Fgos requirements for the structure of the preschool education program. Fgos preschool education

The main educational program is a local document that defines the goals and objectives of the implementation of the educational process, the content and stages, the planned results of teaching and raising children. The text of the program is focused on the comprehensive development of students, the formation of a common culture, and therefore serves as a vector of work for the teaching staff of an educational institution. She is:

determines the level of education of the individual;
used as a management tool;
indispensable for the accreditation and licensing of an educational institution;
allows you to establish the competence and responsibility of an educational institution, depending on the indicators of the implementation of the BEP.

The structure of the main educational program

The law "On Education" does not contain a strict definition of the educational program, but its place in the system of Russian education is quite accurately indicated. This management educational legal document:

independently developed, approved and implemented in an educational institution;
is formed on the basis of the state standard and in accordance with its requirements for the structure of the educational program;
includes requirements, following which will allow you to achieve a certain level of education and obtain the corresponding document.

In the context of the absence of a normative interpretation, the educational program is accompanied by the duality of the concept, which can be considered in the following aspects:

in relation to students - it contains a description of the planned competencies of students and a system for assessing educational achievements, while the methods and forms of mastering the content of the educational program should not be obvious to students;
from the teacher's point of view, the document is the basis for goal-setting, it characterizes the content of the school educational course, educational material, contains methodological support and principles for organizing the educational process.

Educational institutions implement BEP by alternating classroom and extracurricular activities, the procedure and nature of which educational institutions establish independently. Extracurricular activities are carried out in six main areas (general cultural, social, health, spiritual and moral, general intellectual and tourist and local history) through the work of sections and clubs, circle work, competitions, quizzes, excursions, meetings with interesting people, local history and project activities.

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To learn more about the program for the development of an educational institution, the articles of the electronic journal "Handbook of the Head of an Educational Institution" will help

The structure of the educational program includes three main sections: target, content and organizational. The document is structurally divided into a mandatory part, which makes up 80% of the text, and an optional part (20%), compiled by the participants in the educational process.

Target Section

This is an introductory section of the PLO, which defines the goals and objectives of the document and educational activities in general. It includes an explanatory note, planned results and a system for evaluating the results of educational activities.

Informative

It is the main section, defining the content of basic general education and what what is included in the curriculum. It outlines the mechanisms and general framework for the implementation of the educational process, indicates:

a program for the development of UUD among students, taking into account the formation of the necessary competencies and the involvement of various types of activities;
programs of all subjects, including integrated ones;
correctional work program;
a program of socialization and education on career guidance, socialization, spiritual and moral development, a safe lifestyle, the formation of a culture of health and ecology.

Organizational

The final section containing practical information: the system of conditions for the implementation of the BEP according to the Federal State Educational Standard and the curriculum.

The school educational program is traditionally considered in the scientific, methodological and regulatory aspects and is a generalized regulatory document, the provisions of which must be complied with without fail. In this vein, structure of the educational program contains an internal educational standard that establishes the importance of the developmental orientation of the educational process and the inclusion of numerous components in it. It is developed by representatives of the school teaching staff, taking into account the characteristics of the student and pedagogical contingent, in accordance with the requirements of the main consumers of educational services - children and their parents - on the basis of federal standards.

Experienced methodologists remind that:

The volume of the educational program is not regulated by the requirements of the Federal State Educational Standard, and therefore can be arbitrary and sufficient to reveal the essence of the three main sections.
The authors of the main educational program can be the administration and employees of the institution (it is allowed to involve all interested parties in compiling the text of the BEP, including the parents of students and the students themselves). The development and approval of the program is carried out by the head of the educational institution together with the school council, while teachers, on the basis of the educational program, are workers, planning the educational process.
When compiling the BEP on the basis of an exemplary program, the developers must correlate the priorities of the activity, the characteristics of the teaching staff and students, personnel and material and technical conditions, goals and objectives with the specifics of the particular educational institution for which the document is being compiled.

The main educational program of the school is the main and even strategic document, from which the development program differs significantly - a long-term plan that determines the goal setting of the educational institution. PEP, on the other hand, is a current plan that demonstrates the current state of the school educational system, and if it is based on pedagogical innovations, then it is innovative.

Working on structure of the main educational program, keep in mind that:

when writing the text of the OOP, it is important to take into account the characteristics of your school, and not thoughtlessly rewrite the content of an exemplary program, duplicating not only the wording, but also the goals and objectives that should be maximally adapted to the realities of the educational institution;
of particular importance is the continuity of the levels of education, which should be reflected in the document;
each new program should be distinguished from the previous one by an innovative component, novelty, which determines its relevance;
for each section, a description is required, indicating the responsible executors, deadlines and tasks;
the program should be written in an accurate and competent language and set out in terms that are understandable to teachers (since the text is written not for inspection bodies, but for teachers, it is worth abandoning an excessive amount of clericalism).

OOP development

Work on the creation of the main educational program is carried out in several directions:

normative support - the study of an exemplary BEP, ensuring that the provisions of the main educational program comply with the requirements of the Federal State Educational Standard and the school regulatory framework, designating a list of teaching aids and textbooks that will be recommended by the document (if necessary, the school development program is adjusted);
organizational and content support - creation and approval of a schedule for work on the BEP, the formation of a working group, analysis content of the main educational program which is being implemented at the moment, coordinating the activities of the subjects of the educational process, planning resource support, attracting government bodies;
financial and economic support - adjustment of the Regulations on the labor protection system, drawing up a plan for financial and economic activities, local acts establishing the amount of wages, concluding additional agreements to employment contracts with teachers;
staffing - checking the compliance of job descriptions with the requirements of the Federal State Educational Standard, the formation of a schedule for improving the qualifications of teachers, a plan for conducting scientific and methodological seminars, training employees in ICT technologies (a system of encouraging and supporting initiative teachers is allowed);

methodological support - planning methodological work aimed at the implementation of the Federal State Educational Standard, studying and creating methodological support for working curricula, introducing changes to the plan of intra-school scientific and methodological seminars, organizing experimental and innovative activities;
information support - work on updating (redesigning) the school website to more accurately inform the public about the results of activities, studying the opinions of parents, approving local acts regulating public reporting;
logistics - providing the educational process with the necessary equipment and equipment (auxiliary and Internet resources), the development of local acts regulating the requirements for school infrastructure.

Rights and obligations of OOP developers

Working on OOP is not a point process, but a continuous system of actions. Since special importance is attached to the coordination of the efforts of all participants in the educational process, its effectiveness depends on them.

Requirements for the structure of the educational program

The standard of the latest generation in the first place puts the achievement of not subject, but competence-based results, therefore the basis for the development of modern educational programs is a meta-subject approach that integrates school education, additional and self-development into the social and applied experience of students.

The main educational program at the school is developed on the basis of an exemplary one. In the construction of the document, the evaluation of educational results in general in the context of age characteristics, socialization and meta-subject competencies of schoolchildren is of particular importance. To this end when developing an educational program, an educational organization uses the technologies of reflective, research and project-based learning, takes into account the technologies of counseling, tutor support for students.

Target Section of OOP: Programming Requirements

The first section of the program contains three main components.

The explanatory note gives a general description of the program, reveals the novelty and relevance of the document, the goals and objectives of the PLO, linking them with the requirements of the standard, key approaches to the implementation of the program. It is important to substantiate the target orientation of the document with facts, give excerpts from regulations and GEF in order to avoid formal reasoning and empty wording.

The planned results of the development of the BEP should be interconnected with the norms of the Federal State Educational Standard, the system for evaluating results and the nature of the educational process in the chosen educational institution. This block of text serves as a criterion and content basis for creating work programs for academic disciplines and extracurricular activities, and therefore should be extremely clear and concise, based on the regulatory framework and the Federal State Educational Standard. It is important to match the age characteristics of children and the specifics of the educational process in a particular educational institution.
AT OOP structure a special place is occupied by the system for evaluating the planned results, which specify and clarify the competencies that students must achieve upon completion of the school course of study. The extent to which the planned results were achieved is reflected in the assessment of the results of the work of teachers, schools and the education system as a whole. The assessment system describes the organization and implementation of intermediate, state certification and final assessment in subjects and allows you to:

direct the educational process to the upbringing and spiritual and moral development of children;
to focus evaluation activities on different aspects and directions, characterizing the essence, procedure, form of presentation and the object of evaluation;
to implement a comprehensive analytical approach, evaluating personal, meta-subject and subject results in dynamics in the process of mastering the BEP;
use a set of analytical methods that complement each other;
use the results of children's mastery of the BEP to analyze the effectiveness of the educational institution.

Content section of OOP: structure and characteristics

The second section of the document contains provisions that allow achieving the comprehensive development of the child's personality. To do this, the text gives a description of the work of the institution in five educational areas, lists the variant methods and methods for implementing the BEP, focused on the individual and age characteristics of children, and the principles of corrective work.

In this section, the authors enter all the information they need regarding the stimulation of children's educational initiatives, cultural practices, the introduction of various activities, interaction with families of students, and other aspects. The developers of the program take into account the socio-cultural and national conditions, the needs and interests of students, the traditions of the educational institution, therefore, it can include adaptation mechanisms and methods for creating conditions for teaching children with disabilities, the principles of conducting remedial classes.

Program for the development of universal learning activities- implements a system-activity approach and allows you to achieve meta-subject and personal results. It is aimed at design and research activities, improving the efficiency of knowledge assimilation, career guidance and social design. The approximate structure of the UUD formation program is as follows:

the relevance of the program and its place among other PLOs;
legal framework of the issue;
value orientations and tasks of the document;
characteristics and functions of UUD;
connection of universal educational activities with the content of academic disciplines;
typical tasks and continuity of the program during the transition to the next stage of general education.

Programs of subjects and courses which allow you to fully master the content of basic general education. These documents are developed taking into account the requirements for the development of the OOP and become part of the main program. The structure of the programs of individual subjects:

explanatory note and general description of the course or subject;
description of the course in the curriculum and the subject in the system of secondary education;
students' competencies, subject, personal and meta-subject results of mastering;
the content of the training course, subject;
thematic planning, taking into account various types of activities;
the necessary personnel, material and technical and educational and methodological support;
planned results.

Socialization and upbringing program is based on national and general cultural values (peace, family, citizenship, home, science, health, nature, art) and is aimed at obtaining social experience for children, understanding of social roles, norms of public morality, formation of readiness for choosing a profession, obtaining attitudes for maintaining a healthy lifestyle, ecological culture.

Corrective work program- is designed to ensure the correction of shortcomings in the physical and mental development of students with disabilities, to help in overcoming difficulties, to support children who need help. It is aimed at determining the special educational needs of children and their integration into the educational process of the institution, implementing an integrated approach to the psychological, medical and pedagogical support of children, creating the necessary conditions for the education and upbringing of children with disabilities, providing them with the necessary educational and methodological tools, special programs. The content of the program of correctional work:

goals and objectives of correctional work;
list and content of areas of work, individualized and focused on meeting the needs of children with disabilities;
system of psychological, medical and social support;
methods of influence, taking into account the involvement of health workers, psychologists, social educators and other specialists;
the planned results of the development of the program.

OOP organizational section: document structure

Since the organizational section of the program defines the mechanisms for the implementation of all components of the BEP, it reflects a practical-activity approach. The third section of the program contains the curriculum of the institution and a description of the system of conditions necessary for its implementation.

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The curriculum is a tool for implementing the requirements of the Federal State Educational Standard, which regulates the volume of the classroom load, the structure and the list of compulsory academic disciplines. It is important to emphasize that in the structure of the educational program there may be not one, but several curricula (general and individual), the number of which depends on the contingent of the educational institution and the needs of the children, since the school's curriculum must meet the educational needs of all students.

The curriculum includes the following compulsory subject areas and subjects:

philology (Russian language, native language, literature, native literature, foreign language, second foreign language);
social science subjects (history of Russia, general history, social studies, geography);
mathematics and computer science (mathematics, algebra, geometry, computer science);
the foundations of the spiritual and moral culture of the peoples of Russia;
natural science subjects (physics, biology, chemistry);
art (fine art, music);
technology (technology);
physical culture and basics of life safety (physical culture, basics of life safety).

The term for mastering the BEP is 5 years, during which from 5267 to 6020 training sessions should be held.

In the calendar educational schedule, classroom and extracurricular educational activities and planned breaks (holidays) alternate. It indicates the dates of the beginning and end of the academic year, its duration, vacation periods, the timing of intermediate assessments.

In addition to the plan of lesson activities, the structure of the PEP should contain a plan for extracurricular activities that takes into account the needs and individual characteristics of schoolchildren. Children take part in extracurricular activities, which are implemented in five main areas, exclusively on a voluntary basis. Students are offered classes in sections and clubs, circle work, research activities, military-patriotic associations, social events, excursions and more. The document reflects the list and structure of areas of work, organization mechanisms, the amount of extracurricular activities, taking into account the interests of students.

For 5 years of study in terms of extracurricular activities, there should be no more than 1750 hours.

The system of conditions for the implementation of the PEP works to achieve the planned results, taking into account the organizational structure of the educational institution and its local regulations. This subsection reflects:

the material and technical, personnel and information and methodological conditions available at the school;
characterization and justification of the required changes in the already existing conditions;
principles for achieving targets;
a roadmap for the formation of updated conditions;
control principles.

Problems of designing the main educational program

The main educational program of an educational institution is a document that combines various programs for the education and development of academic subjects, socialization, correctional work, and the development of universal educational activities. Designing the structure of the educational program in accordance with the requirements of the Federal State Educational Standard, the developers take into account the software and methodological support of the educational process and are guided by the competence model of a high school graduate.

At the same time, teachers responsible for the development of the document often face unavailability and lack of proper motivation for the design of the OEP, and therefore are forced to act according to the model familiar to the administration and the teaching staff, not taking into account or not fully taking into account the interests of other participants in the educational process, including students and their parents. .

Many teachers note the presence of difficulties with the design of each of the three sections of the program:

it is not easy to formulate the goals and objectives of the document, to develop a system for monitoring the achievement of planned results;
teachers find it difficult to accurately define the planned meta-subject and personal results, since they are often formulated very conditionally;
problems arise with the design of curricula for students with special individual needs.

Since the design of the BEP at the school level is carried out with violations or causes serious difficulties, it is more expedient to select a ready-made exemplary BEP from the state register and adapt it for a particular educational institution. However, even in this case, the school administration bears a great responsibility, since the choice of an exemplary program must be preceded by a professional and public examination and careful study. The principal of the school should evaluate the personnel, logistical, methodological, regulatory and information resources that will be required to implement the selected program.

Involving not only fellow teachers, but also parents of students in the discussion of an exemplary BEP, it is important for the director to be prepared for the difference in the perception of the document and the selection criteria. If parents are guided by the accessibility of the program for understanding by the child, compliance with his psychological and physiological capabilities, the absence of a negative impact on health due to overwork, then teachers focus on the degree of difficulty of teaching the program by the teacher and mastering the program by students, the compliance of the text with the possibility of achieving the planned results, the availability of a proven results evaluation systems. Considering OOP structure requirements and the specifics of its implementation, the school administration needs to weigh:

does the school have scientific and methodological literature, instructions and regulations that will allow you to successfully adapt the text of an exemplary program for a particular educational institution;
to what extent the information, technical and material support of the school meets the requirements of the program;
whether the teaching staff is ready for the implementation of the chosen BEP, to what extent its qualification level meets the requirements of the program.

After the development and approval of the BEP, the teaching staff of the school should take part in the formation of the curriculum, achieving the desired interdisciplinary connections, the integrity of the content of the educational process and the creation of a single educational and methodological space. At the same time, the existing educational, methodological and material and technical base is correlated with the required one with the subsequent acquisition of the necessary manuals and equipment.

The federal state standard for preschool education was developed for the first time in Russian history in accordance with the requirements of the federal law "On Education in the Russian Federation" that came into force on September 1, 2013. In accordance with the federal state educational standard for preschool education, exemplary educational programs for preschool education are being developed.

Educational programs of preschool education are aimed at the versatile development of preschool children, taking into account their age and individual characteristics, including the achievement by children of preschool age of the level of development necessary and sufficient for their successful mastering of educational programs of primary general education, based on an individual approach to preschool children and activities specific to preschool children.

The federal state educational standard includes requirements for:
1) the structure of the main educational programs (including the ratio of the mandatory part of the main educational program and the part formed by the participants in educational relations) and their volume;
2) conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions;
3) the results of mastering the main educational programs.
Unlike other standards, the FSES of preschool education is not the basis for assessing compliance with the established requirements of educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students.

Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education

Registration N 30384

In accordance with paragraph 6 of Part 1 of Article 6 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 30, art. 4036), subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by the Decree of the Government of the Russian Federation of June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, art. 2923 ; N 33, art. 4386; N 37, art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 N 661 (Collected Legislation of the Russian Federation , 2013, N 33, item 4377), I order:

1. Approve the attached federal state educational standard for preschool education.

2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:

dated November 23, 2009 N 655 "On the approval and implementation of federal state requirements for the structure of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration N 16299);

dated July 20, 2011 N 2151 "On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration N 22303).

Minister

D. Livanov

Application

Federal state educational standard for preschool education

I. General provisions

1.1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.

The subject of regulation of the Standard are relations in the field of education arising from the implementation of the educational program of preschool education (hereinafter referred to as the Program).

Educational activities under the Program are carried out by organizations engaged in educational activities, individual entrepreneurs (hereinafter collectively referred to as Organizations).

The provisions of this Standard may be used by parents (legal representatives) when children receive preschool education in the form of family education.

1.2. The standard was developed on the basis of the Constitution of the Russian Federation 1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child 2 , which are based on the following basic principles:

1) support for childhood diversity; the preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood is the understanding (consideration) of childhood as a period of life significant in itself, without any conditions; significant by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period;

2) the personality-developing and humanistic nature of the interaction between adults (parents (legal representatives), pedagogical and other employees of the Organization) and children;

3) respect for the personality of the child;

4) implementation of the Program in forms specific for children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

1.3. The Standard takes into account:

1) the individual needs of the child related to his life situation and state of health, which determine the special conditions for him to receive education (hereinafter referred to as special educational needs), the individual needs of certain categories of children, including those with disabilities;

2) opportunities for the child to master the Program at different stages of its implementation.

1.4. Basic principles of preschool education:

1) full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;

2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education (hereinafter referred to as the individualization of preschool education);

3) assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

4) supporting the initiative of children in various activities;

5) cooperation of the Organization with the family;

6) introducing children to socio-cultural norms, traditions of the family, society and the state;

7) the formation of cognitive interests and cognitive actions of the child in various activities;

8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

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

1.5. The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

2) ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;

3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs for preschool education, their structure and the results of their development;

4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

1.6. The standard is aimed at solving the following problems:

1) protection and strengthening of the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of a person, family, society;

6) the formation of a general culture of the personality of children, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities;

7) ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health of children;

8) formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of the health of children.

1.7. The standard is the basis for:

1) development of the Program;

2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);

3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;

4) an objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard;

5) formation of the content of vocational education and additional professional education of teachers, as well as their certification;

6) assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in the development of individual abilities and the necessary correction of violations of their development.

1.8. The standard includes requirements for:

structure of the Program and its scope;

conditions for the implementation of the Program;

the results of the development of the Program.

1.9. The program is implemented in the state language of the Russian Federation. The program may provide for the possibility of implementation in the native language of the languages of the peoples of the Russian Federation. The implementation of the Program in the native language from among the languages of the peoples of the Russian Federation should not be carried out to the detriment of obtaining education in the state language of the Russian Federation.

II. Requirements for the structure of the educational program of preschool education and its volume

2.1. The program determines the content and organization of educational activities at the level of preschool education.

The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving the problems specified in paragraph 1.6 of the Standard.

2.2. Structural divisions in one Organization (hereinafter referred to as Groups) may implement different Programs.

2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.4. The program is aimed at:

creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;
on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.

2.5. The program is developed and approved by the Organization independently in accordance with this Standard and taking into account Exemplary Programs 3 .

When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of the tasks of educational activities to be solved, the maximum occupancy of the Groups. The Organization can develop and implement in Groups various Programs with different length of stay of children during the day, including Groups for short-term stay of children, Groups for full and extended days, Groups for round-the-clock stay, Groups of children of different ages from two months to eight years, including groups of different ages.

The program can be implemented during the entire stay of 4 children in the Organization.

socio-communicative development;
cognitive development; speech development;
artistic and aesthetic development;
physical development.

Social and communicative development is aimed at mastering the norms and values accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; the development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

Speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.).

Physical development includes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; the formation of the values of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities - as through mechanisms of child development):

in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, motor activity and tactile-motor games;

at an early age (1 year - 3 years) - objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

for preschool children (3 years - 8 years old) - a number of activities, such as games, including a role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research objects of the surrounding world and experimentation with them), as well as the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other materials, fine (drawing , modeling, application), musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

1) subject-spatial developing educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the system of the child's relationship to the world, to other people, to himself.

2.9. The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of the implementation of the requirements of the Standard.

The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).

The part formed by the participants in educational relations should include Programs selected and/or independently developed by the participants in educational relations aimed at the development of children in one or more educational areas, activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organization of educational work.

2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and the planned results of the development of the program.

The explanatory note should disclose:

goals and objectives of the Program implementation;
principles and approaches to the formation of the Program;
characteristics significant for the development and implementation of the Program, including characteristics of the characteristics of the development of children of early and preschool age.

The planned results of the development of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by the participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children disabled people (hereinafter - children with disabilities).

a) a description of educational activities in accordance with the directions of the development of the child, presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and methodological aids that ensure the implementation of this content;

b) a description of the variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of the pupils, the specifics of their educational needs and interests;

c) a description of educational activities for the professional correction of developmental disorders in children if this work is provided for by the Program.

a) features of educational activities of different types and cultural practices;

b) ways and directions of support for children's initiative;

c) features of the interaction of the teaching staff with the families of pupils;

d) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.

The part of the Program formed by the participants of educational relations may include various directions chosen by the participants of educational relations from among partial and other programs and / or created by them independently.

This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:

the specifics of national, sociocultural and other conditions in which educational activities are carried out;
the choice of those partial educational programs and forms of organizing work with children that best meet the needs and interests of children, as well as the capabilities of the teaching staff;
established traditions of the Organization or Group.

This section should contain special conditions for the education of children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual remedial classes and carrying out qualified correction of violations their development.

Correctional work and/or inclusive education should be aimed at:

1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

2) mastering the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and/or inclusive education of children with disabilities who study the Program in Combined and Compensatory Groups (including those for children with complex (complex) disabilities) must take into account the developmental features and specific educational needs of each category of children.

In the case of organizing inclusive education on grounds not related to the disabilities of children's health, the allocation of this section is not mandatory; in the case of its allocation, the content of this section is determined by the Organization independently.

2.11.3. The organizational section should contain a description of the material and technical support of the Program, the provision of methodological materials and means of training and education, include the routine and / or daily routine, as well as the features of traditional events, holidays, events; features of the organization of the developing subject-spatial environment.

2.12. If the mandatory part of the Program corresponds to the exemplary program, it is drawn up as a link to the corresponding exemplary program. The mandatory part must be presented in detail in accordance with paragraph 2.11 of the Standard, if it does not correspond to one of the sample programs.

Part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which makes it possible to get acquainted with the content of the partial programs, methods, forms of organization of educational work chosen by the participants in educational relations.

2.13. An additional section of the Program is the text of its brief presentation. A brief presentation of the Program should be aimed at parents (legal representatives) of children and be available for review.

The short presentation of the Program should indicate:

1) age and other categories of children targeted by the Program of the Organization, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;

2) the Sample Programs used;

3) a description of the interaction of the teaching staff with the families of children.

III. Requirements for the conditions for the implementation of the main educational program of preschool education

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing object-spatial environment.

The conditions for the implementation of the Program should ensure the full development of the personality of children in all major educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and to other people.

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

1) guarantee the protection and strengthening of the physical and mental health of children;

2) ensures the emotional well-being of children;

3) contribute to the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensure the openness of preschool education;

6) creates conditions for the participation of parents (legal representatives) in educational activities.

3.2. Requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education.

3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

1) respect of adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;

2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);

3) building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

4) support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in various activities;

5) support for the initiative and independence of children in activities specific to them;

6) the opportunity for children to choose materials, types of activity, participants in joint activities and communication;

7) protection of children from all forms of physical and mental violence 5 ;

8) support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, to the maximum extent contributing to the receipt of preschool education, as well as the social development of these children, including through the organization of inclusive education for children with disabilities.

3.2.3. During the implementation of the Program, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively for solving the following educational tasks:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of the characteristics of his development);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of the development of children is used (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (teacher-psychologists, psychologists).

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of children's development.

3.2.4. The occupancy of the Group is determined taking into account the age of the children, their state of health, the specifics of the Program.

3.2.5. The conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, suggest:

1) ensuring emotional well-being through:

direct communication with each child;
respectful attitude to each child, to his feelings and needs;

2) support for the individuality and initiative of children through:

creating conditions for children to freely choose activities, participants in joint activities;
creating conditions for children to make decisions, express their feelings and thoughts;
non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);

3) establishing the rules of interaction in different situations:

creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;
development of children's communication skills, allowing them to resolve conflict situations with peers;
development of children's ability to work in a group of peers;

4) the construction of a variable developmental education focused on the level of development, which manifests itself in a child in joint activities with an adult and more experienced peers, but is not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:

creation of conditions for mastering cultural means of activity;
organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;
support for spontaneous play of children, its enrichment, provision of play time and space;
assessment of the individual development of children;
5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.

3.2.6. In order to effectively implement the Program, conditions must be created for:

1) professional development of pedagogical and managerial employees, including their additional professional education;

2) advisory support for teachers and parents (legal representatives) on the education and health of children, including inclusive education (if organized);

3) organizational and methodological support for the implementation of the Program, including in interaction with peers and adults.

3.2.7. For corrective work with children with disabilities who master the Program together with other children in Combined Orientation Groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure that the special educational needs of children with disabilities are met.

When creating conditions for working with disabled children mastering the Program, an individual rehabilitation program for a disabled child should be taken into account.

3.2.8. The organization should create opportunities:

1) to provide information about the Program to the family and all interested persons involved in educational activities, as well as the general public;

2) for adults to search, use materials that ensure the implementation of the Program, including in the information environment;

3) to discuss with the parents (legal representatives) of children of issues related to the implementation of the Program.

3.2.9. The maximum allowable educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 No. 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration No. 28564).

3.3. Requirements for the developing subject-spatial environment.

3.3.1. The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.

3.3.3. The developing object-spatial environment should provide:

implementation of various educational programs;
in the case of organizing inclusive education, the conditions necessary for it;
taking into account the national-cultural, climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

3.3.4. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:

playful, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;
emotional well-being of children in interaction with the object-spatial environment;
opportunity for children to express themselves.

For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

3) The multifunctionality of materials involves:

the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;
the presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).

4) The variability of the environment implies:

the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;
periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

5) Accessibility of the environment implies:

accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;
free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;
serviceability and safety of materials and equipment.

6) The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

3.3.5. The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

3.4. Requirements for personnel conditions for the implementation of the Program.

3.4.1. The implementation of the Program is provided by the leading, pedagogical, educational and auxiliary, administrative and economic employees of the Organization. Researchers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those engaged in financial and economic activities, protecting the life and health of children, ensure the implementation of the Program.

The qualifications of pedagogical and educational support workers must comply with the qualification characteristics established in the Unified Qualification Directory for the Positions of Managers, Specialists and Employees, section "Qualification Characteristics of the Positions of Educational Workers", approved by order of the Ministry of Health and Social Development of the Russian Federation of August 26, 2010 N 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration N 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation of May 31, 2011 N 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration No. 21240).

The position and number of employees required to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the developmental characteristics of children.

A necessary condition for the high-quality implementation of the Program is its continuous support by pedagogical and educational support staff throughout the entire period of its implementation in the Organization or in the Group.

3.4.2. The teaching staff implementing the Program must have the basic competencies necessary to create the conditions for the development of children, indicated in clause 3.2.5 of this Standard.

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work with these health limitations of children, including assistants (helpers) who provide children with the necessary assistance. It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

3.4.4. When organizing inclusive education:

when included in the Group of children with disabilities, additional pedagogical workers who have the appropriate qualifications to work with these health limitations of children may be involved in the implementation of the Program. It is recommended to involve the appropriate pedagogical staff for each Group in which inclusive education is organized;

when other categories of children with special educational needs are included in the Group, including those in a difficult life situation, 6 additional teaching staff with appropriate qualifications may be involved.

3.5. Requirements for the material and technical conditions for the implementation of the main educational program of preschool education.

3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:

1) requirements determined in accordance with sanitary and epidemiological rules and regulations;

2) requirements determined in accordance with fire safety rules;

3) requirements for the means of education and upbringing in accordance with the age and individual characteristics of the development of children;

4) equipping the premises with a developing object-spatial environment;

5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects).

3.6. Requirements for the financial conditions for the implementation of the main educational program of preschool education.

3.6.1. Financial provision of state guarantees for citizens to receive public and free pre-school education at the expense of the relevant budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of the standards for ensuring state guarantees for the realization of the rights to receive public and free pre-school education, determined by the state authorities of the subjects Russian Federation, ensuring the implementation of the Program in accordance with the Standard.

3.6.2. Financial conditions for the implementation of the Program should:

1) ensure the possibility of fulfilling the requirements of the Standard for the conditions of implementation and the structure of the Program;

2) ensure the implementation of the mandatory part of the Program and the part formed by the participants in the educational process, taking into account the variability of individual development trajectories of children;

3) reflect the structure and amount of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount determined by the state authorities of the subjects of the Russian Federation of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education. These standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities (special educational conditions - special educational programs, methods and teaching aids, textbooks, teaching aids, didactic and visual materials, technical means of teaching collective and individual use (including special ones), means of communication and communications, sign language translation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access to all categories of persons with disabilities, as well as pedagogical, psychological, pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs by persons with disabilities is difficult), providing additional professional education of teaching staff, ensuring safe conditions for education and upbringing, protecting the health of children, the focus of the Program, the category of children, forms of education and other features of educational activities, and should be sufficient and necessary for the Organization to implement:

labor costs of employees implementing the Program;
expenses for training and education facilities, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, overalls, games and toys, electronic educational resources necessary for the organization all types of educational activities and the creation of a developing subject-spatial environment, including special ones for children with disabilities. Developing object-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, accounting features and correction of shortcomings in their development, the acquisition of updated educational resources, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of training and education facilities, sports, recreational equipment, inventory, payment for communication services, including expenses, related to connection to the information and telecommunication network Internet;
expenses related to additional professional education of managers and teachers in the profile of their activities;
other expenses related to the implementation and implementation of the Program.

IV. Requirements for the results of mastering the main educational program of preschool education

4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education. The specifics of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make it unlawful requirements from a preschool child of specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

4.2. The targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children 7 . Mastering the Program is not accompanied by intermediate attestation and final attestation of pupils 8 .

4.4. These requirements are guidelines for:

a) building an educational policy at the appropriate levels, taking into account the goals of preschool education common to the entire educational space of the Russian Federation;

b) problem solving:

formation of the Program;
analysis of professional activity;
interactions with families;

c) studying the characteristics of education of children aged 2 months to 8 years;

d) informing parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation.

4.5. Targets cannot serve as a direct basis for solving managerial tasks, including:

certification of teaching staff;
assessment of the quality of education;
assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);
assessment of the fulfillment of the municipal (state) task by including them in the indicators of the quality of the task;
distribution of the stimulating payroll fund for employees of the Organization.

4.6. The targets of preschool education include the following social and normative age characteristics of the child's possible achievements:

Targets for infancy and early childhood education:

the child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;
owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
shows interest in peers; observes their actions and imitates them;
shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;
the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).
Targets at the stage of completion of preschool education:
the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activity, design, etc .; is able to choose his occupation, participants in joint activities;
the child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;
the child has a developed imagination, which is realized in various activities, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;
the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;
the child has developed large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;
the child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

4.7. The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation in preschool children of the prerequisites for learning activities at the stage of completion of preschool education.

4.8. If the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the direct targets for the development of the Program by pupils - as creating prerequisites for their implementation.

1 Rossiyskaya Gazeta, December 25, 1993; Collection of Legislation of the Russian Federation, 2009, N 1, Art. 1, art. 2.

2 Collection of International Treaties of the USSR, 1993, Issue XLVI.

3 Part 6 of Article 12 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

4 When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of children.

5 Clause 9 of Part 1 of Article 34 of Federal Law No. 273-F3 of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

6 Article 1 of Federal Law No. 124-FZ of July 24, 1998 “On Basic Guarantees of the Rights of the Child in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 1998, No. 31, Art. 3802; 2004, No. 35, Art. 3607; N 52, item 5274; 2007, N 27, item 3213, 3215; 2009, N18, item 2151; N51, item 6163; 2013, N 14, item 1666; N 27, item 3477).

7 Taking into account the provisions of Part 2 of Article 11 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ).

8 Part 2 of Article 64 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

The program may be implemented during the entire stay*(4) of the children in the Organization.

socio-communicative development;

cognitive development;

speech development;

artistic and aesthetic development;

physical development.

1) subject-spatial developing educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the system of the child's relationship to the world, to other people, to himself.

The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).

In the part formed by the participants in educational relations, Programs selected and / or developed independently by the participants in educational relations, aimed at the development of children in one or more educational areas, activities and / or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organization of educational work.

2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and the planned results of the development of the program.

The explanatory note should disclose:

goals and objectives of the Program implementation;

principles and approaches to the formation of the Program;

characteristics significant for the development and implementation of the Program, including characteristics of the characteristics of the development of children of early and preschool age.

c) a description of educational activities for the professional correction of developmental disorders in children if this work is provided for by the Program.

a) features of educational activities of different types and cultural practices;

b) ways and directions of support for children's initiative;

c) features of the interaction of the teaching staff with the families of pupils;

d) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.

This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:

the specifics of national, sociocultural and other conditions in which educational activities are carried out;

the choice of those partial educational programs and forms of organizing work with children that best meet the needs and interests of children, as well as the capabilities of the teaching staff;

established traditions of the Organization or Group.