Program from childhood to adolescence to read. Completed a comprehensive program from childhood to adolescence. Analysis of educational work for the academic year

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The readiness of the child to enter into new relationships with society at the end of preschool age finds expression in school readiness. The transition of a child from a preschool to a school way of life is a very large complex problem that has been widely studied in Russian psychology. This problem has become especially widespread in our country in connection with the transition to schooling from the age of 6. Many studies and monographs have been devoted to it (V. S. Mukhina, E. E. Kravtsova, G. M. Ivanova, N. I. Gutkina, A. L. Venger, K. N. Polivanova, etc.).

The components of psychological readiness for school are usually considered personal (or motivational), intellectual and volitional readiness.

Personal, or motivational, readiness for school includes the desire of the child for a new social position of the student. This position is expressed in relation to the child's school, learning activities, teachers and himself as a student. In the well-known work of L. I. Bozhovich, N. G. Morozova and L. S. Slavina (1951), it was shown that by the end of preschool childhood, the desire of the child to go to school is motivated broad social motives and is concretized in his attitude to the new social, "official" adult - to the teacher.

The figure of a teacher for a 6-7-year-old child is extremely important. This is the first adult with whom the child enters into social relations that are not reducible to direct-personal relations, but mediated by role positions (teacher-student). Observations and studies (in particular, by K. N. Polivanova) show that any requirement of a six-year-old teacher is readily and willingly fulfilled. The symptoms of educational difficulties described above occur only in the usual environment, in the relationship of the child with close adults. Parents are not carriers of a new way of life and a new social role for the child. Only at school, following the teacher, the child is ready to do everything that is required, without any objections and discussions.

T. A. Nezhnova studied the formation internal position of the student. This position, according to L. I. Bozhovich, is the main neoplasm crisis period and represents a system of needs associated with a new socially significant activity - teaching. This activity embodies a new, more adult way of life for the child. At the same time, the desire of the child to take a new social position of the student is not always associated with his desire and ability to learn.

The work of T. A. Nezhnova showed that the school attracts many children primarily with its formal accessories. These children are primarily focused on external attributes of school life - briefcase, notebooks, marks, some of the rules of behavior known to them at school. The desire to go to school for many six-year-olds is not related to the desire to change the preschool lifestyle. On the contrary, school for them is a kind of game of adulthood. Such a student singles out, first of all, the social, rather than the actual educational aspects of school reality.

An interesting approach to understanding readiness for school was carried out in the work of A. L. Venger and K. N. Polivanova (1989). In this work, as the main condition for school readiness, the child's ability to allocate for himself educational content and separate it from the figure of an adult. The authors show that at the age of 6-7 only the external, formal side of school life is revealed to the child. Therefore, he carefully tries to behave "like a schoolboy", that is, to sit straight, raise his hand, get up during the answer, etc. But what the teacher says at the same time and what you need to answer him is not so important. For a child of the seventh year of life, any task is woven into the situation of communication with the teacher. The child sees in him the main character, often not noticing the subject itself. The main link - the content of training - falls out. The task of the teacher in this situation is to present the subject to the child, attach it to new content, open it. The child must see in the teacher not just a respected "official" adult, but a bearer of socially developed norms and methods of action. Educational content and its carrier - the teacher - must be separated in the mind of the child. Otherwise, even minimal progress in the educational material becomes impossible. The main thing for such a child is the relationship with the teacher, his goal is not to solve the problem, but to guess what the teacher wants to please him. But the child's behavior at school should be determined not by his attitude towards the teacher, but by the logic of the subject and the rules of school life. The selection of the subject of study and its separation from the adult is the central moment of the ability to learn. Without this ability, children cannot become disciples in the proper sense of the word.

Thus, personal readiness for school should include not only broad social motives - “to be a schoolboy”, “to take your place in society”, but also cognitive interests to the content provided by the teacher. But these interests themselves in 6-7-year-olds are formed only in the joint educational (and not communicative) activities of the child with an adult, and the figure of the teacher in the formation of educational motivation remains the key.

An absolutely necessary condition for school readiness is the development voluntary behavior which is usually regarded as a strong-willed readiness for school. School life requires the child to strictly follow certain rules of conduct and to independently organize their activities. The ability to obey the rules and requirements of an adult is the central element of readiness for schooling.

D. B. Elkonin describes such an interesting experiment. The adult offered the child to sort out a bunch of matches, carefully shifting them one by one to another place, and then left the room. It was assumed that if a child has formed a psychological readiness for schooling, then he will be able to cope with this task, despite his immediate desire to stop it not too much. an exciting activity. Children of 6-7 years old, who were ready for schooling, scrupulously performed this difficult work and could sit at this lesson for an hour. Children who were not ready for school performed this task, meaningless for them, for some time, and then abandoned it or began to build something of their own. For such children, a puppet was introduced into the same experimental situation, which had to be present and observe how the child performs the task. At the same time, the children's behavior changed: they looked at the doll and diligently completed the task given to adults. The introduction of the doll, as it were, replaced the children with the presence of a controlling adult and gave this situation a learning, new meaning. Thus, behind the fulfillment of the rule, Elkonin believed, lies the system of relations between the child and the adult. At first, the rules are carried out only in the presence and under the direct control of an adult, then with the support of an object that replaces the adult, and finally, the rule set by the adult teacher becomes the internal regulator of the child's actions. The readiness of the child for schooling implies the "rotation" of the rules, the ability to be guided by them independently.

To identify this ability, there are many interesting methods that are used to diagnose a child's readiness for school.

L. A. Wenger developed a diagnostically valuable technique, according to which children must draw a pattern under dictation. For the correct performance of this task, the child must also learn a number of rules that were previously explained to him, and subordinate his actions to the words of an adult and these rules. According to another method, children are invited to color the Christmas tree with a green pencil so as to leave room for Christmas tree decorations that other children will draw and color. Here the child needs to keep in mind the given rule and not violate it when performing the usual and exciting activity for him - do not draw Christmas decorations himself, not to paint over the entire Christmas tree with green, etc., which is quite difficult for a six-year-old.

In these and other situations, the child needs to stop the immediate, automatic action and mediate it by the accepted rule.

School education places great demands on cognitive sphere child. He must overcome his preschool egocentrism and learn to distinguish between different aspects of reality. Therefore, to determine school readiness, Piaget's tasks for the preservation of quantity are usually used, which clearly and unambiguously reveal the presence or absence of cognitive egocentrism: pouring liquid from a wide vessel into a narrow one, comparing two rows of buttons located at different intervals, comparing the length of two pencils lying on different levels, etc.

The child must see in the subject its individual aspects, parameters - only under this condition can one proceed to subject-based learning. And this, in turn, involves mastering the means of cognitive activity: sensory standards in the field of perception, measures and visual models, and some intellectual operations in the field of thinking. This makes it possible to indirectly, quantitatively compare and cognize certain aspects of reality. Mastering the means of selection individual parameters, the properties of things and their mental activity, the child masters the socially developed ways of knowing reality, which is the essence of teaching at school.

An important aspect of mental readiness for school are also mental activity And cognitive interests child: his desire to learn something new, to understand the essence of the observed phenomena, to solve a mental problem. The intellectual passivity of children, their unwillingness to think, to solve problems that are not directly related to the game or everyday situation, can become a significant brake on their educational activities. The educational content and educational task should not only be singled out and understood by the child, but should become the motive of his own educational activity. Only in this case can we talk about their assimilation and appropriation (and not about the simple fulfillment of the teacher's tasks). But here we return to the question of motivational readiness for school.

Thus, different aspects of school readiness turn out to be interconnected, and the link is mediation of various aspects of the mental life of the child. Relationships with adults are mediated by educational content, behavior is mediated by rules set by adults, and mental activity is mediated by socially developed ways of cognizing reality. The universal carrier of all these means and their “transmitter” at the beginning of school life is the teacher, who at this stage acts as an intermediary between the child and the wider world of science, art, and society as a whole.

"Loss of spontaneity", which is the result of preschool childhood, becomes a prerequisite for entering a new stage in the development of the child - school age.

Middle school age - the period from childhood to adolescence, the time of "half-child - half-adult". In a teenager, it is associated with inclusion in accessible forms of social activity. At the same time, the place that the child occupies in everyday communication with the adults around him, in his own country, is also changing.

IN adolescence there are profound changes in the spiritual life of man. A teenager begins to perceive good and evil in a sharpened way. The years of adolescence differ from childhood in that the child critically perceives the surrounding reality, notices what an adult does not see.

During childhood and adolescence, a "framework" of the personality is formed, including a certain hierarchy of relationships, attitudes, dispositions, dominants, meaning-forming motives that form a system that determines the consciousness and behavior of the individual. The main sphere of all this is the area of interpersonal communications, the attitude of a person to himself, to the world around him.

“A developing society needs modernly educated, moral, entrepreneurial people who can independently make responsible decisions in situations of choice, predicting their possible consequences, are able to cooperate, are distinguished by mobility, dynamism, constructiveness, and have a developed sense of responsibility for the fate of the country (The concept of modernization of Russian education up to 2010).

Today, the younger generation of our country is experiencing a crisis socio-psychological situation. The former obsolete stereotypes of behavior and value orientations have been destroyed. There are serious changes in the conditions for the formation of the student's personality. Strengthening the dynamism of social processes requires the organization in practice of upbringing models built on the cooperation of adults and children, close interaction between generations.

The problem of socialization has a pronounced pedagogical basis. This is what the educational program “From Childhood to Adolescence” is aimed at, which involves the implementation of the following principles:

- a personality-oriented approach (taking into account the nature of the child, his gender and age characteristics, the ability to see in everyone a unique individuality, granting the right to free choice, showing respect for the individual and maintaining self-esteem, unconditional acceptance, a stable positive attitude);

– value-oriented approach (providing the best psychological conditions for life, the formation of a basic culture of the individual, spiritual development, taking into account cultural traditions region, country, people, interest in the state of youth subculture, family customs that develop abilities, socialize the child, provide conditions for positive moral self-affirmation, create space for self-realization in various activities).

The key task is to help a growing person enter the world, find his place in it, realize conscious choice social concept of life. The task of the social formation of the individual has always been paramount. This is especially important in the modern period, accompanied by a reorientation of values, which significantly affects the process of forming the experience of existence in society in children and adolescents.

The main dominant education is the rooting in the minds of the younger generation of such moral values as kindness, honor, conscience, mercy.

The way of development of our society both now and in the future depends on what values will be formed among young people today, how young people will be ready for a new type of social relations.

Modern social conditions require changes in the technology of education. Interactive methods are in demand that put the child in the position of an active subject participating in the design and organization of educational activities. First of all, we are talking about preparing children to fulfill the role of citizens of society.

The program "From Childhood to Adolescence" is one of the possible options for solving this pedagogical problem.

The purpose of this program: spiritual education rich, socially active personality, possessing a systemic worldview of a citizen who is interested in the fate and history of his Fatherland.

It helps the child to become and remain himself, that is, a person with such character traits as:

- fair treatment of people;

– observance of the principles of equality and non-violence in the process of interaction with others;

- confidence in yourself and your positions;

- tolerance;

- possession of a diverse role-playing repertoire (citizen, family man, patriot, creator of beauty, student);

- the ability to participate in the creative transformation of reality.

The goal is achieved by solving the following tasks:

formation of communication skills, effective interaction, cooperation;

fostering a positive attitude to active social activities;

social adaptation aimed at developing the ability to meet the requirements of society and solve its various problems;

instilling social creativity skills aimed at transforming the environment and ourselves;

harmonization of the relationship of the child with the surrounding society;

education of readiness for independent choice in favor of a healthy lifestyle;

instilling the values of a democratic society;

education of moral priorities;

development of original individuality;

creation of the world of culture in oneself;

formation of a favorable psychological microclimate;

organizing conditions for a productive partnership.

The program "From childhood to adolescence" is aimed at designing an individual strategy for inter-age interaction as one of the means that determine the success of its implementation.

Inter-age interaction occupies an important place in the structure of the development of the individual, since only in it a significant number of social roles are realized. A child, participating in communication with adults, with older and younger children, getting into the positions of either the elder or the younger, the leader, the follower, the consultant, the moderator, the mentor, acquires various life experiences.

The importance of such relations is determined by the fact that in today's social situation, when many families are incomplete, have only one child, the network of out-of-school institutions has been reduced, or access to them is limited due to the increase in paid services. This creates an atmosphere of emotional isolation and insecurity of the individual.

If the child does not satisfy the natural need for emotionally comfortable communication with the elders and younger in the family, then such negative phenomena as an increase in personal aggression, inability to build relationships, and make contacts with others are revealed.

Inter-age interaction can enrich adolescents with the experience of diverse activities, promote knowledge of themselves and others, and create additional areas of personality socialization. This is a process of simultaneous mutual influence of subjects of activity and communication with positive emotional contact, the realization of the subjective needs of children different ages and objective social needs.

Wherein the following positive results are achieved:

the continuity of the traditions of school generations is ensured;

the isolation of a group of the same age is overcome;

a single educational space is being formed in which everyone's concern for everyone is realized;

developing organizational skills leadership skills, the desire of the younger to imitate the elders.

The implementation of the principle of the age approach in this case means not only taking into account the characteristics of children of different ages, but also implies the prospects for the development of the child, i.e. maximum focus on the individual, building an individual educational trajectory child development as a holistic process.

Through the mechanisms of inter-age interaction, mutual influence and mutual enrichment occur, contributing to a more effective process of social adaptation of the individual.

The program "From Childhood to Adolescence" is designed for teams of different ages of 6th and 8th grades. Educational work is carried out in a differentiated way and according to the “vertical” system. In each class, the activities of children's self-government bodies are established. Students are evenly distributed across sectors ("Clever", "Entertainers", "Master Brigade", "Sports Pro", "Artist", "Discipline and Order"), taking into account personal qualities, abilities and preferences on a voluntary basis.

At the head of self-government work is the headman and his deputy. The assets of the two classes are included in the creative council, which organizes and conducts class hours or KTD. The composition of the council is subject to change. There is a principle: "Everyone is a creative person."

Eighth graders act as assistants and consultants, as they have experience and knowledge that sixth graders lack. The elders take care of the younger ones, take on more difficult tasks, share their knowledge and skills, give recommendations on carrying out all sorts of things, often organize and conduct various events themselves. The younger ones are trying to "reach out." In this way, The core line of the educational program "From Childhood to Adolescence" is continuity.

Basic principles vertical activities:

1. Independence.

2. Responsibility.

3. Equality and cooperation.

4. Glasnost.

promote self-realization of the individual;

develop organizational skills, leadership qualities;

learn to take initiative and implement it;

learn the interaction "senior - junior comrade";

try to analyze your work.

1. Cool clock, KTD.

2. Meetings, evenings, games, trips.

3. Trainings.

4. Labor landings.

5. Days of health.

6. Absentee travel.

7. Implementation of socially significant projects (actions, operations).

8. Holidays-discovery of new traditions.

9. Club meetings of interesting meetings.

The class teacher acts as the main link for teams of different ages, an assistant, a consultant who has the necessary experience and knowledge, creative baggage, emotional competence, which students lack. He is a direct participant in the educational process. In his work, not a direct, but a hidden position should prevail. The functions of a mentor are aimed at creating conditions for the formation of the student's personality, his civic positions: a patriot, an active figure, a creator and creator.

The implementation of the program "From childhood to adolescence" is impossible without the participation of subject teachers working in the classroom. They help through their subject and personal qualities to form the attitude of students to the Motherland, history, work, nature, art, literature, man, people, himself, the world.

Parents play a significant role in organizing the process of education. They are the biggest helpers. class teacher, allies, inspirers, severe critics.

The program is focused on the maximum use of the educational potential of the family. Parents are a necessary link in the "vertical".

Working with them includes:

- involvement in the educational process: the use of innovative technology for joint planning of educational work in the classroom;

– study of the psychological climate of the family;

- maintaining regular communication (group, individual);

- selection of the parent committee and the definition of its functions;

– holding interactive meetings;

- turning parents into social partners;

– individual work with parents in a difficult social situation;

– work with migrant parents;

- joint consultations and educational conversations with students of the class;

– conducting joint creative activities (conversations, excursions, days of health, “lights”);

– education of parents in topical issues of the educational process;

– psychological and pedagogical assistance in correcting the strategy family education;

- prevention of a crisis in the development of the child's personality.

Educational work according to the “vertical” system is supported by the school psychological service, which carries out socio-pedagogical and psychological monitoring of the social and personal situation of adolescent development, the educational environment, the conditions for the socialization of the child’s life, the peculiarities of mental adaptation to living conditions, crisis social events.

The educational program "From childhood to adolescence" is permanent.

The result of the implementation should be a graduate of the second stage school, a socially significant person with the following skills:

formulate their value orientations in relation to different areas of activity;

self-determine in a situation of choice based on their own positions;

make decisions, take responsibility for their consequences;

to carry out actions on the basis of the selected target semantic attitudes;

make an informed choice of your future profession;

know your civil rights and be able to implement them;

socially adapt;

to join the values of culture;

organize their activities and plan their results.

In order to implement the program, our school organized cooperation with cultural centers and other social institutions of the surrounding society.

The program is a system of the main areas of education:

A student is a leader, an organizer is a successful person.

A citizen is a socially active person.

Hard worker.

Creator, connoisseur of beauty.

Spiritual personality.

Family man.
Future professional.

And also two subprograms are included here: “A healthy mind in a healthy body”, “Help a friend”.

See table. 1–12.

Table 1

Direction "Creator, connoisseur of beauty"

			Members	Implementation period
Education of a harmoniously developed personality with an artistic and aesthetic taste, who feels the need to take part in creative activities, capable of perceiving the historical and national features of art	1. Formation of a positive emotional and value attitude to the world around. 2. Creation of the necessary conditions for the manifestation of the creative individuality of each student. 3. Development of emotional and aesthetic perception of reality. 4. Development of artistic and aesthetic taste	Classroom hour- Evening "Musical Lounge"		September
		KTD "Autumn gatherings"	6th + 8th grade
		Class hour "My ideal"
		Training "Circle of interests"
		Hour of creativity "Let's fill our hearts with music"
		KTD "New Year's Masquerade"	6th + 8th grade
		Evening of a bard song (to the 70th anniversary of V. Vysotsky)
		Class hour "Visiting the Muses"
		Cool hour game "What the world is surprised at" (communication with art)	6th + 8th grade
		Correspondence trip "Seven Wonders of the World"
		KTD "Umorina"	6th + 8th grade

table 2

Direction "Student - leader, organizer - a successful person"

		Name, form and theme of the event	Members	Implementation period
Increasing motivation for learning, awareness of the need for learning	1. Formation of a holistic and scientifically based picture of the world. 2. Development of cognitive abilities. 3. Formation of an active life position. 4. Formation of the ability to successfully adapt to the outside world	Hour of self-control “What is my “I”? Do I know myself?		September
		Talk show "Teaching with passion"	6th + 8th grade
		Competition program "Psychological Kaleidoscope"	6th + 8th grade
		Training "Stream of life"
		Class hour "Learning from successes and achievements"
		Class hour "Our successes and failures"
		Intellectual game "Clever and clever"
		Class hour "Types of human character"	6th + 8th grade
		Class hour "Logic in our life"
		Game "What do you know about books on self-education?"	6th + 8th grade, librarian

Table 3

Direction "Spiritual Personality"

		Name, form and theme of the event	Members	Implementation period
Raising children's readiness for value self-determination, positive moral choice; familiarization with the cultural and historical heritage	1. The formation of an active life position of adolescents, their conscious attitude to the universal duty, the assertion of the unity of word and deed as a daily norm of behavior. 2. Education of self-respect and self-confidence, honor, dignity, directness and personal morality, initiative, energy, perseverance in the performance of any business. 3. Cultivation of humanistic values in interactions of different ages	KTD "Our Common Affairs"	6th + 8th grade	September
		Testing "Storage of human qualities"	8th grade, psychologist
		Class hour "Morality is the mind of the heart"
		Class hour "How envy corrodes the soul"
		Theme evening "What is good"	6th + 8th grade
		Cool hour-game "Memory is ..."	6th + 8th grade, parents
		Training "Holy lie"
		Business game "Me and my social role"	6th + 8th grade
		Class hour "On honor and conscience"	6th + 8th grade
		KVN "Tournament of etiquette experts"	6th + 8th grade

Table 4

Direction "Future professional"

		Name, form and theme of the event	Members	Implementation period
To prepare students for an informed choice of a profession in accordance with their abilities and the needs of society	1. Formation in adolescents of knowledge about the main professions, about their requirements for the individual, about ways to continue education and receive professional training. 2. Education of a respectful attitude towards people of different professions and the products of their labor. 3. Development of imagination, intellectual, creative, communication and organizational skills	Diagnostics of career guidance of students	8th grade psychologist	September
		Training "Philosophy of the successful"	8th grade
		Class hour "The path to the profession begins	6th grade
		Class hour "Labor genealogy of my family"	6th + 8th grade
		Conversation-meeting of parents and children "My profession"	6th + 8th grade

Table 5

Direction "Ecologist"

		Name, form and theme of the event	Members	Implementation period
Education of a positive value attitude towards wildlife, respect for the environment; understanding of the role of man in nature	1. Formation of ecological culture. 2. Formation of a broad ecological outlook of schoolchildren. 3. Attracting the attention of schoolchildren to environmental problems through participation in various nature conservation programs	Ecological excursion "Let's go to my land"	6th + 8th grade	September
		Ecological landings	6th + 8th grade	During a year
		Ecological game "Zoo"	6th grade
		Training "Emergency"	8th grade
		Class hour "Zoological map of the city"	8th grade
		Cool hour-game "The most reasonable, or I never ..."	6th grade
		Correspondence tour of the museum-reserves	6th + 8th grade
		Legal Tournament "Know the law to protect the environment"	6th + 8th grade
		KTD "Take care of your planet"	6th + 8th grade
		hike	6th + 8th grades, parents

Table 6

Direction "Citizen - socially active person"

		Name, form and theme of the event	Members	Implementation period
Formation in schoolchildren of the experience of social group and individual behavior as a sample of joint analysis, social action, solving group and social problems, cultural protection of group and individual interests	1. Formation of civil behavior. 2. Encouragement to perceive their civic skills, actions, opportunities as personal and group values. 3. The development of schoolchildren's understanding of the relationship between the domestic and foreign policies of the state, the ability to understand the political life of Russia, its traditions and modern realities. 4. Education of civic responsibility; respect for social norms; commitment to humanistic and democratic values	Class hour "Be a citizen"		September
		Oral magazine "Rights and freedoms of citizens of the Russian Federation"
		Class hour “Informals. What are they? Relationship with the law
		Express questionnaire "What do you know about your rights and obligations?"
		Debate “What does it mean to live with dignity?”
		Classroom game "Journey to the Land of Law"	6th + 8th grade
		Class hour "Does freedom have limits?"
		Class hour-game "Citizen or layman?"	6th + 8th grade
		KTD "Desert Island"	6th + 8th grade

Table 7

Direction "Patriot"

		Name, form and theme of the event	Members	Implementation period
The development of an active life position and patriotism among students as the most important spiritual, moral and social values reflecting involvement in the affairs and achievements of older generations, readiness for active participation in various spheres of society	1. Education in schoolchildren of love and respect for native land and your country. 2. Raising respect for the memory of the defenders of the Fatherland, who died in the line of military duty, to the defenders of the Motherland. 3. Raising respect for the history and traditions of our Motherland; to human rights and freedoms, democratic principles of public life. 4. Raising love for your people	Tour of the streets hometown»	6th + 8th grade	September
		Class hour "Russian symbols"
		Conversation-meeting of parents and children “In the heart you are in everyone, Motherland - Russia!”	6th grade, parents
		KTD "Kolyada has come - open the gate"	6th + 8th grade, parents
		Class hour "Unfading feat of the people" (dedicated to the anniversary of the liberation of Kursk from the fascist invaders)	6th + 8th grade
		KTD "Come on, boys"	6th + 8th grade, parents
		KTD "Maslenitsa Great"	6th + 8th grade
		Courage Lesson
		Operation Veteran	6th + 8th grade	During a year
		Excursion to the museums of St. Petersburg (correspondence)

Table 8

Direction "Worker"

		Name, form and theme of the event	Members	Implementation period
Raising a technological culture based on the inclusion of students in various types of labor activities to create personally or socially significant products of labor	1. Development of industriousness, thrift, accuracy, enterprise, responsibility for one's activities. 2. Raising a sustainable interest in work. 3. Formation of a respectful attitude towards people of various professions and the products of their labor. 4. Organization of cooperation in collective activities	Class hour "Folk crafts"	6th + 8th grade
		Cool hour-game "Workaholic"	6th + 8th grade
		Business game "Family budget and my pocket expenses"
		KTD "The world of my hobbies"	6th + 8th grade
		Class hour "How to care for your pet"
		Class hour "Laziness settled in my soul"
		Competitive program "Skillful hands"	6th + 8th grade

Table 9

Direction "Family Man"

		Name, form and theme of the event	Members	Implementation period
Raising a responsible attitude towards their loved ones, creating favorable conditions for the full development of children	1. Formation of a system of value family orientations. 2. Formation of reasonable relationships in love, friendship, family life. 3. Raising in children a responsible attitude towards creating a family in the future. 4. Revival of moral and ethical norms and traditions of family life. 5. Education in the child's soul of a harmonious vision of the world. 6. Prevention neglect	Class hour-evening "Miracles of childhood"	6th grade	September
		Class hour "Secrets adult life»	8th grade
		Training "Family well-being"	8th grade
		Class hour "Wise old age"	6th + 8th grade
		Class hour "Family tree"	6th grade
		Class hour-dispute "Who is the boss in the house?"	6th + 8th grade, parents
		Classroom hour " Christian holidays in a Russian family	6th + 8th grade, parents
		Business game "Signs of attention to family members"	6th + 8th grade
		Class hour "The world of your house"	6th + 8th grade
		KTD "Mom's portrait"	6th + 8th grade, parents
		Class hour “What did the photo in the family album tell about?”	6th + 8th grade
		KTD "Mom, dad, me - Friendly family»	6th + 8th grade

Healthy Mind in a Healthy Body

Purpose: education of a spiritually, mentally, physically healthy person.

- to carry out educational activities for the implementation of the state Program for the improvement of the population of Russia;

- to promote a healthy lifestyle;

- to form in students a conscious choice of a healthy lifestyle.

Expected results:

– decrease in the level of morbidity in children;

– formation of a healthy lifestyle (moral and physical).

The main directions for the implementation of the subprogram:

- formation of health-saving knowledge among students and their parents;

– compliance with sanitary norms and rules;

- development and holding of games, creative class hours and extra-curricular activities that contribute to the implementation of the goals of this program;

- organization of work on the formation of a healthy lifestyle.

Table 10

Event system

Name, form and theme of the event	Members	Implementation period
Class hour "If you want to be healthy"	6th grade	September
Talk about clean hands and change of shoes	6th grade	September
Class hour "My bad habits"	8th grade
Cool hour game "The Ten Commandments of Health, or the Recipe for Longevity"	6th + 8th grade
Conversation with elements of the training "Smoking or living?"	8th grade
Role-playing game "Court on drug addiction"	6th + 8th grade
Class hour-dialogue "Eat for health"	6th grade
Class hour "Road to Nowhere"	6th + 8th grade
Training "Do you know how to care for the sick?"	6th + 8th grade
Conversation "My friends are vitamins"	6th grade
Role-playing game "Be healthy"	6th + 8th grade
Conversation "Hygiene of a teenager"	8th grade
Excursion to the Museum of Anatomy of KSMU	8th grade
health day	6th + 8th grade
Outdoor games (weekend club)	6th + 8th grade	During a year
hike	6th + 8th grade, parents	May June

Subprogram "Help a friend"

Purpose: formation of a value attitude towards friendship, mutual assistance, cooperation; development of conflict-free communication skills in a community of different ages.

– motivate students to reflect their own behavior;

- contribute to the formation of a positive attitude towards the world around, people;

- to form effective interaction, cooperation.

Expected results:

– rallying teams of different ages on the basis of mutual assistance, moral and physical support.

Table 11

Event system

Name, form and theme of the event	Members	Implementation period
Class hour with elements of the game "People exist for each other"	6th + 8th grade	September
Work creative council	6th + 8th grade	During a year
KTD "Learning to prevent conflicts"	6th + 8th grade
Training "Let's compliment each other"	6th + 8th grade
KTD "Friendship and Years"	6th + 8th grade
Campaign "Hurry to do good"	6th + 8th grade	During a year
Raids in the "Land of Lessons Unlearned"	6th + 8th grade, assets	Weekly
Training "What to do if you quarreled?"	6th + 8th grade
Cool hour-game "Thank you for being you"	6th + 8th grade
Class hour "My younger friends"	8th grade
Discussion “How can I help a friend in a difficult situation?”	6th + 8th grade
Class hour "My older friends"	6th grade

Table 12

Topics for parent meetings

Meeting theme	Members	Implementation period
"A Modern Lesson: A Family Perspective"	8th grade	September
"Difficult dialogue with studies, or How to help your child" (workshop)	6th grade	September
"How to raise a tolerant person" (round table with elements of the game)	6th grade
“Look at the world with kind eyes” (creative laboratory)	8th grade
"Child Punishment: Necessity or...?" (dialogue with training elements)	6th grade
"Communication between parents and children as a condition for the success of education" (training seminar with training elements)	8th grade
"Save children from cigarette smoke"	6th grade
“God forbid we see the fate of a child at the end of a needle!” (workshop using interactive methods)	8th grade

Analysis of educational work for the academic year

Here is an example of analytical activity. Thanks to this form, many things become visible: how the class has succeeded in various areas; what is the microclimate in the team; what should be paid attention to in the future, etc.

During the academic year, 25 people studied in grade 5 “B”, and 19 in grade 7 “C”. Work in the “vertical” direction began in February (before that, fifth-graders had a different class teacher).

Educational tasks:

studying the personal qualities of students, interpersonal relationships in different age groups;

promoting the formation of a community of older and younger students, creating a morally and emotionally favorable environment;

designing the lifestyle of the team;

creation of the necessary conditions for the manifestation of the creative individuality of each student;

formation of a culture of communication and building interpersonal relationships;

development cognitive activity.

All of this has largely been resolved.

In the 7th grade, where there are 7 boys and 11 girls, the level of knowledge is quite high. There are no failures. Out of 19 people - 3 excellent students, 7 good students. There are children who have one triple. 30 percent of students are interested in the exact sciences, the rest - in the humanities. The children participated in school subject Olympiads and won prizes.

7 "B" class is a well-established team with its own traditions and norms. It has a high level of culture, a friendly atmosphere, a spirit of camaraderie and partnership. There are no "outcasts" in the team, no division into small groups with their own charters. There are guys with a high degree of moral orientation (“class conscience”) who significantly influence public opinion. The priorities of the class are to learn, to be able to make friends, to be creative in all matters, to empathize, not to be indifferent.

Each child last year had an assignment, was included in the "sector" of interest. He supervised all the work of the active class, headed by the headman. Successes and failures were reported in class meetings. At the end of the year, the performance of the asset and "sectors" was rated as "good". Seventh-graders are characterized by a high degree of activity in all types of activities: intellectual, artistic and aesthetic, labor, etc.

Children have a wide range of interests. They attend DShI, an art school, sport sections, dance studios. Pupils take their studies and work seriously, respect the people around them, perceive reality positively. They are initiative, enterprising, not indifferent to everything that happens in the classroom and school.

The plan of educational work for the academic year was drawn up taking into account the wishes of the children and with their direct participation. The guys organized various class hours, KTD. They held a line for the parallel, dedicated to the anniversary of the liberation of the city of Kursk.

Grade accepted Active participation in the issue of wall newspapers, posters, the school-wide information and entertainment magazine "Palette". Children have a positive attitude towards work. They were participants in all labor landings held in the classroom and school. The children have a developed sense of compassion, belonging, there is a need to help their neighbor. All charity actions, the operation "Veteran" were held with the participation of seventh graders.

A lot of work has been done to inculcate the need for healthy way life. In February, a trip to a health camp took place for two days with the aim of holding the event “Strong, dexterous, courageous”, where in Spartan conditions the children showed their best human qualities: care, kindness, mutual assistance.

In May, an excursion to the hero city of Tula was held, timed to coincide with the celebration of Victory Day, with the aim of fostering patriotism and a sense of pride in one's people.

The academic year has been productive. In the vocal competition, the class took II and III places (two creative groups), in the "Big Waltz" - Grand Prix and 1st place (two dances are presented: waltz and streetball), in the review of the formation and song - 1st place. Educational work was carried out with the assistance of the psychological service of the school and parents.

There were 25 students in the 5 "B" class, 9 of whom were transferred from the correction class. The level of knowledge is average. The atmosphere in the team was far from favorable. The concept of discipline was absent, disrespectful attitude towards each other prevailed. There are four children of non-Russian nationality in the class. On the basis of misunderstanding of some by others, frequent disputes arose.

In less than half a year, a lot of work was done, in which the seventh graders took an active part. They acted as mentors, coordinators, role models.

The first thing to be done was to create a team, to “cure” the climate within the class. Microgroups were created - "sectors", an asset was selected. Each received an assignment in accordance with their interests.

Conversations about the rules of conduct were held daily.

The seventh-graders throughout the whole time helped the younger ones in their studies, played games with them at breaks, prepared together class hours, creative activities.

In the "Big Waltz" competition, the kids prepared the variety dance "Malinki" with the help of older guys. At the review of the formation and song, the “special forces” differed from everyone else in their appearance, discipline, and military bearing.

A positive result was given by the activities carried out together with the seventh graders. This contributed to the formation of a sense of responsiveness, responsibility, and the development of friendly relations.

The assets of the two classes developed a set of rules that they followed and will be guided by in the future:

- respect the people living nearby;

- help those in need of your help;

- do something nice for your friends and others;

- Treat other people's opinions of yourself.

The work will continue in the new academic year.

Solovieva EV, Leading Researcher, Center for Preschool, General and Additional Education, Federal Institute for the Development of Education. Candidate of Pedagogical Sciences, Associate Professor. Age psychologist.

Yakobson S.G., Candidate of Psychological Sciences, Senior Researcher, Institute for Development preschool education RAO.

Gerbova VV, Candidate of Pedagogical Sciences, Senior Researcher, Scientific Research Institute of General Education of Russia. The area of research is the methodology for the development of a dictionary, coherent speech, the content and methodology of classes on the development of the speech of preschool children.

Gribovskaya A.A., teacher, methodologist, candidate of pedagogical sciences, lecturer at the Moscow Institute of Open Education.

"Rainbow" is the first comprehensive innovative program that paved the way for new variable programs for preschoolers that have replaced the Standard Program. It covers a full range of problems related to the provision of health, education, upbringing and development of children aged 2-7 years.

The "Rainbow" program differs from similar programs on the market in a number of unique advantages: "Rainbow" - domestic a program that reflects the realities of Russian culture, created on the basis of the domestic general psychological activity theory A.N. Leontiev and realizing cultural-historical approach L.S. Vygotsky. "Rainbow" - proven reliable a program that has extensive long-term experience of successful use not only in Russia, but also in neighboring countries. "Rainbow" - a program socialization a child of preschool age, in which the ideas of forming a comfortable developing community of peers are put into practice. "Rainbow" is a developing program of a new generation that realizes the individual potential of each pupil and provides a systematic preparation of the child for the next stage of education. "Rainbow" is a program addressed to mass kindergarten.

The program is conceived and implemented as: comprehensive, i.e. covering all the main aspects of upbringing, education and development of children in preschool age; mass, i.e. designed for use in all regions of Russia, both in urban and rural kindergartens, both in full-time groups and in groups operating on the basis of a short stay; personality oriented the system of upbringing, education and development of children, which has assimilated the main achievements of Russian pedagogical and psychological science.

The Rainbow program aims to achieve three main goals: to preserve and strengthen the health of children and form in them the habit of a healthy lifestyle; to contribute to the timely and full mental development of each child; to provide each child with the opportunity to joyfully and meaningfully live the period of preschool childhood.

The program is modern integrative program which implements an activity approach to the development of the child and a cultural approach to the selection of the content of education.

"Rainbow" corresponds to the principle of developing education; combines the principles of scientific validity and practical applicability; meets the criterion of completeness, allowing to solve the set tasks and achieve the set goals on a reasonable minimum necessary material, preventing children from being overwhelmed; ensures the unity of the educational, developmental and teaching goals and objectives of the education of preschoolers and is built taking into account the principle of integration educational areas.

It is important that in the "Rainbow" in the methodological approaches to the organization of the life of the child, the principle of complex-thematic construction of the educational process. This approach implies a wide use various forms of work with children both in the joint activity of an adult and children, and in the independent activity of children and uses the leading activity of a preschooler - game as the basis for organizing the life of the children's community.

In the new version of the program, the proposed content of education and psychological pedagogical work corresponds to the areas "Physical culture", "Health", "Safety", "Socialization", "Labor", "Cognition", "Communication", "Reading fiction", "Artistic creativity", "Music".

"Rainbow" is the only program for preschool educational institutions that has passed a full pilot test in 10 regions of Russia for 6 years and an independent examination of the commission of the Ministry of Education of the Russian Federation, following which the program was recommended for mass implementation.

The program is focused on universal humanistic values and was created with the aim of preserving the health of children, helping each child to joyfully and meaningfully live the period of preschool childhood, and ensuring the full and timely mental development of each child, taking into account his individual characteristics.

"Rainbow" is distinguished by the rejection of strict regulation of children's activities, taking into account the logic of the formation of the child's psyche, the possibility of variability in the implementation of the program, taking into account regional and national characteristics, and a high level of preparation of children for school.

Scientific supervisor of the program Elena Viktorovna Solovieva. The authors-developers are T.N. Doronova, T.I. Grizik, S.G. Jacobson, V.V. Gerbova, A.A. Gribovskaya, S.I. Musienko.

The team of authors has developed an educational and methodological kit that allows you to competently work with children: Methodological guides for educators for each age group. and senior preschool age.

The program has been widely used for 15 years in different regions of Russia, as well as in neighboring countries.

In agreement with the supervisor of the software and methodological complex "Rainbow" E.V. Solovieva, as a tool for monitoring the achievement of planned results by children in the implementation of the Rainbow program by preschool educational institutions, the following manuals can be used: N.O. Berezina, I.A. Burlakova, E.E. Klopotova and others. “Success. Monitoring the achievement of the planned results by children. A manual for teachers with an application on electronic media. I.A. Burlakova, E.E. Klopotova, E.K. Yaglovskaya. "Success. Monitoring the achievement of the planned results by children. visual material".

Babaeva T.I., Candidate of Pedagogical Sciences, Professor of the Department of Preschool Pedagogy, Russian State Pedagogical University. A.I. Herzen, head of the team of authors of the educational program for the upbringing and development of preschool children "Childhood".

Loginova V.I., Doctor of Pedagogical Sciences, Professor, Head of the Department of Preschool Pedagogy, Leningrad Pedagogical Institute. A.I. Herzen.

Notkina N.A., Candidate of Pedagogical Sciences, Professor, Director of the Institute of Childhood, Russian State Pedagogical University. A.I. Herzen.

"Childhood"- a comprehensive educational program developed by the authors from the standpoint of humanistic pedagogy, a personal-activity approach to the development and upbringing of a preschool child. It includes three parts in accordance with the three stages of the preschool period (junior, middle, senior preschool age).

Each part is based on general ideas reflecting the views of the authors on preschool childhood, its importance in human life, the conditions for effective development in the preschool years.

In the closest and most natural activities for the child, the intellectual, physical, emotional, moral, volitional, social and personal development of the preschooler takes place.

Program goal: ensuring the comprehensive development of the child during preschool childhood: intellectual, physical, emotional, moral, strong-willed, social and personal, through a developing environment appropriate to his age characteristics.

Introduction, baby in the world is carried out through its interaction with various spheres of being (the world of people, nature, etc.) and culture (fine arts, music, children's literature and native language, mathematics, etc.).

This development system is built on the basis of practical activities available to the child. As a result of their performance, children learn the properties and relationships of objects, numbers, sizes and their characteristic features, the variety of geometric shapes.

The program includes works of oral folk art, folk games, music and dancing, arts and crafts of Russia. The teacher is given the right to independently determine the schedule of classes, content, method of organization and place in the daily routine.

The program has a new important section: "Attitude of the child to himself" (self-knowledge).

The entire content of the program is conditionally united around four main blocks: “Knowledge” (helping preschoolers in mastering the various available ways of knowing the world around them (comparison, elementary analysis, generalization, etc.), developing their cognitive activity, cognitive interests); “Human attitude” ( orientation of children to a benevolent, careful, caring attitude towards the world, the development of humane feelings and attitudes towards the world around them); "Creation" (a block of creativity: the development of independence as the highest manifestation of creativity); Lifestyle).

Particular emphasis in the program is placed on familiarizing children with the world of nature, nurturing a caring attitude towards natural objects. The program has a complete set of methodological support.

The motto of the program "Childhood": "Feel - Know - Create". These words define three interrelated lines of child development that permeate all sections of the program, giving it integrity and a single direction.

Program "From childhood to adolescence"

Doronova T.N., Candidate of Pedagogical Sciences, Head of the Department of Preschool Education of the Federal Institute for the Development of Education of the Ministry of Education and Science of the Russian Federation, Professor of the Department of Preschool Pedagogy and Psychology, Moscow City Psychological and Pedagogical University.

Grizik T.I., Candidate of Pedagogical Sciences, Senior Researcher, Leading Researcher of the Laboratory of Preschool Education of the Federal Institute for the Development of Education of the Ministry of Education and Science of the Russian Federation, Associate Professor of the Department of Preschool Pedagogy and Psychology, MIEO, Editor-in-Chief of the Preschool Education Journal.

Musienko S.I., Senior Researcher, Laboratory of Games and Toys of the Federal Institute for the Development of Education, Deputy Editor-in-Chief of the magazine "Obruch".

"From childhood to adolescence" is the first program in which the issues of development and upbringing of the child are considered in close cooperation between the family and the preschool institution. Participation in the life of their children, not only at home, but also in kindergarten, will help parents see the world from the position of the child, show interest in the actions of the baby. In addition, the joint activities of parents and children will improve the quality of children's education and will allow using the potential of each child.

The program "From childhood to adolescence" is complex and defines the tasks that must be solved in the conditions of the family and preschool educational institution in two interrelated areas - "Health" and "Development".

The first direction of the program - "Health" - ensures the protection and strengthening of the physical and mental health of children, their development and emotional well-being. Parents are given the opportunity, together with teachers and medical workers kindergarten to assess the health of each child and choose individual tactics for its formation.

The second direction of the program - "Development" - is aimed at developing the child's personality (his initiative, independence, curiosity, ability for creative self-expression) and familiarizing children with universal human values.

The program was created by a large team of authors - psychologists, methodologists, defectologist, philologist, musician, physicians. Program leader Tatyana Nikolaevna Doronova. To implement the program, a set of educational, visual and methodological aids has been developed for different directions activities of a preschool child, planning and organization of pedagogical work in a preschool institution, development and upbringing of a child in a family. Literature is offered for all participants in the educational process: children, parents, educators, music directors, specialists in fine arts, physical culture, a foreign language, methodologists, heads of preschool educational institutions, medical workers.

The program has passed a wide experimental approbation in various regions of Russia, received a positive assessment from parents and teachers.

The name of the program reflects the enduring importance of preschool childhood as a unique age in which the foundations of all future human development are laid.

In the Origins program, the child is the central figure in the educational process.

The purpose of the program: all-round development of the child; the formation of his universal, including creative, abilities to a level corresponding to age capabilities and requirements modern society; ensuring that all children have an equal start in development; maintaining and improving their health.

The program, humanistic in orientation, will allow the teacher, based on age criteria, to take into account the different pace of development of children and implement an individual approach to them. Psychological age does not coincide with chronological, and one psychological age its duration is not equal to the other. In connection with this approach, the program highlights the psychological ages:

Early childhood(2 stages)

Infant age (from birth to 1 year)

early age (from 1 year to 3 years).

preschool childhood(2 stages) j

Junior preschool age (from 3-5 years old)

senior preschool age (from 5 to 7 years)

Such a division is determined by the fact that significant qualitative changes in the development of the child occur at the boundaries of the indicated ages, which have been revealed in many psychological studies and the empirical experience of education.

The program is aimed at enrichment - amplification; and not on artificial acceleration - the acceleration of development. Amplification mental development child implies the maximum realization of his capabilities, which are formed and manifested specifically in children's activities. Unlike acceleration, it makes it possible to preserve and strengthen the physical and mental health of the child.

The program takes into account the specifics of preschool education, which is fundamentally different from school education. To achieve the unity of goals and objectives of raising a child, the program provides for meaningful interaction between the kindergarten and the family.

The basic program, which sets general guidelines for the upbringing, education and development of children, can become the basis for future variable and special programs.

Leading scientific and educational institutions took part in the creation of the Success program: Institute for Strategic Studies in Education; Federal Institute for the Development of Education; Research Institute of Hygiene and Health Protection of Children and Adolescents SCCH RAMS; Moscow Pedagogical State University; Russian State Pedagogical University named after A.I. Herzen; Moscow City Psychological and Pedagogical University; Yelets State University named after I.A. Bunin; Chelyabinsk State Pedagogical University; Nizhny Novgorod State Academy of Architecture and Civil Engineering. The team of authors of "Success" also included the authors of the popular educational programs "Rainbow", "Development", "Childhood", "From Childhood to Adolescence".

Author's team: Berezina N.O., Ph.D. medical sciences, Burlakova I.A., Ph.D. psych.sci., Gerasimova E.N., doctor of pedagogical sciences, Gogoberidze A.G., doctor of pedagogical sciences, Grizik T.I., Ph.D. Pedagogical Sciences, Derkunskaya V.A., Ph.D. in Pedagogical Sciences, Doronova T.N., Candidate of Pedagogical Sciences, Dyakina A.A., Doctor of Philology, Evtushenko I.N., Candidate of Pedagogical Sciences, Erofeeva T.I., Ph.D. ped. Sciences, Kamenskaya V.G., Doctor of Psychological Sciences, Corresponding Member of the Russian Academy of Education, Kuzmishina T.L., Ph.D. psych.sci., Lebedev Yu.A., Doctor of Philosophy. sciences, action. member of the Russian Academy of Education, Paramonova M.Yu., Somkova O.N., Ph.D. Ped.Sci., Stepanova M.I., Doctor of Medical Sciences, Sushkova I.V., Doctor of Ped.Sci. L.V., Doctor of Philosophy. Sciences.

Scientific supervisors: D.I. Feldshtein, Doctor of Psychology, full member of the Russian Academy of Education, and A.G. Asmolov, Doctor of Psychology, full member of the Russian Academy of Education.

In 2009/2010, this program was tested in seven pilot regions of the constituent entities of the Russian Federation. Kindergartens that took part in the testing were selected according to two criteria: urban and rural areas; with groups of a general developmental and health-improving orientation.

§ children began to feel much more comfortable with adults and peers both in kindergarten and in the family;

§ the professional level of all “adult” participants of the approbation has significantly increased;

§ the nature of the relationship and interaction between teachers and parents of pupils has changed qualitatively;

§ “Living” in kindergarten has become much more interesting for both children and adults.

The program is addressed to teaching staff of educational institutions that implement the tasks of early, preschool and primary general education, teachers of preschool educational institutions and parents, and can also be used to work with children who do not attend kindergarten.

The program is based on the most important strategic principle of the modern system of Russian education - its continuity, which at the stages of preschool and school childhood is ensured by close coordination of the actions of the three social institutions of education - the family, kindergarten and school. This is reflected in the name of the program, which characterizes the continuous connection between preschool and primary school age.

Based on the concept of pre-school and primary general education, the program focuses adults on a personality-oriented interaction with the child, involves pedagogical cooperation of parents both with their child and with the pedagogical community as a whole, the participation of parents in the upbringing and education of children in the family, kindergarten, and then at school. At the stage of preschool childhood, the program implements the idea of combining the efforts of parents and teachers to successfully solve the following health and educational tasks:

Shaping health by providing conditions for
high-quality maturation of all systems and functions of the child's body;

All-round development of the child's personality, his talents and
creative abilities, the development of curiosity as the basis for the cognitive activity of the future student;

Education of respect for the national identity of the language and traditional values, education of social skills, the ability to communicate with adults and peers.

The program indicates the characteristic features of various periods of childhood and determines the tasks that it is advisable to solve in a family and kindergarten in two main areas - "Health" and "Development".

The first direction of the program - "Health" - ensures the protection and strengthening of the physical and mental health of children, their physical development and emotional well-being. Parents are given the opportunity, together with teachers and medical workers of the kindergarten, to first study and evaluate the health of the child, and then choose an individual tactic for his recovery.

The second direction of the program - "Development" - is aimed at the formation of the child's personality as a whole, familiarization with cultural values, formation creative imagination, the development of his curiosity, cognitive activity, heuristic thinking, interest in search activities, as well as social competence.

The program defines a number of general principles for successful interaction between parents and teachers. The most important are the style of the relationship between an adult and a child, respect for him and careful attitude to products. children's creativity, attention to his actions, the manifestation of initiative, independence, maintaining self-confidence.

Appendix 5

Subject-developing environment

Program "Childhood"

Goals

1. To educate children in emotional responsiveness, the ability
empathy, willingness to display a humane attitude.

2. Develop cognitive activity, curiosity,
the desire for independent knowledge and reflection, mental abilities and speech.

3. Stimulate children's creativity, imagination,
desire to get involved.

Program motto:"To feel - to know - to create."

Creating an environment in accordance with the content of the educational program "Childhood" requires focusing on the concept of the holistic development of a preschooler as a subject of children's activity (M.V. Krulekht), which implies:

Consistent change in the subject-game environment in
according to the age of the children;

Accounting for gender characteristics and preferences of children;

Focus on the development of the child in accordance with universal values, the creation positive relationship between
children;

Stimulation of children's creative ideas, individual creative manifestations. The subject-developing environment should encourage fantasy and imagination.

Children's Development Centers

GAME CENTER

1. Toys and attributes for games.

2. Directing equipment:

Multifunctional cubes;

Layouts (volumetric - houses, garages; planar - maps-diagrams of the playing space, screens);

Sets of figurative (volumetric and planar) toys of small size: little men, soldiers, cartoon characters and books, play equipment (furniture, dishes);

Animals (fabulous, realistic; in the senior group - fantastic creatures);

Unformed game material: cubes, balls, pyramid rings, bottles;

Symbols of space (rivers, sun, benches, flowers, mushrooms; in the older group - small flat images and several playing fields).

LITERACY CENTER

Literary Center

Folklore works;

Russian folk tales and peoples of the world;

Works of Russian and foreign classics;

2. Books loved by the children of this group.

3. Seasonal literature.

4. Exchange fund (for home delivery).

5. Children's magazines (senior group).

6. Children's drawings.

7. Verbal creativity (albums of riddles, stories compiled by children).

8. Hobbies of children (postcards, calendars).

Comparative table of general educational programs of preschool education "From birth to school", "Origins", "Childhood", "Success", "From childhood to adolescence"

table

Program structure

Brief conclusions

"Success"

Edited by N.V. Fedina, Candidate of Pedagogical Sciences, Moscow,

"Education",

2009.

"Childhood"

Ed. 3rd, revised, St. Petersburg, Detstvo Press, 2004

"Origins"

/ Ed. L. A. Paramonova. - M.: Karapuz, 1997. - 288s

Purpose of the program: the creation of educational, correctional, developmental and health-forming conditions in preschool educational institutions that contribute to the full development and socialization of a preschooler, providing equal starting opportunities and a successful transition of the child to learningin educational institutions.

The idea of self-value of the preschool period of childhood is taken as a basis. The pedagogical process is based on two interrelated areas - caring for a full-fledged childhood and preparing a child for a future life.

The main objectives of the program:

To increase the competitiveness of the institution by providing a wide range of high-quality educational, correctional and outreach services to various categories of the population concerned, introducing new forms of preschool education into the practice of preschool education (block "Kid"). Improve the system of health-saving and health-forming activities of the institution, taking into account the individual characteristics of preschoolers (block "Zdorovyachok"). Modernize the systemmanagement of a preschool educational institutionin the conditions of its activity in the development mode (block "Management").

Ensure efficient, effective functioning and constant growth of professional competence of the stable team of the institution (block "Personnel potential"). Improve the quality of work with parents of pupils. Promote the role of parents in the education of a child of early and preschool age (block "Mother and Child"). Bring the subject-developing environment and the material and technical base of the institution into line with the requirements (block "Safety and Quality").

The central tasks of the educational program "Childhood" and its pedagogical technologies are: preservation of the uniqueness of each child;

creation of favorable conditions for self-expression;

maximum realization of the potential of each child.

The content of the program implements the principle of ethno-cultural correlation of preschool education. The authors sought to ensure that the child joins the origins of the folk culture of his country from childhood. The program pays great attention to the works of oral folk art, folk round dance games, folk music and dances, decorative and applied arts of Russia. At the same time, the program involves fostering respect for other peoples.

The authors of the "Childhood" program focus on introducing children to goodness, beauty, non-violence, because it is important that preschool age become a time when a child awakens a sense of belonging to the world, a desire to do good deeds and deeds, to participate in environmental protection. Authors programs "Childhood" are supporters of the holistic development of the child in the period before school as a subject of activities feasible for a preschooler.

The motto of the program "Childhood":"Feel - Know - Create". These words define three interrelated lines of child development that permeate all sections of the program, giving it integrity and a single focus. The basis for the implementation of the program is the implementationthe tasks of strengthening the physical and mental health of the child, the formation of the foundations of motor and hygienic culture. The program "Childhood" was approved by the expert council under the Committee on Education of St. Petersburg as an author's program and recommended for preschool educational institutions of the North-West region.

The program is based on the concept of psychological age as a stage in the development of a child, which has its own structure and dynamics, as well as the scientific position of A.V. Zaporozhets about the amplification (enrichment) of child development, the relationship of all its aspects.

The purpose of the program: all-round development of the child; the formation of his universal, including creative, abilities to a level corresponding to the age capabilities and requirements of modern society; ensuring that all children have an equal start in development; maintaining and improving their health.

The program consists of two parts.

First part includes an explanatory note, as well as sections set out by age sub-periods of preschool childhood (3-4, 4-5, 5-6 and 6-7 years old) in order to optimize the construction of the educational process:

"Organization of the activities of adults and children for the implementation and development of the main general educational program of preschool education",

"Age characteristics of children",

"Planned results of the development of the Program".

The second part - "Exemplary cyclogram educational activities» - is a technology (systematized sequence) of the work of teachers in the implementation of the Program.

The Explanatory Note reveals the main conceptual provisions of the Program, including the main tasks of psychological and pedagogical work to implement each area of the Program and the possibility of integrating it with other areas. Solving the problems of psychological and pedagogical work on the development of the personal sphere (personal qualities) of children is a priority and is carried out in parallel with the solution of the main tasks that reflect the specifics of the areas of the Program.

The program is divided into 3 parts and covers 3 age periods of a child's development: junior, middle, senior preschool age.

In each period of the program, a characteristic is given of the age characteristics of the mental and physical development of children, the tasks of raising and developing children of a particular age are defined, and the formation of ideas, skills, abilities and relationships in the learning process and their development in everyday life is provided. At the end of each section of the program, the levels of development of the program by children are marked.

The program includes works of oral folk art, folk games, music and dances, arts and crafts of Russia. The teacher is given the right to independently determine the schedule of classes, content, method of organization and place in the daily routine.

Sections are highlighted: "Planned results of mastering the content of the program"; "Integrative qualities of a graduate student"; “Kindergarten and family. Program "Childhood" in the practice of interaction between teachers and parents"; “Methodological set of the program “Childhood”.

The program has a new important section:"Attitude of the child to himself" (self-knowledge).

The additional part (regional component) includes sections: "A child in a multicultural and multiethnic environment"; The child is learning English.

The program identifies the following age stages: early childhood - infancy (up to one year); early age (from one year to three years); preschool childhood; junior preschool age (from three to five years old) and senior (from five to seven years old). Such age periodization, according to the authors, makes it possible to see both the most general tendencies and the individual perspective of the development of each child. For each age stage the program identifies four leading lines of development: social, cognitive, aesthetic and physical; reveals the features of the development of these lines in infancy, early, younger and older preschool age; the hierarchy of the main types of activity (communication, objective activity, game) is set. Game activity, as the main one in the development of the personality of a child of preschool age, is given a special place in the program. The game permeates all the structural components of the program and its content as a whole.The program "Origins" highlights the basic and variable content of education. The basic part of the program for each age group consists of the following components:

Characteristics of the age-related possibilities of the mental development of the child and his personality (indicated by the sign "sun");

Development tasks (flower);

Development indicators (apple);

Basic character - personality ki (baby face).

To the basis of the same. refers to the section "General conditions for the implementation of the program" (sign "watering can").

Variable approaches to the implementation of the program are disclosed in the section "Content and conditions of pedagogical work". They provide for the possibility of adjusting the content of the pedagogical process, taking into account the specific conditions of the kindergarten.

In the section “General conditions for the implementation of the program”, recommendations are given on organizing the life of children in kindergartens; principles of organization of the subject-developing environment; family work. Much attention is paid to complex thematic planning.

Attached to the program are:

Anthropometric indicators of physical development and health of children.

Age-sex standards of physiometric indicators.

Average age-sex values of indicators of development of physical qualities of children 4-7 years old.

Age standards of physical activity of children for a full day of stay in kindergarten.

Criteria for frequent (acute) morbidity in children by the number of respiratory diseases per year.

Evaluation of the level of biological maturity by the timing of eruption of permanent teeth.

Assessment of the functional state of the central nervous system.

Approximate cyclogram of educational activities.

Methodological support:

Berezina N.O., Vennetskaya O.E., Gerasimova E.N. and others/Under the scientific guidance of Asmolov A.G.SUCCESS. Guidelines. Handbook for educators; Stepanova M.A., Berezina N.O., Burlakova I.A. and others.SUCCESS. Monitoring the achievement of the planned results by children. Manual for teachers (complete with electronic application); Burlakova I.A., Klopotova E.E., Yaglovskaya E.K. SUCCESS. Monitoring the achievement of the planned results by children. visual material; Akulova O.V., Gogoberidze A.G., Grizik T.I. and others.SUCCESS. Cooperative activity adults and children: basic forms;Filippova L.V., Dryagalova E.A., Ermilova N.V., Sorokoumova S.N., Volkova I.V., Chedzhemova E.SUCCESS. Features of psychological and pedagogical work. A manual for teachers; Fedina N.V., Vennetskaya O.E., Verbovskaya E.V. and etc.SUCCESS. Games, quizzes and contests. A guide for educators

To help educators working under this program, a special series of methodological literature has been prepared - "Library of the Childhood Program". The manual "Plan-program of educational work in kindergarten" (under the general editorship of Z. A. Mikhailova) formulated pedagogical tasks for the main types of activities: natural history, mathematics, artistic and creative, speech, social and moral education and physical development. The book "Monitoring in Kindergarten" was published in the Appendix to the "Childhood" program. A fairly extensive list of methodological literature on age groups children and by educational areas of the program.

The appendix to the program contains optional sections: "Teaching a second language", (Computer in a preschool institution", "The living world of nature in the city and the child", which are intended for preschool educational institutions working in these areas. In addition, the annex to the program contains samples planning educational work, the main indicators of the development of a kindergarten graduate are offered. The program is provided with methodological and teaching aids: on the education of young children (author L.N. Pavlova), the development of speech and verbal communication (author A, G. Arushanova), teaching Russian to non-Russian-speaking children (E.Yu. Protasova, N.M. Rodina), creative design (author L.A. Paramonova), physical (M.A. Runova), aesthetic development(K.V. Tarasova, V.A. Petrova, L.V. Panteleeva), environmental (N.A. Ryzhova), interaction with the family (E.P. Arnautova) and others. at the end of the program. At the same time, teachers, at their own discretion, taking into account their own professional experience and capabilities, focusing on the goals and parameters of the child's development set in the program, can creatively use other educational and methodological aids in the process of its implementation.

The game in the program "Success" is given the most productive time in the morning, because the game (plot, with rules) is the leading activity of preschool age. At the same time, the program fully ensures the formation of the prerequisites for future educational activities, the solution of such complex problems as the formation of a holistic picture of the world, the outlook of modern preschoolers.

The program is designed in such a way that the teacher has the opportunity to take into account individual characteristics and pace in the course of everyday educational work. individual development children.

And finally, the most important thing. The program aims to ensure that every child in kindergarten feels successful.

Program "Childhood"is based on a complex - thematic principle of building an educational process, which is based on the idea of integrating the content of different educational areas around a single common theme, which for a certain time (days, weeks) becomes unifying, for example, "Our favorite toys", "Our kindergarten", "My family", "Seasons", . The choice of topic takes into account the interests of children, the tasks of the development of education, current events and bright events (seasons, holidays).The program provides for the valeological education of preschoolers: the development of ideas about a healthy lifestyle, the importance of hygienic and motor culture, health and means of strengthening it, the functioning of the body and the rules for caring for it, knowledge of the rules of safe behavior and reasonable actions in unforeseen situations, methods of providing basic help and self-help. This information becomes an important component of the personal culture and social security of a preschooler.The "weak" link in the "Childhood" program is the mathematical section. The material offered in it is sometimes difficult for children in the national republics. Mathematics in the program "Childhood" is focused on the development of logical thinking. But children who learn Russian do not always cope with logical tasks. Therefore, taking into account the national component, the proposed complex material must be replaced with a more accessible one, and then, assessing the level of preparedness of children, again included in classes in an easier form.

Particular emphasis in the program is placed on familiarizing children with the world of nature, fostering a caring attitude towards natural objects.

In general, this program allows you to vary, make changes to the material presented, making the educational process interesting and accessible to the child. It implies a creative approach of the educator to planning, choosing means and methods for the implementation of tasks. That is, it is not the children who should catch up to the level given by the program, but it should be adjusted to the children.

The program, humanistic in orientation, allows the teacher, based on age criteria, to take into account the different pace of development of children and implement an individual approach to them. (Psychological age does not coincide with chronological age, and one psychological age is not equal in duration to another).

Name of an exemplary general education program

Target settings or Conceptual framework of the program

Program structure

Applications, teaching materials for the program

Brief conclusions

"Birth to School"

Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.:

MOSAIC-SYNTHESIS, 2010. - 304 p.

"From childhood to adolescence"

T.N. Doronova, L.G. Golubeva, T.I. Grizik and others. Edited by T. N. Doronova.

The Program highlights the developing function of education, which ensures the formation of the child's personality and orients the teacher to his individual characteristics, which corresponds to modern scientific "Concepts of preschooleducation” (V.V. Davydov, V.A. Petrovsky and others) on the recognition of the inherent value of the preschool period of childhood.

Leading goals of the program:

Creation of favorable conditions for a full-fledged life of a child of preschool childhood,

Formation of the foundations of the basic culture of the individual,

Comprehensive development of mental and physical qualities in accordance with age and individual characteristics,

Preparation for life in modern society, for schooling,

Ensuring the safety of the life of a preschooler.

The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in education, makes up for the shortcomings of spiritual, moral and emotional education.

The purpose of the program is to create favorable conditions for the formation of health and development in the family and educational institution through prevention and education in the context of national identity, language and traditions; education aimed at developing the personality of the child, his abilities.

The program starts with:

Organization of life and upbringing of children (general principles for building a daily routine, creating a subject-developing educational environment).

The program contains sections:

Final results of the development of the Program.

The system for monitoring the achievement by children of the planned results of the development of the Program.

Working with parents.

Correctional work (the problem of educating and educating children with disabilities in the general educational space is reflected).

The first group of young children (from birth to one year);

The second group of young children (from 1 year to 2 years);

First junior group(from 2 to 3 years);

The second younger group (from 3 to 4 years old);

Middle group (from 4 to 5 years);

Senior group (from 5 to 6 years old);

Preparatory group for school (from 6 to 7 years).

The interaction of kindergarten teachers and parents acts in the program as a necessary condition for the normal development of the cognitive sphere. To enhance the effectiveness and efficiency of the impact on the child, teachers and parents must act according to a single program, perform common tasks, but in different ways and means, coordinate their actions and help each other.

Complex tasks emotional well-being, health and full personal and intellectual development child identified for decision in the family and kindergarten.

The program highlights the section "Cognitive Development" (author T.I. Grizik).

Purpose: to develop the cognitive interests, needs and abilities of children, their independent search activity on the basis of an enriched consciousness and a formed emotional and sensory experience.

Objectives: to broaden the horizons by introducing to the accumulated experience of mankind in understanding the world;

develop cognitive processes (perception, memory, attention, imagination, thinking) and mental operations (analysis, synthesis, comparison, generalization, classification, etc.) in accordance with the age norm;

create conditions conducive to the identification and maintenance of electoral interests, the emergence of independent cognitive activity of children;

to form a positive attitude to the world on the basis of emotional and sensory experience.

In accordance with the FGT, each preschool institution independently draws up a list of programs, technologies, and teaching aids necessary for the implementation of the educational process.

The BIRTH TO SCHOOL Program provides an extensive list of benefits that can be used while working under this Program.

The program "FROM BIRTH TO SCHOOL", being a modern innovative product, is based on the best traditions of domestic education and in many areas maintains continuity in relation to "The program of education and training in kindergarten" edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova.

Due to this continuity, most of the benefits of the "Kindergarten Education and Training Program" can be used when working with the "FROM BIRTH TO SCHOOL" program.

The program has methodological manuals for each section for educators, parents, and notebooks for children have been published. The authors have developed approximate plans for sections of the program, a methodology for examining children. The set of methodological aids for the program fully provides annual planning for working with children, but the sequence of planning material by the teacher is determined depending on the individual characteristics of children, their health, intensity and pace of progress in development, regardless from the level of initial readiness.

The program and a set of teaching aids have undergone extensive experimental testing in various regions of Russia and received a positive assessment from parents and teachers. Recommended by the Ministry of Education of the Russian Federation.

The program was developed in accordance with the current federal state requirements for the structure of the main general educational program for preschool education (FGT, Order No. 655 datedNovember 232009).

The program is built on the positions of a humane-personal attitude towards the child and is aimed at its comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities. The Program lacks strict regulation of children's knowledge and subject centrism in teaching.

A special role in the Program is given to play activities as a leading activity in preschool childhood.

According to the results of monitoring the development of educational areas, children show high results.

The program involves the active involvement of parents in the upbringing and education of children. So that preschool teachers could interact with parents, the program "From Childhood to Adolescence" was created. Through interaction with educators and participation in the life of the kindergarten, parents gain experience in pedagogical cooperation both with their child and with the pedagogical community as a whole.