Actual problems of preschool childhood. Problems of preschool education at the present stage

Take a break from childhood

Despite the efforts of the authorities, pre-school education in Russia remains inaccessible to a large part of the population; 50 children are stuffed into groups, and the teachers do not have time to dress and undress them; reinforced concrete norms of firefighters and hygienists turn kindergartens into sterile, but featureless boxes; educational programs are extremely overorganized, and kids are getting ready for school instead of games. This is the essence of the memorandum on the state of affairs in the system of preschool education, prepared by specialists from the Russian Academy of National Economy and the State Service under the President (RANEPA), which was at the disposal of MK.

Ignoring the characteristics of a child's development at a young age is fraught with serious, deep problems in his later life, including in schooling, following immediately after the preschool period, the authors of the study remind. foundation.

However, the reliability of this "foundation", as follows from the memorandum of the RANEPA, raises serious concerns.

First of all, preschool education is still inaccessible to a significant part of Russian society. Reduced by the end of the school year, the queue of those wishing to get the coveted place in the kindergarten at the beginning of the next academic year, that is, already two or three months after the report on success, is practically returning to its previous indicators. This is understandable, because the number of applicants due to the “baby boom children” of the late 2000s is constantly growing, and the number of kindergartens has been declining until recently. So, according to the Federal State Statistics Service, only from 2008 to 2013 it decreased by more than 1000 units - from 45.6 thousand in 2008 to 44.3 thousand in 2013, while the number of pupils increased by 800 thousand.

Even worse. “In an effort to eliminate the queues, many municipalities solve the issue by filling the groups. Due to their desire to report on indicators of increased coverage in some regions (for example, in North Ossetia), the number of children in a group per qualified teacher reaches 50 people, the report notes. - As a result, the life and health of children were threatened, the working conditions of teachers became extremely difficult - overworked educators barely have time to dress the children for a walk. In several regions, an outflow of teaching staff from kindergartens was recorded.

At the same time, “if children aged 2.5 years still have the opportunity to be in municipal preschool institutions, then children of toddler age (from two months and older) are almost completely deprived of such an opportunity. There were only 1.3 thousand children under 1 year old in the system of preschool education in 2012, and in 2013 the situation worsened. The practice of reducing nursery groups for the sake of additional places for the "main contingent" - preschoolers aged 3–7 years - has been developed not only in Zelenograd and in, but also in many regions, "the researchers state.

Partially, the problem could be solved by private kindergartens at the expense of state subsidies. There is already such experience. But there is no way to realize it: the unjustifiably stringent requirements of the State Fire Supervision Service and the Medical and Sanitary Service are strangling the matter. And as a result, actual bans on opening kindergartens in the vacated premises of residential buildings, and even officially permitted kindergartens, according to researchers, “turn into faceless, almost sterile rooms, where there is no place on the walls for children's creativity, written communication with parents, photographs and posters, although not a single case of fire for this reason has been recorded anywhere.”

Another problem is teaching staff. In modern education, based on variability and diversity, the figure of the teacher becomes central. But in order to exercise his right to academic freedom, he must have the appropriate competencies, he must understand how to build the educational process in terms of variability. And in our kindergartens, the report notes, “they usually work with people trained according to an outdated model or who have no professional training at all. The social status of the profession is still low. And the level of salaries of preschool teachers, who are the lowest in education, in no way corresponds to the highest responsibility for the fate of the child.”

And in the last few years, according to researchers, a new problem has appeared: “In the system of preschool education, a strict orientation of kindergartens to prepare children for school has arisen, which usually means only teaching reading, counting and writing, although the most important thing is the child’s motivation, interest to schooling. The practice of forced education of children too early inevitably leads to the disappearance of educational motivation, and as a result, to the emergence of school maladjustment and school neuroses.

The situation with preschool education is indeed difficult, Lyudmila Rzhanitsyna, chief researcher at the Institute of Economics of the Russian Academy of Sciences, confirmed to MK:

Regional authorities report to the president that all children are covered by kindergartens. But this is not true! In kindergartens, even in Moscow, they take only from two and a half years. And mom, according to the law, goes to work in a year, and if desired, even 8 months after giving birth. The issue with the qualifications of teaching staff has not been resolved either. And the salaries of educators, despite the decrees of the president, are below low! So there is nothing to brag about.

Actual problems of education of preschoolers.

The actual problem of preschool education, I consider the problem of ecology. We remember from our distant childhood our associations connected with contact with nature. We ran barefoot on the dewy grass, swam in the clear waters of rivers, lakes, seas, frolicked in warm rains, splashing enthusiastically through puddles, picked wild flowers, ate everything that was edible from every bush and every tree, rejoiced in the sun and snow . Perhaps this is what helped us to dream, to believe in a brighter future. But our poor children! What irreplaceable riches they are deprived of. Now, even in the most remote villages, people cannot enjoy the pristine beauty of nature. Everywhere man put his "master's hand."

Radiation rains, fruits covered with pesticides, shallow rivers, ponds that have turned into swamps, seas that are about to explode, animals destroyed as unnecessary, cut down forests, deserted villages and villages - this is our legacy.

In any newspaper, in any magazine we shout about ecology, we call to look around and see what we have done, we demand to return nature to us in its purest form! Isn't it too late? Nature, man, morality are identical concepts. And to the great grief, in our society these concepts are destroyed.

We demand decency, kindness, love, spiritual understanding from children, but you must admit that we do very little to educate ecological culture in children. In this struggle for the future of mankind, for ecology and for a highly moral person, we, teachers, occupy a huge, or rather, practically the most important place.

The most important aspect in addressing the issue of conservation of the Earth's natural resources is education, environmental education of the entire population. Environmental education is officially recognized today as one of the priority areas for improving the activities of educational systems. Ecology is currently the basis for the formation of a new way of life. The beginning of the formation of the ecological orientation of the personality can be considered preschool childhood, since during this period the foundation of a conscious attitude to the surrounding reality is laid, vivid, emotional impressions are accumulated that remain in the memory of a person for a long time. Psychologists say that the first seven years in a child's life is a period of rapid growth and intensive development, about 70% of the relationship to everything around at the psychological level is formed in preschool childhood, and only 30% remains during life. At the stage of preschool childhood, the child receives emotional impressions of nature, accumulates ideas about different forms of life, i.e. he formed the fundamental principles of ecological thinking, consciousness, laid the initial elements of ecological culture. But this happens only under one condition: if the adults raising the child themselves have an ecological culture: they understand the problems common to all people and worry about them, show the beautiful world of nature to the little person, help to establish relationships with him.

How to teach children to protect and protect nature, all living things that surround us?

V. A. Sukhomlinsky considered it necessary to introduce the baby into the surrounding world of nature so that every day he discovers something new for himself in it, so that he grows up as a researcher, so that his every step is a journey to the origins of miracles in nature, ennobles the heart and tempers the will .

It is very effective when all these areas are integrated in one lesson. Without bringing children closer to nature and its widespread use in the educational work of the kindergarten, it is impossible to solve the problems of the comprehensive development of preschool children - mental, aesthetic, moral, labor and physical.

In this regard, special discussion in terms of the implementation of the activity approach deserves project activity. Currently, project activities in preschool institutions, including environmental ones, have become widespread. At the same time, project activities are not mentioned in the Standard of Preschool Education. It may not be about the environmental activities of children, but about environmental projects.

I bring to your attention a project on environmental education for children of the younger group. The project was developed in accordance with the GEF DOW.
Target my project
- development of speech during a walk, systematization of existing knowledge about trees.
Tasks:
1. Arouse interest in the nature of the native land.
2. Attach to the process of cognition.
3. Form ideas about the life of trees.
4. Develop speech, fantasy, observation.
5. Contribute to the maintenance of family traditions

Project participants: all children of the younger group, parents, educator.

Annotation to the project.
This project tells about the work carried out in the Municipal Autonomous Educational Institution "Education Center No. 35", Ufa, to educate environmental culture in preschool children through awareness of the importance of nature in human life, familiarizing them with the mysteries of nature, the desire to take care and protect it. The ability to use materials of natural and waste origin in practical activities, creating unique crafts.
The project "Hello tree" displays work with children, their parents, social partners, which gives the most complete recommendations for various activities. To systematize the implementation of this project, a work plan was drawn up. This plan includes activities carried out with all project participants in kindergarten.
This project will help to form in children a sense of responsibility for the fate of the nature around them, will help to leave vivid impressions in their souls that will pass with them through life, as a memory of a joyful and wonderful communication with nature.
Relevance.

Tree, grass, flower and bird
They don't always know how to defend themselves.
If they are destroyed
We will be alone on the planet.
The world has changed fundamentally in recent decades. Today, everyone knows about the existence of environmental problems that threaten people's health, that most of the world's population is cut off from nature, as they live in cities among asphalt and reinforced concrete structures. Yes, and nature is being “oppressed” further and further: cities are growing, forests are being cut down, ponds and lakes are swamping. Isn't that why we bring a piece of nature into our apartments, feeling the danger of being left without communicating with it. The environmental orientation of the project is due to the fact that at the beginning of the year in the younger group, an analysis was made of the cognitive development of preschoolers, which showed that children have limited knowledge in the field of communication with nature. But environmental education should begin with the objects of the immediate environment that the child encounters in everyday life. A tree was chosen as the object of study, due to a number of reasons.
1. Trees surround us all the time, but children, as a rule, pay almost no attention to them.

2. A tree is an excellent object of ecological observation (for example, deciduous trees have well-defined seasonal changes).
3. It is easier for a child to communicate with a tree “on an equal footing” than with small (herbaceous) plants, it is easier to imagine him as his friend.
Problem:
The low level of knowledge about trees (where the leaves go) in preschool children, the skills and abilities to work with natural and waste materials are not sufficiently formed.

As a result, the goal of the project was determined, tasks were set based on the program tasks for the development of speech, cognitive development and the annual tasks of the preschool educational institution.

I have touched upon only some aspects of the environmental education of preschoolers. The actual practice is much more varied.

Literature

Vakhrushev A.A. Ecological education - a guarantee of the future for a person // Primary school plus before and after. 2013. No. 11.

Nikolaeva S.N. Theory and methods of ecological education of children. Moscow: Academia, 2002.

Serebryakova T.A. Ecological education at preschool age. Moscow: Academia, 2008.

The World of Discovery: An Approximate Basic General Education Program for Preschool Education. M.: Tsvetnoy mir, 2012.

Success: Approximate basic general education program of preschool education. M.: Enlightenment, 2011

As a result of the analysis of articles from the journal "Preschool Education", a reference diagram is drawn up, reflecting main directions humanization of pedagogical work in preschool educational institutions:

changes in the forms of communication with children (transition from authoritarian forms of interaction to personality-oriented communication);

rejection of excessive ideologization of educational work in preschool educational institutions, changing the forms and organization of training sessions, reducing their number;

saturation of the life of children with classical and modern music, works of fine art, the use of the best examples of children's literature;

changing the organization of the subject environment and living space in the group room in order to ensure free independent activity and creativity of children.

3. Comparative analysis of educational programs.

When completing this task, students prepare a presentation of one of the educational programs. The message must include:

theoretical foundations (conceptual provisions) of the program being studied. Tasks of development, education and training of preschool children;

principles of building a program;

the structure of the program, the characteristics of its main components.

methodological support of the program, its characteristics;

distinctive features of the studied program;

subjective assessment of the merits and controversial positions of the program.

The complex and partial programs used in the practice of the work of the preschool educational institution are analyzed.

4. Essay on the topic "The problem of personnel training and ways to solve them." List of additional literature

The concept of preschool education // Preschool education. - 1989. - No. 5.

Standard provision on preschool education / Preschool education in Russia. - M., 1997. - S. 148-155.

Approximate charter of a preschool educational institution / Preschool education in Russia. - M., 1997. - S. 156-168.

An exemplary agreement between a preschool educational institution and parents / Preschool education in Russia. - M., 1997. - S. 168-172.

Mikhailenko, N. Preschool education: guidelines and requirements for updating the content / N. Mikhailenko, N. Korotkova // Preschool education. - 1992. - No. 5-6.

Mikhailenko, N. Model of the organization of the educational process in senior groups of kindergarten / N. Mikhailenko // Preschool education. - 1995. - No. 9.

Andreeva, V. Problems of updating the system of preschool education at the present stage / V. Andreeva, R. Sterkina // Preschool education. -1991. - No. 11.

Modern educational programs for preschool institutions / ed. T. I. Erofeva. - M., 1999.

Theme "The role of the family in the socialization of the child"

Plan:

1. Types of families and the comfort of the child in them

Subjective assessment of the child's comfort in different types of families. Definition of the main components of comfort:

respect for the personality of the child;

taking into account the individual and age characteristics of the child;

meaningful communication with adults.

organization of the subject-spatial environment of the child's life;

2. Functions of the modern family

On the basis of literature and personal experience, it is necessary to identify the problems of the modern family, to show the relationship of the functions it performs.

3. Debate "Problems of orphanages, abandoned children, children from dysfunctional families and ways to solve them"

When preparing a dispute, students need to study the literature on the problem, prepare brief reports on various issues of the socio-demographic situation in the Russian Federation. The debate is held in the form of a "round table", where each participant speaks on the topic, suggests ways to solve a particular problem.

4. Factors determining the nature and duration of children's adaptation to new conditions . Prepare abstracts of the report for parents of children entering preschool:

organization of the child's life in the family during the period of his getting used to the conditions of the preschool educational institution;

unity of requirements for the child on the part of educators and parents, etc.

Listening and discussion of reports that help parents facilitate the process of adapting the child to preschool. Reports are made out as a material for the "Corner of parents".

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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GAPOU JSC "Astrakhan Social and Pedagogical College"

Message

On the academic discipline "Theoretical foundations of preschool education"

On the topic: "Actual problems of preschool education"

Completed by a student:

OZO 1 course 10 Z/D groups

Shelkovnikova A.Yu.

The undoubted system of modern preschool education is very important and relevant. Currently, there are also problems of modern education. I would like to note that it is at the preschool age that the child lays all the foundations of personality traits and determines the quality of further physical and psychological development. If you ignore the features of the development of a child at this age, then this may adversely affect his future life.

Let's pay attention to the communication of the child. Communication is a big problem. It is necessary to refer to communication - the ability to listen and hear, the ability to get in touch with peers adults, the ability to express one's thoughts, understand speech. But full-fledged communication is impossible without communicative skills, which must be developed from childhood in the process of a role-playing game. But despite all the advantages of the role-playing game, not all educators devote proper time to activities. And it often happens that the teacher conducts a role-playing game only at the request of the children.

I would also like to consider the topic - family. Today, there are a large number of single-parent families where children are brought up. This is where situations come from. When a parent has no time to take care of his child, he is left to the mercy of fate. Most modern parents do not want to cooperate with the preschool educational institution, referring to employment.

And there are a lot of such problems in modern education, such as the problems of the development of arbitrary memory, the problems of learning GCD. And it all comes down to technique. It is necessary to introduce new technologies and methods.

I want to go directly to the most modern education. Enumerating the problems of education, I would like to find out what modern education should be like. I propose to consider several completely different lines of modern education.

First, the educator and adults independently build work with children. Before school, a child absorbs information like a “sponge”, the child is often active in learning new things, and is interested in new things. From here, adults have a desire to take advantage of this period and slightly shift the time when the child goes to school by a year or a couple of years. And these cases are twofold. In the first case, the child is in kindergarten for a longer amount of time. In the second case, the parent insists that the child needs to go to school earlier, paying attention only to his physiological readiness for school and completely forgetting about his psychological readiness for school. This shows that the practice of early education of ZUN children can lead to the disappearance of learning motivation. And it can often be that the child studies the first grade program twice.

From this we can conclude that the result of the above is to slow down the goal of early education. Bringing negative effects, such as, for example, the loss of children's interest in learning, there are problems with the continuity in the education system between preschool and primary school. I would like to add that the presence of a child's knowledge does not determine the success of learning, it is much more important that the child independently obtain and apply them.

The second is that education is built on the interests of the child himself and the interests of his family, i.e. his legal representatives. The student-centered approach is aimed at developing the type of education. It takes into account age and individual characteristics, focuses on the interests of each child. But I would like to note that not every educator can see this line in developing education. And not for every child it is possible to realize the goals of developmental education due to some reasons. It can be seen that such education has both a developing effect and development promotion. If the child is active and inquisitive, it can be assumed that the development process is underway.

First of all, there are not enough places in preschool educational institutions. Currently, there is an increase in the number of children with disabilities who should not be isolated in society, hence the need for inclusive education.

Modern preschool education is the very first public-state form in which professional pedagogical work is carried out with the younger generation. Psychologists say that the fundamental qualities of a person's personality are formed precisely in the first years of life. The positive experience laid down at preschool age and the basis for the successful development of the child. And it is natural that the process of modernization of the education system in the Russian Federation also affected preschool education. First of all, it should be noted that in recent years there have been significant changes in the regulatory framework.

Today, attempts are being made to move from declarations, from sweet words about the importance of childhood, from the formula “children are our future” that has been heard for many years, to make childhood an independent stage of development for which the state is responsible.

Under the conditions of the new educational policy, the core of which is a humanitarian orientation, both in the content of education and in the methods of pedagogical activity, the strategy and tactics for the development of preschool education are defined, reflected in the concept of the development of preschool education. The "Concept" reasonably puts forward the leading goals: meeting the demands of parents for the education of their children from 0 to 7 years old and improving the quality of preschool education. It is by meeting the educational needs of parents for the development, education and upbringing of their child that it is possible to improve the quality of preschool education.

The system of preschool education today is a multifunctional variable network of preschool educational institutions, oriented from the needs of society and the family, providing a diverse range of educational services, taking into account the age and individual characteristics of the child. A variety of types of preschool institutions have been formed throughout the country: kindergartens for supervision and rehabilitation, of a compensatory type. Kindergarten of a general developmental type with a priority direction, child development centers, kindergarten of a combined type, etc. Thus, a modern preschool institution as a type of education system includes a variety of types that have their own distinctive features (usually program).

One of the most pressing problems is the influence of the modern family on the development of human potentials in the preschool period of childhood, teachers have given a definition to the new concept of the syndrome of "not finished playing child" very often we observe how modern young mothers and daddies - children who have not finished playing catch up, playing in the family. The family is the main source of self-knowledge, socialization, and moral development of the individual. Meanwhile, in many families there is a loss of interest in raising children, and sometimes laws are simply required to protect the rights of the child. The reasons for these are poverty, the employment of parents, the transformation of gender relations and parental roles. Modern research notes that the dominant position in the family is occupied by a working mother who earns money for the family and is responsible for raising children. In particular, the family becomes a real participant in the educational process. An analysis of the trends taking place in modern Russian life makes it possible to fix the following problems of the family.

A feature of modern society is differentiation as a sharp stratification of the population into social groups and, as a result, the emergence of very rich and very poor families, and hence socially unprotected parents and the needs of children in clothing, household items, a full diet. Parents do not have sufficient funds to bear additional expenses for the upbringing and education of children, for organizing their leisure and recreation, for paying for the services of preschool and other children's institutions.

The study of the phenomenon of family trouble allows us to note the growth in recent years of alienation between parents and children, in some cases, parents withdraw from their children, do not perform educational functions, focusing mainly on intra-family relations. Some parents believe that their main task is to ensure the maintenance of the child in the family, create conditions for his life, and the kindergarten and school should be engaged in education. In this approach, the inertia of the old idea of ​​the priority of public education over family education is manifested.

At the stage of modernization and development of education, it is necessary to talk about childhood in general, and not just about preschool education. Why? The development of preschool institutions and the elimination of queues in kindergartens are, of course, important measures in solving the problems of a comprehensive system of preschool education. But when they say that every child should enter the world of education already in childhood, it is often forgotten that childhood is not limited to the system of preschool institutions, where the child can receive this or that support. Childhood is provided - and this is the main thing - with the support of the family as a key institution for the development and socialization of the child.

The new standard is aimed at the development of preschool education in the Russian Federation, at the same time it works for the development of a small child. And the main task of kindergartens is to create conditions under which children develop, they are interested, and as a result, the child lives a happy life. education psychological preschool

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Article 43 of the Constitution of the Russian Federation, adopted in 1993, guarantees citizens of the Russian Federation "the general availability and free of charge of preschool, basic general and secondary vocational education in state or municipal educational institutions." In accordance with the Law of the Russian Federation "On Education" as amended by Federal Law No. 12-FZ of January 13, 1996 (clause 3, article 5), the state "guarantees to citizens the general availability and free of charge of primary general, basic general, secondary (complete) general education and primary vocational education. For more than ten years, there has been an obvious contradiction between the Constitution of the Russian Federation, which is the fundamental law of Russia, and the Law of the Russian Federation "On Education" in terms of state guarantees of the rights of citizens in the field of education. Such a legal conflict gave rise to a corresponding attitude towards preschool education on the part of officials at all levels as an optional education (in contrast to general education, and not mandatory from the point of view that a preschool child has the right to receive education, as in the conditions of a preschool educational institution, and in the context of the family, but in terms of the fact that the authorities are not obliged to ensure the general availability of preschool educational services.

Thus, despite the change in the legislative framework, the situation in education in general, and in preschool education in particular, can currently be characterized as a crisis. Any crisis gives rise to an urgent need to reform something. According to the Federal Law "On Education" as amended by Federal Law No. 122-FZ of August 22, 2004, the solution of strategic problems of education is still within the competence of the Russian Federation.

Pre-school education as the first stage of education, on which the foundations of a social personality and the most important institution of family support are laid, over the past 10 years, has gone through a difficult path of fitting into new realities. The initial sharp decline in enrollment in pre-school education had stabilized by 1995. Currently, about 55% of children attend kindergartens (for example, in the Scandinavian countries, such children are about 90%).

As many years of research show, the full development of the child occurs if there are two components of his life - a full-fledged family and a kindergarten. The family provides the intimate and personal relationships necessary for the child, the formation of a sense of security, trust and openness to the world. At the same time, the family itself needs support, which the kindergarten is designed to provide - parents can work and study without feeling guilty that the child is abandoned at this time, they can be sure that the child is in comfortable conditions , eats normally, teachers are engaged with him. In addition, the system of preschool education has traditionally treated parental fees in a differentiated way, low-income families received benefits, that is, they received targeted support; today, unfortunately, this happens only in certain regions. Obviously, in modern conditions, the tradition of differentiated parental fees must be preserved.

And what does kindergarten give the child himself? The main advantage of the kindergarten is the presence of a children's community, thanks to which a space for the child's social experience is created. Only in the conditions of a children's community does a child know himself in comparison with others, appropriate ways of communication and interaction that are adequate to various situations, overcome his inherent egocentrism (orientation towards himself, perception of the environment exclusively from his own.

At present, the system of preschool education itself has also changed. Differentiation of preschool educational institutions by types and categories has been introduced. To the previously existing only type - “kindergarten”, new ones were added - a kindergarten with priority implementation of the intellectual or artistic, aesthetic, or physical development of pupils, a kindergarten for children with disabilities in physical and mental development, care and rehabilitation, a child development center, etc. On the one hand, this allows parents to choose an educational institution that meets their needs, on the other hand, most of these types (with the exception of correctional ones for children with serious health problems) do not meet the patterns of child development.

The organization of work with young children in modern conditions makes special demands on the professionalism and personal qualities of teachers. At the same time, today young specialists who have received an education practically do not go to work in kindergartens. The reason for this is not just small, but a meager salary that does not reach the subsistence level. The work of a teacher in a kindergarten, who is responsible for the life and health of children, conducting multifaceted educational work, requires a huge expenditure of mental and physical strength. And only such teachers will be able to adequately raise children. From this follows a brief conclusion: worthy teachers - worthy salaries.

In accordance with the Concept for the Modernization of Russian Education, it is planned to introduce shared financing, which implies payment by the state only for a fixed amount of educational services for kindergartens. However, the specificity of education in a preschool institution is that, unlike school, it is carried out throughout the day and is not limited to training sessions (it is necessary to teach the child to wash their hands, eat properly, behave politely in different situations, be neat, play and cooperate with other children and much more). Therefore, it is practically impossible to reduce the educational services of preschool institutions to 3-4 hours. Equally unacceptable is the separation of parental payment for the maintenance of the child (mainly food, which many children now need so much) and budgetary financing of education.

The development of young children largely depends on the subject environment surrounding them (toys, manuals, materials for drawing, modeling, construction, books, musical instruments, physical education equipment, etc.). Solving the problems of organizing various forms of coverage of children with preschool education, decent wages for teachers, accessibility of a quality kindergarten for all children requires separate budget funding at the federal and regional levels.

Starting from 2000, it was possible to achieve an outstripping increase in expenditures on education and science compared to general economic indicators. This created the prerequisites for institutional restructuring in the field of education, primarily related to the modernization of the structure and content of general and vocational education, improving its quality, the effectiveness of managing the educational system, and the entry of the Russian Federation into the global educational space. In particular, the quality of the implementation of the educational program is considered first of all. One of the significant factors in this indicator is the implementation of an experimental program in the preschool educational institution, subject to the justification of the goal and methods, as well as the evidence of the productivity of the experiment.

Education in Russia is traditionally considered a costly area. In different periods of the modern history of the city, attempts were made to change the situation, to turn the education sector into an investment one. However, in fact, the economic foundation of education did not create sufficient infrastructure to attract investment.

On the other hand, attempts to directly transfer market economic regulatory mechanisms to the education sector were often unsuccessful due to the fact that the effect of investments was measured exclusively in monetary terms. An educational institution as a payback project or a project that brings profit in monetary terms has not become a mass phenomenon.

Most clearly, such disproportions were traced in preschool education in many Russian cities, including Irkutsk. In the context of the demographic decline, a decrease in preschool educational institutions naturally occurred. Moreover, the number of pre-school educational institutions of the city currently available hardly corresponds to the real demand of the population for educational services for the education of pre-school children.

The network of departmental kindergartens has practically disappeared, although in large cities, for example, in Moscow, many of them were transferred to municipal ownership and kept for children. In general, in Russia there is a trend of re-profiling former departmental kindergartens and selling their buildings.

Already today, a number of preschool education institutions in many other regions of Russia have made the transition to new organizational and legal forms. Such a transition became possible due to the objective fact of the growing demand on the part of parents to receive, in addition to budgetary services, also additional educational services. The actual demand for individual educational programs and preferential conditions in preschool educational institutions is quite high today. Parents are ready to order and pay for preferential terms and additional preschool education programs outside the budgetary service.

The high quality of preschool education with an increase in the coverage of preschool children can be ensured by establishing horizontal links between educational institutions of various levels and types. At the municipal level, resource centers for preschool education are being created that provide methodological support to preschool educational institutions in the respective territory.

While variability is a requirement for the diversity of services provided, the availability of education is a requirement for the breadth of the network, its ability to cover the maximum number of children. The implementation of the principle of accessibility when building a network of institutions implementing preschool educational programs means the need to build a network in such a way as to optimally take into account both the educational needs of children and the spatial proximity of institutions to the place where children live. Educational services can be provided not only by traditional kindergartens, but also by other educational institutions that implement preschool educational programs. The task of developing a network of educational institutions that implement preschool education programs is to ensure that the range of services and their quality correspond to modern ideas about the quality of preschool education and are optimal.

Thus, building a network of preschool educational institutions involves the institutionalization, along with traditional kindergartens, of such forms of preschool educational institutions as

Groups for joint short-term stay of a child and a parent (“child-parent”, “nursery with mother”, “play support center”, “adaptation group”, etc., organized on the basis of kindergartens, at centers for children's creativity, in special centers for working with young children or at psychological and pedagogical centers;

Home education groups (“child and nanny”, “tutor groups”, “family groups”, “mini-kindergarten”, etc., organized by parents at home or in residential apartments specially rented for this purpose;

Groups of short-term stay of a child in a kindergarten, or in another educational institution, or organization in which a preschool education program is being implemented;

Adaptation groups for children of refugees and internally displaced persons.

The optimal distribution of material resources within the preschool educational network is aimed at the rational use of those resources that exist in the network of current preschool educational institutions - equipment, premises, sports facilities, park areas, etc. At the regional level, it is necessary to develop regulatory documents regulating the use of these resources by preschool educational institutions of the network . At the municipal level, it is necessary to develop guidelines for preparing these resources for use by the preschool educational network.

The optimal distribution of human resources within the preschool educational network involves the most effective use of the potential of methodologists, psychologists, speech therapists, foreign language teachers, experimental educators, and senior educators to improve the quality of education in the network as a whole. The development of a network of preschool education involves the emergence of small kindergartens, home groups, parent groups, etc.

The resource of network development is innovation activity. At the regional and municipal levels, it is planned to adopt regulatory documents and guidance materials aimed at developing innovative activities in the network of preschool educational institutions / organizations and its expert support.

The problem of general accessibility of preschool education for all categories of citizens should also be addressed today through the use of internal reserves of the education system, including the development of various forms of preschool education, as well as a more flexible system of regimes for children in preschools.

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

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

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

It is much more important to take into account the needs of the modern family in various forms of organizing the functioning of preschool institutions. An increase in the number of groups for young children is required (from 2 months to 3 years, groups with round-the-clock and evening stay of children, holidays and weekends, groups of short stays (2-3 times a week for 3-4 hours), etc.

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

In view of the foregoing, as well as the fact that in the last 10-15 years there has been a virtual total "municipalization" of institutions

preschool education (mass transition of kindergartens from various departments to municipal ownership, the solution of issues of survival, functioning and development of the preschool education system currently depends mainly on local governments.

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

www.maam.ru

Material security of preschool education in the Russian Federation at the present stage. Abstract. Read text online -

formation of the foundations of a healthy lifestyle

artistic and creative development

the role of family and public education in the development of the personality of a preschooler

the problem of professional activity of teachers and pedagogical management in the conditions of preschool educational institutions

provision, financing and acquisition of preschool educational institutions

legal regulation of preschool educational activities

2. Problems associated with the process of financing DOs

2.1 Financing of DOs

Based on a number of facts listed in the first chapter, the conclusion is that the financing of preschool education from the state is necessary for the implementation of educational programs within the described process, for keeping children in preschool, ensuring a comfortable stay, which, in turn, has a positive effect on the process development of the child as a person becomes obvious. Also an important aspect in the course of the financing process is the involvement of personnel in the field of distance learning, the possibility of improving their qualifications, and compliance with legal norms.

Analyzing various sources of information, we can conclude that the state is the guarantor of the availability and free of charge of preschool education in municipal and state preschool educational institutions. At the same time, the state does not guarantee the free maintenance of pupils in preschool educational institutions, which becomes the responsibility of regional authorities and parents.

During the discussions, at a certain stage (2008), the government came to the conclusion that the financing of DOs should be per capita. This decision was fixed within the framework of the education development program in 2006-2010. "Extended testing in preschool educational institutions of new financial and economic mechanisms: regulatory equity financing, a new wage system, rationalization of the calculation and collection of parental fees, state-public forms of management."

The financing process has a special focus (goal) and calculation methodology, and also has characteristic implementation principles.

2.1.1 Objectives of DO funding

The main purpose of financing preschool education is to provide preschoolers and the staff of preschool educational institutions with the resources necessary for the implementation of the activities of the latter, whose constitutional rights must be taken into account and observed.

The preschool educational institution should be equipped with household items (furniture, electrical appliances, utensils, etc.), items necessary for the implementation of educational programs (didactic materials, etc.) and gaming activities; must be able to comply with sanitary standards, conduct special classes (musical, physical education classes, etc.); should be equipped with premises for cultural events, medical activities.

Also, part of the funds from the funding goes to the salaries of the entire staff of the preschool educational institution.

Summarizing the above, we can conclude that funding is aimed at meeting the needs of the parties in the framework of the DO process.

An important condition for the development of the DL system is the optimization of financing for DOs of any legal form and form of ownership, which can be achieved based on the principles of a narrative-per capita approach.

2.1.2 Funding principles

Based on the information presented in the guidelines for the introduction of normative per capita financing of preschool educational institutions, it is possible to single out the principles based on which normative per capita financing is carried out, implementing educational programs in the preschool educational institution system.

Principles:

transparency in planning expenses for financing preschool educational institutions

objectivity of distribution of funds in the system of subsidiaries

normative method of cost planning and formula distribution of funds

clear definition of the boundaries of responsibility of budgets for financing preschool educational institutions

stimulating the development of preschool educational institutions and improving the quality of education

ensuring the financial and economic independence of the preschool educational institution

From the formulation of the current principles for the implementation of normative per capita financing, it follows that the costs should be transparent, clearly calculated, and distributed objectively, that is, in equal amounts among all subsidiaries.

2.1.3 The procedure for the implementation of financing

One of the functions of the state, as a certain institution, is a social function, which is characterized by the support of the social sphere by the state and which includes the financing of DOs.

Based on the information enshrined in the Budget Code and the Constitution of the Russian Federation, it can be concluded that the cost of maintaining children in preschool educational institutions and the implementation of educational programs in preschool education should be made at the expense of the local budget. If there is a lack of financial resources in the local budget, they are allocated from the federal budget or from the budget of the subject of the Federation in order to compensate for additional expenses.

preschool education institution funding

This technique has three levels:

Regional

The regional funding standard (RNF) is the minimum allowable amount of financial resources necessary for the implementation of the main general educational program of preschool education in institutions of a given region per one pupil per year, taking into account differences in the cost of the provided preschool education service depending on the location of the institution (urban and rural areas), the focus of the educational program, the type of institution.

The regional standard depends on the "category" of pupils of the preschool educational institution (conditionally healthy children; children attending health-improving groups, etc.).

When calculating the regional standard, the expenses for the implementation of the main general education program (subject to its compliance with established standards), partial wages, improvement of the gaming environment (visual aids, etc.), household needs, technical means that contribute to training and education are taken into account. This level does not take into account the costs of public maintenance of buildings, which are carried out by the local budget.

Municipal

At this level, the mechanism for using the funding standards for preschool educational institutions that implement the general educational program is determined. The funds received are spent on food, utilities and major repairs of the premises.

Level of educational institution

This level implies the independence of the preschool educational institution in spending the funds received.

DOW independently in:

distribution of the allocated funds according to the cost items of the estimate of the preschool educational institution, taking into account the regulatory legal acts adopted in the constituent entity of the Russian Federation and the municipality

setting the staffing and wages of employees

determining the base and incentive part of the payroll fund

determining the ratio of the wage fund of pedagogical, educational and auxiliary and administrative and economic personnel

the distribution of the incentive part of wages

The independent capabilities of the preschool educational institution listed above should not contradict the norms established at the regional and federal levels.

There are formulas for calculating the normative - per capita financing at each level

2.2 Problems

The problems associated with the process of financing DOs are obvious not only to an ordinary citizen, but also to a high-ranking official. As Prime Minister of the Russian Federation in April 2011, V.V. Putin noted that a huge number of children (namely 1.7 million people) are waiting in line to get into kindergarten and use the state services provided in this area: " We know that this is primarily a regional problem, but we are ready to support those regions that are actively solving it." In this statement, V.V. Putin proposed to increase funding for subsidiaries by 2 times (up to 1 billion rubles).

Conducting research on the problem of shortage of places in kindergartens, HSE experts came to the conclusion that the most acute reason for this trend is the low funding and investment unattractiveness of the field of preschool education, which subsequently contributes to the outflow of personnel whose activities are directly aimed at raising and maintaining children in preschools.

Kindergartens are more staffed by management personnel (directors, heads, etc.) than by educators and nannies who interact directly with children throughout the day.

The next conclusion of HSE experts is that the development of preschool educational institutions is hampered by estimated funding, which, by definition, is inaccurate, preventing the full implementation of planned projects. According to representatives of regional authorities, funding for preschool education is increasing every year, while directors of preschool educational institutions argue that funding increases only after adjusting for inflation, that is, it remains practically unchanged, since the prices for necessary services also increase.

There is also a shortage of municipal funds, especially in areas far from the center.

The lack of premises for sports, music halls, offices for the work of psychologists, speech therapists predetermines the lack of completeness of the educational and educational process within a certain preschool educational institution, which violates the constitutional rights of citizens of the Russian Federation (namely, the right to receive free, high-quality education).

Based on the statistics of the material security of urban and rural preschool educational institutions, published on the Rossiyskaya Gazeta website, it can be concluded that the material security of urban and rural preschool educational institutions differs significantly, with respect to each point of comparison.

Material security of the preschool educational institution (in percent):

• catering department: city - 100; village - 96.5
• medical office: city - 100; With. - 80
• music hall: city - 95.7; With. - 78.8
• swimming pool: city - 12; With. - 3.5
• rooms for classes with a speech therapist: city - 60; With. - 37.6
• Internet access: city - 50; With. - 18.5

In the conditions of scientific and technological progress, the state is trying to carry out widespread computerization, introducing information technologies into all spheres of human activity, where they are relevant. Therefore, according to the new standards, each educator must provide the attestation commission with their attestation work in electronic form.

In large cities, this is not a big problem than in the provinces, where all preschool educational institutions may have only one personal computer with Internet access (and sometimes without it), which is located in the office of the head or methodologist. At the same time, courses for educators, which provide free training in the use of a PC, are not provided. Therefore, in the course of educational activities, information technologies are not used.

Conclusion

Summarizing the above, we can conclude that at the present stage of development, the DO system is experiencing certain difficulties regarding the material security and staffing of the DO, which can be overcome by attracting people from NGOs and organizing sponsorship from large and medium-sized businesses.

Representatives of large businesses can help by opening kindergartens for employees of their own enterprises, providing employment for both sectors.

At the same time, assistance from representatives of medium-sized businesses may consist in providing material assistance during any activities in the preschool educational institution system of a particular city.

One way or another, the question of how to finance DOs will remain open on the agenda for a long time to come.

Bibliographic list

1. Dictionary of social pedagogy: Proc. allowance for students. Higher textbook establishments /Aut.-comp. L. V. Mardakhaev. - M.: Publishing Center "Academy", 2012. - 368s.

Dictionary of education and pedagogy / V. M. Polonsky. - M.: Higher. school, 2010. - 512 p.

Pedagogical Encyclopedic Dictionary / Ch.ed. B. M. Bim-Bad; Editorial staff: M. M. Bezrukikh, V. A. Bolotov, L. S. Glebova, etc. - M.: Great Russian Encyclopedia, 2012. - 528 p.: ill.

Preschool education in Russia. Collection of existing legal documents and scientific and methodological materials. Moscow: AST Publishing House, 1997 - 336 p.

Problems of preschool education at the present stage: Sat. scientific articles. Issue. eight; in 2 hours / ed. O. V. Dybina. - Togliatti: TSU, 2010. - Part 1. - 292 p. / Part 2. - 296 p.

Actual problems of preschool education: Vseros. interuniversity scientific practical conf. - Chelyabinsk: Publishing House of ChGPU, 2009. - 320 p.

Model regulation on a preschool educational institution No. 22946 of 01/26/2012

Ministry of Education and Science of the Russian Federation. Department of State Policy in Education. Letter dated December 1, 2008 № 03-2782 On the introduction of normative per capita financing of preschool educational institutions.

Russian Pedagogical Encyclopedia. M .: Scientific publishing house "Big Russian Encyclopedia", 2009.

Quality of preschool education

Temirbulatova Sabina Rafailovna,

student of the Bashkir State Agrarian University, Ufa.

This article touches upon one of the urgent problems at the present stage - the quality of preschool education. The article also discusses the types and kinds of preschool institutions.

Keywords: preschool educational institutions, preschool education, current problems of preschool educational institutions.

The main task of the state educational policy of the Russian Federation in the context of the modernization of the education system is to ensure the modern quality of education, including preschool. This issue to a greater extent causes a discussion about the quality of preschool education and, of course, the issue of this issue can be called unresolved to date.

This is the hardest problem. It is connected with unresolved issues of standardization, correlation of the content, volume, quality of educational services with the needs of the child, family and school. The solution of these problems today should be a priority, since the attitude of the state and society to the system of preschool education as a whole depends on them.

The quality of preschool education as a whole is a multidimensional synthetic concept. It is this versatility that determines the approaches and sets the logic for the formation of the information base for its assessment. The problem of quality in pedagogical research is being developed in the following areas: the concept of education quality, methods of assessing the quality of education, methods of assessing the quality of education, the integrity of the system and the quality of education, the interaction of levels of education and its quality, factors that determine the quality of education, the market environment and the quality of education, the mechanism education quality management, information technology, education monitoring and quality, education quality management system.

The most pressing problems of preschool education:

• improving the quality of preschool education;
• a mandatory minimum content of educational programs for preschool children in terms of preparing children for schooling;
• a system for assessing the quality of preschool education at the stage of a child's transition to school;
• ensuring continuity in the content of education between preschool and primary levels;
• equalization of children's starting opportunities during the transition to schooling as a scientific and practical problem;
• ways to achieve the physical and mental health of the child.

Types and types of educational institutions:

• Preschool educational institutions (DOE).
• Kindergarten.
• Kindergarten with the priority implementation of one or more areas of development of pupils.
• Kindergarten of a compensating type with the priority implementation of a qualified correction of deviations in the physical and mental development of pupils.
• Kindergarten supervision, care and rehabilitation with priority implementation of sanitary, preventive and health-improving measures and procedures.
• Primary school - kindergarten.
• Progymnasium with the priority implementation of one or more areas of development of pupils and students: intellectual, artistic and aesthetic, cultural and recreational.
• Primary school is a compensatory kind of kindergarten.
• Child Development Center - a kindergarten with the implementation of physical and mental development, correction and rehabilitation of pupils.
• Educational institutions for children of preschool and primary school education.

The main trends in the change in the species diversity of preschool educational institutions in recent years have been an increase in the number of kindergartens with the priority implementation of various areas of development of pupils: sports and recreation, artistic and aesthetic, intellectual and ethno-cultural development and education of preschoolers.

According to the results of state accreditation, each preschool institution (both state and non-state) receives a certificate of the established form, according to which it is assigned the appropriate category.

And of course, therefore, the quality of the preschool educational institution depends on the factors of the internal environment:

1) on the quality of work of educators;

2) from the relations that have developed in the team;

3) from the conditions that the leader creates for the creative search for new methods and forms of work with children;

4) from an objective assessment of the performance of each employee.

The most traditional for modern methods of assessing the quality of preschool education are indicators of the quality of educational conditions. In particular, the quality of the implementation of the educational program is considered first of all. Modern preschool education provides for any child of preschool age the level of development that would allow him to be successful in primary school and at subsequent levels of education. Not only the administration should participate in this process, providing quality control, but also all subjects of the educational process.

Literature

1. The program of education and training in kindergarten / otv. ed. M. A. Vasil'eva. M., 1985.

2. Erofeeva T. I. Study of approaches to the organization of variable education for preschool children (on the basis of teaching mathematics) // Problems of preschool education: mater. scientific conf. M., 1994. S. 34 - 37.

3. Paramonova L. A., Protasova E. Yu. Preschool and primary education abroad: history and modernity: textbook. allowance. M., 2001.

4. Loginova L. G. Technology of certification and accreditation of institutions of additional education for children: a collection of scientific, methodological and instructive materials./L. G. Loginov. – M.: ARKTI, 2002. – 200 p.

5. Tretyakov P. I., Belaya K. Yu. Preschool educational institution: management by results./P. I. Tretyakov, K. Yu. Belaya. – 2nd edition, revised and enlarged. - M: TC Sphere, 2007. - 240 p.

Received December 20, 2013

2006-2015 © Journal of scientific publications of graduate and doctoral students. All materials posted on this site are protected by copyright. When using site materials, an active link to the source is required.

Modern problems of preschool education,

Phase I Call"

(awakening of existing knowledge of interest in obtaining new information)

Pay attention to the topic title Modern problems of preschool education, trends in its development and directions of reform(on the screen)

and answer the question: Is this question relevant for college graduates? Why?

Frontal conversation

1. When did a unified program for kindergartens appear in our country?

In the early 60s. 20th century a unified a comprehensive program for educating children in kindergarten, one hundred which was a mandatory document in the work of preschool educational institutions of the USSR. The leading research institutes of preschool education of the country and the leading departments of preschool pedagogy worked on the content of this program.

2. What are the advantages of the Soviet system of preschool education?

And although Soviet preschool education was focused on the demands of the system, it had its own advantages: systemic character, general availability, public funding.

3. What changes took place in the late 80s and early 90s of the last century?

On the threshold of the 21st century, The concept of preschool education, the authors of which were teachers Davydov V. and Petrovsky V..

This Concept contains the basic principles of preschool education in Russia:

• Humanization(education of the humanistic orientation of the personality of a preschooler, the basics of citizenship, diligence, respect for human rights and freedoms, love for the family, nature).
• Developmental nature of education(orientation to the personality of the child, preservation and strengthening of his health, installation on mastering the ways of thinking and activity, development of speech).
• Deideologization of preschool education(the priority of universal human values, the rejection of the ideological orientation of the content of the educational programs of the kindergarten).
• Differentiation and individualization of education and training(development of the child in accordance with his inclinations, interests, abilities and capabilities).

- A variety of variable or alternative preschool education programs have emerged.

Today we will get acquainted with the issues that concern every preschool teacher, parents of preschoolers, scientists, officials who are directly related to preschool education. Modern problems of preschool education, trends in its development and directions of reform.

Phase II Understanding the content" (getting new information)

Getting acquainted with a number of today's materials, try to analyze the information according to the PMI methodology (plus-minus-interesting). (See Appendix 2)

It is used in the technology "Development of critical thinking"

We learn to work with information, to analyze various aspects of phenomena.

Edward de Bono Edward de Bono; genus. May 19, 1933, Malta) - British psychologist and writer, expert in the field of creative thinking, doctor of medicine, creator of the concept of "out-of-the-box thinking".

Students keep a brief record of the material, make notes on the tablets according to the PMI method (plus-minus-interesting)

Topic: Modern problems of preschool education, trends in its development and directions for reform

1. Modern problems of preschool education. Let's discuss the problems first. Please advise, I think that all these problems are familiar to you:

1. Given the gradually improving demographic situation in the country, the demand for kindergarten services is constantly growing. In large cities of Russia there is a clear shortage of preschool educational institutions.

There are not enough places in preschool educational institutions. Parents enroll their child in kindergarten immediately after birth, and this is not always a guarantee that he will get there.

At present, 400,000 children in Russia are waiting for their turn to enter a kindergarten. Before the state, first of all, it is worth the task of accessibility of preschool education for all segments of the population.

2. The need of preschool educational institutions for qualified teaching staff. The administration of the preschool educational institution is forced to reduce the requirements for staff in terms of their professional training and experience in working with children.

3. Currently, in the Russian Federation, increase in the number of children with disabilities: twice as compared to 2002, "children with special educational needs" should not be isolated in society, hence the need for inclusive education.

4. The features of the sociocultural environment are changing modern society-this is multiculturalism, multinationality, polyethnicity. Therefore, it is necessary to build multicultural educational environment of preschool educational institutions, creation of a multicultural educational space; it is necessary to look for new technologies for the upbringing and development of children, including children who do not speak Russian well enough.

5. The need for diversification**(assignment to students - the concept is entered in the plate "PMI", column "Interesting".look it up in a dictionary), i.e., sufficient variety of types and types of institutions, educational services and approaches to their implementation in order to meet the diverse and versatile needs of participants in the educational process in preschool educational institutions.

6. Transition of most preschools from operating mode to search mode and to development mode. The need for a raise methodological competence preschool teachers , students pedagogical educational institutions.

7. Currently changes in the social order of parents, their requirements for the services provided by preschool institutions. If for many decades health care and childcare for many parents were considered as the main areas of work of kindergartens, today more and more requirements are placed on the educational programs of basic and additional education.

8. Continuity between preschool and primary school age is often determined by the presence or absence of certain knowledge in academic subjects. This leads to early learning for children.

It must be admitted that it is precisely this approach that can be conditionally designated as narrowly pragmatic, oriented towards the needs of the system, and not the child himself. Modern pedagogical research shows that the main problem of preschool education is the loss of vivacity, the attractiveness of the process of cognition. The number of preschool children who do not want to go to school is increasing; the positive motivation for classes has decreased, the performance of children is falling.

9. Educators are embarrassed by the absence rigid objectivity, need integration educational areas. But it is only in integrated content that preschool children are free to make wide choices and express their as yet unstructured interests and creativity.

10. Strong in Russian pedagogy the emphasis was usually placed on the game forms and methods of teaching children, and not on free play. However, it is very important for development to be played by a child, not an adult. What if it was just a game, and not its imitation.

11. Informatization of preschool education- the process is objective and inevitable. A new educational environment is being formed in kindergartens, high-tech information tools for teaching and developing preschoolers are emerging, and the interest of teachers and preschool education specialists in these technologies and the possibilities of using them in their professional activities is growing.

However, not all teachers are ICT-savvy. This makes it difficult to use ICT in working with children or makes it impossible for a modern channel of communication with parents and other members of the pedagogical community.

2. Trends in the development of preschool education at the present stage

The development of preschool education is one of the priority goals for the development of Russian education at the present stage.

For lining up variable education it is necessary, first of all, determine the invariant, i.e. obligatory essential core of the content of education. In his capacity are standards. In what direction was work carried out in the field of preschool education?

1. "Federal state requirements for the structure of the main general educational program of preschool education" Published: March 5, 2010 in "RG" - Federal issue No. 5125 Effective: March 16, 2010

2. "Federal state requirements for the conditions for the implementation of the main general educational program of preschool education" Published: November 21, 2011 in "RG" - Federal issue No. 5637 Effective: December 2, 2011

Federal Law "On Education in the Russian Federation". Adopted by the State Duma on December 21, 2012 Approved by the Federation Council on December 26, 2012 entered into force on September 1, 2013.

The enactment of the Federal Law "On Education in the Russian Federation" marked new stage in the development of the domestic system of preschool education. Pre-school education received the status of the first stage of education, which required a change in the regulatory framework for its implementation.

On the one hand, this recognition of the importance of early childhood education in the development of the child, on the other hand, increasing the requirements for preschool education, including through the adoption of the federal state educational standard for preschool education .

4. The most important innovation of a fundamental nature is the creation of the Federal State Educational Standard for Preschool Education (FSES DO) - a document that has no analogues in Russian history.

The development of the standard was carried out with January 30, 2013 year by a working group of leading experts in the field of preschool education under the leadership of the director of the Federal Institute for the Development of Education Alexander Asmolov.

June 2013 year, the GEF project of preschool education was presented to the public public discussion. Over 300 comments and suggestions received on the draft standard were considered at a meeting of the Council of the Ministry of Education and Science of the Russian Federation on Federal State Educational Standards on July 3, 2013.

In accordance with the decision of the Council, the draft Federal State Educational Standard for preschool education was finalized and submitted for reconsideration. Based on the conclusions of 11 expert organizations and the recommendation of the working group of general education Council of the Ministry of Education and Science of the Russian Federation on Federal State Educational Standards On August 28, 2013, he decided to approve the Federal State Educational Standard for preschool education.

Introduction of GEF DO into practice will require the implementation of a number of activities, determining their nature and sequence. It is obvious that there should be developed "road maps"* at the level of the country, regions, specific institutions, including both material and technical equipment, and methodological support for the modernization of the system of preschool education.

The assignment for students is to find out the meaning of the concept of "Roadmap" (Internet http://ru.wikipedia.org) The concept is entered in the "PMI" plate, the "Interesting" column. (See Appendix 3)

At the same time, the effectiveness of the implementation of all measures will be largely determined by understanding the content of the Federal State Educational Standard, understanding and accepting the ideas of the authors of this document.

Viewing a fragment of the presentation in the international multimedia press center RIA Novosti of the project of the Federal State Educational Standard for Preschool Education.http://pressria.ru/media/20130614/601783488.html June 14, 2013

Today you will get acquainted with the latest version of the Federal State Educational Standard, which, according to experts, was approved on August 28.

Please choose on which information carrier you prefer to work - on paper or in electronic form. The teacher offers materials - the draft Federal State Educational Standard on paper or on the website http://minobrnauki.rf.pdf.

Questions for familiarization with the Federal State Educational Standard of preschool education:

1. The main components of the educational standard, structure (use the abbreviations GEF DO, OOP DO).

2. Basic values ​​of Russian preschool education.

3. Principles of preschool education.

More details on the site ext.spb.ru