Preschool education is the first and, perhaps, one of the most important stages of the educational system. It is difficult to overestimate its importance, because the main task of preschool education is the harmonious all-round development of the child and the creation of a fundamental basis for his further education and personal development. Actually, therefore, this level of education deserves special attention and proper organization of the educational process.

The educational system is far from ideal. And this is due to many factors. On the one hand, really effective programs and teaching methods are not always approved at the legislative level. On the other hand, the following problems remain relevant in the educational institutions themselves:

• The incompetence of teachers. Many people work in kindergartens who are not teachers by vocation. As a result, there is a lack of proper motivation, which leads to a negligent attitude to their work duties.
• The inability of the management to organize the educational process competently. At a minimum, an ineffective training program is chosen that does not ensure the harmonious development of preschoolers in dynamics.
• A variety of types of institutions involved in preschool education. Different approaches to learning that provide different results.

In connection with the existing problems in the field of preschool education, a federal state educational standard (FSES) for preschool education was developed (Order of the Ministry of Education and Science Russian Federation dated October 17, 2013 N 1155).

current version GEF preschool education on 2016 year you can .

What should preschool education look like?

The general provisions of the law on the adoption of the Federal State Educational Standard define the basic principles of preschool education, according to which:

• The child must fully live through all stages of childhood - infancy, early and preschool age. At each stage, dynamic development is important.
• The learning process and all educational activities in general should be built taking into account the individual characteristics of a particular child. A feature of this approach is also that the child himself takes an active part in the content of the educational process.
• The child is a full-fledged participant in educational relations. Based on this, there should be full cooperation and cooperation between children and adults (teachers).
• In all activities, the initiative of children should be encouraged.
• Organizations carrying out educational activities should cooperate with the family.
• Preschool children need to be actively involved in social and cultural norms, as well as in family and community traditions.
• The learning process should be organized in such a way that the child develops a cognitive interest in various activities.
• The conditions, requirements and methods of pre-school education must correspond to the age of children and the characteristics of their development.

The ideal implementation of preschool education is as follows: the child should receive a harmonious all-round development, taking into account his individual characteristics, while each stage of education should be of interest.

The goals of the introduction of the Federal State Educational Standard of preschool education

The law on the approval of the unified state standard in the field of preschool education makes clear requirements for the structure and content of the educational program and its volume. Also, the requirements for the professional competence of employees are spelled out in the provisions of the Federal State Educational Standard. educational institutions. With the help of the federal standard, the following goals are expected to be achieved:

• Raise the social status of preschool education.
• To provide equal opportunities for absolutely every child in obtaining a quality education.
• Ensure the implementation of state guarantees regarding the level and quality of preschool education. Development of uniform requirements for the construction and implementation of educational programs.
• Raising the level of preschool education throughout the Russian Federation.

These are general goals aimed at complying with regulatory requirements in the field of education. If we talk about the practical significance of the Federal State Educational Standard and its benefits directly for children, the standard is designed to solve the following tasks:

• To protect and strengthen the health of children (both physical and mental), to take care of the emotional well-being of the child.
• Regardless of the nationality, social status and physiological characteristics of the child, to ensure equal conditions for full development.
• Qualitatively prepare the child for the next levels of education.
• Integration of education in the learning process, based on spiritual, moral and socio-cultural values.

GEF preschool education 2016: changes and additions

In general, the provisions of the federal standard adopted in 2013 have not changed significantly. However, some additional requirements have been introduced regarding the content of educational programs adapted for children with disabilities. Such programs must include:

• Planned results for the development of the training course;
• The content of the subject;
• Thematic plan, in which you should indicate the number of hours to study a particular topic.

Similar changes also affected work programs designed for extracurricular activities.

More useful information for the development of your kindergarten you will receive at the International Conference "Interaction between preschool educational institutions and families: best Russian practices and foreign experience" , which will be held August 6-8. Come to the conference and you will learn how to win the trust of parents and create a positive image of the preschool educational institution.

Legal basis for writing

Basic Education Program

preschool educational organizations

New law

Law of the Russian Federation "On Education"

Federal Law No. 273-FZ of December 29, 2012

(as amended on 11/25/2013)

"On Education in the Russian Federation"

You can read the law here
273 Federal Law on Education.rtf
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GEF PRESCHOOL EDUCATION

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

ON THE APPROVAL OF THE FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION

GEF preschool education GEF DO

It was developed for the first time in Russian history in accordance with the requirements of the federal law “On Education in the Russian Federation”, which came into force on September 1, 2013.

_____________

"On approval of the procedure for organizing and implementingeducational activities in the main general educational programs - educational programs of preschool education"

Order of the Ministry of Education and Science of Russia dated August 30, 2013 N 1014

(Registered in the Ministry of Justice of Russia on September 26, 2013 N 30038)

The model regulation on a preschool educational institution has become invalid

The procedure for organizing educational activities
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New SanPiN

SanPiN 2.4.1.3049-13

"Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations"

2013 SanPiN 2.4.1.3049-13 .docx
Microsoft Word Document

________________________________________________________________________________________________

ON CORRECTIONAL AND INCLUSIVE EDUCATION OF CHILDREN

ABOUT CORRECTIONAL AND INCLUSIVE EDUCATION
Microsoft Word Document
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____________________________________________________________________________________

ON THE NAME OF EDUCATIONAL INSTITUTIONS

Letter from the Ministry of Education and Science of the Russian Federation

ON THE NAME OF EDUCATIONAL INSTITUTIONS
Microsoft Word Document
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_______________________________________________________________________________________________

ON THE APPROVAL OF THE ORDER

CONDUCTION OF SELF-EXAMINATION BY AN EDUCATIONAL ORGANIZATION

Order of the Ministry of Education and Science of the Russian Federation

Registered by the Ministry of Justice of the Russian Federation

PROCEDURE FOR SELF-EXAMINATION OF EDUCATIONAL
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________________________________________________________________________________________________

On approval of the Rules for posting on the official website educational organization in the information and telecommunication network "Internet" and updating information about the educational organization

REGULATION OF THE GOVERNMENT OF THE RUSSIAN FEDERATION No. 582 dated July 10, 2013

Information on the site OU.doc
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___________________________________________________________________________________

On approval of the Unified Qualification Directory for the positions of managers, specialists and employees, section "Qualification characteristics of the positions of education workers"

Order of the Ministry of Health and Social Development of the Russian Federation (Ministry of Health and Social Development of Russia) dated August 26, 2010 N 761н Moscow

Unified qualification guide.doc
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___________________________________________________________________________________

The Council of the Ministry of Education and Science of the Russian Federation on federal state educational standards approved the federal state standard for preschool education. In accordance with the new law "On Education in the Russian Federation", preschool education for the first time became an independent level of general education.

The development of the standard has been carried out since January 30, 2013 by a working group of leading experts in the field of preschool education, led by the director of the Federal Institute for the Development of Education, Alexander Asmolov.

The standard was based on the cultural-historical methodology of developing systems, according to which the criterion of progress various systems is the increase in the variability of the elements included in these systems. In the context of this methodology, education acts as a key mechanism for supporting the diversity of systems. Hence the key principle of the standard is to support the diversity of the child and, accordingly, the transition from selection diagnostics to developmental diagnostics. The central psychodidactic technology of the standard is the developmental interaction of the child with adults and peers, and not just a one-sided impact on the child.

The developed standard does not allow the transfer of the educational and disciplinary model of education to the life of a preschool child.

A preschool child is a person who plays, so the standard states that learning enters the child's life through the gates of children's play.

The federal state standard for preschool education was developed for the first time in Russian history in accordance with the requirements of the federal law “On Education in the Russian Federation”, which comes into force on September 1, 2013.

Educational organizations of preschool education will independently develop and approve their main educational programs based on the federal state educational standard for preschool education and taking into account exemplary basic educational programs for preschool education, which will be made by experienced developers and placed in the federal register.

The federal state educational standard includes requirements for:

1) the structure of the main educational programs (including the ratio of the mandatory part of the main educational program and the part formed by the participants in educational relations) and their volume;

2) conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions;

3) the results of mastering the main educational programs.

Unlike other standards, the FSES of preschool education is not the basis for assessing compliance with the established requirements of educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students.

Details Category: Documents Published: 16.11.2016 16:37 Views: 56602

APPROVED

by order of the Ministry of Education and Science of the Russian Federation

FEDERAL STATE EDUCATIONAL STANDARD FOR PRESCHOOL EDUCATION

I . GENERAL PROVISIONS

1.1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.

The subject of regulation of the Standard are relations in the field of education arising from the implementation of the main educational program of preschool education (hereinafter referred to as the Program) by organizations engaged in educational activities (hereinafter referred to as Organizations), individual entrepreneurs or parents ( legal representatives).

Organizations and individual entrepreneurs have the right to implement the Program if they have an appropriate license to carry out educational activities.

The implementation of the Program involves children, their parents (legal representatives), teachers and their representatives, Organizations, federal government agencies, state authorities of the constituent entities of the Russian Federation, local governments, employers and their associations.

The requirements of the Standard are mandatory for implementationfor Organizations and individual entrepreneurs, unless otherwise provided by this Standard.

Parents (legal representatives) individual entrepreneurs who do not have a license toimplementation of educational activities,may use the provisions of the Standard in the independent implementation of the Program.

Pre-school education in the Organizations can begin at any time after the children reach the age of two months.

1.2. The following key concepts are used in this Standard:

Developmental amplification -the maximum enrichment of the personal development of children on the basis of the wide deployment of a variety of activities, as well as the communication of children with peers and adults.

Variation and variety organizational forms preschool education - providing a plurality of different forms of education, forms of education, organizations engaged in educational activities.

Variability of the content of educational programs - ensuring the diversity of exemplary basic educational programs.

Interaction between individuals and legal entities is a partnership aimed at providing high-quality education for individual state structures, families, businesses, and civil society institutions.

Adults - parents (legal representatives), pedagogical and other employees of the educational organization.

The group is the main structural unit created in the Organizations or outside them for the purpose of mastering the basic educational program by children.Groups can have a general developmental, compensatory, health-improving or combined orientation. Groups of children can also be created early age providing development, supervision, care and rehabilitation of pupils aged from 2 months to 3 years; supervision and care groups without the implementation of the main educational program, providing a set of measures for organizing nutrition and household services for children, ensuring that they observe personal hygiene and daily routine; family preschool groups.

The unity of the educational space is the provision of uniform conditions and quality of education, regardless of the place of study, excluding the possibility of discrimination in the field of education.

The zone of proximal development is the level of development that manifests itself in a child in joint activities with an adult and more experienced peers, but is not actualized in his individual activities.

Individualization of education - the construction of educational activities based on the individual characteristics of each child,in which the child himself becomes active in choosing the content of his education, becomes the subject of education.

Comprehensive educational program - a program aimed at the diversified development of preschool children in all major educational areas, activities and / or cultural practices.

The age of children is infant (from birth to 1 year), early age (from 1 year to 3 years), preschool age (from 3 years to 7 years).

An educational area is a structural unit of the content of education, representing a certain direction in the development and education of children.

Educational environment -a set of conditions purposefully created in order to ensure the full education and development of children.

Partial educational program - a program aimed at the development of preschool children in one or more educational areas, activities and / or cultural practices.

Pedagogical diagnostics -grade individual development children of preschool age, associated with the evaluation of the effectiveness of pedagogical actions and underlying their further planning.

The continuity of the main educational programs is the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels.

Psychological diagnostics - identification and study of individual psychological characteristics of children.

Developing object-spatial environment - part educational environment, represented by a specially organized space (premises, plot, etc.),materials, equipment and inventory

Diversity of childhood - a variety of options for the course of the period of preschool childhood, determined by the individual characteristics of the children themselves, including theirpsychophysiological features, including health limitations , as well as the individual characteristics and capabilities of their parents (legal representatives), socio-cultural, regional, national, linguistic, religious, economic and other characteristics.

Early assistance is a family-oriented comprehensive psychological, pedagogical and medical and social assistance to infants and young children who have developmental disorders or deviations from them, or the risk of their occurrence at an older age, and to families in crisis situations, raising such children.

Self-worth of childhood - understanding (consideration) of childhood as a period of lifesignificant in itself, without any conditions; significant by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period.

The social situation of development is the established system of relationships between the child and the surrounding social world, represented primarily by adults and other children.

Special conditions of education - special educational programs, methods and means of teaching, textbooks, study guides, didactic and visual materials, technical teaching aids for collective and individual use (including special ones), means of communication and communication, sign language translation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access to all categories of persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a non-barrier environment for life, without which the development of educational programs by persons with disabilities is difficult;

Site - the territory adjacent to the Organization, functioning in the mode of more than 5 hours, or located at a small distance, and representing an open area adapted for the implementation of the program.

1.3. The standard was developed taking into account the UN Convention on the Rights of the Child, the Constitution of the Russian Federation, the legislation of the Russian Federation, which are based on the following basic principles:

supporting the specificity and diversity of childhood;

preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person;

personality-developing and humanistic nature of the interaction between adults and children;

respect for the personality of the child as a mandatory requirement for all adult participants in educational activities;

implementation of educational activities in forms specific to children of this age group, primarily in the form of games, cognitive and research activities.

The Standard takes into account:

● special educational needs of certain categories of children, including those with disabilities;

● opportunities for the child to master the Program at different stages of its implementation.

1.4. Basic principlespreschool education:

full-fledged living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;

individualization of preschool education;

assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

support children's initiatives in various types activities;

partnerships of an Organization or an individual entrepreneur with a family;

introducing children to socio-cultural norms, traditions of the family, society and the state;

formation of cognitive interests and cognitive actions of the child in various activities;

age adequacy (correspondence of conditions, requirements, methods to age and features of development);

taking into account the ethno-cultural situation of children's development;

occupation of the requirements for the conditions for the implementation of the Program, ensuring the social situation of the development of the child's personality, a key place in the structure of the Standard.

1.5. The standard aims to achieve the following goals:

raising the social status of preschool education;

ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;

providing state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs, their structure and the results of their development;

maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

1.6. The standard is aimed at solving the following problems:

Protection and strengthening of the physical and mental health of children, including their emotional well-being;

Ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological characteristics (including disabilities);

Ensuring the continuity of the main educational programs of preschool and primary general education;

Creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations for the development of the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;

Combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society;

Formations common culture the personality of children, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites learning activities;

Ensuring the variability and diversity of the content of educational programs and organizational forms at the level of preschool education, the possibility of forming educational programs of various directions, taking into account the educational needs and abilities of children;

Formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health;

Definition of directions for the systematic interaction of physical and legal entities, as well as the interaction of pedagogical and public associations.

1.7. The standard is the basis for:

Development of exemplary educational programs for preschool education (hereinafter referred to as Exemplary Programs);

Development of standards for financial support for the implementation of the Program;

Formation by the founder of the state (municipal) task in relation to the Organizations;

Objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard to the conditions for the implementation and structure of the Program;

Training, professional retraining, advanced training and certification of pedagogical workers, administrative and managerial personnel of Organizations and individual entrepreneurs, assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, developing individual abilities and necessary correction of violations of their development.

1.8. The standard sets out the requirements:

To the structure of the Program and its scope;

To the conditions for the implementation of the Program;

To the results of the development of the Program.

1.9. The implementation of the Program is carried out by the Organization or an individual entrepreneur in the state language of the Russian Federation.

Implementation of the Program by an Organization or an individual entrepreneur, on the territory of the Republic of the Russian Federation, may be carried out in the state language of the Republic of the Russian Federation in accordance with the legislation of the Republics of the Russian Federation. The implementation of the Program by an Organization or an individual entrepreneur in the state language of the Republic of the Russian Federation should not be carried out to the detriment of the state language of the Russian Federation.

II . REQUIREMENTS FOR THE STRUCTURE OF THE BASIC AND ITS VOLUME

2.1. The program determines the content and organization of educational activities at the level of preschool education.

The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual and psychological and physiological characteristics and should be aimed at solving the tasks of the Standard specified in paragraph 1.6 of the Standard.

2.2. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.3. The program is aimed at:

creation of conditions for the development of preschool children, opening up opportunities for positive socialization of the child, his comprehensive personal development, development of initiative and creative abilities through cooperation with adults and peers and activities corresponding to preschool age;

to create a developing educational environment /

2.4. The program is independently approved by the Organization in accordance with this Standard and taking into account Sample Programs.

When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the scope of the tasks of pedagogical work to be solved.The organization can develop and implement various programs for preschool educational groups(hereinafter - the group) with different duration of stay of children during the day, including groups of short-term stay of children, groups of full and extended day, groups of round-the-clock stay, and for groups of children different ages from two months to eight years, including groups of different ages.

The time required for the implementation of the Program is from 65% to 80%time spent inpupils in the Organization depending on the age of the children, their individual characteristics and needs, as well as the type of group in which the Program is implemented .

2.5. The content of the Program should ensure the development of the personality, motivation and abilities of children in various activities and cover the following educational areas:

social and communicative development;

cognitive development;

speech development;

Artistic aesthetic development;

physical development.

socially -communication development aimed at the appropriation of norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy, the formation ofreadiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family, small homeland and Fatherland, ideasabout the socio-cultural values ​​of our people, about domestic traditions and holidays; the formation of the foundations of security in everyday life, society, nature.

cognitive development involves the development of curiosity and cognitive motivation; formation cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and effects, etc.), about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

Speech development includes possession of speech as a means of communication; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of sound and intonation culture of speech, phonemic hearing; formation of a sound analytic-synthetic activity as a precondition for literacy.

Artistic and aesthetic development involves the development prerequisites for value-semantic perception and understanding works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; formation elementary representations about the types of art; music perception, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity children (fine, constructive-model, musical, etc.).

Physical development includes gaining experience in the following areas children's behavior: motor , including related m with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; mastery of elementary norms and rules healthy lifestyle life (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

2.6. The specific content of these educational areas depends on the age of the children and should be implemented in certain types of activities:

- V infancy this is direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, physical activity and tactile-motor games;

- V early age it is an objective activity and games with components 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 items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music, fairy tales, poems, looking at pictures, physical activity;

- for children preschool age this is a game, including a role-playing game as a leading activity of preschool children, as well as a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (studying objects of the world around us and experimenting with them), perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from different material, including designers, modules, paper, natural and other materials, visual (drawings, modeling, applications), music (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements ) forms of activity of the child.

2.7. The content of the Program should reflect the following aspects of the educational environment for a preschool child:

● subject-spatial developing educational environment;

● nature of interaction with adults;

● nature of interaction with other children;

● the system of the child's relationship to the world, to other people, to himself.

2.8. The program assumes a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of the implementation of the requirements of the Standard.

The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.4 of the Standard).

In the part formed by the participants in educational relations, partial educational programs, methods, forms of organization of educational work selected and / or independently developed by the participants in educational relations should be presented.

2.9. The volume of the mandatory part of the Program should be at least 60% of its total volume; part formed by participants in educational relations - no more than 40%.

2. 10 . The program should include three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2. 10 .1. Target section includes:

explanatory note;

planned results of the development of the Program.

The explanatory note should disclose:

Goals and objectives of the Program implementation;

Characteristics significant for the development and implementation of the Program, including the age and individual characteristics of children in the Organization, their special educational needs, priority areas of activity, specific conditions (regional, national, ethno-cultural, etc.);

Principles and approaches to the formation of the Program.

The planned results of the development of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by the participants in educational relations, taking into account the age and individual capabilities of children, their special educational needs, as well as the developmental characteristics of children with disabilities and children with disabilities.

2.10.2. The content section represents the general content of the Program, providing full development children in accordance with the five educational areas.

b) a description of the forms, methods, means of implementing the program, taking into account the age and individual characteristics of the pupils, the specifics of their educational needs and interests;

Characteristics of the life of children in groups, including the routine and / or daily routine, as well as the features of traditional events, holidays, events;

Features of work in the five main educational areas in different types activities and cultural practices;

Features of the organization of the developing subject-spatial environment;

Ways and directions of support for children's initiative;

Features of the interaction of the teaching staff with the families of pupils;

Other characteristics that are most significant from the point of view of the authors of the Program.

The part of the Program formed by the participants of educational relations is formed by the participants of educational relations independently, taking into account (if necessary) partial educational and other programs.

This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:

the specifics of national, sociocultural, economic, climatic conditions in which the educational process is carried out;

the choice of those partial educational programs and forms of organizing work with children that best meet the needs and interests of the pupils of the Organization, as well as the capabilities of its teaching staff;

support for the interests of the teaching staff of the Organization, the implementation of which corresponds to the goals and objectives of the Program;

established traditions of the organization (group).

This section is drawn up in the form of one or more adapted educational programs, which should consider the mechanism for adapting the Program for children with disabilities and children with disabilities and for the implementation of a qualified correction of developmental disorders.

The content of the section should provide a description of the special conditions for the education of children with disabilities and children with disabilities, including the use of special educational programs and methods, special teaching aids and didactic materials, provision of services of an assistant (assistant), providing children with the necessary assistance, conducting group and individual remedial classes.

Correctional work and/or inclusive education should be aimed at:

● ensuring the correction of developmental disorders of various categories of children with disabilities and children with disabilities, providing them with qualified assistance in mastering the Program;

● mastering the Program by children with disabilities and children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and / or inclusive education of children with disabilities and children with disabilities mastering the Program in groups of combined and compensatory orientation (including for children with complex (complex) disorders) must take into account the developmental features and specific educational needs of each category children.

In the case of organizing inclusive education on grounds not related to the disabilities of children's health, the allocation of this section is not mandatory; in the case of its allocation, this section is drawn up by the authors of the Program in the way they consider appropriate.

2. 10 .3. Organization section includes a description of the organization of educational activities and organizational and pedagogical conditions in the Organization, reflects the content, the approximate daily time required to implement the Program, taking into account the age and individual characteristics of children, their special educational needs, including time for:

● directly educational activities(not related to the simultaneous holding of regime moments);

● educational activities carried out in sensitive moments (during the morning arrival of children at an educational organization, walks, preparing for meals and daytime snoi, etc.);

● interaction with children's families on the implementation of the Program.

The organizational section should containdescription of the material and technical support of the program, provision with methodological materials and teaching aids.

2.11. Mandatory part of the Program,if it does not duplicate the content of one of the Exemplary Programs, it must be presented in detail in accordance with clause 2.9. Standard.

Part The program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which allows you to get acquainted with the content selected by the participants of educational relations of partial programs, methods, forms of organization of educational work.

III. REQUIREMENTS
TO THE CONDITIONS FOR THE IMPLEMENTATION OF THE BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing object-spatial environment.

The conditions for the implementation of the Program should ensure the full development of the personality of children in all major educational areas, namely: in the areas of social communicative, cognitive, speech, X artistic-aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and towards other people.

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

● guarantees the protection and strengthening of the physical and mental health of pupils;

● provides emotional well-being pupils;

● contributes to the professional development of teaching staff;

● creates conditions for developing varied preschool education;

● ensures the openness of preschool education;

● creates conditions for the participation of parents (legal representatives) in educational activities.

3.2. Requirements for the psychological and pedagogical conditions of implementation the main educational program of preschool education .

3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

1) respect of adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;

2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);

3) building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

4) support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in various activities;

5) support for the initiative and independence of children in activities specific to them;

6) the opportunity for children to choose materials, types of activity, participants in joint activities and communication;

7) protection of children from all forms of physical and mental abuse;

8) support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions for diagnosing and correcting developmental disorders and social adaptation, providing early corrective assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, to the maximum extent conducive to obtaining preschool education, as well as the social development of these children , including through the organization of inclusive education for children with disabilities.

3. The activities of pedagogical workers should exclude overloads that affect the proper performance of their professional duties, thereby reducing the necessary individual attention to children and that can negatively affect the well-being and development of children.

3.2.3. To solve educational problems, an assessment of the individual development of children can be carried out. Such an assessment is made by the teacher within the framework of pedagogical diagnostics (or monitoring).

The results of pedagogical diagnostics (monitoring) can be used exclusively for solving educational problems:

● individualization of education (including support for the child, building his educational trajectory or professional correction of the features of his development);

● optimization of work with a group of children.

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

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

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

3.2.4. The maximum occupancy of groups, including children with disabilities and children with disabilities, including in groups of compensatory and combined orientation, is established in accordance with sanitary and epidemiological rules and regulations.

3.2.5. The teacher implementing the Program must have the basic competencies necessary to create a social situation for the development of pupils that corresponds to the specifics of preschool age. These competencies include:

1) ensuring emotional well-being through:

● direct communication with each child;

● respect for each child, his feelings and needs;

2) support for the individuality and initiative of children through:

● creation of conditions for children to freely choose activities, participants in joint activities, materials;

● creating conditions for children to make decisions, express their feelings and thoughts,

● non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);

3) establishing rules of behavior and interaction in different situations:

● creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;

● development of children's communication skills, allowing them to resolve conflict situations with peers

● development of children's ability to work in a group of peers, solving problems in a jointly distributed activity

● establishing rules of conduct indoors, on a walk, during educational activities carried out in regime moments (meetings and farewells, hygiene procedures, meals, daytime sleep), direct educational activities, etc., presenting them in a constructive (without accusations and threats) and understandable to children form;

4) building a developing education focused on the zone of proximal development of each pupil, through:

● creation of conditions for mastering cultural means of activity;

● organization of activities that contribute to the development of thinking, imagination, fantasy and children's creativity;

● support for spontaneous play of children, its enrichment, provision of play time and space;

● assessment of the individual development of children in the course of observation aimed at determining the effectiveness of the teacher's own educational activities, individualization of education and optimization of work with a group of children.

5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation educational projects together with the family on the basis of identifying the needs and supporting the educational initiatives of the family.

3.2.6. When implementing the Program, conditions must be created for:

● advanced training of pedagogical and managerial staff (including those of their choice) and their professional development;

● advisory support to teachers and parents (legal representatives) on education and health protection of children, including inclusive education if it is organized;

● organizational and methodological support of the Program implementation process, including in terms of interaction with society;

● logistical support for the implementation of the Program.

3.2.7. For corrective work with children with disabilities and children with disabilities who master the Program together with other children in groups of a combined orientation, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure the satisfaction of the special educational needs of children with disabilities and disabled children.

When creating conditions for working with children with disabilities who are learning the Program, it should be taken into account individual program rehabilitation of the disabled.

In order to provide comprehensive psychological, pedagogical and medical and social assistance to children with disabilities in infancy and childhood from the moment they have developmental disorders of various functions or the risk of their occurrence at an older age in Organizations and individual entrepreneurs who have a license to carry out educational activities, an early intervention service may be established.

The main activities of the early intervention service are:

1) conducting a psychological, medical and pedagogical examination of infants and young children;

2) provision of comprehensive correctional and developmental assistance to infants and young children;

3) providing advice to parents (legal representatives) on the upbringing and education of children and the organization of psychological and pedagogical support for the family of a child with disabilities in infancy and early childhood.

3.2.7. An organization and an individual entrepreneur who has a license to carry out educational activities must create opportunities for:

● to provide information about the Program to families and all interested persons involved in educational activities, as well as the general public;

● for adults to search for, use materials that ensure the implementation of the Program, including in the information environment;

● to discuss with the parents (legal representatives) of children of issues related to the implementation of the Program.

3.3. Requirements for the developing object-spatial environment

3.3.1. Developing object-spatial environment providesmaximum realization of the educational potential of space and materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, the protection and strengthening of their health, taking into account the characteristics and correction of shortcomings in their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children and adults (including children of different ages), in the whole group and in small groups, the motor activity of children, as well as opportunities for solitude.

3.3.3. The developing object-spatial environment should provide:

● implementation of various educational programs used in educational activities;

● in the case of organizing inclusive education - the necessary conditions for it;

● taking into account the national-cultural, climatic conditions in which educational activities are carried out;

● taking into account the age characteristics of children.

3.3.4. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with teaching aids (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:

● play, cognitive, research and creative activity of all categories of children, experimentation with materials available to children (including sand and water);

● physical activity, including the development of large and fine motor skills, participation in outdoor games and competitions;

● emotional well-being of children in interaction with the object-spatial environment;

● opportunity for children's self-expression.

For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children.

3) The multifunctionality of materials involves:

● the possibility of a variety of use of various components of the subject environment, such as children's furniture, mats, soft modules, screens, etc.;

● the presence of polyfunctional (not having a rigidly fixed way of use) items, including natural materials, suitable for use in various types of children's activities (including as substitute items in a children's game).

4) The variability of the environment implies:

● availability of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that provide free choice for children;

● periodic change of play material, the emergence of new items that stimulate the play, motor, cognitive and research activity of children.

5) Accessibility of the environment implies:

● accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;

● free access for children, including children with disabilities and children with disabilities, to games, toys, materials, aids that provide all the basic types of children's activities;

● serviceability and safety of materials and equipment.

6) The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

3.3.5. The organization and the individual entrepreneur independently chooses and purchases teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory, in accordance with the specifics of the Program.

3.4. Requirements for personnel conditions for the implementation of the main educational program of preschool education

3.4.1. The implementation of the Program should be ensured by teaching staff who meet the qualifications established inUnified qualification directory of positions of managers, specialists and employees, section "Qualification characteristics of positions of educational workers", approved by order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 No. 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration No. 18638 ).

3.4.2. For organization management of educational activities, methodological support for the implementation of the Program,reference accounting, financial, economic and economic activities necessary to protect the health of pupils, the Organization engages appropriate qualified personnel as employees of the Organization and / or concludes contracts with organizations providing relevant services.

3.4.3. When working in groups for children with disabilities, the Organization and the individual entrepreneur should additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work in accordance with the health limitations of children.

It is recommended that in groups for children with disabilities in the Organization and in the individual entrepreneur to ensure the ratio of relevant teaching staff,implementing the Program,in the amount of at least one employee for each group.

3.4.4. When organizing inclusive education:

● when children with disabilities are included in the general educational group, the Organization and the individual entrepreneur should provide for additional positions of qualified teachers in accordance with the specifics of their educational needs.

It is recommended in general education groups to ensure the ratio of relevant teaching staff,implementing the Program,in the amount of at least one employee per three pupils with limited health opportunities;

● when other categories of children with special educational needs are included in the general education group, including those in a difficult life situation, additional staffing may be provided.

3.4.5. The implementation of the program by an individual entrepreneur with the number of children in the group no more than five can be carried out by one pedagogical worker in the groupduring the entire time of stay of pupils (including due to the involvement of pedagogical workers by an individual entrepreneur). PIf there are more than five children in the group, the implementation of the program by an individual entrepreneur is carried out in accordance with paragraph 3.4 of the Standard.

3.5. Requirements for the material and technical conditions of implementation
the main educational program of preschool education

3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:

1) requirements determined in accordance with sanitary and epidemiological rules and regulations, including:

● to buildings (premises) and sites,

● to water supply, sewerage, heating and ventilation of buildings (premises)

● to the set and areas of educational premises, their decoration and equipment,

● to artificial and natural lighting of educational premises,

● to the sanitary condition and maintenance of the premises,

● equipping premises for quality nutrition of children;

2) requirements determined in accordance with the rules fire safety;

3) equipment of premises for the work of medical personnel in the Organization;

4) equipping the premises with a developing object-spatial environment;

5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects)).

3.6. Requirements for the financial conditions for the implementation of the main
educational program of preschool education

3.6.1. Financial conditions for the implementation of the Program should:

● ensure the possibility of fulfilling the requirements of the Standard for the conditions of implementation and the structure of the Program;

● ensure the implementation of the mandatory part of the Program and the part formed by the participants in the educational process, taking into account the variability of individual development trajectories of children;

● reflect the structure and volume of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.2. Financing for the implementation of the educational program of preschool education should be carried out in an amount not lower than the established state regulatory costs of the constituent entities of the Russian Federation for the provision of public services in the field of education for a given level.

The standards determined by the state authorities of the constituent entities of the Russian Federation on aboutensuring state guarantees for the realization of the rights to receive public and free preschool education,are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities, the provision of additional professional teaching staff,ensuring safe conditions for education and upbringing, protecting the health of children,orientation of the Program, category of children, type of Organization, forms of education and other features of educational activities and should be sufficient and necessary for the Organization to implement:

● labor costs for employees implementing the Program;

● expenses for teaching aids, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, teaching aids, including materials, equipment, overalls, games and toys, electronic educational resources necessary for the organization of all types of educational activities and the creation of a developing object-spatial environment (including special for children with disabilities and children with disabilities), the acquisition of updated educational resources, including Supplies, subscriptions for updating electronic resources, replenishment of a set of training aids and subscriptions for technical support for the activities of training aids, sports, health-improving equipment, inventory, payment for communication services, including expenses associated with connection to the Internet information network;

● expenses related to additional professional education of pedagogical workers according to the profile of their activity;

● other expenses related to the implementation of the Program.

3.6.3. Financial provision of state guarantees for citizens to receive public and free preschool education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of the standards for financing educational services that ensure the implementation of the Program in accordance with the Standard.

IV. REQUIREMENTS TO THE RESULTS OF DEVELOPMENT BASIC EDUCATIONAL PROGRAM PRESCHOOL EDUCATION

4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which represent the age characteristics of the child's possible achievements at the stage of completing the level of preschool education.

4.2. Target guidelines for preschool education are determined regardless of the forms of implementation of the Program, as well as on its nature, the characteristics of the development of children and the types of Organization implementing the Program.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children. Mastering the Program is not accompanied by intermediate attestation and final attestation of pupils.

4.4. These requirements are guidelines for:

a) the founders of the Organizations to build an educational policy at the appropriate levels, taking into account the goals of preschool education common to the entire educational space of the Russian Federation;

b) individual entrepreneurs carrying out educational activities on educational programs of preschool education;

c) teachers and administration of Organizations to solve problems:

– formation of the Program;

- analysis of their professional activities;

– interaction with families;

e) researchers in the formation of research programs to study the characteristics of education of children aged 2 months to 8 years;

f) parents (legal representatives) of children from 2 months to 8 years old to inform them about the goals of preschool education common to the entire educational space of the Russian Federation;

g) the general public.

4.5. Targets cannot serve as a direct basis for solving managerial tasks, including:

Certification of teaching staff;

Assessment of the quality of education;

Assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);

Evaluation of the implementation of the municipal (state) assignment by including them in the quality indicators of the assignment;

Distribution of the incentive fund for the remuneration of employees of the Organization.

4.6. The targets of preschool education include the following characteristics of the development of the child at the stages of the beginning of preschool age and the completion of preschool education:

By the beginning of preschool age (by 3 years)

the child is interested in surrounding objects and actively acts with them; emotionally involved in activities with toys and other objects, strives to show perseverance in achieving the result of their actions;

uses specific, culturally fixed object actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday life ohm and games ohm behavior;

owns active and passive speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;

seeks to communicate with adults and actively imitates their movements and actions; there are games that child mimics the actions of an adult;

shows interest in peers; observes their actions and imitates them;

child has an interest in verse am, songs and fairy tales, looking at the picture, strives move to the music shows emotional response tovarious works of culture and art;

the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).

By the end of preschool education (by the age of 7):

Child masters the main cultural ways of activity,takes the initiative and independence in different types of activities - playing, communicating, designing, etc.; is able to choose his occupation, participants in joint activities;

the child has a positive attitudeto the world, to other people and to oneself, has self-esteem; actively interacts with peers and adults participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;

The child has a developed imagination, which is realized in various activities, and, above all, in the game; the child knows different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;

the child speaks well enough, can express his thoughts and desires,can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;

The child has developed large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;

The child is capable of volitional efforts,can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules safe behavior and personal hygiene;

The child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; child capable of making their own decisions, relying on their knowledge and skills in various activities.

4.7. In general, the educational work of families, organizations and persons implementing the Program should be aimed at achieving the integral characteristics of the development of the child's personality as targets for preschool education.

All of the above characteristics are necessary prerequisites for the transition to the next level of primary general education, successful adaptation to the conditions of life in educational organization and requirements of educational activities; the degree of real development of these characteristics and the ability of the child to show them by the time of transition to the next level of education can vary significantly in different children due to differences in the conditions of life of the individual characteristics of the development of a particular child.

4.8. The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of the prerequisites for learning activities in preschool children at the stage of completing their preschool education.

4.9. If the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the direct targets for the development of the Program by pupils - as creating prerequisites for their implementation.

. No. 273-FZ The specifics of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make the requirements unlawful from a child of preschool age to specific educational achievements and determine the need to determine the results of mastering the educational program in the form of targets.

64.2.

• Back

The education and upbringing of preschool children is carried out in accordance with the Program of Preschool Education (hereinafter referred to as the Program). The law on education in the Russian Federation determines that preschool education is one of the levels of general education and should be regulated by the federal state educational standard. The standard was developed, discussed by the public and by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On Approval of the Federal State Educational Standard for Preschool Education” (registered with the Ministry of Justice of the Russian Federation on November 14, 2013, registration No. 30384) approved and put into effect from 1 January 2014

Why do we need a standard
GEF DO is a set of mandatory requirements for the structure of the Program and its volume, the conditions for implementation and the results of mastering the Program.
Based on the standard, the Program itself, variable exemplary educational programs, financial support standards for the implementation of the Program and cost standards for the provision of state (municipal) services in the field of preschool education are developed. In addition, the FSES DO is used to assess the educational activities of the organization, the formation of the content of the training of teachers, as well as their certification.

GEF DO should contribute to raising the social status of preschool education, ensuring equal opportunities for each child in receiving high-quality preschool education, and maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

GEF DO was developed on the basis of the Constitution of the Russian Federation, the Federation and the legislation of the Russian Federation, taking into account the UN Convention on the Rights of the Child. It takes into account the individual needs of the child related to his life situation and state of health, the individual needs of certain categories of children, including children with disabilities.

GEF DO is mandatory for use by organizations engaged in educational activities, individual entrepreneurs (hereinafter referred to as Organizations) implementing the educational program of preschool education, and can also be used by parents (legal representatives) when children receive preschool education in the form of family education.

About the requirements for the Program
GEF DO defines the requirements for the structure, content and volume of the Program.
It is determined that the Program is developed and approved by the Organization independently. The Organization itself determines the duration of the children's stay, the mode of operation, the program can be implemented during the entire time the children stay in the Organization. The program should take into account the age and individual characteristics of children. Its content should ensure the development of the personality, motivation and abilities of children in various activities and cover the following areas of development and education of children (educational areas):
* social and communicative development;
* cognitive development;
* speech development;
* artistic and aesthetic development;
*physical development.

The program should consist of a mandatory part and a part formed by participants in educational relations (teachers and parents (legal representatives)). Recommended ratio respectively: 60% and 40%.
The obligatory part can be developed independently or an example program can be used.
The formed part of the Program can be developed independently or the programs recommended by the methodological developments. When developing it, the educational needs, interests and motives of children, their families and teachers should be taken into account.
If it is planned to master the Program by children with disabilities, then it should include the content of correctional work and / or inclusive education.

On the requirements for the conditions for the implementation of the Program
The requirements of the GEF DO for the conditions for the implementation of the Program proceed from the fact that these conditions should ensure the full development of the personality of children in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards to yourself and to other people.

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

Among the requirements for psychological and pedagogical conditions are such as the requirements of respect for the human dignity of children, the use of forms and methods of working with children in educational activities that correspond to their age and individual characteristics, the construction of educational activities based on the interaction of adults with children, support for the initiative and independence of children , protection of children from all forms of physical and mental violence, support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

For corrective work with children with disabilities who master the Program together with other children in groups of combined orientation, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure that the special educational needs of children with disabilities are met.

The maximum allowable educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 No. 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration No. 28564).

The requirements for the developing subject-spatial environment proceed from the fact that it must ensure the implementation of various educational programs, incl. and in the organization of inclusive education, taking into account the national-cultural, climatic conditions and age characteristics of children. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

The requirements for the staff (leading, teaching, administrative and housekeeping staff, teaching and support staff) must comply with the current qualification characteristics, and for the teaching staff implementing the Program, they must also have the basic competencies necessary to ensure the development of children.

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, for the logistics of the Program.

The requirements for the financial conditions for the implementation of the main educational program of preschool education are that the financial support of state, municipal and private organizations should ensure the possibility of fulfilling the requirements of the Federal State Educational Standard for Education both in the mandatory part of the Program and in the part formed by the participants in the educational process. The financial support standard, determined by the state authorities of the constituent entities of the Russian Federation in accordance with the Federal State Educational Standard, must be sufficient and necessary for the Organization to carry out educational activities in accordance with the Program.

On the requirements for the results of the development of the Program
The requirements of the Federal State Educational Standard for Education for the results of mastering the Program are presented in the form of targets (possible achievements of the child) of preschool education.
At the same time, the targets do not require specific educational achievements from a preschool child and are not subject to direct assessment. Mastering the Program is not accompanied by intermediate certification and final certification of pupils.

Requirements for working with parents
The GEF DO also formulates the requirements for the interaction of the Organization with parents.
It was emphasized that one of the principles of preschool education is the cooperation of the Organization with the family, and the Federal State Educational Standard is the basis for assisting parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in developing individual abilities and the necessary correction of violations of their development .

One of the principles of building GEF DO is the personality-developing and humanistic nature of the interaction between adults (parents (legal representatives), pedagogical and other employees of the Organization) and children.
Among the tasks solved by the Federal State Educational Standard of DO is the integration of training and education into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, Society.
In accordance with the Federal State Educational Standard, the Organization is obliged to:
* inform parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation, as well as about the Program, and not only the family, but also all interested persons involved in educational activities;
* ensure the openness of preschool education;
* create conditions for the participation of parents (legal representatives) in educational activities;
* support parents (legal representatives) in raising children, protecting and strengthening their health;
* ensure the involvement of families directly in educational activities, including through the creation of educational projects together with the family based on the identification of needs and support for educational initiatives of the family;
*create conditions for adults to search for and use materials that ensure the implementation of the Program, including in the information environment, as well as to discuss issues related to the implementation of the Program with parents (legal representatives) of children.
The full text of the FSES DO can be found on the websites of the Ministry of Education and Science of the Russian Federation, "Garant"

The main directions for the implementation of the Federal State Educational Standard in our kindergarten:
* Orientation to promote the development of the child when interacting with parents;
* organization meaningful and interesting life children in kindergarten;
*refusal to copy school technologies and forms of organization of education;
* the desire to form an initiative, active and independent child;
*an attempt to influence the reduction and simplification of the content of education for children by setting targets for each educational area;
* creating conditions so that each educator can take into account the developmental features, the interests of the children of his group, the specifics of the national-cultural and natural-geographical conditions in which the educational process is carried out.

With the implementation of the Federal State Educational Standard, not only the position of an adult changes, but also the status of children:
Children themselves can decide whether or not to participate in the common work. But this is not the introduction of permissiveness and anarchy, the child has the opportunity to choose whether to participate in this work or organize something else. It is the freedom to choose between various activities and their content, and not between activities and doing nothing.
The order and organization of joint activities are being developed: free placement of children at a common table, their communication with other children and movement as necessary. In the course of work, children can contact the teacher, approach him, discuss with him the questions of interest to them, get the necessary help, advice, etc.
Children can work at different paces. The amount of work each child can determine for himself: what he will do, do well and bring the work he has begun to the end. Children who finish work early can do whatever interests them. In the event that the child did not cope with the work, he can continue it in the following days.

The teaching staff of MBU kindergarten No. 84 "Penguin" know and have the practice of using:
*principles of integration;
*principles of calendar-thematic planning;
*technology for the use of game motivation in educational work with children;
*technology to stimulate partnerships with children.