A business game for preschool teachers “experts of the Federal State Educational Standards”. Card index of didactic games in educational areas of the Federal State Educational Standard Games for children according to the Federal State Educational Standard

Mousetrap

Children are divided into two equal groups. One group is “mice”. They stand in a column one after another. With the second group of children, make 3 circles - these are 3 “moustraps”. Children who form mousetraps join hands and when the teacher says: “The mousetrap is open,” the children in the circle raise their hands. The mice run first through one mousetrap, and then through the second, etc. When the teacher says “pop,” the mousetrap closes (the children in the circle lower their hands). The mice that remain in the circle are considered caught and stand in a circle. The game ends when all the mice are caught. The mousetrap with the most mice caught wins. The game repeats itself. Children change roles.

Drivers

On one side of the site there are two “garages” (draw two parallel lines at a distance of 5-6 steps from one another). Make space for “cars” on the lines; put the cubes. In one garage there are cars with red steering wheels (red circles on the cubes), and in the other there are cars with green steering wheels (green circles on the cubes). Children - “drivers”, are divided into two equal groups, each stand facing their cars near their steering wheel, which lie on blocks. The teacher, who plays the role of a policeman, stands at the same distance from the two garages and directs the movement of cars. When he moves his left hand to the side, the children - drivers from the garage, standing on the left side, bend down, take the steering wheel with both hands and prepare to leave (in a column). When the green flag is raised, children leave the garage and disperse throughout the entire playground. When the flag is red they stop, when the flag is green they move on. When the teacher says, “To the garage,” the cars return to their places. The teacher notes the attentive driver who returned to the garage before everyone else. Then the teacher moves his hand to the side and the child drivers, who stand on the right side, do the same.

Owl

On one side of the site there is a place for “butterflies” and “bugs”. A circle is drawn to the side - “owl’s nest”. The selected child - the "owl" - stands in the nest. The rest of the children - “butterflies” and “bugs” stand behind the line. The middle of the site is free. At the teacher’s word: “day,” butterflies and bugs fly (children run around the playground). When the teacher says “night,” the butterflies and bugs quickly stop in their places and don’t move. At this time, the owl quietly flies out to the area to hunt and takes those children who move (takes them to the nest). At the teacher’s word: “day,” the owl returns to its nest, and butterflies and bugs begin to fly. The game ends when the owl has 2 - 3 butterflies or bugs. The teacher marks the children who have never been taken into the nest by an owl.

Stop!

On one side of the playground behind the line, children stand in a line. At a distance of 10 - 15 steps from the children, draw a circle (2 - 3 m in diameter). One leader is selected from the children, who stands in a circle with his back to them. The presenter closes his eyes and says: “Walk quickly, don’t lag behind, stop!” While he says these words, the children quickly walk forward in large steps towards the leader. To the word "stop!" everyone freezes in place, the presenter quickly looks. If the child did not have time to stop and stand up straight, the leader again leads him to the line and, when the game is repeated, he begins to move again from the line. The leader closes his eyes again and says the same words, and the children move further towards the leader in a circle, and so on until one of the children reaches the leader in the circle before he says “stop!” This child changes places with the leader, and the game is repeated.

Shepherd and wolf

From the children they choose a “shepherd” and a “wolf”, the rest of the children are “sheep”. At one end of the site they draw a “house” for the sheep, on the opposite side of the site - a field where the sheep will graze. There is a wolf standing on the side. A shepherd leads the sheep into the field. Sheep run and graze in the field. At the teacher’s signal: “wolf!” the sheep scatter around the site and run away to their house. The wolf catches the sheep. The shepherd protects them. The wolf takes the caught sheep to itself. When the game is repeated, the shepherd, returning home, frees the sheep caught by the wolf. The wolf tries to prevent the shepherd from getting to the sheep and at the same time catches the others. The game ends when the wolf has several sheep (by agreement).

Change the flag

Children are divided into 2 or 4 identical groups and stand in front of the line in parallel columns, facing in one direction. On the opposite side of the site in front of each column there is one hoop, with flags (for example, green) in the hoops. Each first player in the column is given a flag of a certain color (for example, blue). At the teacher’s signal “one”, the first children from the columns (one child from each) with blue flags quickly run to the hoops, change the blue flags to green, return to their places and raise the green flags up. The green flags are passed to the second person in their column, and they themselves stand at the end of the column. The column approaches the line. The teacher gives the signal again, the second run, then the third, etc. Each time the teacher marks the one who first changed the flag and placed it correctly. The game continues until each child in the column changes the flag. The column that successfully and quickly completed the teacher’s task wins. The game can be repeated.

Squealing stick

Place the children on one side of the playground, dividing them into equal columns. At a distance of 1 - 2 steps from them, draw a line from which the children will run to the opposite end of the area where the chair is. There is a wand under the chair. One from each column comes out onto the line and when they hear the word “one” or “run” they run. Whoever draws out the wand faster knocks and says: “One, two, three, wand - knock, knock!”, puts the wand in place and sits down in his place. The column in which the child won receives a flag. Then the second, third pair comes out, etc. At the end of the game, the flags are counted. The column that has the most flags wins.

Go ahead boldly!

Children are divided into two groups. They line up and stand facing the middle of the site. At the first signal, one group turns to face the opposite side and marches in place, while the second marches forward in a line. At the second signal, the children who were marching in place turn around and catch those who were marching forward in a line. The latter quickly run to their places (behind the line). The game repeats itself. Children change roles. The group of children with fewer caught children wins.

Where does anyone live?

Children stand in two lines at a distance of 8 - 10 steps from one another. In the middle between the ranks, draw two circles, each 80 - 100 cm in diameter; one circle is the “yard”, the other is the “forest”. Each line has the same “birds” and “animals”. Each child from the first row chooses the name of any bird or animal that lives in the forest, or the names of domestic animals and birds that walk around the yard. The second rank also chooses the same names. For example, the first two children in two ranks are hares, the second are cats, etc. When the teacher names domestic animals, children who have the names of these animals quickly run into the forest. For example, to the teacher’s signal “cuckoo!” children - “cuckoos” from two ranks hurry into a circle, which is the forest; At the signal "cats" children - "cats" from two ranks rush into a circle, which is the yard. The teacher marks the child from the pair who reaches the circle faster. When all the children are in a circle, the game ends.

To your flag

In the middle of the site, draw 5 small circles one next to the other; In each circle, the leader stands with a flag of a certain color in his hands. Children are divided into 5 groups. Each group has its own color, the same as the leader. At the teacher’s signal, the leaders take turns leading their columns to the edge of the site, marching in a large circle that was drawn earlier. To the words of the teacher: “Leading to the places!” The leaders return to their circles and quietly change flags, and the children continue to walk in a large circle. To the words of the teacher: “To your flags!” The presenters raise the flags up, and the children run towards them. The group of children who quickly finds the flag of their color and stands in a column behind the leader wins. A new leader is chosen from each group. The game repeats itself.

Sly Fox

Children stand in a circle, shoulder to shoulder, with their hands behind their backs. The teacher walks behind them and inconspicuously touches any child. The child touched by the teacher becomes " sly fox". The teacher invites one of the children to carefully look at their comrades, look for the sly fox with their eyes. If the child does not find it right away, then all the children ask: “Sly fox, where are you?” and carefully watch everyone’s face to see if the fox will show up. After three questions, the fox answers: “I'm here!" and begins to catch. The children scatter in different directions. When the fox catches 2 - 3 children, the game ends. When repeated, another fox is chosen.

Crucian carp and pike

Half of the children form a circle (of bets). Children stand at arm's length apart from each other. The teacher chooses one child as a “pike”. The pike stands outside the circle. The rest of the children - "crucian carp" - swim (run) in the middle of the circle - "bet". To the teacher’s word: “pike!” the child quickly runs into the circle (of bets) and tries to catch the crucian carp, who are in a hurry to sit or stand behind a friend who is standing in the circle. The pike catches those crucian carp that did not have time to hide. Those caught are taken from the circle. The game ends when the pike catches a certain number of crucian carp. Then the teacher chooses a new pike. The game repeats itself.

Help out!

Children stand in a circle facing the center. Two children, who were previously chosen, leave the circle and run: one child runs away, the other catches up. A child who is running away can save himself by standing behind one of the children standing in a circle and saying: “Help me out!” The child who was addressed must run away from the circle and also stand behind the other. If the child does not have time to get up, she will be caught. When the game is repeated, another pair of children is chosen.

Kwach, take the ribbon!

Children stand in a circle. Each child receives a ribbon and ties it to his belt. The “kvach” stands in the center of the circle; it does not have a ribbon. To the words of the teacher: “Catch!” the children scatter all over the playground, and the “kvach” catches up with the children and tries to remove the children’s ribbons. A child who is left without a ribbon is not out of the game for long. To the words of the teacher: “One, two, three, stand in a circle!” the children stand in a circle, and the “kvach” counts the number of ribbons removed and returns them to the children. The game is repeated with a new "kvach" 3 - 4 times. At the end of the game, the teacher marks the most dexterous “kvach”.

Catching butterflies

4 “catchers” are selected from the children. They get into pairs and move to the edge of the site in one place. The rest of the children are “butterflies”. In response to the teacher’s words: “Butterflies, butterflies have flown into the garden,” the children, “butterflies” are flying, are running all over the playground. To the teacher’s word “catchers!” two children, holding hands, try to catch a butterfly: surround it, joining their free hands. When the catchers catch a butterfly, they take it to the edge of the area and sit it on a bench. At this time, the remaining butterflies squat down. To the words: “Butterflies, butterflies have flown into the field,” the children - “butterflies” are jumping all over the playground. They are caught by another pair of catchers. When 4 - 6 butterflies are caught, count how many each pair caught. Then other catchers are selected. The game repeats itself.

Look for a leader!

Children, divided into two identical columns, stand at one end of the platform in front of the line. At the opposite end of the site, opposite each column, there are 3 multi-colored cubes on a line, and at a distance of 2 - 3 steps from the cubes (to the right and left) there are the same multi-colored cubes. When the teacher says “one”, the first children in columns run in a straight line to the cubes, take one of them, run to the side (one to the right, the other to the left) and take a cube of the same color as in their hand, with two cubes of the same color, return to their place and lift up. The child who is the first to lift cubes of the same color up and return to their place wins. Then the children return, put the cubes back in place and go to the end of their column. The teacher notes who completed the task better. Then the second, third, etc. come onto the line. At the end of the game, the teacher determines the winners.

At the factory

All children agree that they will depict the movements of some machine. One child is an "engineer". He must quickly notice where the breakdowns occurred. The engineer leaves the room. The rest of the children, except one, agree on what movement of the car they will perform. Then the engineer comes in and looks at who is working. He approaches a child who is not performing a movement correctly and shows him how to do it. A new engineer is selected and the game continues.

Zhmurka

All children sit in a circle at arm's length to the sides. Two children are chosen in the middle of the circle: one child is blindfolded, the other is given a bell in his hands. A child runs with a bell, the blind man's buff catches her. When the blind man's buff catches a child with a bell, they choose other children in the middle of the circle, and the game continues.

Find and remain silent

Children sit on chairs along the room. The teacher invites the children to stand up and turn to face the wall, closing their eyes. He himself takes a few steps back and hides several multi-colored flags in different places. To the words of the teacher: “Look for the flags!” the children go looking. The one who sees the flag does not raise it, but goes and tells the teacher in the ear where he lies and sits down.

Blow harder!

Children are divided into two groups and seated at opposite ends of the playground. Place risers in the middle and stretch two parallel threads between them (one above, the other below), each 1 m long. String pieces of paper on the threads. From each group, the teacher calls one child from the group. They approach the threads with papers and blow on them with such force that each piece of paper moves to the end along the thread.

Guess it!

Children sit on chairs in a semicircle. The teacher asks them if they want to go to the river and swim there, bask in the sun and what they need to take with them. The teacher explains to them that when he names the thing needed for bathing, everyone will raise their hands up and say “needed!” When an unnecessary thing is called, everyone should sit quietly, without raising their hands.

Be careful!

Children sit on chairs in a circle. The leader is in the center. He turns to one of the children with a question. It is not the one to whom the question was asked that answers, but the one sitting on the right side of him. If the child answers correctly, he becomes the leader. You can ask different questions. Whoever makes a mistake loses.

Smeshilka

Children sit on chairs, and the teacher or child stands in front of them and shows any movement or recites a poem, trying to make the children laugh. Everyone must be serious. The child who laughed pays a fine: closes her eyes and guesses what was put in her hand or goes to make her laugh, and the one who made her laugh sits down.

The child learns about the world in all its diversity through those types of activities that the baby finds understandable and close. In this context, the leading position is occupied by the game. That is why the implementation of the goals and objectives of teaching, development and upbringing of children in preschool educational institutions is carried out through game elements. This approach is fixed by the program requirements of the Federal State Educational Standard. Let's look at the features play activity preschoolers in the conditions of the Federal State Educational Standard.

What is gaming activity according to the Federal State Educational Standard?

This is interesting. Famous Russian pediatrician, psychologist and philanthropist of the 19th century E.A. Pokrovsky said: “...Let the children play while the game pleases them, attracts them and at the same time brings them enormous benefit!”

The main feature of preschool education is the lack of TARGETED learning, since this does not correspond to the child’s developmental level. Instead, the game comes to the fore, through which the activity approach is implemented. However, in the modern world the emphasis has shifted: from yard games there has been a transition to individual games, and from group games to computer games. Therefore, the task of methodological work in kindergartens is to return play to children without interruption from the present day. It is in this context that the issue of play activities of preschool children should be considered.

Meaning

Properly organized and skillfully directed play allows the child

• develop physically and intellectually;
• develop positive character traits;
• learn to communicate with peers and surrounding adults;
• quickly and easily absorb new knowledge.

The Federal State Educational Standard is based on the diagram of the child’s developmental line: feel - recognize - create. That is, in kindergarten there should be entertainment, learning and creativity at the same time. The game combines all this.

Goals and objectives

An important area of ​​involving children in gaming activities is the development of knowledge, skills and abilities necessary to solve problems related to different areas of life (learning, socialization, that is, relationships with people around them, self-determination, etc.). In addition, gaming activities according to the Federal State Educational Standard:

• develops logical, imaginative, critical thinking;
• develops the skill of building cause-and-effect relationships;
• expands the range of mental operations, creativity, imagination;
• fosters a creative approach to solving assigned problems;
• forces you to take initiative;
• develops various mental functions, including speech;
• promotes physical development.

The systematic solution of such tasks as:

• familiarity with moral and ethical concepts (for example, in the context of events dedicated to patriotic education);
• general physical training;
• developing a strategy of “co-creation” in different types of gaming activities;
• selection of game material;
• proper organization and conduct of games.

Principles and forms of the game

For the technique to “work”, it must be applied correctly. For this purpose, the Federal State Educational Standard provides the following principles for introducing gaming activities into the work of a preschool institution:

• free involvement in the game (children cannot be forced to play, this can provoke a “reverse loop effect”, and the child will refuse other types of interaction);
• exclusion of activities that violate the norms of public morality (for example, gambling for money or things), or degrading the dignity of those playing;
• lack of demonstrative edification and didacticism (that is, you should not overload the lesson with information);
• children have a clear understanding of the rules of the game;
• exceptionally positive impact on the emotional and intellectual spheres of the participants;
• sufficient time and material and technical base for the game;
• the presence of a play environment for boys and girls;
• timely changes in the form and content of games depending on the age of the children;
• creating conditions for demonstrating independent activity of children (theatrical, intellectual, constructive, motor).
• accessibility of the subject-game environment for all participants.

The form of the game can be:

• individual, where everyone fights for himself;
• group, in which the child feels responsible for his actions.

It is also worth mentioning such a form as a project, which can be individual or group, and also have different time frames for implementation.

Policy documents

• Letter of the Ministry of Education of the Russian Federation dated May 17, 1995 No. 61/19–12 “On psychological and pedagogical requirements for games and toys in modern conditions”
• Letter of the Ministry of Education of the Russian Federation dated March 15, 2014 No. 03–51–46 in/14–03 Approximate requirements for the maintenance of the developmental environment for preschool children raised in a family.
• Federal Law of the Russian Federation of December 29, 2010 No. 436-FZ “On the protection of children from information harmful to their health and development”
• Order of the Ministry of Education and Science of October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education”
• Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26" On the approval of SanPin 2.4.1.3049–13 "Sanitary and epidemiological requirements for the design, maintenance and organization of the operating mode of preschool educational institutions."

A detailed analysis of these documents allows us to conclude that significant adjustments have been made to the modern legal framework to determine the essence of the education system in a preschool institution in comparison with the program documents of previous years.

Conditions for the development of gaming activities in the light of the Federal State Educational Standard

The implementation of play technology in a preschool institution has a number of features. Among the fundamental features we can highlight

• creative approach of the teacher to work;
• choosing a game that will allow you to solve the problems of learning, development and education at a specific stage of a child’s development;
• taking into account the personal qualities of the players;
• timing.

The games used can be divided into two groups:

• with fixed rules (for example, lotto);
• free games, that is, the rules of the game are hidden (this is convenient, for example, when learning to read - children must help an adult who cannot read learn this skill, etc.).

List of techniques according to the Federal State Educational Standard

According to the Federal State Educational Standard, games are divided into:

• leisure (serve as excellent entertainment during pauses between main activities or for uniting children during walks - “Rucheyok”, finger games, etc.);
• mobile (promote physical development - physical education minutes, warm-ups, etc.);
• theatrical (solve the problems of developing expressiveness of speech, intellectual, aesthetic, communicative education, develop creative abilities - staging fairy tales, staging excerpts from books read, etc.);
• computer (with a mandatory training component);
• games with rules (they teach kids to follow the rules, and also show that everyone is equal before the “law” - lotto, dominoes, etc.);
• role-playing games (develop gaming experience preschool children, open up new horizons for displaying the world - “Mothers and Daughters”, “Cossacks-Robbers”, “Snow Maiden”, etc.)

Video: Role-playing activities in junior, middle and senior groups

Video: “Journey” for the older group

These types of games are used when working with children of any age, taking into account the level of development of children. So, for example, lotto in the younger group consists of individual pictures of animals that need to be correctly placed on a poster with images of several animals.

Modern types of gaming activities

Game-cultural practice allows, through the modeling of the game space, to realize the set educational goals, for example, to check with the help of the “ship captain” the ability of the “crew” to carry out simple arithmetic operations within 10

As for preschool education today, the set of gaming technologies within the framework of the list of game types designated by the Federal State Educational Standard has been supplemented, which is associated with the practical orientation of education at all levels of interaction with children. Thus, Nadezhda Aleksandrovna Korotkova, a candidate of psychological sciences who deals with issues of preschool education, identified 2 types of play activities:

• game-cultural practice ( story game, free play);
• game-pedagogical form (plot-role-playing didactic game, didactic game with rules).

Game educational situation

Famous Russian teacher V.A. Sukhomlinsky said: “A game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world.”

Gaming activities can be implemented in two directions: first, children themselves set the rules and come up with the content of the game based on existing attributes (toys or other available equipment), second, the process of learning, development and education is carried out based on gaming technology. In the latter case, the entire organizational aspect remains with the adult. It is about this technique, which is called a game-based learning situation (GTS) and helps to bridge the gap between the leading game activity in this moment from educational in the future, and will be discussed further. The IOS is characterized by the following features:

• a simple plot that takes a lot of time;
• specially organized play space;
• the presence of a didactic goal and educational task;
• the guiding role of the educator.

Types of IOS

Based on the above, we can distinguish several types of gaming educational situations depending on what accompanies the game:

• the use of analogue toys (for example, comparing a non-living analogue with a living one - a dummy plant with an indoor flower);
• connection with a literary character (for example, the inclusion in the work of such well-known heroes as Dunno, Parsley, Pinocchio);
• iOS travel (games simulating a trip to the forest, zoo, museum, etc.).

Examples

Video: Physical education lesson “Toy Town”

Video: Plot educational situation on traffic rules in the middle group

Video: Lesson “Journey through mathematics with Masha and the bear”

The essence of social gaming technology

One of the modern forms of implementing gaming activities is socio-game technology. This is an organization of the child’s own actions, in which he does, listens and speaks, that is, the child participates in drawing up the rules, composing the plot of the game. This complex task is what distinguishes this technology from play in the usual sense, where the child most often acts as a “performer.” Moreover, socio-game interaction presupposes the mandatory presence of an “agreement”, rules and communication. In other words, children can even argue, but with the goal of agreeing and finalizing the rules. The authors of the technology E.E. Shuleshko, A.P. Ershova, V.M. Bukatov identified a number of principles for such activities.

• The teacher is an equal partner. He knows how to play interestingly, organizes games, invents them.
• Removing the judicial role from the teacher and transferring it to children predetermines the removal of the fear of mistakes in children.
• Freedom and independence in children’s choice of knowledge, skills and abilities. Freedom does not mean permissiveness. This is the subordination of one's actions to general rules.
• Changing the mise-en-scene, that is, the environment when children can communicate in different parts of the group, trying on different roles (for example, first treasure hunters, and then robbers who guard these values; the role of treasures can be correct answers to arithmetic examples).
• Focus on individual discovery. Children become accomplices of the game, that is, as mentioned above, they can modify or change the rules of the game.
• Overcoming difficulties. Children are not interested in what is simple, and what is difficult is more interesting (so, it is much more fun to train with Luntik on an intricate tongue twister than to repeat the same simple one together with Vupsen and Pupsen).
• Movement and activity.
• Children work in small groups, mostly in groups of sixes, sometimes in groups of fours and threes.

The advantage of this kind of activity is that it defines the baby not as an object of education, but as a subject, that is, a full participant in the process.

Forms

The forms of social gaming activity can be as follows:

• Games with rules that can change depending on the situation (for example, all participants are Dunno, they ask an adult questions on the topic, and next time all the children are Know-Nothings, and in the role of Dunno - a toy with which the kids explain what was just yesterday didn’t know themselves).
• Competition games.
• Dramatization games (that is, staging the plots of fairy tales, events).
• Director's games (when the child himself comes up with a plot for the game, but the toy is not identified with the child).
• Role-playing games (the baby takes on the role of a character, identifies himself with a doll, for example).
• Fairytale therapy (in simple stories, children see themselves and their actions, for example, “Tales about a baby who looks like you,” “Tales from whims,” etc.).
• Techniques aimed at creating a situation of success and comfort (for example, when learning the alphabet, the task could be: help Dunno find the missing letters in the alphabet, hidden in riddles).
• Self-presentation (a story about oneself in the form of alternate answers to questions from an adult presenter, for example, accompanied by the transfer of some kind of “relay object” from one participant to another).

Examples of social gaming activities

All techniques of this technology can be used in different age groups: the form remains unchanged, but the content component can vary depending on the level of preparation of the children.

"Magic wand"(in the form of self-presentation)

The essence of the game: children stand in a circle and receive a “magic wand” (for example, a pointer). The players’ task: passing an object to each other, answer the question posed by an adult. For example, “What is your favorite toy?” Further, the task becomes more complicated: “Why do you like her, name 3 reasons.” Then you can expand the range of questions - from personal to well-known: “Name the most popular toys today.”

"We speak in chorus"(socio-oriented reception)

The essence of the game: children are divided into groups, the teacher asks a question. The children’s task is to answer it in unison. Thanks to the collective answer, even those guys who are not sure of the answer or do not know it will not feel uncomfortable.

"Mysterious Hat"(a game with rules with elements of a social orientation)

The essence of the game: we put questions written on pieces of paper in a hat (if the child cannot read, then the teacher helps him), the kids take turns drawing out questions and answering them. This way you can repeat basic arithmetic operations, traffic rules, etc. in a playful way. Due to the fact that the hat falls into the hands of everyone, each child feels like a leader, that is, a leader.

Video: Socio-game approach in developing communication skills of preschoolers

Computer games

Information technologies (in particular, games) in preschool education, along with the generally accepted opinion about the harm to the mental and physical health of children, have a number of undeniable advantages over other gaming technologies. Computer games:

• help to quickly move from visually effective to visually figurative thinking, which is an important stage in the development of logic;
• contribute to the formation of the ability to analyze;
• speed up the process of managing their own external activities (for example, the baby needs to simultaneously perform actions with the mouse and watch the image on the screen), etc.

Thus, computer games allow children to make the transition from the simplest forms of thinking to complex ones much faster.

Examples

The use of this gaming technology depends on the material and technical base of the preschool institution. But if such classes are not conducted in kindergarten, parents should know which computer games recommended by methodologists can be used at home. Anyone can download these games; just enter the name in the search bar.

• "Finding Nemo. Underwater school" (middle group). Goal: get acquainted with the animal world of the planet. Children will be able to learn about the life of animals in the wild, about their habits and habits, and will also be able to learn how a beaver builds its house, fly with a bat in search of food and see the arrangement of an anthill.
• “Fun ABC” (senior group). Goal: consolidation and improvement of the skill of dividing words into syllables, performing sound analysis of words. Kids will be able to break words into parts, create new words, and combine them into simple sentences.
• “Planet of numbers for kids” (younger group). Goal: learn to count to 10, give ideas about simple geometric shapes, teach comparison. The children get acquainted with the circle, square, triangle, and match the shapes by color and size. Learn to count to 10.

How to carry out the correct analysis?

Monitoring the success of using game techniques in kindergarten is carried out 3 times a year (at the beginning, at the end of the school year, and also in the middle). The entire group of children is assessed, the diagnosis is carried out by the teacher or person involved in a particular activity. This analysis is carried out in 3 aspects:

• organizational component;
• activities of an adult (educator, physical education teacher, music worker);
• child's activities.

Table “Analysis of play activity of preschool children”

Based on the results of filling out the table, you can see those methodological gaps that are indicated in the “no” column. You need to pay special attention to these criteria by changing the form of gaming activity or making improvements to its content.

Play for preschoolers is the leading activity. It is through him that children learn about the world, learn to interact with other people, and get to know themselves. The adult’s task is to diversify this practice with interesting forms of playing games. In this case, it is necessary to focus on the requirements that are put forward for this type of activity by the Federal State Educational Standard and other documents regulating the process of education of preschool children. Properly organized work will ensure high achievements in the training, development and education of future schoolchildren.

In accordance with the requirements of the Federal State Educational Standard, preschool education must provide comprehensive development the child’s personality, which covers such areas as social-communicative, cognitive, speech, artistic, aesthetic and physical development. Depending on the children, the following didactic games can be used.

Games for social and communicative development

Games of this type help the child learn to communicate with adults and peers, regulate his own behavior, and empathize. They contribute to the formation of readiness for joint activities and a positive attitude towards work.

Game "Magic Wand"

Goal: teach communication with peers.

Children sit in a circle. The teacher reports that he has a magic wand in his hands, which can turn any person into polite, friendly and benevolent. He invites the children to take turns picking up this magic wand, and then call their neighbor on the right by an affectionate name and tell him a pleasant wish. After such a greeting, the magic wand is passed on to the neighbor. The game continues until all children complete the magic wand task.

Game “Big secret for a friendly company”

Goal: to teach children mutual understanding, develop skills of interacting with each other, establishing contact with peers.

This game is played with a group of children (5 - 6 participants). It is necessary to prepare a beautiful box and put small objects in it (a ball, a cube, an animal figurine, a car, etc.). You can replace these things with pictures of them.

Children gather in the room and sit at a distance from each other. The teacher approaches each child and invites him, without looking into the box, to take any object from it at random.

When everyone has received their item, the teacher informs them that its name must be kept strictly secret. After this, he invites the children to try to find out secrets from each other. To do this they can:

• persuade your friend to tell your secret;
• offer some kind of prize in exchange for revealing the secret;
• agree on mutual disclosure of secrets to each other;
• ask leading questions to guess the name of the object.

The teacher must ensure that all children are involved in the game and no one tries to deceive others in any way. If necessary, you need to help the most timid and indecisive.

The game ends when all the secrets are revealed. Don't drag out the game too long. If one of the children gets too carried away with keeping his secret, you need to persuade him to change his behavior and show friendliness.

Game "Courtesy Store"

Goal: to teach children polite communication and to behave appropriately in various situations.

To conduct the game, it is recommended to create bright decorations for the store, equip a cash register, and distribute game money to all participants. The teacher explains to the children that he sells polite words in his store (they need to be printed in large print on cards and placed on the shelves).

The teacher describes to the children various situations that may happen in their lives and suggests, using polite words, to find the right way out. For example, a child breaks something and wants to avoid punishment. He needs to buy such polite words that will help him apologize to his mother. If children cannot read, then they simply name the words, and the teacher selects the right card myself.

Didactic games for children's speech development

These types of games are aimed at enriching the child’s vocabulary, developing the ability to construct grammatically correct statements, using speech to communicate with others, developing sound culture and phonemic hearing.

Game "Animal Conversation"

Goal: expanding children's vocabulary, developing articulation skills.

To play the game, it is enough to prepare a children's ball. The children line up, and the teacher stands opposite them and tells the children the rules of the game: he will name the animals and throw the ball to the first player. The child must catch the ball, name what sounds this animal makes, and return the ball to the leader. The ball is then thrown to the next player.

The game ends when the last player in the line receives the ball and completes the task. You can use the second version of the game: the presenter names the sounds, and the children must guess the animal that pronounces it.

Game "Living Words"

Goal: teach children to compose grammatically correct sentences.

The teacher informs the children that they will have to use facial expressions and gestures to depict one word that he will name. Then he invites someone who can show the word (for example, “bunny”) to come to the board. After this, the teacher calls the next word (for example, “loves”) and calls another participant.

Both preschoolers stand in front of the children and take turns “showing” their words, and everyone calls them in chorus: “The bunny loves.” Next, the teacher asks you to finish the sentence by saying the third word. Children offer different options, and the teacher chooses a word and invites a third participant to the board to represent it.

Then the teacher asks the participants to change places, and the children must say what will happen from such a rearrangement. You need to lose all combinations. In this way several new proposals are drawn up.

Game “Find the place of the picture”

Goal: to teach children to compose a coherent statement and follow the sequence of events.

To play, you need to prepare a series of plot pictures and lay them out on the table in front of the child. One picture is placed separately. The child is asked to look at the picture, find its place among those that are already arranged in order, and then make up a story based on them.

Games for artistic and aesthetic development

These types of games are aimed at developing in children the ability to perceive and understand works of art, developing aesthetic taste and their own creative potential.

Goal: development of imagination, ability to perceive objects.

To play, you need to prepare cards with images of clouds of different shapes. These cards are distributed to children. They need to look at the pictures and say what the cloud looks like.

This game can be played while walking, inviting preschoolers to look at the sky and describe the clouds. Another version of the game: the teacher names any object, and the children must draw a cloud similar to it.

Game “Match by color”

Goal: to develop color perception, teach children to distinguish colors and their shades.

The essence of the game is the need to distribute objects into groups according to their color. There are many variations of this game.

1 option. Prepare chips of different colors and boxes that correspond to them. The chips are mixed, and the child puts them in boxes. Instead of boxes, you can use juice bags with a screw cap. The bottom of the bag is cut so that it can be opened slightly. The lids are painted in different colors. Multi-colored balls are used for the game.

Option 2. On the poster, draw several girls, identical, but with different colored hats. The poster comes with several umbrella templates that are colored in different colors. It is necessary for each girl to choose the appropriate umbrella. You can make a similar game on the theme “Flowers - butterflies”, “Gnome - house”, etc.

Game "Paint the plate"

Goal: to teach to perceive objects of decorative and applied art; learn to create geometric patterns and develop artistic taste.

For the game you need to prepare a presentation on the topic “Decorative plates”, a plate layout and a set of geometric shapes. First, children are asked to watch the presentation and tell what impression they left from what they saw, which examples were most remembered.

During the game, children choose any geometric shapes and arrange them on the layout. Next, an exhibition of the received works will be held.

Educational games for older children

Educational games are aimed at developing curiosity, the desire to acquire new knowledge, the ability to perform cognitive actions, as well as the formation of ideas about the world around us.

Game "Group by Attributes"

Goal: to teach children to group objects according to essential characteristics, to develop logic.

To play the game you will need 15 - 20 different items. They need to be placed on the table in front of the children, and then asked to select only those items that have the same property:

• metal;
• wooden;
• round;
• edible;
• red;
• small;
• which are needed for school, etc.

The task can be offered to an individual child or a whole group of children.

Game “What did Dunno mess up?”

Goal: expand children’s horizons, their knowledge of the world around them; develop logic and thinking, learn to find inconsistencies.

There are several game options. You can invite the children to look at the pictures that Dunno drew and find mistakes in them. You can ask participants to listen to descriptions of items and identify inconsistencies. For example: “The duckling has a small tail, long ears, yellow fluff and big paws.”

Game "Collect the caterpillar"

Goal: to teach children to generalize, select groups of objects based on a generalizing word, and develop attentiveness.

For the game, you need to prepare templates for the caterpillar's head and round object pictures (make holes on the sides of each picture for a lace). Place all the pictures in the center of the table.

The children are given the task of collecting a caterpillar that collects clothes (dishes, plants, etc.). You can divide the game participants into groups and give each a separate task. Children must select the necessary pictures and then connect them together using a cord.

Educational games

One of the main tasks of the educational process in the senior group of kindergarten is preparation for school. Therefore, preschoolers are always offered to take part in games that promote learning, introduce them to letters, and teach them how to perform simple mathematical operations with objects.

Game "Funny Paper Clips"

Goal: preparation for learning to count, familiarization with numbers.

There are several game options. You need to prepare cards with written numbers (from 1 to 5). Make holes on both sides of the cards.

1 option. Children are asked to use paper clips to connect all the pictures together, arranging them in order.

Option 2. To each picture with a number you need to attach the appropriate number of paper clips.

Game “Find the sound in the word”

Goal: to develop phonemic awareness, learn to find the right sound in a word, determine where it is located.

To play the game you need to prepare cards with images of individual objects. Next to each picture there is a table row in which the number of cells corresponds to the number of sounds in the word.

Children are asked to find the desired sound in words (for example [t]). They must pronounce the name of the object so that the indicated sound is heard clearly. Then determine what place the sound occupies in the word and color in the corresponding cell in the table.

Game "Geometric track"

Goal: to introduce children to geometric shapes and teach them to distinguish between them.

To play, you need to make large templates of several basic geometric shapes and lay them out on the floor of the room in a chaotic order. Next, the children are given the task of moving from one side of the room to the other, stepping only on the indicated figure.

The game can be complicated by making figures of different colors and specifying several tasks. For example, step only on red triangles, etc.

A variety of didactic games makes educational activities in kindergarten fun and effective.

In pedagogy, activity is usually understood as initiative in the implementation of certain actions aimed at realizing one’s will, knowledge of the world, understanding of surrounding objects and phenomena, creative and contemplative perception. The main types of activities in preschool educational institutions according to the Federal State Educational Standard are distinguished in connection with:

• carrying out an analysis of the most effective types of activity of preschool children, necessary for planning the educational work of a kindergarten;
• planning work results to achieve the goals and objectives of the Federal State Educational Standard for preschool education;
• development of a subject-spatial and developmental environment that meets the age and psychophysical needs of children;
• searching for new forms and ways of organizing leisure time for preschool children.

Main activities in preschool educational institutions according to Federal State Educational Standards

Thanks to a properly organized developmental subject-spatial environment, preschoolers systematically expand their horizons of knowledge, skills and abilities, and their activity, which manifests itself in various types of activities, consistently increases. Since the current legislation classifies five educational areas, which correspond to 5 types of activities according to the Federal State Educational Standard in preschool educational institutions (cognitive, physical, speech, social-communicative and artistic-aesthetic), in kindergartens the development of pupils is organized according to these normative guidelines. The content of educational areas is determined in accordance with the program content and age characteristics of children, and therefore is implemented not only through classes, but also through leisure forms of activity.

In the methodological literature and among preschool teachers, ignorance of the main types of activities of children is often encountered, provoked by the difference in classifications established by the federal standard (9 types of activities) and the number of educational areas (5 areas). Such a discrepancy arises because for a long time the activity of preschoolers corresponded to the areas of education, and according to the adopted Federal State Educational Standard for Education, construction and manual labor, self-service and labor activity, perception of folklore and fiction were added to the usual gaming, communicative, cognitive-research activities, fine art and music. Thus, the age needs of preschool children correspond to 9 main types of activities in preschool educational institutions according to the Federal State Educational Standard, ensuring comprehensive development and familiarization with general cultural values.

Since among the existing classifications of activities, the most significant for implementation are determined by the approximate educational program and may differ in form and content, the key ones should be discussed in more detail.

Playful types of children's activities in preschool educational institutions according to the Federal State Educational Standard

Play is not only one of the key forms of activity for preschool children, but also a means of learning about the world. That is why play activity with a didactic component is of strategic importance for age-related development, since this is the only way children learn to copy the behavior of adults, which ensures optimal psycho-emotional growth. The plots and complexity of the rules of play activities depend on the age characteristics of children: the youngest mostly repeat simple actions after adults (talking on the phone, imitating gestures, labor activity of representatives of different professions, actions and sounds of animals), but as they grow up, kindergarten students move on to gaming models with a more complex plot and rules, and in older preschool age they will be able to independently create game plots, distribute roles in them among their peers (school or store games, daughters and mothers).

The primary importance of play activities in kindergarten is dictated not only by the requirements of the Federal State Educational Standard and the Convention on the Protection of Children's Rights, but also by the educational role of games that contribute to the emergence of comprehensively developed individuals. Game activities in preschool educational institutions according to the Federal State Educational Standard have a positive effect on the development of initiative, humanism, curiosity, tolerance and activity in preschool children. To achieve pedagogical educational goals, play activity must correspond to the age of the children.

Play activities in kindergarten are organized for different purposes depending on the age groups of the pupils:

Demonstrating the limitless educational and developmental abilities of games, educators use intellectual, didactic, role-playing, sports, active, search, experimental, finger and other games. Theatrical games are a separate type of activity in preschool educational institutions, integrated with artistic and communicative ones, thereby ensuring the development of emotional intelligence and creative rethinking game stories and surrounding reality, expansion of sensory experience.

Cognitive and research activities in preschool educational institutions according to the Federal State Educational Standard

Among all children's activities according to the Federal State Educational Standard in preschool educational institutions, the innate curiosity of preschoolers is realized by research activity. It reflects the psychophysiological needs characteristic of preschoolers and the desire to understand reality through the study of phenomena and objects of the surrounding world. As children grow up, they develop sensory abilities and basic mathematical concepts, expand their understanding of the world, and become more productive in their activities. In this regard, cognitive and research activities in different groups are implemented differently:

1. Younger preschoolers develop spatial thinking through the transformation of objects (building structures from construction sets, playing with transforming robots, transforming machines), satisfy their research interest, expanding their understanding of natural phenomena, animals and plants, and geometric figures. By carrying out cognitive and research activities, children develop their speech apparatus, fine and gross motor skills.
2. In middle preschool age, it is important for educators to encourage in every possible way the research and search work of children, which is carried out through grouping, sorting and comparing various phenomena and objects, expanding mathematical skills and knowledge, and forming basic ideas about the history and culture of Russia.
3. Starting from senior preschool age, children become involved in planning research activities, learn to draw conclusions, generalize and systematize information, bring what is planned to the end, and distribute responsibilities among peers to complete assigned tasks. In the process of work, students expand their vocabulary, learn the simplest mathematical operations (add and subtract, determine greater and lesser).
4. IN preparatory group In kindergarten, in the process of conducting classes, preschoolers expand their knowledge about peoples and countries, planet Earth, their homeland, the animal and plant world, and consolidate the knowledge acquired during preschool childhood. Additionally, children are introduced to key events and professions for the country and the history of the state, and everything is done to develop the skills that preschool graduates will need at school.

In the context of organizing educational research work, activities such as observing natural phenomena, experiments, working with natural and visual materials, watching cartoons, videos and educational television programs, modeling, collecting, search projects and other techniques have proven their effectiveness.

Communicative children's activities in preschool educational institutions according to the Federal State Educational Standard

The level of their interaction with teachers and peers depends on the degree of development of preschool children’s speech skills. Since children face constant difficulties in the process of mastering the means of their native speech, communicative activities in preschool educational institutions according to the Federal State Educational Standard, integrated with other forms of activity, form the basis of the educational process. The speech competencies of kindergarten students are developed everywhere in routine moments and direct educational activities, but the child’s initiative, his readiness to develop and master new knowledge also becomes fundamental, and therefore it is important for educators to stimulate the communicative activity of children. The latter in a kindergarten is realized through listening to fairy tales, memorizing poems, retelling literary works, playing theatrical performances and other forms.

The implementation of speech activity differs depending on the age category of children:

To develop children's communicative activity, educators use listening to fairy tales, poems, tongue twisters, organize performances with elements of dialogic speech, outdoor games, quizzes, poetry reading competitions, and tasks for reproducing various words and stories.

Productive activities in preschool educational institutions

The practice of using productive activities in kindergarten ensures that children develop perseverance, endurance, attentiveness, patience, analytical work skills, structural assessment of the capabilities of objects, and a systematic approach to the surrounding reality. Such forms of activity lay the foundation for the successful creative self-realization of children. Productive activity relies on reproducing what has been seen before with a creative component and adding unique elements.

Most often, productive activity in a kindergarten is realized through the construction of: younger preschoolers create the simplest structures from cubes, highlighting individual parts of the building, completing or rebuilding them, equipping structures with free space inside. In middle preschool age, pupils expand their ideas about the size, shape and texture of objects, and therefore learn to create buildings according to the teacher’s verbal instructions, and not their own ideas and visual examples. To build structures, children use the simplest structures, for which they unite in groups to build even more voluminous figures. At older preschool age, children can complete tasks of any complexity, design a building of a given theme or form, and can implement productive activities in preschool educational institutions according to the Federal State Educational Standard independently according to instructions.

However, the range of productive activities in kindergarten is not limited to construction, and therefore educators also use other forms of children’s activity, among which a special place is occupied by:

1. Drawing (with crayons, paints, pencils or other visual means). Children develop abstract and creative thinking, and their hands prepare for writing, if they systematically draw on a special board, paper, asphalt or canvas.
2. Modeling is the best method of working on fine motor skills. The use of plastic materials (clay, kinetic sand or plasticine) optimizes the coordination of children’s movements, develops perseverance, awareness of the proportions and position of bodies in space, attention to detail, and spatial thinking.
3. Applications and crafts made from natural and improvised materials and fabrics contribute to children’s creative self-expression and rethinking of individual events, phenomena and objects.

Thematic exhibitions of children's works, decorating premises and events for holidays with the results of students' creativity opens up children's awareness of the significance of artistic work, providing ample opportunities for self-realization. Unfortunately, in Lately Children are increasingly losing interest in traditional types of productive activities, and therefore educators need to find new, more modern forms of activity that should be included in the educational process. The practice of Russian and foreign kindergartens proves that children are enthusiastically involved in scrapbooking, original design techniques (embossing, contouring), create illustrations from magazine clippings with interest, and learn the basics of weaving, which opens up limitless opportunities for introducing practical activities into the pedagogical process of preschool educational institutions.

Labor activities in preschool educational institutions according to the Federal State Educational Standard

In order for children from a very young age to be able to independently satisfy their basic physiological needs, to be more respectful of their own and others’ work, and to systematically improve their health, the practice of instilling labor skills is important. That is why kindergartens practice various types of work activities, which have a positive effect on the development of preschool children’s sense of responsibility and independence, and a conscious approach to productive activities.

Children are introduced to basic labor consistently, taking into account the age and physiological capabilities of preschoolers, and therefore:

• in the first junior group, the work activity of preschoolers consists of the ability to dress and undress independently, wash hands after a walk and before eating, use the potty, use a spoon and fork;
• in the second junior group, kindergarten students expand the range of available skills and abilities, learn to provide all possible assistance to teachers and nannies;
• in the middle group, preschoolers 4-5 years old learn to evaluate their abilities and the amount of work, achieve their goals, bringing the work they start to the end, which instills the ability to self-regulation (at the same time, it is strategically important for educators to encourage children’s work initiative and their desire to help);
• older preschoolers must monitor the condition and location of personal belongings, toys, school supplies and other things;
• In the preparatory group, preschoolers should be able to easily care for their clothes and shoes according to the teacher’s instructions.

In special moments, during walks, classes and events, and on duty, under the supervision of a teacher, children carry out basic types labor activity. To do this, teachers involve children in caring for flowers and plants on the site, collecting natural materials and making decorative items from them, which are later used to decorate the group space, creating bird feeders, cleaning leaves or snow, and other simple developmental tasks.

Musical and artistic activities of children in preschool educational institutions according to the Federal State Educational Standard

Preschoolers of all ages are actively introduced to the world of music, which contributes to the development of aesthetic perception of the world, the emotional sphere, performing abilities, rhythm, and therefore creates opportunities for the comprehensive development of the child’s personality. Teachers in classes and during walks, and music directors in music classes actively introduce children to various musical works, which develops their sense of beauty and musical taste.

Since speech and music have a similar intonation nature, regular performance practice promotes the development of communication skills, mastery of tempo, pitch, and strength of speech, and serves as the prevention of speech dysfunctions and disorders. Among the 9 types of activities in preschool educational institutions according to the Federal State Educational Standard, music occupies one of the key positions, since this form of activity is integrated with other educational areas, including the study of folk art and artistic expression. Children of all ages listen to fairy tales, poems, folklore works, and participate in creative imagination and performances. At this stage, it is important for educators to contribute in every possible way to instilling a love for the artistic word, folk and academic musical works, the concepts of morality and ethical standards, and the basics of critical thinking.

The personal initiative and contribution of the teacher largely determine the pedagogical work on the perception of artistic and musical creativity by children, since it is from the teacher and music director The preschool educational institution depends on whether children will be able to get acquainted with beauty through acquaintance with music and literature, and whether they will feel the need to continue studying the world of art. In the context of this, integrative types of creativity are of key importance, combining various forms of activity, for example, theatrical and musical-didactic games, staging and improvisation, staging dance numbers or works of art with musical and song accompaniment, etc.

Children's types of motor activity according to the Federal State Educational Standard in preschool educational institutions

The need for movement is inherent in the physiology of children, however, due to the massive spread of modern technologies and changes in the principles of organizing family leisure, the physical activity of preschool children is not fully satisfied. That is why in kindergarten teachers and physical education instructors strive to maximally fill routine and leisure time with various forms of activity, which will improve the health of children, lay the foundations for a healthy lifestyle and a conscious attitude towards their health. Regular improvement of the physical abilities of preschoolers is the key to the harmonious development of the growing organism.

The organization of physical activity is carried out taking into account the age of the pupils and their physiological capabilities:

1. IN junior groups preschoolers need to master exercises with a ball (throwing and rolling), continuous running for 30 seconds, jumping in place, performing imitation exercises (for example, deer running or grasshopper jumping), outdoor games and the ability to climb onto the first slats of the wall bars.
2. In the middle group of kindergarten, pupils perform exercises to train balance, strength, coordination of movements, develop basic motor skills, running, jumping.
3. Older preschoolers expand their range of motion and range of motor skills through a combination of various exercises. Hardening procedures are performed under the supervision of the teacher, and competitive moments are used in leisure forms of activity, sport games and relay races.
4. In the preparatory group, along with various types of educational activities in preschool educational institutions according to the Federal State Educational Standard, round dancing and sports games are used, during which various muscle groups are developed, simple and complex forms of activity are practiced, and agility, strength, and endurance are trained.

Among all forms of physical activity, the most effective are drill and outdoor games, round dances, dance exercises, exercises, morning exercises, the basics of hiking, cycling, sledding and scootering.

How to motivate children to implement various types of educational activities in preschool educational institutions according to the Federal State Educational Standard?

In preschool education, the correct distribution of the educational load on children is of key importance. The unstable attention of preschoolers, which is caused by physiological and age factors, provokes natural difficulties in the process of implementing educational activities during the transition from one type of children's activity to another.

Experienced teachers, who are not accustomed to relying on uncontrollable factors, have developed a set of techniques that make it easy to motivate children to change the type of activity. Most often they use:

1. Conversations are a method that allows you to actualize the attention of preschoolers, facilitating the transition to communicative, cognitive-research, labor or musical and artistic activities. Educators practice creating a file of conversations, which can later be used during the implementation of the educational process with children of different ages.
2. Riddles are a fascinating way to influence students, which does not require significant time investment in the classroom, but introduces elements of an entertaining and competitive nature. Making a wish provides a simple transition from creativity, labor or productive activity to, for example, educational activity.
3. Poems serve as a stimulating factor in the transition to labor and physical activity, carrying out simple assignments, and implementing research, cognitive, visual and play activities.
4. Fairy tales help motivate children for educational or work activity, explain the nature of things, the world and the features of the relationships in it in simple and accessible words. Fantasy fairy tales are appropriate in the process of implementing almost all types of activities in preschool educational institutions according to the Federal State Educational Standard.
5. Visualization tools (pictures, posters, diagrams) set preschoolers up for productive, cognitive-research, communicative, musical and artistic activity.

The connecting link in the process of transition to another type of activity can be play, which is most typical for preschool children and meets their age needs. It is precisely this that can be used as the main integration tool if there is a need to ensure comprehensive preparation of children for multi-component educational work with maximum involvement.

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The training program “Organization and quality control of educational activities in preschool educational institutions” will help you learn more about the legal regulation of the educational activities of preschool educational institutions, the development of the basic educational program for preschool education and receive methodological recommendations from experts.

Integration of activities in preschool educational institutions according to Federal State Educational Standards

The key trend in recent years in the field of preschool education has been an increase in the volume of educational workload, which makes it important to integrate the main activities in preschool educational institutions according to the Federal State Educational Standard. Children from an early age are faced with the need to master a significant amount of information, and for most parents, it seems an absolute norm to organize meaningful leisure time for their beloved children in early childhood development schools, foreign language courses, dance and sports studios. As a result, a large number of students demonstrate low concentration of attention, which significantly complicates the implementation of program content. Preschool pedagogical practice needs new organizational solutions, and in light of this, the integration of various types of activities of children becomes the optimal organizational solution.

Integrated educational activities, regardless of the form of their organization - in the form of classes or unregulated activities - are subject to a number of requirements, which include:

1. Strict thoughtfulness, clarity of structure with laconic inclusion of each individual component. Integration provides for the need to slightly reduce the volume of each of the types of children's activities in preschool educational institutions according to the Federal State Educational Standard to ensure an overall indicator of the effectiveness of educational work.
2. A clear, easily traceable relationship between individual components, which is achieved only with careful study of the material.
3. Significant information content, accessibility of information, the explanation of which is carried out within the established time frame.

The successful organization of integrated classes in kindergarten determines the abandonment of traditional methods of interaction between the teacher and children in favor of conducting search, research, heuristic activities, sequential analysis, and searching for answers to problematic questions. The teacher’s task is to teach children to study all the characteristic features of a particular object or phenomenon, which contributes to the consistent implementation of all types of activities provided for by the Federal State Educational Standard for Educational Education and the satisfaction of age-related psychophysical needs.

It is important to note that all types of children’s activities are characterized by progressive development within five stages: free experimentation, the emergence of difficulties, work together with an adult (skill formation), activity together or next to peers (skill training), amateur activities with the inclusion of a creative element (consolidation skill and its subsequent expansion). Each of these stages is important, but the key remains the process of interaction between the child and the adult, and within the framework of integrative activities the maximum amount of time is devoted to it. Practice shows that such a pedagogical model contributes to the rapid enrichment of the personal experience of preschoolers, and therefore its inclusion in the organization of the educational process is considered appropriate.

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Consultation "Federal state educational standard of preschool education." Klyuka Natalia Aleksandrovna, teacher of MBDOU "Combined kindergarten No. 46 "Solnyshko", Korolev, Moscow region. The material is addressed to preschool education workers, parents of preschool children.

Preschool education- 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.
What is the Federal State Educational Standard for preschool education? This is a clearly structured document of requirements for the organization of educational work in preschool educational institutions. (The document itself is attached below).

On approval of the federal state educational standard for preschool education.

In accordance with paragraph 6 of part 1 of Article 6 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; No. 30, Art. 4036), subclause 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 No. 466 (Collected Legislation of the Russian Federation, 2013, No. 23, Art. 2923 ; No. 33, Art. 4386; No. 37, Art. 4702), clause 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 No. 661 (Collection of Legislation of the Russian Federation , 2013, No. 33, Art. 4377), I order:
1. Approve the attached federal state educational standard for preschool education.
2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:
dated November 23, 2009 No. 655 “On the approval and implementation of federal state requirements for the structure of the basic general education program of preschool education” (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration No. 16299);
dated July 20, 2011 No. 2151 “On approval of federal state requirements for the conditions for the implementation of the basic general education program of preschool education” (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration No. 22303).
3. This order comes into force on January 1, 2014. Minister D.V. Livanov
Application

APPROVED

by order of the Ministry of Education
and science of the Russian Federation
dated October 17, 2013 No. 1155

FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION

II. REQUIREMENTS FOR THE STRUCTURE OF THE EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION AND ITS SCOPE
2.1. The program determines content and organization of educational activities at the level of preschool education.
The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving the problems specified in paragraph 1.6 of the Standard.
2.2. Structural units in one Organization (hereinafter referred to as Groups) can implement different Programs.
2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).
2.4. The program is aimed at:
creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;
to create a developing educational environment, which is a system of conditions for the socialization and individualization of children.
2.5. The program is developed and approved by the Organization independently
in accordance with this Standard and taking into account the Model Programs.
When developing the Program, the Organization determines the length of stay of children in the Organization, the operating mode of the Organization in accordance with the volume of educational tasks to be solved, and the maximum occupancy of the Groups. The organization can develop and implement various Programs in Groups with different lengths of stay for children during the day, including Groups for short-term stays for children, Groups for full and extended days, Groups for round-the-clock stays, Groups for children of different ages from two months to eight years, including different age groups. When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of the children.
The program can be implemented during the entire period of children’s stay in the Organization.
2.6. The content of the Program must provide personal development,
children's motivation and abilities in various activities and cover
the following structural units representing certain directions
development and education of children (hereinafter referred to as educational areas):
social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.
Social and communicative development aimed at mastering the norms and values ​​accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.
Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.
Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
Artistic and aesthetic development involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).
Physical development includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).
2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development):
in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive-exploratory actions, perception of music, children's songs and poems, motor activity and tactile-motor games;
at an early age (1 year - 3 years) - object-based activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household objects (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;
for preschool children (3 years - 8 years) - a range of activities such as play, including role-playing game, playing with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive-research (studying objects in the surrounding world and experimenting with them), as well as the perception of fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual (drawing, modeling, appliqué), musical (perception and understanding of the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.
2.8. The content of the Program should reflect the following aspects
educational environment for a preschool child:
1) subject-spatial developmental educational environment;
2) the nature of interaction with adults;
3) the nature of interaction with other children;
4) the child’s system of relationships to the world, to other people, to himself.
2.9. The program consists of a mandatory part and a part formed
participants in educational relations. Both parts are
mutually complementary and necessary from the point of view of implementing the requirements
Standard.
The mandatory part of the Program involves comprehensiveness of the approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).
The part formed by the participants in educational relations should include programs selected and/or independently developed by participants in educational relations aimed at the development of children in one or more educational areas, activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organizing educational work.
2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.
2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.
2.11.1. Target section includes an explanatory note
and planned results of mastering the program.
The explanatory note should disclose:
goals and objectives of the Program implementation;
principles and approaches to the formation of the Program;
characteristics significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age.
The planned results of mastering the Program specify the requirements of the Standard for target guidelines in the mandatory part and the part formed by participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children disabled people (hereinafter referred to as children with disabilities).
2.11.2. Content section presents the general content of the Program,
ensuring the full development of the personality of children.
The content section of the Program should include:
a) description of educational activities according to directions
child development, presented in five educational areas, taking into account
used variable approximate basic educational programs
preschool education and methodological manuals, ensuring the implementation
this content;
b) description of variable forms, methods, methods and means of implementation
Programs taking into account the age and individual characteristics of the pupils,
the specifics of their educational needs and interests;
c) description of educational activities for professional correction
child development disorders if this work is provided for by the Program.
The content section of the Program should present:
a) features of educational activities of different types and cultural
practitioner;
b) ways and directions of supporting children's initiative;
c) features of interaction between the teaching staff and families
pupils;
d) other characteristics of the content of the Program, the most significant
from the point of view of the authors of the Program.
Part of the Program formed by participants in educational relations, may include various directions chosen by participants in educational relations from among partial and other programs and/or created by them independently.
This part of the Program should take into account the educational needs, interests and motives of children, their family members and teachers and, in particular, can be focused on:
the specifics of national, sociocultural and other conditions in which educational activities are carried out;
selection of those partial educational programs and forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff; established traditions of the Organization or Group.
The content of correctional work and/or inclusive education is included in the Program if it is planned to be mastered by children with disabilities.
This section should contain special conditions for children with disabilities to receive education, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and teaching materials, conducting group and individual correctional classes and carrying out qualified correction of their developmental disorders.
Corrective work and/or inclusive education should be aimed at:
1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;
2) development of the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.
Correctional work and/or inclusive education of children with disabilities who are mastering the Program in Combined and Compensatory Groups (including for children with complex disabilities) must take into account the developmental characteristics and specific educational needs of each category of children.
In the case of organizing inclusive education for reasons not related to children’s health limitations, the allocation of this section is not mandatory; if it is separated, the content of this section is determined by the Organization independently.
2.11.3. The organizational section should contain description of the material and technical support of the Program, the provision of methodological materials and means of training and education, including the routine and / or daily routine, as well as features of traditional events, holidays, events; features of the organization of a developing subject-spatial environment.
2.12. If the mandatory part of the Program corresponds to the approximate
program it is presented in the form of a link to the corresponding example
program. The mandatory part must be presented in detail
in accordance with paragraph 2.11 of the Standard, if it does not correspond to one
from sample programs.
The part of the Program formed by participants in educational relations can be presented in the form of links to relevant methodological literature, which allows you to familiarize yourself with the content of partial programs, methods, and forms of organization of educational work chosen by participants in educational relations.
2.13. An additional section of the Program is the text of its brief
presentations. A brief presentation of the Program should be oriented
for parents (legal representatives) of children and is available for review.
The brief presentation of the Program must indicate:
1) age and other categories of children for whom the Organization’s Program is focused, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;
2) the Sample programs used;
3) characteristics of the interaction of the teaching staff with the families of children.

III. REQUIREMENTS FOR 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 socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and positive attitude towards the world, towards themselves and to other people.
These requirements are aimed at creating a social development situation for participants in educational relations, including creating an educational environment that:
1) guarantees the protection and strengthening of the physical and mental health of children;
2) ensures the emotional well-being of children;
3) promotes the professional development of teaching staff;
4) creates conditions for developing variable preschool education;
5) ensures openness of preschool education;
6) creates conditions for the participation of parents (legal representatives) in educational activities.
3.2. Requirements for psychological and pedagogical conditions for the implementation of the basic educational program of preschool education.
3.2.1. For successful implementation of the Program the following must be ensured: psychological and pedagogical conditions:
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 violence5;
8) support for parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.
3.2.2. In order to receive, without discrimination, a quality education for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the most suitable languages, methods, methods of communication and conditions for these children, contributing to the maximum extent to the receipt of preschool education, as well as the social development of these children, including through the organization of inclusive education for children with disabilities.
3.2.3. When implementing the Program, an assessment of individual
children's development. This assessment is carried out by the teaching staff within the framework of
pedagogical diagnostics (assessment of children’s individual development
preschool age, associated with assessing the effectiveness of pedagogical actions and underlying their further planning).
The results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational problems:
1) individualization of education (including support for the child,
building his educational trajectory or professional correction
features of its development);
2) optimization of work with a group of children.
If necessary, psychological diagnostics of children's development is used (identification and study of individual psychological characteristics of children), which is carried out by qualified specialists (educational psychologists, psychologists).
A child’s participation in psychological diagnostics is permitted only with the consent of his parents.(legal representatives).
The results of psychological diagnostics can be used to solve problems of psychological support and conduct qualified correction of children's development.
3.2.4. The occupancy of the Group is determined taking into account the age of the children, their
health status, specifics of the Program.
3.2.5. Conditions necessary to create a social situation of development
children, corresponding to the specifics of preschool age, assume:
1) ensuring emotional well-being through:
direct communication with each child;
respectful attitude towards each child, his feelings and needs;
2) support for children’s individuality and initiative through:
creating conditions for children to freely choose activities and participants in joint activities;
creating conditions for children to make decisions, express their feelings and thoughts;
non-directive assistance to children, support for children's initiative and independence in various types of activities (play, research, design, cognitive, etc.);
3) establishing rules of interaction in different situations:
creating conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata, as well as those with different (including limited) health capabilities;
development of children’s communication abilities, allowing them to resolve conflict situations with peers;
developing children’s ability to work in a peer group;
4) construction of variable developmental education, oriented
on the level of development manifested in the child in joint activities
with adults and more experienced peers, but not updated in his
individual activity (hereinafter referred to as the zone of proximal development of each
child), through:
creating conditions for mastering cultural means of activity;
organization of activities that promote the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic-aesthetic development of children;
supporting spontaneous play of children, enriching it, providing play time and space;
assessment of children's individual development.
5) interaction with parents (legal representatives) on issues
education of the child, their direct involvement in educational
activities, including through the creation of educational projects
together with the family based on identification of needs and support
family educational initiatives.
3.2.6. In order to effectively implement the Program, conditions must be created for:
1) professional development of teaching and management personnel, including their additional professional education;
2) advisory support for teaching staff and parents (legal representatives) on issues of education and child health, including inclusive education (if it is organized);
3) organizational and methodological support for the process of implementation of the Program, including in interaction with peers and adults.
3.2.7. For correctional work with children with disabilities
health, mastering the Program together with other children in Groups
combined orientation, conditions must be created in accordance
with a list and plan for the implementation of individually oriented correctional
activities to ensure the satisfaction of special educational
needs of children with disabilities.
When creating conditions for working with disabled children mastering the Program, the individual rehabilitation program of the disabled child must be taken into account.
3.2.8. The organization must create opportunities:
1) to provide information about the Program to the family and all interested parties involved in educational activities, as well as the general public;
2) for adults to search and use materials that ensure the implementation of the Program, including in the information environment;
3) to discuss with parents (legal representatives) of children issues related to the implementation of the Program.
3.2.9. The maximum permissible amount of educational load should be
comply with sanitary and epidemiological rules and SanPiN standards
2.4.1. “Sanitary and epidemiological requirements for the device,
content and organization of the work schedule of preschool educational
organizations", approved by the resolution of the Main State
sanitary doctor of the Russian Federation dated May 15, 2013 No. 26 (registered
Ministry of Justice of the Russian Federation May 29, 2013, registration
№28564).
Z.Z. Requirements for a developing subject-spatial environment.
3.3.1. The developing subject-spatial environment ensures maximum realization of the educational potential of the space of the Organization, Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting deficiencies in their development.
3.3.2. A developing subject-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.
3.3.3. The developing subject-spatial environment should provide:
implementation of various educational programs;
in the case of organizing inclusive education - the necessary conditions for it;
taking into account 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 should be
content-rich, transformable, multifunctional,
variable, accessible and safe.
1) Saturation of the environment must correspond to the age capabilities of the children and the content of the Program.
The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).
The organization of the educational space and the variety of materials, equipment and supplies (in the building and on the site) should ensure:
playful, educational, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
motor activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;
emotional well-being of children in interaction with the subject-spatial environment;
opportunity for children to express themselves.
For infants and young children, the educational space should provide necessary and sufficient opportunities for movement, object and play activities with different materials.
2) Transformability of space assumes the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;
3) Polyfunctionality of materials assumes:
the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;
the presence in the Organization or Group of multifunctional (not having a strictly fixed method of use) items, including natural materials, suitable for use in various types of children's activities (including as substitute items in children's play).
4) Variability of the environment assumes:
the presence in the Organization or Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure free choice for children;
periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.
5) Environment availability assumes:
accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out;
free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;
serviceability and safety of materials and equipment.
6) Safety of the subject-spatial environment assumes
compliance of all its elements with reliability requirements
and safety of their use.
3.3.5. The organization independently determines the teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.
3.4. Requirements for personnel conditions implementation of the Program.
3.4.1. The implementation of the Program is ensured by management,
pedagogical, educational support, administrative and economic employees of the Organization. Scientific workers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those engaged in financial and economic activities, protecting the life and health of children, ensure the implementation of the Program.
The qualifications of teaching and educational support workers must correspond to the qualification characteristics established in the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section “Qualification Characteristics of Positions of Education Workers”, approved by Order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 No. 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration No. 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation dated May 31, 2011 No. 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration No. 21240).
Job composition and number of employees, necessary to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the characteristics of children’s development.
A necessary condition for the high-quality implementation of the Program is its continuous support by teaching and educational support workers throughout the entire period of its implementation in the Organization or in the Group.
3.4.2. Teaching staff implementing the Program must have
basic competencies necessary to create conditions for the development of children,
indicated in clause 3.2.5 of this Standard.
3.4.3. When working in groups for children with disabilities
health positions in the Organization may additionally be provided
teaching staff with appropriate qualifications for work
with these health limitations of children, including assistants (assistants),
providing children with the necessary assistance. It is recommended to provide
positions of relevant teaching staff for each Group for
children with disabilities.
3.4.4. When organizing inclusive education:
When children with disabilities are included in the Group, additional teaching staff who have the appropriate qualifications to work with these health limitations of children may be involved in the implementation of the Program. It is recommended to involve appropriate teaching staff for each Group in which inclusive education is organized;
When other categories of children with special educational needs are included in the Group, including those in difficult life situations6, additional teaching staff with appropriate qualifications may be involved.
3.5. Requirements for material and technical conditions 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;
2) requirements determined in accordance with fire safety rules;
3) requirements for means of training and education in accordance with the age and individual developmental characteristics of children;
4) equipping the premises with a developing subject-spatial environment;
5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (items).
3.6. Requirements for financial conditions implementation of the main
educational program of preschool education.
3.6.1. Financial provision of state guarantees for citizens to receive public and free preschool education at the expense of the corresponding budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of standards for ensuring state guarantees for the implementation of the rights to receive public and free preschool education, determined by the state authorities of the constituent entities of the Russian Federation, ensuring the implementation of the Program in accordance with the Standard.
3.6.2. The financial conditions for the implementation of the Program must:
1) ensure the ability to meet the requirements of the Standard for the conditions of implementation and structure of the Program;
2) ensure the implementation of the mandatory part of the Program and the part formed by participants in the educational process, taking into account the variability of individual development trajectories of children;
3) reflect the structure and volume of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.
3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount of standards determined by the state authorities of the constituent entities of the Russian Federation to ensure state guarantees of the implementation of the rights to receive public and free preschool education. These standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for obtaining education by children with disabilities (special conditions of education - special educational programs, methods and teaching aids, textbooks, teaching aids, didactic and visual materials, technical means of teaching collective and individual use (including special ones), means of communication and communication, sign language interpretation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access of all categories of persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which it is difficult for persons with disabilities to master educational programs), providing additional professional education for teaching staff, ensuring safe conditions for learning and education, protecting children’s health, the focus of the Program, categories of children, forms training and other features of educational activities, and should be sufficient and necessary for the Organization to carry out:
expenses for remuneration of employees implementing the Program;
expenses for teaching and educational means, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, clothing, games and toys, electronic educational resources necessary for organizing all types of educational activities and creating a developing subject-spatial environment, including special ones for children with disabilities. Developing subject-spatial environment is a part of the educational environment, represented by a specially organized space (rooms, area, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, the protection and promotion of their health, accounting features and correction of deficiencies in their development, acquisition of updated educational resources, including consumables, subscriptions to update electronic resources, subscriptions to technical support for the activities of educational and educational means, sports and recreational equipment, inventory, payment for communication services, including expenses, related to connecting to the information and telecommunications network Internet;
expenses associated with additional professional education of management and teaching staff in the profile of their activities;
other expenses related to the implementation and ensuring the implementation of the Program.

IV. REQUIREMENTS FOR THE RESULTS OF MASTERING THE BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

4.1. The Standard's requirements for the results of mastering the Program are presented in the form of targets preschool education, which represent social and normative age characteristics of the child’s possible achievements at the stage of completing the level of preschool education. The specifics of preschool childhood (flexibility, plasticity of the child’s development, the 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 it unlawful The requirements for specific educational achievements from a preschool child determine the need to determine the results of mastering the educational program in the form of targets.
4.2. Target guidelines for preschool education are determined regardless of the forms of implementation of the Program, as well as on its nature, the developmental characteristics of children and the Organization implementing the Program.
4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children. Mastering the Program is not accompanied by intermediate certifications and final certification of students8.
4.4. These requirements provide guidelines for:
a) building educational policy at appropriate levels
taking into account the goals of preschool education, common to all educational
space of the Russian Federation;
b) solving problems:
formation of the Program;
analysis of professional activities; interactions with families;
c) studying the characteristics of education of children aged 2 months to 8 years;
d) informing parents (legal representatives) and the public
regarding the goals of preschool education, common to all educational
space of the Russian Federation.
4.5. Targets cannot serve direct basis for
solving management problems, including:
certification of teaching staff;
assessment of the quality of education;
assessment of both the final and intermediate levels of children’s development, including through monitoring (including in the form of testing, using methods based on observation, or other methods of measuring children’s performance);
assessment of the implementation of municipal (state) tasks through their inclusion in the quality indicators of the task;
distribution of the incentive payroll fund for the Organization's employees.
4.6. The targets of preschool education include the following
social-normative age characteristics of possible achievements
child:
Educational targets in infancy and early childhood:
the child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions;
uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior; has active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys;
strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
shows interest in peers; observes their actions and imitates them;
shows interest in poems, songs and fairy tales, looking at pictures,
strives to move to the music;
responds emotionally to various works of culture and art;
The child has developed gross motor skills, he strives to master various types of movement (running, climbing, stepping, etc.).
Targets at the stage of completion of preschool education:
the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; is able to choose his occupation and participants in joint activities;
the child has a positive attitude towards the world, towards different types of work, other people and himself, has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;
the child has a developed imagination, which is realized in various types of activities, and above all in play; the child knows different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms;
the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can identify 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, and tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe and experiment. Has basic knowledge about himself, about the natural and social world in which he lives; is familiar with works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.
4.7. The Program's targets serve as the basis for the continuity of preschool and primary general education. Subject to compliance with the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education.
4.8. If the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the immediate targets for mastering the Program by pupils - as creating the prerequisites for their implementation.

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