a sense of pride in the achievements of the Russian people.
  3. To instill in children a feeling of love for Russia, a desire to participate in the preservation and enhancement of its wealth together with children of other nationalities living in the country.
  4. To develop children’s coherent speech (compose a descriptive and narrative story about the appearance features and national costumes of peoples, about traditions, national holidays, games, rituals).
  5. Develop the ability to retell information prepared at home, retell fairy tales of the peoples of Russia.
  6. Develop the ability to complete tasks in pairs and subgroups of 4-5 people, distributing responsibilities.
  7. Develop labor skills (use simple tools when preparing simple national dishes).
  8. Introduce literary works(fairy tales), music and crafts different nations Russia; develop the ability to retell fairy tales, use literary experience in dramatization games.
  9. Develop practical skills in visual arts (creating drawings and sculptures on the topics: “Animals”, “National clothing (patterns)”, “Features of houses in different climatic zones of Russia”).
  10. Continue to develop the ability to establish spatial, dimensional and quantitative relationships, counting and measuring skills.
  11. Show differences in the climatic conditions of the country, establish a connection between climate and natural features. Show the connection between living nature and humans (living, activities) and climate. Introduce animals that inhabit typical climatic zones.
  12. Contribute to the development of elementary educational skills - perform actions according to a model, demonstration.
  13. To develop the creative and cognitive-speech abilities of children of senior preschool age.

I. Motivational stage

Problem situation: it is necessary to draw up a map of Russia, placing on it images of different people
nationalities inhabiting it (cut-out flat images of dolls in national costumes are given separately in an envelope).

As the task progresses, questions arise:

  • What nationalities are represented?
  • Do they all live in Russia?
  • What part of the country do they live in?
  • Can they be called Russian?
  • How do they differ in appearance from Russians?
  • What languages ​​are spoken?
  • Why do they live in the same country?
  • Is it good or bad? Etc.
  • Representatives of which Russian peoples are there in the group or in the families of the children?
  • In what ways can you find answers to these questions?

Children together outline a plan for working on the project, determine methods for obtaining and processing information, and distribute responsibilities in accordance with interests. Collectively they are planning to create a magazine about the peoples of Russia.

II. Problem-activity stage

III. Creative stage

  • Design of the collective magazine “The Country We Live in” (individually and in subgroups designed sections dedicated to the peoples inhabiting Russia: children’s stories about the national characteristics and traditions of each nation, drawings illustrating the content of the stories).
  • Filling out the “Wishes to the Country” section by each child in the group and illustrating it with a drawing.
  • Collective presentation of the magazine at a holiday for parents and for children of other groups (the pages of the magazine are “illustrated” with stories, national dances, skits, serving national cuisine, a defile showing elements of national costumes, etc.).

Literature:

  1. Verbenets A. M. Mathematical development of older preschoolers based on an integrative approach // Kindergarten: theory and practice. - 2012. - No. 1.
  2. Solntseva O. V. Preschooler in the world of play. Accompanying children's story games. - St. Petersburg: Rech, 2010.
  3. Somkova O. N. New approaches to organizing work on the development of speech in preschool children // Kindergarten: theory and practice. - 2012. - No. 3.
  4. Somkova O. N., Solntseva O. V., Verbenets A. M. Planning and organization of the educational process of a preschool institution according to the approximate basic general education program “Childhood”. - SPb.: CHILDREN'S PRESS; M.: Sphere shopping center, 2013.

Material provided, April 2013.

Guskova Valentina Alekseevna
Job title: teacher
Educational institution: MADO kindergarten No. 10 "Podsolnushek"
Locality: Balakovo Saratov region
Name of material: article
Subject: INNOVATIVE APPROACHES TO THE ORGANIZATION OF EDUCATIONAL AND EDUCATIONAL PROCESS IN PRESENTER EDUCATIONAL INSTITUTIONS.
Publication date: 18.02.2017
Chapter: preschool education

INNOVATIVE APPROACHES TO ORGANIZATION

EDUCATIONAL AND EDUCATIONAL PROCESS IN A PRESENTER.

Guskova Valentina Alekseevna

teacher

Shagova Galina Innokentievna

Head of kindergarten
MADO "Kindergarten No. 10 "Podsolnushek", Balakovo E-mail: guskovavalentina81@mail
Annotation:
The article discusses the ongoing educational reforms that are aimed at increasing the effectiveness of teaching preschoolers.
Keywords
: family, children, kindergarten.
INNOVATIVE APPROACHES TO ORGANIZATION OF EDUCATIONAL

AND OBRAZOVATELNOGO IN DOE.
Gus"kova Valentina educator Shahova Galina Innokentievna Head of kindergarten MADOU "the kindergarten No. 10 "podsolnushek", Balakovo E-mail:guskovavalentina81@mail
Abstract:
the article deals with the ongoing education reform at the present time, which are aimed at improving the effectiveness of training preschoolers.
Key words
: family, children, kindergarten.
The ongoing education reforms, aimed at increasing the efficiency of teaching preschoolers, place new demands on the organization of kindergartens. The use of innovative approaches to the educational process in a preschool institution is an important condition for improving the preschool education system. A preschool educational institution is one of the social institutions that responds to the most important, life-sustaining needs of society. Nowadays, society puts goals and objectives, primarily aimed at personal development, at the forefront. The management system of a preschool institution can function effectively only when all its component parts meet the requirements of today. The development of the institution presupposes an innovative approach, improvement of the structure of the entire kindergarten organization, and a transition to a horizontal corporate management principle, in which managers purposefully improve their activities and the activities of their employees. To build such a management system, a necessary condition is the formation of highly motivated, professionally trained managers and teachers who can work taking into account situational, systemic and project approaches that involve qualitative changes in a preschool institution. As for the head of the institution, he must first of all be the bearer of new management thinking, focused on integrating the efforts of employees and the widespread use of cultural and ethical management tools. Preschool institutions, using innovative educational technologies, have the opportunity to improve their activities in the education and training of preschoolers and achieve higher
results in work, which makes it possible to improve the quality of education at the initial stage. Without innovation, without the use of new methods and approaches, the high-quality development of preschool institutions is impossible. The central link in the educational system is the teacher. It is he who improves his methods of working with children, applies new developments in the process of education and training, and improves the methods of presenting this or that educational material to children. The concept of modernization of Russian education places high demands on the work of teachers; it is aimed at improving the quality of preschool education and creating conditions for the personal development of each child. All this requires teaching staff to have a new set of skills - to design the development of the educational system or their own educational activities. A modern professional teacher should be capable of such new types of activities as formulating a problem, developing means of solving it, actively developing concepts, reflecting on the results of a project, and building meaningful communication with other subjects of the educational process. In the process of improving forms methodological work with the teaching staff aimed at increasing the professional competence of educators, the project method began to be widely used in our preschool institution. Design, as a creative activity for teachers, allows you to quite accurately formulate the goals and objectives of the upcoming activity, analyze and systematize the totality of available and necessary funds that provide optimal ways to achieve
the desired result, and most importantly, they reveal opportunities for pedagogical creativity. When choosing innovative approaches to building the pedagogical process in our preschool institution, we strive to improve the qualifications of teachers, raise the authority of the institution and win the trust of parents. The teachers were given the task of constantly improving their professional skills, because this helps to improve the quality of the educational process in preschool educational institutions. One of the successful solutions to the problems of innovation is the professional level and psychological readiness for new things of participants in the innovation process. In our preschool educational institution, we began work on improvement with a deep, comprehensive analysis of the educational process, the professional and creative capabilities of teachers. In the process of analyzing the accumulated experience of our preschool institution, certain patterns were noticed that influence the creative individuality of each teacher. Not every teacher can realize their creative capabilities and use them in working with children. Many educators needed help with their own creative development; moreover, help was also needed in finding application for this in general work the entire kindergarten. The teaching staff was faced with the problem of a lack of knowledge and skills to methodically competently build interaction with children's and parent groups on the problem being studied. It was this fact that pushed teachers to the realization that there is a need to learn or self-educate. Based on this, in our preschool educational institution, self-education of educators, attendance at seminars, workshops and trainings aimed at improving
educational activities in preschool educational institutions, as well as to study the project method. Innovative activities in our preschool educational institution are implemented through group thematic projects, which are aimed at the teacher’s work with children in the main sections of the kindergarten education and training program. The program includes artistic and aesthetic development of children, physical education and health activities, and experiments lno – research and social work. Before introducing a particular project into the educational process, it is actively discussed at methodological meetings of preschool educational institutions staff. The project can be adjusted and supplemented by methodological developments of other educators. Thus, there is a transfer of experience and ideas between kindergarten teachers and all the most interesting things are introduced into the educational process. It is also possible to correct possible problems and errors in the project based on the experience of educators who have already implemented a similar project in their teaching practice. Also, after a particular project has been carried out, it is discussed at a meeting of teachers, which makes it possible to identify the advantages and disadvantages of the projects. Based on the results of the discussion of the events carried out and the study of the productive activities of children, teachers make proposals for possible adjustments to projects, methods, techniques of working with children and parents, determine further prospects for this project: continue to accumulate material to generalize the experience of working on this problem; take as a basis thematic plan; include notes on classes and entertainment in the cycle already available at the preschool educational institution. Also in our preschool institution the principle of individualization of education is widely applied. Supporting child development
becomes an integral element of preschool education in the context of its modernization. Individualization of education is the process of revealing a person’s individuality in specially organized educational activities. Technology to support child development makes it possible to solve this problem. Accompanying a child guarantees assistance and support to any child, taking into account his individual capabilities - development potential, needs and interests. The introduction of innovative approaches into the educational process of preschool educational institutions allows us to find an approach to each child, identify his talents and promote personal development.
Bibliography:
1. Belaya K.Yu. Innovative activities in preschool educational institutions: Methodological manual. - M.: TC Sfera, 2005. 2. Volobueva L.M. Senior's work preschool teacher with teachers. – M.: TC Sfera, 2003. 3. Volobueva V.Ya., Gazina O.M., Fokina V.G. Organization of the work of a kindergarten methodologist. – M.: APO, 1994

« Modern approaches to the organization of the educational process
under the conditions of the introduction of Federal State Educational Standards
preschool education"

Federal State Educational Standards – regulatory legal acts of the federal level, which represent a set of requirements mandatory for the implementation of basic educational programs of preschool education, primary, basic, secondary general education with state accreditation.

STANDARDS are the basic rules of behavior, legal and legal requirements.

The main SIGNS of education standardization are the unification of educational institutions, a single form, uniform requirements for educational and methodological literature, education and upbringing, a unified standard for assessing the quality of education from preschoolers, 1st grade to the Unified State Exam, public reporting of preschool educational institutions, schools, monitoring.

The standards define the multi-channel financing: state, parents, sponsors, grants, projects, subsidies. Federal State Educational Standards make it possible to design educational programs, greatly expanding the capabilities of teachers. Standards in education as well as Rules traffic- a necessary good, of course not without drawbacks. However, even without standards there is no social system cannot exist.

Federal State Educational Standards determine the purpose, objectives, planned results, content and organization of the educational process. Educational educational programs are being developed on the basis of the Federal State Educational Standard. preschool educational programs

REGULATORY SUPPORT FOR THE INTRODUCTION OF FSES BEFORE

1. Availability of a decision of a state public administration body (governing council, pedagogical council, board of trustees) on the introduction of the Federal State Educational Standard into the preschool educational institution.

2. Introduction of changes and additions to the Charter of the preschool educational institution.

3. Development based on an approximate basic program of preschool education of an educational educational institution.

4. Approval of the OOP of this preschool educational institution.

5. Ensuring compliance of the regulatory framework of the preschool educational institution with the requirements of the Federal State Educational Standard.

6. Casting job descriptions employees of preschool educational institutions in accordance with the requirements of Federal State Educational Standards for preschool educational institutions and qualification characteristics.

7. Development and approval of a plan - schedule for the introduction of the Federal State Educational Standard for Education.

8. List Definition methodological literature and benefits used in the educational process in accordance with the Federal State Educational Standard for Education.

9. Development of local acts establishing requirements for various infrastructure facilities of preschool educational institutions (provisions on the logistics center, PMPK, etc.)

10. Development:

Curriculum, annual calendar schedule;

Teachers' work programs

Monitoring provisions

INFORMATION SUPPORT FOR THE INTRODUCTION OF FSES BEFORE

1. Posting information materials on the introduction of the Federal State Educational Standard for preschool education on the preschool educational institution’s website.

2. Widely informing the parent community about preparations for the introduction and procedure for transition to new standards.

3. Organization of study public opinion on the introduction of new standards and additions to the content of educational educational programs in preschool education.

4. Ensuring public reporting of preschool educational institutions on the progress and results of the introduction of the Federal State Educational Standard.

By organization additional education;

On organizing an assessment of the achievement of planned results

The introduction of the Federal State Educational Standard in preschool educational institutions operates on the principle of integration of educational areas. This principle is innovative for preschool education and obliges preschool educational institutions radically restructure educational activities in kindergarten on the basis of synthesis, unification of educational areas, which involves obtaining a single holistic educational product that ensures the formation of integral qualities of the preschooler’s personality andhis harmonious entry into society.

According to the Federal State Educational Standard for Preschool Education, planning the educational process in preschool educational institutions is based on a comprehensive thematic principle. Complex thematic planning is the most effective when working with preschool children. Thus, from the position of a senior educator, it allows you to systematize the educational process and combine the efforts of all teachers and specialists, without missing a single pedagogical task during the year. From the position of the educator, this approach imparts systematicity and consistency in the implementation of program tasks in various educational areas of knowledge; a situation is created when the child’s all senses are involved, and, consequently, the material is better absorbed. The teacher’s task is to plan the educational process in such a way that, together with the student, they can fully experience all its stages: preparation, conduct, discussion of the results. When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is play. In the current Federal State Educational Standard play activity not included in any educational area. This is explained by the fact that in preschool age play is the leading activity and should be present in all psychological and pedagogical work, and not just in one of the areas. (This fact is also not an innovation; play has always been the leading activity in preschool childhood). In accordance with the complex thematic principle of constructing the educational process, the Federal State Educational Standard for Educational Education offers, to motivate educational activities, not a set of individual game techniques, but the assimilation of educational material in the process of preparing and conducting any events that are significant and interesting for preschoolers. Learning through a system of games and activities is being restructured to work with children on an “event-based” basis. The criterion that this principle has worked is the child’s lively, active, interested participation in one or another project activity, and not a chain of actions as directed by an adult. The plan of educational work is the main document in working with children, and provides for the planning of all types of children’s activities and the corresponding forms of work for every day. Without this document, the teacher has no right to start work. The purpose of the document is to help achieve the intended educational objectives. A plan is a project pedagogical activity all participants in the educational process. Although there are no uniform rules for maintaining this document, it can be drawn up in any form convenient for the teacher. However, there are several important conditions that must be observed when planning: highlighting the goals and objectives of planning for a certain period of work, correlating them with the approximate general educational program of preschool education, according to which the educational process is organized, the age composition of the group of children and the priority areas of the educational process in the preschool educational institution; systematic and even distribution of material over time, so that children receive information gradually, in a certain system; a clear presentation of the work results to be achieved by the end of the planning period; choice optimal ways, means, methods that help achieve your goals, and therefore obtain the planned result; accounting specific features age group, real situation and conditions in which educational activities are carried out.

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

Report

“Modern approaches to organizing the educational process in preschool educational institutions”

Prepared by:

Head of MBDOU Sakmara kindergarten "Beryozka"

Mazhartseva S.V.

Sakmara 2018

From September 1, 2013, taking into account the entry into force of the new law “On Education,” kindergarten becomes the first compulsory stage of the educational process. The state now guarantees not only accessibility, but also the quality of education at this level.

From January 1, 2014, all preschool educational institutions in Russia will switch to the new Federal State educational standard preschool education (FSES DO).

Federal state standard preschool education - a document that all preschool educational organizations are required to implement. The Federal State Educational Standard is a set of mandatory requirements for preschool education and defines the tasks of modern preschool education, which are to ensure:

  • equal starting opportunities for the full development of every child during preschool childhood,
  • protecting and strengthening the physical and mental health of children,
  • favorable conditions for the development of children in accordance with their age and individual inclinations,
  • continuity of OOP preschool and primary education,
  • psychological and pedagogical support for families,
  • formation of a general culture of children’s personality, prerequisites for educational activities,
  • combining training and education into a holistic process,
  • variability and variety of Program content,
  • formation of the sociocultural environment.

The Federal State Educational Standard includes requirements for:

  • OOP structure.
  • conditions for the implementation of OOP.
  • results of mastering OOP.

The Federal State Educational Standard for Preschool Education defines as one of the main objectives the integration of teaching and upbringing 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 accordance with Article 2 Federal Law"On education in Russian Federation": education - united goal-oriented process education and training, which is a socially significant benefit and carried out in the interests of the individual, family, society and the state, as well as the totality of acquired knowledge, abilities, skills, values, experience and competence of a certain volume and complexity for the purposes of intellectual, spiritual, moral, creative , physical and (or) professional development of a person, satisfying his educational needs and interests. Modern approaches to organizing the educational process in a preschool educational organization are associated with the reorientation of modern preschool education from a knowledge approach to the choice of support strategy personal development every child. The educational process is a systemic, holistic one, developing over time and within a certain system, a purposeful process of interaction between adults and children, which is personality-oriented in nature, aimed at achieving socially significant results, designed to lead to the transformation of the personal properties and qualities of students. In the process of transition to the federal state educational standard of preschool education, there is a need to use innovative approaches to organizing the educational process in a modern preschool educational organization. In this regard, preschool educational organizations are faced with the problem of revising the target foundations of its functioning, the task of changing the content of education, forms and methods of organizing the educational process, and the role of the teacher. Today there is a transition from the information paradigm, focused primarily on the accumulation of knowledge by children, to “sociocultural active pedagogy of development, cultural and historical paradigm of understanding the child” (A.G. Asmolov, V.T. Kudryavtseva), we can say that the goal preschool education is to create conditions for the maximum development of the child’s individual age potential.

Individual approach and individualization of education

An individual approach is the organization by a teacher of the educational process, taking into account the individual characteristics of the child. Identification of problematic or strengths in the child’s development and determination of ways of correction or further development (Svirskaya L.V.).

Individualization is the process of creation and awareness by an individual of his own experience, in which he manifests himself as a subject of his own activities, freely defining and realizing his own goals, voluntarily taking responsibility for the results of his activities.

Individualization is training, the organization of which takes into account the contribution of each child to the learning process. Individualization is based on the premise that no two children learn and develop in exactly the same way - each child acquires and displays his or her own knowledge, attitudes, skills, personal characteristics etc. In contrast to the perception of the child as an “empty basket” that the teacher “fills” with information, individualization considers the child and the teacher as if they together lay the foundations of personality, including the beginnings of key competencies that are natural to preschool childhood (social, communicative, activity, informational and health-saving). Individualization of education is based on supporting children in the development of their potential, stimulating children’s desire to independently set goals and achieve them in the process of learning. The attention of teachers is aimed at ensuring the active participation of the child in educational process. All children, including typically developing ones, have individual characteristics that the teacher should identify and take into account in order to ensure optimization of the learning and development process. By carefully observing children and identifying their interests and strengths, adults help children solve their problems in ways that suit their individual learning styles.

In general, in the educational process there is a kind of “meeting” between the socio-historical experience set by education (socialization) and the child’s subjective experience (individualization). The interaction of two types of experience (socio-historical and individual) should not proceed along the line of replacing individual “filling” with social experience, but through their constant coordination, using everything that the child has accumulated in his own life.

By responding positively to the individual characteristics of children (abilities, learning styles, needs, etc.), the teacher demonstrates to children that accepting others and responding constructively to differences is important and correct. The opposite approach, which assumes that all children react equally to a certain teaching method, that one should be “like everyone else,” “not show character,” “don’t demand too much,” promotes conformity and often turns out to be ineffective in learning.

Individualized learning occurs simultaneously on multiple levels. In the very in a broad sense individualization can extend to a whole group of children. The group is a unique micro-society with its own unique subculture (favorite activities and games, rules accepted in the group, interests of children and hobbies of adults, characteristics interpersonal communication and other characteristics) in which the individualization of learning and development manifests itself spontaneously. Making his own choice (content, partnership, materials, place and method of work), each child acts at his own discretion or in agreement with other members of the microgroup, at his own pace, obtaining his own results (including acquiring new knowledge and skills). The situation when each child in the group is busy with his own business is individualization that occurs naturally. In order for natural individualization to take place, adults are required to be able to create a developmental environment that stimulates the activity of children, time for games and independent activities, protected by adults, and a willingness to provide help and support in situations where they are needed.

Individualization of education can be observed at the subgroup level within one group of children. For example, in a situation where several children in a group show great interest and ability in music and would even like to learn (or are already learning) to play some musical instrument.

Finally, individualized learning may be necessary for individual children in a group. This especially applies to those children whose development potential is above or below established conventional norms, as well as those children who have any serious developmental disabilities.

One of the most important methods for planning the individualization of learning is the teacher’s use of a learning cycle based on the principle of response. This cycle includes observing children, analyzing the results of these observations, creating conditions that help children realize their own goals, and observing the impact of these conditions on the achievement of children's goals. If the goals have been achieved, then the planning process is organized again (choosing a topic, defining goals, etc.). If the goals have not been achieved, the conditions are revised. Sometimes this cycle happens informally and quickly; sometimes it happens with great effort and for a long time.

Working in small groups is another method of individualizing learning. Any activity independently chosen by children or organized by adults can be performed in small subgroups. Subgroups of four to five children and one adult are most effective for activities related, for example, to exploratory and practical research activities or other types of activities that require increased involvement. This type of activity can be repeated several times so that everyone can have the opportunity to participate in it. This allows adults to help children in need and encourage more capable children to act independently.

The next method for planning individualization of training is to ensure flexibility in the implementation of activities. For example, during modeling, the children planned to sculpt animals out of clay. The work can be structured in such a way that children have the opportunity to choose: what animal each of them will sculpt; from what material (plasticine of different colors, colored dough, clay, paper pulp, etc.). The teacher’s task is to help those who find it difficult to start working on their own. He can help some with words, encourage others, and provide physical assistance to others if they need it. More capable children can make many different animals, as complex as they wish. Next, the teacher can help make a model of the forest to create a holistic composition. During the work, the teacher can ask questions of different directions and complexity, offer different options for performing actions and ideas for using ready-made figures. Instead of directly telling children what and how they should do, the teacher helps them do what the children themselves want. This approach provides a relational structure through which children can maintain independence and the teacher can respond to their individual wants and needs when necessary. The example of sculpting illustrates another element of individualization: the careful selection of materials. Most of the materials used must be flexible and have varying degrees of complexity - from the simplest to the most complex. This variety creates optimal opportunities for individualizing teaching and learning, since the use of different materials implies natural individualization. It is important that the teacher carefully observes the children as they make choices, break into small subgroups and independently engage in what they have chosen. In this case, the adult should walk around the group room, spending some time with each small subgroup or individual children, providing them with support and assistance if necessary, encouraging them, or otherwise interacting with them.

It is important that the teacher carefully observes the children as they make choices, break into small subgroups and independently engage in what they have chosen. In this case, the adult should walk around the group room, spending some time with each small subgroup or individual children, providing them with support and assistance if necessary, encouraging them, or otherwise interacting with them.

Individualization of the educational process makes it possible to take into account the interests, capabilities and social situation of the development of pupils of a preschool educational organization.

The social and play experience that a child acquires during preschool childhood (with proper organization of work with him on the basis of play activities) has a significant impact on the development of his emotional, moral and intellectual competence of the child, allowing him to develop readiness for learning at school in general, and ensure Every pupil gets an active start to school. Thus, one of the most important tasks of the Federal State Educational Standard for Education is being solved - the implementation of continuity of preschool and primary school education in order to ensure an equal start to school for children, incl. not attending preschool educational institutions.

The Federal State Educational Standard for Preschool Education also imposes requirements on the conditions for the implementation of the Program, which must ensure the full development of children’s personalities in the areas of social-communicative, cognitive, speech, artistic, aesthetic and physical development of children’s personalities against the backdrop of their emotional well-being and positive attitude towards the world, themselves and others. to other people.

Based on this, requirements have been formulated for the developmental subject-spatial environment, psychological, pedagogical, personnel, material and technical conditions for the implementation of the preschool education program.

The requirements for psychological and pedagogical conditions are as follows:

  • respect for the human dignity of children,
  • the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics,
  • building educational activities based on the interaction of adults with children,
  • supporting children's initiative and independence,
  • protection of children from all forms of physical and mental violence,
  • support for parents (legal representatives) in raising children.

Psychological diagnostics of children's development (identification and study of individual psychological characteristics of children) should be carried out by qualified specialists (educational psychologists, psychologists) and only with the consent of their parents (legal representatives).

The maximum permissible volume of educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, maintenance and organization of the operating mode of preschool educational organizations", approved by Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26.

The requirements for a developing subject-spatial environment are based on the fact that it must ensure the implementation of various educational programs, taking into account national, cultural, climatic conditions and age characteristics children. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

Requirements for material and technical conditions - equipment, equipment (items), equipment of premises, educational and methodological kit must meet the requirements of SanPin, fire safety rules, requirements for training and education facilities, and material and technical support for the Program.

Requirements for mastery results are presented in the form of targets for preschool education. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics, and are not the basis for their formal comparison with the actual achievements of children. Mastering the Program is not accompanied by intermediate certifications and final certification of pupils. The targets of preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of children's development and the Organization implementing the Program. During the implementation of the Program, an assessment can be carried out individual development children. This assessment is made teaching worker within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, related to the assessment of the effectiveness of pedagogical actions and underlying their further planning). The results of pedagogical diagnostics can be used exclusively to solve the following educational tasks:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of his developmental characteristics);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of children's development is used, which is carried out by qualified specialists (educational psychologists, psychologists).

results psychological diagnostics can be used to solve problems of psychological support and conduct qualified correction of children's development.

A child who graduates from a preschool educational institution must have personal characteristics, among them initiative, independence, self-confidence, positive attitude towards oneself and others, developed imagination, ability to willpower, curiosity. The goal of kindergarten is to develop the child emotionally, communicatively, physically and mentally. To develop resistance to stress, to external and internal aggression, to develop abilities and a desire to learn. At the same time, we must take into account that the children of today are not the same children who were yesterday.

Educational activities are implemented through the organization of various types of children's activities (play, motor, communicative, labor, cognitive-research, etc.) or their integration using various forms and methods of work, the choice of which is carried out by teachers independently, depending on the number of children, the level of development of general education preschool education programs and solutions to specific educational problems.

The Federal State Educational Standard contains an indication of what types of activities can be considered acceptable forms of practice for a preschool child:

At an early age (1 year - 3 years) - object-based activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household objects (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

For preschool children (3 years - 8 years) - a number of types of activities, such as gaming, including role-playing games, games with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive and research (research objects of the surrounding world and experimenting with them), as well as perception fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual arts (drawing, modeling, appliqué), music (perception and understanding of the meaning of musical works , singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

The essential features of joint activities of adults and children are highlighted - the presence of a partner position of an adult and a partner form of organization (cooperation between adults and children, the possibility of free placement, movement and communication of children).

An essential feature of partnership activities between an adult and children is its openness towards the free independent activity of preschoolers themselves. At the same time, the adult’s partner activities are open to design in accordance with their (children’s) interests. The teacher, based on the interests and play of the children, offers them activities that stimulate them cognitive activity. By providing children with direct contact with people, materials, and real-life experiences, educators encourage intellectual development child.

Thematic play centers give children the opportunity to independently choose materials and, accordingly, areas of knowledge. Various themes, large-scale tasks (projects) must also take into account the interests of children and can be associated with certain centers. The interior of the group should be organized in such a way that children are provided with a sufficiently wide choice of centers and materials. In a child-centred environment, children:

  • make a choice;
  • play actively;
  • use materials that can be used for more than one purpose;
  • everyone works together and takes care of each other;
  • are responsible for their actions.

There must be mutual respect between teachers and children. Respect is a necessary element in the community that the kindergarten group is. Educators set the example of mutual understanding, respect and care for each other that they expect from children. The amount of respect children feel from others is a key factor in their development of self-esteem. And self-respect, in turn, lays a strong foundation for positive relationships with other children. When teachers show respect for each child in the group, children learn to accept all other children - those who run slowly, those who draw well, and even children with unusual or confrontational behavior.

Thus, new strategic guidelines in the development of the education system should be perceived positively. The preschool education system must develop in accordance with the demands of society and the state.