?Content
Maintaining…………………………………………………………………………….…....…3
1Modern preschool education………………………………………..…. …....6
1.1 Tasks and specifics preschool education……………………….………..…..9
1.2 Psychological conditions of the pedagogical process in preschool education………………………………………………………………………..….….12
1.3 Diagnosis of child development in the system of preschool education…….…..….17
2 Psychological features of modern preschool education….….….21
2.2 Characteristics of the standards of early and older ages…………………..…..23
Conclusion……………………………………………………………………………….…27
Glossary…………………………………………………………………………...……30
List of sources used………………………………………………….… ..32
Annex A……………………………………………………………………….. ..…33
Annex B…………………………………………………………………………. ...34

Introduction

Kindergarten - an educational institution for children preschool age(typically 3 to 7 years) Russian Federation one of the types of preschool institution.
The system of kindergartens is designed both for the initial socialization of children, teaching them communication skills with peers, and for a mass, public solution to the problem of their parents' employment (for which the working time of the kindergarten in most cases coincides with the typical work schedule of professions: from 8 to 18 hours five times a week). The kindergarten system also provides a minimum preparation of children for schooling - at the level of primary skills in reading, writing and numeracy.
Preschool education in Russia is the provision of intellectual, personal and physical development of a child of preschool age from 2 to 7 years.
Preschool education is carried out, as a rule, in institutions of preschool education, institutions of general education (preschool), institutions of additional education for children (centers and associations early development child), but can also be carried out at home in the family.
Classification of kindergartens: a kindergarten of a general developmental type with a priority direction, for example: physical, intellectual, artistic and aesthetic education; child development center - kindergarten; combined type kindergarten; compensatory kindergarten.
There is another classification in which kindergartens are divided into four groups: municipal; departmental; private (commercial); home (family). Depending on the kindergarten, the training program, the number of children in the group, the quality of education, and also the psychological atmosphere will vary.
Preschool education is an integral part of the general education system of the Russian Federation.
Pre-school education plays an important role, as within its framework natural qualities and characteristics of the child are revealed, conditions for their development are provided, and a large-scale program of the child's readiness for school is carried out. See Appendix B. Currently, school readiness is understood as a combination of two components: readiness to learn and readiness for school.
Willingness to learn is the innate ability of the human intellect to absorb knowledge and acquire skills and abilities.
School readiness is a set of specific knowledge and skills that a child must possess in order to optimize the school experience: physical and motor skills, social and emotional skills, learning propensity, speech and cognitive skills. Thus, the main task of modern preschool education is to prepare children for school.
At the same time, a number of problems are revealed in this educational system, such as the lack of state children's educational institutions, the incompetence of educators and psychologists in their professional activities, non-certified state preschool educational institutions, etc. Often, PEIs cannot provide their services with high quality due to lack of funding, incompetence of PEI staff.
To a greater extent, the psychological preparation of the child for schooling and the actualization of the level of development of his personal qualities occurs at the stage of implementation of preschool education for children 5-6 years old.
Readiness for school is not only the state of the child, but also the conditions of the school, family, environment. In order to better understand and define these conditions, older preschool childhood standards are needed.
Components of modern preschool education:
Motherland is the country where a person was born and lives. Motherland is a city, a village, a street, a house. As well as family, relatives, friends, kindergarten and much more. There is only one homeland and it must be valued and respected.
Nature is a rich world in which man lives and develops. Man must protect nature, increase its wealth, since the well-being of man and all mankind depends on the well-being of nature.
Man is the highest value in the world. Man is an inseparable part of nature, with unique capabilities and abilities. Each person is unique by nature and therefore unique.
Health is the most important value human being. Physical health is the foundation of a person's mental and spiritual health.
The family is the world in which the closest and most significant people live. We must love and protect our family, take care of relatives and friends. The family is a reliable support and protection of a person in a variety of situations.
All this should become valuable for a preschooler, he must understand the importance of these components in order to become a person. Therefore, consideration of the issues of modern preschool education of children and its psychological features is a subject for consideration.
So, it is necessary to solve the following tasks:
1. Study modern preschool education.
2. Consider the psychological features of modern preschool education.

1. Modern preschool education

1.1. Tasks and specifics of preschool education

Preschool institutions involve public developing preschool education of children of early (from 2 months to 3 years) and preschool (from 3 to 6-7 years) age. Pre-school education as such and any educational tasks in institutions for children early age are not the main ones, and in institutions for preschool children, preschool education is carried out both in one and in groups of different ages. The advantage of the latter is that younger children develop speech faster, and older children acquire the skills of leadership, responsibility, teaching others. Preschool pedagogy offers the optimal number of children in groups, equal to 15 to 40 people. The number of teachers and staff varies in different preschool institutions. The time spent by a child in a preschool institution ranges from 2-3 hours a day 2-3 times a week to a round-the-clock stay.
In modern children's institutions of various types, preschool education uses over 200 programs, which can be conditionally divided into academic, intellectual and so-called parental efficiency programs. Many of them combine elements of the listed groups of programs.
The main orientation of the academic model is the preparation of children for school and the development of counting, reading and writing skills. It is designed mainly for children from low-income families, as well as those belonging to national and ethnic minorities.
Intellectual programs presuppose the presence of a developing environment, intensive verbal communication between an adult and a child and children with each other;
Parental effectiveness programs are the active participation of parents in the educational process, they increase the competence of parents in the educational process.
The effectiveness of the academic model is manifested immediately after the child enters school, although they do not give a long-term result for the development of the child, but only the rapid preparation of children for school is carried out, without developing motivation and without forming the necessary character traits for subsequent education. In the future, this often leads to the loss of the skills of educational activity acquired in a preschool institution.
The most effective for the continuous development of a preschooler is an intellectual program, as it develops children's observation, curiosity, speech communication skills and more, which allows them to successfully study at school and receive a quality education. Numerous studies show that children who attend childcare facilities are better adapted to school and achieve good results compared to their peers who have not received appropriate training.
The practice of the past years shows that a small child is very plastic and easy to train, he can master much more than was previously thought. This opens up new prospects for a significant enrichment of the cognitive content of the preschool education and upbringing program. However, the possibilities of the child are not unlimited, and preschool education can be limited by age-related psychophysiological factors.
We must not forget that the child is growing rapidly, his brain is developing, the nervous system is taking shape, their functional capabilities have not yet developed. Therefore, when creating new intensive programs of work with children of preschool age, it is necessary to keep in mind not only what they are able to achieve, but also what physical and neuropsychic costs it will cost them.
Very indicative in this regard are the data cited by the psychologist N.A. Bernshtein on the development of the motor sphere of a preschooler. Unlike young children, children aged 3-7 are mobile and graceful, prone to constant movement. However, all this motor richness is possible only with free movements to the detriment of accuracy. It is necessary to force the child to make precise movements, as he immediately gets tired. The inability to accurately move is due to the underdevelopment of cortical structures. The apparent motor indefatigability of the child is due to the fact that he does not produce productive working movements (which are required, for example, when writing).
Forms of education also influence mental development. Domestic psychologist V.V. Davydov noted that the very form of education and upbringing expands its capabilities when a transition is made from one age to another. Classes with a baby are not yet a form of education due to the limited capabilities of the baby. For a 3-year-old child, the form of familiarization with new objects is an important condition for his mental development and constitutes the content of new knowledge. For an adult, this is no longer education, but to some extent it is not education either. This is a process of obtaining information, in no way affecting the level of his mental development. Consequently, the development of the psyche in the course of training and education is directly related to the development of their forms, depending on the age of the person.
The maximum effect in realizing the possibilities of a preschooler is achieved only if preschool pedagogy uses methods and forms of education that are built in accordance with the psychophysiological characteristics of preschool age. L.S. Vygotsky emphasized the particular acuteness of this problem, characterizing the type of learning that arises at a given age as intermediate between spontaneous, characteristic of a young child, and reactive, inherent in a schoolchild.
Preschool education assumes that a child of preschool age can already learn according to a program set by an adult (teacher), but only if the teacher's program becomes his own program, merges with the natural course of the child's development. L.S. Vygotsky called this intermediate type of learning spontaneous-reactive.
In modern conditions, in relation to preschoolers, it is most correct to speak of a model of developmental activities or developmental work. Learning is not the main activity of a preschool child, despite all attempts at early learning. The meaning of developing classes is to advance the mental development of the child, improving his perception, attention, memory, speech, motor sphere, voluntary behavior, that is, those mental functions and personal qualities that underlie the child's successful mastering of the curriculum itself in the future. .
Preschool pedagogy says that the most effective preparation of children for school is in the form of a game. The game is the main form of organizing and conducting developmental activities with preschool children. It most fully corresponds to the leading type of activity of the child at this age and thus creates the most favorable conditions for his mental and personal development. In a situation of play, the child, as a rule, understands the need to acquire new knowledge and methods of action, he himself seeks to learn what he does not yet know how to do. An educational game is not just any action with didactic material and not an admission to a compulsory training session. This is a specific, full-fledged and sufficiently meaningful activity for children, which has its own motives and methods of action.

1.2. Psychological conditions of the pedagogical process in preschool education

Modern pedagogical psychology is actively developing. The results of epistemological analysis of the processes of cognition and psychological processes of the development of thinking, activity and personality serve as the theoretical basis for such development. This allows to improve both the depth and strength of knowledge assimilation, and the level of development of students' cognitive independence, the complexity of the tasks they solve.
The main property of the pedagogical process as a dynamic system is its ability to achieve both the goals of education and the goals of education. At one time, I. Herbart was the first to develop a "theory of nurturing education", which consisted in a close examination of learning with discipline, combining knowledge with the development of feelings and will of students. Educational education is education in which an organic connection is achieved between students acquiring knowledge, skills, assimilation of the experience of creative activity and the formation of an emotional and value attitude to the world, to each other, to the educational material being assimilated. Introducing this concept, Herbart wanted to emphasize that education cannot be separated from training, that the will and character develop simultaneously with the mind.
The modern pedagogical process is not a mechanical combination of the processes of education, training, development, but a new high-quality education that subordinates all its constituent processes to a single goal. Since the goal is the idea of ​​an integral system of qualities and properties of a personality, the process of forming a student's personality must also have signs of integrity. Integrity is a synthetic quality that characterizes the highest level of development of the pedagogical process and is the result of stimulating conscious actions of the subjects functioning in it.
A holistic pedagogical process is inherent in the internal unity of its constituent components, their harmonious interaction. A holistic pedagogical process involves such an organization of the life of pupils that would meet their vital interests and needs and would have a balanced impact on all spheres of the personality: consciousness, feelings, will. Thus, the pedagogical process acts as an internally connected set of many processes, the essence of which is that social experience turns into the qualities of a formed person.
The complex dialectic of relations within the pedagogical process is as follows:
a) in the unity and independence of the processes that form it;
b) in the integrity and subordination of the separate systems included in it;
c) in the presence of the general and the preservation of the specific.
Achieving the integrity of the pedagogical process is ensured, first of all, by the efforts of teachers who resolve the constantly arising contradictions between the integrity of the student's personality and the limitedness from each other of relatively independent elements of the pedagogical process, specially organized educational influences. We can talk about a number of aspects of the activities of teachers aimed at maintaining the integrity of the pedagogical process:
a) functional; b) meaningful; c) organizational.
In functional terms, integrity is ensured by highlighting the dominant function and combining it with the accompanying one. The dominant function is the realization of the main purpose of a particular pedagogical process (the dominant function of the learning process is educational, upbringing is educational, development is developing). However, at the same time, each of these processes performs in a holistic process and related functions: in the process of education, both educational tasks and developmental tasks are solved, and training is unthinkable without educating and developing influence.
In terms of content, the integrity of the pedagogical process is ensured by the reflection in the goal and content of education of all aspects of the experience accumulated by mankind. In this case, we are talking about such aspects as knowledge, skills, experience of creative activity and thinking, experience of emotional-valuable and volitional attitude to the world around. The implementation of this content in the educational process ensures the unity of educational, educational and developmental influences on the student's personality.
In organizational terms, the integrity of the pedagogical process is ensured by coordinating individual lines of pedagogical interaction:
a) the process of business interaction between teachers and pupils regarding the content of education;
b) the process of interaction between teachers and pupils at the level of informal communication;
c) the process of interpersonal communication of children as members of one team;
d) the process of mastering the content of education by pupils without the direct participation of the teacher (self-education and self-education).
Thus, the integrity of the pedagogical process lies in the fact that it is aimed at achieving a single goal - the formation of personality, but each of the components of this process contributes to the achievement of this goal by its inherent means and methods. The idea of ​​the integrity of the pedagogical process found its scientific consolidation in the didactic law of the relationship between training, education and development. It says that any activity aimed at learning is associated with the development in the student of his personal qualities, with his upbringing as a member of society. The effectiveness of the relationship indicated in the law is determined by the presence in the educational process of special goals of education and development, as well as the elaboration of meters for diagnosing and evaluating their achievement.

1.3. Diagnosis of child development in the system of preschool education

Diagnostics of the development of preschool children, included in preschool education, is designed to help teachers and parents of the child to build pedagogical communication with him correctly. The specificity of preschool age lies in the fact that all psychological processes are very mobile and plastic, and the development of the child's potential largely depends on what conditions for this development will be created for him by teachers and parents. Psychological and pedagogical science unconditionally recognizes the fact that a child's real abilities can manifest themselves quite late, and the education he receives contributes to their manifestation to a greater extent. In particular, the concept of “zone of proximal development” introduced by L.S. Vygotsky fixed this well-known fact in a special way. Therefore, when determining the individual characteristics of a preschool child, it is preferable to first of all keep in mind his "inclinations", which are the basis for the further development of abilities.
This specificity will not allow us to consider the results of diagnostics (even if they are reliable) as stable and determining the fate of the child. Any achievement of a child of preschool age at each stage of his development is intermediate and serves only as a basis for the teacher to choose methods and technologies for individual work. Testing data should not be allowed to be the basis for labeling a child. Unreliable test results can have especially serious consequences. They can have a negative impact on both the development of the individual and the further educational trajectory of the child.
In addition, education and upbringing at preschool age is holistic and can be distributed in the educational process by subject areas (mathematical representations, speech development, visual and musical activities, etc.) only conditionally. Educational programs for preschool children, unlike school programs, usually not only include content related to learning, but also describe in sufficient detail the entire life of a child in kindergarten. That is why diagnostics at preschool age cannot be fully based on the identification of knowledge, skills and abilities. For a child of this age, first of all, it is important not so much how much subject knowledge of a certain educational area he owns, but how this knowledge was mastered by the child.
Thus, a certain set of knowledge that a preschooler possesses does not always indicate the real results of his education, not to mention the fact that all children are equalized in their development path. This further complicates the diagnostic methods appropriate for this particular age, since determining the real level of a child's development requires not simple "examination" questions, but very subtle, special psychological tools.
The trends in this negative testing practice are caused by a number of objective reasons. Among them:
1. insufficient attention of the services of practical psychology of education to the issues of psychological assistance to children of preschool age and their problems;
2. insufficient provision of preschool educational institutions with qualified specialists;
3. features of modern training and retraining of teaching staff.
Institutional graduates vocational education are more armed with knowledge about the age characteristics and patterns of development of preschool children, but do not fully possess the skills to identify and measure the level of development of the child using modern psychodiagnostic methods. The lack of systematic knowledge in the field of psychodiagnostics leads to the fact that practical psychologists and teachers, as a rule, make mistakes when interpreting the results obtained, they are not able to formulate sound recommendations to teachers and parents.
The situation is aggravated by the increasing flow of poor quality psychodiagnostic literature. Reprints of outdated versions of foreign tests are often accompanied by incompetent interpretation, contain a lot of errors, which leads to a distortion of the conclusions. The wide-scale publication of diagnostic methods (with "keys") gives the layman the impression of their availability and nullifies the value of these methods.
In world practice, a testing specialist, in addition to basic psychological education, must receive education in the field of practical diagnostics and a corresponding certificate. Such education, in addition to special skills, includes the development of special humanistic attitudes in the diagnostician and is associated with familiarization with the norms of professional ethics. These norms do not allow considering the child as an object of unceremonious research; frighten him with sudden checks ("test" in translation means "test"); to test without the consent of parents, to acquaint with the results of diagnostics (constituting confidential information) people who are not directly related to the education and upbringing of this child.
In real testing practice, these norms are often violated. A teacher, not being a diagnostic specialist, may, out of good intentions, report test results (for example, that a child has a low test score) to the child's parents without properly preparing them, or to the administration of the preschool educational institution. If this information reaches the child himself or other children, it can cause significant harm to his mental health.
In addition, the diagnosis is always associated with the stage of interpretation, that is, the explanation of the data obtained from the point of view of the development of the child. It is known that the most informative diagnostic techniques allow the greatest freedom in interpreting their results. In the hands of a qualified psychologist, these techniques are a tool for obtaining deep and accurate information about the level of development and inclinations of the child. At the same time, it is these methods that pose the greatest danger if they fall into the hands of an unskilled or unscrupulous researcher.
Carrying out any diagnostics is always associated with questions:
- what is the purpose of it?
How will the results be used?
These diagnostics allow teachers and parents to monitor the progress of the child's development and implement an individual approach. This is the positive role of diagnostics in the system of preschool education.
However, some educational institutions use a system of testing the level of development of children to select them for a specific educational institution, each of which implements a special educational program. Testing a child's development "at the entrance" to a certain educational program with the aim of selecting him voluntarily or involuntarily proceeds from the presumption that some children are capable of mastering it, while others are not. Thus, an application is made for testing the abilities of children at a very early age, which literally contradicts the basic laws of personality and psyche development.
In addition, by making this kind of selection, the teacher closes the child the opportunity for development in this direction and, possibly, imposes on him a less promising path of education, based on his own ideas about the level of his development, and not on the real interests of the child. Thus, a situation is created in which an educational institution chooses children that are convenient for it, hiding behind the interests of the child, in fact violating his right to education, instead of ensuring, in accordance with the law, the right of parents to choose an educational institution for their children.

2. Psychological features of modern preschool education

2.1. Features of mental development in the preschool period

Preschool childhood is a period in the development of a child from birth to school, which is characterized by intensive maturation of the body and the formation of the psyche. The question of the exact chronological boundaries of preschool age remains debatable. IN different countries children start school at the age of 5-7 years. In the USSR, before the adoption of the main provisions of the school reform in 1984. the upper limit of preschool age was 7 years. The expediency of the transition to schooling from the age of 6 was justified by many teachers with references to the phenomenon of acceleration, the plasticity of the child's psyche, and the like. At the same time, D.B. Elkonin, A.V. Zaporozhets and many other psychologists warned against forcing the reform, pointing out that by the age of 6, not all children had exhausted the possibilities of development within the framework of specifically children's activities. Readiness for school education is formed inhomogeneously, and many reach it only by the age of 7.
The correctness of this statement is proved by the fact that many six-year-old children do not adapt well to school conditions experience difficulties in mastering educational activities. So, according to doctors, by the end of the 80s, the number of neuropsychic abnormalities among schoolchildren increased. The most rational approach seems to be when the upper limit of preschool childhood should be determined for each specific child based on the individual pace of development.
In early childhood there is an intensive development of the child's thinking. In the preschool period, it is determined by the predominant role of perception, the subject-tool activity of the child and is visual and effective in nature, that is, this thinking, in which the reflection of the essential connections and relations of objective reality is carried out in the process of manipulation, performing actions with real objects. Within the framework of this structure of thinking, prerequisites are formed for a more complex form - visual-figurative thinking - one of the types of thinking associated with the representation of the situation and changes in it with the help of images of consciousness. In this case, any generalization can take place without the participation of practical actions, only on the plane of reproduction, when the child operates only with images. This is one of the main neoplasms of preschool age, here it is formed and flourishes.
The early experience of the child creates the background against which the development of speech skills, the ability to listen and think. The emotional attitude towards life and people laid during this period and the presence or absence of incentives for intellectual development leave an indelible mark on all further behavior and way of thinking of a person.
All development of the child is due to communication with loved ones, adults. At the same time, adults (primarily parents) influence the child. The ways of influence can be different, it is important, firstly, that the adult is perceived by the child as a subject, as a person, as a representative of society. Secondly, an adult sets before him tasks for the knowledge or assimilation of any actions. In addition, their mutual relations have an impact on the very sphere of communication, the child's mastery of speech, on the development of the personality and self-awareness of children, on the formation of friendly attachments among the world
etc.................

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

Good work to site">

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

Hosted at http://www.allbest.ru

Introduction

1. Theoretical foundations of the activity of the municipal institution of the preschool educational institution

2. Analysis and identification of problems in the activities of MDOU No. 75 of the city of Ufa

3. Improving the activities of MDOU No. 75 of the city of Ufa

3.1 Disadvantages of the activities of MDOU No. 75

3.2 Proposals for attracting additional sources of financing for the activities of preschool educational institution No. 75 of the city of Ufa

3.3 Economic feasibility and effectiveness

Conclusion

List of used literature

Introduction

preschool education ufa

The relevance of this topic lies in the fact that preschool education is becoming increasingly important social significance. A full-fledged education of preschoolers can be obtained, first of all, in a kindergarten, where comprehensive creative work is carried out on children's development. As the demand for early childhood education increases, topical issues his organization.

There is an obvious need to solve the problem of access to preschool education. The point is not only in the number of preschool educational institutions, but also in the quality of preschool education, the assessment of which is becoming one of the priority tasks.

Children are the future of the country, so it is important to conduct research on the development of preschool children. It should be recognized that the training of specialists is not an easy task.

Object of study: Municipal preschool educational institution.

Subject of study: Activities of preschool educational institutions.

The objectives of the course project: to study the essence and features, the main problems of a preschool educational institution based on an example, to analyze and give suggestions for improvement activities of the preschool educational institution. As an example, I took MDOU No. 75 of the city of Ufa.

When writing a course project, the following tasks were set: to consider the system of modern preschool education, identify the main problems, compare with preschool education in other countries, analyze the activities of preschool educational institutions using a specific example, and develop a project to improve the organization of preschool activities.

Chapter 1

1.1 The essence and features of the activities of the preschool educational institution

A modern preschool educational institution (DOE) is a complex socio-pedagogical, purposeful, open, dynamic system, which includes a variety of areas of activity, which are: the implementation of the upbringing, education and development of children, socio-psychological support and legal protection, financial, economic, logistical, personnel and methodological support, improving the professional level of teachers, the formation of teaching staff and others

Reforming the education system and its preschool level in accordance with the law "On Education of the Russian Federation" today require institutions to rethink the main directions of their activities, including methodological ones.

Methodological work is a consistent system of methods of theoretical knowledge and practical application in any activity (in our case, in pedagogy).

Pedagogical activity is professional activity aimed at creating in the pedagogical process optimal conditions for the upbringing, development and self-development of the personality of the pupil and the choice of opportunities for his free and creative self-expression.

The development of modern society imposes new requirements on preschool educational institutions, on the organization of the educational process in them, on the choice and justification of the content of basic and partial curricula, the results and effectiveness of their activities, the selection and training of teaching staff.

New approaches to management in the system of preschool education cause a change in the range of functions, principles, methods and techniques of managerial activity of heads of educational institutions. These changes are objective and are caused by the following main factors:

The formation of market relations, including in the social sphere, and, as a result, the competition of educational institutions;

The formation of an alternative system of accompanying children of preschool age in the form of tutorship and private educational institutions;

Departure from a single program in the field of preschool education and the presence of a fan of general education (training) programs, manuals, didactic materials;

Lack of regulatory funding for preschool educational institutions;

Wide opportunities for attracting extrabudgetary funds to institutions;

Increasing the interest of parents as the main social customers in the productive activities of a particular educational institution;

The desire of the public to influence the educational process in the institution, etc.

Thus, objectively, new requirements are imposed on educational institutions to ensure their stable functioning and development. The optimal mechanism for ensuring these processes is the activity of a preschool educational institution in the development and implementation of its educational program.

1.2 Characteristics of the preschool education system

Article 8 of the Federal Law "On Education" gives the concept of "education system" as a set of interacting subsystems and elements:

Continuing educational programs and state educational standards of various levels and directions;

Networks of educational institutions implementing them;

Educational authorities and their subordinate institutions and organizations.

Consider this concept as a set of interacting elements.

Table 1.1 Education system

Educational programs, state educational standards	Educational institutions implementing educational programs and standards	Education authorities
General education programs	Pre-school educational institutions (kindergarten, compensatory kindergarten, care and supervision kindergarten, etc.)	State administration of education: Ministry of Education and Science of the Russian Federation Formation and implementation of federal policy in the field of education; Legal regulation of relations in the field of education within its competence; Development of the federal component of standards; Development and approval of model regulations on educational institutions, etc. Educational authorities of the constituent entities of the Russian Federation Determining the features of the procedure for the creation, reorganization, liquidation and financing of educational institutions; Formation of state educational authorities and management of them; Establishment of regional components of state educational standards, etc.
	General educational institutions (elementary, basic and secondary general education school, gymnasium, lyceum, etc.)
Professional educational programs	Institutions of primary vocational education (vocational schools, vocational lyceums, training centers)
	Secondary specialized educational institutions (technical school, college)

The above table shows that preschool educational institutions belong to the category of institutions implementing general educational programs. They can be governmental or non-governmental. About 80% of the preschool educational institution of the Russian Federation is owned by the state. It regulates the variety of educational services and the quality of education in them. The same situation is observed regarding the functioning of educational institutions for children of preschool and primary school age.

The following table presents the type and species diversity of these institutions

Table 1.2 Types and types of educational institutions

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

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

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

Preschool institutions of category III - provide basic educational services in accordance with the requirements of the state educational standard on the basis of budget financing in the amount of the standard

Preschool institutions of the II category - provide their services in accordance with the requirements that exceed the state educational standard in the priority direction of the activity (type), and receive the right to additional funding from the local or departmental budget, as well as the right to a company name. By appointment, institutions are divided into the following types: general developmental; supervision, care and rehabilitation; compensatory; combined.

Preschool institutions of category I - provide the full range of educational services in accordance with criteria that exceed the requirements of the state educational standard. Such institutions are provided with additional funding from the local (departmental) budget and receive the right to a company name.

The presence of state and non-state educational institutions, their typical and species diversity, differentiation into categories ensures the formation of different models of medical, psychological and social support for the educational process and the development of new forms of preschool education, which contributes to the creation of an effective educational space in the infrastructure of each district of the educational district.

Chapter 2. Analysis and identification of problems in the activities of MDOU No. 75 of the city of Ufa

2.1 Characteristics of the municipal preschool educational institution No. 75 of the city of Ufa

Preschool educational institution No. 75 was opened in 1967 as a combined institution.

Preschool educational institution - a separate building, located inside the residential complex of the microdistrict. The site is landscaped, equipped with sheds, has a sports ground. The institution is constantly working to strengthen the material and technical base. In 1993 - 1994 the entire institution was redecorated, the plumbing was partially replaced, the facade of the building and the roof were repaired, additional heating was carried out, and offices were made for all specialists.

The preschool educational institution has sports and music halls, a methodical office, a room of nature, an office for game psychotherapy, an art studio, a psychologist's office, a winter garden, a speech therapist's office, a medical office, and a number of office premises.

There are 9 groups (228 people) in preschool for preschool children. The teaching staff carries out activities on various programs.

The primary task for many years has been the task of protecting the life and health of children, their physical development. To solve this problem, hardening and healing procedures and activities are constantly carried out in the preschool educational institution.

In order to increase the effectiveness of pedagogical work, teachers' councils, seminars, workshops on the type of business games, discussion tables, consultations, solving problematic problems and practical situations are held.

The most important areas of methodological work are:

Providing pedagogical assistance to teachers in search of effective methods of working with children;

· Realization of personal inclinations and creative interests with the aim of the most complete self-expression of the personality of the teacher;

· Improvement of pedagogical skills;

· Generalization, dissemination and implementation of best practices in the work of preschool educational institutions.

The work of the methodological office is based on the concept of preschool education. The main task of development for the staff of the preschool educational institution is the development of new approaches to preschool education - from the educational and disciplinary to the personality-oriented model of building pedagogical work with children. The key positions are as follows: protection and strengthening of children's health (both physical and psychological), humanization of the goals and principles of educational work with children.

The team actively participates in various events and competitions, in seminars and round tables on the problems of working with children. Professional teachers work in the preschool educational institution: head of the preschool educational institution; 4 teachers are certified for the highest category; the music director has the highest category; the first category for 8 teachers.

The result of the implementation of the educational process was the qualitative preparation of children for schooling. Graduates of preschool educational institutions enter mass schools and experimental ones.

According to the results of individual conversations with parents and feedback from schools, graduates of our preschool educational institution master the program well; the level of their preparation meets the requirements for preschool children, the preparation of children at school is assessed by teachers as good, the parents of pupils are satisfied with the level of preparation of children for school. The teaching staff maintains contact with the teachers of the schools where pupils enter.

In order to comply with the Instructions on labor protection of employees, the following measures are taken: overalls, detergents are provided, the condition of workplaces, instruments and equipment is regularly checked; all personnel systematically work out job descriptions, instructions for the protection of life and health, labor safety, fire safety rules, internal labor regulations, and sanitary rules.

When developing the strategy of the preschool educational institution, the prospect of the team's activities was determined:

· Construction of a new - adaptive model of a preschool educational institution;

· Updating the content of the work;

Full satisfaction of educational needs;

Ensuring the physical, intellectual, personal development of the child;

· Psychologization of the work of teachers, the study of the development of the child on the basis of psychological and pedagogical methods.

In 2002, the preschool educational institution, as an educational institution, successfully passed state certification, accreditation and licensing.

DOE builds the educational process on principles such as:

The principle of fun. Given the unformed cognitive activity of a preschooler, it is necessary to use the principle of entertainment in order to involve children in purposeful activities, to form in them the desire to fulfill the requirements and the desire to achieve the final result.

The principle of dynamism consists in setting goals for learning, child development, which would be constantly deepened and expanded, since unreasonable duplication of the content and tasks of classes is one of the reasons for the decrease in children's attention and interest in learning.

2.2 Analysis of the management system and organization of work in preschool educational institution No. 75

The organization has existed for 43 years, the staff of preschool educational institution No. 75 is 50 people, of which: the head of the preschool educational institution - 1 person; head nurse -1 person; deputy head of the administrative and economic part - 1 person; chief accountant - 1 person; deputy head of the educational department - 1 person; 1 - nurse; 2 catering workers; 18 educators; 1 speech therapist; 2 music directors; 1 physical instructor; 2 watchmen; 1 janitor; 1 carpenter; 11 junior educators; 1 accountant-cashier; 1 clerk; 1 laundress; 1 warden; 1 cleaner.

At the moment, the PEI management model is not ideal, there are many problems, it needs to be improved.

The main source of staff replenishment is the employment service, so there is constant and close work.

When applying for a job, the applicant must submit documents that provide certain information about him. Currently, it is advisable to ask a job applicant to fill out a resume. An analysis of the documents submitted by the applicant gives the first impression of him as a person and a professional.

The next stage is an interview, where they try to establish mutual understanding with the interlocutor.

The last step is the trial period. The trial period is up to 3 months. During the test, the employee must be familiarized with the criteria. Then, before the end of the probationary period, the results obtained are evaluated.

For this organization, there is a list of qualities required by the applicant for the device:

1. Professional:

High level of qualification in their specialty;

Composure, accuracy, organization, ability to organize one's own workplace to carry out their functions in a professional manner.

2. Personal:

Resourcefulness, the ability to find a way out of any unfavorable situation;

Patience, the ability to perform monotonous work for a certain time;

Sociability, propensity to work in a team; neatness, cleanliness;

Equilibrium;

Delicacy;

Politeness;

Willingness to help co-workers.

In order to identify a candidate for a certain position, it is necessary to have sufficient information about the work to be performed, as well as about the requirements for him and the results that he must achieve. Recruitment criteria may also include:

Health: psychological stability, physical health;

Personal orientation: interest in business, purposefulness, strategic thinking, striving for leadership;

Intellectual qualities: analyticity, prudence, ingenuity, good learning ability, creativity, memory, erudition;

Volitional qualities: endurance, will, perseverance, determination, adherence to principles;

Professional qualities: competence, education, desire for self-education, experience;

Personal (communicative) qualities: adaptability, sociability, openness, livability, humanism.

In practice, some organizations use a number of ways for the social adaptation of employees, but in the organization under consideration there are no adaptation programs, there are basic principles for introducing a new employee to the course, namely:

appears comprehensive information about working so that the expectations of the employee become more realistic;

a special interview is conducted with an explanation of what kind of work in this organization is considered effective;

An interview is conducted about the values ​​adopted in this organization;

Conducted safety briefing, organization of the workplace, etc.;

This system also includes the information that the employee receives directly in the team. He learns the "unwritten" rules of the organization, who holds the real power, what are the chances for wage growth, promotion, etc.

The preschool educational institution has developed a form and system of remuneration for various categories of employees. The regulation on differentiated wages for employees may be subject to changes every month and the regulation on incentive payments - adjustments are made once a year.

The provision on differentiated wages contains:

General provisions:

The purpose of the regulation is to increase the incentive to improve the quality of service, promote health, comprehensive development and upbringing of children, and improve pedagogical skills for the staff of the children's institution.

The procedure for setting allowances:

Newly hired employees do not receive bonuses in the first month.

For employees of 1-7 categories, the allowance is charged on the tariff rate, surcharges and allowances. For employees of grades 8-18, the allowance is charged on the tariff rate (salary) without taking into account other allowances, additional payments and workload.

Employees who resigned of their own free will are not charged bonuses upon transfer to another enterprise.

Employees who have made absenteeism, or who have been absent from the workplace for more than 3 hours without a good reason, are completely deprived of the allowance.

The head of the preschool educational institution has been given the right to increase the amount of allowances for certain categories of employees, taking into account their personal contribution to work and for work not related to official duties.

Regulation on incentive payments.

1. Stimulus payments are provided for by Article 144 of the Labor Code of the Russian Federation,

2. The amount of remuneration depends on the duration of continuous work at the enterprise. Employees who have worked in a preschool educational institution for one full calendar year are entitled to receive payments.

Those employees who have not completed a full calendar year for a good reason have the right to receive remuneration: conscription for service in the Armed Forces of the Russian Federation, admission to study, retirement, childbirth and long-term disability with the establishment of disability, the amount of remuneration is determined by the proportionality of hours worked.

The amount of remuneration based on the results of the year of work is determined by the coefficient of participation in the formation of savings in the wage fund, which takes into account the maximum days worked during the year, which determine the right to receive remuneration.

3. The calculation is carried out according to the attached scheme:

We find the amount of savings in the payroll of one day for the employee:

R= S (the amount of savings in the salary fund) / n (number of working days per year).

Find the cost of one day for each employee:

where R1 is the cost of one day for an employee, R is the total cost of one day for all employees, m is the actual number of employees in the preschool educational institution.

Determine the maximum number of days worked per calendar year for each employee:

· n1=(n-28k.d.-b/l)-8, for workers 1-6 categories;

· n2=(n-42k.d.-b/l-o/b)-8, for workers with 7 and above grades;

n3 = (n-56k.d.-b / l-sh / b) -8, for employees with long holidays,

where n is the total number of days during the year

28 k.d. -leave of employees 1-6 categories

b/l - number of days of temporary disability

o / b - number of days of vacation without pay

42 k.d. - leave of teaching staff

56 k.d. - leave of specialists employed in correctional groups

8k.d. - additional days provided in accordance with the current regulation.

We determine the personal savings of the payroll during the calendar year:

Where, R2 - personal salary fund savings

n1, n2, n3 - the number of working days during the year in accordance with the ETS categories.

Also, the bonus system takes into account the contribution of each employee to the achievement of the tasks set (implementation of the child-day plan, absence of parental complaints, high professional skills, labor intensity, implementation of local regulations).

The organization has well-developed norms, articles of encouragement and penalties.

An important point, which occupies not the last place in the organization, is certification. Allows you to identify errors at the stage of their inception, and eliminate them in time.

Certification of employees is carried out once every 5 years, and implies confirmation of knowledge of the position held. For such events, the manager draws up certain tasks for each category of employees, after passing the certification, appropriate conclusions are drawn.

The work of not only hired personnel, but also the head of preschool educational institution No. 75 is certified. The organization does not have a specific plan for conducting staff appraisal, there are only some outlines.

In preschool №75 there is a constant number of employees and this number does not change, therefore, in case of unplanned circumstances, the load is divided between the existing employees. This fact can seriously affect the activities of the organization: firstly, there is an overload of personnel, i.e. violation of labor regulations; and secondly, the work begins to go unplanned, but chaotically, which adversely affects the preschool educational institution as a whole.

Career planning for employees in the organization in question is quite simple, this can be seen from the career chart:

The labor schedule in this organization complies with the Labor Code of the Russian Federation, in this regard, the labor schedule is regulated by the internal labor regulations, namely the local acts of the organization, containing the procedure for hiring and dismissing an employee, the basic rights and obligations of the parties to the employment contract, working hours, rest time .

Issues related to the establishment of the Internal Labor Regulations are resolved by the administration of the educational institution jointly or in agreement with the elected trade union body representing the interests of employees.

In the organization under consideration, the head has the right to:

1. management of an educational institution and personnel and decision-making within the limits of authority.

2. conclusion and termination of employment contracts with employees.

3. organization of working conditions for workers.

Manager's Responsibilities:

1. comply with the laws of the Russian Federation and other regulatory acts on labor, provide employees with production and social conditions that comply with the rules and norms of labor protection.

2. conclude collective agreements at the request of the elected trade union body.

3. develop plans for the social development of the institution and ensure their implementation.

4. pay wages in full within the terms established in the collective agreement, labor contract.

5. provide employees with the necessary methodological materials.

Employees have the right to:

1. work that meets his professional training and qualifications.

2. labor protection.

4. vocational training, retraining and advanced training in accordance with social development plans.

5. compensation for damage caused to his health or property in connection with work.

The employee is obliged:

1. observe labor discipline, work honestly and conscientiously.

2. improve the quality of work, fulfill the established labor standards.

3. comply with ethical standards in the team, be attentive and friendly.

DOW No. 75 establishes a 5-day work week with two days off. The facility operates in two shifts. The duration of the working day is determined by the shift schedule, meals are organized 30 minutes before the start of the working day. Employees are called on duty, the schedule is approved by the manager in agreement with the trade union.

The sequence of granting annual paid holidays is established by the administration in agreement with the trade union, taking into account the need to ensure the normal operation of the institution and favorable conditions for the rest of workers.

Teachers and other employees are prohibited from:

Change the class schedule as you wish.

Remove students from class.

Smoking in the premises of an educational institution.

Give children to persons in a state of intoxication, and children of primary school age.

In the premises of the preschool educational institution it is prohibited:

Being in outerwear and hats.

Loud conversation and noise in the corridors during classes and sleep.

The organization has a Regulation on the organization of work on labor protection and life safety and a Regulation on the procedure for organizing and conducting a three-stage control of labor protection.

The organization has a regulation on the procedure for organizing and conducting a three-stage control of labor protection, which states: that at the first stage the control is carried out by the teacher of the group, control is carried out before the start of classes; the second stage is carried out by a commission consisting of the deputy head of the educational institution for labor protection from employees, an audit is carried out at least once a month; and at the third stage, control is carried out by a commission consisting of: the head of the educational institution, the chairman of the trade union committee, medical worker, the deputy head in charge of labor protection, the deputy head for economic work, the commission at least once every three months checks the state of labor protection in group rooms, offices, gyms, utility rooms.

An important point is the presence of the Regulations on the procedure for certification of workplaces.

The documentary security of labor relations in the organization is confirmed by such documents as: an employment contract, the existence of a collective agreement.

A collective agreement in an organization is adopted in order to improve the internal atmosphere of the team, improve legislation within a particular enterprise. In the preschool educational institution, the collective agreement is mostly rewritten from the labor code, but sometimes there are articles that should be in the document.

The collective agreement does not justify its purpose. The content of the document speaks of the lack of qualifications of the people who compiled it. The presence of such an agreement is only a formality, since it does not carry practically anything that should be, and the agreement prescribes the rules and regulations that improve the work of employees: terms, the procedure for making additions and changes to various documents informing points (general stand, bulletin board, newspaper ...), binding conditions (improvement of the situation in the staff rest room, installation of a shower room ...). The conditions contained in the collective agreement must contain norms that improve the position of employees in comparison with the law.

Upon admission to the organization, each employee signs an employment contract. The employment contract is drawn up in accordance with the norms of labor legislation, there are the following points: the subject and duration of the employment contract; employee's right; employer's rights; the duties of the employee; obligations of the employer; mode of work and rest; the responsibility of the parties; dispute resolution, amendment and termination of the contract; final provisions (that the contract is drawn up in 2 copies ..); legal addresses. The content of the employment contract corresponds to Art. 57 of the Labor Code of the Russian Federation, all items are detailed and accessible.

An important point is the existence of the Regulations on the Commission on Labor Disputes, it was created to resolve conflicts between the employee and the employer, in order to resolve individual disputes.

The organization under consideration has the following recreational activities:

The right to a long vacation of up to 1 year, provided that the employee of the teaching staff has not been on vacation for 10 years.

Duration of leave of teaching staff - 42 days;

Vacation of specialists employed in correctional groups is 56 days;

Benefits are provided for children, in the case of a parent working in a preschool educational institution, in the amount of 50% of the payment for a visit by a child to this organization.

The section in the organization is worked out quite well, except for the system of preferential pensions. It is necessary to pay due attention to this article and make changes to the relevant documents.

Rest occupies a significant place, so it is not permissible to neglect it. The leader takes care of his employees, their health, mood, is interested in successful work for this purpose, the organization under study has a relaxation scheme. This can be confirmed by the furnishings created in the Russian Izba organization (comfortable furniture that helps to relax), interior decoration (various accessories, as in old village huts), specially selected colors (shades of peach), repeatedly discussed with a psychologist - bring positive influence. In an organized room, staff can relax and rejuvenate in a cozy atmosphere, plunge into the old days, after hours. A room with a nostalgic character has a positive effect that will increase productivity and eliminate staff turnover. Other methods of relaxation are also used: extensive landscaping, installation of upholstered furniture in recreation areas and wide lobbies. The organization has more than a hundred species of various plants that are not only pleasing to the eye, but bring significant benefits (oxygen enrichment). It can be seen that the head of the preschool educational institution takes an active part in the life of the organization and in particular the staff. Within the framework of the preschool educational institution, the ongoing activities occupy an important place and provide, to some extent, the influx of workers, since this is not practiced in other preschool institutions.

2.3 Analysis of the financial and economic foundations of the activities of preschool educational institution No. 75

Let's take a look at the expenses and incomes of the Children's Preschool Institution No. 75. The income of the preschool educational institution is formed at the expense of the administration of Ufa, parents, voluntary donations.

I will give the figures for the costs of our children's institution for the main items in thousands of rubles (Table 2.1)

Table 2.1 Costs of preschool educational institution No. 75 in 2007-2008

	Allocated 2008	Costs 2007	Necessary in 2008 at preschool educational institution
soft inventory
Purchasing furniture: children's table 14 pcs. children's chairs 350 chairs for educators 30 pcs.
Purchase of equipment
Durable goods		14000 carpets
Medicines
Maintenance
Stationery

The table shows for which items there is a deficit, for better clarity, we will draw a diagram and distribute what is allocated from the municipal budget, and what is from the kindergarten fund.

The funds allocated by the local budget, as can be seen from the above, are small and our preschool institution is faced with a sore problem of all preschool educational institutions without exception - a lack of financial resources.

Let's give an example of an estimate of income and expenses for MDOU No. 75, calculated for 9 groups.

Budget execution:

· Budget financing - 64%

Parental fee for children's meals - 15%

· Unfunded items for the maintenance of children and MDOU - 21%

Compulsory voluntary donations of parents - 5%:

· For normal functioning, additional budget funding or parental donations for the maintenance of a child in a kindergarten in the amount of 16% are required. In monetary terms, for 2006 it was 5,062 rubles per child per year, and 421 rubles per month.

The monthly maintenance of a child in a preschool educational institution is 1052 rubles. In practice: voluntary parental donations aimed at the maintenance of 165 children amount to 261.4 rubles; 1584 rubles per child per year; per month - 132 rubles. We exclude from the list of children 16% of parents who abstain from charitable donations, 18% of parents provide assistance in the amount of "as much as I can"; 5% of parents make a one-time small donation. As a result, the average amount that falls on 1 child is approximately 105 rubles. (Table 2.2)

Table 2.2 Approximate amount of expenses for the maintenance of a child MDOU No. 75

		Cost per child
110310 "medicines"
110320 "soft equipment and uniforms"
110350 "other consumables":
1. a) detergents and households. Goals
1. b) laundry detergents
2. stationery
3. letterhead
5. toys
6. MBP acquisition
7. funds personal protection, according to the requirements of TB
8. building materials for maintenance
110710 "payment for the maintenance of premises"
1. San treatment from cockroaches
2. San treatment from rodents
3. payment for the car for garbage collection
111020 "repair of equipment and inventory"
1. scale repair
2. PC maintenance and repair
111040 "other current expenses"
1. state check of scales
2. state inspection of water meters
3. provision of security services and maintenance
4. expenses for copying documents
5. state inspection of gloves, dielectric mats
6. attestation of workplaces
7. test of the mid-flight fire escape
240120 "acquisition of durable goods"

It is necessary to take measures to eliminate the current situation. In our opinion, there is also such a problem as shared regulatory financing, which needs to be developed in the conditions of treasury budget execution, as it will help to resolve the situation, there will be means of subsistence and development for a preschool institution. In addition, heads of kindergartens, especially in sparsely populated areas where the budget is subsidized, are faced with the need to raise funds for additional funding. One of the sources of extrabudgetary funding can be work on various targeted projects or programs.

In this section, we considered the work of a specific preschool institution, which is more effective than studying the general state of kindergartens in the country, since a certain illustrative example has the possibility of a thorough analysis and the best review.

Chapter 3. Improving the activities of MDOU No. 75 of the city of Ufa

3.1 Disadvantages of the activities of MDOU No. 75

In the activities of MDOU No. 75 of the city of Ufa, there are both a number of minor problems and significant ones that hinder the development of a preschool institution. Let's consider them.

Aging personnel is a problem that has been formed for a long time. It is quite difficult to recruit new personnel due to low wages and low motivation to work. In the organization under consideration, the existence of this problem is relevant, since the age range of preschool teachers ranges from 35-50 years, it is easy to see that young personnel are recruited with difficulty. New personnel bring fresh ideas, knowledge, mood to the organization. When working with children, it is necessary to constantly improve their skills, take retraining courses. Qualified personnel is the key to successful development, as well as attracting new personnel is not an easy task, but it is feasible, it is only necessary to reconsider the possibilities of motivation and encouragement.

Consider another important problem - the lack of places in preschool institutions. Due to the fact that many preschool institutions, both in Russia and in Ufa, are leased to private entrepreneurs, there is a problem of lack of places. So in preschool №75 there are 228 children, but in fact, according to the plan, 165 people, there is too much on the face. In this regard, it is necessary to think about the formation of an additional group, as there are constant complaints from the population. People cannot go to work because there is no one to leave the child with, this problem is not urban, but regional, and it needs to be solved as quickly as possible.

Let's move on to the main problem of financing. Consider the possibility of extrabudgetary funding as one of the options for replenishing the budget of our organization, the relationship between preschool education and the municipality.

First of all, consider the possible sources of funding:

As you know, the sphere of preschool education is the care and responsibility of the authorities local government. At today's transitional stage, when so many changes have been made to the legislation, it is very important not to lose or destroy this area. With a low standard of living of the population, on the one hand, and the removal of state restrictions on the payment by parents for the maintenance of children (no more than 20% of the cost), on the other hand, kindergartens can be quickly left without children, because. money in the municipal treasury is never enough. To date, this amount is 16 million 954 thousand rubles.

The municipality must take care of the development of its education system, adopt the necessary regulations to ensure the independent use of earned funds by municipal preschool institutions. Especially not to create obstacles in the attraction and use of extrabudgetary funds, to which the budgetary legislation includes donations, grants and earmarked receipts.

Here are the items of expenditure provided for in 2008 by the institutions of the education department at the expense of the local budget. These are wages: wages; other payments: purchase of book publishing products (methodological literature); payroll accruals: payroll accrual (26.2%); public Utilities; communication services: payment for communication services, the Internet (at the expense of a subvention); property maintenance services: garbage collection and processing, emergency work services, sewage treatment, laundry services; other services: medical examination, fire alarm service.

Expenses foreseen for 2008 for institutions of the Department of Education at the expense of extrabudgetary funds. They were: property maintenance services: maintenance of premises, maintenance of equipment, maintenance of buildings and structures; other services: transportation services, other current expenses, panic button monitoring; other current expenses; increase in the cost of fixed assets, soft inventory, other consumables, purchase of durable items; increase in the cost of inventories: medicines, other consumables (washing, stationery, plumbing, etc.)

Budget funding for 2008 accounts for about 60% of the institution's needs, with only the payroll fund, the purchase of food and the payment of utility bills being fully funded.

All this leads to a deterioration in the state of the material and technical condition of preschool educational institutions: a little less than half of the equipment requires major and current repairs.

In conditions of insufficient funding, the preschool institution continues to carry out the educational process in full and provide medical and preventive services, children are provided with guaranteed, balanced nutrition. In a preschool institution, all conditions have been created to strengthen the physical and mental health children. The institution employs highly qualified specialists who receive a small salary for their work.

3.2 Proposals for attracting additional sources of financing for the activities of preschool educational institution No. 75 of the city Ufa

Consider the possibility of extrabudgetary funding as one of the options for replenishing the budget of our organization, the relationship between preschool education and the municipality.

Educational services provided by the preschool educational institution include expenses for the following items: wages; other payments (methodological materials, compensation for benefits for keeping children in a preschool educational institution, business trips); payroll charges; payment for communication services; other services; increase in the cost of fixed assets (educational equipment, furniture, purchase of visual aids, stationery); increase in the cost of inventories (purchase of food, medicines, building materials).

Maintenance and development of the material and technical base of preschool institution No. 75 at the expense of the municipal budget: wages; payroll charges; public Utilities; property maintenance services; increase in the cost of fixed assets; increase in the cost of inventories.

Local governments have the right to provide additional funding to preschool educational institutions in accordance with their decisions and regulations.

Social services at the expense of the municipal budget: transportation costs; increase in the cost of fixed assets (acquisition of soft inventory); increase in the cost of inventories (food).

A significant difference between the real needs of the preschool educational institution and the amounts allocated to it from the budget makes the preschool educational institution orient itself in the economic situation and try to outline measures to replenish its monetary funds. Preschool is a budgetary institution, which means that even the meager funds allocated from the budget limit preschool in their use. Budgetary funds can be used only for activities provided for in the budget.

Thus, the existing system of distribution of budgetary appropriations, which are allocated in half the size of the needs of the preschool educational institution and then distributed primarily to “protected items”, makes the preschool educational institution look for some new sources of funding or earn money using its own capabilities.

From the foregoing, we can conclude the following: it is necessary to draw up a regulation on extrabudgetary sources.

Current legislature.

1. Law of the Russian Federation "On Education" dated July 10, 1992 No. 3266-1 (as amended and supplemented), extracts).

Article 18. Preschool education

3. Article 32. Competence and responsibility of an educational institution

1. An educational institution is independent in the implementation of the educational process, the selection and placement of personnel, scientific, financial, economic and other activities within the limits established by the legislation of the Russian Federation, the Model Regulations on an educational institution of the appropriate type and type and the charter of the educational institution.

2. The competence of an educational institution includes:

· logistics and equipment of the educational process, equipment of premises in accordance with state and local standards and requirements, carried out within their own financial resources;

attraction for the implementation of activities provided for by the charter of the educational institution, additional sources of financial and material resources, including the use of a bank loan by a non-state educational institution.

Article 41. Financing of educational institutions.

1. The activity of an educational institution is financed in accordance with the law.

2. Financing of federal state educational institutions is carried out on the basis of federal standards for financing state educational institutions that are under the jurisdiction of the subjects of the Russian Federation, and municipal educational institutions - on the basis of federal standards and standards of the subject of the Russian Federation. These standards are determined for each type, type and category of educational institution per student, pupil, and also on a different basis.

3. Financing standards for federal state educational institutions are established by the Government of the Russian Federation.

8. An educational institution has the right to raise, in accordance with the procedure established by the legislation of the Russian Federation, additional financial resources through the provision of paid additional educational and other services provided for by the charter of an educational institution, as well as through voluntary donations and earmarked contributions from individuals and (or) legal entities, including .h. foreign citizens and (or) foreign legal entities.

9. Attraction by an educational institution of additional funds specified in paragraph 8 of this article does not entail a reduction in the standards and (or) the absolute amount of its financing at the expense of the founder.

2. Decree of the Government of the Russian Federation “On approval of the model regulation on a general education institution” dated March 19, 2001 No. 196 (as amended and supplemented)

60. Parents (legal representatives) of students are obliged to comply with the charter of the educational institution insofar as it concerns their rights and obligations.

From the foregoing, we can conclude the following: it is necessary to draw up a provision on extra-budgetary sources of preschool educational institutions.

This provision will be a local normative act regulating the procedure for the formation, storage, spending of non-budgetary funds of kindergarten No. 75

Consider managerial problems, such as certification and adaptation of personnel in preschool educational institution No. 75.

Let's start with adaptation in connection with the already existing principles for conducting adaptation, we can offer the manager to introduce such points as:

· Managers at all levels need to create an atmosphere of friendliness and trust for all newcomers. Social adaptation must go through certain stages:

· the employee is explained the importance of his workplace in the technological, production process of the enterprise.

The employee is shown how to practically perform each stage of the labor process

· Work under the guidance of an instructor who should pay attention to inappropriate work practices and skills and help correct them.

· Completion of briefing and permission to work independently.

These innovations will help to pass the adaptation of the employee faster, in a smooth way and painlessly introduce the newly arrived employee to work and the team.

Certification - plays an important role in the organization, and not everything is perfect in preschool educational institution No. 75, there is something to work on, so the following suggestions can be made:

When carrying out attestation, create an attestation commission, which may include the head of the preschool educational institution, an employee of the personnel department, a representative of the trade union (most best option composition of the commission in view of the fact that the assessment will be objective, and the rights of employees will not be infringed);

Draw up a plan for conducting certification activities, i.e. determine the front of the holding; stages; develop appropriate tasks, taking into account the position held (tests, questionnaires).

Specify the frequency of the event.

First of all, line managers should be subject to certification, because. the further well-being of the preschool educational institution depends on their work, for this, documents related to reporting should be considered, then an assessment of the educators should be made to identify how each corresponds to the position held. Tests or assignments will be developed for each separate category employees in accordance with their competence and qualifications.

Thanks to these changes, it will be possible to realistically evaluate the work of the staff, the manager; identified errors can be eliminated faster, and the less the frequency of certification, the more efficient the work of all employees of this organization will be.

Similar Documents

Features of the state policy of the Russian Federation on the maintenance and upbringing of children in preschool educational institutions. The main types of educational institutions. Directions for improving the system of raising children in preschool educational institutions.

thesis, added 04/20/2012


The history of the formation and development of the system of preschool education in the United States: the emergence of the first kindergartens, types of preschool institutions, characteristics of educational programs. Organization of the spatial environment in kindergartens in America, daily routine, nutrition.

thesis, added 12/08/2013


Features of the organization of preschool education in the USA. Infant Education Program in China. The order of visiting preschool institutions in France. Reasons for the underdevelopment of kindergartens in Germany. The goals of early childhood education in Japan.

presentation, added 05/10/2014


Classification of preschool educational institutions in accordance with the focus. Institutions of preschool, general education, their main types. Institutions of additional and special education. Characteristics of author's schools, stages of activity.

test, added 06/09/2010


The history of the development of the US educational system, which is understood as a set of educational programs and standards, a network of educational institutions and governments. Features of the organization of preschool, primary, secondary and higher education.

abstract, added 10/28/2010


The emergence of preschool education in Russia, the history of its development and formation. Features of preschool education in the 19th - early 20th centuries, the experience of its organization in the Soviet period. Directions of development of the modern system of preschool education.

thesis, added 03/03/2013


Principles of state policy in the field of education. General information about educational institutions, their main types and typology. Characteristics of individual types of educational institutions. Features of institutions of preschool and general education.

term paper, added 09/23/2014


The study of the modern system of preschool education in Poland. Kindergarten, nursery, family kindergarten and preschool centers as the main types of preschool organizations in Poland. Educational programs and features of the system of private preschool education in the country.

presentation, added 03/21/2017


State Source Analysis Russian education and the place of preschool institutions in the education system. Development of a model for the introduction of new educational programs in the MDOU of Novokuznetsk. Approbation of the program by O.S. Ushakova on the development of speech of preschoolers.

thesis, added 07/16/2010


The role of kindergarten and educators in the upbringing of the child. The value of learning activities for preschoolers. Russian programs of preschool education. variance software work of preschool institutions. Renewal of preschool education.

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

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

Hosted at http://www.allbest.ru/

Introduction

In Russia, according to the recognition of the world pedagogical community, in the last XX century, a unique system of preschool education developed, which provided a comprehensive, full-fledged education and development of children from birth to 7 years.

But in the last decade, education in our country has been constantly criticized. Preschool education has not escaped this fate. Its theorists and practitioners have repeatedly noted that the health of children during the preschool period of development is deteriorating, that children are overorganized, that they do not know how to control their behavior and are poorly prepared for school.

One of the main reasons for this state of affairs in preschool education is its lack of psychologization. On the one hand, it is very simple to talk about the psychological foundations of preschool education, but on the other hand, it is very difficult. Probably, there is no teacher who would not know the names of L.S. Vygotsky, A.V. Zaporozhets, D.B. Elkonin... The list goes on long enough. All of them spoke and wrote a lot about the psychological foundations of preschool education, about the psychological characteristics of preschool age. But, unfortunately, many of the ideas of these remarkable scientists remain just wonderful ideas - and nothing more. The foregoing means that when building a system of preschool education, the psychological characteristics of children, the psychological specifics of this period of development, are little taken into account. If we analyze the principles on which modern preschool education is built, it is easy to see that education in educational activities in certain subjects, ways of communication and interaction of children with adults and with each other, organization of the daily routine, where specially organized educational activities are interspersed with free play, and much more are rather directly transferred from other older periods of childhood than are built in accordance with age patterns development of preschoolers.

J. Piaget and his contemporary L.S. Vygotsky repeatedly emphasized that a child is not a small adult, that he is different. If an adult understands how a child differs from himself, what is his specificity, then it will be quite easy for him to build preschool education.

The socio-economic transformations that have taken place in Russian society have led to serious changes in the education system in general and in its preschool level, in particular.

These changes affected both organizational and content aspects of preschool education. The system of preschool education has become a multifunctional network of preschool educational institutions (PEE), focused on the needs of society and providing a diverse range of educational services, taking into account the age and individual characteristics of the child's development. Kindergartens of supervision and improvement have appeared; compensatory type; child development centers; educational institutions "Primary school-kindergarten", groups of short-term stay of children in kindergarten and other institutions.

At present, the task is not just to rationalize the process of education of preschool children. And it is necessary, through the formation of continuity of programs of preschool and primary school education in the content and forms inherent in each of these age groups, the fullest possible coverage of children with various forms of preschool education, to increase the overall effectiveness of education, to optimize the intellectual load on children of primary school age.

The object of this study is preschool education.

The subject of the study are the features and principles of preschool education.

The purpose of this term paper- to study the main aspects of modern preschool education and its psychological features

Accordingly, the following tasks were set:

To reveal the principles of preschool education;

Explore the features of modern preschool education;

To analyze the psychological foundations of preschool education.

1. Definition of the concept of "preschool education"

1.1 Pre-school education in educational institutions and family

For a long time there has been a dispute about what is more important in the formation of a person: family or public education (kindergarten, school, other educational institutions). Some great teachers leaned in favor of the family, others gave the palm to public institutions. So, Ya. A. Comenius called the maternal school the sequence and amount of knowledge that the child receives from the hands and lips of the mother. Mother's lessons - without changes in the schedule, without days off and holidays. The more diverse and meaningful the child's life becomes, the wider the range of maternal concerns. Ya. A. Komensky is echoed by another humanist teacher I. G. Pestalozzi, who says that “the family is a true organ of education, it teaches by deed, and the living word only complements and, falling on the soil plowed up by life, it produces a completely different impression.”

In contrast, the utopian socialist Robert Owen considered the family one of the evils on the way to the formation of a new person. His idea of ​​the need for exclusively social education of a child from an early age was actively embodied in our country with the simultaneous reduction of the family to the position of a "cell" with "backward" traditions and customs. For many years, word and deed emphasized the leading role of public education in shaping the personality of the child.

After the establishment of Soviet power in Russia, preschool education became a matter of national importance. Kindergartens and nurseries were created throughout the country with the aim of educating members of a socialist society - a society of a new type. If before the revolution the main goal of preschool education was the harmonious development of the child, then after it, its goal was to form, first of all, a citizen of the Soviet state. In this regard, the attitude of the leaders of preschool education to the concept of "free education" is indicative, according to which education should encourage the natural, spontaneous development of the child, not imposed from the outside, in which the main role belongs to the family. For example, D. A. Lazurkina called for a fight against "free education", and education in preschool institutions began to be considered as a means of compensating for the shortcomings of family education, and often even as a means of destroying the previously existing family institution, a means of combating the "old family" , which was considered as a hindrance or even an enemy of correct, i.e., public education.

Ideas of this kind were further developed in the works of A. S. Makarenko. Makarenko urged teaching staff to study the life of children in the family in order to improve their life and upbringing, as well as influence on parents. At the same time, family education had to play a subordinate role, depend on the "order of society."

Later, in the 1940s and 1960s, the problem of the "struggle" between the preschool institution and the family was no longer posed so acutely, but the main trend - the desire to subordinate the family to the influence of the preschool institution - remained. The global goal was still education, first of all, a member of society, so public education was considered more correct than family education. From this the conclusion followed: the family should play a subordinate role in relation to the preschool institution. The family, therefore, as before, was considered not as a subject of cooperation, but rather as an object of influence on the part of a preschool institution.

But not all scientists adhered to this opinion. For example, in the 1960s and 1970s Over the years, much attention has been paid to the combination of social and family education.

In various laboratories of the Scientific Research Institute of the APS of the USSR, the problems of development and education of children of early and preschool age were considered, attention was also paid to the study of questions of family education of preschoolers. The researchers concluded that none of them can be successfully solved only in kindergarten or only in the family. Although these social institutions have common goals and objectives, the content and methods of raising and educating children are specific in each of them. Each of the social institutions has its advantages and disadvantages. So, being brought up only in a family, receiving love and affection from its members, guardianship, care, a child, without entering into communication (contact) with peers, can grow up selfish, not adapted to the requirements of society, the environment, etc. Therefore, it is important to combine the upbringing of the child in the family with the need to educate him in a group of peers.

Deeper changes in the study of the problem of family and public preschool education occurred in the 1990s. This was due to the education reform, which also affected the system of preschool education. The change in state policy in the field of education entailed the recognition of the positive role of the family in the upbringing of children and the need to interact with it. The essence of this approach is to combine the efforts of preschool institutions and the family for the development of the personality of both children and adults, taking into account the interests and characteristics of each member of the community, his rights and obligations.

Preschool education at the present stage is carried out, as a rule, in institutions of preschool education, general education institutions (preschool), institutions of additional education for children (centers and associations for the early development of the child), but can also be carried out at home in the family. But there are still differences in home and public education (Appendix A). Taking into account the fact that in Russia now more than a third of young families with a child are not provided with preschool institutions, preparing parents for the basics of family preschool education is becoming one of the most important tasks. youth family policy.

1.2 Goals, objectives, principles of preschool education

Preschool education in Russia - ensuring the intellectual, personal and physical development of a child of preschool age from 2 to 7 years. An institution for raising children can be a municipal or private kindergarten, a preschool education center, an early development center, and so on.

The purpose of preschool education is to create conditions for the maximum disclosure of the child's individual age potential. A modern kindergarten needs to synchronize the processes of education and upbringing, to make them not opposing each other, but complementary, enriching the development of children. The child should get the right to become the subject of his own life, to see his potential, to believe in his strength, to learn how to be successful in his activities. This will greatly facilitate the child's transition from kindergarten to school, preserve and develop interest in learning in the conditions of schooling.

Realization of the goal involves the solution of a number of tasks.

1. Development of content that provides:

upbringing, harmonious development of the child's personal qualities;

development of the cognitive sphere (thinking, imagination, memory, speech);

development of the emotional sphere;

The integrity of the child's worldview.

2.Formation of experience in practical, cognitive, creative and other activities.

3. Formation of the experience of self-knowledge

Mandatory conditions for solving these problems are the protection and strengthening of the health of preschoolers, the development of their motor culture, the creation of a subject-developing environment.

The result of the entire course of development and upbringing of a child in preschool age is the maximum disclosure of his individual age potential, the harmonious development of his personal qualities, the child's awareness of himself, his capabilities and individual characteristics, the ability to communicate and cooperate with adults and peers, mastering the basics of physical culture and healthy lifestyle, school readiness.

The goal defines a system of psychological and pedagogical principles that reflect our understanding of the inherent value of preschool age and its significance for the formation and development of the child's personality.

a) person-centered principles

b) culturally oriented principles

c) activity-oriented principles (Appendix B)

2. Psychological foundations of preschool education

2.1 Psychological characteristics of preschool children

Preschool childhood is a special period of development, when the entire mental life of the child and his attitude to the world around him are rebuilt. The essence of this restructuring is that at preschool age, internal mental life and internal regulation of behavior are formed. If at an early age the child's behavior is stimulated and directed from outside - by adults or by the perceived situation, then the preschooler himself begins to determine his own behavior.

The formation of internal mental life and internal self-regulation is associated with a number of neoplasms in the psyche and consciousness of a preschooler. The most important feature of preschool age is that during this period new system mental functions, in the center of which an internal plan of action is formed. The child acquires the ability to act in terms of general ideas. His thinking ceases to be visually effective, it gradually breaks away from the perceived situation, and, consequently, the opportunity opens up to establish such connections between general ideas that does not give direct sensory experience. The child begins to establish simple causal relationships between events and phenomena. He has a desire to somehow explain and organize the world around him. Thus, the first integral children's worldview arises. Constructing his picture of the world, the child invents, invents, imagines.

Imagination is one of the most important neoplasms in the psyche of preschool children. Imagination has much in common with memory: in both cases, the child uses images and ideas. Memory, in a sense, can also be seen as a "reproducing imagination." However, in addition to reproducing images of past experience, imagination allows the child to build and create something new, original, which was not previously in his experience. And although the elements and prerequisites for the development of the imagination are formed in early childhood, it reaches its highest flowering precisely at preschool age.

At this age, in children, on the intellectual plane, internal mental action and operations stand out and take shape. They concern the solution of not only cognitive, but also personal problems. We can say that at this time the child has an inner, personal life, and first in the cognitive area, and then in the emotional - motivational area. Development in both directions goes through its own stages, from figurativeness to symbolism. Imagery is understood as the ability of a child to create images, change them, arbitrarily operate with them, and symbolism is the ability to use sign systems (symbolic function), perform sign operations and actions: mathematical, linguistic, logical and others. At preschool age, the child for the first time demonstrates the ability to replace one object with another. The imagination is further developed in games where symbolic substitutions are made quite often and with the help of various means.

In the first half of preschool childhood, the child's reproductive imagination predominates, mechanically reproducing the impressions received in the form of images.

At the senior preschool age, when arbitrariness appears in memorization, the imagination from a reproductive, mechanically reproducing reality turns into a creatively transforming it. It connects with thinking, is included in the process of planning actions. The activity of children as a result acquires a conscious, mental character.

The development of thinking, its formation and improvement depends on the development of the child's imagination.

First, visual-figurative thinking is formed, the development of which is stimulated by role-playing games, especially games with rules.

The verbal-logical thinking of the child begins to develop at the end of preschool age. It presupposes the ability to operate with words and understand the logic of reasoning.

The development of verbal-logical thinking in children occurs at least two stages. At the first stage of them, the child learns the meaning of words related to objects and actions, learns to use them in solving problems, and at the second stage, he learns a system of concepts denoting relationships and assimilates the rules of the logic of reasoning.

The development of concepts goes in parallel with the development of the processes of thinking and speech and is stimulated when they begin to connect with each other.

In preschool childhood, the child's speech becomes more coherent and takes the form of a dialogue. In a preschooler, in comparison with a young child, a more complex, independent form of speech appears and develops - a detailed monologue statement. The development of speech "to oneself" and inner speech is noted.

Here, at preschool age, the creative process originates, expressed in the ability to transform the surrounding reality, to create something new. Creative abilities in children are manifested in constructive games, in technical and artistic creativity. During this period of time, the existing inclinations to special abilities receive primary development. Attention to them in preschool childhood is a prerequisite for the accelerated development of abilities and a stable, creative attitude of the child to reality.

In cognitive processes, there is a synthesis of external and internal actions that are combined into a single intellectual activity. In perception, this synthesis is represented by perceptual actions, in attention - by the ability to manage and control the internal and external plans of action, in memory - by the combination of external and internal structuring of the material during its memorization and perception.

This trend is especially pronounced in thinking, where it is presented as an unification into a single process of visual - effective, visual - figurative and verbal - logical ways of solving practical problems. On this basis, a full-fledged human intellect is formed and further developed, which is distinguished by the ability to equally successfully solve problems presented in all three plans.

At preschool age, imagination, thinking and speech are combined. This means that the child develops and begins to function successfully as an inner speech as a means of thinking. The synthesis of cognitive processes underlies the full assimilation of the child's native language and can be used in teaching a foreign language.

At the same time, the process of forming speech as a means of education is being completed, which prepares fertile ground for the activation of education and for the development of the child as a person. In the process of education, carried out on a speech basis, elementary moral norms, the form and rules of cultural behavior are mastered. Being assimilated and becoming characteristic features of the child's personality, these norms and rules begin to control his behavior, turning actions into arbitrary and morally regulated actions. The pinnacle of a child's personal development in preschool childhood is personal self-awareness, which includes the recognition of one's own personal qualities, abilities, and the causes of success and failure.

Another most important new formation in the psyche of children of this period is the emergence of voluntary behavior. At preschool age, the child's behavior from impulsive and direct becomes mediated by the norms and rules of behavior. For the first time, the child has the question of how to behave, that is, a preliminary image of his behavior is created, which acts as a regulator. The child begins to master and control his behavior by comparing it with the model. This is how awareness of one's behavior and attitude towards it is formed from the point of view of this model.

Awareness of one's behavior and the beginning of personal self-awareness is one of the main neoplasms of preschool age. Gradually, the child begins to understand what he can and cannot do, to understand his place in the system of relations with other people, to be aware not only of his actions, but also of his inner experiences - desires, preferences, moods, etc. At preschool age, the child passes the way from "I myself", from separating oneself from an adult, to the discovery of one's inner life, which is the essence of personal self-consciousness.

All these important neoplasms do not arise on their own, just as the child grows; they originate and initially develop in activities specific to the preschooler. It is these forms of activity that should become the main ones in preschool pedagogy. Let us consider one of the forms of activity characteristic of children of three to seven years of age.

2.2 Plot - role-playing game as a leading activity of preschool age

The main and leading activity of preschool age is a plot-role-playing game, i.e. an activity in which children take on certain functions of adults and, in specially created gaming, imaginary conditions, reproduce (or model) the activities of adults and the relationship between them . In such a game, all the mental qualities and personality traits of the child are most intensively formed.

Game activity influences the formation of arbitrariness of behavior and all mental processes - from elementary to the most complex. In fulfilling the role of play, the child subordinates to this task all his momentary impulsive actions. In the conditions of the game, children concentrate better and remember more than on the direct instructions of an adult. A conscious goal - to concentrate, to remember something, to restrain an impulsive movement - is best and most easily distinguished by a child in the game.

The game has a huge impact on the mental development of a preschooler. Acting with substitute objects, the child begins to operate in a conceivable, conditional space. The substitute object serves as a support for the development of thinking. Gradually, play actions are reduced, and the child begins to "act" in the internal, mental plane. Thus, the game contributes to the fact that the child moves to thinking with the help of images and ideas. In addition, in the game, performing various roles, the child takes on different points of view and begins to see objects from different angles. And this develops the most important mental ability of a person, which allows him to present a different point of view.

Role play is critical to the development of the imagination. Game actions take place in an imaginary, imaginary situation; real objects are used as others, imaginary; the child takes on the roles of imaginary characters. This practice of action in an imaginary space contributes to the development of creative imagination.

Communication between a preschooler and peers occurs mainly in the process of playing together. Playing together, children begin to take into account the desires and actions of another child, learn to defend their point of view, build and implement joint plans, so that the game has a great influence on the development of children's communication during this period.

The enormous importance of play for the development of all mental processes and the personality of the child as a whole gives reason to believe that it is precisely this activity that plays the leading role in preschool age.

In addition to the role-playing game, there are other types of games, among which director's games, dramatization games, games with rules (moving and board games) are usually distinguished.

Directing is very close to role-playing, but differs from it in that actors not other people (adults or peers) perform in it, but toys depicting various characters. The child himself gives roles to these toys, as if animating them, he himself speaks for them in different voices and acts for them. Dolls, teddy bears, bunnies or soldiers become the protagonists of the child's game, and he himself acts as a director, managing and directing the actions of his "actors", which is why such a game is called a director's game.

But in the dramatization game, the actors are the children themselves, who take on the roles of literary or fairy-tale characters. Children do not come up with the script and plot of such a game themselves, but borrow from fairy tales, films or performances. The task of such a game is to, without deviating from the well-known plot, reproduce the role of the character taken on as best and as accurately as possible.

Thus, the game is characteristic precisely for children of preschool age, when the development of the child takes place most effectively and the main age-related neoplasms are formed. Therefore, the organization and creation of conditions for the development gaming activity- the most important task of preschool pedagogy.

2.3 The role of an adult in the education of a preschooler

With the growing role of preschool education, the problem arose of determining the strategy of work, the systems within which the educational process takes place. One of the first widespread approaches, which continues to be held by the system of preschool education in many foreign countries, is related to the fact that there is an orientation towards the natural activity of the child. Another approach is to develop the means of self-regulation of children. We call it the developmental education system. In this case, the role of an adult increases.

However, a problem arises - the active involvement of an adult can either suppress or limit the initiative of the child. The child is sensitive to the adult and is focused on him. Modern foreign preschool education poses a problem - to hear the voice of the child, so that the teacher interacts with the child, supporting him, and not suppressing him. Psychologist Edward de Bono, in The Six Hats Theory, says that there are restrictions that an adult imposes on a child, in particular, in the development of children's thinking. One of the hats is when a child seeks to please an adult, which is especially true for preschool education. The child tries to guess what answer the adult will like. De Bono writes that this hat must be removed so that the child can show his independence and independence of thought, otherwise such a child will become addicted in the future.

Modern foreign preschool education gives extremely great importance intellectual development of children and independent children's thinking. Howard Gardner, professor at Harvard University, author of the theory of multiple intelligences, notes that a child can demonstrate independence of thinking in certain areas, and if he is unsuccessful in one, then there is some other area where he can be successful, and the task of the teacher is to find such an area.

That is, an adult should not be above, not next to, but together.

3. Psychological and pedagogical problems of preschool education

3.1 Organizational problems of a modern preschool institution

It is no secret that modern preschool education has a number of serious problems. Perhaps the main problem today was the lack of places in the existing municipal kindergartens. Quite often the queue stretches for years. To some extent, the situation is improved by the presence of pre-school education centers and private kindergartens. But they cannot solve the problem globally. Another problem of preschool education is the lack of qualified personnel. Everyone knows what the level of wages of employees of municipal children's institutions is. This reason explains the reluctance of young promising specialists to go to work in kindergartens. Therefore, people with non-core or insufficient education are often hired, who, as a result, have low qualifications.

It is also not uncommon for a teacher to go to work by profession due to circumstances (for example, to enroll his own child in a kindergarten), and then an insufficient level of wages can cause the teacher to neglect his duties. Unfortunately, this situation is not uncommon today.

The situation is different in private kindergartens (which can be found, for example, through the website of preschool education).

Only qualified specialists are employed in private preschool institutions. A decent salary makes the position attractive to applicants, so management has the opportunity to choose the best candidate. This is one of the reasons explaining the high quality of pre-school education in private kindergartens. Describing the problems of preschool education, one cannot but dwell on the issue of the continuity of education.

This problem is quite relevant at all stages of the educational process, but at the stage of transition from preschool education to primary school it is especially acute. Many factors can be attributed to this phenomenon.

The main thing, of course, is the discrepancy between the requirements for the child senior group kindergarten and first grade. Undoubtedly, it is believed that a first-grader should be more disciplined, diligent, hardworking than a preschooler.

But a child cannot master all the required qualities in an instant. In addition, many primary educational institutions put forward extremely high requirements for the quality of preschool education. A first-grader is often required not only to know the alphabet, but also to be able to read and count. However, teaching reading and arithmetic is simply not included in the kindergarten program. To avoid such problems, parents should familiarize themselves not only with the kindergarten program (for example, posted on the preschool education website), but also with the requirements of the school to which they plan to send their child. If a discrepancy is found, it is necessary to organize additional classes for the child in the children's center, or use the services of a tutor, or engage in the education of the child on your own.

Thus, at the present stage, it is necessary to update the content of preschool education.

3.2 Updating the content of early childhood education

Modern preschool education is on the verge of a new era of its development because the Temporary (exemplary) requirements for the content and methods of education and training are being replaced by Federal State Requirements (FGT), which must be reviewed and established at least once every 10 years. FGT will determine the structure of the main general educational program of preschool education (hereinafter referred to as the program) and the conditions for its implementation. At present, the Ministry of Education and Science of the Russian Federation has ensured the development of the first part of the Federal State Requirements (FGT) for the structure of the main general educational program of preschool education (order of the Ministry of Education and Science of Russia dated November 23, 2009 No. 655, registration No. 16299 dated February 8, 2010 of the Ministry of Justice of the Russian Federation ). This document was developed by the "Institute for Strategic Studies in Education" jointly with the State Educational Institution of Higher Professional Education "Moscow City Psychological and Pedagogical University" and the Research Institute of Hygiene and Health Protection of Children and Adolescents of the SCCH RAMS as part of the implementation of the Federal Target Program for the Development of Education for 2006-2010 and entered into force on 16 March 2010

Currently, based on federal requirements, the following are being developed:

Exemplary basic general education program of preschool education;

Approximate basic general education program of preschool education for children with disabilities.

The main general educational program of preschool education is developed, approved and implemented in an educational institution on the basis of exemplary basic general educational programs of preschool education, the development of which is provided by the authorized federal state body on the basis of federal requirements.

physical;

Social and personal;

Cognitive speech;

Artistic and aesthetic.

These directions correspond to the current conceptual and legal documents regulating the activities of the modern system of preschool education an institution approved by the Decree of the Government of the Russian Federation of September 28, 2008 No. 666.

A more specific content of the directions is set out in the content of psychological and pedagogical work on the development of children in 10 educational areas: "Physical culture", "Health", "Safety", "Socialization," Labor "," Cognition "," Communication "," Reading fiction ”, “Artistic creativity”, “Music”.

Each educational area is characterized by the main tasks of psychological and pedagogical work, while FGT also determines the general conceptual provisions for the implementation of the main general educational program of preschool education, for example, the principle of integrating educational areas, according to which the solution of the problems of psychological and pedagogical work of each educational area should be carried out in the course of implementation other educational areas. One of the important conceptual provisions of FGT is the complex-thematic principle of constructing educational programs (as an alternative to the training model), the principle of developmental education (as an alternative to ZUN), a combination of the principles of scientific validity and practical applicability.

The following types of children's activities are at the heart of determining the set and content of educational areas:

Motor activity (activity) (“Physical culture”);

Game ("Socialization");

Labor (“Labor”);

Perception of fiction ("Reading fiction");

Communicative ("Communication");

Cognitive-research and productive constructive ("Knowledge");

Musical and artistic ("Music");

Productive ("Artistic creativity").

FGT define both a mandatory part of the program for all preschool institutions (groups of preschool children) and a variable part formed by participants in the educational process, which reflects the species diversity of institutions and the specifics of educational activities.

The volume of the mandatory part of the Program is at least 80% of the time required for the implementation of the Program, and the part formed by the participants in the educational process is no more than 20% of the total volume of the Program. Thus, educational work with a 12-hour stay of children will take from 7.5 to 9.5 hours. Of these, from 6.5 to 7.5 hours - for the implementation of the mandatory part and 2 hours - for the optional part.

The full implementation of the mandatory part of the Program includes the time allotted for:

Educational activities carried out in the process of organizing various types of children's activities (game, motor, communicative, labor, cognitive research, productive, musical and artistic, reading);

Educational activities carried out during regime moments;

Independent activity of children;

Interaction with families of children.

The choice of forms of educational work and types of children's activities by teachers is based on age adequacy. Playing activity in preschool age is one of the leading. The value of a game (role-playing, directing, dramatization, with rules, etc.), as a free independent activity of children, is determined by its significance for the development of a preschooler. Most of the content of such educational areas as "Physical Education", "Cognition", "Socialization", "Communication" can be implemented in the game. Reading (perception) of fiction, communication, productive, musical, artistic, cognitive research activities, work are also independent, self-valuable and universal types of children's activities. Age-appropriate forms of work with children are experimenting, designing, collecting, talking, observing, solving problem situations, etc. The above forms of work and types of children's activities do not imply the obligatory conduct of traditional classes built in the logic of the educational model of organizing the educational process. The content of the Program can be fully implemented in the joint activities of teachers and children, as well as through the organization of independent activities of children. Under joint activities adults and children is understood as the activity of two or more participants in the educational process (adults and pupils) to solve educational problems in the same space and at the same time. It is distinguished by the presence of a partner position of an adult and a partner form of organization (cooperation between an adult and children, the possibility of free accommodation, movement and communication of children in the process of educational activities), involves a combination of individual, subgroup and group forms of organizing work with pupils. The independent activity of children is understood as the free activity of pupils in the conditions of a subject-developing environment created by teachers, which ensures that each child chooses activities according to interests and allows him to interact with peers or act individually.

The principle of integration of the content of preschool education is an alternative to the subject principle of constructing educational programs. The main tasks of the content of preschool education in each educational area should be addressed in the course of the implementation of other areas of the Program. The proposed conditional division of the directions of development of children into educational areas is caused by the presence of specific tasks, content, forms and methods of preschool education, as well as the needs of mass practice.

The FGT defines the planned results of the development of the Program - final and intermediate. In the process of monitoring, the physical, intellectual and personal qualities of the child are examined by observing the child, conversations, expert assessments, criteria-oriented methods of non-test type, criterion-oriented testing, screening tests, etc. A mandatory requirement for building a monitoring system is a combination of low formalized ( observation, conversation, peer review, etc.) and highly formalized (tests, samples, instrumental methods, etc.) methods that ensure the objectivity and accuracy of the data obtained.

The list of qualities was formed on the following grounds:

According to the principle of integrativity or the possibility of forming quality in the course of mastering all or most educational areas;

In accordance with neoplasms that appear in a child by the end of preschool age, if the process of its development during the development of the Program was properly organized;

taking into account the possibility of forming one or another quality in the process of mastering the Program.

The final result is a set of integrative qualities or a “social” portrait of a 7-year-old child who has mastered the basic general educational program of preschool education. (Appendix B)

The intermediate results of mastering the Program reveal the dynamics of the formation of the integrative qualities of pupils in each age period and are, in fact, a means of establishing the so-called feedback, when “information” about the results of any stage of the educational process affects and largely determines its subsequent construction and implementation.

The frequency of monitoring is established by the educational institution and should provide an opportunity to assess the dynamics of children's achievements, balance methods, not lead to overwork of pupils and not disrupt the educational process.

A mandatory requirement for building a monitoring system is the use of only those methods, the use of which allows you to obtain the necessary amount of information in the optimal time frame.

During the transition period, while maintaining the variability of programs until the adoption of an exemplary basic general educational program, monitoring of intermediate results can be carried out using the diagnostics of those results that are laid down in the educational program implemented by the preschool institution.

In general, the new requirements determine the main vector of movement - towards real (and not declarative!) consideration of the principle of age adequacy in the mass practice of preschool education.

3.3 Developmental methods and technologies in working with children

Each program of preschool education formulates the goals and objectives of education, and methods and technologies are aimed at achieving these goals .. preschool education institution

Technologies of preschool education can be based on well-known educational methods or use their individual elements. For example, the methods of Montessori, Nikitin, Doman are popular among Russian kindergartens.

1) Developmental learning technologies allow the educator to look at the idea of ​​learning ahead of development and focused on the development of the child as the main goal. Knowledge is not the ultimate goal of learning, but only the environment for the development of children. The formation of the child as a subject of various types of human activity comes to the fore.

In the technology of developing education, the child is assigned the role of an independent subject interacting with the environment. This interaction includes all stages of activity: goal setting, planning and organization, implementation of goals, analysis of performance results. Developing education is aimed at developing the entire set of personality traits.

The use of developmental learning technology is a greater or lesser opportunity to move from what the child can do on his own to what he can and knows how to do in collaboration with the teacher.

Developmental learning technologies allow the educator to develop independence, set in motion the internal processes of mental neoplasms.

2) Game technologies.

Using game technologies in the educational process, the educator must have goodwill, be able to provide emotional support, create a joyful environment, encourage any invention and fantasy of the child. The game is useful for the development of the child and the creation of a positive atmosphere of cooperation with adults.

An important feature gaming technologies that the educator uses in his work is that game moments penetrate into all types of children's activities: work and play, learning activities and play, daily household activities associated with the implementation of the regime and play.

Game technologies aimed at the development of perception.

The teacher organizes the game situation “What is rolling?” and uses it in the educational activity "Introduction to Mathematics" to teach and consolidate the concepts of "circle", "square".

Game technologies aimed at developing attention.

In preschoolers, there is a gradual transition from involuntary attention to voluntary. Arbitrary attention implies the ability to focus on the task, even if it is not very interesting, but the teacher teaches the children this, again using game techniques. For example, in the educational activity "Introduction to Mathematics", the teacher uses the game situation "Find the same". In the educational activity "Introduction to the outside world", the teacher uses the game situation "Find the mistake". Game technologies help in the development of memory, which, like attention, gradually becomes arbitrary. The teacher uses the games "Shop", "Remember the pattern" and "Draw as it was" and others. Game technologies contribute to the development of the child's thinking. The teacher uses didactic games that allow you to teach the child the ability to reason, find cause-and-effect relationships, and draw conclusions.

With the help of gaming technologies, the teacher develops the creative abilities of children, creative thinking and imagination. The use of game techniques and methods in non-standard, problem situations forms flexible, original thinking in children. For example, in classes to familiarize children with fiction(joint retelling works of art or writing new fairy tales, stories), pupils gain experience that will allow them to play then games - inventions, games - fantasies.

3) Technology of developing games B.P. Nikitin

Game activity consists of a set of educational games, which, for all their diversity, come from a common idea and have characteristic features. In his work, the educator, for 20 years, has been using educational games with Montessori cubes, patterns, frames and inserts, a unicube, plans and maps, squares, Guess-Ka sets. Children play with balls, ropes, rubber bands, pebbles, nuts, corks, buttons, sticks, etc. Subject educational games underlie construction, labor and technical games and are directly related to the intellect.

Using the technologies of developing games B.P. Nikitin, the educator manages to combine one of the basic principles of learning - from simple to complex - with a very important principle of creative activity independently according to abilities, when the child can rise to the "ceiling" of his abilities.

The teacher in the game solves several problems at once related to the development of creative abilities: tasks-steps always create conditions for the advanced development of abilities, studying independently up to their “ceiling”, children develop most successfully.

4) Technologies of problem learning.

Problem-based learning technologies offer such an organization of the educational process, which involves the creation of problem situations by the educator and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities. The purpose of problem technology is the assimilation of ways of independent activity, the development of cognitive and creative abilities of children.

The educator uses various problem situations in all areas of educational activity. Problem situations can be different in terms of the content of the unknown, in terms of the level of problematicness, in terms of the type of information mismatch, and in other methodological features. The problem situation is created with the help of activating actions, questions of the educator, emphasizing the novelty, importance, beauty and other distinctive qualities of the object of knowledge.

5) Information computer technologies.

Information technology significantly expands the opportunities for parents, educators and specialists in the field of early learning. The possibilities of using a modern computer make it possible to most fully and successfully realize the development of a child's abilities. ICT allows developing intellectual, creative abilities, the ability to independently acquire new knowledge. ICT enables the educator to lay the potential for enriched development of the child's personality. Practice has shown that the interest of children in classes increases significantly, the level of cognitive abilities increases.

The use of new unusual methods of explanation and consolidation, especially in a playful way, increases the involuntary attention of children, helps to develop voluntary attention. Information technology provides a person-centered approach. Out of class computer games help to consolidate the knowledge of children; they can be used for individual lessons with children who are ahead of their peers in intellectual development or lagging behind them; for the development of mental abilities necessary for intellectual activity: perception, attention, memory, thinking, development of fine motor skills.

Computer programs teach to independence, develop the skill of self-control; automated control of correctness frees up the teacher's time for parallel work with other children.

Thus, the task of modern developmental methods and technologies is to help the child organize his activities, follow his own unique path, and realize his potential to the fullest extent.

3.4 Psychological and pedagogical training of educators and parents for the implementation of preschool education

One of the most important tasks of modern preschool education is to do everything possible to ensure real humanization educational work in kindergarten, to replace the usual orientation of staff towards the implementation of programs with a focus on the child, his well-being, his needs and interests.

For this, it is necessary to improve the psychological psychological culture teachers and parents, the formation of a request for psychological services and the provision of information on psychological and pedagogical problems. In the process of this work, preschool teachers and parents should understand that, in the words of the doctor of pedagogical sciences, professor B. Z. Vulfov, “pedagogy without psychology is the same as a doctor without drugs: he knows what and how to do, but without they still can’t do without”, although it often seems that “pedagogy” and “psychology” speak “different languages”.

Teachers sometimes show psychological "illiteracy": they do not know the age and psychological characteristics of children, the psychology of managing a children's team and group. On the other hand, in the recommendations of psychologists, they do not find an answer to questions that are important for themselves: how to act in this or that real conflict situation, what should be the focus of the teacher's correctional and developmental activities in working with a specific problem of a particular child in a particular situation. Thus, the "psychological and pedagogical incompetence" of teachers and parents often causes them to speak in "different" languages, which does not contribute to the effectiveness joint work preschool and parents

Carrying out systematic work with the teaching staff and parents on psychological and pedagogical education allows:

work out the content and methods psychological support development of children, parents and teachers of preschool educational institutions;

· master the project activities for modeling and correcting the process of comprehensive support for the development of the child;

· to work out techniques aimed at rallying the teaching staff, and to form personal attitudes among educators related to the joint solution of problem situations when discussing them with the parents of children and specialists of the preschool educational institution.

The forms of work on the psychological and pedagogical training of educators are diverse: these are lectures and conversations given at methodological meetings, group and individual consultations, visual agitation, preparation of memos, selection and distribution of psychological and psychological and pedagogical literature, organization of business games, workshops, " round tables, discussions, advanced training courses, etc.

Similar Documents

Principles of compliance of preschool education with the goals of advanced development. Priority interrelated tasks. The place of ecological and moral upbringing and education in the development of children. The system for ensuring the work of preschool educational support.

presentation, added 09/25/2014


The history of the development of preschool education in Russia. Principles, goals and objectives of raising children in a preschool institution. Description of methods and technologies of physical development, disclosure of creative beginning. Psychological foundations of preschool education.

term paper, added 12/02/2010


Federal state standard of preschool education, its essence and tasks. Requirements for the structure and conditions for the implementation of the educational program of preschool education. Ideas about the content of preschool education proposed in the Standard.

presentation, added 05/05/2016


The emergence of preschool education in Russia, the history of its development and formation. Features of preschool education in the 19th - early 20th centuries, the experience of its organization in the Soviet period. Directions of development of the modern system of preschool education.

thesis, added 03/03/2013


Features of the organization of preschool education in the USA. Infant Education Program in China. The order of visiting preschool institutions in France. Reasons for the underdevelopment of kindergartens in Germany. The goals of early childhood education in Japan.

presentation, added 05/10/2014


The concept of "preschool education". Types, tasks and problems of preschool educational institutions. Participants of the preschool educational process. Goals, principles and methodology for calculating the financing of a preschool institution, the procedure for implementing financing.

abstract, added 04/25/2015


The history of the emergence and evolution of the postulates of preschool education in tsarist and Soviet Russia, its features during the Great Patriotic War. Analysis of the current state of preschool education in the Russian Federation, classification of their main structural units.

abstract, added 08/22/2010


Mission of preschool education. Goals, objectives, principles and requirements of the Federal State Educational Standard for Preschool Education, providing psychological and pedagogical conditions and taking into account aspects of the social situation of the child's development.

abstract, added 06/15/2015


Modern psychological and pedagogical theories about the moral education of preschool children, the main mechanisms and techniques used. Formation of moral concepts of preschool children in a preschool educational institution.

term paper, added 10/20/2014


Pedagogical approaches to the interaction of the family and preschool institutions in the education and upbringing of the child. The principle of taking into account age characteristics and the predominance of play activities in education. Foreign experience in teaching preschool children.