Partial programs of artistic and aesthetic cycle. Partial program is a good opportunity for parents too

AGREED MA

APPROVE

Orenburg

Head of MBDOU "Kindergarten

____________ ______________

№ »

(signature) (full name)

_____________ _________________

(signature) (full name)

"____" __________________ 2013

ACCEPTED

At the pedagogical council No. ____

Protocol No. _____ __________ 2013

_________________________________

(FULL NAME.)

Partial Program

“………” (creative title)

Municipal preschool educational

of the budgetary institution "KINDERGARTEN № 5 "CHEBURASHKA" OF GENERAL DEVELOPMENT WITH PRIORITY IMPLEMENTATION OF ARTISTIC AND AESTHETIC

DEVELOPMENT OF PUPILS»

2013

I. Target section. Explanatory note……………………………….

1.1. Novelty, relevance, pedagogical expediency of the program………………………………………………………………………

1.2. Purpose and objectives of the program…………………………………….…

1.3. Principles and approaches implemented during the implementation of the program………………………………………………………..…………..

1.4. Age of children participating in the program………

1.5. Expected results and ways to check them………………..

1.6. Forms of summarizing the results of the program implementation……………

II. Content section of the partial program………………….

2.1. Thematic planning of educational relations…………………………………………………………………

2.2. Long-term plan of interaction with the families of pupils………………………………………………………….

2.3. Perspective plan of interaction with the society…………….

2.4. The content of the partial program………………………….

III. Organizational section of the partial program…………………

3.1. Staffing of the program………………………………

3.2. Logistics of the program………….

3.3. Scientific and methodological support of the program……………….

3.4. Time and timing of the implementation of the partial educational program………………………………………………………………………

3.5. Organization of a developing subject-spatial environment…………………………………………………………………………….

IV. List of used literature…………………………………

V. Applications……………………………………………………………

I . TARGET SECTION

EXPLANATORY NOTE

1.1. Novelty, relevance, pedagogical expediency of the program

Novelty of this educational program is to update / supplement / expand / enrich ... (form, content, technology, integration ...)

Relevance the partial program is due to such modern conditions ... (relevance for the state, parents, child)

In modern conditions ... (relevance from the standpoint of the interests, needs and motives of children, members of their families, society, state)

The program is implemented within the framework of the educational area (“socio-communicative development”, “cognitive development”, “speech development”, “artistic and aesthetic development”, “physical development”).

The program takes into account (the specifics of the conditions for the implementation of educational activities / and - or the needs and interests of children / and - or the capabilities of the teaching staff / and - or the established traditions of the preschool educational organization / and - or the established traditions of the group).

Pedagogical expediency the program consists of ... .. (mark why you, in a particular group of your preschool educational institution, undertook the development of such a program)

1.2. Purpose and objectives of the partial program

Approximate formulations based on the Federal State Educational Standard (according to the positions reflected in the characteristics of the educational area); the goal statement should end with a program-specific concept:

Target : introducing preschoolers to the fine arts on the example of the Akbulak toy (deepening the task set in the federal state requirements for the structure of the main general educational program of preschool education within the educational field "Artistic creativity")

Program objectives:

To form students' ideas about ..; skills…; skills...

educate

develop, improve

1.3. Principles and approaches implemented during the implementation of the program

The program is based on the following principles (select the principles that correspond to the program from clause 1.4 of the Federal State Educational Standard, disclose the principles in terms of the content of the program):

The fundamental approaches to the construction of educational activities within the framework of the program have become (for example, system-activity as ... (justification); humanitarian ... (justification); cultural ... (justification))

1.4. Age of children participating in the program

The program is designed for WHAT preschool age. At this age, the child

1.5. Expected results and how to check them

An increased level of curiosity and activity in the study of national and cultural characteristics of the Orenburg region; an increased level of development of the ability to solve intellectual and personal tasks adequate to age; the presence of primary ideas about oneself and one's small homeland.

An increased level of formation of emotional responsiveness to other people.

- development of the articulatory apparatus in the process of memorizing and telling folklore works; the development of fine motor skills in the process of performing crafts, drawings.

SYSTEM OF OBSERVATION OF CHILDREN'S ACTIVITIES

Checklist for accounting for work in centers

Children's names

Children activities

Comments

motor

game

communicative

cognitive research

perception of fiction

labor

construction

pictorial

musical

Anyuta

Boris

Vika

Denis

Zhenya

Lena

Introspection Sheet

Child's name _______________________________________________

Age ___________________________________________________

Month ____________________________________________________

the date

activity

etc.

1.6. Forms for summing up the results of the program implementation

Describes activities, products, procedures

Observation of the process of artistic and creative activity of the child, filling out the Observation Card (you can specify the frequency)

Study and analysis of the products of the child's artistic and creative activity, entering information into the Observation Card.

Organization of the exhibition of children's creative products "Akbulak toy through the eyes of children" (collective exhibitions? Author's exhibitions?)

Creation of a museum of Akbulak toys (museum workers (art historians, guides) - children; museum spectators - adults and children; journalists interviewing authors, guides and spectators - children).

II . CONTENT SECTION OF THE PARTIAL PROGRAM

2.1. Thematic planning of educational relations

№

Module/Theme

Volume of OD (in min.)

Implementation methods

Children's activities and/or activities and/or cultural practices of activities

Module 1

1.1

1.2

1.3

1.4

Unit 2.

2.1

2.2

2.3

2.4

Module 3

3.1

3.2

3.3

3.4

Module 4

4.1

4.2

4.3

4.4

2.2. A long-term plan of interaction with the families of pupils

Describes work with parents (pedagogical education, optimization of child-parent relationships, involvement of parents in the implementation of the educational process)

2.3. A promising plan for interaction with society

The interaction with cultural and educational institutions within the framework of the program topic is described (secondary schools, children's art schools, music schools, sports sections, stations for young technicians, theaters, philharmonic societies, environmental and biological centers, libraries, museums, etc.).

2.4. Partial Program Content

Module 1. From the history of the Akbulak toy

Topic 1.1. "…."

The origin of the Akbulak toy. (The content of the topic is formulated without describing the actions of the educator, that is, there is no need to write Introduce children to history , we write Story)

Visual row: ( videos and illustrations )

Music line:

Optional equipment:

Kind of activity: (game, communicative, labor, cognitive research, productive, musical and artistic, reading )

Integration of educational areas:

Product:

III . ORGANIZATIONAL SECTION OF THE PARTIAL PROGRAM

3.1. personnel security

Required specialists, their roles and functions in the program(only those who take part in the implementation of the program, but do not control its implementation)

3.2. Logistics of the Program

Description of the necessary material for the implementation of the program, incl. multimedia, interactive equipment, manuals, didactic material, video-audio library, etc.

3.3. Scientific and methodological support of the Program

Approximate basic general education program, on the basis of which the main general education program of the preschool educational institution was developed (output data should be after 2009)

The main general educational program of the preschool educational institution (full name, date of approval)

Books and writings, program this line do not write

Teaching aids

Books on which regional content is built

3.4. Time and timing of the implementation of the Program

During what time, in what half of the day, how many times a week, volume

3.5. Organization of the developing object-spatial environment

Description of the components of the subject-developing environment (only those development centers that are necessary for the implementation of the content of the program - representation of centers in which the acquired knowledge of children will be transformed into experience, with what they need to be filled for this).

IV . ADDITIONAL SECTION

Brief presentation of the program aimed at getting parents interested

Do not rewrite sections of the explanatory note

Opportunities of the program for the development of children;

Taking into account the needs and interests of children and parents in the program;

Features of building content;

Participation of parents in the implementation of the program in kindergarten and at home;

Developing subject-spatial environment of the program.

IV . LIST OF USED LITERATURE

1. Akimova, T.A. Ecology. Nature-Man-Technology: a textbook for universities / T.A. Akimova, A.P. Kuzmin, V.V. Khaskin.- M.: UNITI-DANA, 2001. - 343p.

2. Delors, J. Education: a necessary utopia / J. Delors // Pedagogy. - 1998. - No. 5. - S. 32-47.

3. Tavstukha, O.G. Formation of ecological culture of students in institutions of additional education: theory and practice: monograph / O.G. Tavstuha. - Orenburg: Press, 2001. - 260 p.

Internet resources:

1. Khutorskoy, A.V. Meta-subject content of education from the standpoint of human conformity. [Electronic resource] // A.V. Khutorskaya. Personal site - Chronicle of being; 03/02/2012 - http://khutorskoy.ru /be/2012/0302/index.htm - Retrieved 11/29/2012

V . APPS

Appendix 1.

Synopsis of the GCD on the topic "Dolls of the grandmother's chest"

…………………….

Appendix 2

Advice for parents "How to choose the right

Kids toys"

……………………

Appendix 3

Scenario of folklore-ecological holiday

"In the garden, in the garden"

………………………….

Appendix 4

Program Performance Observation Map

Targets

Criteria for evaluation

Quality manifests itself

often

rarely

Doesn't show up

Target landmark (as reflected in the explanatory note)

Description of target indicators based on program content

The layout was designed by A.A. Muratova, Ph.D., Associate Professor of the Department of Pedagogy and Psychology, IPK and PPRO OGPU, tutor of the internship site of the Orenburg region

Name programs

Program 1

Program"Rainbow" developed by order of the Ministry education RF and is used in preschool educational institutions for more than 20 years, was tested in different regions of Russia and was subjected to independent examination. "Rainbow"– domestic program reflecting the realities of Russian culture. Developed on the basis of the psychological theory of activity of A. N. Leontiev, it implements the cultural and historical approach of L. S. Vygotsky. Program addressed to the mass kindergarten and at the same time allows you to realize the individual potential of each child. In 2014, the approximate basic educational program"Rainbow" has been redesigned in accordance with federal state . Program"Childhood": Approximate educational program of preschool education

(This option programs"Childhood"

developed on the basis of and in accordance with the Federal

public educational standard

preschool education)

Comprehensive education program, education and development of preschool children "Rainbow", created copyright team of the laboratory of the Institute of General education under the guidance of Professor T. N. Doronova. Authors- developers are T. N. Doronova, T. I. Grizik, S. G. Yakobson, V. V. Gerbova, A. A. Gribovskaya, S. I. Musienko.

Developed on the basis of the psychological theory of activity of A. N. Leontiev, implements the cultural and historical approach of L. S. Vygotsky

Approximate main educational program of preschool education. Project. GEF

Series: Rainbow

publishing house: Enlightenment

The year of publishing: 2014 The team of authors of the department of preschool Pedagogy Institute of Childhood Russian State Pedagogical University. A. I. Herzen presents a new version of the Approximate educational program of preschool education"Childhood".

This option programs"Childhood" developed on the basis of and in accordance with the Federal State educational standard for preschool education.

Childhood: Approximate educational program of preschool education / T. I. Babaeva, A. G. Gogoberidze, O. V. Solntseva and others.

-SPb.: LLC "Publishing house "Childhood-Press", Publishing house RGPU im. A.I.

Herzen, 2014.

Goal and tasks

Target programs: to form in a child such personality traits as upbringing, independence, purposefulness, the ability to set a task and achieve its solution.

Main tasks programs:

Ensuring your child has the opportunity to live happily and meaningfully preschool years;

Ensuring the protection and promotion of his health (both physical and mental);

Comprehensive and timely mental development;

formation of an active and careful-respectful attitude to the world around;

Introduction to the main spheres of human culture (labor, knowledge, art, morality).

Target programs:

to create an opportunity for every child in kindergarten to develop abilities, interact widely with the world, actively practice in various activities, and creative self-realization. Program is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the behavior, activities and attitude of the child to the world. The main task is to introduce the child into the main spheres of being, into the world of people, objects, into the world of nature and help the child to realize himself as the subject of his own actions and experiences.

Conceptual Provisions

The conceptual basis of this program is theory A. N. Leontiev, in which the main categories mental analysis are:

Activity;

Consciousness;

Personality.

Full living by the child of all stages of childhood (infant,

early and preschool age, enrichment (amplification) children's

development;

building educational activities based on individual

characteristics of each child, in which the child himself becomes

active in choosing the content of their education, becomes the subject

preschool education;

promotion and cooperation of children and adults, recognition of the child

a full member (subject) educational relations;

supporting the initiative of children in various activities;

cooperation with the family;

introducing children to socio-cultural norms, traditions of the family, society

and states;

formation of cognitive interests and cognitive actions

child in various activities;

age appropriateness preschool

education(matching conditions,

requirements, methods, age and developmental features);

taking into account the ethno-cultural situation of children's development.

Personality is brought up by Personality.

Therefore we know that: it is important for children that the educator

really interested in what he talks about;

children want to know about life and experiences

adults; a child can only be taught well what you love to do; a child can only be taught well by the adult he loves; in "rainbow" groups of children do not have the same work;

in "rainbow" there are no identical groups in kindergartens; each educator creates his own day, month, year of life and work with children as author's work.

Program"Childhood" excludes from educational process of young children, i.e. it is aimed at children 3-7 years old (three psychological ages). Main idea programs- the socialization of the child, i.e. the entry of the child into the culture through his awareness of his capabilities and abilities. In general, in the center programs put the child and his physical and emotional health. Self-knowledge of the child is actively lobbied. Program offers rich educational content. Meaningful links between sections allow you to integrate educational content in psychological and pedagogical work. Planning for this program is flexible in The program has no conditional schemes, tables, etc., which gives room for the creativity of teachers.

Program 2

Program"DEWDROP"

Program"Okay"

publishing house: Vlados, 2005

program musical education of children preschool age, edited by I. M. Kaplunova, I. A. Novoskoltseva.

Goal and tasks

One of its main goals is to help in finding the path to the good, the spiritual. Program aims at cultivating an emotional and conscious attitude to art, at the ability to hear, see, feel and empathize.

Tasks programs: education of aesthetic perception; introduction to the world of art; development of the ability to master and transformation the surrounding cultural space; development of children's creativity in pictorial, musical and theatrical activities; the formation of bright positive emotions in children in the process of their creative interaction and artistic and active

communication with adults.

Target programs- musical and creative development of children in the process of various types of musical activities: musical-rhythmic movements, instrumental music-making, singing, listening to music, musical-game activities (dance, games, round dances).

Tasks:

Prepare children for listening to music images and ideas.

Lay the foundations of harmonic development (development of hearing, attention, movement, sense of rhythm and beauty of melodies, development of individual musical abilities).

To introduce children to Russian folk-traditional and world musical culture.

To prepare children for the development of techniques and skills in various types of musical activities adequate to children's abilities.

Develop communication skills (children communicate with each other, creative use of musical impressions in everyday life).

Introduce children to diversity musical forms and genres in an attractive and accessible way.

Conceptual Provisions

Basic provisions programs: "the disclosure of the child's personality, his individuality, the development of his creative potential, free, without pressure from an adult, based on the child's self-expression, his self-development, on cooperation and co-creation, using only humane methods and techniques, without prohibitions and categorical appeals» should be actively used from an early age. Basic methodological principles: the creation of a relaxed atmosphere, the integrity of the approach in solving pedagogical problems, the correlation of musical material with the natural, folk, secular and partly historical calendar.

Partial Program - these are incomprehensible words for any mother who thinks about what her child is doing in kindergarten. However, there is nothing wrong with them. The partial program is a part of preschool education, an integral part of the formation of a personality. In addition to the main educational work, pedagogical activity includes additional, partial programs.

What is it and what is its purpose?

Partial programs in the preschool educational institution - classes and techniques aimed at developing fine motor skills, pure speech, the formation of an understanding of the language and language forms, the development of associative thinking. What is the difference between a partial program. These programs are in addition to the main kindergarten development program. More often, educators use methods created by the author or a group of authors. A preschool educational institution may not use partial preschool programs. But then the child's life will become boring and not filled with educational games and activities, he will not want to attend them. Partial programs are good because they describe methods already carried out by other educators and reflect their results. In some way, such programs are trusted. The choice is made by the leadership and kindergarten teachers.

What is the meaning of the partial program?

Partial educational programs direct children's attention to learning tools and interesting tasks. Creative activity and return are welcomed. In this unique period when young children are receptive to literally everything in the world around them, creative games will help them like nothing else. That is why pedagogical activity is given so much attention. The more knowledge about the world a child receives in kindergarten, the more chances he has to adequately perceive the world around him, to cope with stress at school and in later life. But a positive attitude begins to take shape only from three to four years. Therefore, the partial program is a chance for any child. What are Partial Programs?

Partial programs in preschool educational institutions are divided into several areas. Some of them involve the study of folklore, fairy tales, fables, poems and epic heroes. This not only gives children an idea of history, but also develops memory: excerpts from fables, counting rhymes and simple poems are easy to learn and are an example for independent activity. Mathematical programs introduce the simplest arithmetic operations and tasks of ingenuity, thus developing rational thinking. Theatrical activities aimed at studying theatrical skills can also be added to this list.

Even among preschoolers, a simple circle can be extremely popular if the organization of classes and the process of creating performances are properly approached. In addition, activity in kindergarten is aimed at gaining access to the spiritual world, teaching the rules of etiquette and politeness.

Partial programs according to GEF.

Of course, the activities of kindergartens are regulated by federal standards. Partial programs under the Federal State Educational Standards assume that preschool education will be aimed at individualizing classes, supporting the initiative and activity of children in all areas, cooperation with the family and the help of parents, the active work of educators and other kindergarten employees to ensure a comfortable stay in kindergarten. An individually tailored partial program is important for each child. GEF allows you to organize it according to all the rules. A preschool educational institution independently chooses educational programs, but they must comply with federal standards.

What exactly are partial programs aimed at?

The principles of partial programs are simple. There are several areas of education. They are used either individually or combined, achieving the best effect. The child is instilled, for example, with ideas about everyday life, the culture of human habitation, about household items and the materials from which they were made, about the purpose and purpose of each item. Gradually, not only an understanding of its place in the world arises, but also a desire to contribute and take an independent active part in its study.

How does this activity affect children?

Kindergarten mode, as a rule, is chosen rationally: the child does not get tired, gets time for rest and games that do not have any specific purpose. But it is important to ensure that active games and activities do not cause stress. It is impossible to arrange a lesson so that one immediately follows another so that there is not even time for rest. Many parents involved in education, sometimes show excessive zeal. They believe that the kindergarten is not enough for the child, and therefore they take him to additional classes. At this age, you do not need to force any classes. Chronic fatigue for a child who has not yet started going to school is nonsense, but this is also possible if you overdo it with the educational process.

Can parents help?

The immediate family, mom and dad, make different decisions about how much time their child spends in kindergarten. If they have enough opportunities to study on their own, then it is not necessary to attend kindergarten. If you agree on this issue with the leadership, you can appear in class only in the second half of the day or, conversely, in the first. The rest of the time, you can engage in raising a child on your own.

The Partial Program is a good opportunity for parents as well. It is not at all necessary to become an expert in this field, but it is necessary to have an idea of \u200b\u200bwhat classes are held in kindergarten in order not to lose progress at home. It's good for older kids too. For example, construction in the older group can lure not only children, but also parents. And what could be better than playing together? But even if due to work there is no time to take care of the child during the day, you can devote a couple of hours to this in the evening.

What problems might the family face?

In addition to difficult family situations, such as the absence of one parent or neglect, several other factors can interfere with parenting. First of all, it is important to remember that young children are very impressionable. And even when they live in an absolutely adequate, prosperous family, they may have problems. For example, among peers.

Kindergarten teachers themselves sometimes become victims of seemingly vicious jokes. This does not bypass children. They are capable of immoral acts. If parents notice that their child has become withdrawn, does not want to talk about what happened in kindergarten or on a walk, this may be a sign that someone has treated him rudely. The words and actions of other children can lead to the creation of complexes that will literally interfere with life at an older age.

Evil caregivers: myth or reality?

In addition, the child may experience shyness or even fear of a particular teacher. Nursery staff are selected with the utmost care. But every situation is different. A preschool educational institution should not leave a bad impression on a child. Talking and arguing with management will only lead to unnecessary nerves and stress. No matter how good the partial programs in the preschool educational institution are, they will only deliver unpleasant sensations to the child if he sees an enemy or an evil witch in the teacher.

based on http://fb.ru|

The program "FROM BIRTH TO SCHOOL" is an innovative general educational program document for preschool institutions, prepared taking into account the latest achievements in science and practice of domestic and foreign preschool education.
The program was developed in accordance with the current GEF DO.

The Program highlights the developing function of education, which ensures the formation of the child's personality and orients the teacher to his individual characteristics, which corresponds to modern scientific concepts of preschool education on the recognition of the inherent value of the preschool period of childhood. The program is built on the positions of a humane-personal attitude towards the child and
is aimed at its comprehensive development, the formation of spiritual and universal values, as well as abilities and competencies. The Program lacks strict regulation of children's knowledge and subject centrism in teaching.

The main general education program reveals age characteristics, the contingent of pupils, daily routines, schedules of directly educational activities, as well as the content of psychological and pedagogical work on the development of educational areas by children, monitoring the educational process and interaction with society and parents.

The organization of work to fulfill the tasks of each educational area is ensured by the use ofpartial programs and technologies:

Overview of Partial Programs

PROGRAM "BASICS OF SAFETY OF PRESCHOOL CHILDREN"(R. B. Sterkina, O. L. Knyazeva, N. N. Avdeeva)

The program involves solving the most important socio-pedagogical task - educating the child's skills of adequate behavior in various unexpected situations. Developed on the basis of the draft state standard for preschool education. It contains a set of materials that provide stimulation in preschool childhood (senior preschool age) of independence and responsibility for one's behavior. Its goals are to develop the skills of reasonable behavior in a child, to teach them to behave appropriately in dangerous situations at home and on the street, in public transport, when communicating with strangers, interacting with fire hazardous and other objects, animals and poisonous plants; contribute to the formation of the foundations of ecological culture, familiarization with a healthy lifestyle. The program is addressed to educators of senior groups of preschool educational institutions. It consists of an introduction and six sections, the content of which reflects the changes in the life of modern society and thematic planning, in accordance with which educational work with children is built: “Child and other people”, “Child and nature”, “Child at home”, “Child health ”, “Emotional well-being of the child”, “Child on the city street”. The content of the program leaves each preschool institution the right to use various forms and methods of organizing education, taking into account the individual and age characteristics of children, sociocultural differences, the uniqueness of home and living conditions, as well as the general socio-economic and criminogenic situation. Due to the special importance of protecting the life and health of children, the program requires mandatory observance of its basic principles: completeness (implementation of all its sections), consistency, taking into account the conditions of urban and rural areas, seasonality, and age targeting. Recommended by the Ministry of Education of the Russian Federation.

The program has an educational and methodological package: a textbook on the basics of life safety for children of senior preschool age and four colorfully illustrated handouts for children.

PROGRAM "I, YOU, WE"(O. L. Knyazeva, R. B. Sterkina)

The proposed program is relevant for all types of preschool educational institutions and can effectively complement any preschool education program. Provides the basic (federal) component of the state standard for preschool education. It was developed in order to fill a significant gap in traditional domestic education related to the social and emotional development of a preschool child. It is aimed at solving such important tasks as the formation of the emotional sphere, the development of the child's social competence. The program also helps to solve a set of educational tasks related to the education of moral norms of behavior, the ability to build one's relationships with children and adults, a respectful attitude towards them, a worthy way out of conflict situations, as well as self-confidence, the ability to adequately assess one's own capabilities. Recommended by the Ministry of Education of the Russian Federation.

The program includes the following sections:

· "Self-confidence";

“Feelings, desires, views”;

“Social Skills”.

PROGRAM "DESIGN AND MANUAL WORK IN KINDERGARTEN"(L. V. Kutsakova)

Based on the concept of artistic and aesthetic education of preschoolers. The main goal is to develop constructive skills and artistic and creative abilities of children, to introduce them to various modeling and design techniques. It is built on the integrated use of all types of design and artistic work in kindergarten. Designed for all preschool age - from three to six years. It provides for a differentiated approach to children with different levels of intellectual and artistic development, including children with weak and strong motivation, as well as gifted ones. The selection of educational material for creativity meets the principles of preschool didactics and the age capabilities of children. It contains technologies based on the use of non-traditional teaching methods and techniques that allow the teacher to develop associative thinking, imagination, creative skills, practical skills, artistic taste, aesthetic attitude to reality in children. Much attention is paid to the creative nature of the joint activities of the teacher and children. Recommended by the Ministry of Education of the Russian Federation.

PROGRAM "YOUNG ECOLOGIST"(S. N. Nikolaeva)

It is aimed at the formation of the principles of ecological culture in children of two to six years old in a kindergarten. It has a theoretical justification and detailed methodological support. Ecological culture is considered as a conscious attitude of children to natural phenomena and objects that surround them, to themselves and their health, to objects made from natural materials. It consists of two subprograms: "Environmental education of preschoolers" and "Improving the skills of employees of preschool educational institutions." The structure of the first subprogram is based on children's sensory perception of nature, emotional interaction with it, elementary knowledge about life, growth and development of living beings. The ecological approach to familiarizing children with nature and the ecological content of all sections of the program is based on the main laws of nature - the relationship of living organisms with the environment. Methodological materials “Education of ecological culture in preschool childhood” have been developed for the program, which reveal a specific technology for the ecological education of older preschoolers in a kindergarten, and present planning for working with children throughout the school year by months and weeks. Recommended by the Ministry of Education of the Russian Federation.

PROGRAM "INVOLVING CHILDREN TO THE ORIGINS OF RUSSIAN FOLK CULTURE"(O. L. Knyazeva, M. D. Makhaneva)

This program defines new guidelines in the moral and patriotic education of children, based on their familiarization with Russian folk culture. The main goal is to promote the formation of a personal culture in children, to introduce them to the rich cultural heritage of the Russian people, to lay a solid foundation for the development of national culture by children on the basis of acquaintance with the life and life of the Russian people, their character, their inherent moral values, traditions, characteristics of material and spiritual environment. In parallel, the program addresses the issues of expanding the basic culture of the personality of educators of preschool educational institutions. The theoretical basis of the program is the well-known position (D. Likhachev, I. Ilyin) that children, in the process of getting acquainted with their native culture, are attached to enduring universal values. The program is designed to work with children of three to seven years old, includes long-term and scheduling. Offers new organizational and methodological forms of work; contains information materials from various literary, historical, ethnographic, art criticism and other sources. The program consists of three parts. The first contains specific recommendations on the implementation of the program and the organization of the developing environment in the preschool educational institution, highlights the forms and methods of interaction between the teacher and children. The second part provides long-term and calendar plans for working with children of all age groups, describes in detail the content of all classes. The third part includes applications: literary, historical, ethnographic, historical texts, a dictionary of Old Slavonic words most often used in fairy tales, proverbs, sayings. The program is recommended by the Ministry of Education of the Russian Federation.

PROGRAM "THEATRE - CREATIVITY - CHILDREN"(N. F. Sorokina, L. G. Milanovich)

The purpose of the program is to develop the creative abilities of children by means of theatrical art. It scientifically substantiates the phased use of certain types of children's creative activity in the process of theatrical incarnation; the means and methods of theatrical and gaming activities are systematically presented, taking into account the age of children; a parallel solution of the problems of art-speech, stage and musical art is envisaged. The leading principle of the program is the involvement of children in productive theatrical and game creative activity, the creation of stage images that evoke emotional experiences. The program is partial and can serve as an addition to complex and basic programs. Approved by the Federal Expert Council for General Education.

PROGRAM "SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN"(O.S. Ushakova)

The purpose of the program is the development of speech skills and abilities in preschoolers, the formation of their ideas about the structure of a coherent statement, as well as the ways of communication between individual phrases and its parts. The program fully discloses the theoretical foundations, describes the areas of work on the speech development of children.

The program solves problems related to teaching the native language, the development of the speech of children of younger, middle and older preschool age: the education of sound culture, vocabulary work, the formation of the grammatical structure of speech, the development of coherent speech. Tasks, games, exercises help to solve simultaneously different tasks that are closely intertwined.

Anastasia Miloserdova
Analysis of partial programs for the implementation of the variable part. "Cognitive Development"

II. Educational area " cognitive development"

2.1 Program"Our home is nature"

The age group is from 5 to 7 years old.

Target programs, to educate from the first years of life a humane, socially active, creative person, able to understand and love the world around, nature and treat them with care. "Our home is nature"- author's program, ensuring continuity in the environmental education of preschoolers with elementary school in subjects "The world", "Natural History". Can be used by preschools general developmental type, supervision and improvement, and corrective.

Program"Our home is nature" pays attention to the following issues: - understanding the value of nature; - child's self-awareness parts of nature; - fostering a respectful attitude towards all animals and plants without exception, regardless of our likes and dislikes; – understanding that everything in the drive is interconnected, and the violation of one of the connections leads to other changes; – education in children of an active life position; – teaching the basics of elementary environmental safety; – formation of initial information about the rational use of natural resources in everyday life (electricity, water, gas); – the formation of an emotionally positive attitude towards the world around, understanding the dependence of its state on human actions (including the child); - understanding the uniqueness of the surrounding world. N. A. Ryzhova notes that the younger generation needs to form a new ecological consciousness, the essence of which is that a person is a special, reasonable part of nature, and ecology is not just a science, it is a whole worldview.

Working on this program, it is important to show that natural components are interconnected and dependent on the environment. It is necessary to form in children primary ideas about the cyclical nature of natural phenomena, that nothing in nature disappears without a trace. Preschoolers should receive scientifically reliable but age-appropriate information

2.2 Program"Young ecologist"

Age group - from 2 to 7 years.

AT program seven sections are presented. The first section is elementary information about the universe, the inanimate nature of the Earth and its significance in the life of living beings. The next two are devoted to the disclosure of the relationship of plants and animals with the environment. The fourth one traces the role of the habitat in the process of ontogenesis - growth and development. development individual species of plants and higher animals. The fifth reveals the relationships within communities that children can observe. Subsections marked with an asterisk should be studied with S. N. Nikolaev. "Young ecologist. Program environmental education in kindergarten” by children is optional, they can be useful to the teacher as additional material. The sixth section shows different forms of human interaction with nature. special (wellness) the first point, which addresses the needs of people, is important (children) as living beings and the ensuing demands on the environment. The seventh section gives general recommendations for the distribution of material by age. Program"Young ecologist" can be used in any preschool institution where there is a transition from traditional familiarization with nature to solving issues of environmental education of preschoolers. AT program intentionally, there is no rigid binding of the tasks and content of environmental education to a particular age, which will make it possible to begin its implementation in any age group of the kindergarten. Data in program recommendations for the distribution of material by age allow the teacher realize an individual approach to children, adjusting at each stage the volume and depth of solving the tasks. In all sections program given position"attitude", which will help the teacher to understand how much the children have accepted and learned new knowledge

Tasks programs

Educational:

Formation of the foundations of ecological culture in the process of familiarizing preschoolers with the world through practical activities with living objects, observations, experiments, research work and work with didactic material, the formation of adequate ecological ideas, that is, ideas about the relationships in the system "Man-nature" and in nature itself;

Children's awareness of the knowledge that plants and animals are living organisms; about the presence of inanimate bodies in nature, about their relationship;

On the example of specific plants and animals, disclosure of the relationship between the structure and their functioning, the dependence of the structure of the body on environmental conditions;

Formation of knowledge about the importance of animate and inanimate nature in human life and economic activity;

Showing the positive and negative influence of a person on the world around him;

Educational:

development the ability to see the beauty of the surrounding natural world, the diversity of its colors and forms;

Education of the desire and skills to preserve the natural world around;

Raising a sense of responsibility for the state of the environment, an emotional attitude to natural objects.

Educational:

development skill systems (technology) and strategies for interacting with nature;

development the ability to observe living objects and phenomena of inanimate nature;

Drawing attention to surrounding natural objects, development the ability to see the beauty of the surrounding natural world, the diversity of its colors and forms;

Formation of skills of rational use of natural resources;

Protection and promotion of children's health, development healthy lifestyle skills.

2.3 Program"We"

Program environmental education of children

Content Core H programs. N. Kondratyeva are “knowledge about a person in his connection with nature, other people, ideas about a person and nature as the highest values, knowledge about a humane attitude towards living things and the ability to realize". In this case, the main attention is paid to the consideration of the relationship of living organisms with the environment at different levels. In each section programs knowledge as a basis of ecological consciousness, skills of ecologically oriented activity, experience of a humane attitude to nature are presented. AT program the idea of the unity of man and nature is also revealed.

Target programs: to form ecological education of preschoolers.

Tasks:

develop preschool children have ecological ideas, knowledge about the value of nature and the rules of behavior in it;

To form the skills of a variety of activities in nature and the formation of an environmentally oriented interaction with its objects;

To help children develop emotionally positive experiences with nature.

Implementation Success programs provided by several mandatory conditions:

The teacher's readiness for implementation environmental education of children;

Personally-oriented interaction between an adult and a child in the process of mastering programs;

Constant communication of children with the nature of the immediate environment;

Building environmentally developing environment in preschool;

Active participation parents in the educational process;

The establishment by the teacher of the preschool educational institution of relations with the school, public organizations, institutions of additional education.

2.4 Program"Design and art work in kindergarten"

Age group - from 1 to 7 years.

Design and art classes develop children's creative abilities, dexterity, instill diligence, perseverance, patience. Accumulating design and artistic experience, the child gets the opportunity to embody their ideas, fantasies in buildings, crafts. The book contains the author's program for kindergartens for this type of activity, detailed methodological recommendations are given for all age groups, including nursery. The author offers two program implementation options(typical and innovative, applicable in traditional preschools and new types of preschool institutions, including gymnasiums, private kindergartens, oriented respectively to the reproductive method of education and the method of education based on the cooperation of children and adults.

Tasks:

Continue to form interest in visual activity;

Show respect for the artistic interests and work of the child, take care of the results of his creative activity;

To consolidate the ability to maintain the correct posture when working at a table, easel, to be neat;

Systematically inform parents about the progress of the artistic and aesthetic development their child and advise on how to organize art activities at home.

Continue to learn how to use scissors (cut circles from squares, ovals from rectangles, convert some geometric shapes into other: a square in several triangles, a rectangle - in stripes, squares and small rectangles, with glue;

Continue to form generalized ideas about constructed objects; present one topic with several progressively more complex constructions (for example, 5-6 houses, 4-5 trams, etc.); to organize the development of these structures, both according to samples, and in the process of their independent transformation by children according to given conditions;

To teach how to build different structures of the same object in accordance with their purpose (a bridge for pedestrians, a bridge for vehicles, as well as those united by a common theme (street, cars, houses, etc.), selecting topics based on the gender interests of children; plan the process erecting a building and determining which parts are most suitable for it and how best to combine them; transform your buildings in accordance with given conditions (cars for different loads; garages for different cars, etc.); understand the dependence of the structure of the structure on its practical use;

To teach how to make simple toys for playing with water, wind, decorating rooms on holidays, dramatization games, sports competitions, theater performances, etc., taking into account the interests and needs of girls and boys; introduce with methods for making objects by interlacing strips of various materials, as well as using the papier-mâché technique;

Use paper construction techniques to make simple crafts: square sheet folding paper: 1) diagonally; 2) in half with the combination of opposite sides and corners;

Continue to attach to the perception of the richness of natural color shades, textures and forms of natural material;

To create conditions for collective and independent artistic creativity

Age contingent - from 3 to 7 years.

Magic flower symbol "seven-flower" represents in this program harmoniously opening and developing child. Seven petals, painted in the seven colors of the rainbow, like the first seven years of a child's life, where each year is unique and original in its own way, has its own color. AT program reflects the attitude towards the child as a wonderful and unique flower, which needs help to open up. Motto programs"Semitsvetik" - "Education through Culture and Beauty". Program and guidance on cultural and environmental education and development preschool children "Semitsvetik" are intended not only for teachers of preschool institutions, but also for primary school teachers. Target programs: to contribute to the formation of a more perfect person in the moral, worldview, creative plan.