Preschool education is the first and, perhaps, one of the most important stages of the educational system. It is difficult to overestimate its importance, because the main task of preschool education is the harmonious all-round development of the child and the creation of a fundamental basis for his further education and personal development. Actually, this is why this level of education deserves special attention and proper organization of the educational process.

The educational system is far from ideal. And the reason for this is many factors. On the one hand, truly effective training programs and methods are not always approved at the legislative level. On the other hand, the following problems remain relevant in educational institutions themselves:

• Incompetence of teachers. There are many people who work in kindergartens who are not teachers by vocation. The result is a lack of proper motivation, which leads to a negligent attitude towards one’s work responsibilities.
• Inability of management to competently organize the educational process. At a minimum, an ineffective training program is chosen that does not ensure the harmonious development of preschool children over time.
• A variety of types of institutions involved in preschool education. Different approaches to learning that provide different results.

In connection with existing problems in the field of preschool education, a federal state educational standard (FSES) for preschool education was developed (Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 N 1155).

Current version Federal State Educational Standard for Preschool Education on 2016 year you can .

What should preschool education be like?

The general provisions of the law on the adoption of the Federal State Educational Standard for Preschool Education define the basic principles of preschool education, according to which:

• A child must fully experience all stages of childhood - infancy, early childhood and preschool age. Dynamic development is important at every stage.
• The learning process and all educational activities in general should be built taking into account the individual characteristics of a particular child. A feature of this approach is also that the child himself takes an active part in the content of the educational process.
• The child is a full participant in educational relations. Based on this, there should be full cooperation and cooperation between children and adults (teachers).
• Children's initiative should be encouraged in all activities.
• Organizations carrying out educational activities must cooperate with the family.
• Preschool children need to be actively introduced to social and cultural norms, as well as family and community traditions.
• The learning process should be organized in such a way that the child develops a cognitive interest in various types of activities.
• The conditions, requirements and methods of preschool education must correspond to the age of children and the characteristics of their development.

The ideal implementation of preschool education is as follows: the child should receive harmonious all-round development, taking into account his individual characteristics, and each stage of learning should arouse interest.

Goals of introducing the Federal State Educational Standard for preschool education

The law on the approval of a unified state standard in the field of preschool education sets clear requirements for the structure and content of the educational program and its volume. Also, the provisions of the Federal State Educational Standard set out the requirements for the professional competence of employees of educational institutions. With the help of the federal standard, the following goals are expected to be achieved:

• Increase the social status of preschool education.
• Provide equal opportunities for absolutely every child to receive a quality education.
• Ensure the implementation of state guarantees regarding the level and quality of preschool education. Development of uniform requirements for the construction and implementation of educational programs.
• Increasing the level of preschool education throughout the Russian Federation.

These are general goals aimed at complying with regulatory requirements in the field of education. If we talk about the practical significance of the Federal State Educational Standard and its benefits directly for children, the standard is designed to solve the following problems:

• Protect and strengthen the health of children (both physical and mental), take care of the emotional well-being of the child.
• Regardless of the nationality, social status and physiological characteristics of the child, ensure equal conditions for full development.
• Qualitatively prepare the child for subsequent levels of education.
• Integration of education into the learning process, based on spiritual, moral and sociocultural values.

Federal State Educational Standard for Preschool Education 2016: changes and additions

In general, the provisions of the federal standard adopted in 2013 have not changed significantly. However, some additional requirements have been introduced regarding the content of educational programs adapted for children with disabilities. Such programs must necessarily include:

• Planned results for mastering the training course;
• Contents of the subject;
• A thematic plan, in which you should indicate the number of hours to study a specific topic.

Similar changes also affected work programs designed for extracurricular activities.

You will receive more useful information for the development of your kindergarten at the International Conference “Interaction between preschool educational institutions and families: best Russian practices and foreign experience” , which will take place on August 6–8. Come to the conference and you will learn how to gain the trust of parents and create a positive image of a preschool educational institution.

Municipal budgetary preschool educational institution "Kindergarten" No. 31 "Zvezdochka"
Federal State Standard of Preschool Education

Subject: Introduction of Federal State Educational Standards in preschool educational institutions.

Target: familiarization with construction features educational process at the first stage preschool education in accordance with the requirements of the Federal State Educational Standard of the preschool educational institution.

Tasks:

Give an idea of ​​what the Federal State Educational Standard is;

During parenting meetings tell parents about the advantages of an activity-based approach to education and training;

Dear Colleagues!

You have all already heard that kindergartens, as well as schools, are starting to operate according to standards. But what is it, what is it for, and is it necessary? – I am sure that many of you are not ready to answer these questions. Let's try to answer all these questions.

According to the law "About education» , adopted on December 29, 2012 from September 1, 2013 preschool education became mandatory for all children, i.e. it became a separate level of the education system, recognized as the first stage of the general education. And this means, like all other steps education, must be carried out in accordance with state standard.

Federal State Educational Standard for Preschool Education(FSES DO) entered into force on January 1, 2014. (The introduction of the Federal State Educational Standard for Education is scheduled until January 2016.)

GEF DO - what is it?

GEF DO is fundamentally new for preschool education document.

English standard - the norm, sample.

A standard is a set of norms, rules, requirements that are installed based on the achievements of science, technology and advanced experience; minimum requirements (for products, installed to protect the health and safety of consumers; guarantees – conditions and mechanisms ensuring the unimpeded use of rights and their comprehensive protection.

Standard in education should act as a guarantee of the constitutional right of the Russian citizen, the rights of any person to quality education.

Federal State Educational Standard is a system of basic parameters that are accepted as state education standard reflecting the social ideal and taking into account the capabilities of the real individual and the system education to achieve this ideal.

Federal State Educational Standard for Education reflects the agreed socio-cultural, social state expectations regarding the level preschool education, which are guidelines for the founders preschool organizations, system specialists education, families of pupils and the general public.

So way, GEF DO is a kind of social contract, which clearly states the rights and responsibilities of all participants in the educational educational process(teachers, children, parents).

GEF DO includes requirements:

Today we will talk to you about the program for implementing the Federal State Educational Standard in preschool educational institutions

What is GEF? What's happened standard? How does FGT differ from Federal State Educational Standards? And why is it called « Second generation standard» ?

Unlike others standards, Federal State Educational Standard preschool education is not the basis for conformity assessment established educational requirements activities and training of students. Mastery is not accompanied by intermediate certifications and final certification of students.

Standard aims to achieve the following goals:

1) increasing social status preschool education;

2) provision state equality of opportunity for every child to receive quality preschool education;

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

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

Why is the Federal State Educational Standard needed? preschool education?

Standard for preschool educational institutions - this is a requirement of the new law on education, in which preschool education recognized as a general level education. Until today they acted Federal State Requirements(FGT) To preschool education, which consisted of two parts: requirements for the basic structure and requirements for the conditions for its implementation. IN standard there will be requirements for results, but this does not mean that kindergarten graduates will have to take exams! There will be no final certification; this is the norm of the law. At the same time, with the help of monitoring studies at different stages, it is possible and necessary to record the level of development of the child, so that teachers preschool institutions, the parents understood what to work on next. Attention to the standard will be, more closely, because preschool childhood is that period of a child’s life when the family shows maximum interest in him.

Federal State Educational Standard includes requirements To:

structure of the main educational programs(including the ratio of the mandatory part of the main educational program and parts formed by the participants educational relations) and their volume;

conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions;

results of mastering basic educational programs.

What's new to expect preschool education in the near future?

Firstly, preschool educational the institution is actually turning into educational organization, in which the implementation of the main educational program of preschool education is accompanied by the supervision and care of pupils, including the organization of their nutrition and daily routine.

Secondly, all children of preschool age should be provided with the opportunity to receive preschool education.

Thirdly, fees from parents (legal representatives) is charged for child care and supervision. Educational the program is provided free of charge.

The difference is fundamentally visible. It is based on an activity approach; the child learns the world through activity.

ACTIVITY - should become the basis of the child’s education, i.e., get away from the monologue of the teacher and come to the conclusion that the child will become independent. In other words, he obtains knowledge for himself.

The teacher only accompanies the child during the first lesson (educational activities) . Preschooler must feel like a master in what he can answer, when to answer, how to answer. In other words, there is no stiffness. This does not mean that we are not engaged. We educators are involved in the development of the child, we know all his physiological characteristics, but do not demand that the child read and write. They will be taught all this at school.

The new document prioritizes an individual approach to the child and play, where self-worth is preserved preschool childhood and where nature itself is preserved preschooler. The fact that the role of play as a leading activity is increasing preschooler and giving it a dominant place is certainly positive.

The need to abandon the educational-disciplinary model educational process – the abandonment of specially organized activities is long overdue. Leading types of children's activities will become: gaming, communicative, motor, cognitive-research, productive, etc. It should be noted that each type of children's activity corresponds to certain forms of work with children.

Social and communicative development

Cognitive development

Speech development

Artistic and aesthetic development

Physical development

Educational areas were introduced to maintain a balance between all areas of the kindergarten’s work - all of them should be equally represented in educational program for preschool education.

Targets preschool education:

The child’s initiative and independence in various activities;

Curiosity;

The ability to choose one’s occupation and participants in joint activities;

Self-confidence, openness to the outside world, positive attitude towards oneself and others, self-esteem;

Developed imagination, ability for imagination, creativity;

Ability to obey different rules and social norms;

Developed gross and fine motor skills;

Ability to exert volition in various types of activities

The document focuses on interaction with parents:

parents must participate in the implementation of the program, in creating conditions for the full and timely development of the child in preschool age so as not to miss the most important period in the development of his personality. Parents must be active participants educational process, participants in all projects, regardless of what activity dominates them, and not just outside observers.

And what is also very important, the main program preschool education ensures continuity with the exemplary basic programs of primary education, which was not the case before.

As a result of the measures taken, the organizational and legal form must change preschool institutions, a sector of autonomous non-profit organizations has been created. It is planned that private preschool organizations. The introduction of a normative per capita payment mechanism for services will provide parents with the opportunity to choose between municipal and private institutions and organizations providing services preschool education. Stimulating competition in preschool education and the introduction of a municipal order system for services preschool education will bring quality to the forefront educational services, which will directly depend on each kindergarten’s understanding of its place in the system of continuous education.

Requirements for developing subject-spatial environment:

Transformability

Multifunctionality

Variability

Availability

The purpose of preschool education according to the Federal State Educational Standard is to identify and develop a unique and inimitable individual.

On September 1, 2013, a new Law “On Education” was adopted, which defined the first level of education – preschool. Its primary directions:

• Raising the level of culture as a whole
• Promise for learning
• Development of various qualities of an individual - general physical, mental, moral, artistic
• Developing healthy habits
• Protection and well-being

Basic provisions of the Federal State Educational Standard

For the first time in our enlightened life, childhood before school has become a special level of education, confirmation of this is the introduction of the Federal State Educational Standard. On January 1, 2014, the Federal State Educational Standard (FSES) for preschool education came into force. The Federal State Educational Standard is a set of mandatory requirements for preschool education. It takes into account the educational needs of certain groups of children, including those with special needs. Created based on:

• Federal Law “On Education in the Russian Federation” No. 273 - Federal Law of December 29, 2012
• Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education”
• The Constitution of the Russian Federation and the legislation of the Russian Federation, taking into account the UN Convention on the Rights of the Child

In the development and implementation of the standard, the territorial, national, and ethnocultural differences of the peoples of our country were taken into account.

KEEP THIS FOR YOURSELF SO YOU DON'T LOSE:

The magazines “Directory of the Head of a Preschool Institution” and “Directory of the Senior Educator of a Preschool Institution” published important materials for heads of preschool educational institutions:

The interacting parties of the preschool education program (Program) are children, their parents or legal representatives, teachers, organizations carrying out educational activities (Organizations), government bodies of the constituent entities of the Russian Federation, local governments, employers. From the moment they turn two months old, children receive the right to study in Organizations.

The current Federal State Educational Standard for preschool education is aimed, first of all, at ensuring that everyone receives an excellent education and the state guarantee of the level and quality of preschool education; maintaining the unity of the educational space of Russia.

Basic principles of preschool education according to the Federal State Educational Standard

Decoding the leading principles of the Federal State Educational Standard for preschool education:

1. The principle of quality living for a child during all periods of childhood (infancy, early and preschool age). To implement it, the teacher must deploy various types of activities, support children’s communication with peers and adults, and on this basis, maximize the child’s personal improvement. It should be borne in mind that each age is characterized by a certain type of activity.

For example, at an early age this is an objective activity that is comprehended in close connection with adults. The baby masters objects based on the actions of an adult as an example.

Play becomes the leading activity upon reaching preschool age. She exhausts her developmental influence by the age of 7. At the age of 7, not earlier, a child is able to control his actions not only through play. The amplification (enrichment) of child development is great if the child’s games correspond to his age. It is through the game that many qualities required in the future are developed - self-confidence, intelligence, originality.

2. The second, key principle of the Federal State Educational Standard for preschool education is the principle of implementing an individual approach, building the educational process in such a way that everyone’s talents are taken into account. The child determines the essence of his education, and the teacher takes into account its features when constructing the work. Of course, the implementation of this principle today is complicated by the fact that there are too many students in groups. It can be done realistically if you group children according to common characteristics.

An important condition for an individual approach is the study of interpersonal relationships. When introducing this approach, the teacher creates full-fledged conditions for the better manifestation and development of the individual.

But this approach cannot be turned into an educational process, when the teacher teaches certain students, and the rest become passive observers. The teacher must set common tasks that are fun for everyone and organize the work.

3. The third of the nine principles of the Federal State Educational Standard of preschool education is cooperation between adults and children, respect and acceptance of the child as a full participant in the learning process. This mainly happens through play, but in addition there are many models of joint activity that make the stay in kindergarten rich and entertaining. This includes running projects, reading a variety of books, research, and creative activities. The child’s independence in preferring activities is very important here. The teacher acts as an assistant and coordinator of the process, facilitates and helps bring the matter to a successful outcome. The child's freedom in joint activity is expressed in such a way that he can work alone, next to other children, or can choose a partner. These forms of work are significant for the implementation of the principles of the Federal State Educational Standard.

4. Support for the initiative:

• Creating conditions for independent creative activities of children according to their interests
• Helping children build a game - it is unacceptable to impose conditions and plots on them
• Creating a favorable atmosphere in the group
• Respect for the affections and impulses of children
• Finding an approach to shy, problematic, etc. guys

Important! That different areas of initiative are suitable for each age.

At 3–4 years old this is a productive activity when it is necessary to support any achievements of the pupils. Do not use criticism under any circumstances.

For children 4–5 years old – learning about the world around them. If criticism is necessary, you need to act one on one, and evaluate exclusively their actions.

For senior preschool age – individual communication and training.

The teacher participates as follows:

• Involves children in creating a schedule for a day or more.
• Helps in organizing the game.
• Adequately evaluates the child's actions.
• Creates situations in which the student’s preparedness is best demonstrated.
• Asks each student to demonstrate achievements and teach them.

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Try it for free! Training program: Organization and quality control of educational activities in preschool educational institutions. For passing - a diploma of professional retraining. Training materials are presented in the format of visual notes with video lectures by experts, accompanied by the necessary templates and examples.

5. The fifth principle is cooperation with the family. The best results are seen where parents and teachers interact. You need to understand that joint work is based on mutual trust, understanding, and mutual influence. The teaching staff needs to organize the active participation of parents in the educational process and provide the necessary assistance. There are many types of interaction:

· Expert advice.

· Exhibitions.

· Classes with the participation of both children and parents.

· Round tables.

6. Introducing children to sociocultural norms, family, social, and state traditions.

The goal pursued by this principle is to raise a worthy member of society; to form the moral and spiritual foundations of the family, society, and the state as a whole.

The immediate environment, the environment where children live, is the basis for the growth of children’s horizons and for attracting children to traditions.

First, the teacher needs to become familiar with the environment and culture of his region; create a selection of materials specific to a given area.

The implementation of the principle of familiarization with sociocultural norms and traditions occurs through the interaction of adults and children in play, during excursions, holidays and other events. The main task is to encourage children’s cognitive interest, cultivate an inquisitive mind, and develop the child’s imaginative and logical thinking. It is necessary that all feelings, from joy to sadness, be constantly nurtured. The results of positive work can be considered:

· Showing initiative and desire to act.

· Children's interest in the phenomena of social life.

7. Formation of the child’s cognitive interest and actions through involvement in various types of activities.

A thirst for knowledge in children can be aroused by ensuring the availability of knowledge that explains many of the phenomena that a child encounters in everyday life. It is necessary for the children to carry out observations themselves, then memory, thinking, and worldview develop well. It is very important to adhere to the system in the process of developing cognitive interest and activity.

8. Age adequacy of preschool education – compliance of conditions with age requirements and developmental characteristics.

Here they take into account the specifics of age, use forms of development that are suitable specifically for this age group - first of all, play, then cognitive and experimental activities.

Each age corresponds to certain forms and methods of work:

· Early age – activities with moving toys; experiments with sand, dough, water, plasticine; contact with an adult and entertainment with peers under his supervision; motor skills; self-care skills; comprehension of musical works, poems, fairy tales; viewing images.

· Preschoolers – playful, communicative, cognitive and research activities; comprehension of artistic reading; independence and simple work in everyday life; creative and motor activity.

9. The ninth and final principle is analysis of the ethnocultural situation.

Interest in the culture, traditions and customs of the country must be instilled from preschool age.

Ethnic tolerance is a characteristic of a member of a multicultural community that is of utmost importance.

Younger schoolchildren are introduced to the world around them through immersion in national culture. Boys and girls, led by adults, dance in circles, sing and demonstrate their experience in conversational, musical, and artistic activities.

Intensive work is being done to introduce preschoolers to national holidays, and state celebrations are celebrated.

Fairy tales are of great importance, because they expand the concepts of kindness, sensitivity and justice, and develop fantasy and imagination.

Such a structure of the educational process helps to develop a decent attitude towards each other; to form feelings of understanding, acceptance, sympathy for peers. All this is one of the bases of ethnocultural development.

The teacher needs to create and maintain a sense of pride for the country through play and conversations.

Active work is carried out with parents, as they have a primary influence on the emergence of a correct attitude towards other nationalities in the group. The work is carried out in the form of meetings and round tables.

Any teacher should rely on the principles of the Federal State Educational Standard for preschool education deciphered above. A fresh look at the system suggests valuing the child, but not giving undue importance to his merits. This is a significant step towards increasing the value of education in preschool educational institutions. Based on the principles of the Federal State Educational Standard, it is now considered an individual, very serious stage in a child’s life; a significant stage on the endless road of human improvement.

Legal basis for writing

Basic Educational Program

preschool educational organizations

You can read the law here
273 Federal Law on Education.rtf
Text Document
Download

Developed for the first time in Russian history in accordance with the requirements of the federal law “On Education in the Russian Federation” that came into force on September 1, 2013.

_____________

APPROVED

by order of the Ministry of Education and Science of the Russian Federation

FEDERAL STATE EDUCATIONAL STANDARD OF 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 basic educational program of preschool education (hereinafter referred to as the Program) by organizations engaged in educational activities (hereinafter referred to as Organizations), individual entrepreneurs or parents (legal representatives).

Organizations and individual entrepreneurs have the right to implement the Program if they have the appropriate license to carry out educational activities.

Children, their parents (legal representatives), teaching staff and their representatives, Organizations, federal government bodies, government bodies of constituent entities of the Russian Federation, local governments, employers and their associations participate in the implementation of the Program.

The requirements of the Standard are mandatory for implementationfor Organizations and individual entrepreneurs, unless otherwise established by this Standard.

Parents (legal representatives) individual entrepreneurs who do not have a license toimplementation of educational activities,may use the provisions of the Standard when independently implementing the Program.

Receiving preschool education in Organizations can begin at any time after children reach the age of two months.

1.2. This Standard uses the following basic concepts:

Developmental amplification –maximum enrichment of children’s personal development based on a wide variety of activities, as well as children’s communication with peers and adults.

Variability and variety of organizational forms of preschool education - ensuring a multiplicity of different forms of education, forms of training, organizations carrying out educational activities.

Variability of the content of educational programs - ensuring diversity of exemplary basic educational programs.

Interaction between individuals and legal entities is a partnership aimed at ensuring quality education for individual government agencies, families, businesses, and civil society institutions.

Adults – parents (legal representatives), teachers and other employees of the educational organization.

A group is the main structural unit created within or outside Organizations for the purpose of children mastering the basic educational program.Groups can have a general developmental, compensatory, health-improving or combined orientation. Groups of young children can also be created to provide development, supervision, care and health improvement for pupils aged from 2 months to 3 years; supervision and care groups without implementing the main educational program, providing a set of measures for organizing meals and household services for children, ensuring their compliance with personal hygiene and daily routine; family preschool groups.

Unity of the educational space – ensuring uniform conditions and quality of education regardless of the place of study, excluding the possibility of discrimination in the field of education.

The zone of proximal development is a level of development that is manifested in a child in joint activities with adults and more experienced peers, but is not updated in his individual activities.

Individualization of education – 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 the subject of education.

A comprehensive educational program is a program aimed at the diversified development of preschool children in all main educational areas, activities and/or cultural practices.

Age of children – infant (from birth to 1 year), early age (from 1 year to 3 years), preschool age (from 3 years to 7 years).

An educational area is a structural unit of educational content, representing a certain direction of development and education of children.

Educational environment –a set of conditions purposefully created in order to ensure the full education and development of children.

Partial educational program is a program aimed at the development of preschool children in one or more educational areas, activities and/or cultural practices.

Pedagogical diagnostics –assessment of the individual development of preschool children, associated with assessing the effectiveness of pedagogical actions and underlying their further planning.

Continuity of basic educational programs – continuity of goals, objectives and content of education implemented within the framework of educational programs at various levels.

Psychological diagnostics – identifying and studying the individual psychological characteristics of children.

Developing subject-spatial environment is a part of the educational environment, represented by a specially organized space (rooms, area, etc.),materials, equipment and supplies

The diversity of childhood is the variety of options for the course of the preschool childhood period, determined by the individual characteristics of the children themselves, including theirpsychophysiological characteristics, including limited health capabilities , as well as the individual characteristics and capabilities of their parents (legal representatives), sociocultural, regional, national, linguistic, religious, economic and other characteristics.

Early help is a family-oriented comprehensive psychological, pedagogical and medical-social assistance to children of infancy and young age who have been identified with disorders in the development of various functions or deviations from them, or risks of their occurrence at an older age, and to families in crisis situations, raising such children.

The intrinsic value of childhood - understanding (considering) childhood as a period of lifemeaningful in itself, without any conditions; significant because of what is happening to the child now, and not because this period is a period of preparation for the next period.

The social situation of development is the established system of relationships between the child and the surrounding social world, represented primarily by adults and other children.

Special conditions of education - special educational programs, methods and means of teaching, textbooks, teaching aids, didactic and visual materials, technical means of teaching for collective and individual use (including special ones), means of communication and communication, sign language translation 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-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;

Site - an area adjacent to the Organization, operating in a mode of over 5 hours, or located at a short distance, and is an open area adapted for the implementation of the program.

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

supporting the specificity and diversity of childhood;

preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person;

personal developmental and humanistic nature of interaction between adults and children;

respect for the child’s personality as a mandatory requirement for all adult participants in educational activities;

carrying out educational activities in forms specific to children of a given age group, primarily in the form of games, cognitive and research activities.

The Standard takes into account:

● special educational needs of certain categories of children, including those with disabilities;

● the child’s ability to master the Program at different stages of its implementation.

1.4. Basic principlespreschool education:

full-fledged living for a child at all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;

individualization of preschool education;

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

supporting children's initiative in various activities;

partnership of an organization or individual entrepreneur with a family;

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

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

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

taking into account the ethnocultural situation of children's development;

addressing the requirements for the conditions of implementation of the Program, ensuring the social situation of the development of the child’s personality, a key place in the structure of the Standard.

1.5. The standard aims to achieve the following goals:

increasing the social status of preschool education;

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

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

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:

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

Ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological characteristics (including disabilities);

Ensuring the continuity of basic educational programs of preschool and primary general education;

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

Integrating teaching and upbringing into a holistic educational process based on spiritual, moral and sociocultural values ​​and socially accepted rules and norms of behavior in the interests of the individual, family, and society;

Formation of a general culture of children’s personality, development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, formation of prerequisites for educational activities;

Ensuring variability and diversity of the content of educational programs and organizational forms of the level of preschool education, the possibility of creating educational programs of various directions, taking into account the educational needs and abilities of children;

Formation of a sociocultural environment appropriate to the age, individual, psychological and physiological characteristics of children;

Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health;

Determining directions for systematic interaction between individuals and legal entities, as well as interaction between pedagogical and public associations.

1.7. The standard is the basis for:

Development of exemplary educational programs for preschool education (hereinafter referred to as Exemplary Programs);

Development of standards for financial support for the implementation of the Program;

Formation by the founder of a state (municipal) task in relation to Organizations;

Objective assessment of the compliance of the Organization’s educational activities with the requirements of the Standard for the conditions of implementation and structure of the Program;

Training, professional retraining, advanced training and certification of teaching staff, administrative and managerial staff of Organizations and individual entrepreneurs, 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 specifies requirements:

To the structure of the Program and its scope;

To the conditions for the implementation of the Program;

To the results of mastering the Program.

1.9. The Program is implemented by the Organization or individual entrepreneur in the state language of the Russian Federation.

The implementation of the Program by an Organization or an individual entrepreneur on the territory of a republic of the Russian Federation can be carried out in the state language of the republic of the Russian Federation in accordance with the legislation of the republics of the Russian Federation. The implementation of the Program by an Organization or an individual entrepreneur in the state language of the republic of the Russian Federation should not be carried out to the detriment of the state language of the Russian Federation.

II . REQUIREMENTS FOR THE BASIC STRUCTURE 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 and psychological and physiological characteristics and should be aimed at solving the tasks of the Standard specified in paragraph 1.6 of the Standard.

2.2. 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).

2.3. The program is aimed at:

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

to create a developing educational environment/

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

When developing the Program, the Organization determines the duration of children’s stay in the Organization, the Organization’s operating mode in accordance with the volume of tasks of pedagogical work to be solved.The organization can develop and implement various Programs for preschool educational groups (hereinafter referred to as the group) with different lengths of stay of children during the day, including groups of short-term stays for children, full- and extended-day groups, round-the-clock groups, and for groups of children of different ages from two months to eight years, including different age groups.

The time required to implement the Program ranges from 65% to 80%time spent ininmates in the Organization depending on the age of the children, their individual characteristics and needs, as well as the type of group in which the Program is being implemented .

2.5. 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 educational areas:

social and communicative development;

cognitive development;

speech development;

Artistically aesthetic development;

physical development.

Socially -communicative development aimed at appropriating 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 ofreadiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one’s family, small homeland and Fatherland, ideasabout the sociocultural values ​​of our people, about domestic traditions and holidays; formation of the foundations of safety in everyday life, society, and nature.

Cognitive development involves the development of curiosity and cognitive motivation; formation educational 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 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; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of sound and intonation culture of speech, phonemic hearing; formation of sound analytical-synthetic activity as a prerequisite for literacy learning.

Artistic and aesthetic development involves development prerequisites for value-semantic perception and understanding 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 children's behavior: motor , including related m with performing exercises aimed at developing physical qualities such 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; mastering the basic norms and rules of a healthy lifestyle (in nutrition, physical activity, hardening, forming useful habits, etc.).

2.6. The specific content of these educational areas depends on the age of the children and should be implemented in certain types of activities:

- V infancy this is 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;

- V early age these are 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, dustpan, spatula, etc.), perception of the meaning of music, fairy tales, poems, looking at pictures, physical activity;

- for children preschool age this is a game game, including plot-role-playing game as the leading activity of preschool children, as well as a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive-research (research of objects in the surrounding world and experimenting with them), 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, fine art (drawing, sculpting, appliqué), music (perception and understanding the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

2.7. The content of the Program should reflect the following aspects of the educational environment for a preschool child:

● subject-spatial developmental educational environment;

● the nature of interaction with adults;

● the nature of interaction with other children;

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

2.8. The program involves a mandatory part and a part formed by the 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 requires a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.4 of the Standard).

The part formed by the participants in educational relations should include partial educational programs, methods, and forms of organizing educational work selected and/or independently developed by the participants in educational relations.

2.9. The volume of the mandatory part of the Program must be at least 60% of its total volume; the part formed by participants in educational relations – no more than 40%.

2. 10 . The program should include 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. 10 .1. Target section includes:

explanatory note;

planned results of mastering the Program.

The explanatory note should disclose:

Goals and objectives of the Program implementation;

Characteristics significant for the development and implementation of the Program, including the age and individual characteristics of children in the Organization, their special educational needs, priority areas of activity, specific conditions (regional, national, ethnocultural, etc.);

Principles and approaches to the formation of the Program.

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 and individual capabilities of children, their special educational needs, as well as the developmental characteristics of children with disabilities and children with disabilities.

2.10.2. The content section represents the general content of the Program, providing full development children according to five educational areas.

b) a description of the forms, 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;

Characteristics of the life activities of children in groups, including routine and/or daily routine, as well as features of traditional events, holidays, events;

Features of work in five main educational areas in different types of activities and cultural practices;

Features of the organization of a developing subject-spatial environment;

Ways and directions of supporting children's initiative;

Features of interaction between the teaching staff and the families of students;

Other characteristics that are most significant from the point of view of the authors of the Program.

The part of the Program formed by the participants in educational relations is formed by the participants in educational relations independently, taking into account (if necessary) partial educational and other programs.

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, economic, climatic conditions in which the educational process is carried out;

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

supporting the interests of the Organization’s teaching staff, the implementation of which corresponds to the goals and objectives of the Program;

established traditions of the Organization (group).

This section is drawn up in the form of one or more adapted educational programs, in which the mechanism for adapting the Program for children with disabilities and children with disabilities and the implementation of qualified correction of their developmental disorders should be considered.

The content of the section should provide a description of the special conditions for the education of children with disabilities and children with disabilities, including the use of special educational programs and methods, special teaching aids and teaching materials, the provision of the services of an assistant (assistant) providing children with the necessary assistance, conducting group and individual correctional classes.

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

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

● mastery of the Program by children with disabilities and disabled children, 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 and children with disabilities mastering the Program in groups of combined and compensatory orientation (including for children with complex disabilities) must take into account the developmental characteristics and specific educational needs of each category 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, this section is designed by the authors of the Program in the way they consider appropriate.

2. 10 .3. Organizational section includes a description of the organization of educational activities and organizational and pedagogical conditions in the Organization, reflects the content, the approximate daily time required for the implementation of the Program, taking into account the age and individual characteristics of children, their special educational needs, including time for:

● directly educational activities(not related to the simultaneous implementation of regime moments);

● educational activities carried out at scheduled moments (during children’s morning arrival at an educational organization, walks, preparation for meals and daytime sleep, etc.);

● interaction with children's families on the implementation of the Program.

The organizational section should containdescription of the material and technical support of the program, provision of teaching materials and teaching aids.

2.11. Mandatory part of the Program,if it does not duplicate the content of one of the Sample Programs, it should be presented in detail in accordance with clause 2.9. Standard.

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

III. REQUIREMENTS
ON THE CONDITIONS OF 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 social communicative, cognitive, speech, X artistic, aesthetic and physical development of children’s personality against the backdrop of their emotional well-being and positive attitude towards the world, towards themselves and towards 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:

● guarantees the protection and strengthening of the physical and mental health of pupils;

● provides emotional well-being pupils;

● promotes the professional development of teaching staff;

● creates conditions for developing variable preschool education;

● ensures openness of preschool education;

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

3.2. Requirements for psychological and pedagogical conditions of implementation 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 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;

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. The activities of teaching staff should exclude overloads that affect the proper performance of their professional duties, thereby reducing the necessary individual attention to children and which can negatively affect the well-being and development of children.

3.2.3. To solve educational problems, an assessment of the individual development of children can be carried out. This assessment is made by the teacher as part of pedagogical diagnostics (or monitoring).

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

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

● optimizing work with a group of children.

If necessary, psychological diagnostics of children's development is used, 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).

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 maximum occupancy of groups including children with disabilities and children with disabilities, including in compensatory and combined groups, is established in accordance with sanitary and epidemiological rules and regulations.

3.2.5. The pedagogical worker implementing the Program must have developed the basic competencies necessary to create a social situation for the development of pupils that corresponds to the specifics of preschool age. These competencies include:

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, participants in joint activities, and materials;

● 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 behavior and 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 communication abilities, allowing them to resolve conflict situations with peers

● developing children’s ability to work in a group of peers, solving problems in jointly distributed activities

● establishing rules of conduct indoors, on a walk, during educational activities carried out in restricted moments (meetings and farewells, hygiene procedures, meals, naps), direct educational activities, etc., presenting them in a constructive (without accusations or threats) and understandable to children;

4) building developmental education focused on the zone of proximal development of each student, through:

● creating conditions for mastering cultural means of activity;

● organizing activities that promote the development of thinking, imagination, fantasy and children's creativity;

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

● assessment of the individual development of children during observation aimed at determining by the teacher the effectiveness of his own educational actions, individualization of education and optimization of work with a group of children.

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

3.2.6. When implementing the Program, conditions must be created for:

● advanced training of teaching and management personnel (including at their choice) and their professional development;

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

● organizational and methodological support for the implementation of the Program, including in terms of interaction with society;

● logistical support for the implementation of the Program.

3.2.7. For correctional work with children with disabilities and 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 and disabled children.

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

In order to provide comprehensive psychological, pedagogical and medical-social assistance to children with disabilities in infancy and childhood, from the moment they are diagnosed with developmental disorders of various functions or at risk of their occurrence at an older age, in Organizations and individual entrepreneurs licensed to carry out educational activities, an early assistance service can be created.

The main activities of the early assistance service are:

1) conducting a psychological, medical and pedagogical examination of infants and young children;

2) providing comprehensive correctional and developmental assistance to infants and young children;

3) providing advisory assistance to parents (legal representatives) on issues of raising and educating children and organizing psychological and pedagogical support for the family of a child with disabilities in infancy and early childhood.

3.2.7. Organizations and individual entrepreneurs licensed to carry out educational activities must create opportunities to:

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

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

● 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

3.3.1. Developmental subject-spatial environment providesmaximum realization of the educational potential of the space and materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, the protection and strengthening of 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 and adults (including children of different ages), in the whole group and in small groups, physical activity of children, as well as opportunities for solitude.

3.3.3. The developing subject-spatial environment should provide:

● implementation of various educational programs used in educational activities;

● 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 educational space must be equipped with teaching aids (including technical ones), appropriate materials, including consumable gaming, sports, recreational 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 categories of children, 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;

● the 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.

2) The 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 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 of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment, ensuring children’s free choice;

● periodic change of play material, the appearance 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 and 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 object-spatial environment presupposes the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

3.3.5. The organization and individual entrepreneur independently selects and purchases training tools, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory, in accordance with the specifics of the Program.

3.4. Requirements for personnel conditions for the implementation of the main educational program of preschool education

3.4.1. The implementation of the Program must be ensured by teaching staff who meet the qualification characteristics established inUnified Qualification Directory of Positions for 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 No. 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration No. 18638 ).

3.4.2. For organization management of educational activities, methodological support for the implementation of the Program,accounting, financial, economic and business activities, necessary health protection of pupils, the Organization attracts appropriate qualified personnel as employees of the Organization and/or enters into contracts with organizations providing relevant services.

3.4.3. When working in groups for children with disabilities, the Organization and the individual entrepreneur must additionally provide positions for teaching staff who have the appropriate qualifications to work in accordance with the health limitations of children.

It is recommended that in groups for children with disabilities in the Organization and individual entrepreneurs, ensure the ratio of appropriate teaching staff,implementing the Program,in the amount of at least one employee for each group.

3.4.4. When organizing inclusive education:

● when children with disabilities are included in the general education group, the Organization and the individual entrepreneur must provide additional positions for teaching staff qualified in accordance with the specifics of their educational needs.

It is recommended that in general education groups, ensure the ratio of relevant teaching staff,implementing the Program,in the amount of at least one employee for three pupils with disabilities;

● when other categories of children with special educational needs are included in the general education group, including those in difficult life situations, additional staffing may be provided.

3.4.5. The implementation of the program by an individual entrepreneur with the number of children in a group of no more than five can be carried out by one teacher in the groupduring the entire stay of the pupils (including through the involvement of teaching staff by the individual entrepreneur). PWhen the number of children in a group is more than five, the implementation of the program by an individual entrepreneur is carried out in accordance with paragraph 3.4 of the Standard.

3.5. Requirements for material and technical conditions of implementation
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, including:

● to buildings (premises) and areas,

● to water supply, sewerage, heating and ventilation of buildings (premises)

● to the set and area of ​​educational premises, their decoration and equipment,

● to artificial and natural lighting of educational premises,

● to the sanitary condition and maintenance of premises,

● to equip premises for quality nutrition for children;

2) requirements determined in accordance with fire safety rules;

3) equipment of premises for the work of medical personnel in the Organization;

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 main
educational program of preschool education

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

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

● 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;

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

3.6.2. Financing of the implementation of the educational program of preschool education must be carried out in an amount not lower than the established state regulatory costs of the constituent entities of the Russian Federation for the provision of public services in the field of education for a given level.

Standards determined by government bodies of the constituent entities of the Russian Federation onensuring state guarantees of the realization of the rights to receive public and free preschool education,are determined in accordance with the Standard, taking into account the type of Organization, special conditions for obtaining education by children with disabilities, providing additional professional teaching staff,ensuring safe conditions for learning and education, protecting children’s health,orientation of the Program, category of children, type of Organization, forms of 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 aids, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, teaching aids, including materials, equipment, workwear, games and toys, electronic educational resources necessary for organizing all types of educational activities and creating a developing subject-spatial environment (including special for children with disabilities and children with disabilities), purchasing updated educational resources, including consumables, subscriptions to update electronic resources, replenishment of the set of educational tools and subscriptions to technical support for the activities of educational tools, sports and recreational equipment, inventory, payment for communication services, including costs associated with connecting to the Internet information network;

● expenses associated with additional professional education of teaching staff in their field of activity;

● other expenses related to the implementation of the Program.

3.6.3. Financial provision of state guarantees for citizens to receive public and free preschool education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of standards for financing educational services that ensure the implementation of the Program in accordance with the Standard.

IV. REQUIREMENTS TO THE RESULTS OF DEVELOPMENT BASIC EDUCATIONAL PROGRAM 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 the age characteristics of the child's possible achievements at the stage of completing the level of preschool education.

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 types of 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. Mastering the Program is not accompanied by intermediate certifications and final certification of students.

4.4. These requirements provide guidelines for:

a) founders of Organizations to build 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) individual entrepreneurs carrying out educational activities in educational programs of preschool education;

c) teachers and administration of Organizations to solve problems:

– formation of the Program;

– analysis of one’s professional activities;

– interaction with families;

e) researchers in the formation of research programs to study the characteristics of education of children aged 2 months to 8 years;

f) parents (legal representatives) of children from 2 months to 8 years old to ensure that they are informed about the goals of preschool education that are common to the entire educational space of the Russian Federation;

g) the general public.

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

Certification of teaching staff;

Assessment of the quality of education;

Assessing 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 for measuring children’s performance);

Assessing 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 characteristics of a child’s development at the stages of beginning preschool age and completing preschool education:

By the beginning of preschool age (by 3 years)

the child is interested in surrounding objects and actively interacts with them; emotionally involved in activities with toys and other objects, strives to show persistence in achieving the results of one’s actions;

uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoons, combs, pencils, etc.) and knows how to use them. Possesses basic self-service skills; strives to show independence in everyday life om and play behavior;

speaks active and passive 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 their movements and actions; games appear in which child reproduces the actions of an adult;

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

child has an interest in poems, songs and fairy tales, looking at pictures, striving move to the music; shows emotional response tovarious works of culture and art;

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

By the end of preschool education (by age 7):

Child masters the basic cultural methods of activity,shows initiative and independence in different types of activities - play, communication, construction, etc.; is able to choose his occupation and participants in joint activities;

the child has a positive attitude attitudeto the world, other people and yourself, has 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 at 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, and can obey different rules and social norms;

The child has a fairly good command of oral speech and 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 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, tries to independently come up with explanations for natural phenomena and people’s actions; inclined observe, 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.; child capable of making his own decisions, relying on their knowledge and skills in various types of activities.

4.7. In general, the educational work of families, organizations and individuals implementing the Program should be aimed at achieving integral characteristics of the child’s personality development as targets for preschool education.

All of the above characteristics are necessary prerequisites for the transition to the next level of primary general education, successful adaptation to living conditions in a general education organization and the requirements of educational activities; the degree of actual development of these characteristics and the child’s ability to demonstrate them by the time of transition to the next level of education can vary significantly among different children due to differences in living conditions of the individual developmental characteristics of a particular child.

4.8. The Program's targets serve as the basis for the continuity of preschool and primary general education. Subject to 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.

4.9. 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.

. No. 273-FZ The specifics of preschool childhood (flexibility, plasticity of the child’s development, the wide 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 the demands unlawful from a preschool child of specific educational achievements and determine the need to determine the results of mastering the educational program in the form of target guidelines.

64.2.

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