The content of the preschool education program should provide. Federal state educational standard for preschool education. I. General provisions

Grigorieva Irina Viktorovna

Advanced training courses in computer science.

Federal State Educational Standard

1. The standard establishes requirements for the results of students’ mastery

A. training program approved by the municipal government

b. basic and additional educational programs

V. basic educational program

2. The standard is based on the Constitution Russian Federation, and

UN Convention on the Rights of the Child, and takes into account

A. requirements of regional education authorities

b. parents' requirements for the level of students' training

V. regional, national and ethnocultural needs of the peoples of the Russian

Federation

3. The main educational program determines

A. goals, objectives and list of disciplines studied

b. list of disciplines and requirements for the results of their mastery

V. goals, objectives, planned results, content and organization of educational

process

4. In order to meet the individual needs of students, the main

educational program provides

A. extracurricular activities

b. additional activities to prepare for the Unified State Exam

V. additional career guidance activities

5. Basic educational curriculum developed by the educational institution

the program must provide

A. achievement of educational results by students in accordance with

requirements established by the Standard

b. achievement of educational results by students in accordance with

requirements of regional authorities

V. achievement of educational results by students in accordance with

requirements of the founders of the educational institution

6. Students’ mastery of the main educational program is completed

A. mandatory state (final) certification of graduates

b. optional exams

V. high school graduation test work

7. Requirements for the conditions for the implementation of the main educational program

characterize

A. personnel, material, technical and organizational conditions for the implementation of the main

educational program

b. personnel, financial, logistical and other conditions for the implementation of the main

educational program

V. educational and personnel conditions for the implementation of the main educational program

8. An individual project is a special form of organization

student activities

A. competition work or essay

b. educational research or educational project

V. abstract or creative work

9. The compulsory part of the main educational program determines the content

education of national significance and constitutes

A. 4/5, and the part formed by the participants educational process, – 1/5 of the total

b. 3/4, and the part formed by participants in the educational process is 1/4 of the total

volume of the main educational program

V. 2/3, and the part formed by participants in the educational process is 1/3 of the total

volume of the main educational program

10. The main educational program may include

A. both one and several curricula, including curricula of various

learning profiles

b. two curricula: basic and variable

V. only one curriculum

11. Forms of organization of the educational process, alternation of lesson and

extracurricular activities as part of the implementation of basic educational

program determines

A. educational institution

b. municipal education authority

V. regional education authority

12. Select the level (basic or advanced) according to which it will be

state (final) certification is carried out in the form of a single

state exam

A. carried out by the administration of the educational institution

b. the student can carry out independently

V. the student does not have the right to independently carry out

13. Level of qualifications of employees of the educational institution,

implementing the basic educational program for each occupied

position must correspond

A. requirements of the founders of the educational institution

b. qualification characteristics for the relevant position

V. requirements established by regional authorities

14. Effective use of the information and educational environment

assumes the competence of employees of an educational institution in solving

professional tasks using ICT, as well as

A. Availability of hardware and software

b. Availability of ICT application support services

V. the educational institution is connected to the Internet

15. The standard includes requirements

A. to the results of mastering the main educational program; to the level of training

students studying for the Unified State Exam; to the conditions for the implementation of the main educational program

b. to the structure of the main educational program; to the conditions for the implementation of the main

educational program; to the conditions for the implementation of additional educational

programs

V. to the results of mastering the main educational program; to the main structure

educational program; to the conditions for the implementation of basic educational

programs

Answers: 1c, 2c, 3c, 4a, 5a, 6a, 7b, 8b, 9a, 10a, 11a, 12b, 13b, 14b, 15c

When developing the Program, the Organization determines the length of stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of tasks to be solved educational activities, maximum occupancy of the Group. The organization can develop and implement various Programs in Groups with different lengths of stay for children during the day, including Groups for short-term stays for children, Groups for full and extended days, Groups for round-the-clock stays, Groups for children of different ages from two months to eight years, including different age groups.

The program can be implemented during the entire stay*(4) of children in the Organization.

social and communicative development;

cognitive development;

speech development;

artistic and aesthetic development;

physical development.

Socio-communicative development is aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; formation of positive attitudes towards various types labor and creativity; laying the foundations safe behavior in everyday life, society, nature.

Cognitive development involves developing children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as common house people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation speech culture, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; music perception, fiction, folklore; stimulating empathy for characters works of art; implementation of independent creative activity children (visual, constructive-model, musical, etc.).

Physical development includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting correct formation musculoskeletal system body, development of balance, coordination of movement, large and fine motor skills both hands, as well as with the correct, non-damaging to the body, performance of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; formation of values healthy image life, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of useful habits, etc.).

2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development):

in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive-exploratory actions, perception of music, children's songs and poems, motor activity and tactile-motor games;

at an early age (1 year - 3 years) - object-based activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

for children preschool age(3 years - 8 years) - a range of activities such as play, including role-playing game, playing with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive-research (studying objects in the surrounding world and experimenting with them), as well as the perception of fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual (drawing, modeling, applique), musical (perception and understanding of the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of activity of the child.

1) subject-spatial developmental educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the child’s system of relationships to the world, to other people, to himself.

2.9. The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of implementing the requirements of the Standard.

The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational fields(clause 2.5 of the Standard).

The part formed by the participants in educational relations should include programs selected and/or independently developed by participants in educational relations aimed at the development of children in one or more educational areas, activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organizing educational work.

2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and the planned results of mastering the program.

The explanatory note should disclose:

goals and objectives of the Program implementation;

principles and approaches to the formation of the Program;

characteristics significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age.

The planned results of mastering the Program specify the requirements of the Standard for target guidelines in the mandatory part and the part formed by participants in educational relations, taking into account age capabilities and individual differences(individual development trajectories) of children, as well as the developmental characteristics of children with disabilities health, including disabled children (hereinafter referred to as children with disabilities).

a) a description of educational activities in accordance with the areas of child development presented in five educational areas, taking into account the variable approximate basic educational programs used preschool education And methodological manuals, ensuring the implementation of this content;

b) description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of pupils, their specifics educational needs and interests;

c) a description of educational activities for the professional correction of developmental disorders of children, if this work is provided for by the Program.

a) features of educational activities of different types and cultural practices;

b) ways and directions of supporting children's initiative;

c) features of interaction between the teaching staff and the families of students;

d) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.

The part of the Program formed by participants in educational relations may include various areas chosen by participants in educational relations from among partial and other programs and/or created by them independently.

This part of the Program should take into account the educational needs, interests and motives of children, their family members and teachers and, in particular, can be focused on:

the specifics of national, sociocultural and other conditions in which educational activities are carried out;

selection of those partial educational programs and forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff;

established traditions of the Organization or Group.

This section should contain special conditions for children with disabilities to receive education, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual correctional classes and carrying out qualified correction of developmental disorders.

Corrective work and/or inclusive education should be aimed at:

1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

2) mastery of the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and/or inclusive education of children with disabilities who are mastering the Program in Combined and Compensatory Groups (including for children with complex disabilities) must take into account the developmental characteristics and specific educational needs of each category of children.

In the case of organizing inclusive education for reasons not related to children’s health limitations, highlighting this section is not mandatory; if it is separated, the content of this section is determined by the Organization independently.

2.11.3. The organizational section must contain a description of the material and technical support of the Program, the provision of methodological materials and means of training and education, include the routine and / or daily routine, as well as features of traditional events, holidays, events; features of the organization of a developing subject-spatial environment.

2.12. If a mandatory part of the Program corresponds to an example program, it is issued in the form of a link to the corresponding example program. The mandatory part must be presented in detail in accordance with clause 2.11 of the Standard, if it does not correspond to one of the sample programs.

The part of the Program formed by participants in educational relations can be presented in the form of links to the corresponding methodological literature, allowing you to familiarize yourself with the content of partial programs, methods, and forms of organizing educational work chosen by participants in educational relations.

2.13. An additional section of the Program is the text of its brief presentation. A brief presentation of the Program should be aimed at parents (legal representatives) of children and be available for review.

The brief presentation of the Program must indicate:

1) age and other categories of children for whom the Organization’s Program is focused, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;

2) used Sample programs;

3) characteristics of the interaction of the teaching staff with the families of children.

III. Requirements for the conditions for the implementation of the basic educational program of preschool education

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing subject-spatial environment.

The conditions for the implementation of the Program must ensure the full development of the personality of children in all main educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and positive attitude to the world, to yourself and to other people.

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

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

2) ensures the emotional well-being of children;

3) promotes professional development teaching staff;

4) creates conditions for developing variable preschool education;

5) ensures openness of preschool education;

6) creates conditions for the participation of parents (legal representatives) in educational activities.

3.2. Requirements for psychological and pedagogical conditions for the implementation of the basic educational program of preschool education.

3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

1) respect of adults for the human dignity of children, formation and support of their positive self-esteem, confidence in their own capabilities and abilities;

2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (the inadmissibility of both artificial acceleration and artificial slowdown of children’s development);

3) building educational activities based on interaction between adults and children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

4) support by adults for the positive, friendly attitude of children towards each other and the interaction of children with each other in different types activities;

5) support for children’s initiative and independence in activities specific to them;

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

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

3.2.2. In order to receive, without discrimination, a quality education for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the most suitable languages, methods, methods of communication and conditions for these children, contributing to the maximum extent to the receipt of preschool education, as well as the social development of these children, including through the organization of inclusive education for children with disabilities.

3.2.3. During the implementation of the Program, an assessment may be carried out individual development children. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with assessing the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational problems:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of his developmental characteristics);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of children's development is used (identification and study of individual psychological characteristics of children), which is carried out by qualified specialists (educational psychologists, psychologists).

A child’s participation in psychological diagnostics is permitted only with the consent of his parents (legal representatives).

results psychological diagnostics can be used to solve problems of psychological support and conduct qualified correction of children's development.

3.2.4. The occupancy of the Group is determined taking into account the age of the children, their health status, and the specifics of the Program.

3.2.5. The conditions necessary to create a social situation for the development of children that corresponds to the specifics of preschool age presuppose:

1) ensuring emotional well-being through:

direct communication with each child;

respectful attitude towards each child, his feelings and needs;

2) support for children’s individuality and initiative through:

creating conditions for children to freely choose activities and participants in joint activities;

creating conditions for children to make decisions, express their feelings and thoughts;

non-directive assistance to children, support for children's initiative and independence in various types of activities (play, research, design, cognitive, etc.);

3) establishing rules of interaction in different situations:

creating conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata, as well as those with different (including limited) health capabilities;

development of children's communicative abilities, allowing them to resolve conflict situations with peers;

developing children’s ability to work in a peer group;

4) construction of variable developmental education, focused on the level of development that is manifested in the child in joint activities with adults and more experienced peers, but is not updated in his individual activities(hereinafter referred to as the zone of proximal development of each child), through:

creating conditions for mastering cultural means of activity;

organization of activities that promote the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic-aesthetic development of children;

supporting spontaneous play of children, enriching it, providing play time and space;

assessment of children's individual development;

5) interaction with parents (legal representatives) on issues of the child’s education, their direct involvement in educational activities, including through the creation educational projects together with the family based on identifying the needs and supporting the family’s educational initiatives.

3.2.6. In order to effectively implement the Program, conditions must be created for:

1) professional development teaching and management workers, including their additional professional education;

2) advisory support for teaching staff and parents (legal representatives) on issues of education and child health, including inclusive education (if it is organized);

3) organizational methodological support the process of implementing the Program, including in interaction with peers and adults.

3.2.7. For correctional work with children with disabilities who are mastering the Program together with other children in Combined Groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented correctional activities that ensure the satisfaction of the special educational needs of children with disabilities.

When creating conditions for working with disabled children mastering the Program, the individual rehabilitation program of the disabled child must be taken into account.

3.2.8. The organization must create opportunities:

1) to provide information about the Program to family and everyone interested parties those involved in educational activities, as well as the general public;

2) for adults to search and use materials that ensure the implementation of the Program, including in the information environment;

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

3.2.9. The maximum permissible volume of educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations", approved by the resolution of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 No. 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration No. 28564).

3.3. Requirements for a developing subject-spatial environment.

3.3.1. The developing subject-spatial environment ensures maximum realization of the educational potential of the space of the Organization, Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correction of deficiencies in their development.

3.3.2. A developing subject-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.

3.3.3. The developing subject-spatial environment should provide:

implementation of various educational programs;

in the case of organizing inclusive education - the necessary conditions for it;

taking into account national and cultural climatic conditions, in which educational activities are carried out;

accounting age characteristics children.

3.3.4. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

1) The richness of the environment must correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and supplies (in the building and on the site) should ensure:

playful, educational, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);

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

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

opportunity for children to express themselves.

For infants and young children, the educational space should provide necessary and sufficient opportunities for movement, subject matter and play activity with different materials.

2) Transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

3) Multifunctionality of materials implies:

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

the presence in the Organization or Group of multifunctional (not having a strictly fixed method of use) objects, including natural materials, suitable for use in various types of children's activities (including as substitute objects in children's play).

4) Variability of the environment implies:

the presence in the Organization or Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure free choice for children;

periodic turnover game material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.

5) Availability of the environment assumes:

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

free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;

serviceability and safety of materials and equipment.

6) The safety of the subject-spatial environment presupposes the compliance of all its elements with the requirements to ensure the reliability and safety of their use.

3.3.5. The organization independently determines the teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

3.4. Requirements for personnel conditions for the implementation of the Program.

3.4.1. The implementation of the Program is ensured by management, pedagogical, educational support, administrative and economic employees of the Organization. Scientific workers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those involved in financial and economic activity, protecting the life and health of children, ensure the implementation of the Program.

The qualifications of teaching and educational support workers must correspond to the qualification characteristics established in the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section "Qualification Characteristics of Positions of Education Workers", approved by Order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 N 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration N 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation dated May 31, 2011 N 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration N 21240).

The job composition and number of employees required to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the developmental characteristics of children.

A necessary condition The quality implementation of the Program is its continuous support by teaching and educational support workers throughout the entire period of its implementation in the Organization or in the Group.

3.4.2. Teaching staff implementing the Program must have the basic competencies necessary to create conditions for the development of children, as outlined in paragraph 3.2.5 of this Standard.

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide for positions of teaching staff who have the appropriate qualifications to work with these health limitations of children, including assistants (assistants) providing children with necessary help. It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

3.4.4. When organizing inclusive education:

When children with disabilities are included in the Group, additional teaching staff who have the appropriate qualifications to work with these children’s health limitations may be involved in the implementation of the Program. It is recommended to involve appropriate teaching staff for each Group in which inclusive education is organized;

When other categories of children with special educational needs are included in the Group, including those in difficult life situations *(6), additional teaching staff with appropriate qualifications may be involved.

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

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

1) requirements determined in accordance with sanitary and epidemiological rules and regulations;

2) requirements determined in accordance with fire safety rules;

3) requirements for means of training and education in accordance with age and individual characteristics child development;

4) equipping the premises with a developing subject-spatial environment;

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

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

3.6.1. Financial provision of state guarantees for citizens to receive public and free preschool education at the expense of the corresponding budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of standards for ensuring state guarantees for the implementation of the rights to receive public and free preschool education, determined by the state authorities of the constituent entities of the Russian Federation, ensuring the implementation of the Program in accordance with the Standard.

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

1) ensure the ability to meet the requirements of the Standard for the conditions of implementation and structure of the Program;

2) ensure the implementation of the mandatory part of the Program and the part formed by participants in the educational process, taking into account the variability of individual development trajectories of children;

3) reflect the structure and volume of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount of standards determined by the state authorities of the constituent entities of the Russian Federation to ensure state guarantees of the implementation of the rights to receive public and free preschool education. These standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for obtaining education by children with disabilities (special conditions of education - special educational programs, methods and means of teaching, textbooks, teaching aids, didactic and visual materials, technical means of collective teaching and individual use (including special ones), means of communication and communication, sign language translation in the implementation of educational programs, adaptation educational institutions and adjacent territories for free access of all categories of persons with disabilities, as well as pedagogical, psychological-pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs by persons with disabilities difficult), providing additional professional education for teaching staff, ensuring safe conditions for training and education, protecting the health of children, the focus of the Program, categories of children, forms of education and other features of educational activities, and should be sufficient and necessary for the Organization to implement:

expenses for remuneration of employees implementing the Program;

expenses for training and education means, relevant materials, including the purchase educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, clothing, games and toys, electronic educational resources necessary for the organization of all types educational activities and the creation of a developing subject-spatial environment, including special ones for children with disabilities. Developmental subject-spatial environment - part of the educational environment, presented specially organized space(rooms, area, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protection and strengthening of their health, taking into account the characteristics and correction of deficiencies in their development, acquisition of updated educational resources, including including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of educational and educational facilities, sports, recreational equipment, inventory, payment for communication services, including costs associated with connecting to the information and telecommunications network Internet;

expenses associated with additional vocational education management and teaching staff according to the profile of their activities;

other expenses related to the implementation and ensuring the implementation of the Program.

IV. Requirements for the results of mastering the basic educational program of preschool education

4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of target guidelines for preschool education, which represent social and normative age characteristics the child’s possible achievements at the stage of completing preschool education. The specifics of preschool childhood (flexibility, plasticity of the child’s development, the high range of options for its development, its spontaneity and involuntary nature), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the absence of the possibility of holding the child any responsibility for the result) make it unlawful specific requirements from a preschool child educational achievements and determine the need to determine the results of mastering the educational program in the form of targets.

4.2. Target guidelines for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of children’s development and the Organization implementing the Program.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children *(7). Mastering the Program is not accompanied by intermediate certifications and final certification of students *(8).

4.4. These requirements provide guidelines for:

a) building educational policy at the appropriate levels, taking into account the goals of preschool education that are common to the entire educational space of the Russian Federation;

b) solving problems:

formation of the Program;

analysis professional activity;

interactions with families;

c) studying the characteristics of education of children aged 2 months to 8 years;

d) informing parents (legal representatives) and the public regarding the goals of preschool education, common to the entire educational space of the Russian Federation.

4.5. Targets cannot serve as a direct basis for solving management problems, including:

certification of teaching staff;

assessment of the quality of education;

assessment of both the final and intermediate levels of children’s development, including through monitoring (including in the form of testing, using methods based on observation, or other methods of measuring children’s performance);

assessment of the implementation of municipal (state) tasks through their inclusion in the quality indicators of the task;

distribution of the incentive payroll fund for the Organization's employees.

4.6. The target guidelines for preschool education include the following social and normative age characteristics of a child’s possible achievements:

Educational targets in infancy and early childhood:

the child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions;

uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior;

has active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys;

strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;

shows interest in peers; observes their actions and imitates them;

shows interest in poems, songs and fairy tales, looking at pictures, strives to move to music; responds emotionally to various works of culture and art;

The child has developed gross motor skills, he strives to master various types of movement (running, climbing, stepping, etc.).

Targets at the stage of completion of preschool education:

the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; is able to choose his occupation and participants in joint activities;

the child has a positive attitude towards the world, towards different types of work, other people and himself, has a feeling self-esteem; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;

the child has a developed imagination, which is realized in various types of activities, and above all in play; child owns in different forms and types of games, distinguishes between conventional and real situations, knows how to obey different rules and social norms;

the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can highlight sounds in words, the child develops the prerequisites for literacy;

the child has developed gross and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements;

the child is capable of volitional efforts, can follow social norms of behavior and rules in various types of activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;

the child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe and experiment. Has basic knowledge about himself, about the natural and social world in which he lives; is familiar with works of children's literature, has basic understanding of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

4.7. The Program's targets serve as the basis for the continuity of preschool and primary general education. Subject to compliance with the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education.

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

______________________________

*(1) Russian newspaper, December 25, 1993; Collection of legislation of the Russian Federation 2009, No. 1, art. 1, art. 2.

*(2) Collection of international treaties of the USSR, 1993, issue XLVI.

*(7) Taking into account the provisions of Part 2 of Article 11 of the Federal Law of December 29, 2012 N 273-F3 “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Article 2326).

*(8) Part 2 of Article 64 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326 ).

The main educational program is a local document that defines the goals and objectives of the implementation of the educational process, the content and stages, the planned results of teaching and raising children. The text of the program is focused on the comprehensive development of students, the formation of a common culture, and therefore serves as a vector of work for the teaching staff of an educational institution. She:

determines the level of education of the individual;
used as a management tool;
indispensable for accreditation and licensing of an educational institution;
allows you to establish the competence and responsibility of an educational institution depending on the indicators of implementation of the educational program.

Structure of the main educational program

The Law “On Education” does not have a strict definition of the educational program, but its place in the system is quite clearly indicated Russian education. This management educational and legal document:

independently developed, approved and implemented in an educational institution;
is formed on the basis of the state standard and in accordance with its requirements for the structure of the educational program;
includes requirements that, if followed, will allow one to achieve a certain level of education and obtain the appropriate document.

In the context of the lack of a normative interpretation, the educational program is accompanied by a duality of the concept, which can be considered in the following aspects:

in relation to students - it contains characteristics of the planned competencies of students and a system for assessing educational achievements, while the methods and forms of mastering the content of the educational program should not be obvious to schoolchildren;
from the point of view of the teacher - the document is the basis for goal setting, it characterizes the content of the school educational course, educational material, contains methodological support and principles of organization educational process.

Educational institutions implement PEP through the alternation of classroom and extracurricular activities, the order and nature of which are established by educational institutions independently. Extracurricular activities are carried out in six main areas (general cultural, social, health, spiritual and moral, general intellectual and tourism and local history) through the work of sections and clubs, club work, competitions, quizzes, excursions, meetings with interesting people, local history and design activities.

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Articles will help you learn more about the development program of an educational institution electronic journal"Directory of the head of an educational institution"

The structure of the educational program includes three main sections: target, content and organizational. The document is structurally divided into a mandatory part, constituting 80% of the text, and an optional part (20%), compiled by participants in the educational process.

Target section

This is the introductory section of the PLO, which defines the goals and objectives of the document and educational activities in general. It includes an explanatory note, planned results and a system for assessing the results of educational activities.

Meaningful

It is the main section, defining the content of basic general education and what is included in the educational program. It outlines the mechanisms and general framework for the implementation of the educational process, indicates:

a program for the development of students’ learning skills, taking into account the formation of the necessary competencies and the involvement of various types of activities;
all programs educational subjects, including integrated;
correctional work program;
socialization and education program for career guidance, socialization, spiritual and moral development, safe lifestyle, formation of a culture of health and ecology.

Organizational

The final section containing practical information: a system of conditions for the implementation of educational educational programs according to the Federal State Educational Standard and a curriculum.

The school educational program is traditionally considered in scientific, methodological and regulatory aspects and is a generalized normative document, the provisions of which must be complied with. In this vein, in educational program structure contains an internal educational standard that establishes the importance of the developmental orientation of the educational process and the inclusion of numerous components in it. It is developed by representatives of the school teaching staff, taking into account the characteristics of the student and teaching population, in accordance with the requirements of the main consumers of educational services - children and their parents - on the basis of federal standards.

Experienced methodologists remind us that:

The scope of the educational program is not regulated by the requirements of the Federal State Educational Standard, and therefore can be arbitrary and sufficient to reveal the essence of the three main sections.
The authors of the main educational program can be the administration and employees of the institution (all interested parties, including parents of students and the students themselves, can be involved in the preparation of the text of the educational program). The development and approval of the program is carried out by the head of the educational institution together with the school council, while teachers, based on the educational program, form workers, planning the educational process.
When compiling an educational program based on a sample program, developers must correlate the priorities of activities, the characteristics of the teaching staff and students, personnel and material and technical conditions, goals and objectives with the specifics of the specific educational institution for which the document is being drawn up.

The main educational program of the school is the main and even strategic document, from which the development program is significantly different - a long-term plan that determines the goal setting of the educational institution. The educational program is a current plan that demonstrates the current state of the school educational system, and if it is based on pedagogical innovations, then it is innovative in nature.

Working on structure of the main educational program, please remember that:

when writing the text of the educational program, it is important to take into account the characteristics of your school, and not thoughtlessly rewrite the content of the sample program, duplicating not only the wording, but also the goals and objectives, which should be maximally adapted to the realities of the educational institution;
Of particular importance is the continuity of levels of education, which should be reflected in the document;
each new program should be distinguished from the previous one by an innovative component, novelty, which determines its relevance;
each section requires a description, indicating responsible executors, deadlines and tasks;
the program must be written in precise and literate language and presented in language that is understandable for teachers (since the text is written not for inspection bodies, but for teachers, it is worth abandoning an excessive amount of bureaucratic language).

OOP development

Work on the creation of a basic educational program is being carried out in several areas:

regulatory support - studying an approximate educational program, ensuring compliance of the provisions of the main educational program with the requirements of the Federal State Educational Standard and the school regulatory framework, designating a list of teaching aids and textbooks that will be recommended by the document (if necessary, the school development program is adjusted);
organizational and content support - creation and approval of a work schedule on the PLO, formation working group, analysis content of the main educational program, which is currently being implemented, coordinating the activities of subjects of the educational process, planning resource provision, involving government bodies;
financial and economic support - adjustment of the Regulations on the labor protection system, drawing up a plan for financial and economic activities, local acts establishing the amount of wages, concluding additional agreements to employment contracts with teachers;
staffing - compliance check job descriptions requirements of the Federal State Educational Standard, the formation of a schedule for advanced training of teachers, a plan for conducting scientific and methodological seminars, training of employees in ICT technologies (a system of encouragement and support for initiative teachers is allowed);

methodological support - planning methodological work aimed at implementing the Federal State Educational Standard, studying and creating methodological support for workers curricula, introduction of changes to the plan of in-school scientific and methodological seminars, organization of experimental and innovative activities;
information support - work to update (redesign) the school website to more accurately inform the public about the results of activities, study the opinions of parents, approve local acts regulating public reporting;
logistics - support of the educational process necessary equipment and equipment (auxiliary and Internet resources), development of local acts regulating the requirements for school infrastructure.

Rights and responsibilities of OOP developers

Working on OOP is not a point-by-point process, but a continuous system of actions. Since special importance is attached to the coordination of efforts of all participants in the educational process, its effectiveness depends on them.

Requirements for the structure of the educational program

The standard of the latest generation puts the achievement of competence-based rather than subject-specific results in the first place, therefore the basis for the development of modern educational programs is a meta-subject approach that integrates school education, additional and self-development in the social and applied experience of students.

The main educational program at the school is developed on the basis of an exemplary one. In constructing the document, the assessment of educational results as a whole in the context of age characteristics, socialization and meta-subject competencies of schoolchildren is of particular importance. To this end when forming an educational program, an educational organization uses technologies of reflective, research and project-based learning, takes into account technologies of consultation and tutor support for students.

Target section of OOP: requirements for program development

The first section of the program contains three main components.

The explanatory note gives a general description of the program, reveals the novelty and relevance of the document, the goals and objectives of the OOP, linking them with the requirements of the standard, and key approaches to the implementation of the program. It is important to justify the target orientation of the document with facts, to provide excerpts from regulations and the Federal State Educational Standard in order to avoid formal reasoning and empty formulations.

The planned results of mastering the educational program must be interconnected with the standards of the Federal State Educational Standard, the system for assessing results and the nature of the educational process in the chosen educational institution. This block of text serves as a criterion and content basis for creating work programs academic disciplines and courses in extracurricular activities, and therefore must be extremely clear and concise, based on the regulatory framework and the Federal State Educational Standard. It is important to comply with the age characteristics of children and the specifics of the educational process in a particular educational institution.
IN OOP structure A special place is occupied by the system for assessing planned results, specifying and clarifying the competencies that students must achieve upon completion of the school course. The extent to which the planned results were achieved is reflected in the assessment of the performance of teachers, schools and the education system as a whole. The assessment system describes the organization and implementation of intermediate, state certification and final assessment in subjects and allows:

direct the educational process towards the education and spiritual and moral development of children;
to focus assessment activities on different aspects and directions, characterizing the essence, procedure, form of presentation and object of assessment;
carry out an integrated analytical approach, assessing personal, meta-subject and subject-specific results over time in the process of mastering OOP;
use a complex of analytical methods that complement each other;
use the results of children's mastery of general education programs to analyze the effectiveness of the educational institution.

Content section of OOP: structure and characteristics

The second section of the document contains provisions that allow achieving the comprehensive development of the child’s personality. To do this, the text provides a description of the institution’s work in five educational areas, lists variable ways and methods of implementing educational programs, focused on the individual and age characteristics of children, and the principles of correctional work.

In this section, the authors include all the necessary information in their opinion regarding the stimulation of children's educational initiatives, cultural practices, the introduction of various types of activities, interaction with students' families and other aspects. The program developers take into account sociocultural and national conditions, the needs and interests of students, the traditions of the educational institution, therefore it can include adaptation mechanisms and methods for creating conditions for the education of children with disabilities, and the principles of conducting correctional classes.

Universal Development Program educational activities - implements a system-activity approach and allows you to achieve meta-subject and personal results. It is aimed at project and research activities, increasing the efficiency of knowledge acquisition, career guidance and social design. The approximate structure of the UUD formation program is as follows:

the relevance of the program and its place among other educational programs;
regulatory framework of the issue;
value guidelines and objectives of the document;
characteristics and functions of the UUD;
connection of universal educational activities with the content of academic disciplines;
typical tasks and continuity of the program during the transition to the next level of general education.

Programs of academic subjects and courses, which allow you to fully master the content of basic general education. These documents are developed taking into account the requirements for mastering OOP and become part of the main program. Structure of the programs of individual academic subjects:

explanatory note and general characteristics course or subject;
description of the course in the curriculum and the academic subject in the secondary education system;
student competencies, subject, personal and meta-subject learning results;
content training course, subject;
thematic planning, taking into account various types of activities;
necessary personnel, material, technical, educational and methodological support;
planned results.

Socialization and education program is based on national and general cultural values (peace, family, citizenship, home, science, health, nature, art) and is aimed at children gaining social experience and understanding social roles, norms of public morality, formation of readiness to choose a profession, obtaining attitudes for maintaining a healthy lifestyle, ecological culture.

Corrective work program- designed to provide correction of physical and mental deficiencies mental development students with disabilities, help overcome difficulties, support children who need help. It is aimed at identifying the special educational needs of children and their integration into the educational process of the institution, implementing an integrated approach to psychological, medical and pedagogical support for children, creating the necessary conditions for the education and upbringing of children with disabilities, providing them with the necessary educational and methodological tools, special programs. Contents of the correctional work program:

goals and objectives of correctional work;
list and content of areas of work, individualized and focused on meeting the needs of children with disabilities;
system of psychological, medical and social support;
methods of influence, taking into account the involvement of health workers, psychologists, social educators and other specialists;
planned results of mastering the program.

Organizational section of OOP: document structure

Since the organizational section of the program determines the mechanisms for the implementation of all components of the OOP, it reflects the practical and activity-based approach. The third section of the program contains the institution's curriculum and a description of the system of conditions necessary for its implementation.

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The curriculum is a tool for implementing the requirements of the Federal State Educational Standard, which regulates the volume of classroom workload, the structure and list of compulsory academic disciplines. It is important to emphasize that in the structure of the educational program There may be not one, but several curricula (general and individual), the number of which depends on the population of the educational institution and the needs of the children, since the school curriculum must meet the educational needs of all students.

The curriculum includes the following compulsory subject areas and subjects:

philology (Russian language, native language, literature, native literature, foreign language, second foreign language);
social scientific subjects (history of Russia, general history, social studies, geography);
mathematics and computer science (mathematics, algebra, geometry, computer science);
foundations of the spiritual and moral culture of the peoples of Russia;
natural science subjects (physics, biology, chemistry);
art ( art, music);
technology (technology);
Physical Culture and basics of life safety (physical culture, basics of life safety).

The period for mastering PLO is 5 years, during which time from 5267 to 6020 training sessions should be conducted.

The academic calendar alternates between classroom and extracurricular educational activities and planned breaks (vacations). It indicates the start and end dates school year, its duration, vacation periods, timing of intermediate certifications.

In addition to the plan for lesson activities, the structure of the educational program must contain a plan for extracurricular activities that takes into account the needs and individual characteristics of schoolchildren. Children take part in extracurricular activities, which are implemented in five main areas, exclusively on a voluntary basis. Students are offered classes in sections and clubs, club work, research activities, military-patriotic associations, social events, excursions, etc. The document reflects the list and structure of areas of work, organizational mechanisms, and the volume of extracurricular activities taking into account the interests of students.

Over the 5 years of study, there should be no more than 1,750 hours of extracurricular activities.

The system of conditions for the implementation of the OOP works to achieve the planned results when taking into account organizational structure OS and its local regulations. This subsection reflects:

the material, technical, personnel, information and methodological conditions available at the school;
characterization and justification of the required changes to existing conditions;
principles for achieving targets;
roadmap for the formation of updated conditions;
principles of control.

Problems of designing a basic educational program

The main educational program of an educational institution is a document that combines various programs of education and mastery of academic subjects, socialization, correctional work, and the development of universal educational activities. Designing structure of the educational program in accordance with the requirements of the Federal State Educational Standard, the developers take into account the software and methodological support of the educational process and focus on the competency model of a high school graduate.

At the same time, teachers responsible for developing the document are often faced with unpreparedness and lack of proper motivation for designing PEP, and therefore are forced to act according to the model familiar to the administration and teaching staff, without or not fully taking into account the interests of other participants in the educational process, including students and their parents .

Many teachers note the presence of difficulties with the design of each of the three sections of the program:

It is not easy to formulate the goals and objectives of the document and develop a system for monitoring the achievement of planned results;
teachers find it difficult to accurately determine the planned meta-subject and personal results, since they are often formulated very conditionally;
problems arise with the design of curricula for students with special individual needs.

Since the design of PEP at the school level is carried out with violations or causes serious difficulties, it is more advisable to select a ready-made approximate PEP from the state register and adapt it for a specific educational institution. However, even in this case, the school administration bears a great responsibility, since the choice of an exemplary program should be preceded by professional and public examination and careful study. The school director should assess the personnel, logistics, methodological, regulatory and information resources that will be required to implement the chosen program.

Involving not only fellow teachers, but also parents of students in the discussion of an exemplary educational program, it is important for the director to be prepared for the difference in perception of the document and selection criteria. If parents are guided by the accessibility of the program for the child’s understanding, compliance with his psychological and physiological capabilities, lack of negative influence health due to overwork, then teachers focus on the degree of difficulty of teaching the program on the part of the teacher and mastering the program by students, the consistency of the text with the possibility of achieving the planned results, and the presence of a proven system for evaluating results. Considering requirements for OOP structure and the specifics of its implementation, the school administration needs to weigh:

does the school have scientific and methodological literature, instructions and regulations that will allow you to successfully adapt the text of the sample program for a specific educational institution;
to what extent the information, technical and material support of the school corresponds to what is required by the program;
Is the teaching staff ready to implement the chosen educational program, and how well does its qualification level meet the requirements of the program?

After the development and approval of the PEP, the teaching staff of the school must take part in the formation curriculum, achieving the desired interdisciplinary connections, the integrity of the content of the educational process and the creation of a unified educational and methodological space. At the same time, the existing educational, methodological and material and technical base is compared with the required one, followed by the acquisition of the necessary aids and equipment.

Registration N 30384

In accordance with paragraph 6 of part 1 of Article 6 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 30, Art. 4036), subclause 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, Art. 2923 ; N 33, Art. 4386; N 37, Art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 N 661 (Collection of Legislation of the Russian Federation , 2013, N 33, Art. 4377), I order:

1. Approve the attached federal state educational standard for preschool education.

2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:

dated November 23, 2009 N 655 “On approval and enforcement of federal state requirements to the structure of the basic general education program of preschool education" (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration N 16299);

dated July 20, 2011 N 2151 “On approval of federal state requirements for the conditions for the implementation of the basic general education program of preschool education” (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration N 22303).

Minister

D. Livanov

Application

Federal State Educational Standard for Preschool Education

I. General provisions

1.1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.

The subject of regulation of the Standard is relations in the field of education that arise during the implementation of the educational program of preschool education (hereinafter referred to as the Program).

Educational activities under the Program are carried out by organizations engaged in educational activities and individual entrepreneurs (hereinafter collectively referred to as Organizations).

The provisions of this Standard can be used by parents (legal representatives) when children receive preschool education in the form of family education.

1.2. The standard was developed on the basis of the Constitution of the Russian Federation 1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child 2, which are based on the following basic principles:

1) support for the diversity of childhood; preserving the uniqueness and intrinsic value of childhood as important stage V general development human, the intrinsic value of childhood - understanding (considering) childhood as a period of life that is significant in itself, without any conditions; meaningful topics what is happening to the child now, and not that this period is a period of preparation for the next period;

2) the personal developmental and humanistic nature of the interaction between adults (parents (legal representatives), teaching and other employees of the Organization) and children;

3) respect for the child’s personality;

4) implementation of the Program in forms specific to children of a given age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

1.3. The Standard takes into account:

1) the individual needs of the child related to his life situation and state of health, which determine the special conditions for his education (hereinafter referred to as special educational needs), the individual needs of certain categories of children, including those with disabilities;

2) the child’s ability to master the Program for different stages its implementation.

1.4. Basic principles of preschool education:

1) full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) child development;

2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education (hereinafter referred to as individualization of preschool education);

3) assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;

4) supporting children’s initiative in various activities;

5) cooperation of the Organization with the family;

6) introducing children to sociocultural norms, traditions of the family, society and state;

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

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

9) taking into account the ethnocultural situation of children's development.

1.5. The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

2) ensuring by the state equal opportunities for every child to receive quality preschool education;

3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs of preschool education, their structure and the results of their development;

4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

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

1) protecting and strengthening the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and rules and norms of behavior accepted in society in the interests of the individual, family, and society;

6) the formation of a general culture of the personality of children, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;

7) ensuring variability and diversity in the content of Programs and organizational forms of preschool education, the possibility of creating Programs of various directions, taking into account the educational needs, abilities and health status of children;

8) the formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.

1.7. The standard is the basis for:

1) development of the Program;

2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);

3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;

4) objective assessment of the compliance of the Organization’s educational activities with the requirements of the Standard;

5) forming the content of professional education and additional professional education of teaching staff, as well as conducting their certification;

6) providing assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, developing individual abilities and the necessary correction of their developmental disorders.

1.8. The standard includes requirements for:

the structure of the Program and its scope;

conditions for the implementation of the Program;

results of mastering the Program.

1.9. The program is being implemented on state language Russian Federation. The program may include the possibility of implementation on native language from among the languages of the peoples of the Russian Federation. The implementation of the Program in the native language from among the languages of the peoples of the Russian Federation should not be carried out to the detriment of receiving education in the state language of the Russian Federation.

II. Requirements for the structure of the educational program of preschool education and its volume

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

The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving the problems specified in paragraph 1.6 of the Standard.

2.2. Structural units in one Organization (hereinafter - Groups) can implement different Programs.

2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.4. The program is aimed at:

creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creativity based on collaboration with adults and peers and age-appropriate activities;

to create a developing educational environment, which is a system of conditions for the socialization and individualization of children.

2.5. The program is developed and approved by the Organization independently in accordance with this Standard and taking into account the Model Programs 3.

When developing the Program, the Organization determines the length of stay of children in the Organization, the operating mode of the Organization in accordance with the volume of educational tasks to be solved, and the maximum occupancy of the Groups. The organization can develop and implement various Programs in Groups with different lengths of stay for children during the day, including Groups for short-term stays for children, Groups for full and extended days, Groups for round-the-clock stays, Groups for children of different ages from two months to eight years, including different age groups.

The program can be implemented during the entire stay of 4 children in the Organization.

social and communicative development;

cognitive development; speech development;

artistic and aesthetic development;

physical development.

Socio-communicative development is aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).

Physical development includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

for preschool children (3 years - 8 years) - a number of types of activities, such as gaming, including role-playing games, games with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive and research (research objects of the surrounding world and experimenting with them), as well as the perception of fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual arts (drawing , modeling, appliqué), musical (perception and understanding of the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

1) subject-spatial developmental educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the child’s system of relationships to the world, to other people, to himself.

The mandatory part of the Program requires a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).

2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and the planned results of mastering the program.

The explanatory note should disclose:

goals and objectives of the Program implementation;

principles and approaches to the formation of the Program;

characteristics significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age.

The planned results of mastering the Program specify the requirements of the Standard for target guidelines in the mandatory part and the part formed by participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children disabled people (hereinafter referred to as children with disabilities).

a) a description of educational activities in accordance with the areas of child development presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and teaching aids that ensure the implementation of this content;

b) description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of students, the specifics of their educational needs and interests;

c) a description of educational activities for the professional correction of developmental disorders of children, if this work is provided for by the Program.

a) features of educational activities of different types and cultural practices;

b) ways and directions of supporting children's initiative;

c) features of interaction between the teaching staff and the families of students;

d) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.

This part of the Program should take into account the educational needs, interests and motives of children, their family members and teachers and, in particular, can be focused on:

the specifics of national, sociocultural and other conditions in which educational activities are carried out;

selection of those partial educational programs and forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff;

established traditions of the Organization or Group.

This section must contain special conditions for obtaining education by children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual correctional classes and providing qualified correction of disorders their development.

Corrective work and/or inclusive education should be aimed at:

1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

2) development of the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

The part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which allows one to become familiar with the content of partial programs, methods, and forms of organization of educational work chosen by the participants in educational relations.

The brief presentation of the Program must indicate:

2) the Sample programs used;

3) characteristics of the interaction of the teaching staff with the families of children.

III. Requirements for the conditions for the implementation of the basic educational program of preschool education

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

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

2) ensures the emotional well-being of children;

3) promotes the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensures openness of preschool education;

6) creates conditions for the participation of parents (legal representatives) in educational activities.

3.2. Requirements for psychological and pedagogical conditions for the implementation of the basic educational program of preschool education.

3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

1) respect of adults for the human dignity of children, formation and support of their positive self-esteem, confidence in their own capabilities and abilities;

4) support by adults for the positive, friendly attitude of children towards each other and the interaction of children with each other in different types of activities;

5) support for children’s initiative and independence in activities specific to them;

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

7) protection of children from all forms of physical and mental violence 5 ;

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

3.2.3. During the implementation of the Program, an assessment of the individual development of children may be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with assessing the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational problems:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of his developmental characteristics);

2) optimization of work with a group of children.

A child’s participation in psychological diagnostics is permitted only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve problems of psychological support and conduct qualified correction of children's development.

3.2.4. The occupancy of the Group is determined taking into account the age of the children, their health status, and the specifics of the Program.

3.2.5. The conditions necessary to create a social situation for the development of children that corresponds to the specifics of preschool age presuppose:

1) ensuring emotional well-being through:

direct communication with each child;

respectful attitude towards each child, his feelings and needs;

2) support for children’s individuality and initiative through:

creating conditions for children to freely choose activities and participants in joint activities;

creating conditions for children to make decisions, express their feelings and thoughts;

non-directive assistance to children, support for children's initiative and independence in various types of activities (play, research, design, cognitive, etc.);

3) establishing rules of interaction in different situations:

development of children’s communication abilities, allowing them to resolve conflict situations with peers;

developing children’s ability to work in a peer group;

4) construction of variable developmental education, focused on the level of development that is manifested in the child in joint activities with adults and more experienced peers, but is not updated in his individual activities (hereinafter referred to as the zone of proximal development of each child), through:

creating conditions for mastering cultural means of activity;

organization of activities that promote the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic-aesthetic development of children;

supporting spontaneous play of children, enriching it, providing play time and space;

assessment of children's individual development;

5) interaction with parents (legal representatives) on issues of the child’s education, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting the family’s educational initiatives.

3.2.6. In order to effectively implement the Program, conditions must be created for:

1) professional development of teaching and management personnel, including their additional professional education;

2) advisory support for teaching staff and parents (legal representatives) on issues of education and child health, including inclusive education (if it is organized);

3) organizational and methodological support for the process of implementation of the Program, including in interaction with peers and adults.

When creating conditions for working with disabled children mastering the Program, the individual rehabilitation program of the disabled child must be taken into account.

3.2.8. The organization must create opportunities:

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

2) for adults to search and use materials that ensure the implementation of the Program, including in the information environment;

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

3.3. Requirements for a developing subject-spatial environment.

3.3.3. The developing subject-spatial environment should provide:

implementation of various educational programs;

in the case of organizing inclusive education - the necessary conditions for it;

taking into account the national, cultural and climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

3.3.4. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

1) The richness of the environment must correspond to the age capabilities of the children and the content of the Program.

The organization of the educational space and the variety of materials, equipment and supplies (in the building and on the site) should ensure:

playful, educational, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);

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

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

opportunity for children to express themselves.

For infants and young children, the educational space should provide necessary and sufficient opportunities for movement, object and play activities with different materials.

3) Multifunctionality of materials implies:

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

4) Variability of the environment implies:

the presence in the Organization or Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure free choice for children;

periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.

5) Availability of the environment assumes:

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

free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;

serviceability and safety of materials and equipment.

6) The safety of the subject-spatial environment presupposes the compliance of all its elements with the requirements to ensure the reliability and safety of their use.

3.4. Requirements for personnel conditions for the implementation of the Program.

3.4.1. The implementation of the Program is ensured by management, pedagogical, educational support, administrative and economic employees of the Organization. Scientific workers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those engaged in financial and economic activities, protecting the life and health of children, ensure the implementation of the Program.

A necessary condition for the high-quality implementation of the Program is its continuous support by teaching and educational support workers throughout the entire period of its implementation in the Organization or in the Group.

3.4.2. Teaching staff implementing the Program must have the basic competencies necessary to create conditions for the development of children, as outlined in paragraph 3.2.5 of this Standard.

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide positions for teaching staff who have the appropriate qualifications to work with these disabilities of children, including assistants (assistants) who provide children with the necessary assistance. It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

3.4.4. When organizing inclusive education:

When other categories of children with special educational needs are included in the Group, including those in difficult life situations 6, additional teaching staff with appropriate qualifications may be involved.

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

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

1) requirements determined in accordance with sanitary and epidemiological rules and regulations;

2) requirements determined in accordance with fire safety rules;

3) requirements for means of training and education in accordance with the age and individual developmental characteristics of children;

4) equipping the premises with a developing subject-spatial environment;

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

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

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

1) ensure the ability to meet the requirements of the Standard for the conditions of implementation and structure of the Program;

3) reflect the structure and volume of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount of standards determined by the state authorities of the constituent entities of the Russian Federation to ensure state guarantees of the implementation of the rights to receive public and free preschool education. These standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for obtaining education by children with disabilities (special conditions of education - special educational programs, methods and means of teaching, textbooks, teaching aids, didactic and visual materials, technical means of collective teaching and individual use (including special ones), means of communication and communications, sign language interpretation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access of all categories of persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which it is difficult for persons with disabilities to master educational programs), providing additional professional education for teaching staff, ensuring safe conditions for learning and education, protecting children’s health, the focus of the Program, categories of children, forms training and other features of educational activities, and should be sufficient and necessary for the Organization to carry out:

expenses for remuneration of employees implementing the Program;

expenses for teaching and educational means, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, workwear, games and toys, electronic educational resources necessary for the organization all types of educational activities and the creation of a developing subject-spatial environment, including special ones for children with disabilities. Developing subject-spatial environment is a part of the educational environment, represented by a specially organized space (rooms, area, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, the protection and promotion of their health, accounting features and correction of deficiencies in their development, acquisition of updated educational resources, including consumables, subscriptions to update electronic resources, subscriptions to technical support for the activities of educational and educational means, sports and recreational equipment, inventory, payment for communication services, including expenses, related to connecting to the information and telecommunications network Internet;

expenses associated with additional professional education of management and teaching staff in the profile of their activities;

other expenses related to the implementation and ensuring the implementation of the Program.

IV. Requirements for the results of mastering the basic educational program of preschool education

4.1. The Standard's requirements for the results of mastering the Program are presented in the form of targets for preschool education, which represent social-normative age characteristics of a child's possible achievements at the stage of completing the level of preschool education. The specifics of preschool childhood (flexibility, plasticity of the child’s development, the high range of options for its development, its spontaneity and involuntary nature), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the absence of the possibility of holding the child any responsibility for the result) make it unlawful The requirements for specific educational achievements from a preschool child determine the need to determine the results of mastering the educational program in the form of targets.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children 7 . Mastering the Program is not accompanied by intermediate certifications and final certification of students 8.

4.4. These requirements provide guidelines for:

a) building educational policy at the appropriate levels, taking into account the goals of preschool education that are common to the entire educational space of the Russian Federation;

b) solving problems:

formation of the Program;

analysis of professional activities;

interactions with families;

c) studying the characteristics of education of children aged 2 months to 8 years;

d) informing parents (legal representatives) and the public regarding the goals of preschool education, common to the entire educational space of the Russian Federation.

4.5. Targets cannot serve as a direct basis for solving management problems, including:

certification of teaching staff;

assessment of the quality of education;

assessment of the implementation of municipal (state) tasks through their inclusion in the quality indicators of the task;

distribution of the incentive payroll fund for the Organization's employees.

4.6. The target guidelines for preschool education include the following social and normative age characteristics of a child’s possible achievements:

Educational targets in infancy and early childhood:

has active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys;

strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;

shows interest in peers; observes their actions and imitates them;

shows interest in poems, songs and fairy tales, looking at pictures, strives to move to music; responds emotionally to various works of culture and art;

The child has developed gross motor skills, he strives to master various types of movement (running, climbing, stepping, etc.).

Targets at the stage of completion of preschool education:

the child has a positive attitude towards the world, towards different types of work, other people and himself, has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;

the child has a developed imagination, which is realized in various types of activities, and above all in play; the child knows different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms;

the child has developed gross and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements;

1 Rossiyskaya Gazeta, December 25, 1993; Collection of Legislation of the Russian Federation, 2009, No. 1, Art. 1, art. 2.

2 Collection of international treaties of the USSR, 1993, issue XLVI.

3 Part 6 of Article 12 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

4 When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of the children.

5 Clause 9 of Part 1 of Article 34 of the Federal Law of December 29, 2012 N273-F3 “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

6 Article 1 of the Federal Law of July 24, 1998 N 124-FZ “On the Basic Guarantees of the Rights of the Child in the Russian Federation” (Collected Legislation of the Russian Federation, 1998, N 31, Art. 3802; 2004, N 35, Art. 3607; N 52 , Art. 5274; 2007, N 27, Art. 3213, 3215; 2009, N18, Art. 2151; N51, Art. 6163; 2013, N 14, Art. 1666; N 27, Art. 3477).

7 Taking into account the provisions of Part 2 of Article 11 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326) .

8 Part 2 of Article 64 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

the structure of the Program and its scope;

conditions for the implementation of the Program;

results of mastering the Program.

1.9 . The program is implemented in the state language of the Russian Federation. The program may provide for the possibility of implementation in the native language from among the languages of the peoples of the Russian Federation. The implementation of the Program in the native language from among the languages of the peoples of the Russian Federation should not be carried out to the detriment of receiving education in the state language of the Russian Federation.

II. Requirements for the structure of the educational program of preschool education and its volume

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

2.2 . Structural units in one Organization (hereinafter referred to as Groups) can implement different Programs.

2.3 . The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.4 . The program is aimed at:

creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;

to create a developing educational environment, which is a system of conditions for the socialization and individualization of children.

2.5 . The program is developed and approved by the Organization independently in accordance with this Standard and taking into account the Model Programs 3.

The program can be implemented during the entire stay of 4 children in the Organization.

2.6. The content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units representing certain areas of development and education of children (hereinafter referred to as educational areas):

social and communicative development;

cognitive development; speech development;

artistic and aesthetic development;

physical development.

Socio-communicative development is aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.

Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).

Physical development includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development):

1) subject-spatial developmental educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the child’s system of relationships to the world, to other people, to himself.

The mandatory part of the Program requires a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).

2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and the planned results of mastering the program.

The explanatory note should disclose:

goals and objectives of the Program implementation;

principles and approaches to the formation of the Program;

characteristics significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age.

The planned results of mastering the Program specify the requirements of the Standard for target guidelines in the mandatory part and the part formed by participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children disabled people (hereinafter referred to as children with disabilities).

c) a description of educational activities for the professional correction of developmental disorders of children, if this work is provided for by the Program.

a) features of educational activities of different types and cultural practices;

b) ways and directions of supporting children's initiative;

c) features of interaction between the teaching staff and the families of students;

d) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.

This part of the Program should take into account the educational needs, interests and motives of children, their family members and teachers and, in particular, can be focused on:

the specifics of national, sociocultural and other conditions in which educational activities are carried out;

selection of those partial educational programs and forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff;

established traditions of the Organization or Group.

Corrective work and/or inclusive education should be aimed at:

1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

2) development of the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

The brief presentation of the Program must indicate:

2) the Sample programs used;

3) characteristics of the interaction of the teaching staff with the families of children.