Accept change and generate it; think critically; make an independent and informed choice; posing and solving problems; have creative abilities; show initiative, independence and responsibility; take care of yourself, other people, society, country, environment; work in a team.

Guarantees the protection and strengthening of the physical and mental health of children; ensures the emotional well-being of children; contributes to the professional development of teaching staff; creates conditions for developing variable preschool education; ensures the openness of preschool education; creates conditions for the participation of parents (legal representatives) ”(FSES DO, 3.1.) Program:

Personally-oriented interaction of adults with children; the focus of pedagogical assessment on the relative indicators of children's success; the formation of the game as the most important factor in the development of the child; creation of a developing educational environment; balance of reproductive activity (reproducing a finished sample) and productive activity (producing a subjectively new product; family involvement as a necessary condition for the full development of a preschool child; professional development of teachers.

Children acquire competence and self-respect, they like to learn, they have a desire to take on even more complex tasks. Children learn to make informed and responsible choices, solve problems, plan their activities and achieve goals, interact with people around them. Children develop a sense of self-worth, they become independent and proactive. Parents feel personally involved in the program. Parents begin to better navigate the developmental processes of the child. Parents get a better understanding of the work of educators and begin to have more respect for them. Parents learn what they can use in interaction with their child at home. By uniting in a community, families support each other in solving the problems of educating children Preschool teachers form a team and get real satisfaction from working with children, carrying out independent and responsible professional action. They are included in multi-level network interaction with teachers of their own and other preschools and work in a situation of continuous professional development through various forms of interaction with colleagues and trainers.

"Center for the Arts"; "Construction Center"; "Literary Center" (in senior groups - "Center for Literacy and Writing"); "Center for role-playing (dramatic) games"; "Sand and Water Center"; "Center for Mathematics and Manipulative Games"; "Center of Science and Natural Science"; "Culinary Center"; "Open area".

It is adjusted taking into account the work of a particular preschool institution, depending on regional conditions, as well as conditions in the local community, municipality, the specific situation in the organization working under the Discovery Program. An individual approach to each child provides for the compliance of the daily regimen with the age of the children, their state of health, needs and interests. The regime and the daily routine built on its basis are a flexible, dynamic design. In each kindergarten, it can be adjusted, however, the duration of the main components of the daily regimen must be maintained in accordance with sanitary and hygienic norms and rules. The daily schedule indicates the total duration of work in the Centers for the choice of children, including breaks between activities. The teacher doses the educational load on children depending on the current situation in the group (interests, current state of children, their mood, etc.).

Child-oriented, creates comprehensive opportunities for the development of preschool children in all educational areas specified in the paragraph of the Federal State Standard for Preschool Education, namely: in the field of social and communicative development; in the field of cognitive development; in speech development; in the field of artistic and aesthetic development; in the physical development of the child.

The developing environment and its role in the development of children The principles of creating a developing environment in the kindergarten group: comfort, appropriate sufficiency, accessibility, preventiveness, personal orientation, balance of initiatives of children and adults The influence of children's activity centers on the development of a preschool child

It involves the development of the following children's competencies: independence and initiative; responsibility and self-control; a sense of self-confidence and positive self-esteem; communication skills; skill to work in team; independent and critical thinking.

Type of interaction Teacher's tasks Content of the teacher's action Description of the pedagogical action Directive Direct Directive Educators give specific instructions to children on how to act, limiting the area of ​​possible errors to the maximum Demonstration Demonstration Educators demonstrate a model to children who observe them Facilitate Collaborative construction Educators solve a problem together with children (for example , design a house, make a wallet out of paper). Intermediary Pull up “Forest Building” Caregivers “challenge” the child or provide assistance that allows the child to perform at their best Provide support Conditioning Caregivers provide the support the child needs to reach the next level of functioning (extra wheels on bike, tags, pictorial schemes, etc.) Facilitate One-time assistance Educators provide short-term assistance to children, allowing the child to reach the next level of functioning (support the bicycle with their hand at the moment of starting the movement, correct the grip of the tool, give the missing material) Model Modeling Educators unobtrusively demonstrate the desired method or hint, prompt, with or without comments. For example, during the Morning Gathering, the caregiver models how to listen to each other.

Tasks of the Morning Gathering: To establish a comfortable socio-psychological climate. Chat with children, laugh and have fun. Give children the opportunity to speak and listen to each other. Introduce children to new materials. Introduce a new topic and discuss it with the children. Organize children's planning of their activities. Organize the selection of partners. Objectives of the Evening Gathering: To talk about the past day To exchange impressions To communicate with children, to laugh and have fun. Summarize the activity Demonstrate the results of the activity. Reflect on what has worked, what has not yet succeeded, why Analyze your behavior in the group

Planning and assessment of child development The role of observation in student-centered education Development of an individual educational program Observation, assessment and planning Main methods of collecting information about the child Main characteristics of real assessment Confidentiality

Teamwork Creating a regional team Stages of creating a team in kindergarten Functions of specialists in a team Functions and responsibilities of a junior educator in a team Functions and responsibilities of an assistant in a team Functions and responsibilities of a teacher in a team

“EXAMPLE EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION “OPENINGS” Edited by E.G. Yudina Scientific adviser A.G. Asmolov Moscow...»

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E.G. Yudina, L.S. Vinogradova, L.A. Karunova, N. V. Maltseva,

E.V. Bodrova, S. S. Slavin

EXAMPLE EDUCATIONAL PROGRAM

PRESCHOOL EDUCATION

"DISCOVERIES"

Edited by E.G. Yudina

Scientific adviser A.G. Asmolov

Introduction

I. PURPOSE SECTION

I.1. Principles and approaches to the education of preschool children

I.2. Goals and objectives of the Program

I.3. Psychological and pedagogical conditions for the implementation of the Program I.4. Planned educational outcomes

II. ORGANIZATION SECTION

II.1. Organization of a developing educational environment in a kindergarten group. Separation of space in the room of the group and on the site II.2. Approximate mode of the day III.1. Work in the developing educational environment of group III.1.1. The role of the developing environment in the development of children III.1.2. Principles of creating a developing educational environment in the kindergarten group III.1.3. Children's activity centers, their influence on the development of a preschool child Literary center (literacy and writing center) Center for "plot-role" play Arts center Culinary center Sand and water center Center for science and natural science Construction center "Working" stands in the lives of children III. 2. Interaction of teachers with children III.

2.1. Achievement of the development goals set in the Program Independence and initiative Responsibility and self-control Feeling of self-confidence and positive self-assessment Communication skills Ability to work in a team Independent and critical thinking III.2.2. Functions of a teacher in interaction with children (from a directive model of interaction between teachers and children to a non-directive one) III.2.3. Rules of conduct in the group III.2.4. How to listen to children and respond to them III.3. Group fee III.3.1. Tasks of the Morning Gathering III.3.2. Tasks of the Evening Gathering III. 4. Involvement of the family in the educational process III.4.1. Communication with families about children III.4.2. What are the real benefits of including families in the educational work with children in kindergarten III.5. Working with projects III.5.1. Project-thematic training III.5.2. Planning for project-based learning III.5.3. Types of projects. Choice of project topic III.5.4. Educational outcomes in project-based learning III.6. Planning and evaluation of child development III.6.1. The role of observation in student-centered education III.6.2. Development of an individual educational program III.6.3. Monitoring, evaluation and planning III.6.4. Basic methods of collecting information about the child Observation Observation map Portfolio III.6.5. Main characteristics of a real assessment III.6.6. Privacy III. 7. Organization of the game in the kindergarten group III.7.1. What is a game III.7.2. What games do children play III.7.3. How developed is children's play III.7.4. What is the pedagogical support of the game III.8. Teamwork III.8.1. Creation of a regional team III.8. 2. Stages of creating a team in kindergarten III.8.3. Functions and responsibilities of the educator in the team III.8.4. Functions and duties of an assistant in the team III.8.5. Functions of specialists in the team III.8.6. Functions and responsibilities of the junior educator in the team Literature Appendix.

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At the beginning of the 21st century, in many countries of the world, early education and the development of children have become an important part of the state educational policy.

Awareness of the importance of the development and systematic education of children, from birth to 6–7 years of age (usually the age at which children enter school), is based on the results of numerous studies and the practice of many countries. The works of modern scientists, such as the widely known work supported by the Nobel laureate in economics J. Heckman, in the language of economics testify to the importance of preschool education from the point of view of a person's life perspective.

Studies carried out in line with classical theories of development, such as the cultural-historical approach of L.S. Vygotsky (especially the works of D.B. Elkonin, L.A. Wenger, V.V. Davydov and many others), the theory of genetic epistemology by J. Piaget, the humanistic theories of development by C. Rogers, A. Maslow, the theory of E. Erickson and many others also testify that during the period of a child's development from birth to 7 years, all the main characteristics of his personality are laid down: the child is extremely receptive, interested and open to new experience, knowledge of the world. At the same time, the quality of preschool education programs is in the center of attention of the state, the family and the professional community.

In Russia, preschool education has recently received the status of an independent level of general education. In this regard, the Federal State Educational Standard for Preschool Education was developed, which defines the concept of high-quality preschool education, orienting the system of preschool education in Russia towards creating conditions for positive socialization and individualization of a preschool child, for the development of each child in accordance with his age and individual characteristics. .

The exemplary general educational program of preschool education "Discovery" arose as a response to the desire of the Ministry of Education and Science of the Russian Federation and a group of experts to modernize preschool education in Russia, make it modern and turn it towards the child and his family.

This desire is most fully reflected in the new Standard of Preschool Education, which supports and promotes the value of developing varied preschool education and actually lays the foundation for the modernization project.

The spirit and main provisions of this document have found their detailed embodiment in the exemplary educational program "Discovery", focused on the child. The program implements an approach that ensures its age-specific targeting, reliance on the patterns of preschool age, in which it is unacceptable to replace the specific tasks of this period with tasks of older ages. The principles of cooperation and assistance of a child with close adults and peers, respect and support for the personality of a small child, positive interaction in the "adults - children" system, creating conditions for the development of children's initiative, independence and responsibility of each child, on which the DO Standard is based - basis of this exemplary Program.

For the authors of the Discovery Program, it is obvious that the variability of the content, forms and methods of education is the only adequate response to the fact of the diversity of social situations in the development of a preschool child, which is no longer possible to ignore in the 21st century. Nowadays, the category of children with special educational needs is no longer determined only by their state of health, although children with disabilities in a high degree need true educational and social inclusion, and therefore, that their development environment has the necessary flexibility and variability. We are also increasingly dealing with cultural inclusion. The diversity of cultures, languages, traditions faced by teachers in school classes and in kindergarten groups requires that teachers, parents and founders of educational organizations can choose the most suitable programs, moreover, they can build the content of education in accordance with the educational situation that has arisen. This requirement gives rise to the need for a fan of proposals in the "market" of programs, methodology and technologies. Variability turns out to be the only possible strategy for personality-developing education.

It is difficult to overestimate the importance of a developing, student-centered approach, which is stated in the Standard as one of the core values. The exemplary general educational program of preschool education "Discovery" accumulated the most modern technologies of a student-centered approach in preschool education, which gives it reason to position itself as a child-oriented program. According to the Program, the child is not an object, but a subject participating in his own development, therefore it is especially important to promote the autonomy of children, develop their initiative, self-esteem, as well as create conditions for the development of cooperation with peers and adults, i.e. e. to create a community of children and adults in the kindergarten group. Thus, in the program "Discoveries" we can speak, in the words of A.G. Asmolov, about a personality-generating approach.

It must be borne in mind that the exemplary Child-Oriented Program is a “framework”, i.e. offers general principles and approaches

- "philosophy of the program" - setting the "framework" for the specific actions of the teacher in the group. The program defines general goals, specific tasks, gives a general description of the ways to achieve the goals of the development of a preschool child, as well as the results of such development, to which the program is oriented. The Framework allows the educator to be sensitive to children and respond to their cognitive and emotional needs, with particular attention to children's interests, motivations and perspectives.

Of course, the Discovery program is not the only one that puts the development of the child at the center of the educational process. However, it is conceived and developed as one of the most interesting for teachers, children and their parents, systemic and effective programs of preschool education, the purpose of which is the development of the personality of each child of preschool age. The humanistic orientation of the Program is combined with well-developed educational technologies, which, nevertheless, do not violate its “framework” nature in any way. The program allows teachers working on it to build the content of preschool education each time in a new way, focusing on the interests of children and at the same time teaching a small child to make an independent and informed choice.

The Child-Oriented Discovery Program is based on a deep conviction that every child has the right to an education, builds on the strengths of the child and provides him with ample opportunities for active, meaningful knowledge of the world through play and other forms and methods of education that are appropriate for the child's age. . At the same time, the teacher is a partner and assistant to the child, constantly answering the question: how to ensure the most complete, age-appropriate development of each child in accordance with his real interests, inclinations and capabilities.

The program pays special attention to the creation of a developing environment, the role of the family in the education of a small child, evaluates the interaction of adults with children as the central point of the preschool education system, notes the role of assessing the development of children and characterizes in detail the project method of education at this age.

Educators and all those who work with young children are increasingly aware that they play a critical role in developing children's self-esteem and self-confidence, the desire and ability to learn throughout life, the ability to live and work with other people, and intercultural and interpersonal tolerance. Educators need the space to make professional decisions, as well as for their own personal and professional development, which they need to nurture these qualities in the children entrusted to them. The program offers such opportunities for pedagogical creativity in working with children and their families in kindergarten, as well as in professional communities, thus being an example of “networked” professional interaction. The network nature of the Program, the principle of forming a team of like-minded teachers is one of the necessary conditions for its successful work.

The Discovery program owes its name to A.G. Asmolov, who not only supported the authors of this exemplary program in their desire to acquaint Russian preschool teachers and managers with humanistic developmental technologies, but at one time created a whole range of conditions for the emergence of developing varied preschool education in Russia. The authors cannot fail to note that ideologically, the Discovery program is certainly connected with the Concept of Preschool Education, which was prepared in 1989 by a team of authors led by V.A. Petrovsky.

The main approaches and principles of the Discovery program have common roots with the humanistic philosophy of the Community preschool education program, which is the Russian version of the Step by Step international program. At the same time, the program is based on many years of experience in the work of preschool educational organizations in many regions of the Russian Federation. In particular, the text of the program uses materials from the regional program "Yugorsk springboard", according to which kindergartens in the Khanty-Mansiysk Autonomous Okrug have been operating for several years. The authors express their gratitude to the head of the Department of Education of KhMAO L.N. Koveshnikova, thanks to which the project for the modernization of preschool education in Khanty-Mansi Autonomous Okrug became possible.

The authors of the Discovery program hope that it will help children, their families and kindergarten teachers enter together into the wonderful world of student-centered education, get a wonderful experience and experience the true joy of comprehending the world as a small child.

Elena Yudina I. PURPOSE SECTION

The rapid changes taking place in our time in Russia and around the world are acquiring the character of a stable trend. These changes are so profound that hardly anyone will take the liberty of predicting what our world will be like in the future. However, the education of our children gives us a real chance to influence the society of the future and help each child find his place, become successful in this society.

Education focused only on the knowledge, skills and abilities that are currently in demand on the labor market to service a particular technology will not be able to solve this problem. With the change of technology, which now happens extremely often, and will happen even more often, a specialist with a narrow set of such knowledge and skills will not be competitive, his period of success will be extremely short. The only possible way to realize oneself in modern society is to be ready to make independent and responsible decisions in a changing and constantly changing world, to be able to influence one's life situation.

In this regard, the task of personality development is central in the Federal State Educational Standard for Preschool Education (hereinafter referred to as the Standard).

The exemplary educational program of preschool education "Discoveries" (hereinafter referred to as the Program) is a program for the development of the personality of a preschool child in a kindergarten group.

The purpose of the Program is to empower the child, to develop his abilities, his human dignity and self-confidence, independence and responsibility, moreover, in ways that are child-oriented, positive towards him, supporting and protecting his personal dignity.

In accordance with the Program's guidelines, the child is not an object, but a subject participating in his own development. Thus, in accordance with the requirements of the Preschool Education Standard, the Program creates conditions for the child to constantly make a conscious responsible choice, which underlies the development of his initiative and independence.

1.1. Principles and approaches to the education of preschool children

The Discoveries program is designed in accordance with the basic principles and values ​​of student-centered education.

The objective of the Program is to reveal and develop the individuality of each child, create a subjective experience of his life, favorable conditions for the implementation of activity, independence, personally significant needs and interests. The development of children, their familiarization with the cultural norms of actions and interaction with other people is built on the basis of the abilities of each child and based on the laws of age.

The Discovery Program is based on the following principles that structure the Program and allow the achievement of the goals and objectives set:

The principle of developmental education assumes that the educational content is presented to the child, taking into account his actual and potential opportunities for mastering this content and performing certain actions, taking into account his interests, inclinations and abilities.

This principle implies the work of a teacher in the zone of proximal development of the child, which contributes to development, i.e. realization of both explicit and hidden abilities of the child;

the principle of positive socialization of the child involves the development by the child in the process of cooperation with the teaching adult and peers of cultural norms, means and methods of activity, cultural patterns of behavior and communication with other people;

the principle of age appropriateness of education presupposes the selection by the teacher of the content and methods of preschool education on the basis of the laws of age. It is important to use all specific children's activities, based on the characteristics of age and psychological analysis of developmental tasks that must be solved at preschool age. At the same time, it is necessary to follow the psychological laws of the development of the child, take into account his individual interests, characteristics and inclinations.

the principle of personality-oriented interaction with children is at the center of the education of preschool children. The way of interpersonal interaction is an extremely important component of the educational environment and is determined, first of all, by the way the relationship between teachers and children is built. Usually, educators who analyze their communication with children focus on its content, that is, on what they talk about with children, and lose sight of the form of communication - how they do it. However, the form of interaction between the teacher and children, no less than the content, determines the personality-oriented nature of this interaction. The “Discovery” Program contains an attitude towards a child as a qualitatively different from an adult, but an equal partner: a child as a person is equal to an adult, although he has specific childish age and individual characteristics. In accordance with this, educators give children the right to choose and take into account their interests and needs. Considering children as equal partners, the educator respects in each of them the right to an individual point of view, to an independent choice. Therefore, when communicating with children, he provides them not with a universal role model, but with a certain field of choice, that is, a range of forms of behavior equally accepted in culture, and each child finds his own style of behavior that is adequate to his individual characteristics. Thus, the assimilation of cultural norms does not contradict the development of a creative and active individuality in children. The activity of the child goes far beyond the assimilation of adult experience and is regarded as the accumulation of personal experience in the process of independent research and transformation of the world around him;

the principle of individualization of education in preschool age implies:

- constant monitoring, collection of data about the child, analysis of his activities and the creation of individual development programs;

- help and support of the child in a difficult situation;

- providing the child with the opportunity to choose in different types of activities, emphasis on initiative, independence and personal activity.

Three models can be distinguished that cover the entire set of preschool educational programs: these are educational, complex-thematic and subject-environment models. Each of them is characterized by a certain position (or style of behavior) of an adult, a certain ratio of initiative and activity of an adult and a child, and a specific organization of educational content. Since each of the models has its own obvious advantages and disadvantages, the Discovery program is supposed to combine all three models in the work, which will allow using the strengths of the models and bypassing the weaknesses (see Fig.

Learning Strategies Scheme1).

Freedom and Creativity

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Scheme 1. Educational strategies in the Discovery Program

With this approach, the educational process in kindergarten is conditionally divided into three components, each of which corresponds to a certain position of the teaching adult:

with specially organized training in the form of classes, the position of a teacher is recommended, who sets certain tasks for children, offers specific ways or means of resolving them, and evaluates the correctness of actions. (In an isolated form, it leads to an educational and disciplinary model of education, which is focused on the systematic transfer of knowledge, skills and abilities to students within the framework of established academic subjects);

during adult-child (partner) activities, the position of an equal partner is recommended, included in activities with children, who “from the inside” of this activity introduces his proposals and accepts the ideas of children, demonstrates a variety of methods of action, solves problems that arise in joint activities together with children without harsh ratings. (In an isolated form, it leads to the implementation of a complex thematic educational model, which gives children the opportunity to explore the world in its entirety, to create and invent freely, but it cannot always provide a systematic knowledge);

with free independent activity of children, the position of the creator of the developing environment is recommended, when an adult is not directly included in children's activities, but creates an educational environment in which children have the opportunity to act freely and independently. (In an isolated form, it leads to the implementation of the subject-environmental model of preschool education, which embodies the "environmental" approach in education and provides only an "indirect" presence of an adult in children's activities).

The harmonious combination of three approaches in the Discovery program allows, on the one hand, to carry out problem-based learning, to guide and enrich the development of children, and on the other hand, to organize for children the cultural space of free action necessary for the process of individualization.

The optimal combination of models depends on many factors, primarily on the age and individual characteristics of children, as well as on the specific educational situation. However, it is obvious that in view of the specifics of preschool age, the educational model should occupy a relatively modest place, and the complex thematic and environmental components should play the main role.

Thus, the Discovery program creates conditions for the personal development of children and the acquisition of the necessary key competencies.

I.2. Goals and objectives of the Program

According to the FSES DO, the main educational program in a preschool educational organization is aimed at "creating conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities through cooperation with adults and peers and age-appropriate activities" (FSES DO , item 2.4.). This requirement of the Standard determines the appeal to student-centered pedagogy, embedded in the program "Discoveries". In this regard, it is important to understand what the goals of a child-centered (student-centered) approach are and how it differs from the goals of the traditional education system (knowledge-centric), which is often not so much focused on the interests of children, but in the interests of teachers (see. table 1).

Table 1 Approaches to the formation of programs for the development of a child of preschool age

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Objectives of the Program.

According to the Federal State Educational Standard, the main educational program of the preschool educational institution should ensure the development of the personality, motivation and abilities of children in various activities in the following educational areas:

socio-communicative development;

cognitive development;

speech development;

artistic and aesthetic development;

physical development.

The exemplary program "Discoveries" is aimed at ensuring that the child at the stage of completing preschool education is able to:

Accept change and generate it;

Think critically;

Make independent and informed choices;

Set and solve problems;

Possess creative abilities;

Show initiative, independence and responsibility;

Take care of yourself, other people, society, country, environment;

Work in a team.

Program objectives.

According to the Federal State Educational Standard, the main educational program in a preschool educational organization ensures “the creation of a social development situation for participants in educational relations, including the creation of an educational environment that:

1) guarantee the protection and strengthening of the physical and mental health of children;

2) ensures the emotional well-being of children;

3) contribute to the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensure the openness of preschool education;

6) creates conditions for the participation of parents (legal representatives)"

(FSES DO, clause 3.1.)

The Discovery program solves all these problems in a complex:

Contributing to the development of children in all educational areas, preserving and strengthening the physical and mental health of children, creating a community of children and adults in the preschool, within which the principles of free discussion, cooperation, assistance, respect for the personality of each person, responsibility and independence are instilled in children;

Supporting all children, including children with special needs, to achieve the high standards set by the program by providing equal access to learning content, teaching methods, learning activities, materials and the learning environment of the group;

Creating conditions for the involvement of families in the educational process in preschool, respecting and supporting all forms of participation of families and the local community in the education of children.

Discovery is based on a developmentally sensitive education practice that allows most children to develop and learn to their fullest potential. It is this practice that is the basis of the high-quality work of preschool organizations. However, for many children with special needs, additional methods may be required to provide them with conditions for meaningful learning and development.

Ways of achievement (educational technologies). The developing educational environment of a preschool educational institution is a system of conditions for the socialization and individualization of children. The curiosity of a child is the thirst for knowledge he feels. A specially organized environment can satisfy it. The educational process organized under the Discovery Program begins with the creation of a developing educational environment in the group of a preschool educational organization.

The Discoveries program offers the following educational technologies that ensure the formation of children's competence:

Creation of activity centers. The child develops through knowledge, experience and transformation of the surrounding world, therefore, a carefully thought-out developing educational environment encourages children to explore, take initiative and creativity;

Creation of conditions for informed and responsible choice.

The child must become an active participant in the educational process, so he must be able (to be faced with the need) to make a choice: types of activities, partners, materials, etc. Thus, he first learns to make a conscious choice, and then gradually realizes that he is responsible for the choice made. It is important to bear in mind that only those who know how to make them consciously can teach children to make choices. It is necessary that teachers be capable of free and responsible choice and form their own professional action. Thus, freedom of choice is one of the foundations for shaping the content of education in the Discovery Program;

The construction of individual educational trajectories in the Discovery program is ensured by the creation of conditions for each child in accordance with his abilities, interests and needs.

Teachers should take into account the possibilities, interests and needs of each child as much as possible and build a strategy for pedagogical work, starting with observing children and moving towards the individualization of education. To do this, use the collection of data about each child (especially through observation) and their assessment, on the basis of which the planning of individual work with children, as well as the principle of "feedback";

Involvement of the family in the education of the child, i.e. building partnerships between teachers and children's families is an important component of the Discovery Program. Parents should become not so much consumers of educational services, outside observers, as equal and equally responsible partners of educators who make decisions in all matters of development and education of their children;

Ensuring different directions for the development of the child in accordance with the Federal State Educational Standard ensures the comprehensive nature of the educational program, which is aimed at providing services to children from 2 months before entering school, as well as their families. Because Discovery has a child-centered approach, the individual needs and interests of each child are recognized as important.

Psychological and pedagogical conditions for the implementation of the Program According to the Federal State Educational Standard, the main educational program of preschool education provides for the following conditions for the positive socialization and individualization of children:

psychological and pedagogical, personnel, material and technical, financial conditions, developing a subject-spatial environment.

The Discovery program involves the creation of the following psychological and pedagogical conditions that ensure the development of the child in accordance with his age and individual abilities and interests:

Personally-oriented interaction of adults with children, i.e.

creating situations where each child is given the opportunity to choose an activity, partner, means, etc.; providing reliance on the personal experience of the child in the development of new knowledge;

Orientation of pedagogical assessment to the relative indicators of children's success, i.e. comparing today's achievements of the child with his own yesterday's achievements, stimulating the child's self-esteem;

Formation of the game as the most important factor in the development of the child;

Creation of a developing educational environment that contributes to the physical, socio-communicative, cognitive, speech, artistic and aesthetic development of the child and the preservation of his individuality (the educational environment includes the social environment in the group, methods for assessing the development of the child and related planning, developing subject-spatial environment and etc.);

The balance of reproductive (reproducing a finished sample) and productive (subjectively producing a new product) activity, i.e. activities for the development of cultural forms and samples and children's research, creative activities; joint and independent, mobile and static forms of activity;

Family participation as a necessary condition for the full development of a preschool child

Professional development of teachers, aimed at developing professional competencies, as well as involving the creation of network interaction between teachers and managers working under the program

I.4. Planned educational outcomes

Thanks to individualization, the education of the child corresponds to his characteristics, abilities, interests and needs.

Children acquire competence and self-respect, they like to learn, they have a desire to take on even more complex tasks.

Children learn to make informed and responsible choices, solve problems, plan their activities and achieve goals, interact with people around them.

Children develop a sense of self-worth, they become independent and proactive.

Parents feel personally involved in the program.

Parents begin to better navigate the developmental processes of the child.

Parents get a better understanding of the work of educators and begin to have more respect for them.

Parents learn what they can use in interaction with their child at home.

By uniting in a community, families support each other in solving the problems of educating children Preschool teachers form a team and get real satisfaction from working with children, carrying out independent and responsible professional action. They are included in multi-level network interaction with teachers of their own and other preschools and work in a situation of continuous professional development through various forms of interaction with colleagues and trainers.

II. ORGANIZATION SECTION

II.1. Organization of a developing educational environment in kindergarten.

Separation of space in the group room and on the site One of the central methods for organizing the educational environment in kindergarten, used in the Discovery Program, is the division of space in the group room and on the site. In a child-centered group, the most important role is played by a carefully thought-out and safely organized development environment that allows teachers to put into practice the goals and objectives of the Program and apply student-centered learning technologies. Thus, within the framework of the Program, the center of gravity in the work of the teacher is transferred from traditional direct learning (pre-planned organization and conduct of games and classes), during which enriched adult experience is transferred to children, to indirect learning through the organization of such an educational environment that provides ample opportunities for the effective accumulation of their own experience and knowledge by children.

activity centers. The group room should be divided into small sub-spaces - the so-called activity centers (hereinafter referred to as the Centers). The number and organization of the Centers varies depending on the space available and the age of the children.

However, it is mandatory to be equipped with:

"Center for the Arts";

"Construction Center";

"Literary Center" (in senior groups - "Center for Literacy and Writing");

"Center for role-playing (dramatic) games";

"Sand and Water Center";

"Center for Mathematics and Manipulative Games";

"Center of Science and Natural Science";

"Culinary Center";

"Open area".

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The group should have round (diameter 90 cm) and rectangular (55x105 cm) tables with adjustable legs for use in all centers. The recommended number of tables is 6–7 pcs.

The number of chairs in the group should match the number of children.

To place materials intended for active children's activities, you should purchase open plastic boxes, baskets, jars in sufficient quantities (from 4 to 10 in different Centers).

Boxes should be light, roomy, easy to fit into a shelf or cabinet and placed on shelves in such a way that they are easy and convenient to use (preferably 3-4 boxes on one shelf).

Boxes should be organized and provided with inscriptions and symbols.

The most widely used in practice are the so-called “working” stands common in the program: “Our day”, “I choose”, “Asterisk of the week”, etc. The description of the stands and how to use them is given in section III (Content section).

Didactic rules for organizing a developing environment

Activity centers must be clearly identified. Shelves, carpets, easels, tables can be used to divide the group space into Centers.

The materials are grouped logically and are located in the respective Centers.

All materials for games and activities are stored at a height accessible to children, in an understandable order. The materials and the Centers themselves are labeled and clearly labelled.

Furniture and equipment must be arranged in such a way as to ensure the safety when moving children.

Do not leave a lot of free space in the middle of the group room to prevent too much movement of children.

It is necessary that there are places in the group where children would store personal belongings.

Furniture and equipment in the group room and in the open area should be arranged in such a way that the centers are easily visible while the children are working.

It is desirable that children's work and materials on the current topic be displayed on the walls at a level convenient for children to view and exchange views.

The group room should have as many tables and chairs as necessary for the children to feel comfortable.

II.2. Approximate daily routine The Program provides an approximate daily routine, which can be adjusted taking into account the work of a particular preschool institution, depending on regional conditions, as well as conditions in the local community, municipality, and the specific situation in the organization working under the Discovery Program.

An individual approach to each child provides for the compliance of the daily regimen with the age of the children, their state of health, needs and interests.

The regime and the daily routine built on its basis are a flexible, dynamic design. In each kindergarten, it can be adjusted, however, the duration of the main components of the daily regimen must be maintained in accordance with sanitary and hygienic norms and rules.

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The child-centered program creates comprehensive opportunities for the development of preschool children in all educational areas specified in paragraph 2.7.

Federal state standard of preschool education, namely:

in the field of social and communicative development;

in the field of cognitive development;

in speech development;

in the field of artistic and aesthetic development;

in the physical development of the child.

The selection of materials, methods of education, methods of interaction between teachers and children in the group are organized in accordance with the principles of positive socialization and individualization of the child. Work in each of the children's activity centers leads to their comprehensive development in all educational areas, which is provided in the context of cooperation and assistance of children and teachers. In this Sample Program, we provide examples of possible ways to do this and describe their impact on child development.

III.1. Work in the developing educational environment of the group

Groups working under the Child-Oriented Program work with children of different ages, levels of development, different nationalities, with children who come from different social strata and from families with different traditions and mentality, etc. However, in all cases, upon entering such a group, one can immediately understand that the teachers here work precisely according to this Program. This happens because the Program contains mandatory principles in accordance with which the space of the group is organized, materials are selected for children's games and activities.

These principles are binding on educators; the ability of teachers to work in accordance with these guidelines determines the degree of their professional competence.

The developing environment in the group should help implement the fundamental principle of the program: the child learns better and learns more in the process of independent interaction with the outside world - through play and discovery.

III.1. 1. The role of the developing environment in the development of children The subject-developing environment in a child-oriented group should help implement the fundamental principle of the Discovery program: the child learns better and will learn more in the process of independent interaction with the outside world - through play and Discovery.

The group space should be planned by teachers so that children can make independent choices (where, with whom and what the child will do) and make decisions. It is important that the environment does not restrict children's initiative, but, on the contrary, provides opportunities for manifestation and, what is important, for the development and implementation of various ideas. Gaining experience, achieving his goal, the child gradually gains self-confidence, becoming convinced of his own capabilities, making personal, and therefore joyful discoveries for him.

A reasonably organized developmental environment helps to prepare a child for life in a rapidly changing world, forms a steady desire to learn, discover the world and, ultimately, teaches to learn.

This environment also encourages partnerships, teamwork, self-help practices, and social interaction skills. All this allows the teacher to form in children a search, active, independent style of thinking and activity, providing real chances for the personal growth of each child.

III.1.2. Principles for creating a developmental environment in a kindergarten group There are principles for creating a developmental environment in a child-oriented group, which teachers should adhere to when implementing the Program in practice.

The principle of comfort.

The principle of expedient sufficiency.

The principle of accessibility.

The principle of prevention.

The principle of personal orientation.

The principle of balancing the initiatives of children and adults.

III.1.3. Children's activity centers, their influence on the development of a preschool child When mastering new approaches to organizing a developing environment and, in particular, planning a group space (namely, it is, first of all, fundamentally different from the traditional Russian kindergarten familiar to a group), teachers must understand the meaning of change . They need to understand why the space is divided into Activity Centers (arts center, construction center, literary center + literacy and writing center in senior groups, role-playing (dramatic) games center, sand and water center, mathematics and manipulative games center, science center and natural science, culinary center, outdoor area) how they differ from the usual places, Corners or Zones.

It is important that teachers starting the Program develop their own beliefs about the content and content of the developmental environment that they create and use daily in groups. It also takes a certain amount of time for educators to acquire certain skills in working with children in the educational space they create.

In organizing the group space and selecting materials for the class, educators should analyze their previous work, think critically about it, and make an effort to understand the meaning of the changes they are involved in. When switching to a Child-Oriented Program from a more traditional and familiar one, educators may experience certain difficulties in understanding the features of the new program. Often there is a feeling that “we always do this”.

Comparing the new with the familiar, educators should consider whether the very environment surrounding the child contributes to the fact that children:

Wandering around looking for activities, starting and quitting the game;

Dullly repeat the same activities;

They run around the room, shouting from one corner to another, and at the same time create a lot of noise;

Destructive handling of materials;

Don't want to share

Resist requests for help with cleaning;

Constantly rely on adults for what they need to practice.

In the activity centers, a variety of materials are selected that children can use in an unconventional and creative way.

Educators should take seriously the selection of materials for each center that:

Reflect the real world;

Encourage further research;

Correspond to the interests and level of development of the child;

Ensure its further development;

Available in sufficient quantity;

Accessible and attractive;

Systematized and provided with inscriptions and symbols.

The group room is divided into so-called activity centers (small sub-spaces), each of which contains a sufficient number of different materials for exploration and play. Materials are replaced as children acquire new skills, knowledge, as new interests appear. The materials encourage children to explore on their own.

Literary Center (literacy and writing center). Young children are inquisitive, spontaneous, concrete-minded beings seeking access to the adult world. The main key to this world is speech.

The literary center is perhaps the most important of all centers of activity in the group. It is important to understand that in order to meaningfully build a speech development program, one must realize that language acquisition is a natural, albeit complex process. Through careful and responsible selection by educators of materials in this center, it is necessary to develop the child's natural desire for constant verbal communication, contributing to the development of confident coherent speech and the enrichment of the dictionary.

Work in the literary center is largely built on joint activities. The materials that are grouped here are designed to encourage joint conversations, discussions about what and why is of interest, to share with each other the first experience on the path to literacy, to tell each other their stories.

Influence on development The materials of the center, as well as the technologies used by teachers, are designed to contribute to:

Reading and looking at books, postcards, photographs

The development of dialogic and coherent speech

Enriching the vocabulary and understanding the meaning of words, word formation

Development of sound culture of speech

Development of the experience of auditory perception of speech, listening to literary texts orally and in sound recording

Development of interest in literacy and writing, non-violent preparation for schooling Center for "role-playing" games. This center does not look very different from the usual play areas in kindergartens. The difference, first of all, is in a specific and isolated area, where all the necessary equipment is concentrated and a variety of games are developed, where children reflect the life that they observe around them. They take on and play different roles and a variety of plots.

This center may also be referred to as a "dramatization center" in the Program. Dramatization in kindergarten is the acting out of literary works by means of a puppet theater or directly by children playing different roles, that is, staging.

In the Child-oriented Discovery Program, dramatizations are perhaps even more extensive than in the traditional program. But the answer to the question: whether to allocate a puppet theater or another separate place for performances or performances by children is decided depending on the specific situation in the group.

If the area of ​​​​the group room allows, you can separately single out the “theater center”, if the room is not enough, then you need to be guided by real possibilities, including playing performances on the square of the center of the role-playing game.

It is very important to remember that creative dramatization and play, especially in young children, cannot be isolated or limited to a certain place and time. Very interesting and informative "dramatic"

children, in fact, can play games both in the construction center and in the sand and water center. While building an airplane, children play the role of pilots, bathing, drying and dressing a doll in the center of sand and water, children spontaneously play the role of mother.

However, the availability of certain materials and the situation in different centers, of course, significantly affect the nature and content of the game and, to a certain extent, help children to better understand their role and find a suitable place for playing it.

Teachers and psychologists of preschool age attach great importance to the game as the leading activity of a preschool child. For preschoolers, play is the perfect arena for emotionally rich and meaningful learning. In the Program focused on the child, the game acts as a priority form of activity, the meaningful work of children in the activity centers is learning through play and purposeful cognition. While playing, children discover something new for themselves, through play and search activities they learn to learn. Therefore, educators can also safely plan and count on the development of children in all areas of activity in the center of a role-playing game.

Impact on development.

Directly in creative dramatization, in the development of role-playing games, such types of actions are carried out that:

Develop active and passive speech;

Help children to understand the relationship of people and learn patterns of behavior;

Promote the development of all five senses;

linking different views;

Learn to solve problems;

Stimulate creativity, creativity;

Develop self-esteem and self-respect;

Learn how to express emotions and feelings;

Develop gross and fine motor skills.

Finally, the game in general marks the joy and freedom of childhood, its positive living. Children have the feeling that they influence the world around them. Separately, social development should be highlighted, since the game almost always involves the participation of several children. There is real planning in the game: “I will be a mother, and you will be a child, okay?”

The game provides an opportunity to practice resolving conflicts, children's problems: "I want to play with this bag, don't touch it." Children at the same time may argue and be upset, but they get used to dealing with the interests of others. At the same time, they begin to understand that it is still better to negotiate with their peers, and then it will be more interesting and pleasant to play.

Emotional development. In the role-playing game, children can dress up and feel like they want to be - an all-powerful parent or an all-knowing doctor. A shy child can become strong and courageous.

Children bring to play everything they know about life - sometimes painful memories, their fears, their delusions and wishes. They may reenact joyful events in order to re-experience pleasure, but they may also reenact frightening situations that they experienced. Such a game helps the child to cope with possible negative experiences, comprehend and accept the unpleasant events of his life.

Through the game, children increase their understanding of their strengths and weaknesses, the ability to lead or obey.

Intellectual development. Through role-play and drama play, children learn to link one to the other, developing cognitive skills. They use ideas, learn from mistakes and trials. They plan and implement plans, form ideas about the past, present and future. In the game, children can use toys and materials in a variety of ways, developing creativity.

Role-playing game stimulates mental development through the involvement of speech skills that play a key role in thinking and communication.

The development of mathematical concepts. In the center of the game, the child encounters groups and subgroups of materials and things. They can count the number of dishes needed to feed the dolls, or they can classify tea and tableware, find equality.

The child comprehends the concept of one-to-one correspondence by helping to set the table for dinner. He begins to understand "as much", "enough", "too little". In the game, they comprehend the concepts of “less”, “heavier”, “wider”, “narrower”.

When caregivers begin a child-centered program, they often challenge the need to provide children with a daily choice of activities. In particular, they say: "Some children will not want to go to the center of mathematics, they will constantly sit in the center of the role-playing game, so their mathematical development will be inhibited." In contrast, many years of practical experience of educators working in the program testifies; the natural curiosity of children and good materials will call him to the center of mathematics. And the main key for the educator is to observe the children while working in the centers. Go to the one who plays and ignores the center of mathematics, "fit" into the child's game and you will be able to solve mathematical, speech, and many other problems1.

Arts Center. This center performs various functions, but above all, it nourishes the creativity, curiosity, imagination and initiative of children.

For more information about the organization of play in kindergarten and its role in child development, see the section "Organization of play in a kindergarten group"

When children are given time and opportunity to freely experiment with materials, discover new things, and try out ideas, they form the basis for success and self-esteem.

In the art center, children can try different media, draw on easels, do finger painting, use a variety of materials: clay, crayons, plasticine, scissors and many other tools and materials.

A quality children's educational program provides the child with a creative experience based on a variety of materials.

Usually children worry about what they are doing, because the final product, from the point of view of an adult, may not look like anything else.

Educators should always remember that children have different abilities and abilities, but every child needs support.

Everyone needs their efforts to be appreciated.

It is important to be wise when evaluating the work of children on your own behalf, understanding how important the assessment of the educator is for the child.

Impact on development. emotional development

A channel for expressing feelings and own ideas about the world around you;

Opportunities for emotional release;

Feeling of satisfaction from creating your own product;

The joy of feeling your own success.

Sensorimotor development

Development of fine motor skills;

Development of tactile perception;

Increased visual acuity;

Development of gross motor skills;

Gaining experience in eye-hand coordination.

social development

Opportunities to collaborate with other children and take turns;

Raising respect for other people's ideas;

Teaching responsibility for the safety of materials;

Encouraging children to make joint decisions and to implement joint plans.

intellectual development

Familiarity with line, color, shape, size and texture;

Accustoming to sequence and planning;

Artistic and aesthetic development

Formation of artistic taste;

Development of artistic, musical and other abilities for art;

Development of creative self-expression;

Formation of the ability to appreciate the cultural and artistic heritage.

Culinary Center. Children's cooking classes in one form or another may appear in different programs, but they are usually not included in the work plans of educators as activities that are valuable from the point of view of a serious education of children.

The collective production of vinaigrette or pickling cabbage in the fall looks rather seasonal, one-time and, as a rule, aims to develop labor skills.

However, in the Child-Oriented Program, the creation and regular work of children in the culinary center is necessarily planned. These classes are organized less often than others, but 1 time per ten days or 1 time in 2 weeks, such classes are not only appropriate, but also useful. In the course of active and interesting activities for children, many educational tasks are solved in this center. There are many real opportunities for educators to provide the most important areas for children's development, which they can successfully solve in the culinary center.

The practice of preparing children for school that exists in modern preschool education, unfortunately, often takes the form of “training” - in particular, children are forced to engage in unmotivated reading and writing. At the same time, for example, the entertaining work of writing and reading recipes in the Culinary Center

arouses in children a real interest in literacy, that is, there is a natural, non-violently ensured readiness of children for schooling.

All children experience the pleasure of performing simple kitchen chores. Even two or three year olds can mash potatoes, spread jam on bread, help knead the dough. By using foods that are the basis of our diet, such as vegetables, fruits, nuts, cereals, and beans, children gain a basic understanding of food sources. By inventing different games and activities in the culinary center, you can ensure the development of different children's abilities and interests.

Impact on development. Development of mathematical concepts and counting skills. As you know, in order to cook something, you need to stock up on food in the right, measurable amount. To this end, the content of the materials of the culinary center includes various scales, measuring containers - plastic glasses, bowls, jars, jugs, notepads for recording the required amount of products. In this center, a kind of children's cookbook can appear and be replenished, where individual worksheets can be intertwined, stitched together, and pierced onto safe rods.

Here you can display different products in transparent jars.

For example, you can pour 1 kg into such jars. different cereals, which are interesting to compare by color, size, shape of grains and weight - after all, different cans will be filled differently in height. You can draw conclusions, distinguish, compare. Considering these cereals, children will definitely ask how to cook porridge, what other products are needed in order to cook delicious porridge, where to get them, how to weigh, pour, and then they will think about cooking this porridge. As a rule, there is a grandmother or mother who will bring the necessary dishes and cook porridge with the children.

In autumn, it is appropriate to place beans, beans, peas of different colors and sizes in such jars. Even a simple pouring of such products, examining and making label cards is a useful activity that gives rise to further search activity: who, in what families and what cooks from these products.

You can go to the kitchen with a question to the cook if she can cook some of these products (peas, beans, beans) and, for example, ask them to cook pea soup, and then come to the children for lunch and tell how she cooked this soup What other products are needed for this.

This will generate interest in children to cook this or that soup at home from these products with their mother or grandmother.

Educators should write an information leaflet for parents about what kind of interest the children have, and ask them to support the children's initiative at home, giving the child the opportunity to take a direct part in the preparation of the dish. Explain to parents that children can succeed in such an activity, including in the development of speech, because at the morning gathering they will be asked to exchange news - who, how, from what, in what sequence they cooked the soup.

The development of speech. Here, both vocabulary replenishment and the development of coherent and, of course, dialogic speech take place, because in the process of their work, children ask questions and answer them, retell the sequence of their actions, tell where, how, how much and what products they bought and spent, learn and introduce there are many new words in the active dictionary.

Finally, in this center there is an interest in literacy and writing, because the recipe must be read and can be written down. This is done in the culinary center by an adult or a child who can write. They should write down the recipe in block letters - then the children can gradually acquire an interest in letters and begin to understand (which is very important) the functional purpose of the letter. This is a real discovery for children - why do people write? - and it comes as a result of one's own active work and gives rise to a desire to learn to write and read by oneself.

Development of social skills. In this center, the skills to negotiate and solve various emerging problems are developed - where to get food, who will do what, who will talk about work in the culinary center at the evening, final gathering, where the whole group shares with each other, in which centers and what was achieved do today.

sensorimotor development. Sensory development can be safely planned in this center, because all products have a smell, texture, degree of hardness and, of course, a very different taste. Peeling, sifting, pouring, whipping develops fine motor skills.

General intellectual and personal development. Of course, you can plan tasks for the development of memory and attention to important work, the ability to concentrate, the desire to achieve the desired result (purposefulness), the development of creativity, the ability to correlate the idea with the result.

Thinking educators can think of other educational tasks that can be solved through the active activity of children in the culinary center.

Center of sand and water. The sand and water center is a real gift for children in a group. It is not open every day, preparation for work in it involves some hassle for the staff, but not so difficult. When choosing a place for this center, you need to stop at the one that is closest to the source of water and the possibility of draining it. As a rule, teachers place it near the washroom, sometimes teachers organize water games in the washroom itself, if it is spacious enough, but in this case, an adult is needed who would keep him in his field of vision during the active work of children in this center. . Of course, safety is first of all, but one should not limit the opportunities for development and joyful social contacts of children for security reasons. Recall the principle of prevention (see above), which must always be observed. To prevent children from splashing with water, you need to hang waterproof robes in this center. Children love to wear them; they feel more confident in them when playing with water. Of course, some water can be spilled on the floor - this should also be kept in mind and care must be taken to mop the floor in a timely manner.

Children get great pleasure from working in this center, educators - a lot of opportunities to solve a variety of educational problems through entertaining and very active children's activities.

Impact on development. Mathematical development

Pouring or pouring equal amounts of sand and water into vessels of different shapes will help children understand that the amount does not depend on the change in the shape of the vessel;

Researching how many and what kind of bowls or buckets of water and sand will be needed to fill a pool table or sandbox will, of course, help improve counting skills;

Pouring water into plastic bottles of different sizes will help children compare and understand what “more” and “less” means, calculate how much water from small bottles fit into a large one, besides, these very simple materials (plastic bottles of different shapes and sizes) with parents will bring with pleasure - contact them with such a modest request;

Comparing wet and dry sand using measuring cups or scales will help, in addition to mathematical conclusions, to think about the reason.

Development of natural science concepts

Experiments and observations such as "What happens if I throw this object into the water?" or “What happens if snow or ice is left in an empty bucket or in warm water?”;

Making changes by adding water to sand, dye to water, or ice cubes to warm water;

Classification of floating and sinking objects.

Sensorimotor development

Sprinkling sand and splashing in water, sifting sand and burying objects in it, just digging in the sand give children wonderful tactile sensations and develop fine motor skills;

The development of fine motor skills - fingers and hands when pouring from one vessel to another, holding slippery pieces of soap;

Mastering subtle movements when using a plastic pipette when dropping various dyes into jars and adding water from a jug.

Speech and social development

The need to agree on who will play with what toys contributes to the development of dialogue and conversation between children, develops positive social interaction;

Vigorous activity in the center of sand and water enables educators to get involved in it with questions, contributes to the development of coherent speech. Children are more free and better prepared to tell you about their own understandable and interesting game than to retell someone else's text;

Of course, active and organic, natural enrichment of the vocabulary occurs in the process of games with a variety of objects and toys in this center.

Center for Science and Natural History. Children are born explorers, actively gathering information about their environment. They try to understand their world through observation and experimentation. The natural curiosity of children turns into the activity of cognition. It is very important that young children participate in the research process itself.

The Science Center is fundamentally important for a child-centered program, if only because one of its most important principles is learning through one's own experience, trials and discoveries.

What "discoveries" can a small child make?

It turns out that he can discover a lot for himself personally, through his own actions and simple experiments. This activity helps him acquire new knowledge.

This is completely different knowledge than repeated after an adult or remembered by him according to a given pattern.

Surprise and delight - that's what a child experiences, who independently discovered the unknown before!

The principle of cognition through one's own actions and Discovery is maintained in the program when working in all types of activity without exception. But the creation of a special center where children can experiment with concentration, trying and repeating their actions in search of results, conducting long-term observations of plants or animals, certainly justifies itself.

Impact on development.

In this center, educators can solve the following important educational tasks:

Development of ideas about the physical qualities of objects and phenomena;

Development of tactile sensitivity of fingers;

Formation of elementary mathematical representations and form, size, volume, magnitude, time, about cause and effect;

Development of perception of various colors, tastes, smells;

Development of speech and other communication skills;

Ability to reflect, compare, formulate questions, draw own conclusions;

Enrichment of emotional experiences of the child;

Ensuring the social development of children in the process of educational interaction.

Construction Center. Construction by its nature is a plan, it is testing, it is calculation, correlation, comparison. In the process of designing, children have many opportunities to show their creativity.

Building is a critical activity for children's development in many ways, including language, social skills, mathematical and scientific reasoning, and understanding of the social environment.

Here, children learn to recognize the shapes, height, weight of objects, their ratio, gain experience in working together, develop speech in natural communication.

This center always attracts children, it is full of life, full of creativity and fun.

The nature of the construction set is such that with its help, children can create, complicate, reproduce again or change everything they do, as they want.

Impact on development. Speech development. The building process creates many opportunities to expand the child's vocabulary. This happens in the process of building and naming structures, when discussing what has been built, describing the shapes and sizes of blocks, discussing the plan for future construction with peers. The development of coherent speech occurs when talking about the created structure, when making comparisons, and describing further construction plans. This is where the first attempts at functional writing begin, when children make signs and signs for their buildings.

Development of social skills. Building block social skills are acquired when a child builds side by side with a peer, observes and reproduces the work of another, builds with multiple partners together, argues and agrees, plans and implements a design together, uses a structure together and allows it to be used. others, participating in a role-playing game that takes place around the building.

Development of elementary mathematical concepts.

Acting with the elements of the constructor, children master the concepts:

Size, shape, weight, height, thickness, ratio, direction, space, pattern;

Observation, classification, planning, assumptions;

Different use of the same object (horizontally, vertically);

Equilibrium, balance, stability;

Measurement, account;

similarity, difference;

Equality (two half blocks equal one full block);

Ordering by size or shape;

Trial and error.

Development of fine and gross motor skills. Games with the designer develop general and fine motor skills. Children learn to work with building elements of different sizes and weights, to balance them. In addition, children get used to acting within a given space. They develop the accuracy of movements, the eye. In the process of grasping, lifting and mutual adjustment of the elements, the leading hand is highlighted.

Through the search for subtle balance, visual perception is improved.

Development of ideas about the social environment. Playing with the designer, children expand their knowledge by displaying it schematically. Exploring the building elements themselves is a good way to learn with other children about tree properties, how elements are made, and why standard measurement is important. Children learn about the importance of human interdependence, about people themselves and their work.

"Working" stands in the lives of children. The most widely used in practice are the so-called “working” stands common in the Program.

Each group has posters called "Our Sunshine", "Star of the Week", "You are the best", and the name "Your Majesty ..."

invented by the children themselves. This kind of stands are especially loved by children, because it is something like an adult leader board. Based on the results of the weekly selection, the winner gets the right to give an interview about their passions and interests.

Of course, educators regulate the situation so that every child has the opportunity to be a winner during the year.

Stands "Our birthdays" (on each of which a photograph of the child and an inscription with the date are pasted) are made of self-adhesive bright paper and decorate the group. Such stands serve as a convenient reminder to children about the opportunity to congratulate the birthday boy.

An important attribute of group life is the Choice Board, with which children indicate their choice of the Activity Center. In the middle group, this can be a stand with deep paths, where the child inserts his gnome figurine, in the preparatory group, a stand with pockets, where children put business cards with their names. And in the youngest group, the guys have small soft toys that they carry with them to the activity center where they will work.

The stands “How many of us?” Are very diverse in the groups. Most often these are posters with prints of children's hands, but there may also be a balloon with written names, a garland of large paper rings with names, a beehive where each bee has a name and other ideas.

Such stands often change, are made by the children themselves in the art center from paper, cardboard, ribbons, balloons. This work brings all children very close, helps the child to say “WE” more often than “I”.

Each topic being studied ends with a large collective project carried out by all children, material is gradually accumulated in it. Such projects are placed on walls and doors, glued to battery screens. Each child finds his own contribution in the common work, which allows him to demonstrate his achievements to parents, grandparents and be rightfully proud of them. And this kind of work successfully becomes excellent visual aids, preventing children from forgetting about the topic covered.

Considering them, children often ask questions to educators, already in order to test their knowledge: “Is a goat a pet?”, “And when will autumn come?”. When old projects give way to new ones, they do not lose their significance, they are stored in order to “work” in another group.

There are also stands "Days of the week", "Parts of the day", "Menu", "We are on duty", etc.

The information on the stand for parents “Today we…” changes daily. Here, in a short form, educators list the main interesting ideas and deeds, and in a certain color (predetermined) parents are given hints about what to ask the child, what to talk about - in the evening, the children themselves do not always manage to remember their "old" morning affairs. Parents, on the other hand, tend to ask the endless question: “What did you do today?”, To which they receive the usual formal answer about a walk, lunch or sleep. The ability to use tips from the stand allows parents and children to easily find a common language in discussing current affairs. They are always waiting for news!

III. 2. Interaction of teachers with children

What is the role of the teacher in interacting with children, “in the implementation of the “Discovery” program every day “here and now”? In a child-centered program, this role is special, different from the usual practice of most of our educators.

The program assumes that the educator is the child's assistant, "facilitator", facilitating, facilitating, accompanying. He is ready to support, complicate the game, add materials in time, answer questions, listen, give additional information. Creating a “habitat”, a developing environment in a group where the child would like to return, where he would feel needed and successful, is a rather difficult task that requires the teacher to be able to observe children and analyze, understand differences in the pace of development and opportunities for children, work in cooperation with the team of kindergarten teachers and be sure to involve the family.

Personally-oriented interaction between adults and children is the main condition and means for achieving emotional well-being, developing abilities and the basis of the personal culture of each child. In a child-centered program, educators build the learning process using methods appropriate to the age characteristics of the children, optimize and direct the learning process so that it corresponds to the level of development of children, their individual interests, needs and abilities.

Interaction between adults and children, as well as interaction between peers, is of great importance for the social-emotional and personal development of children. It is through interaction that children develop a sense of self, a sense of belonging to a particular community, as well as acquiring knowledge about people and the world.

The program "Discoveries" involves an individual approach to the education and upbringing of children.

This approach is based on the belief that all children are special and have unique needs that must be taken into account when teaching. Each child develops at his own pace and has his own inclinations and interests. Educators use their knowledge of child development, as well as their relationships with children and their families, to understand and appreciate the diversity of children in each kindergarten group and to take into account the unique needs and potential of each child.

III.2.1. Achieving the development goals set in the Program How can interaction with children in the kindergarten group be built so that the personality of each child, the development of which the Discovery Program seeks, really develops?

Autonomy and initiative. The teacher is not a dictating, all-knowing "source of information", a leader, but a guide, facilitator, "architect", creating a space for children's free creativity, where children communicate with each other, participate in discussions and joint problem solving. Teachers support children and help them comprehend their actions, teach them to reflect and evaluate their activities, their behavior.

In kindergarten groups, teachers create a developing environment that stimulates opportunities for personal initiative. During Morning Gathering2 and throughout the day, children are given the opportunity to choose an Activity Center, activities and materials at the Center. Creating a project or See the section of the program "Morning collection"

any product as a result of this choice motivates children and helps them feel success. Children experience a sense of pride in their accomplishments when they can wipe the table after meals, lace up their shoes, present a collage collage or create individual projects.

If children are given the opportunity to experiment and explore, this contributes to the development of their personal initiative and creative thinking. When children have the opportunity to choose activities and play partners, children understand that adults respect them and believe in their ability to plan their activities and carry out their plans. The educator also shows respect when the child decides not to do something at the moment, but expresses a desire to do it another time or finds ways to do it in a different way. Educators help children learn to choose and take responsibility for their choices.

Responsibility and self-control. In child-centered groups, children are independent and responsible. Independence always comes with responsibility. Responsibility cannot be taught.

Responsibility is acquired only through one's own experience.

Responsible children grow up to be responsible citizens.

In most preschool children, the skill of self-organization and self-control is just beginning to take shape. In traditional programs of preschool education, in the vast majority of cases, the main role in organizing rule-compliant behavior in the group belongs to the educator. The child was assigned only the role of a passive (and therefore irresponsible) performer. When adults make decisions for a child, they deprive him of the opportunity for self-realization, and therefore do not contribute to the development of autonomy and responsibility.

In the group working on the Discovery program, children are provided with many opportunities to develop their responsibility.

Low, open shelves with words and symbols help kids clean up after play and keep the group tidy. Children themselves, although with the help of an adult, develop rules, for example, “I put things where I got them,” “When someone speaks, I listen carefully.”

The formation of self-control and self-regulation contributes to the development of relationships between educators and children. Learning self-control skills increases children's self-esteem, encourages them to plan, make decisions and take responsibility for them. A child participating in the development of rules, independently monitoring their observance and evaluating his own behavior, learns to be responsible for his words and actions, to live in accordance with generally accepted norms of behavior.

In the Discovery program group, the rules for children to communicate with each other

- these are not the guidelines of the teacher, who monitors their observance and punishes violators, but the norms of interaction that are developed together with the children. When children independently find a way to resolve conflicts, they learn to take responsibility for their actions in relation to other people.

Educators also create conditions for the development of children's responsibility, helping them to take on certain roles in the group. They involve each child in creating responsibilities for themselves in the group, rather than simply distributing them. Children take responsibility for such responsibilities that are appropriate to their level of development and that they can perform. For example, Pencil Grinder (sharpening pencils), Detective (looks for lost things), Botanist (watering flowers), Peacemaker (reconciles children), Waiter (sets the table), Zoo Keeper (feeds animals), Janitor, or Deputy.

household teacher (sweeps the floor), teacher (marks attendance), Musician (chooses a song), Librarian (chooses a book for group reading), etc. Educators encourage children to teach each other what they know or can do. Of course, teachers do their best to ensure that children change such social roles, i.e.

for each child to try different roles.

Self-confidence and positive self-esteem Who am I?

That I love?

What I can?

What makes me special?

Understanding the answers to these questions is the main way of development of children.

Interacting with people and exploring the world around them, children constantly acquire information that contributes to their self-knowledge. Thus, children gradually build a self-concept, making up their own opinion about themselves.

As children develop more and more complex senses of themselves, they form positive and negative opinions of themselves. At first, they receive this information through interaction with significant people in their lives - family members, caregivers, other children. These people serve as a mirror in which children see themselves and evaluate what they see. If the reflection is good, the children will give themselves a positive assessment, if negative, and the children's opinion of themselves will be the same.

The goal of teachers is to create optimal conditions for the development of the child's personality, self-knowledge and the maximum increase in children's self-esteem. Educators and teachers must use effective strategies and methods to activate these processes.

Self-esteem is a sense of self worth. The feeling of support that arises when a child knows his strengths, has the experience of successfully overcoming difficulties. Self-esteem is formed on the basis of the daily activities of children, confirming who they are and what they can do.

When children are successful in their activities, their self-esteem increases, and children perceive themselves as people who are able and able to cope with problems. If a child constantly faces negative consequences in his activities, he does not succeed and he feels dissatisfaction and criticism of adults, rejection of peers, then his self-esteem suffers.

As a result, such a child may begin to think about himself: “I am a failure”, “I can’t do anything right”, “I will never succeed”, “There is nothing to love me for”. Perhaps parents or other adults scolded him, causing him to feel shame, downplaying his abilities. It is possible that the reason was a sincere desire to make the child behave correctly, act successfully, and for this it seemed necessary to point out his mistakes, criticize, tell him how to ... However, in reality this leads to the fact that the child the desire to try, the willingness to act independently, to take risks completely disappears. Such children give up easily and do not even try to complete the work they have started or solve the problem. Their self-confidence is undermined, they do not believe that they are capable of anything.

Children's sense of identification and self-esteem are also culturally specific; they are based, among other things, on the ethnic origin of the child. Children can differ not only in individual, but also in cultural learning styles and use culturally defined ways of communicating with people. Teachers should create such an atmosphere in groups that children feel respect for them and for the culture of their families.

Teachers teach children socially accepted behavior in different situations, create conditions for discussion in groups about individual and cultural differences and the importance of friendship.

It is easier for an educator to teach children to understand and accept a wide range of differences between people (tolerance) as a norm - and an advantage! life, through direct contact with these differences.

If you learn with the children a few words from the native language of the child who goes to your group, or sing a song, and also get acquainted with the culinary recipes of different families, bring national clothes to the center of the role-playing game, then teach the children to appreciate, accept and respect differences between them.

Socio-communicative development. The process of social development of a child in a group is expressed in the systematic encouragement of various social interactions. Children who learn to form long-term friendships in preschool age will be able to make friends when they become adults. If children have strong and reliable relationships with parents and teachers and many opportunities to play with other children, then this contributes to their social development. Conversely, in the absence of reliable trusting relationships with adults and rare contacts with children in play activities, the social development of children slows down.

Many children easily connect with peers, they instinctively know how to make friends and find their place in the group. They enjoy interacting with peers and adults. But there may also be children in the group who need more time and help to feel comfortable in the group. When they are ready to interact, they will be able to join the game with their peers and make friends.

Children who are unable to form friendships with peers and feel rejected most of the time may have serious problems as adults. These children tend to have low self-esteem and lack of communication skills, making it difficult for them to communicate with other children and adults.

Children learn by acquiring knowledge and skills through their own exploration, experience, play and interaction with peers and adults.

It is important to actively promote the emergence of social interactions between children. This can be achieved in various ways. For example, by using cards with the names of children, as well as giving them the opportunity to choose partners for a game or other activity.

Educators can arrange for children to be seated in advance, or they can let children choose their own seat during activities such as group gatherings, group work, or meals. Some children enjoy being leaders, socializing and helping other children.

Other children just like some of their peers, and they are happy to communicate with them.

Educators can support the development of friendships by giving children activities that require them to interact actively.

During a group gathering, for example, children can be encouraged not only to choose which activity center to play in during the play period of choice, but also to involve other children in the game. This kind of prompting can be especially beneficial for children who have trouble making choices.

Children should be able to help their peers at every opportunity. For example, there is a boy in the group who successfully puts puzzles together. The teacher can organize the work in such a way that this child helps his peer, who does not yet have a skill in this activity. Thus, the children will work together.

At the first suitable opportunity, the teacher should encourage children to help each other, and not immediately turn to adults for help. You can introduce the "Ask three" rule. The essence of this rule is that before asking for help from the teacher, the child must ask for help from three peers. For example, Sasha does not know how to fasten buttons or tie shoelaces, but Sveta does an excellent job with this task. This technique helps children learn to solve problems on their own and communicate by turning to each other for help.

Skill to work in team. Educators build communication with children by choosing a strategy for supporting children and building a community. They avoid competition and comparing children with each other. They do not ask the questions “Who is more?”, “Who is better?”, “Who is first?” Children must learn to communicate effectively, share information, resolve conflicts on their own and take turns.

Educators build community by encouraging children to:

They knew each other's names. Children remember and use each other's names in communication, find out what they are interested in and how other children feel.

Installed and followed order. Children learn to take turns and take turns. As children grow older, the observance of the order occurs without the previous quarrels and refusal to play.

Shared with each other. Children learn to share with each other toys, markers, sweets, place on the carpet and at the table, attention from the educator, etc.

Freed up space in the circle. Children learn to make room in the circle for late peers and sit next to not only their best friends, but also other children.

Participated in group activities. Children learn to constructively join a group of playing children, participate in joint games in a circle and work in a team.

Invite other children to join their games and activities. Children learn to involve their peers in the game, invite them to participate in joint activities.

They were friendly and kind. Children learn to express gratitude to other people, show their interest in them and rejoice in the successes and achievements of their peers.

They worked and played together. Children work together on projects and solve problems, play together as a single team or group.

Resolved conflicts. Children learn that discussion, exchange of opinions contributes to the resolution of conflicts. They share their feelings, express their point of view and solve problems constructively.

Independent and critical thinking. Educators in a child-centered program do not give children typically "teacher's" questions.

questions: “And if you think well?” "Who knows the right answer?"

Educators encourage children to ask questions and teach this to children. “There are no “stupid” questions, say wise teachers. “The most “stupid” question is the question that you will never ask and leave without finding out the answer to it.” Educators ask children open-ended questions that develop the thinking of children. Teachers help children to find answers to their own questions, creating conditions for the development of cognitive activity and independent thinking of children.

During the information exchange procedure (“Show and Tell”), children share what is happening at their home, what happened in the morning on the way to kindergarten, show the pictures they have drawn and talk about them.

It's good when children share their experiences, and not talk about toys and things that their parents bought for them, because other children may not have such expensive toys and things. Yes, and only that information is really valuable, which is obtained by personal experience and efforts. The exchange of experience, information and news contributes to the development of the ability to analyze and generalize and makes interpersonal communication more meaningful and deep.

The value of an organized discussion is that adults teach children to think logically, to reason, gradually raising the child's consciousness from a specific way of thinking to a higher level of simple abstraction. Teaching children to think independently is much more difficult than giving them ready-made knowledge.

During the exchange of news, educators unite children around common interests, arouse their interest in each other, the experience of one child becomes a common property. Children develop the ability and habit of listening to an interlocutor (active listening), sharing their thoughts and points of view with peers, they begin to acquire public speaking skills in front of a group of children and adults. Consequently, conditions are created for speech development and alternative thinking skills, on the one hand, and on the other, the ability to restrain, the ability to control oneself and reflection skills.

III.2.2. Functions of a teacher when interacting with children (from a directive model of interaction between teachers and children to a non-directive one) Avoiding a directive model of interaction, teachers build communication with children, choosing a support strategy and creating individual development programs for each child that take into account the different needs of children. In a Child-Centered Program, educators understand that their choice of teaching methods can either facilitate a child's participation in activities or create barriers.

In this sense, educators are aware that if children experience learning difficulties, it is because their technologies and teaching methods do not allow these individual children to master the corresponding action, and not because these children do not have the ability to learn. By choosing certain methods and techniques, teachers try to ensure that the characteristics and needs of the majority of children do not prevent them from participating in work and achieving success in activities.

The main models of interaction between a teacher and children

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Educators use a variety of teaching methods and support children with different learning needs, taking into account their interests and developmental strengths. They are constantly watching for signals that indicate that perhaps their method is not “working” for a particular child or group of children; and then they are ready to take appropriate measures to adapt.

In personality-oriented programs, the teacher directs and facilitates the process of cognition. He stimulates learning by sharing with the child the responsibility for learning; he plans and creates conditions for the development of children. Educators should always take into account the individual abilities of each of the children. So, if you want to make play dough with the children and you know that some child from the group has poorly developed fine motor skills, then ask this child to pour water into a bowl from a measuring cup, and instruct a child with well-developed fine motor skills to measure out a teaspoon vegetable oil.

Ask a child who can already read to read the recipe for the test to the whole group. Ask a child who is still bad at counting to count spoons of flour along with another child who already counts well. Educators should always think about these aspects in advance when working with children.

The teacher provides children with a variety of materials and creates situations that give them unlimited opportunities to interact with the outside world. Children learn best when they do things on their own. They need to find out for themselves, albeit through trial and error, exactly how the world works. The learned concepts are well fixed with the help of active exercises.

For example, such a concept as the regularity / irregularity of the structure, the child can learn by interlacing multi-colored threads, alternating colors;

stringing beads on a string - blue, yellow, blue, yellow, blue.

The teacher carefully observes how the children work with the materials. Such observation helps him determine what tasks should be given to children, based on their interests, what children have specific needs, what styles of perception children have. In the same way, the teacher should note in which materials the children clearly do not show interest, try to find out the reasons for his absence and diversify the games and tasks for this material.

The teacher should have an idea about the typical development of children of this age and the individual characteristics of each child. He must know what materials are needed for each child at that particular stage of development at which he is.

The teacher should be able to ask children open-ended questions, which helps children to continue to explore and learn new things. Open-ended questions require more than one "correct" answer. They also allow you to understand the thought process of the child. Questions and answers help develop not only thinking, but also speech of the child. If the teacher in the group often asks questions, the children will also begin to ask a lot.

The development of thinking is much more important for education than the memorization of factual information.

The teacher gives the children time to think about what they are doing. This allows them to better understand the concept being introduced. The teacher takes time for questions and answers and for independent expression of thoughts.

The teacher discusses with the children all the conclusions and conclusions drawn, both true and not quite. Often, discussing an idea that turns out to be wrong is more rewarding than discussing the correct answer.

Like children, teachers must be able to take risks. He must try new materials and new ways of using old materials.

Some classes will be especially successful; some are the opposite. Don't expect every child to enjoy every activity. An enterprising teacher will replace materials in time or find a way to continue and develop a lesson that is especially successful. He offers children new activities to encourage them to actively try new things.

The teacher should be able to admit that he does not know something - this is better than giving incorrect or inaccurate information. By saying “I don’t know”, the educator thereby creates an environment in which he and the children together participate in the search for answers and solutions, jointly explore the world. It also teaches children to use different sources. In addition, children see that adults also learn.

The teacher communicates and plays with the children. He shares their desire to learn new things and shows interest in everything that children do and explore.

And even more important for the teacher to be able to feel when his presence is not needed; when children should be left to their own devices, so that they independently manage the process of cognition.

III.2.3. Rules of behavior in a group The joint life of children in a group is not complete without situations that require putting things in order. Traditionally, it was believed that children need an external controller (educator), without whom problems cannot be solved. The child was assigned the role of a passive (and therefore irresponsible) executor of the rules established by adults. The teachers believed that they should clearly formulate reasonable rules of behavior in the group and then introduce them to the children during the first week of their stay in kindergarten.

Independence and freedom of choice are inseparable from responsibility.

Freedom in a child-centered program is not freedom from restrictions and rules, but freedom for mutual respect.

Working on a child-centered program, educators strive to develop independence in children, which is always associated with responsibility. Starting with the younger group of kindergarten, educators gradually involve children in the development of rules, help them independently follow these rules and evaluate their behavior. Children, together with the educator, discuss and establish rules in the group, which become common standards for everyone, including educators.

In the younger group, this may be some one simple rule discussed by the teacher with the children. In the middle, children can already propose and, with the help of an adult, accept two or three simple rules for execution. Children of senior preschool age can jointly adopt and implement several clear, reasonable rules.

Children vary in their level of willingness to follow the rules and accept the type of behavior expected of them by educators.

One of the best ways to ensure maximum compliance with the rules by children is to involve the children themselves in defining these rules, changing them and adopting new rules as the need arises, that is, children:

Participate in the development of rules;

Monitor their compliance;

Evaluate their behavior in terms of compliance with the rules;

Learn to be responsible for your words and actions.

The educator who has taught the children to behave according to the rule can free himself from tedious and tedious control. In addition, children's acceptance of a rule that they themselves have created creates in them a sense of ownership and responsibility for its observance. Children learn self-control, they can regulate their behavior themselves not at the behest of "above", but on their own initiative and their own understanding. This creates the basis for the development of meaningful arbitrariness, contributes to the psychologically correct maturation of the child and his transition to the next, younger school age.

III. 2.4. How to listen and respond to children Children need to be listened to. A teacher who actively listens to children, thereby informs them that they deserve attention, are significant and interesting to him. When children play at the Centers (free choice time), educators can interact with individual children one-on-one. All children should have the opportunity to be alone with a caregiver as one of the options for their free choice. Children who come to caregivers with their problems need attention, especially if the child considers the topic or question to be very important.

When adults listen carefully, they

Accept the child's feelings.

Show their interest by offering help and support to the child.

Get valuable information about the child.

Such information can be useful for an adult in order to choose the necessary strategy in communicating with a child in the future.

Sometimes educators do not have time to pay attention to all children and apply the method of active listening.

For example, suppose you are helping a child and another child comes to you with a problem. In this case, it is better to say: “I have to help Sasha now. When I'm done, I'll definitely talk to you."

If you put off the request of a child, you must be sure that you can fulfill the promise you made to him, immediately, as soon as you are free.

Active listening is a specific skill that is considered one of the important aspects of communication. This practice of full inclusion in the process of communication with the child, of course, requires the absolute attention of the teacher.

When communicating with a child, first of all, it is necessary to establish psychological contact with him.

Establishing contact is the first necessary step in communicating with a child, the first task, the solution of which is possible under the following conditions, namely:

1. Complete acceptance of the child, that is, his feelings, experiences, desires.

2. Understanding the internal state of the child.

Clarification is an appeal to the child for clarification. Clarification helps to make the message more understandable and contributes to a more accurate perception of it by the listener. Paraphrasing - formulating the same thought of the child in your own words. In a conversation, paraphrasing consists in conveying to the child his own message, but in the words of the listener. The purpose of paraphrasing is the teacher's own formulation of the message to check its accuracy.

When reflecting feelings, the emphasis is not on the content of the message, as in paraphrasing, but on the reflection by the listening teacher of the feelings expressed by the child, his attitudes and emotional state.

Summarizing - summarizing the results of the dialogue, a general conclusion, summing up the conversation and the main ideas and feelings of the child.

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III.3. Group Gathering A group gathering (morning, evening or afternoon gathering) is a time when all the children get together and do some common work together. This can be greeting each other, playing, singing a song, reading a book, talking about what the children did during the weekend, planning an activity and demonstrating its results. For most toddlers 3-4 years old, the maximum amount of time they are able to focus their attention is five to ten minutes. For children of middle preschool age, this interval is from ten to fifteen minutes. Older preschool children can focus on one topic for 15-20 minutes. It is best to allocate only a few minutes to the group meeting at the beginning of the school year, gradually increasing its duration. A group gathering should be short, businesslike and fun. It is important at the same time to change the types of activities of children.

Group gathering involves creating an atmosphere of communication. This is an opportunity to communicate: to tell about what you see, what you think, what you feel, what you have learned, to express your opinion. Educators observe the activity and mood of children, organize and help children plan their activities during the day. To solve these problems, it is convenient to sit in a circle, so that children and adults can see each other's faces and hear each other well.

Depending on the number of adults and children in the group, educators can organize one or two circles, for example, one circle in the playroom and the other in the bedroom. There should be enough space for the assembly to sit freely in a circle. Children can sit on a carpet or soft surface, on cushions or on chairs. Children must feel comfortable. Nearby there should be a place for a working panel for hanging a calendar, the topic of the week, information on this topic and News of the day.

Di Didactic activity Morning gathering The educator strives rigorously The plan can be flexibly changed depending on the interests of the children and their needs. Each child chooses an Activity Center.

Educators tell the whole group as a whole, In most cases, addressing children individually to the child The teacher often ignores requests The teacher picks up and develops the children and questions, because they do not have the ideas and suggestions expressed by the children related to the topic.

The teacher most often stands behind a large teacher in a circle of children at the level of their table or sits on a large chair facing the children.

Dactic lesson Morning gathering

III.3.1. Tasks of the Morning Gathering:

Establish a comfortable socio-psychological climate.

Give children the opportunity to speak and listen to each other.

Introduce children to new materials.

Introduce a new topic and discuss it with the children.

Organize children's planning of their activities.

Organize the selection of partners.

III.3.2. Tasks of the Evening Gathering:

Chat about your day.

Exchange experiences.

Chat with children, laugh and have fun.

Summarize activities.

Demonstrate the results of the activity.

Reflect on what has worked, what has not yet succeeded, why.

Analyze your behavior in the group.

III. 4. Family involvement in the educational process

There is not a single program that would not pay attention to working with the family. The presence of a plan of work with parents is a mandatory component of the annual plan of any preschool institution, a fundamentally important aspect of its activities. Parent meetings, joint holidays, leisure activities, games, etc. are regularly held in all kindergartens.

We emphasize right away that in the Program, teachers do not just “work with families” - they really involve them in the educational process and the life of the kindergarten, purposefully and systematically build trusting partnerships with parents. This can be achieved only if certain conditions are met on both sides, and one of these conditions is mutual information about the child and the reasonable use of the information received by teachers and parents in the interests of children.

The program is based on the belief that the involvement of families is essential to enrich the development of children in the kindergarten and to use the child's existing interests and knowledge from the family.

Often, educators believe that parents brought their child to kindergarten in order for teachers to work on his development, since they are professionals and know how and what to teach a child. Therefore, the teacher himself plans classes and evaluates the work of children. The program offers a fundamentally different approach: teachers themselves need to build productive interaction with families for the success of their own professional work with children.

The program proceeds from the fact that the child lives in a family, its influence is the basis of development and upbringing, its laws and values ​​are a priority. Of course, the professionalism of a teacher is extremely important for working with children. However, his professional interest in each child should not be opposed to a deep, inherent interest in the fate of his own child. Actually, the professionalism of a teacher is largely determined by how successfully he works in alliance with the child's parents.

Young children are extremely dependent on their families.

The family provides for the child at this age and for many years to come will support such important components of life as:

Physical well-being. This is food, clothing, and housing - with all the small but important components. Of course, this is also a concern for the health of the child;

Emotional well-being is actually parental love and affection, so necessary for the baby. It is the support and sense of security that comes from family members who are always there.

It is constant attention and gentle reminders of what is good and what is bad;

These are the conditions for development - the ability to crawl, walk, run, climb, play and communicate, get new experiences, toys, books, etc.;

Finally, it is simply a willingness to accept the baby as he is, to forgive him for what unfamiliar people can condemn or for which teachers can react severely (and perhaps not always fairly).

Therefore, it is very important that the staff of the kindergarten - from the director to the junior teacher - recognize the dominant role of the family.

By the time a child enters kindergarten, they have learned a lot of things, from how to use a cup to how to throw a ball. As a rule, he already knows how to speak in accordance with the norms of development, and even at the age of 2 it can already be about 300 words - the child is already an interlocutor. Children already love to listen to fairy tales and look at books - his family taught him all this.

Education in a preschool organization is “built on top” of these relationships between the child and the family. By giving parents the opportunity to participate in all aspects of the Organization's activities, educators increase the child's chances of success and a good emotional background. And what is very important for the teachers themselves is that they also get chances for the best results of their professional work.

Therefore, it is important to build partnerships with families based on trust and mutual information about the child. Communication with parents about children is the most important duty of the teaching staff. All families are interested in the fact that children develop well and learn to communicate with their peers.

However, in kindergartens, at the stage when a child enters kindergarten, there is often mutual wariness between teachers and parents. This fact is confirmed by sociological polls.

To overcome this wariness and establish partnerships with the family, educators must understand that parents' distrust of them can be caused by objective reasons. For example, your own negative experience may also be the reason - after all, many mothers and fathers went to kindergarten themselves and memories may not be the best.

In addition, teachers and parents themselves; in order to understand the feelings of other parents, the caregiver may recall, for example, the relationship with the teacher of his child - perhaps they did not always work out in the best way.

III.4.1. Communication with families about children Real assessment of the development of children in the kindergarten group implies active feedback between teachers and parents, between teachers and children, and is designed to promote cooperation between all participants in the educational process.

Various programs offer certain forms, topics and content of classes, as a rule, for groups of the same age. But are the children who gathered in one group the same in their development? Even if the group is formed exactly by age, then teachers and parents, first of all, must understand that the difference between a child at 3 years old and at 3 years is 11 months. very large. It is completely unfair to give them general assignments in the classroom and expect equally successful results, or to insist on achieving these results through the so-called "individual work in the evenings." In addition, there are pronounced individual differences between children of the same age - in terms of interests, opportunities, developmental features.

There are many other reasons why children in general starting tasks cannot be equally successful. These are health, family composition, and various games, books, communication, materials for classes - the conditions that the family creates for the child. Therefore, frontal studies and other forms of work with children close to them do not bring much benefit from the point of view of child development.

On the contrary, they teach children to follow the proposed patterns, listen to common tasks orally, thereby depriving many of the chances for their own initiatives and interests that the child wanted and could realize, for the formation of positive self-esteem, for personal growth and, ultimately, for success.

A fundamentally different position, methods and technologies in working with children in the Child-Oriented Program; best of all - although perhaps not immediately, like everything unusual - it is the parents who will understand and appreciate this. It is they who can tell, show, write down, give specific information about their child, which will be useful or simply necessary for teachers in order to create real chances in the group for the personal active growth of each child. And of course, parents will immediately notice and appreciate the success of their child.

By virtue of their profession, teachers are obliged to positively influence the development of children in their group. But it is necessary that their skill, advice, their wisdom be sincerely shared and accepted by parents on the basis of formed trust and productive interaction.

Educators should be aware that regardless of their education - secondary or even higher - many parents can bring with them a high level of education, creativity, and even just life wisdom. Some of them have useful personal experience related, for example, to problems in the health and development of older children. Well, someone, of course, is both less educated and less experienced, and it seems that now he should only heed the advice of teachers.

But are they so uninteresting, these "simple parents"?

In the Child-Oriented Program it is customary to say: “We are different, but we are together”. This means that educators must assess the potential of different families, different people who are involved in the lives of the children in their group.

Only the parents themselves may want to open up to educators, tell what is important to them, what they can participate in, what and when they want and are ready to do in the group. It is good if they ask questions about the development of their child, trusting the experience and professionalism of educators, their interest in the development of children. This creates an opportunity for productive cooperation with the family for the benefit of the children - for the real involvement of the family.

The program offers a variety of forms of family involvement, which, however, must follow certain, including ethical rules.

We provide a table that you can discuss with the team of the group or with all kindergarten teachers at the teachers' council and reflect on what kind of truths are behind these words.

–  –  –

For the formation of stable beliefs of teachers in the need to rebuild the nature and content of interaction with parents during the course preparation, active training forms are offered. Such forms can and should be included in current teachers' councils. For example, simply ask educators to recall, comprehend and tell examples from personal experience.

You can ask questions such as:

How many of you have met with a situation where you were offended by a caregiver, teacher, his assessment, comments about your own child?

Have you always considered the assessment of your child's development by teachers to be objective? Why?

After such exercises, it is easier for the teacher to understand the parents.

Educators should also understand that the moments that sometimes annoy them when children enter kindergarten (for example, parents “peek out the windows” or “watch around the corner”) actually have a completely natural basis. There is probably no family in which there would be no concern about how their child will cope with the upcoming changes, because for the child the real and serious time of change has come. What teachers habitually call "adaptation" inevitable for everyone, for the parents of a particular child seems to be stress, a serious test, they empathize with the child, feel sorry for him. A huge group room for a baby, a lot of unfamiliar adults and children, the absence of the usual parental warmth nearby - we agree that it is possible to understand parents and forgive their behavior, from the point of view of teachers, perhaps “inadequate”.

What is the real benefit of including families in III.4.2.

educational work with children in kindergarten.

One of the main tasks of educators is to involve parents in specific activities, activities, projects that develop in groups that their children attend.

Both theory and practice show that family involvement benefits both children and kindergarten, and, above all, parents themselves:

Emotional involvement allows parents to feel productive, energetic, involved in their child's education, helping others, refreshed and ready for new life challenges;

Physical involvement allows them to form new skills, forget about worries, meet other people, have fun and laugh;

The direct presence in the group as an assistant educator brings great benefits to families, because. the opportunity to work in a professional environment helps parents to better understand the development of children, learn some "wisdom" of working with children and apply the acquired skills at home;

Observing their children against the background of other children allows them to understand that all children are different, that it is not necessary to compare one child with another, but it is necessary to see and evaluate the development of one child before and now;

In the process of involvement in the business of the group, parents are convinced of how much children learn through play, through activities in activity centers and cognitive activities, solving problems, conceiving and implementing their ideas and projects with other children, how they learn self-esteem;

Parents appreciate the importance of giving the child the right to choose their activities to develop alternative thinking, to analyze the situation and opportunities, they will be able to observe how children succeed in social development - make friends, learn to work with other children, how they learn from each other.

Usually, being in a group makes parents strong supporters of a child-centered program, and allows some of them to conclude that there is no need to overload the child with attending numerous circles, thereby "spurring" his development.

What benefits do children themselves derive from the presence of family members in groups?

They interact with families of other children who represent diverse cultures, which allows for a deeper understanding of other cultures;

Each child gets the opportunity to get more attention from adults, as the ratio of children and adults in the group changes;

As a rule, the attitude and confidence in the kindergarten on the part of children improves, the feeling of security is strengthened in the process of joint work of the teaching staff and parents;

The circle of adults who act for children as a source of knowledge and experience is expanding;

Children receive additional incentives in their desire to achieve success.

The educators themselves have a real benefit from the involvement of the family in the educational process:

They get another adult interested person who can keep the children busy at some center;

They can ask the assistant to observe how and with whom the children play and discuss the results of these observations with him. This will help teachers plan their work better;

They can look forward to using the passions, talents, knowledge and interests of their parents to enrich the content of their work with children, as well as to use the potential of older brothers and sisters, grandparents;

Involving family members in the educational process in the group allows teachers to be sure that parents will help children consolidate their knowledge at home;

There is a closer communication of parents with each other, which contributes to the support of the program and joint projects of children and adults;

Teachers can confidently count on the fact that parents will be more willing to respond to the requests of educators for help in the formation of some educational materials, toys, books, since they are convinced of the effectiveness of working with them in a group.

As part of the study of the features of changes in the pedagogical consciousness of adults under the influence of a child-oriented program, special attention was paid to the nature of cooperation between teachers and families and the inclusion of parents in the decision-making process, including in the field of the educational process. Studying the answers of the teachers who took part in the survey, the scientists came to the conclusion that the respondents of the 3 experimental groups consider it necessary to take into account the interests and needs of each family and show respect for the opinion of parents. At the same time, they try to avoid the position of an edifying mentor. All respondents share the view that the work of educators should be open to parents and express their belief in the need to allow them to often come to the premises of the group that their child attends.

At the same time, as the results of the survey show, the implementation of these proposals in practice caused certain difficulties for the respondents. For example, all three groups of respondents believe that many parents are not interested in what and how their children learn in kindergarten.

Preliminary research among families suggests otherwise. The vast majority of parents show a steady interest in the learning process of their children.

A similar situation develops with the idea of ​​educators about the over-employment of parents, which does not allow them to constantly be in contact with the teacher, as well as to study with their child at home. According to the results of the same family survey, the vast majority of parents do not consider themselves too busy for regular communication with the teacher (97%) and only 10% of them confirm the fact that they do not have the opportunity to participate in activities with the child in kindergarten and at home because for a heavy workload of official and domestic affairs.

Such a clear divergence of opinions demonstrates that the individual work with families declared by teachers is not always carried out effectively in practice. Often, the real interests and opportunities of parents are not taken into account, and therefore unused for the benefit of children. III.5. Working with projects Knowledge, skills and abilities, which for a long time were considered the goal of education, become a means. Today, technologies are needed that would take into account not only pedagogical requirements, but also the psychological mechanisms of children's development.

III.5.1. Project-thematic training One of such educational technologies is project-thematic training, the core of which is the independent activity of children - research, cognitive, productive, in the process of which children learn about the world around them and embody new knowledge into real products. Such learning involves bringing together different subjects of the curriculum with the help of some interesting idea that can be considered from the point of view of several disciplines. Project-thematic education is focused on comprehensive development, and not on the concentration of certain isolated areas of knowledge, which is completely unnatural for preschool children. It sets the organization of the educational process in such a way that children can see the connections between different disciplines, as well as the relationship between the subjects being studied and real life.

For example, in the process of the theme “Zoo”, children can:

get initial geographical information (determine which country and from which continent the animals are from, find these countries and continents on a map or globe);

study various animals and at the same time practice in their image;

compose stories about these animals and create a book based on them;

implement a project to create a zoo corner in your kindergarten.

Project-thematic (or integrated) learning is a deep, intensive, long-term study by children, together with teachers and with their support, of any problem or issue.

III.5.2. Planning in project-thematic learning The difference between project-thematic learning planning and the usual block-thematic one is that the problem or area of ​​knowledge under study is not similar to any other topic from the program or textbook, ready-made methodological development. This is something that originated in a particular community called "Group...Kindergarten No....". This is something that is unique to this preschool community, which has arisen from its needs and interests. In project-thematic learning, during which several disciplines are studied at once, the teacher is required to have the ability to plan and cooperate.

The implementation of the project-thematic approach requires the following skills from the teacher:

independently design the flow of knowledge, skills and abilities of children;

analyze and make decisions;

work in a team, including children.

Project-thematic learning helps to create conditions for children to realize their abilities and personal potential.

Working on a theme and projects helps:

create an atmosphere in the group that stimulates social, playful, creative, experimental and cognitive initiative, an atmosphere of relaxedness in which the child feels the right to self-determination, to search, to choose, where he is not afraid to make mistakes, feels the support of an adult and the whole environment, learns to communicate, provide support to others;

construct a rich and well-structured developing subject environment;

provide a flexible individualized direction of children's activities in accordance with socio-pedagogical values ​​and goals, their pedagogical support.

When organizing work on the basis of projects and topics, the teacher must possess at least two important skills:

Be able to compose your own 2. Be able to compose 1.

curriculum (a program for individualized programs for specific children in their group) for specific children The teacher fills the child not with knowledge in the truest sense of the word, but with the desire to learn, to explore the world and never stop at the same time.

Of great importance is the interest of the child in the activities performed, his awareness of the need for this knowledge for real life, which makes the cognitive process natural and meaningful.

Teachers of a preschool educational institution, working using a project-thematic approach, within the framework of the program purposefully, expediently (based on observations of children), systematically (planning daily), develop new forms of cognition, behavior and activity in a child, which, ultimately, and means the organization of the full mental and physical development of preschool children.

III.5.3. Types of projects. Choosing a project topic What is accepted in a preschool institution for a topic and a project?

A topic is a limited area of ​​knowledge identified on the basis of observing the cognitive needs and interests of children and implemented in projects.

Example topics: cats, circus, my yard, etc. Work on a topic is a cognitive and objective activity initiated by children, coordinated by a teacher and implemented in projects.

A project is a set of actions specially organized by a teacher and performed by children, culminating in the creation of creative works.

The project is the implementation of the idea (making a book, model, purifying water with sand, staging a play, planting a tree, etc.) There are universal projects - they are easy to include in work on almost every topic. They can be divided into production of products and preparation of representations. There may be combined projects - these are performances using pre-made products (clothes fashion shows, puppet shows, etc.).

–  –  –

Role-playing games With elements of creative games, when children enter the image of the characters of a fairy tale and solve the problems posed in their own way. etc.)

–  –  –

It is desirable that the selected projects belong to different types according to the following classification:

individual activity (the resulting product is the result of the work of one child), then from such personal products it is possible to simply combine, for example, into an exhibition, to make a collective product (weakly connected);

work in small groups (crafts, collages, layouts, etc.);

collective activity of children (a concert, a performance with general preparation and rehearsals, one big common craft, which is initially conceived as a kind of integrity, a video film with the participation of all interested children).

Each project should be brought to a successful conclusion, leaving the child with a sense of pride in the result. To do this, in the process of working on projects, the teacher helps children to measure their desires and capabilities.

Educational outcomes in project-thematic learning The educational results of project-thematic learning include the ability of a child to

Control your behavior

State your interest, preference, intention,

Comment on your actions

Follow simple rules, follow a simple algorithm (when working with objects or communicating in a group),

Organize your work (lay out materials, select what you need),

Negotiate the rules

Ask questions and answer questions within your knowledge and experience,

Assign information received in a simple form (listen, observe),

Perform information processing actions at an elementary level: compare, generalize, highlight features, notice changes,

Make spontaneous and prepared statements within a predetermined topic,

Speak out in relation to the statements of others,

establish contacts,

Keep up the conversation,

Use basic communication rules.

Collaborate (with adults and with children of different ages) in the proposed forms.

It should be noted that knowledge, skills and abilities are considered in this case as the most important means of not only the overall development of the child, but also providing a basis for the formation of key competencies.

III.6. Planning and evaluation of child development

In order to achieve an effective balance between the individual interests and needs of children, on the one hand, and the educational tasks that the teacher sets himself, on the other hand, it is necessary, at a minimum, to know what these interests and needs are and how they change over time. . Teachers working with children should have clear ideas about the individual characteristics of each child, the specific nature of the development of each of them.

The child-centered program is aimed at the individual discovery and development of each child.

Individualization is achieved by taking into account the current level of development of each child and planning appropriate activities that would guarantee each child the opportunity to succeed.

This requires comprehensive information about a child's development, including health, physical and emotional development, and cognitive development. The job of the educator is a decision-making process in which the educator observes the child, determines at what stage he is in the most significant areas of development, and plans accordingly. The information obtained allows us to develop individual goals for the development of children and create the most favorable conditions for the development of a child in kindergarten, to provide him with support based on his individual interests, capabilities and characteristics.

III.6.1. The Role of Observation in Learner-Centered Education

Systematic and specially organized (having a specific purpose and procedure) observations are the key to the high quality of the Program focused on the child. The main purpose of the observations is to collect information that is discussed with teachers and parents and used to plan and implement activities with children (organization of developing situations), to best meet the needs and interests of each child.

Individualization. Educators use their knowledge of child development, as well as their relationships with children and their families, to understand and appreciate the diversity of children in each kindergarten group and to take into account the unique needs and potential of each child.

Individualization of learning is taking into account in the process of teaching the individual characteristics of the child in all its forms and methods, regardless of what features and to what extent are taken into account.

Individualized learning is a type of learning that takes into account the contribution of each individual child to the learning process.

Individualization - taking into account differences in the pace, style and modality of learning of individual children. A process that allows you to maximize the strengths and enhance the weaknesses of the child.

Educators value the uniqueness of each group and take into account the unique needs and potential of each child. They gently and unobtrusively lead each child in the direction that corresponds to his own developmental trajectory. With this approach, the child grows and develops at his own pace.

Constant monitoring of children's interests and activities provides answers to four basic questions that determine an individualized approach to learning.

What is the level of readiness of children for the content and methods of education?

What are their interests and what are they particularly concerned about now?

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E.G. Yudina, L.S. Vinogradova, L.A. Karunova, N.V. Maltseva, E.V. Bodrova, S. S. Slavin

EXAMPLE EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

"DISCOVERIES "

Edited by E.G. Yudina

Scientific adviser A.G. Asmolov

Introduction

I. PURPOSE SECTION

I.1. Principles and approaches to the education of preschool children I.2. Goals and objectives of the Program

I.3. Psychological and pedagogical conditions for the implementation of the Program I.4. Planned educational outcomes

II. ORGANIZATION SECTION

II.1. Organization of a developing educational environment in a kindergarten group. Separation of space in the group room and on the site

II.2. Sample routine of the day

III.1. Work in the developing educational environment of the group

III.1.1. The role of the developing environment in the development of children

III.1.2. Principles of creating a developing educational environment in a kindergarten group

III.1.3. Children's activity centers, their impact on the development of a preschool child

Literature Center (Literacy and Writing Center) Role Playing Center Arts Center Culinary Center Sand and Water Center

Center for Science and Natural Science Construction Center "Working" stands in the lives of children

III. 2. Interaction of teachers with children

III.2.1. Achievement of the development goals set in the Program

Independence and initiative Responsibility and self-control Self-confidence and positive self-esteem Communication skills Ability to work in a team

Independent and critical thinking

III.2.2. Functions of a teacher in interaction with children (from a directive model of interaction between teachers and children to a non-directive one)

III.2.3. Rules of conduct in a group

III.2.4. How to listen to children and respond to them III.3. Group fee

III.3.1. Morning Gathering Tasks

III.3.2. Tasks of the Evening Gathering

III. 4. Family involvement in the educational process

III.4.1. Communication with families about children

III.4.2. What is the real benefit of including families in the educational work with children in kindergarten

III.5. Working with projects

III.5.1. Project-thematic training

III.5.2. Planning for project-based learning III.5.3. Types of projects. Choosing a Project Theme

III.5.4. Educational outcomes in project-based learning

III.6. Planning and evaluation of child development

III.6.1. The role of observation in student-centered education III.6.2. Development of an individual educational program III.6.3. Observation, evaluation and planning

III.6.4. Basic methods of collecting information about the child

Observation Observation Map Portfolio

III.6.5. Main characteristics of a real assessment III.6.6. Confidentiality

III. 7. Organization of the game in the kindergarten group III.7.1. What is a game

III.7.2. What games do children play III.7.3. How developed is children's play

III.7.4. What is the pedagogical support of the game III.8. Teamwork

III.8.1. Creation of a regional team

III.8. 2. Stages of creating a team in kindergarten III.8.3. Functions and responsibilities of the educator in the team III.8.4. Functions and duties of an assistant in a team

III.8.5. Functions of specialists in the team

III.8.6. Functions and responsibilities of a junior educator in a team

Literature

Application.

FINANCIAL SUPPORT for the implementation of the main general educational program "Discoveries" in a preschool educational organization

In blessed memory of Rina Borisovna Sterkina

Introduction

At the beginning of the 21st century, in many countries of the world, early education and the development of children have become an important part of the state educational policy. Awareness of the importance of the development and systematic education of children,

from birth to 6–7 years of age (usually the age at which children enter school), is based on the results of numerous studies and the practice of many countries. The works of modern scientists, such as the widely known work supported by the Nobel laureate in economics J. Heckman, in the language of economics testify to the importance of preschool education from the point of view of a person's life perspective.

Studies carried out in line with classical developmental theories, such as

as a cultural-historical approach of L.S. Vygotsky (especially the works of D.B. Elkonin, L.A. Wenger, V.V. Davydov and many others), the theory of genetic epistemology by J. Piaget, the humanistic theories of development by C. Rogers, A. Maslow, the theory of E. Erickson and many others also testify that during the period of a child's development from birth to 7 years, all the main characteristics of his personality are laid down: the child is extremely receptive, interested and open to new experience, knowledge of the world. At the same time, the quality of pre-school education programs is in the center of attention of the state, the family and the professional community.

In Russia, preschool education has recently received the status of an independent level of general education. In this regard, the Federal State Educational Standard for Preschool Education was developed, which defines the concept of high-quality preschool education, focusing the system of preschool education in Russia on

creation of conditions for positive socialization and individualization of a child of preschool age, for the development of each child in accordance with his age and individual characteristics.

Approximate general educational program of preschool education

"OtkrytiYa" arose as a response to the desire of the Ministry of Education and Science of the Russian Federation and a group of experts to modernize preschool education in Russia, make it modern and turn it towards the child and his family.

This desire is most fully reflected in the new Preschool Education Standard, which supports and promotes the value developing variable preschool education and actually lays the foundation for the modernization project.

The spirit and main provisions of this document have found their detailed embodiment in the exemplary educational program "Discoveries",

child oriented. The program implements an approach that ensures its age-specific targeting, reliance on the patterns of preschool age, in which it is unacceptable to replace the specific tasks of this period with tasks of older ages. The principles of cooperation and co-action of the child with close adults and peers, respect and support for the personality of a small child,

positive interaction in the “adults-children” system, which creates conditions for the development of children's initiative, independence and responsibility of each child, on which the DL Standard is based, is the basis of this exemplary Program.

For the authors of the Discovery Program it is obvious that the variability of the content, forms and methods of education is the only adequate response to diversity fact social situations of development of a child of preschool age, which is no longer possible to ignore in the 21st century. Nowadays, the category of children with special educational needs is no longer determined only by their state of health, although children with disabilities are in high need of a true educational and

social inclusion, and, consequently, that the environment for their development has the necessary flexibility and variability. We are also increasingly dealing with cultural inclusion. Diversity of cultures, languages,

traditions that teachers face in school classes and in kindergarten groups require that teachers, parents and founders of educational organizations be able to choose the most suitable programs, moreover, they can build the content of education in accordance with the educational situation that has arisen. This requirement gives rise to the need for a fan of offers in the "market" of programs,

methodology and technologies. Variability turns out to be the only possible strategy for personality-developing education.

It is difficult to overestimate the importance of developing, personal

oriented approach, which is stated in the Standard as one of the core values. The exemplary general educational program of preschool education "Discovery" accumulated the most modern technologies of a student-centered approach in preschool education, which gives it reason to position itself as a child-oriented program. According to the Program, the child is not an object, but a subject participating in his own development, therefore it is especially important to promote the autonomy of children, develop their initiative, self-esteem, as well as create conditions for the development of cooperation with peers and adults, i.e. e. to create a community of children and adults in the kindergarten group. Thus, in the program "Discoveries" we can talk, according to A.G. Asmolov, about personality-generating

It must be borne in mind that the exemplary Child-Oriented Program is a “framework”, i.e. offers general principles and approaches

- "philosophy of the program" - that set the "framework" for specific actions of the teacher in the group. The program defines general goals, specific tasks,

gives a general description of the ways to achieve the goals of the development of a child of preschool age, as well as the results of such development, to which the program is oriented. The Framework allows the educator to be sensitive to children and respond to their cognitive and emotional needs, with particular attention to children's interests, motivations and perspectives.

Of course, the Discovery program is not the only one

placing the development of the child at the center of the educational process. However, it is conceived and developed as one of the most interesting for teachers, children and their parents, systemic and effective programs of preschool education, the purpose of which is the development of the personality of each child of preschool age. The humanistic orientation of the Program is combined with well-developed educational technologies, which, nevertheless, do not violate its “framework” nature in any way. The program allows teachers working on it to build the content of preschool education each time in a new way, focusing on the interests of children and at the same time teaching a small child to make an independent and informed choice.

The child-centered Discovery program is based on the deep conviction that every child has the right to an education,

builds on the strengths of the child and provides him with ample opportunities for active, meaningful knowledge of the world through play

And other forms and methods of education appropriate to the age of the child. At the same time, the teacher is a partner and assistant of the child, constantly answering the question: how to ensure the most complete, age-appropriate development of each child in accordance with his real interests, inclinations

and opportunities.

The program pays special attention to the creation of a developing environment,

the role of the family in the education of a small child, evaluates the interaction of adults with children as the central point of the preschool system

education, notes the role of assessing the development of children and characterizes in detail the project method of education at this age.

Educators and all those who work with young children are increasingly aware that they play a critical role in developing children's self-esteem and self-confidence, desire and ability to learn throughout life,

the ability to live and work with other people, as well as intercultural and interpersonal tolerance. Educators need the space to make professional decisions, as well as for their own personal and professional development, which they need to nurture these qualities in the children entrusted to them. The program offers such opportunities for pedagogical creativity in working with children and their families in kindergarten, as well as in professional communities, thus being an example of “networked” professional interaction. The network nature of the Program, the principle of forming a team of like-minded teachers is one of the necessary conditions for its successful work.

The Discovery program owes its name to A.G. Asmolov,

which not only supported the authors of this exemplary program in their desire to acquaint Russian preschool teachers and managers with humanistic developmental technologies, but at one time created a whole range of conditions for the emergence of developing varied preschool education in Russia. The authors cannot fail to note that ideologically, the Discovery program is certainly connected with the Concept of Preschool Education, which was prepared in 1989 by a team of authors led by V.A. Petrovsky.

The main approaches and principles of the Discovery program have common roots with the humanistic philosophy of the preschool education program

"Community", which is the Russian version of the international program "Step by Step". At the same time, the program is based on many years of experience in preschool educational institutions.

organizations in many regions of the Russian Federation. In particular, the text of the program used materials from the regional program "Yugorsky Springboard",

on which kindergartens of the Khanty-Mansiysk Autonomous Okrug have been operating for several years. The authors express their gratitude to the head of the Department of Education of KhMAO L.N. Koveshnikova, thanks to which the project for the modernization of preschool education in Khanty-Mansi Autonomous Okrug became possible.

The authors of the Discovery program hope that it will help children, their families and kindergarten teachers enter together into the wonderful world of student-centered education, get a wonderful experience and experience the true joy of comprehending the world as a small child.

In blessed memory of Rina Borisovna Sterkina

Introduction

At the beginning of the 21st century, in many countries of the world, early education and the development of children have become an important part of the state educational policy. Awareness of the importance of the development and systematic education of children, from birth to 6–7 years of age (usually the age at which children enter school), is based on the results of numerous studies and the practice of many countries. The work of modern scientists, such as the widely known work supported by the Nobel laureate in economics J. Heckman, in the language of economics testifies to the importance preschool education from the perspective of a person's life. Studies carried out in line with classical theories of development, such as the cultural-historical approach of L. S. Vygotsky (especially the works of D. B. Elkonin, L. A. Venger, V. V. Davydov and many others), the theory of genetic epistemology Piaget, the humanistic theories of development by K. Rogers, A. Maslow, the theory of E. Erickson and many others also indicate that during the period child development from birth to 7 years old, all the main characteristics of his personality are laid: the child is extremely receptive, interested and open to new experience, knowledge of the world. At the same time, the focus of attention of the state, the family and the professional community is quality preschool education programs.

In Russia, preschool education has recently received the status of an independent level of general education. In this regard, the Federal State Educational Standard for Preschool Education was developed, which defines the concept of high-quality preschool education, orienting the system of preschool education in Russia towards creating conditions for positive socialization and individualization of a preschool child, for the development of each child in accordance with his age and individual characteristics. .

Approximate general education program preschool education "Discovery" arose as a response to the desire of the Ministry of Education and Science of the Russian Federation and a group of experts to modernize preschool education in Russia, make it modern and turn it towards the child and his family. This desire is most fully reflected in the new Preschool Education Standard, which supports and promotes the value developing variable preschool education and actually lays the foundation for the modernization project.

The spirit and main provisions of this document have found their detailed embodiment in an exemplary educational program focused on the child. The program implements an approach that provides it age addressing, reliance on the patterns of preschool age, in which it is unacceptable to replace the specific tasks of this period with tasks of older ages. The principles of cooperation and assistance of a child with close adults and peers, respect and support for the personality of a small child, positive interaction in the "adults - children" system, creating conditions for the development of children's initiative, independence and responsibility of each child, on which the DO Standard is based - basis of this exemplary Program.

For the authors of the Discovery Program it is obvious that the variability of the content, forms and methods of education is the only adequate response to diversity fact social situations of development of a child of preschool age, which is no longer possible to ignore in the 21st century. Nowadays, the category of children with special educational needs is no longer determined only by their state of health, although children with disabilities in a high degree need true educational and social inclusion, and therefore, that their development environment has the necessary flexibility and variability. We are also increasingly dealing with cultural inclusion. The diversity of cultures, languages, and traditions faced by educators in classrooms and kindergarten groups requires that educators, parents, and founders of educational organizations be able to choose the most suitable programs, moreover, could build the content of education in accordance with the educational situation that arose. This requirement creates a need fans offers on the "market" of programs, methodology and technologies. Variability turns out to be the only possible strategy for personality-developing education.

It is difficult to overestimate the importance of a developing, student-centered approach, which is stated in the Standard as one of the core values. The exemplary general educational program of preschool education "Discovery" accumulated the most modern technologies of a student-centered approach in preschool education, which gives it reason to position itself as a child-oriented program. According to the Program, the child is not an object, but a subject participating in his own development, therefore it is especially important to promote the autonomy of children, develop their initiative, self-esteem, as well as create conditions for the development of cooperation with peers and adults, i.e. e. to create a community of children and adults in the kindergarten group. Thus, in the program "Discoveries" we can talk, in the words of A. G. Asmolov, about personality-generating approach.

It must be borne in mind that an exemplary Child-Oriented Program is "framework", i.e., it offers general principles and approaches - the "philosophy of the program" - that sets the "framework" for specific actions of the teacher in the group. The program defines general goals, specific tasks, gives a general description of the ways to achieve the goals of the development of a preschool child, as well as the results of such development, to which the program is oriented. The Framework allows the educator to be sensitive to children and respond to their cognitive and emotional needs, with particular attention to children's interests, motivations and perspectives.

Of course, the Discovery program is not the only one that puts the development of the child at the center of the educational process. However, it is conceived and developed as one of the most interesting for teachers, children and their parents, systemic and effective programs of preschool education, the purpose of which is the development of the personality of each child of preschool age. The humanistic orientation of the Program is combined with well-developed educational technologies, which, nevertheless, do not violate its “framework” nature in any way. The program allows teachers working on it to build the content of preschool education each time in a new way, focusing on the interests of children and at the same time teaching a small child to make an independent and informed choice.

The Child-Oriented Discovery Program is based on a deep conviction that every child has the right to an education, builds on the strengths of the child and provides him with ample opportunities for active, meaningful knowledge of the world through play and other forms and methods of education that are appropriate for the child's age. . At the same time, the teacher is a partner and assistant to the child, constantly answering the question: how to ensure the most complete, age-appropriate development of each child in accordance with his real interests, inclinations and capabilities.

The program pays special attention to the creation of a developing environment, the role of the family in the education of a small child, evaluates the interaction of adults with children as the central point of the preschool education system, notes the role of assessing the development of children and characterizes in detail the project method of education at this age.

Educators and all those who work with young children are increasingly aware that they play a critical role in developing children's self-esteem and self-confidence, the desire and ability to learn throughout life, the ability to live and work with others, and intercultural and interpersonal tolerance. Educators need the space to make professional decisions, as well as for their own personal and professional development, which they need to nurture these qualities in the children entrusted to them. The program offers such opportunities for pedagogical creativity in working with children and their families in kindergarten, as well as in professional communities, thus being an example "network" professional interaction. The network nature of the Program, the principle of forming a team of like-minded teachers is one of the necessary conditions for its successful work.