Private kindergarten can be created as a non-state educational organization, implementing the main general educational program of preschool education, or as an organization providing services for the care and supervision of children of preschool age.

The tasks of the weekend groups can be:

Assistance to parents in the supervision and care of children of early and preschool age;

the assimilation by children of basic knowledge appropriate to their age;

social and moral education of children.

Play support center for children under 1.5 years old at preschool educational institutions - a form of organization of children of early preschool age, aimed at ensuring early socialization and their adaptation to entering a preschool educational institution. The structure of the center can be represented by the following areas:

· consultative and methodological support for parents of children of early preschool age in the organization of the upbringing and education of the child;

· integrative story lessons for children of early preschool age, aimed at cognitive and speech, sensory and intellectual development, as well as child-parent co-creation, music and gymnastics;

· lectures, trainings, master classes for parents of children of early preschool age.

Center for play support and development of preschool children from 1.5 to 6 years at educational institutions - a structural unit of an educational institution implementing a general educational program of preschool education (hereinafter - CIPR). CIPR carries out psychological and pedagogical activities aimed at the comprehensive development of preschool children based on modern gaming technologies.

CIPR operates on the principle playground: complex developmental classes of different duration from 1 to 3 hours are combined with professional advice from specialists - psychologists, teachers and speech therapists.

In such centers, a cycle of programs of the so-called "School of early development" can be presented:

Children's social playrooms in residential buildings and hostels- a form of organization of preschool children living in residential buildings, hostels of the city.

They are created for the purpose of supervision, care and leisure activities of preschool children who do not attend preschool educational institutions.

school education preschool

Since 1991, private educational institutions have been allowed to open in Russia. The Charter of the Russian Association of Non-State Education was adopted. To obtain permission to open a private school ( kindergarten, university, etc.), which is issued by the Department of Education, it is necessary to submit a package of mandatory documents (the concept of education and upbringing, the program and charter of the institution, information on the composition of the teaching staff, a certificate of funds for the maintenance of the institution). According to the direction and content of the work, private educational institutions can be divided into several types:

• - privileged, in which, for a very high fee, high quality education;
• - for children who need special conditions for learning and individual development, they do not adapt well, they can hardly endure the strict regulation of their behavior and activities, the intensity of the rhythm of the educational institution; gifted children who need a special environment for development and special program learning.

New trend in development educational system Russia was the emergence of so-called non-traditional educational institutions, alternative mass schools, kindergartens. Non-traditional educational institutions are characterized by such features as the specificity of the goals and content of education; voluntariness in the choice by parents and their children of an institution of a certain orientation; relative administrative independence; a special atmosphere and moral climate, contributing to a better adaptation of the child, his multilateral development.

Alternative educational institutions include some gymnasiums, lyceums that have chosen their profile and model of education (Moscow linguistic gymnasium with in-depth study of English and other foreign languages, including the ancient ones; medical-philosophical school-lyceum at Moscow State University. M. V. Lomonosov and others).

Alternative educational institutions are also kindergartens and schools by R. Steiner, or the so-called Waldorf schools, on the model of which educational institutions operate in 25 countries of the world, including Russia. Created in the early 20s. 20th century on the basis of the religious and philosophical doctrine (anthroposophy), the pedagogical concept of Rudolf Steiner (1861-1925) was aimed at spiritual development the personality of the child, the disclosure of his abilities with the help of special exercises. The core of the concept of education is the labor, artistic, theatrical activities of the child. There are no stable curricula, programs, textbooks in the Waldorf school; there is no strict regulation of the life of students. Children study without grades, they have no fear of expulsion, repetition. Families of pupils are actively involved in the work of Waldorf schools. The first Waldorf initiatives arose in our country at the dawn of perestroika. The first kindergarten in Moscow worked in such a way that in the morning all the furniture was transferred from one room of a three-room apartment of a large family to other rooms to make room for classes, in the evening the furniture was dragged to its place. Then numerous seminars, lectures by foreign associate professors, the foundation of the Teacher Training Seminar, the first teacher graduates with diplomas (1991). Ironically, the very first Waldorf school “Family Way”, which opened in Moscow in 1990, arose on the initiative of Orthodox teachers. Its founder, Irina Nikitina, then got acquainted with Waldorf pedagogy and immediately accepted it. Irina Nikitina is not the only Orthodox Waldorf teacher I know. This is interesting to note because criticism of the Waldorf school can often be heard precisely from some representatives. Orthodox Church. During the consecration of the school on October 8, 1990, on the feast day of St. Sergius of Radonezh, Fr. Artemy said: Now your school will be under the auspices of St. Sergius. Since then, every year on October 8, the school celebrates its name day.

Currently, Waldorf schools, kindergartens and pedagogical initiatives exist in many cities of our country. I know of at least four schools in Moscow, one of which is a large, well-equipped school with a stable financial position, school N 1060 in Stremyany Lane, near the Serpukhovskaya metro station. In 1991, the Moscow Department allocated for a pilot joint project an old building in need of repair, which was renovated with funds from voluntary donations received from Germany. Other schools are small, usually without their own premises. Parents are forced to pay a lot of money for the maintenance of the school, which, of course, significantly hinders the growth and normal development of schools. Schools operate in a constant acute financial deficit. In addition, there are several (about five) kindergartens. In addition to Moscow, Waldorf schools and kindergartens exist in St. Petersburg (4), Yaroslavl, Tula, Vladimir, Voronezh, Ryazan, Kazan (2), Samara, Zhukovsky, Zelenograd, Tyumen, Irkutsk, Smolensk, Odessa, Dnepropetrovsk. Schools are at various stages of development. Not so long ago, a number of Waldorf schools united in the Association of Waldorf Schools in Russia, the purpose of which is to promote the professional development of teachers, develop and coordinate curricula and represent the movement to the public. So we can say that Waldorf pedagogy in our country is a modest, but still noticeable innovation movement.

In our, Russian conditions, Waldorf schools have existed for less than ten years, and the senior link is still being formed. However, in a Moscow school, several students, as a test of their strength, took exams this year in other prestigious schools and they all entered. Two went to these schools. The rest remained in theirs. The boy's mother, who took her child from a Moscow school and transferred her to a school near her home, is very grateful to the school for everything that her son received there. But what is interesting is this: according to her story, the teachers of the school where her son studies say that he is the only student in the class who wants to study and studies with pleasure. A special issue is the issue of attestation. Is the Waldorf school able to provide a minimum of compliance state standards? I must say right away that the question posed in this way is very abstract. Indeed, children often come to Waldorf schools who, for one reason or another, could not cope with the load in a public school. In a Waldorf school, they get a chance and experience shows that such children very often reach a very high level by the end of their studies. high level. Here it should be said that according to the Waldorf concept, at the age of primary and secondary school, deeper layers and levels of personality are formed in a person, which we call mental health and not the formal requirements for knowledge should come to the fore - this will be later, in the senior level - but human relations with the teacher, the general well-being of the child at school, the atmosphere at school, as well as the special organization of teaching, which should contribute to the laying of this level of health ( we distinguish three levels of health) to which the laying of deep moral values. All this is very difficult to formalize, evaluate in numbers and graphs. Much more depends on how the teacher stands in the lesson, how he speaks, how he relates to everything he does, in the future life of a person - today's student - much more than it might seem at first glance. All this goes into the subconscious, to deeper levels, while purely external knowledge is forgotten soon after the exams and, in fact, is of little use to a person in life. This approach, which sets broader human tasks for the school and is nothing more than a practical implementation of the principles of humanization of education, is the specificity of the Waldorf educational process. Although the idea of ​​standards and the possibility of some school autonomy associated with them is progressive compared to the traditional approach that we have adopted before, it needs further improvement and concretization in accordance with the principles of humanization and individualization. The very word standards is associated with the production sphere of manufacturing products, but not with pedagogy. - So, the task of meeting the requirements of state standards is introduced into the school from the outside and necessarily damages a healthy learning process. Therefore, schools in these conditions must seek a compromise. Different schools do this in different ways, depending on the attitude of particular teachers or the administration of any school.

Now more specifically about the situation in different cities. School "Family way" has passed certification and accreditation for elementary school. Currently, the school is preparing for the certification of the senior level and is developing its own proposals for the method of testing students, adequate to the specifics of working with children in this school. Three years ago, the school in Stremyany Lane successfully passed the certification. It currently operates as a public school and is supervised by local governments. Recently, several students of the ninth grade of this school, as a test of strength, took exams in prestigious Moscow schools and all were admitted. In St. Petersburg, four schools operate as public schools and, accordingly, are subject to control on an equal basis with other public schools. One school is non-state. The staff of this school wants to work in accordance with the idea that the state would accept us as we are. At the same time, however, according to the assurances of the school staff, we are not talking about non-compliance with the standard. We will provide the level of standards. But it is important for us that certification be based on requirements for children that correspond to the nature of the child, and not to abstract principles. After all, a lot depends on the very procedure of certification and verification of children. Fundamentally, I believe that standards should focus on pedagogy, and not pedagogy on standards. - Successfully passed the certification and accreditation of the primary level of the school in Zhukovsky and Yaroslavl. The methodologist of the Yaroslavl Education Development Center Svetlana Mikhailovna Poleshchuk, who conducted the certification on behalf of the city’s education department, gave a detailed conclusion: educational standard. The test showed that the knowledge of students at the exit from elementary school meet the requirements of the educational minimum in the Russian language, mathematics and reading. The attestation commission noted that the school curriculum includes subjects that contribute to the development creativity children, which unfortunately is not present in curriculum our traditional school. The school has a team of like-minded people. School teachers strive for such a method of work and for such human relationships, as a result of which teachers, parents and students become truly close people. Every child in this school is an individual. Children feel comfortable in the classroom. They are not afraid to express their opinion, their point of view. The teacher for them is first of all a friend, which we often do not meet in a mass traditional school. The attestation commission unanimously came to the conclusion that such schools as the Waldorf school in our city have the right to exist.” Moreover, they are an alternative to the modern traditional school, which is only now taking the first steps in changing approaches to the child, setting the main task of educating the individual, which, unfortunately, remains only a slogan.

I would like to add to all of the above that the Waldorf movement in our country is unusually young. We can say that its scientific development is just beginning. Only serious scientific approach can make this undoubtedly most interesting and lively pedagogy relevant to our Russian school system, that is, of course, we cannot talk about simple borrowing. But, on the other hand, without living school-laboratories, no science will be truly fruitful for life.

It only remains to add that most of the Waldorf initiatives, which are now six or seven years old, started and continue to work under very difficult conditions. The teachers of the Waldorf school in Zhukovsky worked practically without pay for the first year. In extremely difficult conditions, the formation of many other schools took place.

Another example of non-traditional education is the school of Maria Montessori (1870-1952). In this school, the main goal of education is the formation of a person who is responsible for his actions, able to draw conclusions and independently accept unconventional solutions V difficult situations. The basis of the child's interaction with the teacher is the rule: "Help me do it myself." Significant place in educational process is assigned to the work of the child with the didactic material of M. Montessori, arranged according to the principle of autodidacticism. Educational and pedagogical complex No. 7 "Maroseyka" is part of the city experimental site "New pedagogical and organizational and managerial technologies (Metropolis-Moscow)". A program for the experimental site of the CPC was developed, which determined the priority areas of work at this stage:

• · training of a specialist according to the method of M. Montessori, which is based on a personality-oriented approach to the child, which ensures psychological security and the success of his development;
• a qualitative change in the training of a specialist;
• development and use of new educational technologies in the process of learning according to the method of M. Montessori;
• · educational-search, research work of students as a condition and means of forming educational and thinking skills.

In order to implement this direction, learning programs, methodical and study guides on the use of didactic materials, lecture courses, recommendations for organizing teaching practice, an integrated course of musical disciplines was created using elements of the Montessori system.

I consider the activities of such an educational institution as a continuation of a great work, calculated both for today and for many years to come. After all, the work is based on principles that are important for each of us:

• - all people are equal, and their human dignity is unshakable;
• - in the process of education, it is necessary to strengthen the belief that all people are unique, that everyone has the prerequisites for the development of his personality;
• - individual originality makes society rich and versatile.

Unconventionality distinguishes work with children in national educational institutions that spring up everywhere (Tatar, Armenian, Jewish kindergartens in Moscow, St. Petersburg, Christian school "Pure Heart", etc.). These institutions implement in their work the ideas and traditions of national education, conduct training in mother tongue, acquaint with the culture, history, religion of the people.

Alternative educational institutions, complementing and pushing the boundaries state system education, provide great opportunities for choosing a model of education and upbringing. However, the public of countries where the development of non-state educational institutions is taking place fears whether the creation of such institutions contradicts the principles of the democratization of education, whether they will become a factor in the stratification of society.

Municipal Autonomous Preschool Educational Institution

Kindergarten of the combined type "Ryabinushka"

Report

"Alternative forms of work

with family in preschool

Prepared by:

Physio instructor

Ivanova K.A.

Pokachi, 2017

The purpose of joint activities is to involve parents in the pedagogical process.

The basis of the work of a teacher with a family in a preschool educational institution is the interaction:

Dialogue with parents (exchange of opinions, experiences, feelings)

Joint activities (teacher + children + parents)

During joint activities, the practical skills of parents are formed:

ability to communicate;

ability to play with the child.

Areas of work with families:

Joint activities with parents.

Parent education.

Parent Counseling

parent education

Informing

Based on this, the teacher studies each family and finds out its educational needs.

Principles for working with families:

The activity of the teacher;

Differentiated approach to parents;

Systematic work;

Productivity of any meeting with parents.

The issues of raising a healthy child should be resolved in close contact with the family, because. The foundations of health are laid in the family. In planning and conducting such work, a survey at the beginning of the school year, which includes the following questions, can be of great help:

Why do you think your child is sick?

What do you think will improve his health?

What types of hardening do you use at home?

Do you and your child do morning exercises, sports games?

Do you have any sports equipment and small sports equipment at home?

What issues of physical education and health improvement of the child's body are you interested in? What forms of activities for parents do you offer on these topics?

Does your child attend any sports section?

What do you think is its benefit?

What sections do you propose to organize in kindergarten?

Such a survey will help educators learn more about the child, his physical development in the family, as well as identify the most important and effective forms pedagogical work. Analysis of personal data leads to the conclusion that, unfortunately, the level of knowledge and skills of most parents in the field of raising a healthy child is low, and interest in this problem arises only when
when their children already need the help of doctors or psychologists. This is due to the fact that most parents do not understand the very essence of "health", considering it only as the absence of diseases. Therefore, they see the means of strengthening the health of children only in therapeutic and hardening measures, rational nutrition. At the same time, the interconnection of all components of health: physical, mental and social is not taken into account at all.

Forms of work with parents:

General parent meeting. To acquaint parents with the essence of the priority direction of the preschool educational institution. Briefly and clearly describe the essence of the Program, according to which the institution works, the tasks facing it. You can acquaint parents with the results of the diagnosis mental development children.

Round table. on the problem of the intellectual development of preschoolers. A senior educator, a psychologist, group educators and other specialists take part in it. Participants communicate freely with each other. Such meetings can be held in each of the age groups, putting emphasis on the tasks of the program on which the preschool educational institution works. It is advisable to use such methods as posing discussion questions, reports from specialists on the problem, sharing the experience of parents, and answering their questions from specialists. Here you can also show parents an open (or video) lesson with children, organize an exhibition of literature for children and parents on the problem.

Visual forms of work with parents include the preparation of memos, folders, folders, material on stands, photo exhibitions, etc. For example, you can prepare for parents in writing indicators of the mental development of children by age or offer visual material for the formation of memory, attention, imagination, thinking , as well as options for didactic games with kids.

Consultations for parents can be oral and written, scheduled and unscheduled, i.е. spontaneously arising on the initiative of one of the parties. The topics of consultations are varied, for example, "Development of ideas about the environment", "Methods for obtaining knowledge by a child", "Development of children's initiative". Written (correspondence) consultations are convenient because the teacher has time to prepare to cover the problem, to identify the parents' needs for knowledge. So, a box or an envelope is being prepared for parents' questions with the picture on it. question mark in which parents drop notes with questions. The teacher processes the "mail", prepares answers to questions of interest in various forms, for example, information on the stand "Consultation at your request", "We asked - we answer" or "Questions and Answers Evening".

Discussion on the problem of mental education of children. It is good to have such a discussion with parents preparatory group by inviting specialists in advance: teachers primary school, psychologist, educators of the preparatory group. You can use methods such as posing controversial questions, familiarizing parents with the results of testing children, giving the floor to specialists, analyzing pedagogical situations "Oral journals".

This form can be carried out regularly with given headings taking place in a given journal. For example, "Advice from a specialist", "It's interesting to know", "Children say", "What and how to take a child", etc.; headings are filled with pedagogical content on the topic. For example, advice can be given by a psychologist, physiologist, doctor and other specialists. The main thing is to make these meetings informal, but to interest parents, to answer their questions, not to get carried away with the theory of the issue, but to present the material convincingly, accessible, based on their experience.

Individual forms include pedagogical conversations with parents; it is one of the most accessible forms of establishing a connection with the family. A conversation can be both an independent form and used in combination with others, for example, it can be included in a meeting, visiting a family. The purpose of the pedagogical conversation is the exchange of views on a particular issue; its feature is Active participation and educator and parents. The conversation can arise spontaneously on the initiative of both parents and the teacher. The latter thinks about what questions he will ask the parents, informs the topic and asks them to prepare questions that they would like to receive an answer to. When planning the topics of conversations, one should strive to cover, if possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on the education and upbringing of a preschooler.
The conversation begins with general questions, it is necessary to give facts that positively characterize the child. It is recommended to think in detail about its beginning, on which success and progress depend. The conversation is individual and addressed to specific people.

Thematic consultations are organized to answer all the questions of interest to parents. Part of the consultation is devoted to the difficulties of raising children. They can also be conducted by specialists in general and special issues, for example, the development of a child’s musicality, the protection of his psyche, literacy, etc. Consultations are close to conversations, their main difference is that the latter provide for a dialogue, it is conducted by the organizer of the conversations. The teacher seeks to give parents qualified advice, to teach something. This form helps to get to know the life of the family more closely and provide assistance where it is most needed, encourages parents to seriously look at their children, to think about how best to educate them. The main purpose of the consultation is to make sure that parents can get support and advice in the kindergarten. There are also "absentee" consultations. A box (envelope) is being prepared for parents' questions. Reading the mail, the teacher can prepare a complete answer in advance, study the literature, consult with colleagues or redirect the question. This form received a response from parents. As our experience of conducting a "distance" consultation showed, parents asked a variety of questions that they did not want to talk about aloud.

Currently, non-traditional forms of communication with parents are especially popular with both teachers and parents. They are built according to the type of television and entertainment programs, games and are aimed at establishing informal contacts with parents, drawing their attention to the kindergarten.

Non-traditional forms of organization
communication between teachers and parents

informational, informational and educational

Familiarization of parents with the work of a preschool institution, the peculiarities of raising children. Formation of parents' knowledge about the upbringing and development of children

Information pamphlets for parents, organization of days open doors, open classes and other activities of children, publishing newspapers, organizing mini-libraries.

Homework allows you to solve several problems at once: to increase the motor activity of children, to raise those who are lagging behind, to help organize meaningful communication between parents and children. They must be necessarily individual, small in volume, specific in content.

Joint sports activities, holidays, health days, hiking trips. All these activities make it possible to usefully spend the free time that mother and father devote to the child, arouse parents' interest in the level of motor maturity of their child, are a source of joy, positive emotions, enrich family life.

Planning the work of teachers with the family.

During the school year, the educator plans weekly work with the family, including the following:

- observing the nature of child-parent relationships and the behavior of children at the time of parting and meeting with their parents;

- scheduled conversations with parents to discuss the individual development of the child (unscheduled conversations are recorded in the work record); for example, in the plan, he notes: “Talk to Igor N.’s mother about the need to follow the daily routine” or: “Find out from Natasha S.’s mother the reasons for her whims”;

- viewing by parents different types children's activities, sometimes video, listening to audio recordings;

- involvement of parents in children's activities as equal partners of children in communication (joint drawing, watering can, designing, participation in dramatization game, sports games);

- attracting parents to get acquainted with the results of productive types of children's activities and creativity;

- conducting surveys, questioning parents in order to study their expectations from kindergarten, attitudes towards various problems family and social education of children.

Family planning should include:

Familiarization of parents with the results of diagnosing the state of health and physical development of the child, with an individual plan for his recovery, the need for a rational regimen and a full, balanced diet, hardening;

Formation of the basics of valeological literacy among parents through acquaintance with the content of physical culture and health work in kindergarten and in the family, teaching the main methods of preventing childhood morbidity (various methods of hardening, massage, breathing exercises);

Teaching parents a variety of communication techniques with children.

During the school year, the teacher periodically plans frontal meetings with the parents of the children. It's traditional parent meetings, "Round tables", "Oral journals", etc. IN calendar plan the topic of the meeting, the form of its holding are indicated. Briefly, we can outline the methods of activating parents.

It is possible to achieve success in strengthening the health and full physical development of children, in increasing their motor activity only with unified approaches to physical education in kindergarten and at home. However, in many families, the need for preschool children to move is far from being fully satisfied, preference is given to TV, in best case"sitting" games (mosaic, lotto, etc.). This does not take into account the following: a child can become assiduous only if his natural need for movement is fully satisfied: children first master the skills of controlling movements, and then statics.

Consequently, one of the main tasks of an adult is to organize the correct motor mode of the child while simultaneously providing a variety of motor activities, both in content and in the composition of movements. And for this, close cooperation between the family and the kindergarten is necessary.

The variability of education is declared as one of the fundamental principles of the educational policy of the state.

Rainbow program. This is the first innovative pre-school education program. Work on the Rainbow program has been carried out by order of the Ministry of Education of Russia since 1989. The authors of the program (T.N. Doronova, V.V. Gerbova, T.I. Grizik and others) called it "Rainbow", comparing it with seven colors rainbows. Seven foundations - seven activities in working with children: Physical Culture; a game; visual activity and manual labor(based on acquaintance with folk arts and crafts); construction; music and dance lessons; classes on the development of speech and familiarization with the outside world; mathematics.

It is designed to work with children from two to seven years old and covers all spheres of children's life. In terms of its goals and objectives, this program does not differ significantly from the traditional one. It, like the traditional one, considers the protection and strengthening of children's health, the creation of conditions for full and timely mental development, and the provision of a happy childhood to every child as its main values ​​as guidelines. The whole program is subordinated to the work of creating traditions that make the child's life joyful and meaningful, help to get rid of the accumulated stress, and calm the baby. In the process of becoming a personality special meaning acquires the education of respect for personal property and a meaningful and positive attitude of the child to the world around him, to other people, to himself.

Theoretical basis This program is served by the concept of A. N. Leontiev, where the main categories of analysis of the psyche are activity, consciousness and personality. For each age, specific tasks for the development of activity, consciousness and personality of a preschooler are determined. Here, Firstly, the same teacher works with children from younger age and before their graduation from kindergarten, which ensures strong individual contacts and psychological comfort in the group. Secondly, each group of the kindergarten develops its own special traditions, among which, for example, regular gifts to all children (ribbons, postcards, sweets), an emphasis on respect for the personal property of each child (the child’s personal toys brought from home should not selected neither by the educator nor by other children), a daily report by the educator about the achievements of each child. In addition, traditional weekly and monthly events are held. An important tradition of the kindergarten is the solemn relocation of children from one group to another - the “Housewarming Holiday”, in which all children take an active part. Thirdly, the possibility of choice both for the educator and for each child.

When choosing the content of classes, the interests and preferences of children are taken into account. Taking into account the traditions of the group, the teacher can independently choose the forms of children's activities, the content of musical and literary works, recreational activities aimed at the psycho-emotional relaxation of children, etc. Fourthly, the Rainbow program allows you to satisfy the child's need for free motor and play activity. The program proposes to waive mandatory frontal exercises and to minimize those forms of children's activities that require prolonged immobility. All this provides children with the opportunity to joyfully and happily "live" the preschool period of childhood.

Program "Development". The program was developed by a research team led by a well-known domestic psychologist, Doctor of Psychology, Professor L.A. Wenger. The program requires the establishment of personality-based oriented model education and training. The program is designed for each age and contains an explanatory note and a detailed description of work with children. Goals: development of children's mental and artistic abilities, as well as the development of specific preschool activities. Ways have been drastically changed preschool education- children are given a system of progressively more complex tasks. The main emphasis of the program is not on what factual material is given to children, but on how it is given. When developing the program material, first of all, it was taken into account what means of solving cognitive and creative problems should be learned by children, and on what content these tools can be learned most effectively. IN junior group the main means are sensory standards (the so-called "shock" section - the development of sensory culture); in the middle - visual models of spatial relationships such as a plan or drawing (the formation of spatial relationships); in senior preschool age, the central place is occupied by conditionally symbolic visual models that reflect quantitative relationships, the relationship of sounds in a word, the relationship between natural phenomena, the relationship between the content and volume of concepts (mathematics, literacy, ecology, logic).

In the structure of the educational process organized under the program "Development": 1. Development of sensory abilities (younger age). 2. Development of speech and familiarization with fiction. 3. Introduction to reading and writing (junior, middle group); preparation for literacy senior group). 4. Formation of ideas about the surrounding world about oneself (young age).

5. Acquaintance with nature (middle group). 6. Formation of elementary ecological ideas. 7. Development of elements of logical thinking (from senior group). 8. Formation of elementary mathematical representations (with middle group). 9. Acquaintance with spatial relationships (from the middle group). 10. Constructive activity. eleven. Visual activity. 12. Game activity. Additional sections: "Artistic design", "Expressive movement", "Director's game".

Golden Key Program. This program was developed under the guidance of G. G. Kravtsov and E. E. Kravtsova. The theoretical basis of this program is the well-known position of the concept of L. S. Vygotsky about the unity of affect and intellect. The essence of this provision lies in the fact that the emotional-volitional and cognitive development of the child cannot be carried out in isolation: these two lines of child development are interdependent and must constitute an organic unity. The authors emphasize that in preschool age, intellectual development is subordinated to the development of the emotional sphere: it is the emotional attractiveness, emotional richness of the material that ensures its better assimilation and cognitive development children. Thus, the task of education is to saturate the life of children with a variety of exciting events (positive ones, of course). There is an organization of the life of children according to the type of a large family. In such a children's center children live together different ages(from three to ten years), to life children's center Parents join freely. The content of education is organized in four main areas: orientation in space; time orientation; ability to work with different materials; development of reflective abilities. During preschool age (from three to seven years), each of the four directions in turn becomes predominant.

Program "Childhood". In 1995, the team of the Department of Preschool Pedagogy of the Russian State Pedagogical University named after A.I. The purpose of the program is to ensure the holistic development of the child's personality during preschool childhood: intellectual, physical, emotional and moral, strong-willed, social and personal. Introduction to the child the world carried out through interaction with various areas being and culture. Learning in the classroom is aimed at systematizing, deepening and generalizing the child's personal experience. Number of lessons! and their duration is not regulated. The teacher is given the right to independently determine the need for their conduct, content, method of organization and place in the daily routine. "Childhood" is a program with a pronounced humanistic orientation. The content of the program is divided into four blocks: "Knowledge", "Humanity", "Creation", "Healthy lifestyle". The program consists of three parts in accordance with the three stages of preschool age - junior (third and fourth years of life), middle (fifth year of life) and senior preschool age(sixth and seventh year of life). The program, focused on the social and personal development of the child, the upbringing of a positive attitude towards the outside world, includes a new important section - "Attitude towards oneself." The content is specified by sections in each part of the program dedicated to a certain age period.

The logic of the presentation of program material in each age section: 1. Characteristics of the age period, achievements and prospects for the development of the child. 2. Features of the sphere of Activity (communication, perception). 3. General Tasks education. 4. Representations (orientations). 5. Practical skills. 6. Levels of mastering skills (low, medium, high). 7. Methodological advice. 8. Recommended literature for reading, storytelling, learning by heart. 9. Recommended works of fine art and musical art. 10. Conclusion.

Origins program. This program holistically defines the content and nature of modern pedagogical process aimed at developing the basis of the personal culture of a preschool child. It implements the most important principle of humanistic pedagogy - the dialogue of an adult and a child, children among themselves, teachers with each other, a teacher with parents. The Origins program reflects the enduring importance of preschool childhood as an exceptionally important, basic period for the subsequent development of a person. The program is based on the concept psychological age as a stage in the development of the child, which has its own structure and dynamics, as well as the scientific position of A.V. Zaporozhets on the amplification (enrichment) of child development, the relationship of all its aspects. The main goal of the program is the formation of a diversified personality aged from birth to 7 years, its universal, including creative, abilities to a level corresponding to the age capabilities of the child; ensuring for each child an equal start of development; preservation and promotion of health. In accordance with this approach, the following age stages are identified in the program: early childhood - infancy (up to one year); early age(from one to three years); preschool childhood: younger preschool age (from three to five years old) and senior (from five to seven years old). Such age periodization, according to the authors, makes it possible to see both the most general tendencies and the individual perspective of the development of each child.

The program is built in accordance with the didactic principles of education, training and development of preschool children. For each age stage in the program, four leading lines of development are identified: social, cognitive, aesthetic and physical; the features of the development of these lines in infancy, early, younger and older preschool age are revealed; the hierarchy of the main types of activity (communication, objective activity, game) is set. Game activity as the main one in the development of the personality of a child of preschool age is given a special place in the program. The game pervades everything structural components program and its content in general. The program has new, independent sections: "Health", "Speech and speech development"," The world in which we live", "Nature and the child", "Culture of everyday life" and others that significantly complement and enrich it. The program "Origins" highlights the basic and variable content of education. each direction of child development includes: a characteristic of the age capabilities of children; general indicators of development; basic personality characteristics; recommendations for organizing the life of children in a preschool institution, creating a subject-developing environment, cooperation between a kindergarten and a family, and the work of psychologists in preschool educational institutions.

The program "Kindergarten - the house of joy." This comprehensive program was created in the Perm State pedagogical institute. Its authors are N. A. Krylova and an innovative teacher from St. Petersburg V. T. Ivanova. The specificity of this program is that for the first time educators receive a new form of labor organization - a plan-scenario. The authors suggest detailed description"life together" of the educator and children, offer their own method of working with the whole group, with small subgroups and with each pupil individually. The authors constantly emphasize one correct idea: “No one can be taught anything! You can only learn by yourself!” This means that every child must himself become the subject of education and training. And you can become a subject only in independent activity, when you yourself choose the goal, means, methods of activity and evaluate its result yourself. For the formation of independence, subjectivity of children, the authors offer an extremely interesting visual model of the structure of any activity. It is always and at all "at hand". This is a palm, or rather five fingers, each of which symbolizes one of the components of the activity structure. The little finger means the purpose of the activity (what we want to do); ring finger - material or object (from which we will make); middle - means of activity (what needs to be done); the index finger symbolizes the method and order of actions (how to do it in order) and, finally, the thumb raised up means the result achieved, its assessment (what happened). The content of the program is divided into three age periods: junior, middle and senior preschool age. They examine the features of the development of children of each age, the originality of the pedagogical process in different age groups. The central part of the program is a day-by-day scenario of the educator's activities for the entire academic year. The organization of the daily routine, classes according to different methods, as well as the free activities of children are described in detail. The program is equipped with numerous applications (lists of manuals, games and toys, anthology on literature, etc.).

Commonwealth program. The program was developed by the Soros Preschool Project team at the Child Development Center at Georgetown University in the United States. In Russia, the national coordinator of the program is the candidate of pedagogical sciences G. P. Kozlova. The main goal of the program is to prepare the child for life in a rapidly changing world, to form a sustainable desire and ability to learn and change himself. As value orientations, the education of the following abilities is singled out: to be able to think critically and make their own choice; accept some new life situations and to be the initiator of change; posing and solving problems; be creative and resourceful; develop imagination, be able to think; take care of the people, the country, environment. One of the main areas of work on education is the full participation of the family in the life of the kindergarten. Kindergarten staff recognize the primary role of the family as the child's first educator. The program contains a description various forms participation of parents in the upbringing and education of children: visits to kindergarten, conversations about the child, meetings, seminars with specialists, consultations, exchange of experience, one-time business assignments, activities and games with children in a group, equipment manufacturing, holidays, excursions, etc. One of the important directions in the work of each educator is visiting the child's family. It is customary to do this twice a year, usually at the beginning and end of the year. The general management of the program is carried out as follows. Each group of up to 25 children must have one teacher and two assistants. As far as possible, the positions of assistants can be filled by parents. In addition, the teacher is supported by another person - the program coordinator, who is responsible for the participation of parents in the life of the kindergarten. This new staff position is considered key to the program. The functions of the coordinator include the selection and registration of children, the selection of assistants, the establishment of relations with public authorities, etc.