The ongoing changes in the state and education today place new demands on development preschool education. Now more than ever, it is important to remember the influence of a preschool institution on a child’s upbringing and its opportunities to organize quality development.
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“Modern development of preschool educational institutions
under the conditions of the introduction of the Federal State Educational Standard"
Good afternoon, dear colleagues!
The ongoing changes in the state and education today place new demands on the development of preschool education. Now more than ever, it is important to remember the influence of a preschool institution on a child’s upbringing and its opportunities to organize quality development.
For our kindergarten, 2014-2015 was a very important, difficult, eventful and interesting year, since we became participants in a pilot project for the implementation of the Federal State Educational Standardat the preschool educational institution. This federal state educational standard for preschool education is a set of mandatory requirements for preschool education.
When building their work in accordance with the standard, the teaching staff first of all takes into account the individual needs of the child related to his life situation and health status, on the basis of this the child is provided with special conditions for receiving preschool education. The child care facility complies with all necessary requirements for the child to fully master the educational program.
Our kindergarten works according to a program created by a group of educators based on approximate general educational programs.
The pedagogical and educational work of our institution is based on the basic principles of preschool education. This:
A child’s full experience of all stages of childhood. On the basis of our kindergarten, all possible conditions and prerequisites are created for further education and child development.
The most important thing is the construction educational activities based on the individual characteristics of each child. The approach is based on personal qualities and inclinations of children. Our teachers monitor the development of each student, adjusting the educational process if necessary.
An equally significant aspect is the cooperation of children and adults. In our kindergarten, not only joint developmental but also leisure activities for parents and children of various types (sports, intellectual, entertainment) are systematically held.
An important aspect of teachers’ activities remains supporting children’s initiatives in various types activities. Teachers treat any initiative shown by a child in our kindergarten very carefully, supporting the child’s interest in any area, answering questions from students, encouraging their interest in any endeavor.
Educational institutions pay great attention to organizing cooperation with families. Conducted parent meetings, individual conversations and consultations with parents. Work with the family is carried out throughout the entire time the child is in kindergarten. It is quite diverse in form: meetings, conferences, round tables, joint events of both entertainment and work orientation.
Thanks to the thoughtful organization of educational and educational activities, children are introduced to sociocultural norms, traditions of the family, society and state.
To take into account all the developmental needs of the child, work is carried out in five main areas:
Social and communicative development, which is aimed at mastering moral and moral values;
Cognitive development involves nurturing children with diverse interests and curiosity;
Speech development includes mastering coherent, correct speech and familiarity with children's literature;
Artistic and aesthetic development allows a child to form an aesthetic attitude towards the world around him and art.
Physical development includes motor activity of children associated with performing exercises aimed at developing physical qualities.
Our goal today is to create a unified space for the development of a child in a preschool educational institution, to fully satisfy the interests of parents and children; creating this unified space is possible through systematic interaction between the kindergarten and the family. We understand that success in this difficult process of education a full-fledged person depends on the level professional competence teachers. Therefore, our team does not stand still, we try to move with the times, soour teacherscompleted advanced training courses and professional retraining. We constantly monitor updates in the field of education. We keep in touch with colleagues, exchanging experiences and methodological developments, and conduct master classes, which allows us to create a fairly rich and diverse base for working with children.
The institution is constantly working to strengthen its material and technical base, including the organization of substantive spatial environment- Corners are constantly updated and play areas are expanded.We strive to ensure that the development environment is rich, varied, accessible, safe and appropriate age capabilities children.
The institution’s staff believes that the adopted federal standard will lead to an increase in the social status of childhood. And this means that it will increase social status, first of all, the children themselves, their families, preschool institutions, as well as teachers.
On the eve of the new school year I congratulate my colleagues on the holiday. I wish you inner strength, professional sensitivity, love for children, optimism, energy, health and good luck.
The reform of the preschool education system, which began in the late 80s and continues to this day, is aimed at solving new goals and objectives of a renewed society that has taken the path of democratization in all spheres of life.
Current stage social development, which began in the second half of the twentieth century, is characterized by serious, dynamic changes in various socio-economic spheres. Interest in man as a factor in economic progress has increased. The progress of science, technology, cultural and information revolutions turn education into a necessary attribute Everyday life. A genuine revolution in technology changes the nature and content of many types of labor. As a result of this, a person is no longer required to spend so much physical effort, but rather intellectual effort, independence and responsibility in decision-making. An objective need for educated, competent people has arisen in society, the desire for education has increased, and democratization social life made it more accessible to different categories of the population, including national minorities, women, disabled people, working youth, etc.
In the works of many foreign and domestic thinkers, one can trace the important idea of the need for respectful attitude towards little man– the child, the need to protect his rights to freedom and development. In this regard, humanistic principles of upbringing and education are put forward and justified. Humanism- a set of ideas and views that affirm the value of a person regardless of his social status and the right of the individual to the free development of his creative powers. Progressive thinkers have always put forward and continue to put forward human rights to freedom, and in connection with this, a person with his views and individual characteristics is declared the highest value.
On modern stage In the development of humanity, people have come to the conclusion that international documents are needed in which fundamental human rights and freedoms should be enshrined. In 1948, the international community developed and adopted the document “Universal Declaration of Human Rights” at the UN. In 1950, the Council of Europe, on the basis of the Universal Declaration of Human Rights, adopted European Convention on the protection of human rights and fundamental freedoms.
Already in the Universal Declaration of Human Rights it was noted that “motherhood and infancy give the right to special care and assistance.” In 1950, the international community adopted the Declaration of the Rights of the Child, and in 1989, the General Assembly of the United Nations adopted the Convention on the Rights of the Child.
Convention (from Latin conventionio)- contract, agreement. Due to the fact that our country has signed and ratified the Convention on the Rights of the Child, all subsequent legislative acts must be consistent with the articles of this international document.
IN preamble(introductory part to legislative act(Convention)) emphasizes that children have the right to special care and assistance, recognizing that the child must be fully prepared for independent life in society and brought up in the spirit of peace, dignity, tolerance, freedom, equality and solidarity.
The Convention on the Rights of the Child consists of three parts and 54 articles. The first part includes 41 articles. Article 1 of this section clearly states that a child is every human being under the age of 18 years. All articles in this section are aimed at defining the rights of the child, protecting his safety, health and ensuring his interests. Special attention Articles 6, 7, 8 focus on the child’s rights to life, healthy development, a name and acquisition of citizenship, emphasizing the right to know their parents and preserve their individuality.
Articles 9 and 10 pay special attention to the issue of the rights of the child and parents. The document states that participating states provide parents with the right not to be separated from their child if this is done against the child’s wishes. If the competent authorities, in accordance with a court decision, determine that such separation is necessary in the interests of the child, the child's right to reunification with the family is indicated.
For the first time, an international document declares the rights of the child to express his views on all issues affecting him (Articles 12 – 17). Article 16 states that no child shall be subject to arbitrary or unlawful interference with his right to personal, family life. Article 17 gives an important place to means mass media in providing the child with information in the field of culture and social protection.
Article 19 emphasizes that States Parties shall take all necessary measures to protect the child from all forms of physical or psychological violence, insult, abuse or exploitation, including sexual abuse, by parents, legal guardians or any other persons having charge of the child.
Articles 20–25 set out the rights of children and the responsibilities of the state related to the system of adoption, refugee status, and all necessary medical care. Article 24 of the Convention deals with the measures that States Parties must take to reduce child mortality rates; combating disease and malnutrition; providing mothers with adequate prenatal and postnatal health services; development of educational work and services in the field of preventive health care and family planning.
Important place Article 27 assigns the rights of the child to a standard of living that would ensure his physical, mental, spiritual, moral and social development. It is stated that parents or other persons raising a child are responsible for ensuring, within the limits of their abilities and financial resources, the living conditions necessary for the development of the child.
Article 28 of the Convention on the Rights of the Child recognizes the child's right to education and that school discipline must be maintained using methods that do not harm the child's human dignity.
Article 29 states the purposes of education: the education of a child shall be aimed at developing the personality, talents, mental and physical abilities to their fullest extent; to prepare the child for conscious life in a free society in the spirit of understanding, peace, tolerance, equality of men and women and friendship between all peoples, ethnic and religious groups; to develop a sense of respect for the natural environment. In addition to this, Article 31 emphasizes the child’s right to leisure, play and entertainment activities, appropriate for his age.
A number of articles (32–36) consider the protection of children from any economic or sexual exploitation; from illegally introducing them to the use of narcotic and psychotropic substances; from kidnapping, trafficking or smuggling of children for any purpose and in any form.
The Convention contains provisions (Articles 37–41) which emphasize that States Parties ensure the rights of the child in the event of a violation of the law. At the same time, a list of certain rights is given for persons who have committed illegal actions before reaching 18 years of age.
Particular attention should be paid to Article 41, which has important for employees of the education system, especially educational institutions at various levels. Here are the rights of a child in the event of a violation of criminal law: the presumption of innocence until guilt is proven according to the law; prompt decision-making on the matter under consideration by a competent, independent and impartial authority; freedom from coercion to testify or admit guilt; full respect for the child's personality, his personal life at all stages of the proceedings; if necessary, provision of free translator assistance.
The second part of the Convention includes articles 42–45. They identify effective means to widely communicate the principles and principles to both adults and children. In addition, ways to monitor the implementation of all provisions of the Convention by states that have signed and ratified this document are proposed. An International Committee on the Rights of the Child is established, the members of which are elected by the participating States from among their citizens of high standing. moral qualities and competence in the field covered by the Convention.
The third part notes that the Convention is open for signature by all states. Articles 46–54 reveal procedural and legal issues that give states the right to make certain changes to the articles, emphasizing that amendments come into force upon approval of the document by the General Assembly of the United Nations.
The Convention on the Rights of the Child is based on universal human values, the most important of which is the person and his child. It reflects social, moral and legal norms of international significance, recognized by all peoples of the world. The Convention on the Rights of the Child is based on the achievements of world pedagogical science on the recognition of the child as a full-fledged, full-fledged person.
For the first time, such a document of international importance declared the priority of the interests of children and their freedom. A child needs freedom for intellectual, moral, mental and physical development.
The Convention on the Rights of the Child for the first time confronted states with the need to take into account the rights of the child when creating and adopting normative documents relating to education and upbringing, family life and relations in society. The participating states must, based on its content, create a moral, legal and educational space for full development each child, taking into account his age capabilities.
Changes in the socio-economic sphere public life have confronted many countries of the world, including Russia, with the need to reform educational system. Education reforms, becoming part of social policy modern states are aimed at:
– updating all parts of its system from preschool institutions to universities;
– improvement of the content, methods and means of educational work;
– improvement of training and advanced training of teaching staff.
The basis of public policy Russian Federation ideas in the field of education humanization of education– strengthening attention to the personality of each child as the highest social value society, the goal of creating a citizen with high intellectual, moral and physical qualities. This is reflected in the Constitution of the Russian Federation (1993), the Law of the Russian Federation “On Education” (1992), which affirms the humanistic nature of education, the priority of universal values, life and health human, freedom of personal development, protection national cultures, cultural traditions peoples of Russia, accessibility, etc.
The Law of the Russian Federation on Education (Article 12) states that the activities of state and municipal educational institutions are regulated by standard provisions on the relevant types and types of educational institutions approved by the Government of the Russian Federation, and charters developed on their basis.
In accordance with this, in 1995, a Model Regulation on a Preschool Educational Institution was prepared and approved. It regulates the activities of state and municipal preschool educational institutions.
In section I " General provisions» defined main tasks of a preschool educational institution:
– protecting the life and health of children;
– ensuring the intellectual, personal and physical development of the child;
– implementation of the necessary correction of deviations in the child’s development; introducing children to universal values;
– interaction with the family to ensure the full development of the child.
In accordance with the Model Regulations, all preschool institutions are divided into certain types depending on the specifics of their activities:
– general developmental kindergarten;
– a kindergarten with priority implementation of one or several areas of development of pupils (intellectual, artistic-aesthetic, physical, etc.);
– compensatory kindergarten with priority implementation of qualification correction of deviations in the physical and mental development of pupils;
– a kindergarten for supervision and health improvement with priority implementation of sanitary and hygienic, preventive and health measures and procedures;
– a combined kindergarten (a combined kindergarten may include general developmental, compensatory and health groups in different combinations;
– child development center – kindergarten with physical and mental development, correction and improvement of all pupils.
Thus, the Standard Regulations consolidated all types of children's educational institutions that have developed in the history of the development of preschool education.
Section II “Organization of the activities of a preschool educational institution” explains the procedure for creating, registering preschool educational institutions, and issuing licenses (permits) to them.
In accordance with the Law of the Russian Federation on Education, each preschool institution creates its own charter– this is a document that clearly establishes the goals and objectives of the institution, the main directions of work, and the variability of the educational programs used. The charter defines the rights of preschool workers, relations with parents of pupils, as well as additional paid educational services. The operating hours of a preschool educational institution are established by an agreement between the kindergarten and the founder and are recorded in the charter of the preschool educational institution.
In accordance with its statutory goals and objectives, an educational institution can provide additional services in addition to basic educational programs, taking into account the needs of the family on the basis of an agreement with parents.
Section III “Staffing a preschool educational institution” proposes a procedure for staffing a preschool educational institution. Children from 2 months to 7 years old are admitted to a preschool educational institution on the basis of a medical report. Children with developmental disabilities are accepted into preschool institutions of any type, provided there are conditions for correctional work based on the conclusion of a psychological, medical and pedagogical consultation.
Section IV “Participants educational process“indicates that these are pupils, parents (persons replacing them), and teaching staff. The relationship between the kindergarten and parents is regulated by a parental agreement, which reflects the mutual rights, obligations and responsibilities of the parties. The same section emphasizes that the relationship between the pupil and the staff of a preschool educational institution is built on the basis of cooperation, respect for the child’s personality and providing him with freedom of development in accordance with individual characteristics.
On pedagogical work Persons who have the necessary professional and pedagogical qualifications, confirmed by educational documents, are accepted.
The rights, social guarantees and benefits of employees of preschool educational institutions are determined by the legislation of the Russian Federation, the charter of the kindergarten, employment contract(contract).
Employees of preschool educational institutions have the right to:
– participation in the management of a preschool educational institution in the manner determined by the institution’s charter;
– protection of professional honor and dignity.
All employees of preschool educational institutions undergo certification. Young professionals (graduates educational institutions) certification takes place after three years of work.
Section V “Management of a preschool educational institution” states that general management is carried out by a council of teachers, and the procedure for its election and competencies are determined by the charter of the preschool educational institution. The director directly supervises the activities of the preschool institution.
The final VI section “Property and funds of the institution” reveals the provisions on the property and funds of the preschool institution, and provides standards for group occupancy depending on the category and age of children.
The standard provision establishes rights, regulates the types of preschool institutions, and gives special significance to the charter of the preschool institution. This document draws attention to the fact that relations between teaching staff should be built on the basis of respect for their rights and consideration of their individuality.
For modern system In preschool public education, the tasks of rehabilitating children and correcting their health are relevant. Specialized institutions and groups are being created for children with various health problems: hearing, speech, vision, musculoskeletal disorders, mental retardation, tuberculosis intoxication, etc. A manifestation of a humane attitude towards disabled children was the creation of preschool institutions groups, educational work which will help integrate these children into society.
IN last years educational complexes “Kindergarten – Primary School"(UVK), in which children are raised and educated until they are 10–11 years old. Such educational institution inherent continuity and continuity of preschool and primary school education.
Orphans and children left without parental care are raised in children's homes (up to 3 years old), and then in orphanages and boarding schools. The number of children in need of such institutions is growing rapidly: according to the Ministry of Education of the Russian Federation, in 1997 there were 800 thousand of them. The existing orphanages are overcrowded; New forms of education for actual and social orphans are being sought (with living parents deprived of the rights or opportunity to raise their children). Orphanages are opened, “patronage” of adults over children is organized, when orphans are taken into families for vacations and weekends. The institution of foster families is being created: people take children into their family and are registered as educators orphanage and receive money to support the child and for their work as parents and educators. The teachers of the orphanage help the parents-educators, sharing with them responsibility for the life, health, and upbringing of orphans. The search for new forms of organizing the education of orphans is moving in the direction of abandoning government institutions and bringing public education closer to the conditions of family education.
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Introduction
1. History of development and principles of preschool education
1.1 History of the development of preschool education in Russia
1.2 Principles of preschool education
2. Methodological, psychological and methodological foundations of preschool education
2.1 Preschool education program and methods
2.2 Psychological foundations of preschool education
Conclusion
Glossary
List of sources used
Appendix A
Appendix B
Introduction
The relevance of the topic of the course work lies in the fact that in Russia, as recognized by the world pedagogical community, in the last, 20th century, a unique system of preschool education developed, which provided comprehensive, full-fledged education and development of children from birth to 7 years.
The socio-economic transformations that have occurred in Russian society have led to serious changes in the education system in general and in its preschool level in particular.
These changes affected both the organizational and content aspects of preschool education. The preschool education system has become a multifunctional network of preschool educational institutions (preschool educational institutions), focused on the needs of society and providing a diverse range of educational services, taking into account the age and individual characteristics of the child’s development. Childcare and health care kindergartens have appeared; compensating type; child development centers; educational institutions "Primary school-kindergarten", groups of short-term stays of children in kindergarten and other institutions.
As experience shows, Russian education is constantly searching for ways to solve the problem of continuity between preschool and primary general education.
Currently, the task is not just to rationalize the process of education for older children preschool age, and through the formation of continuity of preschool and primary school education programs in the content and forms inherent in each of these age groups, the fullest possible coverage of children with various forms of preschool education, to increase the overall effectiveness of education, to optimize the intellectual load on children of primary school age.
The education of a preschool child should be aimed at enrichment, and not at artificial acceleration (acceleration) of development. Enriching a child’s mental development presupposes the maximum realization of his capabilities. In contrast to the artificial acceleration of development, it makes it possible to preserve and strengthen the physical and mental health of the child, ensures his normal harmonious development, and preserves the joy of childhood.
The object of this study is preschool education.
The subject of the study is the features and principles of preschool education.
Purpose course work is the study of the principles, objectives and features of preschool education.
In accordance with this, the following tasks were set:
Consider the history of the development of preschool education in Russia;
Reveal the principles of preschool education;
Research early childhood education programs and methods;
Analyze the psychological foundations of preschool education.
Hypothesis – humanization of the pedagogical process in preschool education is the fundamental principle of modern preschool education.
Modern methods of scientific knowledge were used as the methodological basis of the study: dialectical, comparative, synthetic, analytical, systemic and others.
The theoretical basis for the study was the scientific works of domestic and foreign scientists in the field of psychology, such as Ananyev B.G., Stolyarenko L.D., Zinchenko V.P. and etc.
The practical significance of the work lies in the fact that the material and conclusions collected in the work can be used in further research related to the study of this topic.
1. History of development and principles of preschool education
1.1 History of the development of preschool education in Russia
Preschool education is carried out, as a rule, in preschool education institutions, general education institutions (preschool), institutions of additional education for children (centers and associations early development child), but can also be carried out at home in the family. Taking into account the fact that in Russia now more than a third of young families with a child are not provided with preschool institutions, preparing parents for the basics of family preschool education is becoming one of the most important tasks of youth family policy.
In the last third of the 19th century, following the countries Western Europe New types of educational institutions are emerging in Russia. The first free, “people's kindergarten” in Russia for children of citizens from the lower strata of the population was opened in 1866 at the charitable “Society of Cheap Apartments” in St. Petersburg. In the same year, A. S. Simonovich opened a paid private kindergarten for children of the intelligentsia
By the beginning of the twentieth century in Russia it was openly quite big number preschool institutions, both paid for the intelligentsia and the emerging bourgeoisie, and free kindergartens, playgrounds, shelters, homes for children of the lower strata of the population, as well as for orphans..
In the same years, the methodology of preschool education arose; the first magazine where systematic notes on the forms and methods of teaching preschool children were published was “Kindergarten”, edited by A. Simonovich. The authority of the publication was quite high, evidence of this was the participation in its work and publication of K. D. Ushinsky.
In 1871, the St. Petersburg Society for Promoting the Initial Education of Preschool Children was created. The Society contributed to the opening of training courses for female educators in families and kindergartens, as well as holding lectures on preschool education. By 1914, several dozen kindergartens operated in the country. In 1913 - 1917, the Vice-President of the St. Petersburg Society for the Promotion of Preschool Education was the famous Russian teacher Elizaveta Ivanovna Tikheyeva, who studied issues of didactics and methods of primary education. Since 1913, she directed the kindergarten created under the Society for the Promotion of Preschool Education, which she led after 1917 until 1928.
The state system of preschool education in our country began after the adoption of the “Declaration on Preschool Education” on November 20, 1917. This document defined the principles of Soviet preschool education: free and accessible public education for preschool children.
In 1918, on the basis of the Moscow Higher Women's Courses, on the initiative of Professor K. N. Kornilov, the second Moscow State University was opened, where a pedagogical faculty with a preschool department was organized. An important milestone in the creation of a state system for training preschool teachers was the first All-Russian Congress on Preschool Education, held in Moscow in 1919.
The first “Program of the work of a kindergarten” was published in 1934, and in 1938 the “Charter of a kindergarten” was published, which defined the tasks of work, the structure and features of the functioning of preschool institutions, and the “Guide for kindergarten teachers”, which contained methodological instructions for sections of work with kids.
In 1937, by a special resolution of the Council of People's Commissars, departmental kindergartens were introduced, and in 1939, standard staffing levels were established for kindergartens of all types and departments.
Since 1928, the monthly scientific and methodological magazine “Preschool Education” began to be published. By the 40s of the twentieth century, the network of preschool educational institutions had reached a fairly high level; more than two million pupils were covered by public education. After the war, the development of the system of public preschool education continued, which, according to the thoughts of communist ideologists, was supposed to replace family education. In 1959 appeared the new kind preschool educational institution - a nursery-kindergarten, where, at the request of parents, children could be raised from two months to seven years. This was caused by the need to improve the organization of work of preschool institutions and, in particular, to establish continuity in the education of early and preschool children.
In the early 60s, a comprehensive educational program in kindergarten was created, which became a single mandatory document in the work of preschool institutions in the country. Leading research institutes of preschool education of the Academy of Sciences of the USSR and leading departments of preschool pedagogy worked on the program. And in 1978, after making further changes, the program was called Standard. It existed until 1984, when it was replaced by the Model Program of Education and Training in Kindergarten.
In connection with the reform of the education system on the threshold of the 80s-90s, the “Concept of Preschool Education” arose (authors Vasily Davydov, V.A. Petrovsky). It outlines the basic principles that are fundamental to expert assessments preschool education in Russia:
Humanization - nurturing the humanistic orientation of a preschooler’s personality, the foundations of citizenship, hard work, respect for human rights and freedoms, love for family, Motherland, and nature;
Developmental nature of education;
Focus on the child’s personality, preservation and strengthening of his health, focus on mastering ways of thinking and activity, speech development, differentiation and individualization of upbringing and training;
Development of the child in accordance with his inclinations, interests, abilities and capabilities;
Deideologization of preschool education is a priority of universal human values, rejection of the ideological orientation of the content of kindergarten educational programs.
1.2 Principles of preschool education
Preschool education in Russia is ensuring the intellectual, personal and physical development of a preschool child from 2 to 7 years old.
Preschool education is intended to ensure the mental, physical, and personal development of a child aged from 2 months to 7 years. An institution for raising children can be a municipal or private kindergarten, a preschool education center, an early development center, etc. 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.
