Partial programs for children 1-5 years old. Methodological support for the program “from birth to school” and partial programs
PROGRAM “BASICS OF THE SAFETY OF PRESCHOOL CHILDREN”
(R. B. Sterkina, O. L. Knyazeva, N. N. Avdeeva)
The program involves solving the most important social and pedagogical task - developing the child’s skills of adequate behavior in various unexpected situations. Developed on the basis of the draft state standard for preschool education. Contains a set of materials that provide stimulation in preschool childhood (senior preschool age) of independence and responsibility for their behavior. Its goals are to develop the child’s skills of reasonable behavior, to teach him to behave adequately in dangerous situations at home and on the street, in city transport, when communicating with strangers, interacting with fire hazardous and other objects, animals and poisonous plants; contribute to the formation of the foundations of environmental culture and introduction to a healthy lifestyle. The program is addressed to teachers of senior groups of preschool educational institutions. Consists of an introduction and six sections, the content of which reflects changes in life modern society and thematic planning, in accordance with which educational work with children is built: “Child and other people”, “Child and nature”, “Child at home”, “Child’s health”, “Child’s emotional well-being”, “Child on the city street”. The content of the program reserves for each preschool institution the right to use various forms and methods of organizing education, taking into account the individual and age characteristics of children, sociocultural differences, the uniqueness of home and living conditions, as well as the general socio-economic and crime situation. Due to the special importance of protecting the life and health of children, the program requires mandatory compliance with its basic principles: completeness (implementation of all its sections), systematicity, taking into account the conditions of urban and rural areas, seasonality, age targeting.
PROGRAM “ME, YOU, WE” (O. L. Knyazeva, R. B. Sterkina)
The proposed program is relevant for all types of preschool educational institutions and can effectively complement any preschool education program. Provides the basic (federal) component of the state standard of preschool education. Developed in order to fill a significant gap in traditional domestic education related to the socio-emotional development of a preschool child. Aimed at solving such important problems as the formation emotional sphere, development of the child’s social competence. The program also helps to solve a complex of educational problems related to the development of moral standards of behavior, the ability to build relationships with children and adults, respectful attitude towards them, a decent way out of conflict situations, as well as self-confidence and the ability to adequately assess one’s own capabilities.
PROGRAM “DISCOVER YOURSELF” (E.V. Ryleeva)
Dedicated to the most important problem of modern preschool education - the individualization of personal development of children two to six years old and the inextricably linked task of developing self-awareness in preschoolers through speech activity. The program is based on the principles of humanistic psychology and the author’s technology based on them, which allows you to personalize educational content, to make it more flexible, adequate to the needs and interests of children with different levels of personality development and abilities. Covers several leading areas of the state standard of preschool education: “ Speech development”, “Development of ideas about man in history and culture”, “Development of natural science concepts”, “Development of ecological culture”. It has a block structure, a concentric layout of educational material, which allows children to selectively assimilate the educational content of the program. The main thematic blocks of the program: “This is who I am”, “The world of people”, “The world not made by hands”, “I can” - provide the formation of ideas about significant areas of human life, allow for the correction of self-esteem, and prepare children to independently overcome difficulties. The program provides for the possibility of actively involving parents of students in the pedagogical process. Addressed to teachers of preschool educational institutions, teachers of educational institutions such as “Primary school - kindergarten”, psychologists, tutors, parents.
PROGRAM "HARMONY" (D. I. Vorobyova)
The main idea of the program is the holistic development of the personality of a child aged two to five, his intellectual, artistic and creative potential. The leading principle is the multi-stage integration of educational and educational tasks of various types of activities with an emphasis on the productive activities of children (visual, constructive, artistic speech, theatrical). The structure of the program provides for work in two interrelated areas: the accumulation of social experience of knowing oneself and the world around us (seeing, hearing, playing, creating) and its implementation in conditions of independent activity of children. The program contains new original technologies, which are based on the child’s search activity, providing him with a subjective position in the cognitive and creative process. An integral part of the “Harmony” program is the subprogram for the development of a child’s rhythmic plasticity “Rhythmic Mosaic”, built on a single conceptual basis.
PROGRAM "UMKA" - TRIZ (L. M. Kurbatova and others)
The program contains a dialectical approach to the formation of creative abilities of children three to six years old based on the development of active forms of thinking in unity with creative imagination. The program creates the prerequisites for a systematic vision of the world and its creative transformation. Provides for the development of children's imagination; enriching the subject-spatial environment of a children's educational institution and determines the conditions that facilitate the solution of inventive problems by preschoolers (fairy-tale, game, ethical, environmental, technical, etc.). Provides for the widespread use of interactive forms and teaching methods. Basic principles: humanistic orientation, cross-cutting, multi-stage nature (covers junior, middle, senior to school age, primary school age), psychological support for gifted children, variability of use in the system of basic and additional education. Consists of three relatively independent parts:
- programs for the development of thinking and creative abilities of preschool children - “Umka” - TRIZ;
- a program option that includes educational content for organizing work with children in intellectual and aesthetic development studios;
- subprogram that prepares teachers of preschool educational institutions to implement the program for developing the thinking and creative abilities of preschool children “Umka” - TRIZ.
PROGRAM "SEMITCVETIK" (V. I. Ashikov, S. G. Ashikova)
This program is designed to solve the problem of cultural and environmental education of preschool children - the initial stage of the formation of a spiritually rich, creative, self-developing personality. His actions and actions will depend on how a child learns to think and feel. The authors see the solution to this problem in the little person’s awareness of the sublime, refined and beautiful that they give the world, nature and world culture. Education of morality, broad outlook, development of creativity through the perception of beauty is the main feature of this program. Much attention in the program is paid to the joint creative activity of children and adults. The program is designed for use in kindergarten, various art and creative children's studios, as well as in home education.
PROGRAM “BEAUTY - JOY - CREATIVITY” (T. S. Komarova and others)
It is a holistic integrated program of aesthetic education for preschool children, effectively promoting the spiritual and intellectual development of children in preschool childhood. It is built on the author’s concept of aesthetic education and the development of children’s artistic and creative abilities, based on the principles of nationality, the integrated use of different types of arts (musical, visual, theatrical, literature and architecture), and the sensory development of the child. It has a clear structure and takes into account the growth of creative capabilities of children from two to six years old. Includes all sections of work on aesthetic education in kindergarten. Along with traditional ones, the program also widely uses non-traditional educational means for aesthetic education - leisure and entertainment.
PROGRAM “CONSTRUCTION AND MANUAL LABOR IN KINDERGARTEN” (L. V. Kutsakova)
Based on the concept of artistic and aesthetic education of preschool children. The main goal is to develop children's constructive skills and artistic and creative abilities, to introduce them to various modeling and design techniques. It is based on the integrated use of all types of design and artistic work in kindergarten. Designed for the entire preschool age- from three to six years. Provides differentiated approach to children with different levels of intellectual and artistic development, including children with weak and strong motivation, as well as gifted ones. The selection of educational material for creativity meets the principles of preschool didactics and the age capabilities of children. Contains technologies based on the use unconventional methods and teaching methods that allow the teacher to develop in children associative thinking, imagination, creative skills, practical skills, artistic taste, and an aesthetic attitude to reality. Much attention is paid to the creative nature of the joint activities of the teacher and children.
PROGRAM “NATURE AND ARTIST” (T. A. Koptseva)
The program is aimed at developing in children four to six years old a holistic understanding of nature as a living organism. The natural world acts as a subject of close study and as a means of emotional and imaginative influence on the creative activity of children. By means of fine art, problems of environmental and aesthetic education are solved, methods of dialogue between cultures, spiritualization of natural phenomena, fairy-tale play situations, etc. are used. Children are introduced to world artistic culture as part of spiritual culture. The program has a block-thematic planning. The main blocks “Natural World”, “Animal World”, “Human World”, “World of Art” contain a system of artistic and creative tasks that contribute to the transfer and accumulation of experience in preschoolers of an emotional and value-based attitude to the world, increasing the experience of creative activity, and developing skills and skills in fine, decorative and constructive activities, taking into account the age characteristics of children.
Approved by the Federal Expert Council on General Education.
PROGRAM “OUR HOME IS NATURE” (N. A. Ryzhova)
The content of the program ensures that children are exposed to diversity and richness natural world, promotes the development of initial natural science concepts and environmental concepts. Designed for the purpose of educating children of senior preschool age. Provides continuity with primary school education in the courses “The World Around You” and “Nature”. The main goals are to educate from the first years of life a humane, socially active personality, capable of understanding and loving the world around us, nature, and treating them with care. The peculiarity of the program is to develop in the child a holistic view of nature and man’s place in it, as well as environmentally literate and safe behavior. Elements of environmental knowledge are organically integrated into the general content, including natural and social aspects, which is determined by the structural features of the program, the educational material of which includes teaching and educational components. The program provides for the widespread use of a variety of practical activities for children in the study and protection of the environment. The content of the program may be adjusted in accordance with local natural and climatic conditions.
PROGRAM “LIFE AROUND US”
(N. A. Avdeeva, G. B. Stepanova)
Developed in accordance with the content of the state standard of preschool education in the section “Development of environmental culture of children.” Provides for environmental education and upbringing of children of senior preschool age, the study of the relationship between nature and social phenomena that is understandable to them. The theoretical basis of the program is the concept of person-centered education, the center of which is the creation of conditions for the development of the child’s personality. Provides an opportunity for the child to master in an accessible playful form environmental information, to form an emotionally positive, caring and responsible attitude of children towards living nature. The program is supplemented with approximate thematic plan classes and organizational and methodological recommendations for its implementation.
PROGRAM “YOUNG ECOLOGIST” (S. N. Nikolaeva)
Aimed at developing the beginnings of ecological culture in children two to six years old in a kindergarten. It has a theoretical basis and detailed methodological support. Ecological culture is considered as a conscious attitude of children to natural phenomena and objects that surround them, to themselves and their health, to objects made from natural materials. It consists of two subprograms: “Environmental education of preschool children” and “Advanced training for employees of preschool educational institutions.” The structure of the first subprogram is based on children’s sensory perception of nature, emotional interaction with it, and basic knowledge about life, growth and development of living beings. The ecological approach to introducing children to nature and the ecological content of all sections of the program are based on the main pattern of nature - the relationship of living organisms with their environment.
Approved by the Federal Expert Council on General Education.
PROGRAM "SPIDER WEB" (Zh. L. Vasyakina-Novikova)
The goal of the program is to develop in children the foundations of planetary thinking, to develop a reasonable attitude towards the world and towards themselves as an inhabitant of planet Earth. The program offers a new original system for the development of environmental ideas, based on the principle of centering the content of the work on the child with the widespread use of search methods of teaching and play activities. It is presented in four blocks: “Where do I live?”, “Who do I live with?”, “How do I live?”, “When do I live?” Through knowledge of his “I”, his life needs, the child comprehends the diversity of relationships between nature and people. Designed to work with children of all age groups in preschool educational institutions.
PROGRAM "HARMONY" (K. L. Tarasova, T. V. Nesterenko, T. G. Ruban / Edited by K. L. Tarasova)
The program implements a comprehensive, holistic approach to the musical development of a child in preschool childhood. The goal of the program is the general musical development of children, the formation of their musical abilities. The content of the program is determined by the logic of the development of musical abilities in preschool childhood at each stage. It includes all the main types of musical activities available to preschool children: listening to music, musical movement, singing, playing children's musical instruments, musical dramatization games. The central place in the program is given to the formation of musical creativity in children and the improvisational nature of classes. The musical repertoire of the program, new and extensive, is selected based on a combination of highly artistic and accessible works of classical, modern and folk music for children different eras and styles; organized into blocks of topics accessible and interesting to children, fully presented in anthologies of the musical repertoire and partially in recordings on audio cassettes.
PROGRAM "SYNTHESIS" (K.V. Tarasova, M.L. Petrova, T.G. Ruban, etc.)
This program aims to develop the musical perception of children from four to seven years old. Has a broad educational aspect. Its content introduces the child not only to the world of musical art, but also to artistic culture in general. The program is based on the principle of an integrated approach, in which musical works are considered in a single complex with works of fine art and fiction. At the same time, the core art form in the program is music. The program included works of classical art and folklore accessible to children. For the first time, along with chamber and symphonic music, synthetic genres of musical art - opera and ballet - are used in teaching.
PROGRAM “PLAYING IN AN ORCHESTRA BY HEARING” (M. A. Trubnikova)
The goal of the program is to teach children aged three to six years old to select melodies by ear and play children's musical instruments (in an ensemble, orchestra). The program is distinguished by a fundamentally new method of teaching children to play musical instruments, based on selecting melodies by ear. Along with the development of an ear for music (timbre, sound, melodic) and a sense of musical rhythm, the program comprehensively addresses the issues of the general development of the child as an individual. The musical repertoire of the program consists of works of classical, modern and folk music, including new ones specially written for this program.
PROGRAM "BADY" (V. A. Petrova)
The program provides for the development of musical abilities in children of the third year of life in all types of musical activities available to them, and contributes to their introduction to the world of musical culture. The program is based on works from the classical repertoire, the rich range of which presupposes the teacher’s freedom to choose one or another piece of music, taking into account the level of preparation and development of a particular child. The program has significantly updated the repertoire of musical games.
PROGRAM “MUSICAL MASTERPIECES” (O. P. Radynova)
The program contains a scientifically based and methodologically constructed system for forming the foundations of musical culture for preschool children (three to seven years old), taking into account the individual and psychophysiological characteristics of children and interconnected with all educational work of the kindergarten. The program is based on the use of works of high art, authentic examples of world musical classics. The fundamental principles of the program (thematic, contrasting comparison of works, concentric, principles of adaptability and syncretism) make it possible to systematize the repertoire of musical classics and folk music in order to accumulate intonation experience in the perception of music, develop creative abilities in different types musical activity, flexible use of forms, methods and techniques of pedagogical work, depending on the age and individual characteristics of children. The program provides an interconnection between children’s cognitive and creative activities in the process of forming the foundations of musical culture.
PROGRAM “INVOKING CHILDREN TO THE ORIGINS OF RUSSIAN FOLK CULTURE” (O. L. Knyazeva, M. D. Makhaneva)
This program defines new guidelines in the moral and patriotic education of children, based on their familiarization with Russian folk culture. The main goal is to contribute to the formation of a personal culture in children, to introduce them to the rich cultural heritage of the Russian people, to lay a solid foundation in the development of national culture by children based on familiarity with the life and way of life of the Russian people, their character, their inherent moral values, traditions, and material characteristics. and spiritual environment. At the same time, the program addresses issues of expanding the basic personality culture of teachers in preschool educational institutions. The theoretical basis of the program is the well-known position (D. Likhachev, I. Ilyin) that children, in the process of becoming familiar with their native culture, become familiar with enduring universal human values. The program is designed to work with children three to seven years old, and includes long-term and calendar planning. Offers new organizational and methodological forms of work; contains information materials from various literary, historical, ethnographic, art and other sources.
PROGRAM “ENDURING VALUES OF THE SMALL HOMELAND” (E. V. Pchelintseva)
Dedicated to the historical and cultural aspect of child development between the ages of three and seven years. Built on achievements modern science and advanced pedagogical experience of preschool educational institutions in the Ivanovo region. It defines the content and necessary conditions for the formation at the early stages of the civic foundations of the individual, its patriotic, moral, ethical and aesthetic orientation, nurturing love and respect for one’s people, their cultural wealth and versatile talent. The peculiarity of the program is the integration of the child’s historical, environmental, aesthetic, and ethical ideas based on broad familiarization with the cultural heritage of his native land, folk traditions, and original nature. native land. The main criterion for selecting material is local history culture, art and history, facts and events as components of the general national culture of Russia. The program includes three blocks that contain a wide range of topics that provide for the introduction of children to their native land, its history, folklore, folk and fine arts, etc. in specially organized classes and outside classes. The program determines the content of joint activities of the teacher and children, and provides for the organization of free independent activities within which the creative activity of each child develops.
Approved by the Federal Expert Council on General Education.
PROGRAM “DEVELOPMENT OF CHILDREN’S CONCEPT ABOUT HISTORY AND CULTURE” (L. N. Galiguzova, S. Yu. Meshcheryakova)
Designed according to structural component state standard of preschool education “Development of ideas about man in history and culture.” Particular attention in the program is paid to the enduring values of world civilization. The main goal is to form in children of senior preschool age the foundations of spiritual culture, a humane attitude towards people and their work, and respect for cultural values different nations, development of cognitive activity, creative abilities. The content of the program, at a level accessible to children, introduces them to the lives of people in different historical eras and gives them a basic understanding of technological progress.
PROGRAM “THEATRE - CREATIVITY - CHILDREN” (N. F. Sorokina, L. G. Milanovich)
The goal of the program is to develop children's creative abilities through theatrical art. It scientifically substantiates the gradual use individual species children's creative activity in the process of theatrical implementation; means and methods of theatrical and play activities are systematically presented, taking into account the age of children; Parallel solution of problems of artistic speech, stage and musical art is provided. The leading principle of the program is to involve children in productive theatrical and playful creative activities, creating stage images that evoke emotional experiences. The program is partial and can serve as a supplement to comprehensive and basic programs.
PROGRAM “LITTLE EMO” (V. G. Razhnikov)
The goal of the program is the emotional and aesthetic development of preschoolers five to six years old, introducing the child to a full-fledged emotional and aesthetic culture: the child will be able to look at the world through the eyes of a poet, artist, musician; learn to compose and perform simple works of art. The program is based on children's mastery of artistic moods common to all aesthetic phenomena. Emotional and aesthetic culture is not forcibly mastered in its simplest forms artistic activity, accessible to almost every child. These are rhythmic-sound improvisations, color improvisations and syllabic poetic rhythms; In artistic games, the child masters the creative positions of the author, performer and viewer (listener). The program provides for parallel training for both the child and the teacher. Intended for teachers of preschool educational institutions and art education teachers, as well as parents.
The quality and effectiveness of preschool education are mediated by many factors, among which the educational program is not the least important. Since modern preschool educational institutions are represented by diversity, and parents have the opportunity to make a choice among kindergartens of various specializations and directions, the main preschool education programs are also quite diverse.
In the Law “On Education” Russian Federation It means that the preschool educational institution staff has the right to independently develop or select from existing programs those that most fully comply with the conditions and principles of operation of a given preschool institution. It cannot be said that this or that program is better or worse - they are all designed taking into account necessary requirements, and each of them has its own merits.
Let's briefly look at the main ones that are common in kindergartens in the Russian Federation.
What are the main preschool education programs?
All main preschool education programs can be divided into two types - comprehensive (or general education) and so-called partial (specialized, basic preschool education programs with a narrower and more pronounced focus).
Basic preschool education programs complex type take into account a holistic approach to the harmonious and comprehensive development of the child. According to such programs, education, training and development occur in all directions in accordance with existing psychological and pedagogical standards.
Partial basic preschool education programs suggest a main focus on any one direction in the development and upbringing of a child. In this case, a comprehensive approach to the implementation of preschool education is ensured by the competent selection of several partial programs.
Comprehensive core preschool education programs
"Origins"– a program in which due attention is paid to the development of the child’s personality in accordance with his age. The authors offer 7 basic personal characteristics that must be developed in a preschooler. The “Origins” educational program, like other basic preschool education programs, takes into account comprehensive and harmonious development preschooler and makes him his priority.
"Rainbow"— in this program you will find 7 main types of activities typical for a preschooler. They include play, construction, mathematics, physical education, visual arts and manual labor, musical and plastic arts, speech development and familiarity with the outside world. Development under the program occurs in all of the above areas.
"Childhood"— the program is divided into 4 main blocks, each of which is a central element in the construction of preschool education. There are sections “Cognition”, “Healthy lifestyle”, “Creation”, “Humane attitude”.
"Development" is a special preschool education program that is based on the principle of gradually increasing the complexity of educational, educational and educational tasks. The program provides a planned, consistent approach to preschool education and child development.
"Little one" is a comprehensive program created specifically for children under 3 years of age. It takes into account the specifics of early childhood and ensures maximum efficiency in solving educational problems specifically for children of this age category. Includes several blocks - “We are waiting for you, baby!”, “Myself”, “Gulenka”, “How I will grow and develop”.
Partial basic preschool education programs
“Cobweb”, “Young ecologist”, “Our home is nature”— these programs are developed for the purpose of environmental education of preschool children. Accordingly, they instill in children a love and respect for nature and the world around us, and form an environmental consciousness, which is very important for preschool children.
“Nature and the Artist”, “Semitsvetik”, “Integration”, “Umka - TRIZ”, “Baby”, “Harmony”, “Musical Masterpieces”, “Design and Manual Labor” - all these preschool education programs have one thing in common: they have a pronounced focus on the creative development of the child and on the artistic and aesthetic perception of the world.
“I, you, we”, “Development of children’s ideas about history and culture”, “I am a person”, “Heritage”, “Introducing children to the origins of Russian folk culture” - the listed main preschool education programs have a socio-cultural focus . They are designed to stimulate the development of spirituality, morality, cultural understanding and important social skills. In addition, some programs set the highest goal of instilling patriotism as a valuable personality characteristic.
“Sparkle”, “Play for health”, “Start”, “Hello!”, “Health”— in these programs, the emphasis is on the health improvement, physical development of the preschooler and his physical activity. The priorities are to instill a love of sports, an active and healthy lifestyle.
There are even more specialized core preschool programs. Eg, Safety Fundamentals program involves preparing preschoolers for possible danger situations, natural disasters and emergencies. "Preschooler and Economics"- a program designed for economic education and the formation of initial financial and economic ideas.
Some basic preschool education programs have incorporated certain achievements of pedagogy and psychology.
Eg, TRIZ program is based on the postulates of the Theory of Inventive Problem Solving, developed by G. T. Altshuller in 1945. It represents an original approach to the development of imagination, fantasy, creativity and ingenuity.
Program "Pedagogy of Maria Montessori" has an original position regarding the upbringing, training and education of a child, based on a solid scientific and philosophical basis. In addition, this program involves a deviation from some generally accepted pedagogical standards, for example, a rejection of the usual classroom-lesson system.
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ACCEPTED I APPROVED
on Pedagogical Council Head of MBDOU "Kindergarten"
protocol No. 1 dated August 27, 2014, of a general developmental type with
priority implementation
physical activity
child development No. 50"
_______________
(signature) (full name)
08/27/2015
Partial educational program to develop children’s initial ideas about a healthy lifestyle
complements and expands the tasks set in the educational field “Physical Development” of the EP DO, developed by the institution independently.
municipal budgetary preschool educational institution "Kindergarten of a general education type with priority implementation of activities for the physical development of children No. 50"
Orenburg
The program is based on
federal government
educational standards
preschool education
requirements for the structure of the main
general education program
preschool education (Order
Ministry of Education and Science
RF dated October 17, 2013 No. 1155).
Orenburg, 2015
Passport of the partial educational program
Name of institutionmunicipal budgetary preschool educational institution "Kindergarten of a general education type with priority implementation of activities for the physical development of children No. 50" in Orenburg
Operating mode of preschool educational institution
12 hour
Contingent of children
From 4 to 5 years.
Name of the Partial Program
"TO BE HEALTHY".
Main developers of the Partial Program:
Krasnova Irina Ivanovna
teacher of the first qualification category
CONTENT OF THE PARTIAL PROGRAM
« H TO BE HEALTHY.”
Target section:
Explanatory note
Goals and objectives of the program implementation.
1.4. Contents of psychological and pedagogical work.
Significant for development and implementation work program characteristics.
Age and individual characteristics of the contingent of children.
1.7 Planned results of mastering the Program.
Curriculum for the implementation of preschool education.
List of methodological aids ensuring the implementation of educational activities in the second junior group.
Forms, methods, methods and means of implementing the program in the second junior group.
Interaction with family and society.
Content section.
2.7. A model for organizing joint activities between a teacher and
pupils.
2.8. Features of the organization of the educational process in a group (climatic, demographic, national-cultural and others).
Organizational section.
3.1. Design of the subject-spatial environment.
3.2. Daily routine, structure of ODD.
3.3. List of teaching aids (for the implementation of the main part and the Dow part).
1. Target section of the Program.
1.1. Explanatory note.
The foundation of health must be laid in preschool childhood. After all, health allows a little person to be active in his life, achieve success in various activities and take part in the life of the group and family with pleasure. Currently there are 31 children in our group No. 10 “Sun”. More than half of them have recently crossed the threshold of kindergarten for the first time.
(Appendix No. 1 “Health Sheet”).
Many children do not have sufficient knowledge of basic cognitive skills: self-care skills, do not know how to dress, undress, wash, use the toilet - which helped in choosing the direction of the Partial Program.
The partial program is aimed at young children aged 4 - 5 years.
The partial program is implemented on the basis of the federal state educational standards for preschool education, requirements for the structure of the main general education program of preschool education (Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155).
This program complements and expands the tasks set in the educational field of “Physical Development”. The program takes into account the age-related characteristics of mastering program material in children of the general orientation group of 4-5 years. A special role in the program is given to gaming activities as leading ones in preschool childhood.
1.2 Main goals and objectives of the main educational program
Target:
harmonious physical development;
formation of the foundations of a healthy lifestyle.
Tasks:
Wellness:
protecting life and promoting health, ensuring the normal functioning of all organs and systems of the body;
increasing performance and hardening.
Educational:
formation of motor skills;
development of physical qualities;
the child’s mastery of basic knowledge about his body, the role of physical exercise in his life, ways to strengthen his own health.
Educational:
developing interest and need for physical exercise;
versatile harmonious development of the child (not only physical, but also mental, moral, aesthetic, labor).
Directions physical development:
To promote the formation of a more sustainable interest in the values of a healthy lifestyle, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation good habits and etc.)
Principles of physical development:
Didactic:
systematic and consistent;
developmental training;
availability;
educational training;
taking into account individual and age characteristics;
consciousness and activity of the child;
visibility.
Special:
continuity;
sequence of increasing training influences;
cyclicality.
Hygienic:
load balancing;
rationality of alternating activity and rest;
age adequacy;
health-improving orientation of the entire educational process;
implementation of personality-oriented training and education.
Methods of physical development:
Visual:
visual techniques (demonstration of physical exercises, use of visual aids, imitation, visual cues);
visual and auditory techniques (music, songs);
tactile-muscular techniques (direct assistance from the teacher).
Verbal:
explanations, clarifications, instructions;
giving commands, orders, signals;
questions for children;
figurative plot story, conversation;
verbal instructions.
Practical:
Repeating exercises without changes and with changes;
Carrying out exercises in a playful way;
Conducting exercises in a competitive manner.
1.2. Goals and objectives of the Program implementation.
Purpose of the Partial Program:
Tasks:
creating an atmosphere in the group of a humane and friendly attitude towards all students striving for independence;
1.3. Principles and approaches in organizing the educational process.
The Program brings to the fore the developmental function of education, ensuring the formation of the child’s personality and orienting the teacher to his individual characteristics.
The program is built on the principles of a humane and personal attitude towards the child and is aimed at his comprehensive development, the formation of the foundations of a healthy lifestyle.
When developing the Program, the authors relied on the best traditions of domestic preschool education, its fundamental nature: a comprehensive solution to problems of protecting the lives and strengthening the health of children, comprehensive education. A special role in the Program is given to play activities as leading ones in preschool childhood.
When developing the Partial Program"To be healthy"We relied on the following principles:
the principle of developmental education, the goal of which is the development of the child;
the principle of scientific validity and practical applicability (the content of the Program corresponds to the basic principles of developmental psychology and preschool pedagogy);
the principle of criteria of completeness, necessity and sufficiency (allows you to solve set goals and objectives using a reasonable “minimum” of material);
the principle of integration of educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;
a principle that provides for the solution of program educational tasks in the joint activities of adults and children and the independent activities of preschoolers;
The partial program is based on age-appropriate forms of working with children.
1.4. Contents of psychological and pedagogical work.
In the group, we try to create an atmosphere of comfort, attention to children, conditions for the active accumulation of ideas by children about health-saving and safe behavior.
We organize observations on how to wash your face and hands, dry them with a towel, how to use cutlery, a scarf, etc. how to behave outdoors and indoors so as not to harm your health; We organize activities of a reproductive nature (showing - repeating after an adult, example of peers, discussion, encouragement). We conduct conversations with the use of clarity, review with children the algorithms of personal hygiene processes (washing hands, etc.), the sequence of routine moments. We read nursery rhymes and poems about hygiene processes, daily routine, situations dangerous to health and life and correct behavior in case of their occurrence. (“Wash your nose”), etc., based on them, we organize simple games that will help the child wash his face and ensure the cleanliness of his hands and face, external neatness and neatness. We use a variety of exciting game techniques, such as teach a doll, or “How Mom taught Bunny to eat properly,” “Let’s show Mishka where our things are.” The emotionality of the game technique helps the child better master and remember the educational content. Involves children in simple search activities, for example, a task like “Find the items needed for washing,” or help the game character figure it out. Games - experiments, games - travel such as “Water, water”, “I dress myself”, “We are so used to order” are carried out in order to interest and, in the process of experimentation or travel, to consolidate the KGN and healthy lifestyle skills.
We involve children together with their parents in simple project activities (for example: bring healthy items together with moms and dads).
1.5. Characteristics that are significant for the development and implementation of a work program.
The priority of the Program is to take care of preserving and strengthening the health of children, developing in them basic ideas about a healthy lifestyle, developing healthy habits, including healthy eating habits, and the need for physical activity. Raising a free, healthy, self-confident person with an active life position, taking into account the individual characteristics of the child.
The program is aimed at developing in children cognitive interest, desire to acquire knowledge, positive motivation for further education in kindergarten; understanding that everyone needs to follow the rules of a healthy lifestyle.
The program is aimed at ensuring the emotional well-being of each child, which is achieved by taking into account the individual characteristics of children both in matters of organizing life activities (bringing the daily routine closer to the individual characteristics of the child, etc.), and in the forms and methods of interaction with the child (showing respect for his individuality , sensitivity to his emotional states, support for his self-esteem, etc.).
Taking into account the specifics of ourmunicipal budgetary preschool educational institution: “Kindergarten of a general developmental type with priority implementation of activities for the physical development of children No. 50”, Orenburg,
his geographical position and favorable environmental conditions (near a forest, river),
distance from the central road and industrial facilities,
There are plantations of coniferous and deciduous trees around the kindergarten, ornamental shrub, flowers and garden crops,
There is a stadium not far from the kindergarten territory,
on the territory of the kindergarten there is a specially equipped sports ground,
health path (for walking barefoot)
relay track,
specially equipped gym, swimming pool
– there are all conditions for the implementation of the Partial Program.
1.6. Age and individual characteristics of the contingent of children.
The attitude of a child of the fifth year of life to health is characterized by the fact that he shows interest in the rules of health-preserving and safe behavior. He enjoys using the simplest skills and habits of hygienic culture, studies himself, his body, his capabilities with interest, has a positive attitude towards performing basic work processes and self-service, enjoys independent and joint actions, and their results (clean hands, good mood, beautiful gait, cleaned clothes). toys, neatly folded clothes, etc.) By the age of three, the child is ready to independently eat, dress, undress, wash, use the toilet, use a handkerchief, comb and towel. By the end of the fourth year of life, the youngest preschooler masters the basic culture of behavior while eating at the table and washing in the toilet.
1.7. Planned results of mastering the Program.
The child exhibits:
interest in the rules of health-saving and safe behavior,
desire to perform basic cultural and hygienic skills,
knowledge about a healthy lifestyle.
The child has ideas about the accessible objective world, the purpose of objects, and the rules of safe behavior.
2. Content section.
2.1. Curriculum for the implementation of preschool education in the junior group.
15 minutes2,5%
20 minutes
55 min
8,5%
600 min
100%
2.2. List of teaching aids that ensure the implementation of educational activities in the middle group.
Albums designed:
"Healthy lifestyle"
"Our everyday life";
Card indexes:
"Finger games"
"Gymnastics"
Visual teaching aids:
"Hello"
"Personal hygiene items".
"KGN" schemes
“Poems about healthy eating”;
Games are experiments.
Games - travel.
The spatial environment has a great influence on the formation of a child’s mental qualities;develop curiosity,
cultivate a sense of beauty,contributes to the formation of initial ideas about health and healthy lifestyle.
2.3. Forms, methods, methods and means of implementing the program in the second junior group.
Forms of organization of activitiesOrganized educational activities
Game exercises
Outdoor games
Round dance games
Finger games
Sport exercises
Physical education sessions during other types of OOD
Educational activities carried out during regime moments
Morning and corrective exercises
Outdoor games
Finger games
Game exercises
Sport exercises
Dynamic pauses
Sports holidays and entertainment
Health days
Independent activities of children
Moving, round dancing, finger games
Game exercises
Sport exercises.
2.4. Interaction with family and society.
1. “The journey to the land of knowledge continues”
Informing parents about the progress of the educational process:
* parent meeting on the topic: “So that children grow up healthy.” (September).
* individual and group consultations on the topics: “How to properly instill children with CGN” (October)
“Self-Care Skills” (November);
"About children with poor health." (March).
* instructions for parents on healthy lifestyle (December).
2. Joint activities
* participation in project activities- collecting a collection of healthy things (February).
* books of the “School of the Seven Dwarfs” series - M: Mosaic - Synthesis.2012:
“Faster, higher, stronger”, “I’m growing healthy.”
* Watching cartoons from the “Smeshariki” series.
2.5. Planning work with children in a group.
The program is implemented in educational activities:
during regime moments;
independent activities of children;
joint activities with family.
When working with children, predominantly playful, story-based and integrated forms of educational activities are used:
staging real and fairy-tale situations using toys;
reading nursery rhymes, jokes, chants, songs, poems;
display of illustrations on the topic;
meetings with a puppet doll, a fun toy;
playing out fairy tales, games and experiments using flannelgraph;
organization story games with the help of nursery rhymes and poems;
display of plot illustrations based on fairy tales;
organization of travel games of a subject nature;
imitation of fairy tale characters;
thematic conversations;
using a series of narrative pictures on a healthy lifestyle;
showing a series of sequential actions with objects;
independent games with objects;
working with an album of story photographs (photos of the group’s children);
2.6. Calendar and thematic planning.
1. Games for children to develop cultural and hygienic skills are divided into three thematic cycles. These include games - experimentation and travel games.
1st cycle – “Water, water...”.
* “Cleansing water.” Page 36 (2).
* “Wet sleeves and towel” page 36(2).
* “Dirty and clean hands” p.36. (2).
* "Soap. Let's blow soap bubbles” p.37(2).
* Game “Journey to the City of Personal Care Products” p.39(2).
2 – cycle – “I can dress myself.”
* “What is reflected in the mirror?” p.41(2).
* “And the mittens are the last” p.41 (2).
3 – cycle – “We are so used to order.”
* “Confusion, or What’s for what” p.42(2).
* "Journey to the Land of Purity."
2. In the world of dangerous objects.
1.Game of experimentation:“Clear water” using the nursery rhyme “Squish – squish”.
2.Reading the poem: “Microbe” (OBZh) Game situation with the fun toy “The gray bunny is washing itself.”
3.Game “Journey to the City of Personal Care Products”
Personal hygiene.
4. Game - experimentation, “Dirty and clean hands”
Properties of water, ability and skills to use water
(p. 35 V.A. Dergunskaya)
What happens if you don't wash them?
“Squish-squish” (Appendix No. 2)
Appendix No. 2
Imitation of movements.
Please note that there are many things around us, among them personal hygiene items that help us maintain cleanliness and tidiness. (page 39 V.A. Derkunskaya)
(p. 36 V.A. Dergunskaya)
October
1.Reading the poem by T. Sobakin “On the benefits of oatmeal.”
2. Game situation: “How mom taught the bunny to eat properly”
3. Examination of illustrations with utensils.
Food culture.
4.Game – sketch “Delicious porridge”
(Appendix No. 2)
You need to hold the spoon in your right hand, take food with your lips, and bite off food in small pieces.
Insert the correct name and purpose.
Reading and dramatization of a poem.
(p. 49 V.A. Derkunskaya.)
November
1. Game – sketch “Boy Petya”.
2. Game – re-enactment “Let’s show Mishka where our things are.”
3.D/i “Let’s dress the Katya doll for a walk.”
Self-service.
4. Game – sketch “I myself”.
Children speak out: using movements and facial expressions they portray Petya (p. 51. V.A. Derkunskaya).
What is where?
Take street shoes and clothes out of the closet one by one.
We start putting on socks and knee socks from the toe. We start fastening the buttons - from the top. Insert the button into the loop and push it through with your finger. If necessary, we politely express our request
Purpose of clothing, rules for caring for it.
Imitation of movements according to the text (p. 48 V.A. Derkunskaya.)
December
1. Water - water
“Play – experimentation – cleansing water.”
Hygiene.
2.Looking at the illustration “Children wash their hands.”
Personal hygiene.
3. Artistic creativity: “Personal hygiene items.”
4. Game “Journey to the Land of Clothes”.
Self-service
Expand children's understanding of water. (Moistens and cleanses) with sleeves (p. 36. V.A. Derkunskaya.)
(Appendix No. 4)
Questions for children.
What are the children doing?
Why do they want to wash their hands?
Why lather your hands with soap?
Why wipe your hands?
Develop artistic and creative abilities.
Imitation of washing and drying hands.
Purpose of clothing and rules for caring for it. (Appendix No. 3)
January
1. Acting out the plot on a flannelgraph: “Let’s set the table for the guests.”
2. We’ll tell Mishka how to eat properly or the game is an experiment. Food culture.
3. Reading “Masha is having lunch” by S. Kaputikyan.
Food culture.
We set the table. (Naming the item and specifying its purpose).
Eat on your own, chew thoroughly, finish your food to the end. Swallowing food without leaving it behind the cheek. (What happens if you don’t eat carefully? (you get dirty, etc.))
Hospitality skills at the table (how can you invite friends?) Staging fragments.
February
1I can dress myself. Game - experimentation "What is reflected in the mirror." (Say my mirror, my light...).
2. Game – sketch “Mitya and the Shirt”.
3. Memorizing the poem by I. Tokmakova “Quiet - Quiet.”
4.D/i “Putting Masha to bed.”
Self-service.
Let's get acquainted with the concept of reflection, use a mirror to see imperfections appearance(Appendix No. 3).
Children, whose shirt do you think this is? (Appendix No. 2).
Why did the shirt become like this? Listen to E. Moshkovskaya’s poem “Mitya and the Shirt.”
Memorization
( Appendix No. 2).
First we take off our clothes, then our shoes and tights, carefully hang them up and put them on a chair. As we lay down we say a nursery rhyme.
(Appendix No. 2).
March
1.Cleaning water. Game-experiment “How to wash your palms”
Personal hygiene.
2. Didactic exercise “Let’s show Winnie the Pooh how to wipe his hands and face with a towel.”
3. Experimental game. "Making soap bubbles."
4. Artistic creativity “Helpers of Cleanliness”
During the experiment, children learn that water purifies and reinforce the skill of washing their hands through experimenting with water.
(Appendix No. 3)
Imitation of movements.
Questions for children: do you dry yourself with one towel, or do you have your own towel?
Is it possible to dry yourself with just a towel?
Maintain interest in health-saving items (Page 37 V.A. Derkunskaya).
We draw soap bubbles with our fingers. (Using the art of emotion with the help of words) “Soap Bubbles” by E. Fargen (Appendix No. 2)
April
1. OBZH “Why take care of our helpers” game - experiment.
2..Game – sketch “Ears”
LIFE SAFETY FUNDAMENTALS - Foreign objects no place in the ears!
3. So we got used to order. Game “Journey to the Land of Toys”To".
4.Game “Journey to the Land of Purity”
Close your eyes - can you walk? We need eyes. How can you harm them? Do you need to take care of them? (same with ears, legs, arms). Why do we call them our helpers?
(Page 51 V.A. Derkunskaya)
We identify by correcting errors that each thing is needed for certain actions and should be in its place.
(Page 43 V.A. Derkunskaya.)
The need to maintain cleanliness and order. Familiar ways to create cleanliness.
(Appendix No. 3)
May
1.So we are used to order. The game is a journey to the land of Toys"
2.Imitation game “What’s for what”
3. In the world of dangerous objects. D/i “Find dangerous objects” “Guess the riddle from the picture.”
Analyze what children know about the need to maintain order in the room, the need to put toys in their place and be careful when handling them (Page 43 by V.A. Derkunskaya.)
Why do we need a handkerchief? Imitation. (We clean our nose, use our handkerchief, cover our nose and mouth when sneezing, coughing, etc.).
Help children remember a group of dangerous objects using riddles. (Appendix No. 5)
2.7. A model for organizing joint activities between a teacher and students.
2.8. Part of the DOW: Features of the organization of the educational process in a group (climatic, demographic, national-cultural and others).
Educational field "Physical development".
Purpose of the Partial Program:
Creating conditions for preserving and strengthening the life and health of children.
Tasks:
caring for the health and emotional well-being of each child;
creating in the group an atmosphere of a humane and friendly attitude towards all students striving for independence;
maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;
variability in the use of educational material, allowing the development of cognitive interests in accordance with the individual capabilities of students;
unity of approaches to raising children in a preschool educational institution and family.
Introduction to a healthy lifestyle: holding travel games, simulation games, travel games, experiment games, meetings with doll characters has become a tradition of our group.When working with children, predominantly playful, story-based and integrated forms of educational activities are used, which contributes to the development of children’s interest, their cognitive and creative abilities
3. Organizational section.
3.1 Design of the subject-spatial environment
Developing subject-spatial environment of the group: content-rich, developing; transformable; multifunctional; variable; accessible; safe; health saving; aesthetically attractive.
1. A set of balls: large and small rubber, plastic, leather.2. Sets: skittles, gray, jump ropes, dumbbells, weights, sandbags, track “footprints”, hoops, darts, gymnastic sticks, ribbed boards, flags, target.
Cards for outdoor games, folk games, physical exercises, relaxation, corrective gymnastics, breathing exercises, a series of pictures on healthy lifestyle, a card index of games - experiments, a set of items useful for health.
Didactic games: “I am a man”, “Vitaminka” games on valeology and life safety
“Magic bottles for breathing exercises.
Items of psychological comfort: a joy mat, a cube - a peace box.
The furniture corresponds to the height and age of the children, the group space is divided into development “centers”, equipped with a sufficient amount of developmental materials. All subjects are available to children, which allows them to choose interesting activities for themselves.
In the group room there are conditions for children’s independent physical activity; a small area free of furniture and toys.
The territory of the site for walks is equipped with: a gazebo for relaxation and games of interest, a sandbox, swings, a health path, a playground, there is outdoor material for walks in the warm and cold seasons; All of the above conditions contribute to the introduction of health-saving technologies into educational activities.
Educator
Krasnova Irina Ivanovna, first qualification category, completed advanced training courses in the amount of 72 academic hours in July 2013.
3.2. Daily regime.
The daily routine is compiled in accordance with SanPiN. The sequence and duration of regime processes during the day are presented in two versions for each age (warm, cold period year) (Appendix No. 2).
3.4.3. List of programs and technologies.
1. Model General Education Program “FROM BIRTH TO SCHOOL”. / Ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova – M: Mosaic - Synthesis 2014
2. Educational area “Health”. / Under. Ed. V.A. Derkunskaya. 2013
3. Growing up healthy./ Ed. V.D Zimonina - M, STEFA 2013.
4. Application.
Health sheet.
Daily regime.
Poems about healthy eating. Hygiene.
Games are experiments.
5 Games - travel.
A series of story pictures on healthy lifestyle.
Album of story photos of the group's children.
5. Glossary.
Developmental amplification - maximum enrichment of children’s personal development based on a wide variety of activities, as well as children’s communication with peers and adults.
Adults - parents (legal representatives), teachers and other employees of the educational organization.
Unity of educational space ensuring uniform conditions and quality of education regardless of the place of study, excluding the possibility of discrimination in the field of education.
Zone of proximal development level of development that is manifested in a child in joint activities with adults and peers, but is not updated in his individual activities.
Individualization of education - building an educational process based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education.
Educational area - a structural unit of educational content, representing a certain direction of development and education of children.
Educational environment - a set of conditions purposefully created in order to ensure the full education and development of children.
Partial educational program, a program aimed at developing preschool children in one or more educational areas, types and/or cultural practices
Social development situation - the established system of relationships between the child and the surrounding social world, represented primarily by adults and other children.
Federal State Educational Standard a set of mandatory requirements for education of a certain level and (or) for a profession, specialty and area of training, approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education.
Federal State Educational Standard for Preschool Education (Order No. 1155 of October 17, 2013) - a set of mandatory requirements for preschool education.
Federal State Requirements (Order No. 655 of November 23, 2009) - mandatory requirements for the minimum content, structure of additional pre-professional programs, conditions for their implementation and terms of study for these programs, approved in accordance with this Federal Law by authorized federal executive authorities.
ABOUT RUSSIAN PRE-SCHOOL EDUCATION PROGRAMS
Among the factors influencing the effectiveness and quality of education of children in preschool educational institutions, an important role belongs to the educational program. Modern differentiation of preschool education and the variety of types of preschool educational institutions imply significant variability in the use of programs and pedagogical technologies. In accordance with paragraph 5 of Article 14 of the Law of the Russian Federation "On Education", each educational institution is given the right to independently develop or choose from a set of variable programs those programs that most fully take into account the specific operating conditions of the preschool educational institution. In the context of the new educational policy of educational variability, a number of domestic programs and pedagogical technologies of a new generation have been developed. All programs provide different approaches to organizing the pedagogical process in kindergarten.
All programs preschool institutions can be divided into complex and partial.
Complex (or general developmental) - include all the main areas of child development: physical, cognitive-speech, social-personal, artistic-aesthetic; contribute to the formation of various abilities (mental, communicative, motor, creative), the formation of specific types of children's activities (subject, play, theatrical, visual, musical activities, design, etc.).
Partial (specialized, local) - include one or more areas of child development.
The integrity of the educational process can be achieved not only by using one main (complex) program, but also by the method of qualified selection of partial programs.
Comprehensive preschool education programs
Program "Origins"
!The name of the program reflects the enduring importance of preschool childhood as a unique age in which the foundations of all future human development are laid.
In the "Origins" program, the child is the central figure of the educational process.
Purpose of the program: diversified development of the child; the formation of his universal, including creative, abilities to a level corresponding to age-related capabilities and requirements of modern society; ensuring all children have an equal start in development; maintaining and strengthening their health.
The program, which is humanistic in orientation, will allow the teacher, based on age criteria, to take into account the different rates of development of children and implement an individual approach to them. Psychological age does not coincide with chronological age, and one psychological age is not equal in duration to another. In connection with this approach, the program identifies psychological ages:
Early childhood (2 stages)
Infancy(from birth to 1 year)
Early age (from 1 year to 3 years).
Preschool childhood (2 stages)
Junior preschool age (from 3-5 years)
Senior preschool age (from 5 to 7 years)
This division is determined by the fact that at the boundaries of the designated ages, significant qualitative changes occur in the development of the child, identified in many psychological studies and empirical experience of education.
The program focuses on enrichment—amplification; and not on artificial acceleration - acceleration of development. Amplification of a child’s mental development presupposes the maximum realization of his capabilities, which are formed and manifested specifically in children’s activities. Unlike acceleration, it makes it possible to preserve and strengthen the child’s physical and mental health.
The program takes into account the specifics of preschool education, which is fundamentally different from school education. To achieve unity of goals and objectives in raising a child, the program provides for meaningful interaction between the kindergarten and the family.
Basic program that specifies general guidelines in the upbringing, training and development of children, can become the basis for future variable and special programs.
Kindergarten education and training program
Created on the basis of the Standard Program of Education and Training in Kindergarten, it is an adapted version for Russian kindergartens.
Target: protecting the lives and strengthening the health of children, their comprehensive education, training and preparation for school.
Rainbow program
Goals:
1.Keep children healthy and form the habit of a healthy lifestyle.
2.Ensure timely and complete physical and mental development children.
3. To provide each child with a joyful and meaningful experience during preschool childhood.
Program " Childhood "
Target: ensuring the development of the child during preschool childhood: intellectual, physical, emotional, moral, volitional, social and personal.
Development program
Target: development of mental and artistic abilities of children 3-7 years old.
The program focuses on developmental education based on the psychological theory of L. A. Wenger about the development of children's abilities.
"Kroha" program
"Target: comprehensive development, education and training of children under 3 years of age.
Partial preschool education programs
Health-saving program "Basics of safety for preschool children" (Authors: R. B. Sterkina, O. L. Knyazeva, N. N. Avdeeva)
Environmental education programs
Program "Young Ecologist" (
Program "Spiderweb" (
Program " Our home is nature" (
Artistic and aesthetic cycle programs
Program "Nature and the Artist" (Author T. A. Koptseva)
Program "Integration" (Author T. G. Kazakova)
"Semitsvetik" program (Authors: V. I. Ashikov, S. G. Ashikova)
Program "Construction and manual labor in kindergarten" " (Author L.V. Kutsakova)
"Umka" program - TRIZ (Authors: L.M. Kurbatova and others.)
Program "Harmony" " (Authors: K.V. Tarasova, TV. Nesterenko, T.G. Ruban)
Program "Baby" (Author V. A. Petrova)
Program "Musical Masterpieces" (Author O. P. Radynova)
Programs for the social and moral development of preschool children
Program "I, You, We" (Authors: O. M. Knyazeva, R. B. Sterkina)
Program "I am a man" (Author S. A. Kozlova)
Program "Introducing children to the origins of Russian folk culture" " (Authors: O. L. Knyazeva, M. D. Makhaneva)
Program "Development of children's ideas about history and culture" (Authors: L. N. Galiguzova, S. Yu. Meshcheryakova)
Heritage Program (Authors: M. M. Novitskaya, E. V. Solovyova)
Programs for physical development and health of preschool children
The “Play for Health” program and the technology of its application in preschool educational institutions (Authors: Voloshina L.N., Kurilova T.V.)
Iskorka program (Author L. E. Simoshina)
Program "Hello! " (Author M. L. Lazarev)
Technology "Start" " (Author L.V. Yakovleva)
Health program " (Author V. G. Alyamovskaya)
Program "Preschooler and... economics" " (Author A.D. Shatova)
You can read more about Russian preschool education programs