All about preschool education or preparing your child for school correctly

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Preparing a child for school is not the only task that needs to be addressed in preschool age. It is important to lay the foundations of education and correctly direct the vector of personality formation. After all, a child’s future achievements or his problems with others and himself begin at a very early stage in his life.

From the material you will learn how a child is prepared at school, what problems can be encountered in the process of preschool education, and how the psychological characteristics of a child affect his learning. We will present age-appropriate methods of education and socialization.

Content

• How to prepare your child for school?
• Features of the development of a preschool child
• Features of the education of preschool children
• Basic preschool education programs for children
• Modern problems of preschool education
• Additional preschool education as a guarantee of the harmonious development of a child
• The role of dynamic toys in the development of a preschool child
• Play as a context of development in preschool age
• Structure and options for story-based play for preschoolers
• Computer games in the life of a preschooler
• Let's draw a conclusion or instead of a conclusion

How to prepare your child for school?

The development of a child in the process of preschool education is monitored not only by specialists, but also by parents. They are the ones who care most about how to properly prepare their child for school. There are a number of criteria by which one can judge the degree of preparation of a child for the beginning of the educational process.

• Reading. Many children develop differently, so not everyone can master reading skills. Therefore, in order for your child not to seem like a black sheep, you need to make every effort to develop fluent reading not only of syllables, but also of words.
• Letter. It is desirable that the child can write or simply rewrite a word or simple phrase in letters.
• Check. A significant bonus at school will be the child’s ability to consciously count to ten.
• Seasons. Knowing the seasons and days of the week is another indicator of a child’s readiness for school.
• Independence. Of course, this concept is flexible. However, on the threshold of September 1, the child must be able to get dressed, put on shoes, put his things in their places, and clean up after himself. Such skills will be of great use to him at school.
• Colors and shapes. It would be great if your child could distinguish colors and simple geometric shapes.

In achieving such goals, it is possible to use the possibilities of additional preschool education for children. Attending sections and clubs will help your child socialize faster and understand that he will have to live in society. Thus, he will be ready for school not only mentally, but also morally.

Features of the development of a preschool child

The education of preschool children is a very important process in which priorities must be set correctly. To do this, it is necessary to know and understand the developmental features of a preschool child.

• Preschoolers experience a transition from visually effective to visually figurative thinking. Such thinking is based on perception, cognition and sensations.
• Preschool children's analysis skills are elementary, but generalization has not very significant features. As thinking develops, the child’s speech develops.
• Grammatically correct oral speech is formed in the process of communication with adults. By the age of 7, the child already speaks well and expresses his thoughts.
• An older preschooler can maintain attention on a certain type of activity for 15-20 minutes. At the same time, he can independently control it, and also direct it at all kinds of objects.
• Preschoolers can remember the necessary information not only mechanically, but also meaningfully. They turn to simple memorization only if it is difficult for them to understand the material.
• The imagination of a child of this age is reproductive - that is, he reproduces everything that he saw during the day in vivid images.

Educational programs for preschool education of children are built on these features. This is necessary to know when forming the personality of a child of this age.

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Modern preschool education: directions, problems, solutions

Verkhorobina Tatyana

Modern preschool education: directions, problems, solutions

MODERN PRESCHOOL EDUCATION – DIRECTIONS , PROBLEMS , SOLUTIONS .

Teacher of the first category Verkhorobina T.V.

(BDOU of Omsk “Kindergarten No. 90 of a combined type”

)

Nowadays, the system of modern preschool education is very important and relevant, practically all over the world; in recent years, there has been an exacerbation of problems associated with the upbringing, training and development of younger generations. Moreover, such problems are not only of a technical, technological or financial-economic nature, but rather of an essential nature, associated with the objective need to find new ways and means of organizing dialogue between generations, transferring accumulated cultural and historical experience, comprehensive improvement and development of human potential every country and every people.

Preschool education in the context of the Federal State Educational Standard is prescribed as a level of general education , at which the foundations of a social personality are laid in the education system as a whole . The Federal State for preschool education establishes a number of requirements for the conditions for the implementation of the main educational program of preschool education , primarily for psychological, pedagogical and personnel requirements. The key factor in the successful implementation of this Standard is still the teacher. The slogan “Personnel decides everything!”

- it is more relevant now than ever.
After all, practicing teachers will have to make a transition from the traditional educational process to an activity-based one.
The main goal of working with teachers is to increase their professional competence and effective methodological support in the context of the introduction and subsequent implementation of the Federal State for preschool education .

It is necessary to change the strategy and attitude towards human resources, provide support to employees by inviting specialists to provide psychological prevention of emotional burnout, conduct business games, as well as scientific and methodological education (at specially organized discussion clubs, round tables, workshops), etc.

It is necessary to introduce modern trends into , and not be afraid to use so-called corporate events, for example , joint trips to the theater, taking part in competitive sports games, etc.

It is necessary to revive the tradition of mentoring in order to form a core personnel in preschool educational institutions, aimed at improving the quality of education . The main issue in modern conditions is the effectiveness of the implementation of the Federal State Educational Standard. If the teacher himself is not successful and does not see prospects for development and his own growth, then the student will follow his example.

Another important area is working with the family - this is perhaps the most important aspect of organizing the educational process . In modern conditions of a kindergarten, one cannot do without support and mutual understanding, as well as the interaction and participation of parents (legal representatives)

direct inclusion in
educational activities .
As we already understand today, in order for parents to perceive education not only as a finished product, but to share responsibility in matters of raising children, it is necessary to actively include them in the development of the Development Program. The requirements for the development program themselves should be aimed at satisfying the request from three subjects of the educational process - the child , the teacher and the parents.

Most modern parents have a hard time making contact with preschool educational institutions, citing being busy. The teacher’s task is to interest parents and encourage them to interact. If we stand in the shoes of parents, we will see just as many problems that concern them . Preschool education has some specific features. For example, this area is affected by the lack of independence of the final consumer of services (child)

in choosing an institution that will provide these services.
Since parents are primarily interested in their child receiving preschool education problems in preschool education face to face . Parents are now much more demanding, and we must not lag behind modern reality . Today we need to follow the development of society and information, try to be ahead, ahead of many processes, and be able to direct the active potential of parents in the right direction in a timely manner.
Working with the family is perhaps the most important aspect of organizing the educational process . In modern kindergarten conditions, it is impossible to do without support and mutual understanding.

But we cannot look at the issue of working with parents one-sidedly, since in addition to improving material and technical conditions, parents are the first teachers for their children, and in this we see a partnership between the preschool educational institution and the family.

Thus a new level entails significant changes in the educational practice of the kindergarten. This process is an integral part of the modernization of education , which is currently a political and national task of Russian educational policy , aimed at ensuring the modern quality of education based on maintaining its fundamentality and compliance with the current and future needs of the individual, society and the state.

Literature:

1. Alekinova, O. V. Introduction and implementation of the Federal State Educational Standard for Education. Action plan / T. A. Andreenko, O. V. Alekinova // Management practice of preschool educational institutions. – 2014. – No. 02. – 44-62 p. 3. Bagramon, A. N. “The ABC of Communication”

Communicative training / A. N. Bagramon // Practice of preschool educational institution management. – 2013. – No. 05. – 75-79 p.

2. Doronova T. N. Right to education // preschool education - 2001 . No. 10, p. 2-6

Quality of preschool education : state, problems , prospects / Ministry of Education of the Russian Federation . - M.: GNOM and D, 2004. - 239 p. 3. The concept of preschool education/Edited by V.V. Davydov and V.A Petrovsky. //D. V. -1989-No. 5. 4. Mikhailenko N. Ya., Korotkova N. A. Guidelines and requirements for updating the content of preschool education . Methodological recommendations -M. ,1993

5. Sterkina R. Recommendations for the examination of educational programs for preschool educational institutions of the Russian Federation . — 7/D,V. No. 8-95 With. 2.

Features of the education of preschool children

The development of a child in the process of preschool education directly depends on awareness of the characteristics of the educational process. Failure to comply with requirements and incorrect actions can only cause harm to a preschooler. It is worth considering education in three aspects: social, pedagogical and psychological.

• Social. In preschool age, the worldview of a little person is actively formed. He is already getting acquainted with what is good and what is bad, the first guidelines are being built in his mind. He will turn to them not only in his actions, but also in the process of choosing a future profession.
• Pedagogical. At preschool age, the child’s knowledge, skills and abilities are actively formed. He learns the most effective ways of learning activities and develops an environment of his interests. The first bricks of the foundation for lifelong education are being laid.
• Psychological. Preschool age is an important stage in the development of a child’s personality. Visual-figurative thinking is formed: the preschooler learns to analyze incoming information. Through the gradual development of abilities, creativity is formed as an integral element of activity.

The main preschool education programs for children are based precisely on these features. It is also important for parents to know them in order to properly raise their child together with specialists.

Main tasks of preschool education

Kindergarten is the second social institution in a child’s life after the family. Education in kindergarten is aimed primarily at teaching children to live in society, developing the necessary skills of communication and interaction with people around them. For preschool children, communication with peers is a necessary component of harmonious development, because thanks to the developed effect of imitation, learning in a team allows you to master new knowledge and skills much faster. Many parents are frightened by the process of their child’s adaptation to kindergarten. However, the competent behavior of educators makes it possible to smooth out this process and carry it out as painlessly as possible, in contrast to the difficulties that await home children in the school community.

The tasks of preschool education in kindergarten include teaching the basic laws of communication: the child learns to seek a compromise between his desires and the interests of others, to defend his point of view and at the same time be able to restrain himself when resolving disputes. Under the supervision of a teacher, children acquire the first skills of independence, which form the basis for the child’s self-organization at home and, in the future, at school. It is especially valuable that in a children's group all these skills are formed in the most natural way - during play and in the process of communicating with other children.

Of course, kindergarten education does not in any way detract from the value of home education. However, given that modern families rarely have more than one child, kindergarten remains the most accessible source of communication and development in a team.

In addition to getting to know society, the goals of education in kindergarten are the mental, physical, moral and aesthetic development of the child. All these are necessary components for the formation of a full-fledged self-sufficient personality. The teacher’s task is to offer a wide variety of activities that will allow each student in the group to realize their potential. This could be drawing, designing and creating applications, music classes, physical education or gymnastics, and also, additionally, learning a foreign language, choreography and much more. In this way, conditions are created for the development of five basic personal potentials - cognitive, communicative, value-based, artistic and physical.

Basic preschool education programs for children

When sending their child to kindergarten, parents think: how will my son or daughter be taught? You need to know that the Ministry of Education has developed basic programs for preschool education for children.

Each of the programs should contribute to a correct and holistic pedagogical process, during which the child will develop as much as possible. At the same time, all educational programs for preschool education of children can be divided into comprehensive and partial.

• Complex programs are also called general developmental programs. They include all activities for the development of the child, as well as a combination of all types of activities. These include the programs “Rainbow”, “Krokha”, “Origins”, “Childhood”, “From Childhood to Adolescence” and many others.
• Partial programs are those that imply a narrow specialization. At the same time, education can be carried out effectively not only through the choice of one program, but also with the correct selection of partial programs. These include programs for physical development, environmental education, and the development of social skills.

Most programs are developed by prominent scientists or large teaching teams who know first-hand about the developmental characteristics of preschoolers.

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Training and education of preschool children

Svetlana Barysheva

Training and education of preschool children

The method of teaching preschoolers is the ways and means by which the teacher imparts knowledge to children and develops skills and abilities.

teaching proposed by Academician Yu. K. Babansky, which identifies three large groups of methods, has become widespread in didactics in recent years

1. Visual methods and techniques - their use corresponds to the didactic principle of clarity and is associated with the characteristics of children's thinking.

Observation is a child’s purposeful, systematic perception of objects and phenomena of the surrounding world, in which perception , thinking and speech actively interact. Using this method, the teacher directs the child’s perception to highlight the main, essential features in objects and phenomena, to establish cause-and-effect relationships and dependencies between objects and phenomena.

Different types of observations are used in teaching

I) recognizing nature, with the help of which knowledge is formed about the properties and qualities of objects and phenomena (shape, color, size, etc.)

;

2) for the change and transformation of objects (growth and development of plants and animals, etc.)

- provides knowledge about processes and objects of the surrounding world;

3) reproductive nature, when the state of an object is established based on individual characteristics, and the picture of the entire phenomenon is determined in part.

The demonstration method includes various techniques:

A) Showing objects is one of the most common teaching : children look at doll furniture and clothes, dishes, household items, tools, equipment for drawing, modeling, appliqué, etc.;

B) Showing a sample is one of the techniques used when teaching visual arts and design. The sample can be a drawing, applique, or craft;

C) Demonstration of a method of action - used in classes on the development of movements, music, artistic activities, etc., it must be accurate, expressive, divided into parts; may be complete or partial;

D) Demonstration of paintings and illustrations helps children imagine those aspects and properties of the objects and phenomena being studied that they cannot directly perceive .

The use of TSO - in teaching preschoolers, demonstrations of transparencies, filmstrips, and films are used. Recently, computers have been used. This method allows you to show children those phenomena of life with which direct acquaintance is impossible; makes the learning process more attractive.

2. Verbal methods and techniques - their effectiveness largely depends on the teacher’s , on its imagery, emotional expressiveness, and accessibility for children’s understanding.

Explanation is used in the process of observing phenomena and examining objects, paintings, during exercises, etc.; with its help, children's immediate perceptions ; should be expressive, emotional, accessible to children. A story is a lively, imaginative, emotional presentation of events containing factual material. One of the most emotional learning . The narrator has the opportunity to freely communicate with children, notice and take into account their reactions.

teacher's story : should be an example of literary correct, figurative and expressive speech.

A children's story can be a retelling of fairy tales, literary works, stories based on paintings, objects, from childhood experience, creative stories.

Reading expands and enriches children’s knowledge about the environment, shapes children’s abilities to perceive and understand fiction.

3. Practical teaching are used to understand reality, develop skills and abilities, deepen knowledge. During their application, the following techniques are used: planning the task, setting the task, operational stimulation, control and regulation, analysis of results, identifying the causes of shortcomings. Practical teaching cannot be used without other, in particular visual and verbal, teaching .

Practical teaching methods are as follows : exercise method, laboratory work method, practical work method, game method.

The form of organization of training is a joint activity of the teacher and students , which is carried out in a certain order and established mode.

Traditionally, the following forms of training :

Forms of training organization Features

Individual Allows you to individualize learning (content, methods, means, but requires a lot of nervous effort from the child; creates emotional discomfort; uneconomical learning ; restricts cooperation with other children.

Group

(individual-collective)

The group is divided into subgroups.

Reasons for recruitment: personal sympathy, common interests, but not according to levels of development. At the same time, it is, first of all, important for the teacher to ensure the interaction of children in the learning .

Frontal

Work with the whole group, clear schedule, uniform content. At the same time, the content of training in frontal classes can be activities of an artistic nature.

The advantages of the form are a clear organizational structure, simple management, the ability for children to interact, and cost-effectiveness of training ; The disadvantage is the difficulty in individualizing training .

education method is a way of influencing the consciousness, will, feelings, and behavior of students in order to develop certain qualities in them. The method can also be defined as a way of managing activities, during which the self-realization of the individual, his social and physical development is carried out.

The method of education is part of the general method, a separate action.

A means of education is no longer a technique , but also not a method. For example, work is a means of education , but showing, evaluating work, pointing out an error in work are the methods by which the use of this means is organized for educational .

The means of education include the speech of the teacher, as well as various activities: work, play, study. A special means of education is communicative activity (communication, since during communication there is not only an exchange of information, but also the mutual influence of the participants in communication on each other. The means also include various objects used as substantive support for the educational process (posters, illustrations, reproductions, musical and artistic compositions, elements of aesthetic design of the environment, etc.).

Since any method of education in practice is carried out using certain means and techniques, the method in its practical implementation can be defined as a system of techniques and means. At the same time, in the structure of each method, various combinations of means and techniques are possible, which makes it possible to take into account the specific situation of application of the method.

Currently, the most common classification of educational is by their focus (G. I. Shchukina, Yu. K. Babansky)

.
The focus of the method is a complex characteristic, including the goal (why it is used, content (what is formed, the process (how exactly the influence occurs, ways of influencing the student education methods are distinguished :
1) methods of forming the consciousness of the individual;

2) methods of organizing activities and forming experience of social behavior;

3) methods of stimulating behavior and activity.

The first group - methods of forming the social consciousness of children, serves to accumulate social experience by children, which is acquired through socialization: pedagogical requirement, exercise, assignment, example, situation of free choice (models a moment in real life)

.

The second group is methods for children to comprehend their social experience, motivation for activity and behavior. A common feature of this group of methods is their verbal nature: story, conversation, lecture, discussion (debate)

.
The child becomes a subject of activity, communication, life creativity, the ability to reflect is formed: knowledge about himself, his appearance and character, abilities and shortcomings, the limits of his capabilities. This group includes methods of self-knowledge (What I know about myself, methods of self-change (What I want to be), methods of mutual understanding (What others think of me)
.

The third group is methods of stimulating and correcting the actions and relationships of children in the educational process . In the process of accumulating social experience and self-determination of his personality, the child needs pedagogical support from the teacher and parents . These methods of education will help children, together with adults, find new reserves for their activities, change their behavior, believe in their strengths and capabilities, and realize the value of their personality. Such methods are: competition, encouragement, punishment, creating a situation of success.

In organizing the pedagogical process in kindergarten, the question of the uniqueness of educational work with preschool children is of great importance .

A significant number of forms and means of educational work with preschool , including classes, didactic games, and didactic materials. Each of these means has different capabilities in relation to educational tasks .

Soviet preschool pedagogy selectively approaches the means of educational work with children, in accordance with the tasks of the Soviet kindergarten, based on the requirement of active management of the development of each child, ensuring a high level of comprehensive development of all children raised in kindergarten .

Among the means of preschool educational work, training has great advantages, since it provides an organized teaching role for an adult , which makes training very effective .

Learning , when applied to various educational contents - familiarization with the environment, the formation of speech, the development of mathematical concepts, musical abilities, the development of movements, drawing, modeling, etc., has a deep educational impact : develops abilities, interests; broadens one's horizons, enriches skills in various activities, and improves attention. Training makes it possible to raise the development of all children in a group to a higher level and helps to significantly mitigate the uneven development of children observed in practice.

The group of tools “Textbooks and teaching aids” covers both literature for educators and literature for children, which contains everything necessary for organizing the learning and developing children’s abilities.

Visual aids are based on the use of visual teaching created by man, and combine natural and volumetric aids, as well as figurative and symbolic aids.

Natural visual aids are natural objects, genuine objects, specially processed for the purpose of using them in the educational process. These include, for example, herbariums, preparations, collections, stuffed animals, etc.

Three-dimensional visual aids are those that convey the objects being studied not in their natural form, but in the form of a three-dimensional image, being a three-dimensional image of the object. Three-dimensional visual aids include: models, mock-ups, dummies, etc.

Figurative-sign aids are those aids in which the objects being studied are conveyed in the form of figurative two-dimensional images using various signs or sign systems. This group includes: paintings, drawings, portraits, applications, photographs, slides, films, etc.

The means of carrying out practical actions include instruments and devices for experiments, laboratory equipment, equipment for work, offices, gyms, etc. The main purpose of this group of means is to promote the formation of skills of a practical nature. Moreover, among them there can be both means specially created for the learning , and any means of the surrounding reality that are not created specifically for the educational process, but are used in it for the specified purpose. The formation of experience in carrying out activities, as an integral part of the content of education, largely depends on the diversity of this group of teaching .

Technical teaching allow you to implement one or more didactic functions using special technical devices.

Despite the wide range of applications and variety of functions that teaching , they cannot replace a teacher. He will always be the central figure of the pedagogical process. Learning tools , but expand its capabilities. They are one of the teaching , a pedagogical tool in the hands of the teacher, which he must be able to use, based on the basic principles underlying their use.

Modern problems of preschool education

The education of preschool children is not without problems. Despite the fact that not only parents, but also specialists are responsible for the formation of a child’s personality, the domestic preschool education system has a number of problems.

• Group occupancy. Everyone knows how difficult it is to register for kindergarten on time. As a rule, in preschool institutions many groups are simply overcrowded. Thus, kindergarten teachers are forced to devote little time to each child. It is known that a child who is not given full pedagogical attention is doomed to problems at school.
• Teaching staff. Despite its apparent simplicity, working in a kindergarten is very complex. A specialist must know not only educational methods, but also understand a large number of related areas. Overload at work, checks, low wages, stress - all this reduces the attractiveness of the profession, and also gives rise to ordinary apathy towards one’s work.
• Non-compliance with standards. The state allocates little money to maintain preschool education standards. Every teacher experiences problems acquiring didactic literature necessary for working with preschoolers.

The development of education for preschool children directly depends on how these problems are solved. At the same time, a lot depends not only on the leadership, but also on the parents themselves - after all, only in a caring society can a child develop and learn correctly.

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Preschool education in Russia

Preschool education in Russia, namely the situation associated with preschool education in Russia can be called a crisis.

I believe that the main first problem is the universal availability of preschool education, which is currently not being implemented in this way. The growth in the number of places in preschool educational institutions is catastrophically behind the growth in the number of children. As we remember, the period of decline in the birth rate occurred in 1991 [1]. Then, many kindergarten buildings were transferred for long-term lease and at the full disposal of other departments or non-departmental organizations, which led to the fact that we now have to look for ways to provide places in preschool educational institutions for all needy preschool children. According to statistics, the reduction in the enrollment of children in the preschool education system in Russia was from 70% to 50%. This socio-economic situation forces us to pose new challenges to the preschool education system. Children entering school today have different starting opportunities, since almost half of them did not attend kindergarten and did not master educational programs. Most children enter first grade completely unprepared, so it can be difficult for them to take on a new position as a student. At school, different rules apply (relative to kindergarten), new demands are placed on the child, expectations arise - the child is not ready for all this. First of all, the children themselves, as well as their parents and teachers, “suffer” from this.

What does kindergarten give to the child himself? The main advantage of a preschool educational institution is the presence of a children's community, thanks to which a space of social experience for the child is created. Only in the conditions of a children's community does a child recognize himself in comparison with others, adopt methods of communication and interaction that are adequate to various situations, and overcome his inherent ego - Pavel Krusanov (“Dead Language”) [6, p. 23].

Preschool education in Russia is ensuring the intellectual, personal and physical development of a preschool child from 2 to 7 years old. The task of preschool education is to convey to the child the basic principles of culture and rules of behavior in society, as well as intellectual and aesthetic education.

Kindergarten is the first social institution that teaches children to live in society. It is in kindergarten that the child’s first independent contacts with the people around him take place; here he learns to communicate and interact. Communication with peers allows a child to quickly master new skills and acquire new knowledge, since the effect of imitation at an early age is very strong. Successful adaptation in a kindergarten or preschool education center is facilitated by educators whose goal is to help the child in any difficult situation.

For a long time, children who have not attended children's educational institutions often experience difficulties adapting to the school community. It is more difficult for them to start school than for kindergarten graduates, since they do not have sufficient communication skills. In addition, preschool education in kindergarten teaches the child strong-willed behavior and the ability to find compromises between his own desires and the desires of others. The child learns to protect his own interests without harming the interests of others. Also in kindergarten, children learn the basics of self-regulation. That is, the child learns to independently choose his own activity and devote a certain amount of time to the chosen activity. It is this skill that becomes the basis for a child’s organization at home and (in the future) at school. It is also extremely important that in kindergarten these qualities are formed naturally during the process of play, which is an integral part of the educational process. It is during games that the basic skills of independence, the ability to communicate and negotiate are formed.

Preschool education in kindergarten satisfies the child's needs for development and communication. Education at home, of course, can ensure that the child masters all self-service skills and acquires the knowledge necessary to prepare for school, but it is not able to teach the child how to live in a team. While it is the ability to find a common language with other people that is the key to a person’s success in adulthood.

Modern preschool education is focused on the development of the child’s personal qualities. Being in a group of peers allows the child to learn to communicate, defend his opinion and interests, and also take into account the interests and opinions of others. Children develop an idea of ​​the social structure, because it is in kindergarten that the first role-playing games, for example, “daughters and mothers,” take place.

Preschool education in kindergarten allows the child to form his own idea of ​​the world around him and his place in it. The child learns to evaluate his abilities and capabilities by comparing himself with his peers. That is, he develops an adequate self-perception. In addition to the communicative development of the child, the goals of preschool education include mental, moral, aesthetic and physical development. All these components are inseparable conditions for the formation of a full-fledged personality. Drawing, creating crafts and applications, designing, music and physical education classes - this is the minimum set that any kindergarten is ready to offer.

Currently, the preschool education system itself has changed. A differentiation of preschool educational institutions by types and categories has been introduced. To the previously existing only type - “kindergarten”, new ones were added - a kindergarten with priority implementation of the intellectual or artistic-aesthetic, or physical development of pupils, a kindergarten for children with disabilities in physical and mental development, supervision and health improvement, a kindergarten-development center child, etc. [5, p. 7] And there are also various additional clubs for preschool education. On the one hand, it is good that at least some conditions are created for preschoolers, and also allows parents to choose an educational institution that meets their needs, on the other hand, most of these types do not meet the laws of child development. And also the disadvantage of such additional institutions is that not every parent can support them financially, because such institutions charge more than in kindergartens. These additional institutions provide training for only 2–3 hours several times a week, and in kindergarten the child spends almost 12 hours. The specificity of education in a preschool institution is that, unlike additional education, it is carried out throughout the day and is not limited only to educational activities (it is necessary to teach the child to wash his hands, eat correctly, behave politely in different situations, be neat, play and cooperate with other children and much more). Therefore, it is almost impossible to reduce the educational services of preschool institutions to 3–4 hours.

The problem of universal accessibility of preschool education for all categories of citizens should also be solved today by using the internal reserves of the education system, including the development of various forms of preschool education, as well as a more flexible system of regimes for the stay of children in preschool educational institutions.

It should be noted that the network of short-term stay groups is developing not in spite of or instead of traditional full-day preschool institutions, but along with them. Along with the traditional modes of operation of preschool educational institutions (12-hour and round-the-clock modes of stay for children), since 2000, 10-hour and 14-hour modes have also been used (in many cases, the 14-hour mode is most preferable for parents and is less expensive than 24/7) []. This makes it possible to increase the availability of preschool education for various categories of citizens.

In addition, at present, in parallel with the development of traditional forms of preschool education, new models are being tested: preschool groups on the basis of general education institutions, preschool groups on the basis of additional education institutions, as well as the systematic education of preschool children in the context of family education.

Thus, we can conclude that the effectiveness of the development of a network of educational institutions will be achieved only if there is a comprehensive approach to the development process.

It is much more expedient for all state preschool institutions to correspond to one “good” category, ensuring the full upbringing and development of children. And parents who have special needs (although this is not a fact that this is beneficial for the child) could use the services of non-state preschool institutions. The only problem is that these institutions, as a rule, need special control from the state (this is evidenced, for example, by the experience of France, where such control is the most important task of the inspectorate service in education).

Taking into account the above, as well as the fact that recently there has been virtually a total “municipalization” of preschool education institutions (mass transfer of kindergartens from various departments to municipal ownership), the solution to the issues of survival, functioning and development of the preschool education system currently depends mainly from local governments.

It is the local government bodies in the municipality (city, district) that must create certain organizational and pedagogical conditions that will allow the municipal preschool education system to emerge from the crisis state and move into a state of normal, stable functioning and development.

“It’s sad if you spent your childhood without really seeing it.” Jodie Foster.

Literature:

1. Data from the Federal State Statistics Service / https://www/gks.ru/scripts/dbinet/dbinet.cgi

2. Information on the results of an experiment on organizing new forms of preschool education based on short-term (part-time) stay of pupils in kindergarten // https://www.ed.gov.ru/do-sch/rub/200,print.

3. Pakhomenko G. S. “The practice of providing paid educational services No. 7–2006;

4. Savitskaya E. V. Some results of the study of the system of preschool education // Issues of Education, 2004, No. 4.

5. Sheremetyeva A.V., article “Additional education in preschool educational institutions”, magazine “Management of Preschool Education” No. 5–2008.

6. “Quotes from Great Scientists,” ed. Makarevich A.S. - 2009

Additional preschool education as a guarantee of the harmonious development of a child

It's no secret that an ordinary kindergarten is not capable of fully shaping the future student. Therefore, today many parents are thinking about the issue of additional preschool education for their children. They are doing the right thing because this type of activity has a number of advantages.

• The child can fully develop his talents, while the choice of activities will be made freely.
• In preschool institutions of additional education, you can choose the mode and pace of mastering programs, as well as build planning and educational trajectories.
• A child can take part in various developmental programs in accordance with his interests, values ​​and inclinations.
• It is in additional education that a close connection with reality and practice is realized.
• Parents and their child can choose a coach and teacher based on information about his qualifications and area of ​​activity.

Additional education for preschool children is a kind of “social elevator” for the majority of children, who cannot obtain the full range of knowledge in full due to various reasons. Participation in clubs and sections will allow the child to compensate for this deficiency and develop his abilities to the maximum.

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What period of children's lives belongs to preschool childhood, and why is it important?

The period that society calls preschool childhood begins at approximately two to three years of age. It is at this time that one becomes aware of oneself as part of society. This period lasts until six or seven years - the age when systematic education can begin.

Children under 5 years old are considered junior preschoolers, from 5 to 7 years old are considered senior preschool age.

As we see, age boundaries are blurred, since it is not the calendar date that matters, but the social factors and characteristics of the child.

At the ages of 2 to 7 years (we indicate the maximum age limits for this period) the following are laid:

• basics of the individual psychological characteristics of the child;
• the foundation of social and moral development of the individual is formed.

For preschool age, the characteristic features are the following:

• Children can satisfy their basic life needs and needs only with the help of adults;
• the importance and role of the family is very high, since the child’s material well-being, his spirituality and cognitive interests are primarily shaped by the family;
• Children cannot protect themselves from the aggressive influence of external unfavorable factors.

Teachers working with preschool children must take into account the characteristics of their psyche and physiology in order for the learning and education process to be as effective as possible. Their task is to help the child become a participant in the social process, to develop such universal human qualities that will make him a worthy citizen.

An important role in the upbringing and education of a child is given to his parents, since the family is the foundation on which the child’s personality is built.

The role of dynamic toys in the development of a preschool child

A child learns about the world with the help of toys. Therefore, the child’s development in preschool education depends on their correct choice and understanding of the characteristics.

• Rocking toys. This is the familiar tumbler toy. Her resilience can simply delight a child. Imagine: he barely touches the toy and it swings over a small amplitude. The more effort, the closer the toy is to falling. The preschooler is interested in a fun game and develops with its help. A seemingly simple tumbler - it promotes maximum concentration of the child’s attention, develops his motor skills, and also improves the perception of shapes.
• Walking toys. This is practically a living embodiment of an animal that can be used during the production of fairy tales and performances. So, using the toy, the baby will develop his speech, train his memory, and also develop imaginative thinking. In addition, a sense of rhythm will develop: for example, a chicken stomps evenly and loudly, and the child repeats the movement after her.
• Kugelbahn - gurney. Such toys maximally develop the child’s understanding of the arrangement of objects. They help develop dexterity.

Basic preschool education programs for children contain elements of the use of toys. It is important not only for specialists, but also for parents to know how one or another type of object can influence the development of a child.

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Play as a context of development in preschool age

“All the games are for you” - this is what adults will say when forcing their child to learn something new. However, not everyone knows that preschoolers and primary schoolchildren best remember information and develop their skills through play. Why is play so important for the development and education of preschool children?

• Play develops all children's cognitive processes.

• The game completely simulates the situation of a real society. It is in the gameplay that situations are created that are as close as possible to the real ones.

• Play is learning through fun. Here, knowledge is combined with education: children can learn material much better than learning “under pressure.”

• Thanks to the knowledge gained in the game, the child becomes familiar with the culture of the surrounding world.

• During the game, the child quickly assimilates social experience than would be the case during normal learning.

• Play helps develop the child’s will and thinking abilities. It is through the gameplay that he learns to overcome various difficulties.

• The game develops the child's thinking abilities. The gameplay requires solving incoming problems. At the same time, the preschooler must often use his imagination and not act only according to the model shown. This accelerates the child’s development in preschool education.

There are several types of games for preschoolers. Movable ones develop the child’s motor skills, role-playing ones help to understand the role in society. Board games help develop intelligence. Business games teach the basics of a certain profession, while didactic games allow you to better understand the world of adults.

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Features of raising children in kindergarten

Raising preschool children is very different from subsequent education at school. Each age has its own laws according to which a child develops. In kindergarten, teachers are faced with a serious and very difficult task: to impart to children all the necessary skills and develop in them all those abilities that are impossible to do without at subsequent stages of development and education. To solve it, it is necessary to find the key for each child, to find the most suitable ways for him to present new information and learning. These can be explanations from the teacher, practical tasks or role-playing games, the main thing is that during the learning process the child has the opportunity to be independent and not just follow the instructions of the teacher. The use of various methods of education in kindergarten allows you to achieve the desired result and take into account the individual characteristics of children in the group.

One of the serious problems of preschool education is continuity between kindergarten and primary school. Traditionally, kindergartens are focused mainly on the general development of the child, while primary schools often place quite high demands on the quality of preschool education, expecting first-graders to possess the skills of mental arithmetic, reading and even writing. In addition, it is believed that schoolchildren are more disciplined and diligent than preschool children. In order to instill in children the necessary qualities, in recent years, raising children in kindergarten often includes special classes to prepare for school. Built according to the scheme of a school lesson, they psychologically prepare children for a new stage of learning. Such activities may include teaching basic arithmetic, writing and reading. At the request of parents and, as a rule, for a fee, the kindergarten management can offer foreign language classes and work with educational computer programs.

Structure and options for story-based play for preschoolers

The main preschool education programs for children offer various options for story-based games. Therefore, many parents ask a completely understandable and logical question: is it possible to play them at home, and not just in kindergarten? Answer: yes, you can. You just need to know the structure of the gameplay and the most common plots.

Types of plots

• A game in which there is only one character and one action in a certain situation.
• A game in which there are several heroes performing repeated actions.
• A game in which there are two characters that complement each other perfectly.
• A game in which there is not only the cooperation of the efforts of the characters, but also the relationships between them.

Game content

For the proper education of preschool children, you need to know that at the center of any game is the child, whose role is the dominant one. During the game, the child interacts with adults, objects, as well as his partners. In this case, the main driving mechanism of the game process is motive.

It is equally important to correctly determine the content of the game, as well as build its structure. This can be either a chain of interaction or various events organized by adult participants.

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Kindergarten education program

There are a great many programs for raising children, and each kindergarten has the right to draw up its own program, but it is necessary to be guided by the requirements set out in the relevant regulations: the Federal Law “On Education”, the Model Regulations on a Preschool Educational Institution and state standards of preschool education.

In modern preschool education, such a Program has become a necessary regulatory document, on the basis of which a license is obtained, accreditation and certification of an institution, as well as the organization of additional paid educational services. The educational program in a kindergarten must justify the chosen methods of education and methods of organizing the educational process and clearly describe the main features of the educational system adopted in this kindergarten.

If a preschool education program is needed in order to formulate the goals and objectives of education, then they are implemented using various methods and technologies. Preschool education technologies make it possible to combine individual techniques and methods into an integral system and organize the upbringing of children in the most rational and effective way. Most often, educational technologies are created by educators directly based on their own experience in raising children, which guarantees the rapid achievement of the desired results.

Today, in many kindergartens, educational technologies are based on well-known educational methods, for example, Montessori, Nikitins, Doman. Each of them is focused primarily on one aspect of the child’s development, so the main task of parents when choosing a kindergarten is to carefully study the educational methods used there and determine for themselves which of the proposed systems best suits the individual characteristics of the child. On the other hand, the task of kindergarten workers is to select a set of methods that will ensure the comprehensive development of children.

Computer games in the life of a preschooler

To play or not to play – that is the question for many parents. More precisely, whether to allow your child to play or not. After all, some educational programs for preschool education of children include the use of computer games.

Computer games - pros and cons

First, you should figure out why you should still allow your child to play on the computer.

• Colorful computer images allow you to better perceive the colors and shapes of objects.
• Logic games, of which there are many on specialized websites, can improve children's thinking. Such projects also improve intelligence, train logic and attention.
• Computer games, like regular games, allow the child to make decisions independently and coordinate their actions.

However, there are some arguments against computer games.

• The child is detached from reality because he is just pressing buttons.
• A preschooler may develop a gaming addiction and, as a result, problems with parents and problems in contacting other people.
• With prolonged involvement in games, the psychophysiological development of the senses does not occur correctly. For example, when you are oversaturated with bright images, the hearing sphere suffers significantly

Legislation of the Russian Federation on preschool education of children

The formation of personality and future success in society of any person is predetermined by many factors:

• but those attitudes that were laid in early childhood are of particular importance.

Therefore, early learning and development of children in the preschool education system is rightly considered among the most important stages of human development.

Today, in most developed countries of the world and in almost all European countries, state-supported early childhood development programs are being implemented.

In the Russian Federation, significant attention has also recently been paid to preschool education of children.

The strategic aspects of the development of the preschool education system for children are laid down in the Concept of long-term socio-economic development of the Russian Federation for the period until 2021, approved by Decree of the Government of the Russian Federation of November 17, 2008 No. 1662-r.

Among the tasks the Concept outlines:

• increasing the flexibility and diversity of forms of provision of services in the preschool education system,
• which is designed to provide support and fuller use of the educational potential of families.

Legal regulation of preschool education of children in the Russian Federation is based on Art. 43 of the Constitution of the Russian Federation, which:

• guarantees free and accessible preschool education in state and municipal institutions,
• thereby imposing on the state the obligation to ensure the implementation of this right.

However, this constitutional norm does not specify the content of the right of families with children to preschool education and does not determine the details of the legal regulation of this area of ​​educational relations.

More detailed regulation of the right of families with children to preschool education is carried out:

• at the level of the Federal Law of December 29, 2012 No. 273-FZ (as amended on July 29, 2017) “On Education in the Russian Federation.”

In the constituent entities of the Russian Federation, certain steps are being taken to solve the problems of providing families with children with accessible preschool education:

• One of the characteristic features of the legislation of the constituent entities of the Russian Federation is the presence of a variety of regional and municipal short-term and long-term targeted programs aimed at developing a network of preschool educational institutions.

Since 2013, by the Law on Education in the Russian Federation No. 273-FZ, preschool education has been classified as part of the general education system.

In accordance with the Education Law, preschool education:

• this is the first level of general education in a row with primary general education, basic general education and secondary general education;
• this means that all the requirements established for general education also apply to preschool education.

Part 4 of Article 10 “Structure of the education system” of the Federal Law of December 29, 2012 No. 273-FZ (as amended on July 29, 2017) “On Education in the Russian Federation”

However, the Education Law does not clearly establish the compulsory nature of preschool education:

• the law determines that only primary general, basic general and secondary general education are compulsory levels of education,
• thereby implying that preschool education is not compulsory education.

Part 5 of Article 66 “Primary general, basic general and secondary general education” of the Federal Law of December 29, 2012 No. 273-FZ (as amended on July 29, 2017) “On Education in the Russian Federation”

The concepts of “preschool education” of children and “supervision and care” of children

For the first time, the concept of “ preschool education ” of children was introduced by the Federal Law on Education No. 273-FZ.

Federal Law on Education No. 273-FZ specifies the goals of preschool education for children, naming among them:

• formation of a common culture for children;
• development of physical, intellectual, moral, aesthetic and personal qualities in children;
• formation of prerequisites for educational activities in children;
• maintaining and strengthening the health of preschool children.

Along with the introduction of the concept of “preschool education” of children, Federal Law No. 273-FZ introduced a definition of the concept of “ supervision and care ” for children.

The Law defines supervision and care of children as:

• a set of measures to organize nutrition and household services for children,
• to ensure their compliance with personal hygiene and daily routine.

Thus, supervision and care as a special type of services of a preschool educational organization is distinguished from educational services.

Payment for supervision and care in preschool educational organizations

According to Part 2 of Art. 65 of Federal Law No. 273-FZ for supervision and care, the founder of an educational organization has the right to set a fee and its amount.

Part 2 of Article 65 “Fees collected from parents (legal representatives) for the supervision and care of children mastering educational programs of preschool education in organizations engaged in educational activities” of the Federal Law of December 29, 2012 No. 273-FZ (as amended from 07/29/2017) “On education in the Russian Federation”

Federal Law No. 273-FZ regarding fees for supervision and care in preschool educational organizations:

• does not contain any parameters for determining the amount of parental fees for the supervision and care of children in preschool educational organizations,
• leaving this at the discretion of the state authorities of the constituent entities of the Russian Federation in terms of the authority to establish the average amount of parental payment for the supervision and care of children;
• gives the founders the right to reduce the amount of parental fees or not collect them from certain categories of parents (legal representatives). At the same time, the founder is independent in determining the cases and procedure for applying such preferences.

Thus, the practice that has developed in many constituent entities of the Russian Federation of establishing additional categories of persons for whom benefits for paying parental fees are applied is legislatively enshrined.

Also, Part 4 of Article 65 of Federal Law No. 273-FZ provides:

• the inadmissibility of including in parental fees for child supervision and care in preschool educational organizations expenses for the implementation of the educational program of preschool education, as well as
• expenses for the maintenance of real estate of these educational organizations.

Categories of children for whom supervision and care in preschool educational organizations is provided free of charge

Federal Law No. 273-FZ established a specific list of categories of children whose supervision and care in preschool educational organizations is provided free of charge:

• disabled children,
• orphans,
• children left without parental care, as well as
• children with tuberculosis intoxication,
• students in state and municipal educational organizations implementing the educational program of preschool education

Rights of families with preschool children studying in the form of family education

Federal Law No. 273-FZ also secured the right for parents of minor children receiving preschool education in the form of family education:

• to receive methodological, psychological, pedagogical, diagnostic and advisory assistance without charging a fee;
• such assistance can be provided, including in consultation centers operating at preschool and general education organizations,
• however, the creation of special consultation centers cannot be ruled out;
• At the same time, the Law provided for the obligation of parents to inform the local government body if they chose the form of family education.

Federal law entrusts the provision of these types of assistance to the state authorities of the constituent entities of the Russian Federation.

In order to ensure accessibility for students to realize the right to education guaranteed by the Constitution of the Russian Federation, Federal Law No. 273-FZ introduced a provision on transport provision:

• this norm is formulated in general in relation to students in state and municipal educational organizations,
• which means it also applies to preschool educational organizations that meet the requirements established by the Law;
• at the same time, transport provision is considered by Federal Law No. 273-FZ as an obligation of the founder of the organization.

Article 40 “Transport provision” of the Federal Law of December 29, 2012 No. 273-FZ (as amended on July 29, 2017) “On Education in the Russian Federation”

The following material will discuss the legal status and types of preschool education organizations.

If you have any questions about the violation of your rights, or you find yourself in a difficult life situation, then an online duty lawyer is ready to advise you on this issue for free.

RIGHT TO PRE-SCHOOL EDUCATION

Bottom line

It will not be possible to completely disown the use of a computer in a child’s development during preschool education. Games should still be used to improve the child’s development, but this should be done carefully and carefully, and also monitor play time.

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