» Methodological readiness of preschool teachers for the introduction of fgos do. Report "The degree of readiness of the pupil of the preschool educational institution for school" at the parent meeting The readiness of the classrooms for the educational process

Methodological readiness of preschool teachers for the introduction of fgos do. Report "The degree of readiness of the pupil of the preschool educational institution for school" at the parent meeting The readiness of the classrooms for the educational process

I approve

Head _____________

Teachers' Council No. 5 dated 19.05.2016

Regulations on the review

“Readiness for 20____-20_____ academic year»

in MADOU No. _______ of the city of ___________

1. General Provisions

1.1. This Regulation has been developed to conduct a readiness review of MADOU No. _______ for the academic year.

1.2. The purpose of the review: to check the readiness of all employees of MADOU No. ______ for the 2016-17 academic year; creation of health-saving conditions for educational and educational work with children, equipping the developing subject-spatial environment in accordance with the Federal State Educational Standard; detection creativity teachers, the manifestation of initiative, imagination in the design of the interior of the group.

1.3. Assessment of readiness for the new academic year is carried out by a commission. The commission includes the head, the deputy head of the AHR, the senior educator, the head nurse, the labor protection specialist, the chairman of the trade union committee, and highly qualified employees of the preschool educational institution.

1.4. An assessment of the readiness of the institution for the new academic year is carried out during the review of readiness based on the indicators of the review for educators, qualified specialists, senior educators, junior service and educational support staff. For each completed indicator, the employee receives 1 point. The maximum number of points for teaching staff is 5. The maximum number of points for junior service and teaching support staff is 3.

1.5. The date of the: ___________________

2. Indicators of the review of readiness for the academic year

2.1. Review indicators for educators

Evaluation, points

    Design and maintenance of play and learning areas in the group in accordance with the age of children and GEF DO:

    Center for Physical Development:

    sports section;

    card files of outdoor games, gymnastics;

    equipment for outdoor games and exercises.

    Center for Cognitive Development:

    center of ecological development (a corner of nature, a corner of observations of animate and inanimate nature);

    a corner of experimental and research activities;

    a corner on moral and patriotic education;

    corners of the development of mathematical and sensory representations.

    Center for Speech Development:

    book corner;

    games for the development of speech and literacy.

    Center for Artistic and Aesthetic Development:

    a corner for fine arts;

    dressing corner (junior, middle groups)

    theatrical games corner;

    corner of musical and didactic games.

    Center for Social and Communication Development:

    play corners according to the age of the children;

    a corner of solitude, quiet games.

2. The presence of didactic material for educational work with pupils, taking into account the age of children and the requirements of the Federal State Educational Standard

3. Design and content of a corner for parents, business card of the group, design and content of documentation.

List of documentation of educators in the group:

    Attendance sheet of pupils of the group

    Working programm

    Long-term plan for the implementation of educational areas

    Calendar plan of educational work

    Self-education program

    Information about parents

    Journal of admission and transfer of pupils

    Filter notebook

    Notebook of quarantine measures

    hardening notebook

    Book of control of parental payment for kindergarten and POU

    Notebook for accounting toys and benefits

    Portfolio

4. Design of a subject-developing environment on the site, the presence of sand in the sandbox

5. Compliance with health and safety requirements for gaming and educational equipment, availability of job descriptions, instructions for health and safety of pupils

TOTAL:

2.2. Review indicators

Score in points

1. Availability, design and content of educational, didactic and gaming material in accordance with the age of children and the Federal State Educational Standard

2. Designing a consultative corner for parents on stands in the halls

3. Registration and content of documentation, health and safety, availability of job description, instructions on health and safety of pupils

4. Landscaping of the assigned territory (updating the traffic rules, classics, sports ground)

5. Availability, design and content of documentation for additional educational services

TOTAL:

Review indicators for the senior educator (methodical office)

Score in points

1. Availability and systematization of materials for diagnostics

2. Availability of manuals, didactic materials, games, file cabinets of video materials on OOP DO in accordance with the educational areas.

3. The presence of a portfolio of teachers, methodical literature, periodicals

4. Design of stands in the methodical office, halls

5. Health and safety, availability job descriptions, OT instructions

TOTAL:

Review indicators for junior service and educational support personnel

junior caregivers

TOTAL:

Laundry workers

1. Marking inventory in accordance with SanPin)

2. Availability at the workplace in full inventory in accordance with TB, PPB, SanPin

3. Availability of job descriptions, safety instructions, instructions for the operation of technological equipment at the workplace

TOTAL:

Catering workers

1. Marking inventory in accordance with SanPin)

2. Availability at the workplace in full inventory in accordance with TB, PPB, SanPin

3. Availability of job descriptions, safety instructions, instructions for the operation of technological equipment at the workplace

TOTAL:

Watchman, janitor, electrician for repair and maintenance of electrical equipment, plumber

1. Marking inventory in accordance with SanPin)

2. Availability at the workplace in full inventory in accordance with TB, PPB, SanPin

3. Availability of job descriptions, safety instructions, instructions for the operation of technological equipment at the workplace

TOTAL:

Purpose of the review:

    Checking the readiness of all employees of MADOU No. 102 for the 2013-14 academic year.

Evaluation (in points):

3 points - excellent;

2 points - good;

1 point - satisfactory;

0 points - unsatisfactory.

The composition of the commission on teaching staff:

Kuznetsova O. V. - head

Composition of the commission for maintenance personnel:

Kuznetsova O. V. - head

Sheremet I. M. - head of household

Sinogina I.I. - senior educator

Kolevatova V.A. - senior educator, chairman of the trade union committee

Zhurba E. S. - head nurse

Prusikina L. N. - housekeeper

I approve

Head of MADOU No. 102

O. V. Kuznetsova

Teachers' Council No. 1 dated "___" August 2011

Regulations on the review - competition

"On readiness for the academic year 2011-2012"

in MADOU No. 102, Tomsk

Objectives of the review:

    Creation of health-saving conditions for educational work with children.

    Equipping the subject-developing environment.

    Identification of the creative abilities of educators, the manifestation of initiative, imagination in the design of the interior of the group.

Indicators of the review - competition for educators

Evaluation, points

1. Appearance, aesthetics of the design of the group

2. The presence of a game materel, taking into account the age of children

3. Availability of game zones and zones learning activities:

Artistically productive

book corner

Green corner

theater zone

Corner of the native land / Local history, patriotic education

Sports corner

Corner of experimental and research activities

privacy zone

play corner

4. Group business card (in the locker room)

5. Corner for parents

6.Documentation

7. The manifestation of the creativity of educators

Indicators of the review - competition

for qualified specialists

2. The presence of educational, didactic material, taking into account the age of children:

Forward planning;

Game libraries;

Benefits and equipment.

3. Advisory corner for parents

4.Documentation

5. Manifestation of creativity of specialist teachers

Indicators of the review-competition for the methodological office (senior educator)

1. Appearance, aesthetics of the room design

2. The presence of educational methodological literature. Classification:

    by sections of the program "Childhood";

    by years of education and upbringing.

    Accumulation and systematization of diagnostic materials.

3. Availability of methodological literature for teachers (advanced training, self-education)

    Title classification

    Classification by year of publication.

4. Thematic corners, stands:

    SDA, PPB, OBZH

    local history

    On the rights of the child

    Getting ready for certification

    Getting ready for the teachers' council, the Ministry of Railways, seminars

    Young teacher school

    Methodical piggy bank

    From work experience

    Competition is announced

    Holiday dates

    Thematic decades

5. Manuals, didactic material, games, visual material

    Classification

    Condition, storage

6. Technical equipment of the method room

7. Documentation

8. Expression of creativity

Competition date: August 29, 2011

To sum up the results of the competition at the teachers' council No. 1.

Composition of the commission:

    Kuznetsova O. V. - head

    Sinogina I. I. - Deputy. for water resources management

    Sheremet I. M. - Deputy. according to AHR

    Kolevatova V.A. - senior teacher

    Fenko E. V. - music director

    Savintseva E. S. - senior nurse

    Barysheva O. V. - teacher - speech therapist

    Varshavskaya S. Yu. - teacher - speech therapist

Attention!

Review

"Readiness

MADOW No. 102

for the 2012-2013 academic year"

V.G. Borovik,

early department of supervision and control
over the activities of the executive authorities of the constituent entities of the Russian Federation,
honored teacher of the Russian Federation

Every year in August more than 43 thousand preschool educational institutions Russia is being inspected for their readiness for the new academic year. How it is carried out and what the manager needs to know about it - we will consider in this article.

In accordance with Art. 51 of the Law of the Russian Federation of July 10, 1992 No. 3266-1 "" (hereinafter referred to as the Law of the Russian Federation "On Education"), an educational institution, including preschool, is responsible for students and pupils. Checking the readiness of a preschool educational institution(hereinafter - DOE) for the new academic year is a form of control by the founder of the activities of an educational institution to create the necessary conditions for organizing the work of the institution.

Carrying out such an audit is not within the competence of the executive authorities of the constituent entities of the Russian Federation exercising control and supervision in the field of education, this the founder of the state and municipal preschool educational institution is empowered. In other words, readiness preschool by the new academic year, it is checked by the administration of the municipal district, urban district or the executive authority of the constituent entity of the Russian Federation, to which the preschool educational institution is directly subordinate.

Checking the readiness of the preschool educational institution for the new academic year is carried out annually from August 10 to 25. Early inspection is allowed.

Competence of inspection bodies

New career opportunities

Try for free! Training program: Organization and quality control of educational activities in preschool educational institutions. For passing - a diploma of professional retraining. Educational materials presented in the format of visual notes with video lectures by experts, accompanied by the necessary templates and examples.

Important! Since January 1, 2011, the provisions of the Law of the Russian Federation "On Education", which provided for the existence of an agreement on the relationship between the founder and the educational institution, as well as the presence of a certificate of state accreditation, have become invalid.

Assessment of the condition of the building and territory of the preschool educational institution

The readiness of the building (buildings) of a preschool institution for the new academic year and work in the autumn-winter period is assessed according to the following criteria:

  1. The general condition of the premises, the quality of the current or major repairs performed.
  2. The state of artificial and natural lighting. The main premises of a preschool institution should have natural lighting. Its absence is allowed only in the premises of pantries, utility rooms, pantry, locker rooms, toilets for staff, bathrooms, showers, rooms for strollers and bicycles, medical rooms in a children's camp.
  3. Storage of defective and burnt out mercury-containing lamps, the procedure for organizing their removal from the building of a preschool institution.
  4. Condition of heating, equipment of heating devices with adjustable taps. In the absence of centralized heating, the provision of the preschool institution with fuel (as a percentage of the annual need) and the conditions for its storage are checked. The use of portable heaters, heaters with infrared radiation in the institution, as well as fencing of heaters with products made of chipboard and other polymeric materials is not allowed.
  5. Condition of the ventilation system - serviceability (malfunction) of transoms in group rooms, forced ventilation in the catering department, laundry (if any). Concentration of harmful air substances in rooms with constant stay of children (group rooms, playrooms, bedrooms, rooms for music lessons and activities physical culture) should not exceed the maximum allowable concentrations for atmospheric air in populated areas.
  6. Condition of cold and hot water supply. In accordance with the established requirements, hot and cold water must be provided to the premises of the catering unit, toilets for children and staff, laundry, swimming pool (if any), and medical facilities.
  7. The presence of backup sources of hot water supply in the premises of the catering unit, pantry, medical purposes, toilets, which are operated in the absence of centralized hot water supply during the period of preventive maintenance in boiler rooms and engineering networks of centralized hot water supply.
  8. Provision of mechanized water supply to the catering department, medical facilities, laundry (laundry room), toilets of all group rooms in the absence of centralized water supply (cold and hot).
  9. The state of the centralized sewerage, and in its absence - the autonomous sewerage of the building, cesspools or local treatment facilities.
  10. Log availability technical operation buildings, as well as acts of pressure testing of the heating system, checking mercury-containing and ionizing devices in the premises of the institution, the general and technical condition of the building, checking the readiness of classrooms and groups for the new academic year.

During the inspection of the territory of the preschool educational institution, the commission analyzes:

  1. The presence and condition of the institution's fencing around the entire perimeter of the territory.
  2. Compliance by the preschool institution with the established requirements for landscaping the territory: trees should grow no closer than 15 m, bushes - no closer than 5 m from the building. The landscaping area must be at least 50% of the area free from buildings.
  3. The presence and condition of outdoor electric lighting on the territory of the institution (the level of artificial illumination of the territory should not be less than 10 lux at ground level).
  4. The presence or absence of environmentally hazardous industrial facilities in the immediate vicinity of the territory of the institution.
  5. Availability of updated signs traffic at the entrance to the facility.
  6. Preparedness of group areas, verandas, awnings and other equipment for pupils.
  7. The presence of a garbage collection site, the condition of the garbage bins, the existence of an agreement with specialized organizations on garbage collection, compliance by the institution with the requirement to locate the garbage collection site at a distance of at least 20 m from the building.

Staffing of preschool educational institutions with pupils and personnel

The staffing of a preschool institution with pupils and personnel is analyzed according to the following criteria: compliance with the requirements for the maximum occupancy of groups of pupils, the presence of round-the-clock groups, vouchers and the correctness of their registration and storage, the correct placement of personnel.

Checking the condition of the premises of the preschool educational institution

During the inspection of the condition of group rooms, the following are checked:

  • readiness of group rooms for the stay of children;
  • sanitary and technical condition of the rooms;
  • provision of rooms with furniture (its condition and marking), bed linen (its condition);
  • provision with educational and play equipment, toys, didactic materials;
  • availability of specially equipped premises for organizing training sessions;
  • the state of technical means (TV, computer, etc.);
  • the readiness of the gym and the hall for music lessons with pupils.

Assessment of the degree of readiness of the catering unit provides for checking:

  • the state of technological and refrigeration equipment;
  • availability of labeling of kitchen utensils and kitchen utensils for raw and prepared food products;
  • separate cutting tables, knives and boards made of hardwood (without slots and gaps) for cutting raw and finished products (it is not allowed to use cutting boards made of plastic and pressed plywood);
  • stainless steel dishes for making compotes and jelly;
  • separate dishes for boiling milk;
  • the state of tableware and the correspondence of the number of simultaneously used tableware and cutlery to the list of children in the group;
  • stoves for cooking, the presence of emergency titanium;
  • the presence of dishwashers, their condition and quantity;
  • availability and labeling of cleaning equipment, detergents, special rags, washcloths and brushes for washing dishes;
  • the presence of the following acts:
    – on carrying out electrical measuring work (checking the condition of grounding and insulation of electrical networks, electrical equipment, testing and measuring the insulation resistance of electrical wires);
    - readiness of catering equipment for the new academic year.

When checking the condition of the pantries, the commission pays attention to the presence and serviceability of:

  • refrigerating chambers or refrigerators for perishable food products, the presence in them of special shelves that are easy to clean, containers with a lid for storing sour cream and cottage cheese, containers for storing cereals, flour, pasta, racks and cabinets for storing rye and wheat bread;
  • dark rooms for storing potatoes and root crops, separate racks for storing cabbage, chests for storing pickled, salted vegetables, boxes for storing fruits and herbs, conditions for storing products that have a specific smell (spices, herring);
  • containers for transporting products.

During the inspection of the state of the medical office, the following are controlled:

  • availability of necessary medical equipment and its condition;
  • storage of perishable medicines;
  • availability of a room for a sick child;
  • medical documentation (medical books, timeliness of medical examinations, marriage journal, sanitary journal and instructions for the operation of medical equipment);
  • the act of checking physiotherapy equipment;
  • procedure for disinfection of reusable medical instruments.

Assessment of the state of the disinfection regime

When checking the status of the disinfection regime, the commission focuses on:

  • the presence and condition of cleaning equipment, disinfectant solutions and detergents, their storage conditions;
  • labels indicating the name of the disinfectant, its concentration, purpose, date of preparation;
  • separate cleaning equipment for toilets, its marking in a bright color;
  • the procedure for organizing wet cleaning of bedrooms, washing tables in group rooms, chairs, changing tables, playpens and other equipment, as well as lining oilcloths and oilcloth bibs;
  • planning activities in case of an unfavorable epidemiological situation;
  • provision of workers with overalls, the availability of places for its storage.

Checking the fire and anti-terrorist status of the preschool educational institution

When checking the fire-prevention condition and the level of anti-terrorist protection of the building, the commission controls:

  1. Availability of fire safety regulations.
  2. Emergency exits and their condition.
  3. An evacuation plan for pupils in the event of a fire, approved by order of the head of the preschool educational institution and agreed with the fire authorities, instructions that determine the procedure for personnel to act in case of fire.
  4. Equipping the building of a preschool institution with means of warning people about a fire. The presence of prescriptive and indicative safety signs in corridors, lobbies, halls, stairwells and doors. For fire notification, you can use the internal telephone and radio broadcasting networks, specially installed broadcasting networks, calls and other sound signals.
  5. Availability and condition of fire-fighting water supply and primary fire extinguishing equipment (fire hydrants, hoses, reservoirs and reservoirs, hand-held fire extinguishers).
  6. The condition of outdoor fire escapes, step-ladders and railings on the roofs of the building (it is allowed to cover the lower part of outdoor vertical fire escapes with easily removable shields to a height of not more than 2.5 m from ground level), dormer windows of attic spaces (they must be glazed and be in a closed condition), pits of basement and basement windows.
  7. Availability and condition:
  • electric lights in case of a power outage;
  • automatic fire alarm and contracts concluded for its maintenance;
  • acts on measuring the insulation resistance of electrical wiring, checking fire hydrants for water loss;
  • orders on the appointment of a responsible employee for the state of the electrical facilities, responsible for fire safety and orders on measures to ensure it, on the establishment of a fire regime;
  • documents confirming the completion of courses under the program "Fire-technical minimum for those responsible for fire safety";
  • fire safety briefing magazines;
  • contracts for the provision of security services;
  • video surveillance systems;
  • buttons for emergency communication with internal affairs bodies.

Studying the condition of sports equipment

When checking the condition of sports equipment, the sanitary and technical condition of the gym, outdoor sports grounds, sports equipment and inventory is analyzed. The institution must draw up acts of testing gymnastic apparatus and equipment in the gym and on the sports ground.

Office readiness for educational process

The readiness of classrooms for educational work implies the presence of regulatory documents, reference and fiction, teaching computer programs, video materials, game materials, manuals, crafts for organizing a variety of activities for children, compliance of educational and methodological support with the requirements of the educational program.

Formulation of test results

Based on the results of checking the work of the preschool educational institution, an act is drawn up on the readiness (unreadiness) of the preschool educational institution for the new academic year, which is signed by all members of the commission.

If the commission decides that the preschool institution is not ready for the new academic year, the act indicates the violations that need to be eliminated, and sets the deadline for their elimination.

After the expiration of the established period, the DOW conducts an inspection to eliminate violations. If the violations are not eliminated within the specified period, the founder may decide to suspend the activities of the preschool institution. In addition, for violation of fire safety standards, sanitary standards, the head of the preschool educational institution may be held administratively liable.

Regulations

  • Code Russian Federation about administrative offenses dated December 30, 2001 No. 195-FZ (as amended on May 4, 2011)
  • Federal Law No. 69-FZ of December 21, 1994 "On Fire Safety" (rev.
  • from 29.12.2010)
  • Law of the Russian Federation of July 10, 1992 No. 3266-1 "On Education" (as amended on February 2, 2011)
  • Decree of the Government of the Russian Federation of September 12, 2008 No. 666 "On approval of the Model Regulations on a preschool educational institution"
  • Decree of the Chief State Sanitary Doctor of the Russian Federation dated July 22, 2010 No. 91 “On approval of SanPiN 2.4.1.2660-10 “Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working regime in preschool organizations”” (as amended on December 20, 2010)

Natalia Sorogina
Report "The degree of readiness of the pupil of the preschool educational institution for school" at the parent meeting

REPORT ON THE TOPIC: « DEGREE OF READINESS OF THE STUDENT OF THE DOE FOR SCHOOL» on the parent meeting

Today we are with you gathered for that to talk a little about what awaits you in the near future. ABOUT school, about preparation for school. Preparation for school is a multifaceted process. And it should be noted that you should start working with children not only immediately before entering school, but far before that, from the younger preschool age . And not only in special classes, but also in the independent activities of the children - in games, in work, communication with adults and peers

stand out different types school readiness:

Psychological readiness

Physical readiness: health status, physical development, development of small muscle groups, development of basic movements

First of all, let's talk first about the general psychological maturity that a child must have before school, and then about the amount of knowledge and skills that he should have.

Psychological maturity is divided into three aspect:

1 Social,

2 emotional,

3 Intelligent.

1. Social maturity implies the need to communicate with peers, the ability to adapt in children's groups, understanding the requirements of the teacher and performing the functions of the student.

2. Emotional maturity is manifested in the reaction of the baby to certain events. In the ability to perform a not very attractive job for a long time. Skills of behavior in stressful situations should be developed.

3. Intellectual maturity is the ability to concentrate attention, establish connections between phenomena and events, the possibility of logical memorization, the ability reproduce a sample, the development of fine movements and coordination.

The child must have the desire to become schoolboy, to carry out serious activities, to study. But this appears in children only towards the end. preschool age and is associated with another crisis of mental development. The child psychologically outgrows the game, and the situation schoolboy performs for him, as a step towards adulthood, and study as a responsible matter, to which everyone treats with respect.

And at this stage, it is important that you, parents who are an authority for their child in everything, both in actions and in words, did not allow negative conversations in the presence of a child about school, about schooling about how difficult it is for children to study now. Such conversations may have a negative impact in the future.

But if we describe school only in rosy tones, then a collision with reality can cause such strong disappointment that he may have a sharply negative attitude towards school. Therefore, it is important to find the edge that will be for the benefit of the child.

An important aspect of the psychological school readiness is also an emotional-volitional readiness:

The ability to control your behavior

Ability to organize the workplace and maintain order

Striving to overcome difficulties

The desire to achieve the result of their activities.

moral and volitional quality:

perseverance,

diligence,

perseverance,

Discipline

Attention

Curiosity, etc.

Of course, it will depend on these qualities whether the child will study with pleasure or study will turn into a heavy burden for him.

And right now it is necessary to develop these qualities.

An important task before parents and educators- to teach the child to bring the work begun to the end, let it be labor or drawing, it does not matter. This requires certain terms: Nothing should distract him. Much depends on how children prepare your workplace. For example, if a child sat down to draw, but did not cooked everything you need in advance, it will be constantly be distracted: you need to sharpen pencils, pick up the appropriate sheet ... As a result, the child loses interest in the plan, wastes time, or even leaves the case unfinished.

The attitude of adults to the affairs of children is of great importance. If a child sees an attentive, benevolent, but at the same time demanding attitude towards the results of his activity, then he himself treats it with responsibility.

(FGOS) preschool education fundamentally change the view, approach, system of work on preschool education. preschool education should reach a higher level.

Federal state educational standard (FGOS) preschool education determines "portrait" a graduate of a preschool educational institution, and, consequently, a future first grader. The emphasis on knowledge and skills in it is shifted to the level of general culture, the presence of qualities, "ensuring social success".

In order to release in school comprehensively developed graduates, we must, during the entire stay of the child in preschool, gradually, step by step to develop them and upbringing.

So what should we ultimately strive for, what results should the child achieve

Physically developed, having mastered the basic cultural and hygienic skills The child has formed the basic physical qualities and the need for motor activity. Independently performs age-appropriate hygiene procedures, observes the elementary rules of a healthy lifestyle.

Inquisitive, active, interested in new, unknown in the surrounding world Interested in new, unknown in the surrounding world (the world of objects and things, the world of relationships and your inner world). Asks questions to an adult, likes to experiment. Able to act independently (in everyday life, in various types of children's activities). When in trouble, seek help from an adult. Takes a lively, interested part in the educational process.

Emotionally responsive preschooler responds to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Emotionally reacts to works visual arts, musical and works of art, natural world.

Having mastered the means of communication and ways of interacting with adults and peers, the Child adequately uses verbal and non-verbal means of communication, owns dialogic speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation).

Able to manage their behavior and plan their actions aimed at achieving a specific goal A child based on primary value ideas, observing elementary generally accepted norms and rules of behavior. The behavior of the child is mainly determined not by momentary desires and needs, but by the requirements of adults and the primary value ideas about "What is good and what is bad". The child is able to plan his actions aimed at achieving a specific goal. Follows the rules of behavior on the street (traffic rules, in in public places (transport, shop, clinic, theater, etc.)

Able to solve intellectual and personal problems (problems appropriate for age) The child can apply independently acquired knowledge and methods of activity to solve new problems (problems posed by both adults and himself; depending on the situation, he can transform the ways of solving problems (problems). The child is able to offer his own idea and translate it into a drawing, building, story, etc.

Having primary ideas about himself, family, society, state, world and nature The child has an idea about himself, his own belonging and belonging of other people to a certain gender; about the composition of the family, kinship and relationships, the distribution of family responsibilities, family traditions; about society, its cultural values; about the state and belonging to it; about the world.

Having mastered the universal prerequisites for learning activities Possessing the ability to work according to the rule and model, listen to an adult and follow his instructions.

Having mastered the necessary skills and abilities The child has formed the skills and abilities necessary for the implementation of various types of children's activities.

So, what else should a child be able to do when going to school:

1. Understand and accurately complete the tasks of an adult from 5-6 teams.

2. Act according to the model.

3. Act at a given pace, without errors, first under dictation, and then independently, for 4-5 minutes (for example, an adult asks to draw a pattern from figures: circle-square-circle-square, and then the child continues to draw the pattern for some time).

4. See cause-and-effect relationships between phenomena.

5. Attentively, without being distracted, listen or engage in monotonous activities for 30-35 minutes.

6. Remember and name shapes, words, pictures, symbols, numbers from memory (6-10 pieces).

7. Maintain correct posture while sitting at a desk for 30-35 minutes.

8. Perform basic physical exercises (squats, jumps, bends, etc., play simple sports games.

9. Feel free to be in a team of children and adults.

10. Be able to communicate politely with adults: greet ( "Hello", but not "Hello" or "Hey", say goodbye, do not interrupt, correctly ask for help (say "Please") and thank for the help provided, apologize if necessary.

11. For a boy - let girls and women go forward, open the door for them, help. For a girl - to respond correctly to the aggressive behavior of boys (when they pull pigtails, push, take things away).

12. Talk calmly, without shouting and unnecessary emotions.

13. Keep your appearance neat and clean personal belongings (add to the list of necessary things for schoolboy paper towels and wet wipes). Wash hands with soap after walking and going to the toilet, before eating. Comb your hair, brush your teeth, use a handkerchief.

14. Navigate in time.

15. Seek medical attention if necessary.

16. Be able to make picture stories from more than five sentences, using adverbs, adjectives and complex sentences.

17. Be able to memorize poems and know a few by heart.

18. Change nouns by numbers.

19. Have good coordination. Be able to draw and color pictures.

20. Be able to generalize, call a group of objects in one word.

The list of requirements for a modern first-grader is, of course, impressive. But in fact, thousands of children come to school, having a completely different level preschool and start learning. Parents need to understand that a large amount of knowledge gained even before the start schoolwork are not yet the key to success. The main thing is psychological readiness child to study and the desire to acquire new knowledge. Train, test and "train" you can, but try to do it without fanaticism. Believe in the success of your future first-grader and instill this confidence in him!

In September 2013, the Federal
Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”, according to which preschool education became the first level of the educational system, the possibilities of obtaining preschool education in various forms have expanded (in kindergarten, preschool groups at schools and complexes, home).

Also, the main event for teachers and specialists in the field of preschool education was the approval of the federal state educational standard for preschool education - (Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155) (hereinafter - the Federal State Educational Standard for Preschool Education, Standard).

The standard is not just a new one, it is the first normative document in the history of preschool education that regulates relations in the field of education that arise during the implementation of the educational program of preschool education. With this in mind, the methodologists and senior educators of preschool educational institutions are faced with the task of preparing teaching teams for the introduction of the Federal State Educational Standard for preschool education.

This is a long process, and it is necessary to start work with an analysis of the starting conditions and the level of readiness of the teaching staff of the preschool educational institution to implement the requirements of the Standard. To do this, a survey of teachers is carried out.

It is also important to determine the relevance of the available resources that can be used as a basis for updating the educational process. To optimize this process, we monitored the subject-spatial development environment that ensures the implementation of the OOP preschool educational institution in accordance with the Federal State Educational Standard. Materials from the FIRO website were used for monitoring.

Target methodical work in the context of the implementation of the Federal State Educational Standard - to ensure methodological readiness teaching staff to the implementation of the Federal State Educational Standard through the creation of a system of continuous professional development.

Methodological readiness characterizes such readiness as a holistic manifestation of personality traits, highlighting three components: cognitive, emotional, motivational. The content of each component is determined based on the specifics of the activities for the implementation of the Federal State Educational Standard.

cognitive component:

    knowledge of the content of the Federal State Educational Standard, regulatory documents and methodological materials accompanying its introduction;

    the ability to classify and systematize methodological materials accompanying the introduction of the GEF;

    the ability to identify methodological problems associated with the implementation of the Federal State Educational Standard, analyze and solve them;

    possession active methods and forms of activity for the implementation of the Federal State Educational Standard

Emotional Component:

    awareness of the value of knowledge of the content of the Federal State Educational Standard and methodological materials accompanying its introduction;

    satisfaction with the activities for the implementation of the Federal State Educational Standard.

Motivational component:

    the presence of a motive for achieving the goal of implementing the Federal State Educational Standard;

    the presence of motives for advanced training, knowledge, creativity in the process of implementing the Federal State Educational Standard.

Thus, the methodological readiness of a teacher for the implementation of the Federal State Educational Standard is understood as a complex, holistic, integrative phenomenon, consisting of three interrelated components and characterizing the armament of teachers with the methodological knowledge and competencies necessary for the successful implementation of the Federal State Educational Standard.

It should be recalled that based on the level of professional competence of teachers of a particular kindergarten it is important to include in this plan various forms of work with teaching staff.

It is acceptable to use different forms of work with teachers, which can be divided into the following groups:

reproductive

    scientific and practical seminars,

    workshops (“Methodology for conducting GCD”, “Improving the environmental competence of teachers”)

    trainings (“Building effective communication and interaction with parents” - tests, games, exercises, solving problem situations)

reproductive-heuristic

    pedagogical readings,

    scientific and practical conferences (teachers participate in the annual "Innovations and Traditions in modern education» on the topics "Children's experimentation as a form of research activity of a preschooler"; "Integration of motor and cognitive activity preschoolers by means of role-playing rhythmic gymnastics”; "Integration general education And additional education on fine arts"

    organizational - activity games ( business game"Formation of the foundations of a healthy lifestyle")

    pedagogical KVN

heuristic-productive

    festivals pedagogical ideas(Non-standard equipment for physical development - plastic bottles, massage mats, etc.)

    competitions of professional skills (conducting GCD, entertainment, didactic games, etc.)

    methodological developments (projects, abstracts, scenarios)

productive

    scientific conferences,

    theoretical seminars (“What is FSES DO”, familiarization with new regulatory documents 1 rub. in 2 months)

The methodological work of an educational institution in the context of the introduction of the Federal State Educational Standard is built in accordance with the following principles.

1.Principle “zones of proximal professional development”. The implementation of this principle involves:

    the study of professional difficulties, the identification of problems in the activities of the teacher in the implementation of the Federal State Educational Standard;

    determination of individual tasks for improving pedagogical qualifications;

    drawing up a plan for professional growth;

    systematic assessment of the solution of the set tasks.

As "zones of proximal professional development" the zone stands out in which the teacher, with the help of colleagues, the studied pedagogical experience, literature can solve the problems of professional activity. The “zone of proximal professional development” for each teacher is purely individual.

2. The principle of stimulating the creative growth of teachers includes:

    systematic monitoring of the results of activities, an objective assessment of the professional growth of teachers;

    assisting the teacher in determining those areas of activity where one can achieve success, show one's strengths, show a model for solving a problem for other colleagues;

    definition of a system of means that encourage everyone to search and creativity, taking into account the characteristics and capabilities of teachers;

    support, encouragement of the initiative of teachers in setting and solving professional tasks, purposefully engaged in self-education.

3. The principle of combining individual and group forms of methodical work. This principle assumes that each teacher can unite with colleagues or join the work of specially organized groups. Promotes:

    the study of professional problems, interests, needs of teachers, their classification and identification of the most common requests;

    determination of popular topics and group forms of work;

    providing an opportunity for each teacher to choose ways and forms of professional development, voluntarily participate in various seminars, attend courses, and other forms of methodological work.

4. The principle of continuity and succession, provides for the constant professional growth of teachers, as well as taking into account the level of their real pedagogical readiness for the implementation of the Federal State Educational Standard. Means:

    ensuring integrity, systematic methodological activity in an educational institution;

    coordination, consistency of activities of all subjects of the implementation of the Federal State Educational Standard;

    preservation of the traditions of previously used effective forms of methodological work, as well as the introduction of new ones;

    taking into account the experience, level of preparedness of the teacher, as well as determining the prospects for his professional growth;

    the choice of forms and methods of methodological work that ensures the development of the creative abilities of teachers, providing for greater independence and responsibility.

Methodological work is carried out in the following areas:

1. Introduction of the requirements of the Federal State Educational Standard into the practice of educational institutions:

    analysis of normative, scientific and methodological sources;

    assessment of the effectiveness of the application of recommendations developed on the basis of scientific and methodological studies.

2. Current methodological assistance. It provides:

    advising teachers in order to assist in the selection of literature for solving pedagogical problems;

    analysis of difficulties encountered by teachers, assistance to them in solving professional problems;

    development of current methodological materials for conducting various classes and events with students.

Scientific and methodological support for the introduction of the Federal State Educational Standard is carried out through the implementation of the following activities:

1. Passing coursework (in our preschool educational institution, only 2 teachers did not pass these courses)

2. Organization of a network of creative and problem groups

3. Training of personnel through consulting and practical seminars.

Consulting Seminar systematizes teachers' knowledge of standards, forms motivational readiness for pedagogical activity on the implementation of the standard and contributes to the inclusion of participants in the development of practical skills for its introduction.

A large role is given to methodological workshops and classes. Practical classes are built in such a way as to develop competencies aimed at analyzing, systematizing, classifying, structuring, generalizing information, ways to solve a specific practical problem.

Federal state educational standards make significant changes both in the understanding of the results of education and in the targets of the activities of educational institutions. Today, preschool educational organizations are facing more and more serious requirements, forcing them to reconsider the traditional system of work. Understanding the Role of the Educator as a translator of knowledge in the past. The main thing today is the identification and development of the abilities of each pupil, the formation of a wide range of competencies among preschoolers. Only a competent teacher can solve modern and promising problems of education, therefore the development of the professional potential of educators is the leading activity of everyone educational organization.

The most important means of improving the professional skills of teachers is methodical work. It stimulates the professional development of the teacher, contributes to his self-realization, allows you to get more satisfaction from work. The role of the methodological work of the ECE is growing significantly in modern conditions in connection with the need to rationally, promptly and creatively use new methods, techniques and forms of education and upbringing.

Article: "FGOS DOE AND PREPARING CHILDREN FOR SCHOOL"

“Raising a child really means raising the life in a child. The teacher should not educate the child, but the life in the child.”
(Sh. Amonashvili.)
What is the Federal State Standard for Preschool Education?
Federal state standards are installed in the Russian Federation in accordance with the requirement
Article 12 of the "Law on Education" and represent
a set of mandatory requirements for preschool education.
What are the requirements put forward by the GEF DOW?
The standard puts forward three groups of requirements:
Requirements for the structure of the educational program of preschool education;
Requirements for the conditions for the implementation of the educational program of preschool education.
Requirements for the results of mastering the educational program of preschool education.
That is distinctive feature Standard? For the first time in history, preschool childhood has become a special self-valuable level of education, the main goal of which is the formation of a successful personality.
The key setting of the standard is to support the diversity of childhood through the creation of conditions for the social situation of the assistance of adults and children for the development of the abilities of each child.
What should be a graduate of a preschool educational institution?
A child - a graduate of a preschool educational institution should have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, a developed imagination, the ability to volitional efforts,
curiosity.
main goal preschool education is not preparation for school.

How will GEF ensure that children are prepared for school?

Not a child should be ready for school, but a school for a child! Children should be so at the exit from the kindergarten that they do not feel neurotic in the first grade, but are able to calmly adapt to school conditions and successfully master the educational program elementary school. At the same time, the school must be ready for different children. Children are always different and in these differences and diverse experiences of the first years of life lies the great potential of each child.
The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it should be borne in mind that today's children are not the same as they were yesterday.
Will preschoolers study like in school?
The child must learn through play. The first skills in drawing, singing, dancing, reading. Accounts and letters will enter the child's world of knowledge through the gates of children's play and others.
children's activities. Through play and experimentation, communication, children get to know the world around them. At the same time, the main thing is not to push forms on preschool education school life.
What is the involvement of parents?
Parents have the right to choose any form of education. These are private gardens, family, while they have the right "at any stage of education to continue education in an educational organization" Article 44 "Law on Education in the Russian Federation" "parents are obliged to ensure that their children receive a general education."

Attachment 1

Working with parents
Goal: Creating conditions for the inclusion of parents of future
first-graders in the process of preparing a child for school.
Tasks:
Inform parents about the criteria for readiness of children for school.
Inform parents about the problems of first-graders (during the period of adaptation to school) and their causes.
Offer practical advice and guidance on how to prepare your child for school.
Our children are one more year older. Now they
pupils of the preparatory group, the oldest in kindergarten.
Back to school soon! How the child's education will turn out in the first grade depends largely on our efforts. How the child will meet with the school will largely depend on what attitude he has towards school, what expectations will be formed. The formation of the desire to become students is the enrichment of the overall development of a preschooler, the creation of a positive psychological attitude to a new stage of life. The serious attitude of the family towards preparing the child for school should be based on the desire to form in the child a desire to learn a lot and learn a lot, educating children in independence, interest in school, a friendly attitude towards others, self-confidence, the absence of fear to express their thoughts and ask questions, to show activity in communication with teachers.
What characterizes an independent child? The independence of the older preschooler is manifested in his ability and desire to act, in his readiness to seek answers to emerging questions. Independence is always associated with the manifestation of activity, initiative, elements of creativity.
An independent child is, first of all, a child who, as a result of the experience of successful activity, supported by the approval of others, feels confident. The whole situation schooling(new requirements for the behavior and activities of the student, new rights, obligations, relationships) is based on the fact that during the years of preschool childhood the child has formed the foundations of independence, elements of self-regulation, organization. The ability to relatively independently solve accessible problems is the prerequisite for the social maturity required at school.
Experience shows that a first grader who does not have this quality developed experiences serious neuropsychic overload at school. A new environment, new requirements cause him a feeling of anxiety and self-doubt. The habit of constant guardianship of an adult, the performance model of behavior that has developed in such a child in preschool childhood, prevent him from entering the general rhythm of the class, make him helpless in completing assignments. Ill-conceived tactics of education, the desire of an adult, even with the best of intentions.
Constantly taking care of and helping the child in elementary matters in advance create serious difficulties for his learning. Adaptation to the school of such children is significantly delayed. Now we will dwell on the criteria for the readiness of children for school, that is, we will consider what should be characteristic of a child in order for him to be ready for school.
While we are going to reveal the content of each component of school readiness, please try to “try them on” for your child and decide what you need to pay attention to today so that your child is successful at school.
Readiness criteria:
1. physical
2. intelligent
3. social
4. motivational.
Physical readiness is such a level of development of all body systems at which daily training loads do not harm the child, do not cause him excessive stress and overwork. Each child has his own, well-defined, adaptive resource, and it is laid long before the child enters school. When choosing a school and school load, it is necessary to pay attention to the health group, the conclusions of doctors, and the child's illness.
Intellectual readiness- includes the knowledge of the child, the presence of special skills and abilities (the ability to compare, generalize, analyze, classify the information received, have a sufficiently high level of development of the second signal system, in other words, speech perception). Mental skills can also be expressed in the ability to read, count. However, a child who reads and even knows how to write is not necessarily well prepared for school. It is much more important to teach a preschooler a competent retelling, the ability to reason and think logically.
Social readiness is the mood of the child to work and
cooperation with other people, in particular adults, who have taken on the role of teacher-mentors. Having this component of readiness, the child may be attentive for 30-40 minutes, he can work in a team. Having become accustomed to certain requirements, the manner of communication of teachers, children begin to demonstrate higher and more stable learning results.
Motivational readiness - implies a reasonable desire to go to school. In psychology, there are different motives for a child's readiness for school: playful, cognitive, social. A child with a play motive ("There are a lot of guys, and you can play with them") is not ready for school. The cognitive motive is characterized by the fact that the child wants to learn something new, interesting. This is the most optimal motive, having which, the child will be successful in the first grade and during the period of study in elementary school. The social motive is characterized by the fact that the child wants to acquire a new social status: to become a schoolboy, to have a portfolio, textbooks, school supplies, and his own workplace. But one should not start from the fact that only the cognitive motive is the most basic, and if the child does not have this motive, then he cannot go to school. By the way, elementary school teachers are focused on the game motive and in many respects their activities, and the learning process is carried out using game forms.
I offer you this dialogue...
Somehow three girls argued about which of them would be the best first grader.

I will be the best first grader, - says Lucy, - because my mother has already bought me a school bag.

No, I'll be the best first grader, - said Katya. - My mother sewed a uniform dress with a white apron for me.

No, I ... No, I, Lenochka argues with her friends. - I not only have a school bag and a pencil case, not only a uniform dress with a white apron, they gave me two more white ribbons in pigtails .... This dialogue shows not awareness, not readiness of girls for school.
The beginning of school life is a serious test for children, as it is associated with a drastic change in the whole way of life of the child. He must get used to:
- to a new teacher;
- to a new team;
- to new requirements;
- to daily duties.
And every child, without exception, goes through the process of adaptation to school (the process of adaptation). And naturally, the more the child has the necessary skills, qualities, the faster he will be able to adapt. But for some children, the school requirements are too difficult, and the routine is too strict. For them, the period of adaptation to school can be traumatic. What are the problems facing first graders at this time? Where do these difficulties come from? And can they be avoided? Many difficulties can be avoided if you pay attention to them in time.
Most of the sources of possible school difficulties and
troubles are often hidden in preschool childhood. Causes:
Parents of a child under 6-7 years of age:
- not so often they pay attention to the development of the baby (“Yes, he still has time to learn, there is a school for this!”),
- do not pay attention to the peculiarities of his communication with surrounding adults and peers (“it will pass with time ...”),
- the presence or absence of a desire to learn (“gets involved,
grow up, you look, and everything will pass"),
- do not teach the child to manage their emotions, actions, obey the requirements the first time.
As a result, children do not appear to have formed important components of school readiness.
What you need to know and be able to a child entering school:
1. Your first name, patronymic and last name.
2. Your age (preferably date of birth).
3. Your home address.
4. Your city, its main attractions.
5. The country in which he lives.
6. Surname, name, patronymic of parents, their profession.
7. Seasons (sequence, months, main signs of each season, riddles and poems about the seasons).
8. Domestic animals and their cubs.
9. Wild animals of our forests, hot countries, the North, their habits, cubs.
10. Transport land, water, air.
11. Distinguish clothes, shoes and hats; wintering and migratory birds; vegetables, fruits and berries.
12. Know and be able to tell Russian folk tales.
13. Distinguish and correctly name planar geometric shapes: circle, square, rectangle, triangle, oval.
14. Freely navigate in space and on a sheet of paper (right - left side, top, bottom, etc.)
15. Be able to fully and consistently retell the listened story, compose, come up with a story from the picture.
16. Distinguish between vowels and consonants.
17. Divide words into syllables according to the number of vowels.
18. Good command of scissors (cut strips, squares, circles, rectangles, triangles, ovals, cut an object along the contour).
19. Use a pencil: draw vertical and horizontal lines without a ruler, draw geometric shapes, animals, people, various objects based on geometric shapes, carefully paint over, hatch with a pencil without going beyond the contours of objects.
Preparing children for writing begins long before the child enters school. IN preparatory group this is given special attention.
Preparation for writing involves the development in children:
Fine motor skills of the fingers (for this purpose, it is necessary to teach children to perform a variety of practical tasks, create crafts using various tools, in the process of which such qualities as the accuracy of voluntary hand movements, eye, accuracy, attention, concentration develop).
Spatial orientation, in particular, on a sheet of paper, as well as in general directions of movement (left to right, top to bottom, forward - backward, etc.).
Visual and graphic skills in the process of visual activity, as well as with the help of graphic exercises.
Coloring has a positive effect on the preparation of the hand for writing. For this purpose, you can use ready-made coloring books. When performing such tasks at home, it is necessary to pay the child's attention to the fact that the image is painted over carefully enough, evenly and accurately.
Helps the development of graphic skills performing various tasks related to hatching. Hatching is performed under the guidance of an adult. Mom or dad show how to draw strokes, control the parallelism of the lines, their direction, the distance between them. For hatching exercises, you can use ready-made stencils depicting objects.
20. Freely count up to 20 and back, perform counting operations within 20. Correlate the number of objects and the number. Learn the composition of numbers: 2, 3, 4, 5. Read the simplest mathematical records.
21. Be able to listen carefully, without being distracted.
22. Maintain a slender, good posture, especially when sitting.
Tips for parents:
Develop perseverance, diligence of the child, the ability to bring things to the end
Form his mental abilities, observation, inquisitiveness, interest in knowing the environment. Make riddles for your child, make them together with him, conduct elementary experiments. Let the child talk aloud.
If possible, do not give the child ready-made answers, make him think, explore.
Put the child in front of problem situations, for example, invite him to find out why yesterday it was possible to sculpt a snowman out of snow, but not today.
Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal connection of events, whether he correctly assessed actions actors whether he is able to prove why he condemns some heroes and approves others.
Be attentive to the child's complaints.
Teach your child to keep their belongings in order.
Do not scare your child with difficulties and failures at school.
Teach your child the right way to deal with failure.
Help your child gain a sense of self-confidence.
Teach your child to be independent.
Teach your child to feel and be surprised, encourage his curiosity.
Strive to make every moment of communication with the child useful.

 


Sections



Advertising