TOTAL:

Technologies for the design and development of educational programs for additional educationLIST OF REFERENCES:

1. Galitskikh, E.O. From heart to heart. Workshops of value orientations for teachers and schoolchildren / E.O. Galitskikh. - Method. manual (Series "Pedagogical workshop") - SPb., 2003. - 54 p.
2. A.A. Gin Methods of pedagogical activity: Freedom of choice. Openness.Activity. Feedback. Ideality: A guide for teachers / A. A. Gin. - 5th ed. - M: Vita-Press, 2004 .-- 88p.
3. Grigoriev D.V. Extracurricular activities programs. Artistic creativity. Social creativity: a guide for teachers of general education institutions / D.V. Grigoriev, B.V. Kupriyanov. - M .: Education, 20011 .-- 80s.
4. Additional education for children: textbook for universities / ed. O.E. Lebedeva, - M.: Vlados, 200.- 256s.
5. Ermolaeva M.G. Game in the educational process: a methodological guide / M.G. Ermolaeva.-3rd ed., Add. - SPb.: SPbAPPO, 2007-112s.
6. Lyashko T.V. Developing technologies in additional education - Additional education, 2000. # 2. –S. 14-20
7. Letter of the Ministry of Education and Science of Russia dated 11.12.2006 No. 06-1844 "On approximate requirements for additional education programs for children."
8. Stepanov P.V. Extracurricular activities programs. Tourism and local history activities. Sports and recreational activities. / P.V. Stepanov, S.V. Sizyaev, T.N. Sofronov. –M .: Education, 2001. - 80s.

The manual examines the programs of domestic and foreign authors that are used in the work of a modern preschool educational institution, reveals the conceptual provisions of various programs, their methodological support, various approaches to organizing the pedagogical process in kindergarten. The manual is addressed to students of preschool education faculties of pedagogical universities and colleges. The work will also be of interest to practical workers of educational preschool institutions.

Studying by students of educational programs for preschool institutions

The problem of programmatic education and training of preschool children in domestic pedagogy and practice

The transition to the variability of the software for the work of preschool institutions

Renewal of preschool education

Modern educational programs for preschool institutions

Rainbow program

Kindergarten - House of Joy program

Development program

Gifted Child Program

Origins program

Childhood program

The program "From childhood to adolescence"

TRIZ program

Young Ecologist program

I am a human program

Friendly guys program

Heritage program

Program "Fundamentals of Safety for Preschool Children"

Preschooler and Economics Program

Expanding the educational space of modern preschool education

Using foreign experience in the work of preschool educational institutions1

Pedagogy of Maria Montessori

Waldorf kindergarten

"Pilot School"

Step by step

Center for early socialization of children "Green door"

application

Law of the Russian Federation "On Education" (12.07.1995)

Universal Declaration of Human Rights (10.12.1948)

Declaration of the Rights of the Child (20.11.1959)

Convention on the Rights of the Child (15.09-13.12.1959)

On priority measures for the implementation of the World Declaration on the Survival, Protection and Development of Children in the 90s. Decree of the President of the Russian Federation (01.06.1992 No. 543)

Model regulation on a preschool educational institution (01.07.1995 No. 677)

Sample topics for term papers, theses and abstracts

Glossary of terms

Foreword

From the editor

The modern system of domestic preschool education is based on the principles of dynamism, variability of organizational forms, flexible response to the needs of society and the individual, is characterized by the emergence of new types of educational institutions for children, a variety of pedagogical services.

The emergence of new documents that liberate the creative energy of educators, at the same time, poses a rather responsible task for the preschool institution - to choose a program of work with children that can not only be successfully implemented by the teaching staff, but will also contribute to the effective development and education of children.

The purpose of this manual is to acquaint students with a variety of domestic and foreign educational programs, their key provisions, to analyze the methodological support of programs, to show the organization of the pedagogical process in kindergarten, to reveal the main trends in the program and methodological flow.

The idea of \u200b\u200bcreating a course for the study of educational programs for preschool institutions belongs to the dean of the faculty of preschool pedagogy and psychology of Moscow State Pedagogical University L.V. Pozdnyak. The course materials were collected and tested in work with students for seven years. With the growth of the number of programs and teaching materials to them, the publication of regulatory documents that make it possible to concretize the status of each program, it became necessary to determine the objectives and content of studying this course at different levels of education. This work has been done. This is reflected in the Teacher Guidelines.

The manual includes materials on variable and alternative programs for preschool institutions, which are now widely introduced into the practice of kindergartens.

We do not pretend to be an exhaustive review of program and methodological materials and are waiting for suggestions and wishes.

T. I. Erofeeva

Introductory article

STUDENTS STUDY OF EDUCATIONAL PROGRAMS FOR PRESCHOOL INSTITUTIONS

The state educational standard sets a responsible task for the system of higher education - to prepare such a generation of teaching staff that will be able to predict and organize the work of a particular teaching staff in the context of a particular preschool educational program.

Students get acquainted with modern educational programs for preschool institutions within the framework of different pedagogical disciplines and at different levels of education (normative course in preschool pedagogy at a university or pedagogical college - at the first stage of education, special courses and special seminars - for the second stage of education, special courses - in a magistracy) Concentric the principle of building the course allows you to determine the volume, content of the material and create conditions for meaningful, rather than formal, deepening into all aspects of this problem.

In the normative course of preschool pedagogy at the first stage of education, it is advisable to begin acquaintance with modern educational programs when students learn the basics of the theory of preschool education, they will know the goals, objectives, the content of the work of preschool institutions, they will get acquainted with the research of preschool pedagogy by domestic scientists, they will have an idea of \u200b\u200bthe patterns development of preschool children, their individual and age characteristics Only in this case it is legitimate to consider different approaches to the organization of the pedagogical process in various varied and alternative programs for preschool institutions.

Thus, the purpose of studying educational programs in the normative course of preschool pedagogy is to acquaint with the variety of programs, to identify key provisions.This will contribute to the formation of pedagogical thinking.

In the process of lectures and independent work, students get acquainted with the content and structure of programs that are the most common and popular in the practice of preschool institutions, study methodological materials for them, observe the real work of kindergartens in a particular program.

When studying various educational programs for preschool institutions, students are given the instruction to make a certain classification of programs. The principle of this classification can be found by the students themselves or suggested by the teacher. Known programs can be systematized according to one, two or three indicators, that is, several classifications can be obtained. Such work is very useful, it assumes to form a holistic perception of the program in students and at the same time helps to highlight the most important components of each program.

The philosophy of this or that program is based on a certain view of the authors on the child, on the laws of his development, and, consequently, on the creation of conditions that contribute to the formation of the personality, protect its originality and reveal the creative potential of each pupil. Revealing the philosophical and conceptual foundations of the programs allows us to distinguish two groups of programs: variable and alternative.

Another classification can be created. The volume and focus of the content of the program on the integral pedagogical process allows us to distinguish two types of programs: complex and partial.

"Recommendations for the examination of educational programs for preschool educational institutions of the Russian Federation" help to understand the content of these concepts. At the same time, it is advisable to emphasize the common thing that unites the programs, and to show the originality of each type.

Currently, it is legitimate to consider programs from the point of view of their status, which determines the "subordination" of programs and their territorial distribution, and on the basis of this, to understand the semantic meaning of the basic, federal, regional, municipal programs

When creating a classification of programs, you can use the structural and content principle. For this, the entire package of software and methodological materials is analyzed. Such work will allow students to see that some materials have only conceptual provisions; others contain a clearly expressed set of actions, in which educational and developmental tasks have their own specific construction logic; the third, in addition, also have guidelines for teachers; the fourth are provided with methodical manuals published and widespread in practice. The presence or absence of a complete package of program and methodological materials does not mean that the program itself is of high or low quality, for which a special examination should be carried out. This only speaks about the degree of development of the program, the possibility of introducing it into the work of preschool institutions, and also shows the prospects for further improvement of the software and methodological apparatus.

Educational programs can be analyzed and systematized according to the principle of openness and closedness. This primarily characterizes the attitude of the authors of the program to its "modernization" on the part of practitioners: the addition, inclusion of other than the author's forms of organizing work with children, the use of new pedagogical technologies and teaching materials. In some programs, the authors allow individual pieces of content to be changed in accordance with "local" conditions; in others, they insist on a holistic approach to content; thirdly, they recommend keeping general trends, while the choice of technologies and methods of working with a particular child remains with the teacher.

At the second stage of education, students again return to the issues of studying modern educational programs at special courses or special seminars. The goal is to teach to see and understand the differences in the theoretical foundations and technological features of the programs, to navigate in the main areas of work on different programs, to predict the way of their inclusion in the activities of a preschool institution.

The analysis of the legal framework for updating the content of modern practice of preschool education is carried out. Abstract-analytical study of the author's variable and alternative concepts, programs and methodological recommendations to them involves the independent work of students with the texts of the programs, and this work is built according to the following semantic parameters:

theoretical foundations (conceptual provisions) of the studied program. The tasks of development, education and training of preschool children;

principles of building a program;

structure of the program, characteristics of its main components;

methodological support of the program, its characteristics;

distinctive features of the studied program;

subjective assessment of the merits and controversial positions of the program;

forecast of possible difficulties for the teaching staff during the implementation of the program;

The analysis is carried out on complex and partial programs, which have become widely spread in the practice of preschool institutions. The experience of centers and institutions of a new type, new pedagogical innovative technologies are being studied.

In the magistracy, the issues discussed are further expanded and deepened. The purpose of this work is to consider the problem of programmatic education, training and development of preschool children. A retrospective review of the creation of programs and guidelines for kindergartens in the context of the development of domestic theory and practice of preschool education is carried out, the transition period to the variability of software in the work of preschool institutions is analyzed, the achievements and difficulties of polyprogramming in the work of preschool institutions are assessed.

The problem has another important aspect. When analyzing programs, it is necessary to evaluate its originality, the creative development of the idea of \u200b\u200bworld and domestic theory and practice, or the use of approaches that took place in the history of domestic preschool education.

In-depth consideration of modern educational programs in the magistracy is carried out on the basis of a comparative and analytical study of any specific aspect in different programs. Master students prepare an essay, with which they then speak at the seminar and defend their views on the problem. The topic can be as close as possible to the problem of a master's thesis. The abstract traces how the issues under study are implemented in different programs. For example, social development - in the programs "Rainbow" and "Kindergarten - a home of joy"; creating a comfortable subject and social environment for preschool children - in domestic variable programs; aesthetic development - in the programs "Development", "Origins", "Childhood"; implementation of the ideas of the concept of maintaining the health of the child - in domestic educational programs; development of creativity in outdoor games for children - in the complex programs "Development", "Childhood"; the problem of speech development - in partial programs, etc.

The problem of developing and analyzing the implementation of educational programs can be investigated in the process of preparing term papers and theses (their approximate topics are presented in the appendix of the manual).

Programs developed by teams of authors in our country or borrowed from foreign pedagogy have undoubted advantages, originality of approaches to the construction of pedagogical work and a variety of views on the child and his development. At the same time, each program may contain such features that are not always indisputably accepted by every teacher. A large internal assessment whether the theoretical concept of this or that program is close to the teacher's worldview. Formal transfer of any of the most wonderful programs to the existing pedagogical situation cannot lead to a positive effect. Therefore, knowledge of various approaches to organizing the pedagogical process is very useful and promising for future teachers.

THE PROBLEM OF THE PROGRAMMING OF THE UPBRINGING AND TRAINING OF PRESCHOOL CHILDREN IN DOMESTIC PEDAGOGY AND PRACTICE

The transition to the variability of the software for the work of preschool institutions

Social, economic and ideological changes taking place outside the education system cannot leave the education and upbringing system of the younger generation unchanged.

Over the past decades, the international community has adopted a number of documents proclaiming the priority of children's rights in society and substantiating the directions of this policy. Among them is the Declaration of the Rights of the Child (1959). Its main thesis is “humanity is obliged to give the child the best that it has”. The declaration called on parents, non-governmental organizations, local authorities, governments, and the public of countries to strive to provide children with conditions that allow them to develop as healthy people, free from any form of violence, with a sense of their own dignity.

In the 30 years since the adoption of the UN Declaration of the Rights of the Child, many perceptions have changed. It became necessary to adopt a new document, in which not only the rights of children were declared, but, on the basis of legal norms, measures were proposed to protect these rights. The "Convention on the Rights of the Child" (1989) not only develops, but also concretizes the provisions of the Declaration. States that accede to the Convention must be legally accountable to the international community for their actions against children.

The main idea of \u200b\u200bthe Convention is to ensure the interests and rights of children, to create the necessary measures for the survival, development, protection and active participation of the younger generation in the life of society. The most important legal principle approved in the Convention is the recognition of a child as a full-fledged and full-fledged person, as an independent subject of society in the whole range of civil, political, economic, social and cultural rights.

Based on UNESCO data obtained from surveys in many regions of the world, it was concluded that all countries were involved in the process of thinking about their education systems. They concluded that education should be in tune with modern conditions.

The dignity of the course in education policy is determined by the orientation towards universal human values, the principles of personal freedom. These fundamental principles underlying the rights of the individual must be realized already in childhood and adolescence, when the ideological and characterological qualities of a citizen are laid.

The rights proclaimed in the "Universal Declaration of Human Rights" are realized for the child through the education system, humanization and democratization of ideas, content, forms, methods and technologies.

World and domestic experience in the development of educational systems testifies to the fact that only the dialectical unity of individual freedom and equality of rights to education can be a guarantee in this process.

Recent years in Russia are characterized by the emergence of new types of educational institutions for children, a variety of educational services that are offered to children and their parents. Along with the state, there are non-state kindergartens. Most of the children's institutions solve the problems of the general development of children, but there are already institutions that aim at the early development of special abilities of preschoolers (aesthetic centers, preschool groups and kindergartens at lyceums, gymnasiums, etc.); integration of raising healthy children and children with some problems of physical development; creation of preschool groups working in a bilingual environment, and others. This state of affairs in preschool education is directly related both to the increasing demands of parents who want to raise the general level of development of children, to reveal certain abilities in them, to prepare them for learning in a particular school, and to changes in school education itself. There is every reason to believe that in the future, the trend towards the diversity of preschool institutions will increase.

Analyzing the current state of the organization of the pedagogical process and the normative software of preschool institutions, it is advisable to make a small excursion into history.

Preschool institutions were guided in their work by the "Program of education and training in kindergarten", which from 1962 to 1982 was republished 9 times and was a single state mandatory document. It determined the amount of ideas, knowledge, skills and abilities that needed to be brought up in each child. Working according to a strictly regulated program inevitably limited the possibilities for pedagogical creativity, did not take into account the individual characteristics of children enough, suppressed the child's natural curiosity, and led to formalism.

Many teachers and scientists were concerned about the real state of affairs in the system of public preschool education, although the very existence of a developed system was an undoubted advantage, as our foreign colleagues have repeatedly pointed out.

In 1989, the State Committee on Public Education of the USSR - the central body that guided and regulated the work of all educational institutions in the country at that time - approved a new "Concept of Preschool Education" (authors V.V.Davydov, V.A. Petrovsky and etc.). It should be noted that for the first time a serious analysis of the negative aspects of the current state of public preschool education in the country was given. The main disadvantage was the use of the educational and disciplinary model in the organization of the pedagogical process in kindergartens. It was noted that basically preschool education was essentially reduced only to preparing children for school, to equipping them with the sum of specific knowledge, abilities, skills, but at the same time, the specificity of the development of preschool children, the intrinsic value of this period of a child's life was not sufficiently taken into account. The concept outlined new general approaches to preschool education. Important ideas of the concept are the humanization and de-ideologization of preschool education, the priority of upbringing universal human values: goodness, beauty, truth, the intrinsic value of preschool childhood.

The key positions of the renovation of the preschool institution were as follows:

protection and promotion of children's health (both physical and mental);

humanization of the goals and principles of educational work with children;

emancipation of the living conditions of children and the work of teachers in a preschool institution;

ensuring continuity between all spheres of the child's social development;

radical changes in the nature of the training of teachers, the conditions for financing preschool education and the restructuring of the management system.

The Concept revealed the essence of educational-disciplinary and personality-oriented models of building pedagogical work with children, each of which is alternative. The second model contributes to the formation of a child as a personality, provides a sense of psychological security, development of individuality, prevents the emergence of possible dead ends in personal development, that is, contributes to the humanization of the goals and principles of pedagogical work with children. The main attention was paid to the techniques and methods of communication between an adult and a child through understanding, recognition and acceptance of the child's personality, the ability of an adult to take the child's position, take into account his point of view, and respect the child's dignity.

The concept reflected the thoughts of leading practicing teachers and scientists, absorbed the views of the pedagogical community, i.e. showed what, as they say, "was in the air" - the need for a radical restructuring of preschool upbringing and education. That is why the Concept was approved by the congress of public education workers. The concept of preschool education set out a system of views on the pedagogical phenomenon - the main ideas and main directions of restructuring the education system and upbringing of preschoolers. But at the same time, it did not contain specific programs for the implementation of the intended goals. This was hindered by the existence of a single state program and the existing system of financing preschool education. The next step had to be taken. And it was attempted.

In 1991, the Resolution of the Council of Ministers of the RSFSR approved the "Temporary Regulation on a Preschool Institution." In it, in particular, it was noted that the program, as a mandatory document for all preschool institutions, inevitably leads to uniformity of forms, content and methods of the pedagogical process, does not take into account the individual characteristics of children. The regulation made it possible for each preschool institution to choose from the available training and education program, make its own additions to it, create copyright programs, and use various forms of work.

“The main functions of a preschool institution,” says the Regulation, “are:

protection and strengthening of the physical and mental health of children;

ensuring the intellectual and personal development of the child;

caring for the emotional well-being of each child;

interaction with the family to ensure the full development of the child. "

It should be emphasized that the tasks and functions of a preschool institution, formulated in the Regulation, are based on the attitude towards preschool age as a unique period of personality development. In contrast to all subsequent age stages, it is during this period that the child's ideas about the world around him are formed, his intensive physical and mental development occurs. The importance has the support and all-round development of such personality traits that are specific for preschoolers, since in the future it is not only difficult to make up for lost time, but sometimes impossible. In addition, the Regulation provided for a certain independence of the children's institution in economic and financial activities, which allowed him to improve financial support at the expense of his own enterprise.

The state policy in the field of education was reflected in the Law of the Russian Federation "On Education" (1991).

The principles (art. 2) on which education is based are as follows:

the humanistic nature of education, the priority of universal human values, human life and health, free development personality. Education of citizenship, hard work, respect for human rights and freedoms, love for the surrounding nature, homeland, family;

unity of the federal cultural and educational space. Protection and development by the educational system of national cultures, regional cultural traditions and characteristics in a multinational state;

the general availability of education, the adaptability of the education system to the levels and characteristics of the development and training of students and pupils;

the secular nature of education in state and municipal educational institutions;

freedom and pluralism in education;

democratic, state-public nature of education management. Autonomy of educational institutions.

Later, in 1995, the “Model Regulations on a Preschool Educational Institution” was approved by a decree of the Government of the Russian Federation. It enshrined the right that a preschool educational institution independently in choosing a program from a set of variable programs recommended by state educational authorities, making changes to them, as well as developing its own (copyright) programs in accordance with the requirements of the state educational standard.

Due to the change regulatory framework there was a need to prepare a variety of programs that, along with the Model, could be offered to practice. The process of preparing and publishing variable programs gained momentum.

It should be emphasized that many programs were developed by serious scientists or large scientific teams who have tested experimental programs in practice for many years. Collectives of preschool institutions in collaboration with qualified methodologists also created their own programs.

In order to protect the child from incompetent pedagogical influence in the conditions of variability of education, the Ministry of Education of Russia in 1995 prepared a methodological letter "Recommendations for the examination of educational programs for preschool educational institutions of the Russian Federation", which indicated that complex and partial programs should be based on the principle of personal oriented interaction of adults with children and should ensure:

protection and strengthening of the physical and mental health of children, their physical development;

the emotional well-being of every child;

intellectual development of the child;

creation of conditions for the development of the child's personality, his creative abilities;

familiarizing children with universal human values;

interacting with the family to ensure the full development of the child.

The recommendations state that programs should provide for the organization of children's life in the classroom, in ad hoc activities and in the free time provided for the child in kindergarten during the day. At the same time, an optimal combination of individual and joint activities of children in its various types (play, construction, visual, musical, theatrical and other types of activity) should be laid.

Currently, all kinds of programs and guidelines for the upbringing and education of children in a preschool institution have been published and distributed through a variety of pedagogical seminars. A number of programs are the result of many years of work by scientific and scientific-pedagogical teams. All these programs show different approaches to organizing the pedagogical process in kindergarten. It is the teaching staff that will have to choose the program according to which this preschool institution will work.

Renewal of preschool education

The RF Law "On Education" secured the right of preschool institutions to work on a variety of programs. An appeal to personality-oriented pedagogy, a departure from strictly regulated forms of upbringing and teaching children characterize the general trends in the restructuring of preschool education. The humanization of modern education is primarily associated with a change in the attitude towards upbringing, in the center of which is the child, the formation of his subjectivity. The transition from the uniformity of the types of preschool institutions to the creation of a flexible multifunctional system, including new types of state and non-state institutions, makes it possible to respond to the various educational needs of the population and satisfy them, providing broad educational services.

The restructuring of the education system is associated with overcoming difficulties. Renewal of pedagogical consciousness is a long, difficult and painful process. It is important that educators are aware of the significance of their social mission and direct their efforts towards full-fledged upbringing and education of children, their psychological protection.

The teachers' awareness of the meaning of the ongoing processes is to a large extent related to their acceptance of the variability of education, the desire to update its content and technologies, and understanding of those positions that impede significant reform of the system.

The appearance of the “Concept of Preschool Education” initiated an intensive discussion of theoretical and applied issues related to updating the content of preschool education, approbation of new pedagogical technologies in wide practice, and teachers mastering new methods and forms of work. Development innovation processes in domestic preschool education was reflected in the regulatory and programmatic documents. Specialists of all levels of education management, methodological service, science and practice took part and are taking part in this work, creating a unified educational space.

IN guidelinesprepared by N.Ya. Mikhailenko and N.A. Korotkova (1993), the state of preschool education during the period of the changes that began was analyzed. It was noted that the system of relations between the educator and children continues to be formal in nature, i.e. the work is based on the same educational and disciplinary model of education, which extends not only to training sessions with children, but also to the entire daily life of the child. In educational work, the emphasis continues on frontal classes, which make it impossible to pedagogy of cooperation, put the educator in the position of an evaluator. At the same time, building trusting relationships with a child is difficult.

The authors of the guidelines analyze a number of reasons leading to the use of a large number of compulsory classes in kindergarten and entrenched stereotypes of pedagogical work. Despite the fact that the normative legal documents of that period (Decree of the Council of Ministers of the RSFSR "Temporary Regulation on a Preschool Institution", 1991) provided for the independence of the preschool institution in organizing the pedagogical process, focused on restructuring the content and methods of kindergarten work, fundamental changes in the preschool education system have not happened yet. One of the reasons was associated with the vast amount of specific knowledge and skills included in the "Standard Program", according to which many educators continued to work. The reasons for the preservation of the system of compulsory classes, according to the authors of the recommendations, was that educators, who were accustomed to working on ready-made notes and well-versed in the forms of frontal work with children, experienced difficulties in switching to other ways of interacting with the child. In addition, it was easier and more accustomed for the administration to check the classes clearly recorded in the schedule than to analyze the effectiveness of the leadership of other types of children's activities.

Play, self-care, aesthetic activity were not used enough for the full development of the child, while filling the life of children in kindergarten with fine and musical art, literature creates conditions for reducing psychological stress, fosters independence in children, aesthetic taste, culture of activity and leisure.

Monotonous setting in a group with regulated placement of "corners", arrangement of children's tables according to the type of school class, desk educators were strengthened by formalized relationships.

The authors of the guidelines propose to improve the pedagogical process and increase the developmental effect in educational work with children in the following areas:

changing the forms of communication with children (transition from authoritarian forms of influence to communication focused on the personal identity of each child, on the establishment of trusting, partner relations between the educator and children);

refusal to present to children politically-ideologized specific information when familiarizing with the environment;

changing the form and content of training sessions, reducing their number (transition from frontal classes to classes with small subgroups of children, reducing the number of classes by selecting the most effective content for the development of children);

saturating the life of children with classical and modern music, works of fine art, using the best examples of children's literature, orienting towards universal human moral values, expanding the horizons of the child;

changing the organization of the objective environment and living space in the group room in order to ensure free independent activity and creativity of children in accordance with their desires and inclinations, the choice by children of the type of activity and its form - joint with peers or individual.

The humanization of the pedagogical process involves the construction of a personality-oriented model of upbringing, a change in the form of communication between the teacher and children in the process of traditional types of children's activities and in everyday life... IN to a greater extent take into account the interests, desires, abilities of the child, strive for cooperation in cognitive, productive, labor, everyday interaction, for partnership in games.

the position of a “teacher” who sets certain tasks for children, offers certain ways or means of solving them, and evaluates the correctness of actions. No matter how democratic the forms of communication are here, in this case the adult is, as it were, “above” the child;

the position of an “equal” partner involved in activities with children, who, from within this activity, introduces his proposals and accepts the ideas of children, demonstrates various methods of action, solves problems arising in joint activities “together” in children without harsh assessments - “right-wrong”, "Good or bad", etc .;

the position of the "creator" of the developing environment, the objective world of the child, when the adult is not directly involved in children's activities, but gives children the opportunity to act freely and independently.

Each of the positions presented has an independent meaning for the most effective solution of the problems of the development and upbringing of a child, is not supplanted by others and has its place in the pedagogical process. The skill of the teacher is associated with the mastery of each of these positions.

The implementation of developmental tasks in the process of daily free communication between the child and the teacher should be combined with special activities. Moreover, it is advisable to reduce their number, and diversify the form of organization. Conducting classes with small subgroups of children will ensure the greatest cognitive activity of each pupil, will help establish feedback and take into account the progress of children.

The interaction between kindergarten and family should also not be left unchanged. Parents' demands are increasing: while maintaining interest in preparing the child for education in different types schools, the requirements for the development of his intellectual, linguistic, artistic and other abilities are increasing. It is advisable to include parents in an active discussion when solving children's problems, to involve them in creative work with children.

Serious changes must occur in the organization of the subject environment and group space. The model of interaction between an adult and children, which was called educational and disciplinary, developed against the background of a rigidly “zoned” and regulated space. The equipment of the room, the subject and play environment reflected the features and disadvantages of the authoritarian system, creating pedagogical stereotypes. At the same time, as already noted, the frontal forms of work, formal discipline, excessive regulation of children's activities, especially play, became the center of the pedagogical process.

Practitioners, preschool education leaders and scientists understood that this problem could not be solved in a short time, and even in conditions of financial deficit. However, the forecasting of its prospects, the study of scientific and applied aspects was carried out by a number of researchers for a long time and was of great importance. The subject environment was viewed as a system that represents an enriching factor in child development, guiding and integrating children's activities and didactics.

In the 90s, methodological documents were published indicating the directions of innovation in terms of creating a developing environment in a preschool institution. The target complex program was prepared by the USSR State Committee for Education 2. However, its implementation on a large national scale was not realized. Further development of the problem continued.

The concept of a developing environment (developed under the leadership of V.A. Petrovsky) was presented as part of the strategic program of the Ministry of Education of Russia, which laid down approaches to a radical transformation of the material and technical support of the pedagogical process in a preschool institution.

“The living environment can and should develop and educate a child, serve as a background and mediator in personal developmental interaction with adults and with other children” 3.

The strategy and tactics of building a developing environment in a preschool institution are determined by the characteristics of a personality-oriented model of education, aimed at promoting the formation of a child as a person. The main provisions of the personality-oriented model are reflected in the principles of building a developing environment:

distances, positions when interacting;

activity, independence, creativity;

stability - dynamism;

aggregation and flexible zoning;

the emotional nature of the environment, individual comfort and emotional well-being of each child and adult;

a combination of familiar and extraordinary elements in the aesthetic organization of the environment;

openness - closedness;

taking into account gender and age differences in children 4.

An important condition for the implementation of a personality-oriented model of interaction between an adult and a child is the establishment of contact, depending on their desires and activities, finding a common psychological space for communication, a comfortable distance of interaction. This is possible if the positions of adults and children vary, which is ensured by the layout of the room, the special selection and placement of furniture, the arrangement of toys, aids, decorative items, color and light design, and the provision of conditions for activity or privacy. The possibilities of a child and an adult to become creators of their objective environment are emphasized. The interior can combine multifunctional, easily transformable elements and overall semantic integrity.

Currently, in the publications of prominent scientists, teachers, psychologists, art critics, the importance of the subject environment is convincingly revealed, which develops the ability of children to various types of activity. The methodological recommendations of S.L. Novoselova contained scientific psychological and pedagogical foundations and the provisions of the concept of a developing subject environment of childhood, practical advice, addressed to the heads of preschool institutions and designers involved in the design of the developing subject environment of educational institutions.

The importance of the unity of the stylistic solution of all premises, taking into account their functional interaction and content, is emphasized. All elements of the subject environment should be combined in scale, style, purpose and have their place in the interior. Modern requirements of designers and art historians to the organization of the nearest subject environment are associated with getting rid of clutter with little-functional and incompatible objects. For normal development, a child needs to live in three object spaces: the commensurate actions of his hands (the “eye-hand” scale), commensurate with his growth and the commensurate object world of adults (G.N. Lyubimova, S.L. Novoselova). When creating a subject environment, it is necessary to proceed from the ergonomic requirements for life: anthropometric, physiological and psychological characteristics of the inhabitant of this environment. They are as follows:

developing nature of the subject environment;

activity-age approach;

information content (variety of topics, complexity, variety of materials and toys);

enrichment, science intensity, the presence of natural and socio-cultural means that ensure the diversity of the child's activities and his creativity;

variability;

combination of traditional and new components;

ensuring the constituent elements of the environment, correlation with the macro- and microspace of children's activities;

ensuring comfort, functional reliability and safety;

ensuring aesthetic and hygienic indicators.

The solution to the problem of creating a developing environment in preschool institutions will be facilitated by new approaches to the formation of the structure of the building, its free planning, the relationship of internal and external environments, the system of transforming equipment and furniture, the design and placement of functional rooms as the basic components of a developing subject environment. The list of the latter is diverse and can be continued depending on regional, ethnic and sociocultural, natural, climatic and other features. Let's name some of them:

This gave a new impetus for the development of initiatives and creativity of teachers, including the development of variable programs. The desire for novelty of content and innovation in technology was explained by the desire to move away from outdated forms of work, to find one's own face, to stand out from the crowd, and "win" parents. However, practitioners quickly realized the complexity of working on new programs, high responsibility for their quality.

The efforts of the teaching staff were also aimed at finding new generation programs (often called at that time author's). The administration and employees of the preschool institution were often disoriented in the values \u200b\u200bof the various programs and methods of preschool education.

The choice of programs was often carried out by chance, without taking into account the specifics of the teaching staff. This negatively affected the attitude of teachers to the introduction of innovative technologies into their work.

At the beginning, the transition from strictly regulated kindergarten work to variability and creativity was associated with some difficulties, they had to be solved by the entire teaching staff. Awareness and acceptance of the program should be accompanied by its study, the allocation of structural components in the integral pedagogical process that carry the main developmental goals and at the same time organize the real life of children. In addition, in the pedagogical process, it is important to understand the place and role of an adult in the implementation of developmental tasks.

Despite the difficulties of the transition period, the changes taking place in the field of education keep the best traditions of the Russian system of preschool education and undoubtedly have positive features. This was indicated in the analytical materials of the head of the Preschool Education Directorate of the Ministry of Education of Russia R.B. Sterkina 5:

the principle of complexity is observed - the pedagogical process covers all the main directions of the child's development (physical, familiarization with the surrounding world, development of speech, artistic and aesthetic, etc.), a system of measures is provided for the protection and strengthening of children's health;

the use of some partial programs is combined with work in other areas of the pedagogical process;

there is a development of new, non-traditional areas of the content of the work of a preschool educational institution, such as teaching choreography and rhythm, a foreign language, a variety of new techniques of fine art, computer training, familiarization with national culture;

greater emphasis is placed on creating conditions for independent experimentation and search activity of the children themselves, encouraging them to a creative attitude to the activity being performed, self-expression and improvisation in the process of its implementation;

the integration of different types of activities, the complexity of the content contribute to the liberation of the educational process in kindergarten;

attempts are made to emotionally saturate the atmosphere in the learning process, which allows you to successfully overcome educational and disciplinary techniques and methods in the work of a teacher;

there is a mastery of new pedagogical technologies, taking into account personality-oriented interaction - a transition to a new style of communication and play with the child;

new forms and content of cooperation between teachers and parents are emerging, which contributes to overcoming formalism in continuity in teaching and raising a child in a kindergarten and family;

the use of new models of the device of the room and its equipment provides the child's need for joint activities with peers, and at the same time conditions for individual lessons are created, which is important for the implementation of real effective individual approach to children.

The development and (or) education program is a necessary core in the work of a preschool institution. The main priorities of education are: maintaining and strengthening health, ensuring favorable conditions for the development of all children, respecting the child's right to preserve his or her individuality while implementing the basic content of education and upbringing. Important components of any program and pedagogical process in accordance with it are the construction of the regime and the place of play in kindergarten, hygienic conditions for organizing life, classes and all children's activities, prevention of diseases.

According to experts and organizers of preschool education, civilized control over the level of education is important. Control that can protect a child from incompetent pedagogical influences, from unprofessionalism. This control was ensured by the introduction of state educational standards. In 1996, by order of the Minister of Education of the Russian Federation, “Temporary (approximate) requirements for the content and methods of upbringing and teaching implemented in a preschool educational institution” were established. These requirements apply both to educational programs and pedagogical technologies, and to the nature of the interaction of staff with children 6.

The development of new programs that have been carried out in domestic preschool education for a number of years and introduce into practice new educational content and pedagogical technologies require the authors, first of all, to define a conceptual approach to child development, historical and pedagogical erudition, scientific conscientiousness, methodological literacy , creativity.

When creating new programs, it is inevitable to rely on the theoretical work of researchers and the use of elements of traditional technologies that ensured positive changes in the development of the child. At the same time, the theoretical competence of the authors and respect for their predecessors, their contribution to the theory and practice of preschool education are important. The combination of innovative approaches and traditions does not diminish the merits of new programs, but indicates further development pedagogical thought.

________________________

See: Mikhailenko N.Ya., Korotkova A. Guidelines and requirements for updating the content of preschool education: Methodical recommendations. -M., 1993.

Target complex program "Developing subject-play environment for children of preschool and primary school age." - M., 1991.

See: V.A. Petrovsky, L.M. Klarina, L.A. Smyvina, L.P. Strelkova. Building a developing environment in a preschool institution. - M., 1993 .-- P.6.

See: Sterkina RB The quality of preschool education and the main trends in its change // Doshk. education. - 1996 - No. 6.

Temporary requirements are in effect until the introduction of the state educational standard for preschool education, which is currently being worked on.

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