Modern approaches to organizing the educational process in preschools. Report “Modern approaches to organizing the educational process in preschool educational institutions Modern approaches to organizing the educational process in preschool educational institutions

Modern approaches to the organization educational process in a preschool educational organization are associated with the reorientation of modern school education from a knowledgeable approach to choosing a strategy to support the personal development of each 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 preschool education there is a need to use innovative approaches to the organization of 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.).

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.

Reacting positively to individual characteristics children (abilities, learning styles, needs, etc.), the teacher demonstrates to children that accepting others, 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 planning the individualization of learning is the use by the teacher 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 get 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, suggest different variants 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,

Use in educational activities forms and working methods with children, corresponding to their age and individual characteristics,

Construction of 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 the resolution of the Chief State Sanitary Doctor Russian Federation dated May 15, 2013 N 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 students. Target guidelines for 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 may be carried out individual development children. This assessment is made teaching worker within the framework of pedagogical diagnostics (assessment of individual development of children preschool age associated with assessing the effectiveness of pedagogical actions and underlying their further planning). The results of pedagogical diagnostics can be used exclusively to solve the following educational problems:

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. Target kindergarten- 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 general education program preschool education and solving 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:

IN 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;

They play actively;

Use materials that can be used for more than one purpose;

Everyone works together and takes care of each other;

They 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-esteem, 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 conflicting behavior.

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 Russia is moving to the new Federal State Educational Standard for 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 general culture children's personalities, background educational activities,
combining training and education into a holistic process,
variability and diversity of the content of the Programs,
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 the Russian Federation”: education is a single, purposeful process of upbringing and training, which is a socially significant benefit and carried out in the interests of the individual, family, society and state, as well as the totality of acquired knowledge, skills, values, operational experience and competence of a certain volume and complexity for the purposes of intellectual, spiritual, moral, creative, physical and (or) professional development person, satisfying him 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 a strategy to support the personal development of each 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

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 expresses his or her own knowledge, attitudes, skills, personality traits, 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.

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 its broadest sense, individualization can extend to an entire group of children. The group is a unique micro-society with its own unique subculture (favorite activities and games, rules adopted in the group, interests of children and hobbies of adults, characteristics of 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.

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.

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 get 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.

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.

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, content and organization of the operating mode of preschool educational organizations”, approved by the resolution of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 . N 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 the national, cultural, climatic conditions and age characteristics of children. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

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 of the individual development of children can be carried out. Such an assessment is carried out by a pedagogical worker within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with assessing 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).

The results of 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, including initiative, independence, self-confidence, a positive attitude towards himself and others, a developed imagination, the ability to exert volition, and 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 the perception of 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), musical (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 activity of the child.

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 their cognitive activity. By providing children with direct contact with people, materials, and real-life experiences, the teacher stimulates the child's intellectual development.

Thematic play centers give children the opportunity to independently choose materials and, accordingly, areas of knowledge. Various topics, large-scale tasks (projects) should 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.

“Modern approaches to organizing the educational process
under the conditions of the introduction of the Federal State Educational Standard
preschool education"

Federal State Educational Standards are regulatory legal acts of the federal level, representing a set of requirements mandatory for the implementation of basic educational programs of preschool education, primary, basic, secondary general education that have 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 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 on the basis of 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 (regulations 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 principle of integration applies to the introduction of the Federal State Educational Standard in preschool educational institutions. educational areas. This principle is innovative for preschool education and obliges preschool educational institutions to 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 thing during the year. pedagogical task. From the position of a teacher, this approach imparts systematicity and consistency in the implementation of program tasks in different educational areas of knowledge; a situation is created when the child’s all senses are involved, and, therefore, 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 fully experience all its stages: preparation, conduct, discussion of the results. When planning and organizing pedagogical process It is important to consider 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 This 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 activities, 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 priority areas educational process in preschool educational institutions; 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, the 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.

Guskova Valentina Alekseevna
Job title: teacher
Educational institution: MADO kindergarten No. 10 "Sunflowers"
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 components 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 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 allows improving 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. Central link educational system is a 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. Modernization concept 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. Realize your creative possibilities and not every teacher can 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 activities carried out and the study productive activity children's teachers make proposals for possible adjustments to projects, methods, and techniques for working with children and parents, determine future 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 used. Child development support
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

Report

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

Prepared by:

Art. teacher of MBDOU No. 35

Panova I.V.

Pskov, 2016.

From January 1, 2014, all preschool educational institutions in Russia are switching to the new Federal State Educational Standard for Preschool Education (FSES DO).

The Federal State Standard for Preschool Education is 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 educational programs in 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 diversity of the content of the Programs,

formation of the sociocultural environment.

The Federal State Educational Standard includes requirements for:

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 of the Federal Law “On Education in the Russian Federation”: education is a single, purposeful process of 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, skills, abilities, value systems, experience and competence of a certain volume and complexity for the purpose 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 a strategy to support the personal development of each 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

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 expresses his or her own knowledge, attitudes, skills, personality traits, 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. Teachers' attention is focused on ensuring the child's active participation in the 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.

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 get 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.

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.

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, content and organization of the operating mode of preschool educational organizations”, approved by the resolution of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 . N 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 the national, cultural, climatic conditions and age characteristics of children. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

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 students. Target guidelines for 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 of the individual development of children may be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with assessing the effectiveness of pedagogical actions and underlying their further planning). The results of pedagogical diagnostics can be used exclusively to solve the following educational problems:

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).

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

Educational activitiesimplemented throughorganization of various types of children's activities(game, motor, communicative, labor, cognitive - research, etc.)or their integration using a variety of forms and methods of work,the choice of which is carried out by teachers independently depending on the number of children, the level of mastery of the general education program of preschool education and the solution of 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:

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 the perception of 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), musical (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 activity of the child.

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 their cognitive activity. By providing children with direct contact with people, materials, and real-life experiences, the teacher stimulates the child's intellectual development.

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-esteem, 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 conflicting behavior.