Outline the development of variable forms of preschool education. Variable forms of preschool education - what is it? Variable forms of preschool education

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System modernization preschool education, the introduction of the Federal State Educational Standard of a given level of education as a priority task is determined by ensuring its quality and accessibility. In this regard, the article identifies and reveals new trends in the development of the regional system of preschool education. Belgorod region based on the principles of variability, openness, cultural conformity. The authors highlight its key problems, associated primarily with meeting the need for preschool institutions in the region, the quality of the educational services... The main directions of possible solutions to the indicated problems are also proposed, one of which is the development of alternative forms of preschool education, both state and non-state. The article briefly describes the experience of the Belgorod region in solving the problem of the development of variable forms of preschool education, and also proposes a model for organizing the interaction of educational authorities, educational organizations, Department of Preschool Pedagogy and Psychology, National Research University BelSU, Department of Preschool and primary education BelIRO to provide scientific and methodological support for the development of variable forms of preschool education in the region.

preschool education

regional system of preschool education

variable forms of preschool education

quality

availability

educational services

1. Vinogradova N.A., Miklyaeva N.V. Quality management of preschool education at preschool educational institutions: Toolkit... - M .: Ayris-press, 2007 .-- 192 p.

2. The concept of demographic policy Russian Federation until 2025: Decree of the President of the Russian Federation of 09.10.2007 No. 1351. URL http://base.consultant.ru/cons. (Date of treatment 02.17.2014)

3. Potashnik M.M., Solozhnin A.V. Management of education at the municipal level: a methodological guide. - M .: Pedagogical Society of Russia, 2013 .-- 480 p.

4. Solomennikova O.A. Professional competence of the teacher of a preschool educational institution // Pedagogical education and science. - 2007. - No. 3. - P. 4–5.

5. Timofeeva L.L., Berezhnova O.V. Variable models of the organization of preschool education. - M .: Center teacher education, 2012 .-- 176 p.

Changing the paradigm of education, re-evaluating it conceptual framework, the rethinking of the goals, objectives, and content of the education of preschool children are reflected in the Federal State Educational Standard of preschool education, where the goal of providing the state with equality of opportunities for each child in obtaining high-quality preschool education is put forward. Meeting the needs of families in the services of preschool education based on the development of all forms of preschool educational organizations (public, private), increasing the availability and quality of their services, stimulating the development of flexible forms of providing services for the care and upbringing of children depending on their age is included in the Concept of demographic policy of the Russian Federation for the period up to 2025.

The quality of preschool education is determined, on the one hand, by providing a choice for an individual "educational route" based on a variety of content, forms and methods of working with children; ensuring social protection of the child from incompetent pedagogical influences; guarantees that each child will achieve the minimum required level of training for successful learning in primary school.

On the other hand, the quality of preschool education should be viewed as a generalized measure of effectiveness. activities of preschool educational institutions, manifested in the guarantee to them of such a level of educational services provided, which meets the expectations and needs of their consumers and complies with state standards.

Compliance with the quality of preschool education is determined by the following indicators:

• the ability to meet the needs of the family and the child for the services of preschool educational institutions;
• selection of educational programs focused on preserving the intrinsic value of preschool childhood;
• willingness kindergarten to preserve the health of the child, to ensure the necessary correction of developmental deficiencies;
• professional growth teaching staff DOE.

However, it must be admitted that at the present time there is no unified approach to the parameters, criteria, indicators by which it would be possible to determine the quality of preschool education, its results.

Today, the problem of meeting the needs of the family and the child in the services of preschool educational institutions is quite acute for the Belgorod region, i.e. availability of quality preschool education.

As of 01.03.2014, 652 preschool organizations function in the Belgorod region:

• 519 municipal preschool educational organizations;
• 115 educational organizations with groups for children before school age;
• 8 organizations for children of preschool and primary school age;
• 9 non-state (private) kindergartens;
• 1 private school with a preschool group.

Also in the municipal educational organizations there are 226 groups of short-term stay.

The number of children covered by the services of preschool education, supervision and care is 67,762 children, of which 65,412 children receive services in the full day, 2350 - short-term. The coverage of children from the total child population of the region at the age from 1 to 7 years is 68%. In 2013, the coverage of children for this period of the total child population of the region at the age from 1 to 7 years was 65.9%. Thus, the coverage of children increased by 2.1%.

The solution to the problem of ensuring the availability and quality of preschool education in the region is carried out in two main directions:

• construction of new and return of previously given kindergarten buildings, re-profiling of various institutions for them, opening preschool groups school;
• development of variable, including non-state forms of preschool education.

The non-state sector of preschool education in the Belgorod region is represented by 9 non-state (private) kindergartens, 1 private school with a preschool group licensed for educational activities, 45 individual entrepreneurs and organizations (in 2013 there were 37), providing services for the development, supervision and care of preschool children on a full-time basis. As of 01.03.2014, the number of children covered by the non-state sector of preschool education is 1375 children, which is 148 children more than in 2013 (as of 01.05.2013, the number of children covered by the non-state sector of preschool education was 1227 children ).

It should be noted the demand for alternative forms, which are structural units of municipal educational institutions. For example, short-term stay groups, play support centers, counseling centers for psychological and pedagogical support of a child, etc.

A great incentive for the development of public-private partnerships and the withdrawal of private business in the field of preschool education "from the shadows" was the adoption of resolutions of the regional government: dated 04/11/2011 No. 128-pp "On supporting the development of alternative forms of providing preschool education", dated 05/23/2011 year No. 194-pp "On Amendments to the Decree of the Government of the Belgorod Region of 11.04.2011 No. 128-pp", which allowed not only to create equal conditions for the participation of non-governmental organizations and individual entrepreneurs in the provision of preschool education services, but also to provide funding for expenses of parents for receiving services of non-governmental providers in the amount of the average standard of expenditures per one child, prevailing in a particular municipality for a municipal preschool educational institution. To date, the subsidy for preschool education in a private kindergarten with educational license, is on average 5220 rubles per month, the subsidy for receiving services for the supervision and care of a child without educational activities from an individual entrepreneur, an organization on average is 2475 rubles.

In addition, within the framework of the long-term target program "Development and State Support of Small and Medium-Sized Businesses in the Belgorod Region for 2011-2013", 14 entrepreneurs providing services for preschool children received grants for starting their own business in the amount of 300 thousand rubles for free and irrevocable basis.

Despite the measures taken, in the face of an increase in the birth rate, it has not yet been possible to completely overcome the shortage of places. Monitoring the provision of preschool education services to residents of the region showed that the number of children not provided with a place in preschool educational institutions in 2013 is 6932 people. 70% of them are children aged 1 to 3 years. The coverage of children aged 5 to 7 with preschool education is 95%. The queue in 2012 was 8205 people. Of these, 64.4% are children aged 1 to 3 years.

It should be noted that the existing system of variable preschool education still does not fully satisfy such social needs as:

• preservation of mental and physical health child;
• quality education for children from dysfunctional families, low-income strata of the population;
• lowering the age limit for admitting a child to a preschool educational institution;
• expanding the age limit for a child's transition to school (6.6-8 years);
• provision of flexible working hours for preschool organizations.

In order to overcome these problems and implement systems approach, organizational and scientific-methodological support for the development of variable, including non-state, forms of preschool education, appropriate measures have been introduced into the target regional and municipal programs - an approximate regulatory legal framework and methodological recommendations have been developed. Many municipalities have established counseling centers for private entrepreneurs, legal entities who wish to provide services for the supervision and care of preschool children. Such work can be organized on the basis of a network system for the dissemination of regulatory and methodological information via the Internet, in a remote form through the website or portal of the municipal methodological service.

Since 2010, on the basis of the Belgorod Institute for the Development of Education, a regional experiment has been organized, and since 2013 - a regional innovation platform, whose activities are carried out in several directions: ensuring the quality of preschool education in an autonomous preschool educational institution; structural and substantive foundations of the Center's activities early development children (from 1 to 3 years old) in a preschool educational institution; approbation of the system-dynamic model of the activity of the Counseling Center for expectant mothers; approbation of a model for organizing tutoring services in the preschool education system; management of the activities of the Center for Preschool Education in the context of the implementation of variable forms of preschool education; ensuring the quality of preschool education in a private preschool educational institution.

In the process of implementing the experiment, variable forms of preschool education that are optimal for the conditions of the Belgorod region have been developed, tested and implemented at the level of an educational institution and at the municipal level; the regulatory framework necessary for the creation and functioning of variable forms of preschool education at the level of an educational institution has been brought into line with the Russian and regional legislation municipality; a monitoring program was developed to study the effectiveness of the activities of autonomous, private preschool educational institutions, development centers, including issues of studying public opinion; individually-oriented pedagogical, psychological, medical, legal assistance to children and their parents is carried out using information technologies... Websites have been created in all educational institutions participating in the experiment.

Note that in modern conditions the knowledge intensity of pedagogical work in preschool education has significantly increased. Pedagogical teams of private preschool institutions independently design the main educational program, create their own organizational models educational process and the life of children, copyright programs. All this made it necessary to improve the qualifications of the leaders of private preschool organizations. The course program "Management of a Private Preschool Organization" was developed and implemented by the Department of Preschool Pedagogy and Psychology of the National Research University "BelSU". The program includes six modules: "Anatomical, physiological and psychological characteristics children from 1 to 5 years old "; " Public policy in the field of preschool education "; "Organization and content of the educational process in a private preschool organization"; "Image of a preschool organization"; "Personnel management of a preschool organization." The practical module involves the study and analysis of the work experience of non-state preschool institutions.

The lectures and practical classes were attended by teachers of the department, specialists from the Department of Education of the Belgorod Region, the Office of the Federal Service for the Protection of Consumer Rights and Human Welfare in the Belgorod Region.

For teachers of private preschool institutions, courses were organized on the basis of the Belgorod Institute for the Development of Education. Teachers of private kindergartens and organizations providing services for the supervision and care of preschool children got acquainted with the modern legal and regulatory framework for the activities of teaching staff. Together with a psychologist, the teachers discussed the anatomical, physiological and psychological characteristics of preschool children. Particular attention has been paid to psychological characteristics children from 1 to 4 years old, because children of this age mostly attend private gardens.

Another feature of non-state educational institutions is their age groups. In the form of master classes and practical trainings, educators improved their competence in organizing children's activities in different age groups; holding regime moments; the use of modern technologies (health-preserving, design, artistic and aesthetic development, and others).

During the training, the heads of non-governmental preschool organizations and teachers had the opportunity to receive individual consultations, discuss the problems and prospects for the development of a private preschool organization at a round table. All listeners noted the usefulness of the training, positively assessed its organization and content.

Thus, the essence of new trends in the development of regional preschool education is based on the principles of its variability, openness, cultural conformity, which ultimately contributes to the achievement of the goals of equality of opportunities for each child in obtaining quality preschool education. The organization of interaction between educational authorities, educational organizations, the department of preschool pedagogy and psychology of the National Research University BelSU, the department of preschool and primary education of BelIRO provides scientific and methodological support for the development of variable forms of preschool education in the region.

Reviewers:

Isaev I.F., Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy, National Research University "Belgorodsky State University", Belgorod;

Voloshina LN, Doctor of Pedagogical Sciences, Professor, Head of the Department of Preschool Pedagogy and Psychology, National Research University "Belgorod State University", Belgorod.

The work was received on March 26, 2014.

Bibliographic reference

Serykh L.V., Shinkareva L.V. DEVELOPMENT OF VARIANT FORMS OF PRESCHOOL EDUCATION: REGIONAL ASPECT // Basic research... - 2014. - No. 5-5. - S. 1099-1102;
URL: http://fundamental-research.ru/ru/article/view?id=34053 (date of access: 03.24. We bring to your attention the journals published by the "Academy of Natural Sciences" MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION FEDERAL STATE BUDGET

EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "MOSCOW PEDAGOGICAL STATE

UNIVERSITY "

Faculty of Preschool Pedagogy and Psychology

CHARACTERISTIC OF VARIANT FORMS OF PRESCHOOL EDUCATION XXI CENTURY

STUDENTS OF COURSE 1 105 GROUPS OF CORRESPONDENCE TRAINING

MELNIKOVA

EKATERINA ROMANOVNA

Teacher: Volobueva L.M.

Moscow, 2017

VARIANT FORMS OF PRESCHOOL EDUCATION

The goal of social policy in the field of preschool education is to realize the right of every child to quality and accessible education and increasing the enrollment of children in preschool education.

The implementation of this goal is being addressed in the framework of the following priority areas:

availability of preschool education: development of variable forms of preschool education;

development of inclusive, integrative and special preschool education: ensuring the availability of education and determining educational routes for children with disabilities health and special educational needs;

psychological and pedagogical support of the family: assistance to parents raising children in the family.

What are variable forms of preschool education?

Variable forms of preschool education -

These are modern models aimed at the fullest satisfaction of the population's demand for preschool education services and the quality of services provided, including creating conditions for the development of the non-state sector of preschool education, providing support for family education.

these are structural subdivisions of state educational institutions that implement general education programs of preschool education (from 2 months to 7 years).

Variable forms of preschool education are created with the aim of increasing the coverage of children with preschool education and creating equal starting opportunities when children enter school.

Variable forms of preschool education provide for a different regime of stay of children, both with a developmental norm and with disabilities and special educational needs.

What are the types of variable forms of preschool education?

Variable forms of preschool education for children from 2 months to 7 years old include:

short stay group;

child play support center;

advisory point;

early assistance service;

library;

family kindergarten

Short-stay groups (STG) - a variable form of preschool education, which is a structural subdivision of an educational institution (GOU) that implements preschool education programs (from 2 months to 7 years), which is created for children of early and preschool age in order to ensure their comprehensive development and form their foundations schooling, providing advisory and methodological support to their parents (or legal representatives) in organizing the upbringing and education of the child, his social adaptation and the formation of prerequisites learning activities.

Currently, the GKP includes:

"Adaptation group" - for children from 2 months to 3 years old, which aims to ensure the early socialization of children and their adaptation to admission to preschool educational institutions;

"Development Group" - for children from 3 to 7 years old, pursuing the goal of the comprehensive development of children, their socialization in a team of peers and adults;

group "Playing, learning" - for children from 1.5 to 7 years old, ensuring the development of the child social experience, communication with peers and adults in joint play activities, the formation of the foundations of readiness for school education;

group "Future first grader" - for children 5-6 years old, the purpose of which is to prepare children of senior preschool age for school education;

"Group for children whose native language is not Russian" - for children from 3 to 7 years old, aimed at the adaptation of a non-Russian child in a new Russian-speaking environment for him, at mastering the skills of Russian speech, the formation of his readiness for schooling;

"Group for an evening stay, weekend and holiday» - for children from 2 to 7 years old, the purpose of which is to assist parents in raising and educating children, organizing childcare and supervision;

"Group for children with developmental disabilities" - for children for children from 2 to 7 years old, aimed at providing systematic psychological, medical and pedagogical assistance to children with developmental disabilities, their upbringing and training, consultative and methodological support of parents "

group "Special child" - for children from 2 to 7 years old, aimed at providing systematic psychological, medical and pedagogical assistance to disabled children, the formation of prerequisites for educational activities, social adaptation, assistance to parents in organizing the upbringing and education of children

group "Young Olympian" - for children from 4 to 7 years old, aimed at physical development and involving children in sports;

group "Learning to swim" - for children from 2 to 7 years old, with the goal of teaching children different ways swimming;

group "Home kindergarten" - for children from 1 to 7 years old as a structural unit of a preschool educational institution operating in a residential building.

Child Play Support Center (CIPR) is created with the aim of organizing psychological and pedagogical activities aimed at the all-round development of children aged 6 months to 3 years on the basis of modern methods organization of play activities, the use of modern play technologies in the practice of education and adaptation of the child to admission to a preschool educational institution.

The main tasks of the CIPR:

rendering assistance in the socialization of children of early preschool age through the organization of play activities;

development individual programs play support and the organization of psychological and pedagogical support for the child;

teaching parents and preschool educational institutions how to use various game learning tools: organizing developmental games and game interaction with children on their basis;

advising parents on the creation of a developing environment in the context of family education, the formation of the optimal composition of game teaching aids, the rules for their choice; familiarization of parents and preschool educational institutions with modern types of play teaching aids.

Advisory point (KP) - for children aged 1 to 7 years, brought up in a family environment, it is created with the aim of ensuring the unity and continuity of family and social education; providing psychological and pedagogical assistance to parents; support for the comprehensive development of the personality of children who do not attend educational institutions.

The main tasks of the KP:

rendering advisory assistance parents on various issues of education, training and development of a preschool child;

assistance in the socialization of preschool children; comprehensive prevention of various abnormalities in the physical, mental and social development children;

providing comprehensive assistance to parents and children 5-6 years old, in ensuring equal starting opportunities when entering school;

ensuring interaction between a state educational institution that implements general education program preschool education, and other organizations of social and medical support for children and parents.

Family kindergarten (SDS) is created with the aim of ensuring the comprehensive development of children from 1 to 7 years old, implementing in practice an individual approach to raising a child, expanding the forms of preschool education for children with health and development problems, supporting large families and providing large families with employment opportunities.

The parent of the large family in which he is created is appointed to the position of the SDS educator. If a large family has one or two children of preschool age, the organization of a family kindergarten is allowed, provided that preschool children from other large families are admitted.

Stages of creating a family kindergarten:

1. identifying the need for family kindergarten services at the micro-site.

2. study of the regulatory framework.

3. study of work experience.

4. selection of candidates for the position of educator.

5. Familiarization with the conditions of the family.

6. familiarizing the family kindergarten teacher with pedagogical process in the preschool educational institution.

7. methodological support family kindergarten.

8. expert advice on age characteristics.

9. Providing the educator with practical material.

10. master - classes, days of open doors.

11. inclusion of a family kindergarten teacher in the pedagogical process.

Early assistance service (EWS) created for children from 2 months to 4 years old with identified developmental disorders (or risk of violation) who do not attend educational institutions.

The purpose of the PSA is organized psychological, pedagogical and social support for a family with a child with identified developmental disorders (risk of violation) who does not attend an educational institution, the selection of adequate ways to interact with the child, his upbringing and training, and correction of developmental disabilities.

The main tasks of the PSA:

psychological and pedagogical examination of children with developmental disorders (risk of violation) and their families;

provision of comprehensive correctional and developmental assistance to children with developmental disorders (risk of impairment) and psychological and pedagogical support to their families;

implementation of work on adaptation, socialization and integration of children with developmental disorders (risk of violation);

inclusion of parents in the process of raising and educating a child;

determination of the child's further educational route.

Lekoteka is created with the aim of providing psychological and pedagogical support for children from 2 months to 7 years old with developmental disabilities for socialization, the formation of prerequisites for educational activities, support for the development of the child's personality and the provision of psychological and pedagogical assistance to parents.

Main tasks:

implementation of an educational program developed based on the characteristics of psychophysical development and individual capabilities of pupils;

psychoprophylaxis, psychotherapy and psychocorrection by means of play in children from 2 months to 7 years old with developmental disorders;

training parents, specialists of state educational institutions in methods of play interaction with children with developmental disabilities;

carrying out psychoprophylactic and psychocorrectional work with family members of a child from 2 months to 7 years old with developmental disorders;

psychological and pedagogical examination of children from 2 months to 7 years old with developmental disorders in the presence of parental consent;

assistance to parents in the selection of adequate means of communication with the child;

selection of individual techniques for the formation of the prerequisites for the educational activity of the child; support of parental initiatives in organizing family interaction programs.

Modern society makes new demands on the education system of the younger generation and, in particular, on its first stage - on the preschool education system. The next urgent task is the introduction of variable organizational forms of preschool education.

The purpose of variable forms of preschool education is to realize the right of every child to quality and affordable education and provides for a different regime of stay of children, both with the norm of development, and with disabilities and special educational needs.

This material offers experience work of the preschool educational institution on the organization of various variable forms of preschool education.

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1. Variability educational system in preschool.

We see the development of our preschool educational institution in the development of innovations that contribute to a qualitative change in the educational process. For us, this is, first of all, meeting the needs of the parental community in new forms of preschool education. Modern moms want to develop their children early.

It would seem that today, given the total shortage of places in kindergartens, it makes no sense to talk about increasing the competitiveness of preschool institutions, but nevertheless there is competition. A preschool institution is not indifferent to who will come to their kindergarten: passive consumers of educational services or interested parents who are ready to actively participate in the educational process, invest financial, intellectual resources in it, etc.

Today we are convinced that the classic form of preschool education - full-time kindergarten - has been replaced by new variable forms.On the example of preschool education in our city, we see that the problem of providing preschool children with places in kindergartens is partially solved by turning to just such variable forms. forms.

One of the priority tasks of the work of our institution is interaction with the families of pupils. For several years now, the preschool educational institution has been a reference kindergarten for interaction with parents for teachers of the city.

One of critical issues this direction work - building partnerships in the "teacher - child - parent" system.

The teachers' awareness of the meaning of the ongoing processes is to a large extent connected with their acceptance of the variability of education, the desire to update its content and technologies.

This gave a new impetus for the development of initiatives and creativity of teachers, including the development of variable forms.

3. Family group (structural unit of the preschool educational institution)

Family groups are a form of organization of preschool education aimed at ensuring the comprehensive development of children who do not attend preschool educational institutions, supporting large families, providing parents with employment opportunities, and the practical implementation of an individual approach to raising a child.

The family group is a structural subdivision of a preschool educational institution. The family group is organized in living quarters (private residential buildings or apartments) at the place of residence of the family. Family group employees are employees of the institution.

An important point in the organization of this form of preschool education is its design as a family group. This requirement is dictated by the peculiarities of the current legislation regulating this area. Requirements for the conditions of activity of family preschool groups are provided in section XI of SanPiN 2.4.1.2660-10 "Sanitary and epidemiological requirements for the device, maintenance and organization of work in preschool organizations" (approved by the decree of the Chief State Sanitary Doctor of the Russian Federation of 07.22.2010 No. 91).

On the basis of the Decree of the Head of the city, the order of the Head of the Department of Education in June 2009, 2 family groups were opened in the preschool educational institution. Currently, there are 5 such groups with a total number of children - 8. In accordance with this, changes were made to the staffing table.

When the groups were opened, the necessary package of documents was collected: job descriptions, employment contract, statements, extracts from orders, interaction agreements

Senior educators drew up a work plan for the preschool educational institution for interaction with family groups and developed a number of guidelines on the organization and conduct of educational and educational work with children of family groups, a subject-developing environment, the daily regimen recommended in the family group, the schedule of classes in the preschool educational institution.

The specialists of the preschool educational institution developed and carried out the following activities: conversations, consultations, memos, brochures on various topics: "How to organize leisure at home", "How to spend a weekend with a child", "Games in the kitchen", "Motor activity of kids", " Speech games and exercise ”and others. The senior nurse held a conversation on hardening and walking.

A small library of pedagogical literature has been collected, both pedagogical, for junior educators, and fiction, for reading to children.

The kindergarten provided practical help in the selection of material for conducting developmental and play activities (play, tutorials, audio library).

The operational psychological, medical and pedagogical control of the family DOW groups, the Visiting Sheets, the social passport of the family have been developed and filled in.

In order to comply with sanitary and hygienic conditions, equipment, organization of a developing environment, visits were made to the families of the head, senior educators, and the senior nurse. The food organization was checked by the manager of the farm. Acts of visiting families, control cards were drawn up.

Senior preschool teacher spoke with the aim of sharing experience on the work of family groups at the August forum in Mariinsk. I attended a family kindergarten there.

Celebrating children's birthdays has become a tradition; making gifts by the hands of children and preschool educational institutions. Collected photographs.

Classes with children and other activities in the family group are held both in the kindergarten building (music lessons, preparation and participation in matinees, sports activities, swimming pool, etc.), and at home. Relevant recommendations are given.

THEN. the following social effects of the organization of family groups at preschool educational institutions can be noted:

1. The issue of reducing the queue for kindergartens and the implementation of the constitutional right of citizens of the Russian Federation to receive public and free preschool education is being addressed.

2. Parents can get an official job - they become educators, junior educators attached to the preschool educational institution. Consequently, they have a work book and a salary, depending on their qualifications.

3. Family groups are material support for the family, since a certain amount will be allocated to each child's food.

4. A family group can be attended by children who, for various reasons, do not attend regular preschool institutions.

4.Group of short-term stay as one of the variable forms of preschool education

Short-term stay groups (SCT) are a variable form of preschool education, which is a structural subdivision of a preschool educational institution that implements preschool education programs (from 2 months to 7 years). These groups are created for children of early and preschool age in order to ensure their all-round development and the formation of the foundations of school education in them, to provide advisory and methodological support to their parents (or legal representatives) in organizing the upbringing and education of the child, his social adaptation.

Today, preschool institutions work and are actively opening different types groups of short-term stay of children, the flexible regime of which (from 2 to 5 times a week, from 2 to 5 hours a day, depending on the needs of the parents) and the content of the work attract parents. The species diversity of groups allows parents to choose educational routes for their children. Among the groups of short-term stays, such as: "Adaptation group" (from 2 to 3 years), "Development group" (from 3 to 7 years), "Playing, learning" (from 1.5 to 7 years), " Group for evening stay, weekends and holidays "(from 2 to 7 years old), etc.

In 2012, the team of our educational institution conducted a mini-study to study the demand for types of groups for short-term stays in the nearby area. The research results showed that the most demanded is the adaptation group (53%).

The shortened stay at the preschool educational institution and learning in the form of a game allow to provide the most comfortable environment for the child, give him the opportunity to get the first positive experience in new social conditions, what decides many communication problems. Daily opportunity to communicate with parentson issues of concern, as well as group consultations on a single topic, make it possible to solve the issues of adaptation, development and upbringing of children most effectively, in accordance with their age and psychological characteristics.

Together with the identified difficulties and contradictions, the work of the GKP showed that there is real opportunity for the cooperation of preschool educational institutions with different categories of families, ensuring the availability of preschool education, social adaptation of children, preparing them for school, as well as increasing the prestige of the institution and the rational use of its internal resources

The increased demand for GKP is associated with an increase in the importance of preschool education in the eyes of parents, the recognition of the value of the preschool period of childhood, as well as a gradual increase in the birth rate of children.

A short stay group is a form of work with preschoolers based on their short stay in a preschool institution.

The adaptation group for short-term stay functioned at the preschool educational institution from May to July 2012. The group is designed for children from 1, 5 to 3 years old.

We want to introduce our algorithm for organizing the activities of the adaptation group.

First of all, we studied the regulatory framework, assessed the capabilities of our institution: material and technical base; availability of premises; compliance with the terms of SanPin; methodological support of the educational process; professionalism and creativity of teachers.

To regulate the activities of the group in kindergarten, we have developed special local acts: regulations on the group of short-term stay; agreement between MBDOU and parents (legal representatives); an order to open a group of short-term stay at MBDOU; job descriptions of employees (educator and assistant educator); group work mode; determination of the program of the educational process; group documentation (work plans, information about children, about parents, timesheets, receipts for parental payments).

From the very beginning of the work, the goal of the short-stay group was clearly formulated: the realization of the right of every child to an affordable and high-quality education.

Tasks defined:

Ensuring the availability of preschool education for young children;

Providing pedagogical and psychological assistance parents raising children at home;

Create favorable conditions for adaptation to social world young children, to facilitate entry into the peer group, admission to kindergarten.

We recruited 8-10 unorganized children into adaptation groups for short-term stays.

The kids in this group attended kindergarten every day for two months.

One of the leading principles of organizing educational activities directly in this group is the principle of child-adult cooperation, based on the interests of the child and the prospects for his further development.

The work is planned in such a way that the parents of children attending a short-term stay group are active participants in the educational process, and not outside observers, they are willingly involved in the child's development process. This allows you to avoid complications in the initial phase of adaptation, to ensure its optimal course and the gradual transition of the child from the family to the preschool educational institution.

Parents, being with a child in a group, get to know their baby better, see and understand what he is successful in and what difficulties he has, as well as parents, observing the work of a teacher, learn forms of versatile communication and interaction with their children.

In the work of a teacher in a group of short-term stay, various forms of interaction with the parents of children are envisaged in order to ensure the continuity of the upbringing and education of the child, to expand and consolidate the ideas of children about the world around them.

For the kid himself, attending a short-term stay group, it is a holistic way of life - two hours a day are filled with a variety of tasks, activities that are organized by the group educator. These are: - finger, round dance, outdoor games;

Dramatization games (playing fairy tales together with parents);

Games with didactic toys;

Narrative games;

Joint drawing (with felt-tip pens, chalk, wax crayons, gouache, plasticine);

Joint construction from large and small builders, as well as from paper and natural materials.

All directly educational activities is carried out in a relaxed partnership form (in pairs, small subgroups), which contributes to the free communication of children, teachers and parents.

Due to such a different age and diverse cooperation, communication of children is stimulated, emotions and motives are developed that contribute to the establishment interpersonal relationships, as a result of which the readiness of the child's transition to the "full day" group develops, independence and an emotionally positive attitude towards kindergarten develops.

In the conditions of a short-term stay of children in a preschool educational institution, close cooperation with the family is a decisive factor. A child can get full development only if parents play, study and communicate with children at home, using recommendations, advice, advice from professional teachers.

Parents systematically use the literature of the kindergarten library. In addition, parents do not worry about emotional state a child who will soon start attending kindergarten full day.

The results of the short-term adaptation group's work had a favorable effect on the teaching staff of MBDOU. In addition to the formation of a positive reputation of the kindergarten (the authority among parents has increased) and an increase in their own social status, teachers provide high-quality preparation of children for attending a preschool educational institution for a full day. The parental community's demand for the need for a short stay group has increased.

THEN. the organization of short-term stay groups enables children who do not attend preschool educational institutions to undergo "initial" socialization among their peers.

5. Organization of the work of the Advisory Center (CP) for parents.

Advisory point (KP) - for children aged 1 to 7 years, brought up in a family environment, is created with aim ensuring the unity and continuity of family and social education; providing psychological and pedagogical assistance to parents; support for the comprehensive development of the personality of children who do not attend educational institutions.

The main tasks of the KP:

providing advice to parents on various issues of upbringing, training and development of a preschool child;

assisting in the socialization of preschool children.

Appropriate preparation for the operation of the CP has been carried out:

1. The work plan of the advisory point has been drawn up.

2. The effective forms and methods of work with parents and children have been identified.

3. The necessary documentation has been developed.

With the parents or their substitutes who will visit the KP, a conversation was held about the rules of the KP, about mutual rights and obligations, contracts were concluded.

Since September 17, 2012 in our kindergarten number 40 "Solnyshko" began its work Advisory Centerfor parents and children not attending preschool. It was created in order to ensure the unity and continuity of family and social education, to provide psychological and pedagogical assistance to parents, to support the comprehensive development of the personality of children who do not attend kindergarten.

In the work plan of the Consultative Center during the year, meetings with the specialists of the preschool educational institution are planned, workshops, round tables, performances and entertainment for children. Parents have the opportunity to contact specialists at any time, to receive the necessary advice.

Classes at the Advisory Center are fruitful and interesting. Those present were familiarized with the legislative framework in preschool education, their attention was offered other normative documents, the Regulation on the Consultative Point. We also got acquainted with the work of the kindergarten, its successes and traditions. Master classes were organized and conducted by preschool educational institutions: teacher additional education offered her help in the manufacture of environmentally friendly paints, speech therapists talked about the development of an active vocabulary of the baby, a physical education instructor taught parents several dynamic games. On the eve of the new year, we held a joint holiday of the New Year tree.

Parents exchanged their views, shared their problems in raising their children, expressed their wishes, and filled out questionnaires. All meetings are held in a warm, relaxed atmosphere,in an atmosphere of mutual interest and, we hope, became the first step towards constructive cooperation in the future.

Conclusion

Thus, the variability of education is one of the fundamental principles and direction of development. modern system education in Russia. Variative educational process - the interconnected activity of all participants in the educational process to achieve the goals of education, carried out in the context of the choice of content (within state standards), the means and methods of activity and communication, the value-semantic attitude of the individual to the goals, content and process of education.

It should be especially noted that the processes of democratization in the education system, its variability, innovative programs have influenced the nature of the interaction between the preschool educational institution and the family.

Analysis of the current situation in the education system, on the problem raised, shows that in currently the growth of priority in preschool institutions has decreased, parental interest in these institutions has increased.

Expected results from the introduction of variable forms of education in a preschool institution:

1. the quality and availability of preschool education for children from different social groups and strata of the population will increase, regardless of the place of residence and income of the parents;
2. a cultural image of preschool childhood will be formed as the main resource for the development of all spheres of the child's life and his future, which will make it possible to meaningfully determine his place in the structure of age stratification of society;
3. institutional transformations of the preschool education system will be carried out on the basis of the typical and species diversity of institutions;
4. flexibility and multifunctionality of the structure of preschool education will be ensured by optimal interactionvarious spheres of life in the city of Yurga and the Kemerovo region;
5. content, modern technology andmodel of innovativeeducational infrastructure will provide full personal development child, optimize the continuity of the preschooland primary general education;
6. new approaches toeconomic support for development innovation system preschool education;
7. optimization of legal regulation by innovative transformation of the preschool system education;
8. based on a competency-based approach, a quality assessment monitoring system will be formed innovation activities specialist andflexible system of training and retraining profiles;
9. there will be a public and state system for managing the quality of preschool education.

All sorts of forms are needed, different forms are important .

Modern society makes new demands on the education system of the younger generation and, in particular, on its first stage - on the system of preschool education. The next urgent task is the introduction of variable organizational forms of preschool education.

The purpose of creating variable forms of preschool education is to realize the right of every child to high-quality and affordable education and provides for a different regime of stay of children in preschool educational institutions, both with a developmental norm and with disabilities and special educational needs.

Family preschool group

Obtaining public and free preschool education is a constitutional right of citizens of the Russian Federation. In accordance with Articles 17 and 64 of the Law on Education in the Russian Federation, a combination of various forms of education and training is allowed, including in the form family education... One of the possible ways of solving the issue of ensuring the guarantee of citizens' rights to receive access to educational services for preschool education and creating equal starting opportunities for children to enter school can be the development of variable forms of organizing work with preschool children by creating family preschool groups.

In 2015. in MKDOU Bagan kindergarten №2 "Solnyshko" there was a structural unit: a family preschool group. Its appearance was the result of a lot of preliminary work carried out on two levels:

Department of Education and Administration of the Bagan District;

The DOE itself.

At the 1st level, a regulatory and legal framework was formed:

The Regulation “On the creation of a regional experimental site for the development of the model of a“ family kindergarten ”was created in order to ensure the comprehensive development of children who do not attend municipal preschool educational institutions, the development of new forms of preschool education, support for mothers and children, reducing the priority in preschool educational institutions,

A commission was created and the social and living conditions of the family were examined;

Two family preschool groups were created on the basis of preschool educational institutions;

The list of children-pupils of family preschool groups (SDG) has been approved.

At the 2nd level, a package of documents was developed that regulates the activities of the institution and the SDG:

Changing the staffing table with the introduction of two additional rates for the educator;

Developed by Job description SDG educator, employment contracts, an agreement between the preschool educational institution and the SDG, the personal files of the pupils of the group are drawn up, documentation on compliance with the rules of SanPiN.

The main goal of the groups is to look after, care and recuperate children in a family environment without the implementation of PLO. The pupils of two family preschool groups were 9 children, currently there is one SDG - 3 children. The kindergarten has defined a model of interaction between SDG educators and the institution: a nurse oversees issues of compliance with the requirements of SanPiN, conducts training on catering. The deputy head supervises the methodological literacy of educators on the implementation of regime moments, according to the method of hardening children; organizes the interaction of educators with teachers - specialists of the preschool educational institution. As a leader, I coordinate all activities, formalize labor relations, instruct educators on safety precautions, ensure interaction with the Central District Hospital of the village of Bagan on medical care for inmates, and exercise control. This allows you not only to systematically gain new experience in kindergarten work, but also to immediately find a solution when working issues arise. Considering the impossibility of SDG educators to meet within the walls of a kindergarten without children, in order to implement the whole process, a convenient time was found for meetings with the administration and a decision was made to conduct them at the home of the family group, either by phone or via email... And the members of the administration of the preschool educational institution developed and handed over to the educators memos, schedules, rules, taking into account the "home way" of the group. Children are brought up in accordance with the daily routine approved by the order of the head of the preschool educational institution. It reflects both the time of the group's functioning, and the conduct of all the regime moments: morning exercises, dressing / undressing children, eating, walking, hardening procedures.

Family preschool groups, as a new structural unit of our institution, have been operating for three years. Of course, there are still many questions that arise. But the advantages, as we see it, are even greater: mothers - educators received not only a new job without leaving family and raising children, but also a huge stream of new knowledge, which seriously help to properly raise and educate their children. The children's life of these preschoolers was organized in such a way that it became rich and interesting, really useful for them. We constantly invite them to various celebrations and entertainment.

Attending a family preschool group, the child gains experience of wide emotional and practical interaction with adults and peers in the most significant areas of life for his development.

Attending a family preschool group, a child gains experience of wide emotional and practical interaction with adults and peers in the most significant areas of life for his development.

Of course, the introduction of such a model cannot be massive, but there is confidence that the future belongs to it. In addition, it is of interest to a certain part of large, young families and parents, whose children, for one reason or another, cannot attend kindergarten.

The opening of family preschool groups allows us to make services more diverse and accessible to the population, as well as to increase the number of children receiving quality education.

Thus, the variability of education is one of the fundamental principles and direction of development of the modern education system in Russia. Variative educational process - the interconnected activity of all participants in the educational process to achieve the goals of education, carried out in the context of the choice of content (within the framework of state standards), means and methods of activity and communication, value-semantic attitude of the individual to the goals, content and process of education.