From January 1, 2014 all pre-school educational institutions   Russia are moving to the new Federal State Educational Standard preschool education   (GEF TO).

  "This should not be a repetition of the school standard.

Hope this will give pre-school education

strength, affordability and modernity ... "

YES. Medvedev

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Municipal budgetary preschool educational institution kindergarten No. 8 Ryabinka of the city of Kotovsk, Tambov Region

GEF as a guarantee of quality of preschool education

Performed:

educator

Pronina Violetta Valerevna

In 2013, a lot happened for the first time in the system of preschool education. So, according to the new Law on Education in the Russian Federation, it has finally become an independent level general education.

The Federal State Standard for Preschool Education is developed on the basis of the Constitution Russian Federation   and the legislation of the Russian Federation, taking into account the UN Convention on the Rights of the Child.

The main objectives of GEF DO are:

Providing the state with equal opportunities for every child to receive a quality preschool education;

Providing state guarantees of the level and quality of education on the basis of the unity of mandatory requirements for the implementation of basic educational programs, their structure and development results;

Preservation of the unity of the educational space of the Russian Federation regarding the level of preschool education.

It is the standard as a normative legal document that is designed to ensure that each child, regardless of national, territorial, property and other differences, can achieve the necessary and sufficient level of development for subsequent successful education at next level   systems of continuing education of the Russian Federation.

Since any standard is a model, therefore, one of the main functions of the Federal State Educational Standard is to serve as a guide, tool and, at the same time, a criterion for assessing the state and development of the system of preschool education. GEF requirements - mandatory requirements for a minimum content, program structure, conditions and terms for their implementation.

The program is developed and approved by the Organization independently in accordance with this Standard and taking into account Model Programs. The content of the Program should ensure the development of the personality, motivation and abilities of children in various activities and cover the following structural units representing certain areas of development and education of children (educational areas): social -communicative development;

cognitive development; speech development; artistic and aesthetic development; physical development.

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

1. The use in the educational space of forms and methods of working with children corresponding to their psychological and pedagogical features;

2. The opportunity for children to choose materials, types of activity, participants in joint activities;

3. Building interaction with families of pupils in order to implement the full development of each child, involving families of pupils directly in the educational process.

4. The organization should create opportunities for providing information about the program to the family and all interested parties involved in the educational process, as well as to the general public.

Requirements for a developing subject-development environment:

1. The subject-developing environment provides the maximum realization of educational potential.

2. Accessibility of the environment involves:

2.1. accessibility for pupils of all premises of the organization where the educational process is carried out.

2.2. free access for pupils to games, toys, materials, manuals, providing all basic activities.

The developers of the Standard proceeded from the fact that all children are different and each will have its own development path. Therefore, the requirements for assessing educational outcomes are vetoed. And so that variability does not turn into chaos, the Standard contains content requirements that will be guidelines for program developers. For example, the innovativeness of the Standard is determined by the fact that it combines both individualization and socialization at the preschooler level. Individualization characterizes the unique vector of development of the child at this age. Socialization is expressed in the regulation of the system of conditions for the development of the child. This is not only the material conditions in kindergartens, but also the reproduction of various forms of activity - a system of communication between a child and teachers and peers. The standard often repeats the goal of encouraging a child’s self-reliance initiative. Previously, they emphasized that the adult is the main, directing. Now he is an intermediary who supports the active initiative of the child. Educational activity is based on individual features   each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education (individualization of preschool education); assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations; supporting children's initiatives in various activities.

The Standard also states that the right to monitor the development of the child does not have a teacher, but a person who has the appropriate competencies, that is, a teacher-psychologist. And only with the permission of the parents!

Targets are not subject to direct evaluation, including in the form of pedagogical diagnostics, and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of requirements. educational activities   and training the pupils. The development of the Program is not accompanied by intermediate certification and final certification of pupils.

These requirements will make it possible to minimize existing socio-economic risks in the future: Russian citizens will receive the right not only to publicly available and free of charge (Art. 43 of the Constitution of the Russian Federation), but also to truly high-quality pre-school education.

The focus of the standard on streamlining, rationing the system of preschool education, especially its resource component, allows optimization of conditions educational process. The concept of the conditions for the implementation of the basic general educational program of preschool education is not identical to the concept of needs. Needs are aimed at achieving the desired state of the pre-school education system (they cannot always be satisfied due to the objective limitations of most resources); conditions are aimed at achieving the normative and necessary state. Thus, the conditions for the implementation of the basic general educational program should reflect the possibilities and guarantees of society and the state in organizing and providing public and free pre-school education.

Example : A child of 3 ͯ years old was given a picture, he put his fingers up and began to move this picture apart. But she, of course, did not move, and he, having offendedly extended his lips, threw her away. Children from the very youngest years are involved in information socialization, they are already becoming information accelerators, they are becoming different. They need completely different games.

I would like to end the speech with the words of our Prime Minister Dmitry Medvedev: “This should not be a repetition of the school standard. I hope this will give the system of preschool education strength, accessibility and modernity ... ”After all, it is preschool time that is key to the formation of a person’s personality and the formation of his basic life skills.

Literature:

1. The Federal Law on Education in the Russian Federation (No. 273-F3);

2. The draft Federal State Educational Standard.

  Tkachenko Julia
  Report "Ensuring the Accessibility of Quality Preschool Education in the Context of the Introduction of GEF of Preschool Education"

“Education is a necessary and universal form of child development. Parenting achieves his goalsif he knows how to direct the child’s own activities ”

(V.V. Davydov, Soviet teacher and psychologist, academician

and vice president of the Russian Academy education,

doctor of Psychology, Professor.)

From September 1, 2013, subject to the entry into force of the new law "About education»   kindergarten becomes the first mandatory step educational process. The state now guarantees not only availability, but also the quality of education at this level. Introduced Federal State educational standard for preschool educationthat according to article 2, clause 6 of the new law "About education» means "a set of mandatory requirements for preschool educationapproved by the federal executive body carrying out the functions of developing state policy and legal regulation in the field of education».

According to article 5, paragraphs 3, 4 of the same law "... in the Russian Federation are guaranteed accessibility   and free according to GEF early childhood education ...", As well as" ... in the Russian Federation, the realization of the right of everyone education provided   through the creation by the federal state bodies and local self-government bodies of social and economic conditions for its receiptexpanding opportunities to meet human needs for education   different levels and focus throughout life ... "

This norm was introduced   in the Law of the Russian Federation "About education»   in connection with the understanding of the importance of preschool education   for further successful development, training of each person, availability   for every citizen - wherever he lives in our vast country - quality education.

For providing   each child of the same equal start, which will allow him to successfully study at school, needs certain way   standardize content preschool educationin whatever educational institution(or in the family)   the child did not receive it.

The main GOALS of the federal state the educational standard for pre-school education IS:

providing   a state of equal opportunity for every child to receive quality preschool education;

security   state guarantees of level and education quality   based on the unity of the mandatory requirements for conditions   major educational programs, their structure and development results;

Preserving unity educational   Russian Federation space relative to the level preschool education.

It is the standard as a normative legal document called ensure achievement   for every child, regardless of national, territorial, property and other differences, the opportunity achieve the necessary and sufficient   level of development for subsequent successful training at the next level of continuous russian education.

Currently preschool education   the population of the Russian Federation is provided   in various models and forms, significantly differing in both educational process, and in content preschool education. Variability preschool education   as a generally positive phenomenon has a number negative consequences (implementation educational process in conditionsnot age appropriate for children preschool age , which can be overcome only through the definition of the federal state educational standard of preschool education, one of the purposes of which is the legal regulation of the content, conditions and results of preschool education in the amount ofmandatory for all institutions implementing the main general education program for preschool education.

The standard will set the lower acceptable border as creatures. conditions for the implementation of the educational process, and the results of mastering the main general education program. Given the uneven development educational   systems at the level of constituent entities of the Russian Federation in mass practice GEF   will generally increase the quality of Russian preschool education.

Since any standard, in the broad sense of the word, is a standard ( sampletaken as the source for comparing with it objects, phenomena of the same order, therefore, one of the main functions GEF   - be a guide, tool and at the same time a criterion for assessing the status and development of the system preschool education. Requirements GEF   - mandatory requirements for minimum content, program structure, conditions   their implementation and the duration of training for these programs.

GEF early childhood education   consists of three groups of requirements.

1. REQUIREMENTS FOR THE BASIC STRUCTURE

2. REQUIREMENTS FOR CONDITIONS   BASIC IMPLEMENTATIONS, which include myself:

2.1. requirements for psychological - pedagogical conditions   implementation of the main preschool educational curriculum:

2.2. to the developing subject-spatial environment;

2.3. to personnel conditions   implementation of the main preschool educational curriculum;

2.4. to logistical conditions   implementation of the main preschool educational curriculum;

2.5. to financial conditions   implementation of the main preschool educational curriculum.

3. REQUIREMENTS FOR RESULTS OF BASIC DEVELOPMENT PRESCHOOL EDUCATIONAL PROGRAM.

Let us dwell on the basic requirements for obtaining affordable and high-quality education for preschoolers.

1. The program determines the content and organization educational process at the level of preschool education.

2. The program ensures the development of preschool children   age, taking into account their psychological, age and individual characteristics.

3.1. Communicative personal development;

3.2. Cognitive and speech development;

3.3. Artistic and aesthetic development;

3.4. Physical development.

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

1. Use in educational   the space of forms and methods of working with children corresponding to their psychological and pedagogical features;

2. The opportunity for children to choose materials, types of activity, participants in joint activities;

3. Building interaction with families of pupils in order to implement the full development of each child, involving families of pupils directly in educational process.

4. The organization must create opportunities for providing   information about the program to the family and all interested parties involved in educational processas well as the general public.

Requirements for developing subject-developing environment:

1. subject development environment provides   maximum implementation educational potential.

2. Accessibility of the environment implies:

2.1. availability   for pupils of all premises of the organization where educational process.

2.2. free access   pupils to games, toys, materials, manuals, providing   all major activities.

It is also important to note that the draft Standard vetoes assessment requirements educational outcomes. The developers proceeded from the premise that all children are different and each will have its own development path. And so that variability does not turn into chaos, the Standard contains content requirements that will be guidelines for program developers. For example, the innovativeness of the Standard is determined by the fact that it combines both individualization and socialization at the level of preschooler. Individualization characterizes the unique vector of development of the child at this age. Socialization is expressed in the regulation of the system. child development conditions. It is not only material conditions in kindergartens, but also the reproduction of various forms of activity is a child’s communication system with educators and peers. The standard often repeats the goal of encouraging a child’s self-reliance initiative. Previously, they emphasized that the adult is the main, directing. Now he is an intermediary who supports the active initiative of the child.

The Standard also states that the right to monitor the development of the child does not have a teacher, but a person who has the appropriate competencies, that is, a teacher-psychologist. And only with the permission of the parents!

The requirements for the development results are presented in the form of targets preschool educationwhich are social and psychological characteristics   possible achievements   the child at the completion level preschool education.

Targets are not subject to direct assessment, including in the form of pedagogical diagnostics, and are not the basis for their formal comparison with real ones. achievements of children. They are not the basis for an objective assessment of compliance with established requirements. educational   activities and training of pupils. The development of the Program is not accompanied by intermediate certification and final certification of pupils.

“There is nothing in the Standard about the exam for preschoolers, nothing about monitoring and testing preschool institutions; it does not come down to school uniforms   life, - emphasized Alexander Asmolov, head working group   for the preparation of the Standard. In developing the standard, we adhered to the Hippocratic formula with the main message “Do no harm”, calculating many sociocultural risks and taking into account the expectations of society. ”

If the school standard implies three areas of child development - personal development, subject development and meta-subject development, - then preschool   only one was left to the standard - personality. Particular attention is paid to DOW as an institution of socialization. According to him, unlike other standards, in GEF early childhood education mastering educational   programs is not accompanied by intermediate certification and final certification of students. "In this standard, you will not hear anything about what some attacker wants to do the exam for preschoolers, there are no such madmen here. Here you will not hear that someone is eager to let in preschool educational   institutions are hordes of controllers who will study how much patriotism a child has, "said the head of the development team.

These requirements will allow in the future to minimize the existing socio-economic the risks: Russian citizens will receive the right not only to public and free(Article 43 of the Constitution of the Russian Federation, but also truly quality preschool education.

The focus of the standard on streamlining, rationing the system preschool education, especially its resource component, allows optimization educational conditions. The concept conditions   implementation of the main general pre-school education program   not identical to the concept of needs. Needs are focused on achievement   desired system status preschool education(they cannot always be satisfied due to the objective limitations of most resources, conditions - to achieve   regulatory and necessary condition. So way, conditions   implementation of the main general education   programs should reflect the capabilities and guarantees of society and the state in the organization and the provision of public and free pre-school education.

I want to end the speech with the words of our Prime Minister Dmitry Medvedev: “This should not be a repetition of the school standard. Hope this will give the system early childhood education strength, accessibility and modernity ..."After all, exactly preschool   time is the key to the formation of a person’s personality and the formation of his basic life skills.

Literature:

1. Federal law on education in the Russian Federation(No. 273-F3);

2. The draft federal state educational standard.

Yatsenko Inna Aleksandrovna, Candidate of Pedagogical Sciences, Associate Professor of Krasnoyarsk State Pedagogical University named after V.P. Astafyeva

Quality education is not cheap. This statement is doubly true for preschool education. Construction of kindergartens, equipping them with the necessary materials, training of qualified personnel - all this requires multimillion investments. However, today it is scientifically proven that every dollar invested in the quality of preschool education in 30 years brings 12 dollars of profit. It is also well known that the quality of preschool education is measured not only by the amount of financial resources invested in it. The main impetus for the development of the child receives educators working in kindergarten.

With the introduction of the new law “On Education in the Russian Federation”, the state for the first time in the history of Russian education undertakes to provide quality education for children in preschool organizations. The instrument of quality support is the educational standard.

An indisputable achievement of many years of discussions and initiatives of the pedagogical community, state authorities and the public undertaken to support the development of the quality of preschool education, to draw attention to the problems existing in it, is the legal consolidation of its status, namely, the official recognition of preschool education as the first level of general education ( The Law "On Education in the Russian Federation", Article 10. Further - the Law).

The most important result of this change should be called a guarantee on the part of the state in terms of ensuring the quality of pre-school education, implemented in educational institutions using various forms. Moreover, the quality of education (including preschool) is defined by the Law as “a comprehensive description of educational activities and student training, expressing the degree of their compliance with federal state educational standards ... and the needs of the individual in whose interests educational activities are carried out ... (paragraph 29, art. . 2 of the Law). As can be seen from the definition, the educational standard acts as a tool to maintain the proper level of quality, its measurement and evaluation.

What is the Russian educational standard, in particular, the Federal State Educational Standard for Preschool Education (hereinafter - the Federal State Educational Standard)?

This is a regulatory document that includes “a set of mandatory requirements for education at a certain level ... approved by the federal executive body ...” (paragraph 6, Article 2 of the Law). The structure of the standard is end-to-end and is maintained in the standards of all subsequent educational levels and steps. It includes three groups of requirements - to the structure of the main educational program; to the conditions for the implementation of the educational program in the institution; to the results of mastering by children the main educational program. Thus, the standard describes the norms of quality education through a system of requirements.

Based on the requirements of the standard, procedures are carried out for both an external examination of the quality of preschool education (licensing, state supervision) and an internal examination (self-examination).

In order to evaluate educational quality and determine its level, it is necessary to compare the real state of educational activity in the organization with the requirements-norms indicated in the standard. Such a comparison, or rather normatively-oriented diagnostics, and subsequent assessment can be carried out by external experts, and then we are talking about an external examination procedure, for example, in the form of licensing educational activities, the implementation of federal state supervision in the field of education.

Diagnosis and assessment of the quality of preschool education. Based on the requirements of the standard, specialists working in this organization can independently conduct it. In this case, we are talking about internal expertise.

For its implementation, it is necessary to perform a number of actions:

Convert the requirements of the standard into obvious (i.e., those that can be fixed by observation, conversation, examination of documents, etc.) and measurable diagnostic indicators;

Choose the option of measuring fixed indicators (for example, by the presence of: yes - no; frequency of manifestation: never - rarely - often - always; intensity of manifestation: none - weakly manifested - moderate, bright);

To think over the order of scoring and the distribution of diagnosed objects at given levels (levels can be: low - medium - high; to characterize pedagogical activity, the following option can be used: initial-adaptive - optimal-productive - standard-normative).

To use the educational standard for the purpose of internal examination of the quality of preschool education, it is necessary to carry out preliminary work.

We illustrate by example the work of the proposed algorithm.

Excerpt from GEF BEFORE:

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

3.3. Requirements for the developing subject-spatial environment.

3.3.1. The developing subject-spatial environment ensures the maximum realization of the educational potential of the Organization, Group’s space, as well as the territory adjacent to the Organization ..., materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, the protection and strengthening of their health, taking into account the characteristics and correcting the shortcomings of their development.

1 step. Converting standard requirements to observable diagnostic indicators.

To clause 3.3.1.

a) several functional zones have been created in the group;

b) each zone has clear boundaries (separated from the other) and is well equipped (for example, the drawing zone is located near the water source, in the space of the zone for construction and construction there are special shelves, boxes for cubes, constructor and other materials) ;

c) the areas for calm and moving games are separated from each other (for example, the reading corner does not touch the corner for role-playing games);

d) the device and equipment of the zones are thought out in such a way as to stimulate the independent use by children of the materials available in them, the independent implementation of various activities (e.g. marked boxes; shelves not overloaded with contents; close proximity play area and places where attributes for games are stored);

e) in the group and on the walking area there is special furniture, devices for children with disabilities (special chairs, ramps, etc.);

f) special furniture for children with disabilities allows them to join the games, participate in activities with all children in the group.

This stage of work is the most difficult and involves intensive discussion in a team of employees.

2 step. The choice of measurement options for diagnostic indicators.

For the indicators stated above, a possible option may be to measure by the principle of presence - absence.

Section, clause of the standard	Diagnostic indicator	Presence (+) / absence (-)
	a) several functional zones were created in the group
	b) each zone has clear boundaries and is well equipped

3 step. Determining the order of scoring and assigning them to levels.

The presence of each diagnostic indicator is estimated at one point. The scores accumulated. The quality of implementation of the standard section (or individual paragraphs) is calculated by the formula: (N / S) * 100%, where N is the number of points scored, S - total amount   diagnostic indicators.

In carrying out this work, it is important to remember that creating a tool to assess the quality of educational activity is not an end in itself; The reliable information obtained with the help of it should give the head and employees of the organization an answer what specific actions should be taken to eliminate the identified shortcomings and, accordingly, improve the quality of educational activities.

The option we have examined for assessing quality on the basis of the requirements of the standard is applicable to most of the positions set forth in the third section (“Requirements for the conditions for the implementation of the main educational program of preschool education”) and part of the positions of the second section of the Federal State Educational Standard (“Requirements for the structure of the educational program of preschool education and its volume "). For the sake of objectivity, we note that this option is very laborious and requires special competencies for the development of diagnostic tools that meet the requirements of validity and reliability.

So, we examined the state-supported approach to understanding, diagnostic measurement and assessing the quality of preschool education.

The quality of preschool education is a universal category that implies a happy childhood and a successful adulthood. However, approaches to its definition, measurement and development may be different.

Along with the state approach, other very well-known approaches coexist, which are sufficiently developed and have proved their effectiveness. They were intensively developed in foreign preschool education. In our previous works, we have repeatedly covered the most interesting aspects of progressive foreign experience for Russian specialists, and above all the experience of the FRG gained as a result of studying a wide array of statistical data, regulatory legal and scientific literature, and communication with German colleagues. In this article, we briefly consider an alternative state approach to understanding the quality of preschool education that has developed in recent decades in European countries and the United States. For us, it is of interest as a successful solution to the quality problem in preschool organizations, initiating work on its development “from below” - i.e. the efforts of employees of the educational organization.

In the framework of this approach, qualitative should be understood as such a child’s education in the period of preschool childhood, which ensures its full development - physical, intellectual, social - here and now; lays the prerequisites for successful future training, building a professional career, personal growth. High-quality pre-school education should provide the child with a chance to succeed and be successful during all subsequent stages of the life cycle.

Foreign scientists have found that the quality of preschool education is 50% dependent on external factors   and 50% - of the internal factor - quality pedagogical work   educator. This quality can be measured, evaluated and improved based on special criteria.

In the process of lengthy research, foreign scientists have found that the positive effects child developmentrecorded a few years after graduation from preschool institutions, on average, 50% depend on factors set from the outside - material resources, the level of training of teaching staff, the occupancy of groups, the time allotted to educators to prepare for the implementation of direct pedagogical work with children, size internal and external premises and areas used in the pedagogical process, etc. (in the domestic version, these characteristics can be attributed to the conditions for the implementation of educational oh program).

The remaining 50% relate to the so-called internal factor - the quality of the pedagogical process, i.e. educational activities carried out directly in the organization. In this case, it is not so much about the educational program, but about the educational activities of educators - ways of interacting with children and parents, monitoring children, documenting processes, taking into account the balance of interests of the group and each individual child, methods used to stimulate the initiative of children, including children in decision-making processes, etc.

The above, as well as other characteristics of the quality pedagogical work of educators formed the basis of the National Catalog of Quality Criteria, widely known in the Federal Republic of Germany, formed by a team of German scientists led by V. Titze.

In total, about 1,500 criteria are grouped in twenty areas of quality in the National Catalog. We will name some of them: daily routine, creating a spatial environment, ensuring safety and hygiene, working with parents, adapting the child to conditions kindergarten, cognitive development, speech and communication, socio-emotional development, movement, construction and construction, etc.

The criteria are formulated in the form of provisions detailing the activities of the educator during regimen moments   and organized events. The authors of the National Catalog pay special attention to the fact that with the help of the criteria not a minimum quality standard is prescribed, but the best professional practice of pedagogical work. Thus, in the process of correlating one's own activity with the proposed criteria, the educator will be able not only to maintain the required level of quality, but also to see a guideline for its development and improvement.

The experience proposed by foreign colleagues can be applied in the work of domestic preschool organizations when conducting an internal examination of the quality of educational activities.

A systematic study of the regulatory documents governing the activities of preschool institutions in the Russian Federation and the Federal Republic of Germany, an analysis of the relevant thematic sources pointed out the significant characteristics of the German preschool education system, allowing its successful experience to be applied to preschool educational organizations in Russia. Among the distinguished characteristics include: the presence in the system of preschool education of organizations having various forms of ownership (state, public, private), an extensive foundation structure, functioning in kindergartens of different age groups, etc.

Based on the work done analytical work, as well as discussion discussions with specialists working in the preschool education system of the Krasnoyarsk Territory, from The National Catalog of Pedagogical Work Quality Criteria selected a number of quality areas; Further, the criteria were tested for each of the areas in preschool organizations in the city of Krasnoyarsk and the Krasnoyarsk Territory. Partially adapted criteria are presented by us in the scientific and methodological manual, addressed primarily to the leaders and employees of non-governmental pre-school organizations, which today are especially acute in ensuring the quality of pedagogical support for the development of a preschool child.

Below are some quality criteria from the scope of the “daily routine”, paragraph 3 “Planning”.

3.1 The teacher plans the daily routine in such a way that significant everyday events, routine actions (eating, sleeping), vigorous activity are understandable to children due to their regularity / repeatability and constant sequence.

3.2 When planning activities organized over significant periods of time (for example, music, art events), the teacher also provides for a preliminary discussion and training with children in the plan.

3.3 For children early age   the educator reports on the planned activities using words familiar to them and short explanations. The teacher repeats his message several times.

3.4 determines the sequence and duration of regimen moments, as well as events and projects, taking into account the age and level of development of children.

For young children, the teacher plans an unchanging sequence of regimen moments. The teacher also takes into account when planning that the duration of regimen moments (for example, the time of washing and sleeping) from day to day varies with the development of children. The educator remembers that time planning must be flexible.

3.5 Preschool teachers jointly discuss and agree on what should be the daily routine. Thus, they ensure the coordination of the internal and external potential that the institution has with the regime time when it can be rationally used. A discussion in a team also allows you to use your preferences, special skills, and other personal resources for the benefit of children.

3.6 The teacher timely takes into account significant events and rituals in the plan - birthdays, holidays, excursions, a meeting of new children and a graduation holiday. The teacher takes into account various cultural traditions.

In this way, the teacher plans special events so that young children can positively process the intense experiences that accompany the event, and also so that children do not experience overwork due to the length of the event.

3.7. During the planning, the participation of children in the preparation and conduct of all events occurring during the day is specifically provided.

The teacher provides for additional time for some daytime activities in the plan so that young children can participate in them at their own individual pace and, if they wish, also get involved in them.

3.8 The teacher provides for several long time periods for playing activities, which the children initiate at will.

When planning playing time for younger children, the teacher takes into account the possibility of concentration and endurance of children of this age group.

3.9 The plan provides for daily calm and lively activities inside and outside the premises, these activities are constantly changing.

3.10 The plan provides different kinds   activities for one child, for small and large groups of children, as well as for the entire group of children.

When planning activities for young children, the teacher concentrates on each individual child and small groups of children. The teacher also makes sure that younger children can observe the activities of children in a large group, as well as that they are not overworked.

3.11 The teacher plans long-term projects and large-scale events in such a way that they naturally integrate into the traditional daily routine and children can take part in them in accordance with their interests.

3.12 The teacher takes care to offer an alternative lesson to those children who do not participate in the planned activities.

3.13 The caregiver ensures that while he is offering the appropriate lesson to individual children or to a small group of young children, the rest of the children in the group are also busy.

3.14 The teacher regularly monitors how the daily routine matches the needs and interests of the children in the group.

As we can see, these criteria are visual and operational in terms of organizing the subsequent work of educators on the quality of educational activities.

The first stage of this work is an internal examination of the quality of educational activities according to the proposed criteria. We recommend using the algorithm described above, starting with the second step. In the end, you can get, for example, such a self-examination protocol sheet.

Surveillance Protocol ___

Daily routine planning

Date of observation ________________ 20__

Group______________________________

criteria	Quality criteria	« - »
	The teacher plans the daily routine in such a way that significant everyday events, routine actions (eating, sleeping), and vigorous activity are understandable to children due to their regularity / repeatability and constant sequence.
	TOTAL:

   The sign “-” means the complete absence of a sign;
   In a column with a sign « + » put points from 1 to 2:
   1 point - a sign is present (1-2 manifestations)

2 points - the sign appears brightly (more than 2 manifestations).

The next stage of work on the quality of educational activities should be the planning of measures to overcome the identified deficits.

Along with the improvement of pedagogical quality, the most important accompanying result of internal expertise is the “launch” of the processes of reflexive understanding by teachers of their own activities, critical self-observation, creative experimentation, as well as the incentive to document the process and the results of quality development in the organization.

In general, the positions and approaches considered in this article, some of the proposed solutions regarding the provision of high-quality preschool education far from exhaust the entire content of such an urgent problem and even raise new issues that, we hope, will serve as the basis for further dialogue and cooperation between all specialists, interested in the development of domestic preschool education.

   Listliterature

1. The list of criteria for the quality of preschool education in alternative preschool institutions: scientific and methodological development / comp. I.A. Yatsenko, A.A. Aul; Krasnoyarsk. state ped un-t them. V.P. Astafyeva. Krasnoyarsk, 2012.92 s.

2. Order of the Ministry of Education and Science of Russia “On the approval of the federal state educational standard for preschool education” dated October 17, 2013 No. 1155 // Russian newspaper. 2013. № 6241.

3. The Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ: [Adopted by the State Duma on December 21, 2012] // Russian newspaper. 2012. No. 5976.

4. Yatsenko I.A. The issues of the relationship between standardization and quality of preschool education in the future of domestic and foreign pedagogical experience // Bulletin of Orlovsky state university. Orel, 2013. No. 2 (31). S. 124-127.

5. Yatsenko I.A. Expert-diagnostic measurement of the quality of preschool education in kindergartens of Germany: an analysis of theoretical and applied aspects // Preschool education. 2013. No. 11. S. 110-115.

6. Tietze, Wolfang / Viernickel, Susanne (Hrsg.) (3. Auflage; 2007): Pädagogische Qualität in Tageseinrichtungen für Kinder. Ein Nationaler Kriterienkatalog.Berlin: Cornelsen Verlag Scriptor.