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 there are many factors behind this. On the one hand, at the legislative level, really effective programs and teaching methods are not always approved. On the other hand, the following problems remain relevant in the educational institutions themselves:

• 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 towards their work duties.
• The inability of the leadership to competently organize the educational process. At a minimum, an ineffective training program is chosen that does not ensure the harmonious development of preschoolers in dynamics.
• The variety of types of institutions involved in preschool education. Different learning approaches that deliver 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 FSES of preschool education on 2016 year you can .

What should be preschool education?

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

• The child must fully live all stages of childhood - infancy, early and preschool age. Dynamic development is important at every stage.
• 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 educational process.
• The child is a full-fledged participant in educational relations. On this basis, there should be full cooperation and cooperation between children and adults (teachers).
• In all activities, children's initiative should be encouraged.
• Educational organizations should work 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 preschool education must correspond to the age of the children and the peculiarities of their development.

The ideal implementation of preschool education is as follows: the child should receive 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 a 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... The federal standard is intended to achieve the following goals:

• To raise the social status of preschool education.
• Provide equal opportunities for absolutely every child to receive 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 meeting regulatory requirements in the education sector. 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, ensure equal conditions for full development.
• Qualitatively prepare the child for the subsequent levels of education.
• Integration of education into the learning process, based on spiritual, moral and socio-cultural values.

FSES of 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 necessarily include:

• Planned results for mastering the training course;
• Content of the subject;
• Thematic plan, in which you should indicate the number of hours to study a specific 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 family: the best Russian practices and foreign experience" , which will take place on August 6-8. Come to the conference and you will learn how to gain the trust of parents and create a positive image of the preschool educational institution.

Legal framework for writing

Basic Educational Program

preschool educational organizations

New law

RF Law "On Education"

Federal Law of December 29, 2012 N 273-FZ

(as revised on 25.11.2013)

"On education in the Russian Federation"

You can read the law here
273 FZ on Education.rtf
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FGOS PRESCHOOL EDUCATION

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

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

FSES of preschool education FSES DO

Developed for the first time in Russian history in accordance with the requirements that came into force on September 1, 2013 federal law “On education in the Russian Federation”.

_____________

"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 of 08/30/2013 N 1014

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

The model provision on a preschool educational institution has lost its force

The procedure for organizing educational activities
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New SanPiN

SanPiN 2.4.1.3049-13

"Sanitary and Epidemiological Requirements for the Structure, Content and Organization of the Mode of Operation of Preschool Educational Organizations"

2013 SanPiN 2.4.1.3049-13 .docx
Microsoft Word document

________________________________________________________________________________________________

ABOUT CORRECTIVE AND INCLUSIVE EDUCATION OF CHILDREN

ABOUT CORRECTIVE AND INCLUSIVE EDUCATION
Microsoft Word document
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____________________________________________________________________________________

ABOUT THE NAME OF EDUCATIONAL INSTITUTIONS

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

ABOUT THE NAME OF EDUCATIONAL INSTITUTIONS
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_______________________________________________________________________________________________

ON THE APPROVAL OF THE ORDER

CONDUCTING SELF-SURVEY 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

ORDER OF SELF-SURVEY OF EDUCATIONAL
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________________________________________________________________________________________________

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

DECISION OF THE GOVERNMENT OF THE RF dated 10.07.2013 No. 582

Information on the website ОУ.doc
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___________________________________________________________________________________

On the approval of the Unified qualification reference book of positions of managers, specialists and employees, section "Qualification characteristics of positions of educational workers"

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

Unified qualification directory.doc
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___________________________________________________________________________________

The Council of the Ministry of Education and Science of the Russian Federation on federal state educational standards has 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 was carried out from January 30, 2013 working group leading experts in the field of preschool education under the leadership of 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 for the progress of 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 child's diversity 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 with peers, and not just one-sided influence 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, therefore, the standard stipulates that learning enters a 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" that 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 the approximate basic educational programs of preschool education, which will be made by experienced developers and posted 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 compulsory part of the main educational program and the part formed by the participants in educational relations) and their volume;

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

3) the results of mastering basic educational programs.

Unlike other standards, FSES of preschool education is not the basis for assessing compliance with the established requirements of educational activities and training of students. Mastering 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 Hits: 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 - the Standard) is a set of mandatory requirements for preschool education.

The subject of regulation of the Standard is 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 carrying out 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.

Children, their parents (legal representatives), pedagogical workers and their representatives, organizations, federal state bodies, state authorities of the constituent entities of the Russian Federation, local government bodies, employers and their associations are involved in the implementation of the Program.

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

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

Receiving preschool education in Organizations can begin at any time after children reach the age of two months.

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

Amplification of development -maximum enrichment of the personal development of children on the basis of a wide deployment of various types of activities, as well as communication of children with peers and adults.

Variation and variety organizational forms preschool education - ensuring a plurality of differing forms of education, forms of education, organizations carrying out educational activities.

Variability of the content of educational programs - ensuring a variety of exemplary basic educational programs.

Interaction between individuals and legal entities is a partnership aimed at providing high-quality education for individual government agencies, 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 ageensuring the development, supervision, care and health improvement of pupils aged from 2 months to 3 years; groups for the supervision and care without the implementation of the main educational program, providing a set of measures for organizing meals and household services for children, ensuring their compliance with personal hygiene and daily routine; family preschool groups.

The unity of the educational space is to ensure 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 is manifested in a child in joint activity with an adult and more experienced peers, but is not actualized in his individual activity.

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.

Children's age - infantile (from birth to 1 year), early age (from 1 to 3 years), preschool age (from 3 to 7 years).

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

Educational environment -a set of conditions, purposefully created in order to ensure 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 -appraisal individual development children of preschool age, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning.

Continuity of basic educational programs - the continuity of goals, objectives and content of education, implemented within educational programs at various levels.

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

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

Diversity of childhood - the 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 disabilities , as well as individual characteristics and capabilities of their parents (legal representatives), socio-cultural, regional, national, linguistic, religious, economic and other characteristics.

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

Self-worth of childhood - understanding (considering) childhood as a period of lifemeaningful in itself, without any conditions; meaningful 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 the child's relationship with the surrounding social world, represented primarily by adults and other children.

Special conditions of education - special educational programs, teaching methods and aids, textbooks, teaching aids, didactic and visual materials, technical teaching aids for collective and individual use (including special), communication and communication means, sign language translation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access for 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 barrier-free environment for life, without which the development of educational programs by persons with disabilities difficult;

Site - an area adjacent to the Organization, operating in the mode for more than 5 hours, or located at a short 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;

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

personal developmental and humanistic nature of interaction between adults and children;

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

the 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 principles preschool education:

full-fledged living by a child at all stages of childhood (infancy, 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;

supporting children's initiative in different types activities;

partnership of the Organization or individual entrepreneur with the family;

familiarizing children with socio-cultural norms, traditions of the family, society and the state;

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

age adequacy (compliance with conditions, requirements, methods of age and developmental characteristics);

taking into account the ethnocultural situation of children's development;

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

1.5. The standard aims to achieve the following objectives:

raising the social status of preschool education;

ensuring by the state of equality of opportunities for every child to receive quality preschool education;

provision of 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;

preservation of the unity of the educational space of the Russian Federation in relation to the level of preschool education.

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

Protecting and promoting 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 health);

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

Creation of favorable conditions for the development of children in accordance with his 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 education and upbringing into a holistic educational process based on spiritual, moral and socio-cultural values \u200b\u200band rules and norms of behavior adopted in society in the interests of a person, family, society;

The formation of a general culture of the personality of children, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activity;

Ensuring the variability and diversity of the content of educational programs and organizational forms of the level of preschool education, the possibility of forming educational programs of various orientations, 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 to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and strengthening of children's health;

Determination of directions for systematic interaction of individuals and legal entities, as well as interaction of pedagogical and public associations.

1.7. The standard is the basis for:

Development of model educational programs for preschool education (hereinafter - Model 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 for the conditions of implementation and structure of the Program;

Training, professional retraining, advanced training and certification of teachers, 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 the 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 terms of the Program implementation;

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.

The implementation of the Program by the 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 the 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 MAIN AND ITS VOLUME

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

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 problems of the Standard specified in clause 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 determines the complex of the main characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.3. The program aims to:

creation of conditions for the development of preschool children, opening up opportunities for the positive socialization of the child, his all-round personal development, the development of initiative and creativity on the basis of cooperation with adults and peers and the types of activities corresponding to preschool age;

to create a developing educational environment /

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

When developing the Program, the Organization determines the length of stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of tasks of pedagogical work to be solved.The organization can develop and implement various Programs for preschool educational groups (hereinafter referred to as the group) with different length 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 ranges from 65% to 80% time spent ininmates 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 being 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 -Communicative development aims at the appropriation of norms and values \u200b\u200baccepted 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 their own actions; development of social and emotional intelligence, emotional responsiveness, empathy, the formation of gresponsibility 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 \u200b\u200bof our people, about domestic traditions and holidays; formation of the foundations of safety in everyday life, society, nature.

Cognitive development involves the development of curiosity and cognitive motivation; formationcognitive 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 relationships 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 mastery of speech as a means of communication; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologic speech; development of sound and intonational speech culture, phonemic hearing; formation of sound analytical-syntheticactivity as a prerequisite for teaching literacy.

Artistic and aesthetic development involves the developmentprerequisites for value-sense perception and understanding works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the surrounding world; formation elementary representations about the arts; perception of music, fiction, folklore; stimulating empathy with the characters of works of art; implementation of independent creative activity children (visual, constructive-model, musical, etc.).

Physical development includes the acquisition of experience in the following typesbehavior of children: motor m , including relatedm 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 fine motor skills of both hands, as well as with the correct, non-damaging of the body, performance of basic movements (walking, running, soft jumps, turns in both directions), formation initial ideas about some types of sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; mastering the elementary norms and rules of a healthy lifestyle (in nutrition, movement, tempering, 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:

- in infancythis is direct emotional communication with an adult, manipulating objects and cognitive-research actions, perception of music, children's songs and poems, physical activity and tactile-motor games;

- in early agethese are objective 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-tools (spoon, duck, shovel, etc.), perception of the meaning of music, fairy tales, poems, viewing pictures, physical activity;

- for children preschool ageit 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 game, communicative (communication and interaction with adults and peers), cognitive-research (research of objects of the surrounding world and experimentation with them), perception of fiction and folklore, self-service and elementary household labor (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other material, visual (drawing, modeling, applications), musical (perception and understanding meaning of musical works, singing, musical rhythmic movements, playing children's musical instruments) and motor (mastering basic movements) forms of child activity.

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

● subject-spatial developmental educational environment;

● the nature of interaction with adults;

● the 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 compulsory 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 (paragraph 2.4 of the Standard).

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

2.9. The scope 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 a mandatory part and a part formed by the participants in educational relations.

2. 10 .1. The 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, the specifics of conditions (regional, national, ethnocultural, etc.);

Principles and approaches to the formation of the Program.

The planned results of the development of the Program concretize the requirements of the Standard for the 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 presents the general content of the Program, providing full developmentchildren according to 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, activities;

Features of work in five main educational areas in different types of 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 family members and teachers and, in particular, can be focused on:

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

selection of those partial educational programs and forms of organization of work with children that are most consistent with the needs and interests of the Organization's pupils, as well as the capabilities of its teaching staff;

supporting the interests of the Organization's teaching staff, the implementation of which is consistent with the goals and objectives of the Program;

established traditions of the Organization (group).

This section is drawn up in the form of one or several adapted educational programs, in which the mechanism of adaptation of the Program for children with disabilities and children with disabilities and the implementation of qualified correction of their developmental disorders should be considered.

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, the provision of the services of an assistant (assistant), providing children with the necessary assistance, group and individual correction classes.

Corrective work and / or inclusive education should focus on:

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

● development of 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) should take into account the developmental characteristics and specific educational needs of each category children.

In the case of organizing inclusive education on grounds not related to children's disabilities, highlighting this section is optional; if it is highlighted, this section is drawn up by the authors of the Program as they deem appropriate.

2. 10 .3. Organizational 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 for the implementation of 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 regime moments (during the morning arrival of children in the educational organization, walks, preparation for meals and daytime sleep, etc.);

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

Organizational section should contain description of the material and technical support of the program, the provision of methodological materials and teaching aids.

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

Part Programs formed by participants in educational relations can be presented in the form of links to the relevant methodological literature, which allows you to familiarize yourself with the contentselected 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 subject-spatial environment.

The conditions for the implementation of the Program should ensure the full development of the personality of children in all main educational areas, namely: in the areas of social communicative, cognitive, speech,x artistic, aesthetic and physical development of the personality of childrenagainst 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-beingpupils;

● contributes to the professional development of teaching staff;

● creates conditions for developing variable preschool education;

● ensures 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 basic 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 capabilities 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) the construction of 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, benevolent 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 specific activities for them;

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

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

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

3.2.2. For children with disabilities to receive quality education without discrimination, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, for the provision of early correctional assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions most suitable for these children, to the maximum extent contributing to the acquisition of 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 teaching staff 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 as part 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 a child, building his educational trajectory or professional correction of the characteristics 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 (educational psychologists, psychologists).

The 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 problems of psychological support and carry out qualified correction of the development of children.

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 pedagogical worker who implements the Program must have formed the basic competencies necessary to create a social situation for the development of pupils, corresponding to the specifics of preschool age. These competencies imply:

1) ensuring emotional well-being through:

● direct communication with each child;

● respectful attitude to each child, to his feelings and needs;

2) supporting the individuality and initiative of children through:

● creating 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 help to children, support of children's initiative and independence in various types of activities (play, research, project, cognitive, etc.);

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

● creation of conditions for positive, benevolent relations between children, including those belonging to different national, cultural, religious communities and social strata, as well as those who have different (including limited) health opportunities;

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

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

● the establishment of rules of conduct indoors, during a walk, duringeducational activities carried out in security 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 the cultural means of activity;

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

● support for the 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 actions,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 of educational projects together with the family on the basis of identifying the needs and support of 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 at their choice) and their professional development;

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

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

● material and technical support for the implementation of the Program.

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

When creating conditions for working with disabled children mastering the Program, the individual program rehabilitation of a disabled person.

In order to provide comprehensive psychological, pedagogical and medico-social assistance to children with disabilities in infancy and childhood, from the moment they reveal developmental disorders of various functions or the risk of their occurrence at an older age in organizations and individual entrepreneurs licensed to carry out educational activities, an early assistance service may be established.

The main activities of the early assistance 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 organizing psychological and pedagogical support for the family of a child with disabilities of infancy and early age.

3.2.7. An organization and an individual entrepreneur licensed to carry out educational activities must create opportunities:

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

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

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

3.3. Requirements for a developing subject-spatial environment

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

3.3.2. A developing subject-spatial environment should provide an opportunity for communication and joint activities of children and adults (including children of different ages), in the whole group and in small groups, children's physical activity, as well as opportunities for solitude.

3.3.3. A developing subject-spatial environment should provide:

● implementation of various educational programs used in educational activities;

● in the case of organizing inclusive education - the conditions necessary 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 subject-spatial environment should be content-rich, transformable, multifunctional, variable, accessible and safe.

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

The educational space must be equipped with teaching aids (including technical), appropriate materials, including consumable games, sports, health-improving 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, experimenting with materials available to children (including sand and water);

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

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

● the ability of children to express themselves.

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 implies:

● the possibility of various use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc .;

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

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 objects that stimulate play, motor, cognitive and research activity of children.

5) The availability of the environment assumes:

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

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

● serviceability and safety of materials and equipment.

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

3.3.5. An organization and an individual entrepreneur independently chooses and purchases training aids, including technical, appropriate materials (including consumables), game, sports, health-improving equipment, inventory, in accordance with the specifics of the Program.

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

3.4.1. The implementation of the Program should be provided by teaching staff who meet the qualification characteristics established inThe unified qualification reference book 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. To organize management of educational activities, methodological support for the implementation of the Program,accounting, financial, economic and economic activities, necessary to protect the health of pupils, the Organization engages the appropriate qualified personnel as employees of the Organization and / or concludes contracts with organizations providing the relevant services.

3.4.3. When working in groups for children with disabilities, the Organization and the individual entrepreneur must 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 in groups for children with disabilities in the Organization and in an individual entrepreneur to ensure the ratio of the 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 education group, the Organization and the individual entrepreneur should provide additional positions of qualified teaching staff in accordance with the specifics of their educational needs.

It is recommended in general education groups to ensure the ratio of the relevant teaching staff,implementing the Program,in the number of at least one employee for three pupils with disabilities;

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

3.4.5. The implementation of the program by an individual entrepreneur with the number of children in a group of no more than five can be carried out by one teacher in a groupduring the entire stay of the pupils (including by attracting pedagogical workers by the individual entrepreneur). Pif the number of children in a group is more than five, the implementation of the program by an individual entrepreneur is carried out in accordance with clause 3.4 of the Standard.

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

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

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

● to buildings (premises) and areas,

● 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 high-quality nutrition for children;

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

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

4) equipment of premises with a developing subject-spatial environment;

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

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

3.6.1. The financial conditions for the implementation of the Program must:

● ensure the ability to meet the requirements of the Standard to the conditions of implementation and structure of the Program;

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

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

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

The standards determined by the state authorities of the constituent entities of the Russian Federation on theensuring state guarantees for the implementation 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 obtaining education by children with disabilities, providing additional professional teaching staff,ensuring safe conditions for education and upbringing, protection of children's health,orientation of the Program, category of children, type of Organization, forms of education and other features of educational activities and must be sufficient and necessary for the Organization to carry out:

● expenses for remuneration of employees implementing the Program;

● expenses for teaching aids, related 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 organizing all types of educational activities and creating a developing subject-spatial environment (includingspecial for children with disabilities and children with disabilities), purchase of updated educational resources, including consumables, subscriptions for updating electronic resources, replenishment of the set of learning tools and subscriptions to technical support for the activities of learning tools,sports, recreational equipment, inventory, payment for communication services, including the costs associated with connecting to the Internet;

● costs associated with additional professional education of teachers in the profile of their activities;

● other expenses related to the implementation of the Program.

3.6.3. Financial support of state guarantees for citizens to receive public and free preschool education at the expense of the corresponding budgets of the budgetary 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 the development of 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 completion of 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, characteristics of the development of children and the types of organization implementing the Program.

4.3. Target guidelines are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not a 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 certification and final certification of pupils.

4.4. These requirements are guidelines for:

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

b) individual entrepreneurs engaged in educational activities in 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 the education of children aged 2 months to 8 years;

f) parents (legal representatives) of children from 2 months to 8 years old for their awareness of 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 level of development of children, including within the framework of monitoring (including in the form of testing, using methods based on observation, or other methods of measuring the performance of children);

Evaluation of the fulfillment of the municipal (state) task by including them in the indicators of the quality of the task;

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

4.6. The target guidelines for preschool education include the following characteristics of the child's development at the stages of the beginning of preschool age and completion of preschool education:

By the beginning of preschool age (by 3 years)

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

uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills;seeks to show independence in everyday lifeom and play behavior;

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

seeks to communicate with adults and actively imitates their movements and actions; games appear in whichchild reproduces the actions of an adult;

shows interest in peers; observes and imitates their actions;

child has an interest in verse am, song of yam and fairy tales am, looking at pictures, seeks move to the music;exhibits 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, etc.).

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

Child masters the main cultural modes of activity,takes initiative and independencein different types of activity - play, communication, construction, etc .; able to choose his occupation, participants in joint activities;

the child has a positive attitudeto the world, to other people and to yourself, has self-respect;actively interacts with peers and adults,participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the success of others, adequately expresses 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 owns different forms and types of play, distinguishes between conventional and real situations, is able to obey different rules and social norms;

the child is fluent enough in oral speech, can express his thoughts and desires,can use speech to express their thoughts, feelings and desires, build a speech utterance in a communication situation, can highlight sounds in words, the child develops the prerequisites for literacy;

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

The child is capable of volitional efforts,can follow social norms of behavior and rules in different types of activities, in relationships with adults and peers, can follow the rules of 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 the phenomena of nature and the actions of people; inclined observe, experiment... Possesses initial 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 decisionsrelying on their knowledge and skills in various activities.

4.7. In general, the educational work of families, organizations and individuals implementing the Program should be aimed at achieving the integral characteristics of the child's personality development as target guidelines 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 living conditions in educational organization and the requirements of educational activities; the degree of real development of these characteristics and the child's ability to manifest them by the time of transition to the next level of education can vary significantly for different children due to differences in the living conditions of the individual characteristics of the development of a particular child.

4.8. Targets of the Program are the foundations of the continuity of preschool and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these target guidelines imply the formation of preschool-age prerequisites for educational activities at the stage of their completion of preschool education.

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

... No. 273-FZ The specifics of preschool childhood (flexibility, plasticity of the child's development, a wide range of options for his development, his spontaneity 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 any responsibility for the result to the child) make the requirements unlawful from a child of preschool age, specific educational achievements and determine the need to determine the results of mastering the educational program in the form of target guidelines.

64.2.

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Education and upbringing of preschoolers is carried out in accordance with the Preschool Education Program (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 must 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 of 10/17/2013 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 you need a standard
FSES DO is a set of mandatory requirements for the structure of the Program and its volume, the conditions of implementation and the results of the development of the Program.
On the basis of the standard, the Program itself, variable exemplary educational programs, standards for financial support for the implementation of the Program and standards for the cost of providing state (municipal) services in the field of preschool education are developed. In addition, FSES DO is used to assess the educational activities of an organization, form the content of training for teaching staff, as well as conduct their certification.

Federal State Educational Standard for preschool education should help improve the social status of preschool education, ensure equality of opportunities for every child to receive quality preschool education, and maintain the unity of the educational space of the Russian Federation in relation to the level of preschool education.

FSES DO is 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 health, the individual needs of certain categories of children, including children with disabilities.

FSES DO is obligatory for use by organizations carrying out educational activities, individual entrepreneurs (hereinafter collectively - Organizations) implementing an 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
Federal State Educational Standard of 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 length of stay of children, the mode of operation, the program can be implemented during the entire period of stay of children 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 types of 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 an obligatory part and a part formed by the participants in educational relations (teachers and parents (legal representatives)). The recommended ratio is 60% and 40%, respectively.
The required part can be developed independently or an example program can be used.
The formed part of the Program can be developed independently or used programs recommended methodological developments... When developing it, the educational needs, interests and motives of children, their families and teachers must be taken into account.
If it is planned to master the Program by children with disabilities, then the content of correctional work and / or inclusive education should be included in it.

On the requirements for the conditions of the Program implementation
The requirements of the Federal State Educational Standard to the conditions for the implementation of the Program are based on the fact that these conditions should ensure the full development of the personality of children in the areas of social and 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 to the world, to to yourself and to other people.

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

Among the requirements for psychological and pedagogical conditions, such as the requirements of 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, the construction of educational activities based on the interaction of adults with children, support for 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 correctional work with children with disabilities who are mastering the Program together with other children in groups of combined orientation, conditions should be created in accordance with the list and plan for the implementation of individually oriented correctional measures that ensure the satisfaction of the special educational needs of children with disabilities.

The maximum allowable amount of educational load must comply with the sanitary and epidemiological rules and standards of SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the device, maintenance and organization of the mode of operation of preschool educational organizations", approved by the decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 . N 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration N 28564).

Requirements for a developing subject-spatial environment are based on the fact that it should 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 subject-spatial environment should be content-rich, transformable, multifunctional, variable, accessible and safe.

The requirements for the staff (management, pedagogical, administrative and economic workers, teaching and auxiliary personnel) are to comply with the current qualification characteristics, and to the teaching staff implementing the Program, they 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, for the material and technical support of the Program.

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

Requirements for the results of mastering the Program
The requirements of the Federal State Educational Standards of 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 target guidelines do not provide for the requirements of a child of preschool age for specific educational achievements, 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 FSES DO also formulates the requirements for the Organization's interaction with parents.
It was emphasized that one of the principles of preschool education is the cooperation of the Organization with the family, and the FSES DO is the basis for helping parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in the development of individual abilities and the necessary correction of violations of their development ...

One of the principles of building the FSES DO is the personal developmental and humanistic nature of 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 unification of education and upbringing in a holistic educational process based on spiritual, moral and sociocultural values \u200b\u200band rules and norms of behavior adopted in society in the interests of a person, family, and Society.
In accordance with the FSES DO, 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;
* to 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 identifying the needs and supporting educational initiatives of the family;
* create conditions for adults to search, 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 of the implementation of the Federal State Educational Standard in our kindergarten:
* focus on promoting the development of the child in interaction with parents;
* organization of a meaningful and interesting life for children in kindergarten;
* refusal to copy school technologies and forms of organization of education;
* striving to form an initiative, active and independent child;
* an attempt to influence the reduction and simplification of educational content for children by setting targets for each educational area;
* creation of conditions so that each educator can take into account the peculiarities of development, 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 FSES, not only the position of an adult changes, but also the status of children:
Children can decide for themselves 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 - to participate in this work or to organize something else. It is the freedom to choose between different types of activity and their content, and not between activity 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 needed. In the course of work, children can turn to the teacher, approach him, discuss with him questions of interest to them, get the necessary help, advice, etc.
Children can work at different rates. The amount of work each child can determine for himself: what he will do, will do well and will bring the work started to the end. Children who have finished their work earlier can do what they are interested in. In the event that the child has not coped with the work, he can continue it in the following days.

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