NON-STANDARD STANDARD

Since January 1, 2014, Russian preschool education has been “according to the standard.” The Federal State Educational Standard for preschool education is an innovation not from the category of well-forgotten pedagogical fashions. It is difficult to find analogues, at least in domestic educational practice. Came into force from the new academic year new law“On education in the Russian Federation.” For the first time, he assigned preschool education the status of a full-fledged, moreover, the initial, basic level of the educational system. The purpose of the standard is to ensure the transformation of preschool education to this level. Not only the standard, but it - first of all.
For 20 years now, instead of the term “preschool education,” we have been using the term “preschool education.” Now it's legal. Undoubtedly, this strengthens the position of the preschool level in the system Russian education. But it also obliges us to do something more than a simple “change of signs.” For what?
What are the actual educational objectives of the kindergarten? What makes it an “educational institution”? And the teacher - the teacher of such an institution? Kindergarten Is this a stepping stone to school or a special educational institution in which a child lives a special period of his life? What should this segment be filled with first of all? What does its new status promise for the preschool institution and preschool education in general? Tightening the “framework” or, conversely, expanding the range of possibilities? Will the usual principle of “playing with one goal” be adhered to, when the kindergarten obligingly adapts to the requirements of the school? Or we should talk about some fundamental changes in the entire general education system, as a result of which it will be able to accommodate the preschool level. And not just accept - rely on its foundation, develop its achievements in your own way? If so, then how, in what form should this foundation be laid?
The adopted Federal State Educational Standard removes many concerns associated with the prospect of “standardization” of preschool education (see: “Standardization” of preschool education: guiding stars and pitfalls // Obruch. 2013. No. 3). Preschool education can only develop through development: in the standard, both vectors are linked together. The document sets a strategy for the development of preschool education as a system of variable developmental education, opening up the widest opportunities for including all “stakeholders” of the adult community in this process.
The standard is focused not only on supporting diversity, the fundamental “non-standard” nature of childhood and the child itself, but also the variability of the developmental forms of this support while preserving its exceptional, ultimate originality, which precisely gives it “educational value.” This was done on the basis of the cultural-historical theory of the development of the human psyche, which was created in Russia through the efforts of L.S. Vygotsky and his scientific school and has been chosen as a pillar in preschool education in many countries around the world.
The idea of ​​the intrinsic value of preschool childhood - for the first time in the format of a management document - is full of working content. Not only play, but also all other forms of children’s life and children’s activities that determine the originality of preschool age, have undeniable “educational value”. It is not always obvious, sometimes requires disclosure and is measured in other indicators in comparison with school subjects. In the logic of the standard, the actual “educational value” of preschool education follows from the intrinsic value of preschool childhood.

Federal State Educational Standard DO. Explanatory note

Dear parents and teachers!

October 17, 2013 Council of the Ministry of Education and Science Russian Federation approved the federal state standard for preschool education. The order comes into force on January 1, 2014.

The federal state standard for preschool education was developed for the first time in Russian history in accordance with the requirements of the federal law “On Education in the Russian Federation” that came into force on September 1, 2013.

The standard was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child.

Federal State Educational Standard of Preschool Education - non-standard standard

Non-standard standard

From January 1, 2014, Russian preschool education will live “according to the standard.” The Federal State Educational Standard for preschool education is an innovation not from the category of well-forgotten pedagogical fashions. It is difficult to find analogues, at least in domestic educational practice. Since the new academic year, the new law “On Education in the Russian Federation” has come into force. For the first time, he assigned preschool education the status of a full-fledged, moreover, the initial, basic level of the educational system. The purpose of the standard is to ensure the transformation of preschool education to this level. Not only the standard, but it - first of all.

Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” Came into force on January 1, 2014.

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Non-standard standard

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From January 1, 2014, Russian preschool education will live “according to the standard.” The Federal State Educational Standard for preschool education is an innovation not from the category of well-forgotten pedagogical fashions. It is difficult to find analogues, at least in domestic educational practice. Since the new academic year, the new law “On Education in the Russian Federation” has come into force. For the first time, he assigned preschool education the status of a full-fledged, moreover, the initial, basic level of the educational system. The purpose of the standard is to ensure the transformation of preschool education to this level. Not only the standard, but him first and foremost.

For 20 years now, instead of the term “preschool education,” we have been using the term “preschool education.” Now it is legal. Undoubtedly, this strengthens the position of the preschool level in the Russian education system. But it also obliges us to do something more than a simple “change of signs.” For what?

What are the actual educational objectives of the kindergarten? What makes it an “educational institution”? And the teacher - a teacher of such an institution? Is kindergarten a stepping stone to school or a special educational institution in which a child lives a special period of his life? What should this segment be filled with first of all? What does its new status promise for the preschool institution and preschool education in general? Tightening the “framework” or, conversely, expanding the range of possibilities? Will the usual principle of “playing with one goal” be adhered to, when the kindergarten obligingly adapts to the requirements of the school? Or we should talk about some fundamental changes in the entire general education system, as a result of which it will be able to accommodate the preschool level. And not just accept it, but rely on its foundation, develop its achievements in your own way? If so, then how, in what form should this foundation be laid?

Adopted by the Federal State Educational Standard removes many concerns associated with the prospect of “standardization” of preschool education. Preschool education can only develop through development: in the standard, both vectors are linked together. The document sets a strategy for the development of preschool education as a system of variable developmental education, opening up the widest opportunities for including all “stakeholders” of the adult community in this process.

The standard is focused not only on supporting diversity, the fundamental “non-standard” nature of childhood and the child itself, but also the variability of the developmental forms of this support while preserving its exceptional, ultimate originality, which precisely gives it “educational value.” This was done on the basis of the cultural-historical theory of the development of the human psyche, which was created in Russia through the efforts of L.S. Vygotsky and his scientific school and has been chosen as a pillar in preschool education in many countries around the world.

The idea of ​​the intrinsic value of preschool childhood - for the first time in the format of a management document - is full of working content.Not only play, but also all other forms of children’s life and children’s activities that determine the uniqueness of preschool age, have an undeniable “educational value.” It is not always obvious, sometimes requires disclosure and is measured in other indicators in comparison with school subjects. In the logic of the standard, the actual “educational value” of preschool education follows from the intrinsic value of preschool childhood.

But the question remains open, which acquires particular urgency at the stage of testing/implementation of the standard, and thereby its true meaning: how to express all this in the “language of life” of a preschool institution? A language in which adults could “communicate” with children and each other on a daily basis, without losing mutual understanding and understanding of what each of them does individually.

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Federal State Educational Standard as a new level of standardization of preschool education

Regulatory and legal support Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” Came into force on January 1, 2014.

Preschool education is the first stage of general education. Federal Law “On Education in the Russian Federation” dated December 29, 2012. No. 273-FZ came into force on September 1, 2013.

Federal state educational standard - a set of mandatory requirements for education at a certain level and (or) for a profession, specialty and area of ​​training, approved by the federal executive body exercising the functions of developing public policy and legal regulation in the field of education. Federal State Educational Standards of Secondary (Complete) General Education Federal State Educational Standards of Primary General Education Federal State Educational Standards of Preschool Education

GEF DO - what is it? Standard of child development Standard of individualization of education Standard of conditions Preservation of the uniqueness and intrinsic value of childhood Taking into account the social situation of the child’s development Child development in activities Subjective relations between participants in the educational process

Conceptual apparatus Contingent - pupils Educational needs of pupils Social situation of development Participants in the educational process OEP - the main educational program Personally-oriented model of interaction between participants in the educational process Subject-spatial environment

The Federal State Educational Standard is a set of mandatory requirements for preschool education. REQUIREMENTS MANDATORY FOR THE IMPLEMENTATION OF THE PROGRAM for the structure of the Program; to the conditions for the implementation of the Program, including requirements for psychological and pedagogical, personnel, material and technical, financial conditions and for a developing subject-spatial environment; to the results of mastering the Program, presented in the form of targets for preschool education.

Requirements for the structure of the main educational program of preschool education The content of the Program should cover the following educational areas: ● social and communicative development; ● cognitive development; ● speech development; ● artistic and aesthetic development; ● physical development.

Main educational program Target section Content Organizational Mandatory component - 60% Part formed by participants in educational relations - 40% Brief presentation of the educational program is aimed at parents and is available for review

Requirements for the conditions for the implementation of the program: to the psychological and pedagogical conditions for the implementation of the main educational program of preschool education to the personnel conditions for the implementation of the main educational program of preschool education to the material technical specifications implementation of the main educational program of preschool education to the financial conditions of the implementation of the main educational program of preschool education to the developing subject-spatial environment

Psychological and pedagogical conditions for the implementation of the Program Conditions necessary for creating a social development situation (clause 3.2.1., clause 3.2.5.) Conditions necessary for the professional development of teachers and managers (clause 3.2.6.) Conditions necessary for correctional work with children with disabilities (clause 3.2.7.) Additional conditions (clause 3.2.8.)

Ensuring the emotional well-being of the child through: Supporting individuality and initiative through: Establishing rules of interaction in different situations: Building developmental education (zone of actual development - zone of proximal development) Interaction with parents: education; inclusion in the educational process, identifying needs, supporting educational initiatives. Conditions necessary to create a social development situation (clause 3.2.1., clause 3.2.5.):

The “zone of actual development” is characterized by what the child can do independently. “The zone of proximal development” is characterized by what the child cannot do on his own, but what he can cope with with a little help from an adult. Construction of educational activities in the child’s zone of proximal development

Personnel conditions for the implementation of the Program Teaching staff must have the basic competencies necessary to create the conditions for the development of children indicated in paragraph 3.2.5 (clause 3.4.2). The Standard often repeats the goal of encouraging the child’s initiative of independence. Previously, we emphasized that the adult was the main one, the guide. Now he is a mediator who supports the “active initiative of the child.”

Material and technical conditions for the implementation of the program, paragraph 3.5.1 1) requirements determined in accordance with sanitary and epidemiological rules and regulations; 2) requirements determined in accordance with the rules fire safety; 3) requirements for means of training and education in accordance with the age and individual developmental characteristics of children; 4) equipping the premises with a developing subject-spatial environment; 5) requirements for the material and technical support of the program ( educational and methodological kit, equipment, equipment (items)

Financial conditions for the implementation of the program The financing system fully ensures state guarantees in the field of preschool education, a wage system that encourages preschool education workers to achieve high-quality results, as well as to maintain optimal conditions for students.

Requirements for a developing subject-spatial environment, clause 3.3.1 Saturation Transformability Multifunctionality Variability Accessibility Safety

Preschool education targets are social-normative age characteristics of a child’s possible achievements at the stage of completing preschool education. educational targets in infancy and early childhood; target guidelines at the stage of completion of preschool education Requirements for the results of mastering the general education program of preschool education

Assignment of targets Construction of a unified educational policy at the level of preschool education throughout the Russian Federation. To solve problems: forming a program; analysis of professional activities; studying the characteristics of education of children aged 2 months and older. up to 8 years; interaction with families and informing parents about the purpose of preschool education.

Masters the basic cultural methods of activity Shows initiative and independence in different types activity Able to choose his own occupation Has a positive attitude towards the world Interacts with peers and adults Able to negotiate, taking into account the interests of others Capable of empathy Masters different forms of play Able to obey different rules and social norms Quite good command of oral speech The child has developed motor skills, mobility, endurance ; masters different movements; manages and controls Capable of volitional efforts, able to make his own decisions Shows curiosity, asks questions, hypotheses-explanations, tends to observe, experiment Has a developed imagination Has knowledge about himself, nature, the objective and social world

Prohibitions on the use of targets (clause 4.3, clause 4.5) Not subject to direct assessment, including in the form of pedagogical diagnostics. Mastering the program is not accompanied by intermediate and final certification. Targets cannot serve as a direct basis for solving management problems, including: certification of teaching staff; assessment of the quality of education; assessment of both final and intermediate levels of children’s development; assessment of the implementation of municipal (state) tasks; distribution of the incentive payment fund.

“Just as no one can give to another what he himself does not have, so one who is not himself developed, educated and educated cannot develop, educate and educate others.” A. Diesterweg

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Federal State Educational Standard as a new level of standardization of preschool education. Differences between FSES DO and FGT. Grigorieva Galina Grigorievna, Ph.D., Associate Professor, Head. Department of Theory and Methods of Preschool Education, GBOU DPO NIRO

Definition of the standard Methodological support for municipal teams of tutors on the introduction of the Federal State Educational Standard for Preschool Education, 2014 Set of mandatory requirements for preschool education

List of normative documents UN Convention on the Rights of the Child. Constitution of the Russian Federation. Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation.” “Federal State Educational Standard of Preschool Education” (FSES), Order No. 1155 dated November 17, 2013. Order of the Ministry of Education and Science of the Russian Federation dated February 11, 2002 No. 373 “On the Concept of Modernization of Russian Education for the Period until 2010” “Concept of Preschool Education " Approved by the decision of the board of the USSR State Committee for public education June 16, 1989 N 7/1 Methodological support for municipal teams of tutors on the introduction of the Federal State Educational Standard for Educational Education, 2014.

Preschool educational institutions Specialists of primary general education Parents (family) Government bodies Universities, teacher training colleges Institutes for advanced training Executive authorities Developers of POP Developers of proprietary programs The Federal State Educational Standard is addressed to:

FULL life for a child at all stages of childhood (infancy, early childhood, preschool), enrichment (amplification) of child development; Construction of educational activities based on the individual characteristics of each child. The child himself becomes active in choosing the content of his education, becomes a subject of education (hereinafter, individualization of preschool education); Assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations. Principles of preschool education

Supporting children's initiatives in various types activities; Cooperation between the Organization and the family; Introducing children to sociocultural norms, traditions of the family, society and state; Formation of cognitive interests and cognitive actions of the child in various types of activities; Age adequacy of preschool education; Taking into account the ethnocultural situation of children's development. Principles of preschool education

Protecting and strengthening the physical and mental health of children, including emotional well-being; Ensuring equal opportunities for the full development of every child, regardless of place of residence or gender. Nation, language, social status. Psychophysiological and other characteristics, disabilities; Ensuring continuity of goals, objectives and content of education within educational programs various levels. Creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations. Development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults, and the world. Objectives of the Federal State Educational Standard for Preschool Education

Combining education and training into a holistic educational process based on spiritual, moral and sociocultural values ​​and socially accepted rules and norms of behavior in the interests of the individual, family, and society. Formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, aesthetic, moral, intellectual, physical qualities, initiative, independence, and responsibility of the child, the formation of prerequisites for educational activities. Ensuring program variability. Formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children. Providing psychological and pedagogical support for the family and increasing the competence of parents in matters of education. Objectives of the Federal State Educational Standard for Preschool Education

Standard requirements (clause 1.8.) for the structure of the Program and its scope; to the conditions of implementation of the Program; to the results of mastering the Program

Brief description of the program The essence of the EP The program determines the CONTENT and ORGANIZATION of educational activities at the preschool level (clause 2.1) Focus on: creating CONDITIONS for the development of the child, a DEVELOPMENTAL EDUCATIONAL ENVIRONMENT - a system of conditions for the positive socialization and individualization of children, personal development, based on cooperation with adults and children in age-appropriate activities (clause 2.5) Contents Educational areas and types of activities (clause 2.6.)

Educational areas (directions of development) physical cognitive social-personal artistic-aesthetic Types of activities t p-i to iso const m and d communication speech reproduction. HL Requirements for the structure of OOP DO Contents of education in OOP

Objectives Assimilation of social norms and values ​​Development of communication and interaction of the child with adults and peers Formation of readiness for joint activities with peers Development of qualities: personal: independence, focus, self-regulation in actions; intelligence; emotional responsiveness; respectful attitude towards children, adults, a sense of belonging to the family Formation of positive attitudes towards various types of work and creativity Formation of the foundations of safe behavior in everyday life, society, nature Social and communicative development

Objectives Development of the need-motivational sphere (interests, curiosity, cognitive motivation) Formation of cognitive actions, formation of consciousness Development of personal qualities (imagination, creative activity) Formation of primary ideas about oneself, other people, objects of the surrounding world (concretization) Cognitive development

Objectives Development of speech as a means of communication Enrichment of active vocabulary Development of sound and intonation culture of speech, phonemic hearing Development of coherent, grammatically correct speech (dialogue, monologue) Development of speech creativity Acquaintance with book culture, listening comprehension of texts of various genres of children's literature Formation of prerequisites for teaching literacy: sound analytical-synthetic activity (sound and syllabic analysis of words) Speech development

Objectives Formation of an aesthetic attitude towards the surrounding world (nature, objective world, social, towards oneself) Formation of an attitude towards art: formation of elementary ideas about types of art development of prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual, perception of music, artistic literature, fine arts) stimulating empathy for characters works of art Implementation of independent creative activities of children (visual, constructive-model, musical, etc.) Artistic and aesthetic development

Objectives Organization of motor activity: exercises for the development of: physical qualities; musculoskeletal system; balance, coordination of movements; large and fine motor skills both hands. basic movements: walking, running, soft jumps, turns in both directions. outdoor games with rules. Formation of personal qualities: focus and self-regulation in the motor sphere Mastering the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of useful habits) Formation of initial ideas about some sports Physical development

Types of activities (clause 2.7.) Infancy Early age Preschool age direct emotional communication with an adult communication with an adult communicative activity (communication and interaction) manipulation with objects and cognitive-exploratory actions object activity and games with composite and dynamic toys; joint games with peers under the guidance of an adult play activities (role-playing, didactic, with rules) experimentation with materials and substances cognitive and research activities perception of music, children's songs and poems perception of the meaning of music, fairy tales, poems, looking at pictures, perception of fiction motor activity, tactile-motor games motor activity motor activity self-service and actions with household objects-tools self-service and elementary labor design, visual, musical activities

Sections target content organizational 1.1. Explanatory note: goals and objectives of the Program; principles and approaches to the formation of the Program; significant characteristics (conditions......); 1.2. This is a specification of target guidelines, taking into account age capabilities and individual characteristics. differences in children (including children with disabilities) Description of educational activities in five modes. areas taking into account PBL, and method. benefits (WHAT) Description of the forms, methods, methods and means of implementing the Program (HOW) Features arr. activities of different types and cultural practices (features of solving problems in different types of activities and CP) Ways to support children's initiative Features of interaction between teachers. team with the families of pupils. Other characteristics of the Program that are significant from the point of view of the authors. Part of the Program formed by participants arr. relations: Interests of children, families and teachers; National, sociocultural and other conditions; The choice of those partial programs and forms of work that are more consistent with the needs and interests of children and the capabilities of teachers. team, traditions of a preschool educational institution or group. Material and technical support of the Program Provision of methodological materials and teaching aids Daily routine Features of traditional events, holidays, activities Organization of the subject-spatial environment Requirements for the structure of educational educational programs (II)

Contact information: Department of Theory and Methodology of Preschool Education: Tel: 417-58-89

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CONSULTATION FOR TEACHERS

“Federal state standard of preschool education. Comparative analysis of FGT and Federal State Educational Standards"

Effective January 1, 2014order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” .

The standard is developed based onUN Convention on the Rights of the Child, Constitution of the Russian Federation, legislation of the Russian Federationand provides the opportunity to take into account the regional, national, ethnocultural characteristics of the peoples of the Russian Federation when developing and implementing the Program. The standard reflects agreed upon socio-cultural, public and state expectations regarding the level of preschool education, which are guidelines for the founders of preschool organizations, education system specialists, families of pupils and the general public.

Principles when developing Federal State Educational Standards:

1) support for the diversity of childhood; preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person;

2) the personal developmental and humanistic nature of interaction between adults (parents (legal representatives), teaching staff) and children;

3) respect for the child’s personality;

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

The Federal State Educational Standard for preschool education pursues the following goals:

increasing the social status of preschool education;

ensuring by the state equal opportunities for every child to receive quality preschool education;

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

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

The standard is aimed at solving the following problems:

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

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

3) ensuring the continuity of goals, objectives and content of education implemented within the framework of educational programs at various levels;

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child;

5) combining training and education into a holistic educational process;

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

7) ensuring variability and diversity of the content of programs and organizational forms of preschool education;

8) the formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;

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

The Federal State Educational Standard for preschool education establishes 3 groups requirements:

to the conditions for the implementation of the Program, including requirements for psychological and pedagogical, personnel, financial conditions and for the subject-spatial environment;

to the structure of the Program;

to the results of mastering the Program, presented in the form of targets for preschool education.

Structure requirementseducational program of preschool education and its scope:

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

Structural divisions in one Organization (hereinafter referred to as groups) can implement different Programs.

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

Condition requirementsimplementation of the main educational program of preschool education:

Requirements for a developing subject-spatial environment

Requirements for personnel conditions for the implementation of the Program

Requirements for material and technical conditions for the implementation of the educational program

Requirements for financial conditions for the implementation of the main educational program.

The developing subject-spatial environment should provide:

Opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.

Implementation of various educational programs; taking into account the national, cultural and climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

Requirements for resultsmastering the basic educational program of preschool education:

The Standard requirements for the results of mastering the Program are presented in the formtargetspreschool education, which represent the age characteristics of the child’s possible achievements at the stage of completing the preschool education level

Targets are not subject to direct assessment, including in the form of pedagogical diagnostics(monitoring), and are not the basis for their formal comparison with the real achievements of children.

“Monitoring” is the systematic implementation of control. "Diagnostics" is how monitoring will be carried out. Without psychological and pedagogical diagnostics it is impossible to carry out effective action and outline next steps. Targets should not be confused with mastery of educational areas. This is a beacon to strive for! Targets are formed on the basis of educational areas, and they are subject to monitoring.

P.3.2.3. When implementing the program, an assessment of children's development can be carried out as part of pedagogical diagnostics (assessment of the teacher's pedagogical actions). Mastering the program is not accompanied by intermediate and final diagnostics.

The specifics of preschool childhood (flexibility, plasticity of the child’s development, a high range of options for its development, its spontaneity and involuntary nature), as well as systemic features of preschool education (the optional level of preschool education in the Russian Federation, the absence of the possibility of holding the child any responsibility for the result)make demands from a preschool child for specific educational achievements unlawfuland determine the need to determine the results of mastering the educational program in the form of targets.

The Program's targets serve as the basis for the continuity of preschool and primary general education. Subject to compliance with the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education.

Targets cannot serve as the basis for certification of teaching staff or assessment of the quality of education. (Section 4, paragraph 5 of the Federal State Educational Standard)

Social and communicative development;

Cognitive development;

Speech development;

artistic and aesthetic development;

physical development

1. Social and communicative development is aimed at:

assimilation of norms and values ​​accepted in society;

development of communication and interaction of the child with adults and peers;

the formation of independence, purposefulness and self-regulation of one’s own actions;

Development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization;

the formation of positive attitudes towards various types of work and creativity;

Formation of the foundations of safe behavior in everyday life, society, and nature.

2.Cognitive development involves:

development of children's interests, curiosity and cognitive motivation;

formation of cognitive actions, formation of consciousness;

Development of imagination and creative activity;

the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

3.Speech development includes:

mastery of speech as a means of communication and culture;

Enrichment of the active vocabulary;

development of coherent, grammatically correct dialogical and monologue speech;

development of speech creativity;

development of sound and intonation culture of speech, phonemic hearing;

acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;

formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

4. Artistic and aesthetic development presupposes:

development of prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world;

Formation of an aesthetic attitude towards the surrounding world;

formation of elementary ideas about types of art; perception of music, fiction, folklore;

Stimulating empathy for characters in works of art;

Implementation of independent creative activities of children (visual, constructive-model, musical, etc.).

5. Physical development includes:

gaining experience in the following types of children’s activities: motor, including those associated with performing exercises that contribute to the correct formation of the body’s musculoskeletal system, the development of balance, movement coordination, gross and fine motor skills of both hands, as well as the correct execution of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about certain sports, mastering outdoor games with rules;

formation of focus and self-regulation in the motor sphere;

the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

at an early age (1 year - 3 years)

object-based activities and games with composite and dynamic toys;

experimenting with materials and substances (sand, water, dough, etc.);

Communication with an adult and joint games with peers under the guidance of an adult;

self-service and actions with household objects and tools;

perception of the meaning of music, fairy tales, poems, looking at pictures;

Physical activity;

Types of activities for the implementation of OO in preschool age (3-8 years):

gaming, including a role-playing game, a game with rules, etc.;

Communicative (communication with adults and peers);

cognitive-research (studying objects of the surrounding world and experimenting with them);

Perception of fiction and folklore;

self-service and basic household work;

construction from different materials, including constructors, modules, paper, natural and other materials;

Fine (drawing, modeling, applique);

Musical (perception and understanding of the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments);

Motor (mastery of basic movements).

Comparative analysis of FGT and Federal State Educational Standards

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Schedule for the introduction of the Federal State Educational Standard for Preschool Education

in an educational organization in 2014.

“Preschool education” - Evaluation and performance stage. PRESCHOOL EDUCATION IN BELOGORSKY DISTRICT: problems, tasks and ways of development. Increasing professional competence of personnel. EDUCATIONAL CARD municipality Belogorsky district. Variable forms of preschool education. Ensuring continuity of preschool and general secondary education.

“The main program of preschool education” - To ensure the unity of educational, developmental and training goals and objectives of the educational process of preschool children, in the process of implementation of which such knowledge, abilities and skills are formed that are directly related to the development of preschool children; Requirements for the structure of the basic general education program of preschool education.

“Social norms and social values” - Classifications of social norms. By scale of action. Remember: Morality. In case of violation, there is a sanction. Content of the concept. Values. Right. Moral standards. Social values ​​and norms. Obliging, prohibiting, permissive. Social regulators. Norm is a pattern of behavior. The nature. Learn to classify a concept.

“Preschool education services” - 1. Private forms of preschool provision: A license to conduct educational activities is not provided. Terminology used. Conclusions. Draft Federal Law “On Education in the Russian Federation”. Subject and objectives of the research. IPBOYUL do not have such access. Improvement of legislation in the field of preschool provision is required.

“Human Values” - Luxury corrupts. While a person lives, he always thinks about something. Let's try to think about what our movement will be like. In a short period of your life, you have taken quite a lot of life steps. Game "I am a wizard." We want to eat - we can eat bread and salt and that’s it. Finish the sentence.

“Family values” - Family thought... D. Fonvizin “Undergrowth”. Block " Family values", 5th grade. Love is forgiveness... Test... by love A.S. Pushkin “Eugene Onegin”. Block “Family Values”, 8th grade. Ideal family: Oblomovs or Stoltses? Block “Family Values”, 10th grade. I lived little, and lived in captivity... M.Yu. Lermontov “Song about Tsar Ivan Vasilyevich...”.

Ministry of Education and Science of the Russian Federation

State budgetary educational institution

higher education in Moscow

"MOSCOW CITY PEDAGOGICAL UNIVERSITY"

Cheremisina Yana Anatolevna

(GBOU School No. 1015, Moscow)

GRADUATE QUALIFYING WORK

Features of organizing an inclusive educational space in the preschool department of an educational organization.

under the advanced training program for heads of educational organizations implemented as part of the training activities of the State Program “Accessible Environment”

2015

Introduction……………………………………………………………………………… pp. 2-3

Main part.

Chapter 1.

1.1. Psychological characteristics of children with disabilities………………………pp.4-8

1.2.Main directions for creating conditions for children with disabilities

in kindergarten……………………………………………………………pp. 9 -10

Chapter 2.

2.1.Features of organizing an inclusive educational space in secondary preschool education No. 2 GBOU School No. 1015 of Moscow”………………………p. 11-18

Conclusion ………………………………………………………… pp.21-22

Bibliography ………………………………………………... page 23

1. Introduction

Relevance.

Ensuring the state of equal opportunities for every child to receive quality preschool education, ensuring equal opportunities for the full development of each child, regardless of his characteristics, including disabilities - these are the goals that the aim is to achieve. State standard preschool education.

One of the priority directions of Russian state policy on modern stage becomes inclusive education. The Law “On Education in the Russian Federation” introduced the concept of “inclusive education” as ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities (Article 2, paragraph 27).

The educational process of a kindergarten includes both care and concern for children, as well as the processes of upbringing and teaching knowledge, important life skills, the development of personal qualities and abilities of children, and the correction of deficits in their development. It is impossible to organize inclusive education by itself. This process is associated with changes at the value and moral level.

In order for the inclusion of children with special educational needs to truly occur in the educational process of preschool educational institutions, it is necessary, first of all, to change the view of teachers on the process of teaching and upbringing. To maintain equal rights, we must learn to work with all children, taking into account their individual characteristics. This approach to the process of education and upbringing does not imply the artificial inclusion of children with special educational needs into an already established system, but requires the creation of new forms and ways of organizing the educational process. Creating an inclusive educational space is impossible without the creative contribution of all participants in educational relations: children, teachers, parents, social partners. Due to the complexity of organizing an inclusive kindergarten, the question of the readiness of the institution, teaching staff, parents and students to include children with special needs in a unified educational process becomes relevant.

Currently, only a small number of preschool organizations are ready to rethink curricula kindergartens, redesigning educational premises so that they meet the needs and requirements of all children, regardless of health status. The conditions that exist today in kindergartens are not sufficient for inclusion: lack of a regulatory framework, poor material and technical equipment, but, most importantly, insufficiently qualified personnel, lack of specialists who can provide assistance to children with different needs.

Today, in our opinion, former specialized kindergartens or combined kindergartens that have accumulated experience in working with children with special educational needs can be a resource for the development of inclusive education. One of such kindergartens in Moscow is our secondary educational institution No. 2, GBOU School No. 1015, and previously “Kindergarten of compensatory type No. 1800, for children with musculoskeletal disorders.”

Goal of the work: reveal the features of organizing an inclusive educational space in secondary preschool education No. 2, GBOU School No. 1015.

Tasks: 1) study the psychological characteristics of the development of children with disabilities;

2) analyze the directions for creating conditions for children with disabilities in a preschool organization;

3) analyze the features of organizing an inclusive educational space in secondary educational institution No. 2, GBOU School No. 1015.

Hypothesis: We assume that if conditions are created for the development of the personality of a child with disabilities already at the stage of preschool childhood, this will have an impact positive influence for successful socialization, ensuring their full participation in the life of society, effective self-realization in various types of social activities.

Methods:

Analysis, synthesis, design.

Practical significance work: This work is a generalization of the experience of organizing an inclusive educational space in secondary educational establishment No. 2, GBOU School No. 1015. The practical significance lies in the possibility of using experience to solve the problems of organizing an inclusive educational space on the basis of a general education institution. In addition, work analysis can be used by methodologists, deputy directors for preschool education and educational resources, teachers to work with children with disabilities disabilities health.

Main part.

Chapter 1.

1.1. Psychological characteristics of children with disabilities.

According to the Federal Law “On Education in the Russian Federation” No. 273-FZ of December 29, 2012, a student with disabilities - individual, having deficiencies in physical and (or) psychological development, confirmed by a psychological, medical and pedagogical commission and preventing the receipt of education without the creation of special conditions. Education of a child with disabilities can be organized according to an adapted basic educational program implemented in an educational organization or class for children with hearing impairments, vision impairments, musculoskeletal disorders, severe speech impairments, mental retardation, autism spectrum disorders, etc. In order to To organize an inclusive educational space for children with disabilities, it is necessary to know their psychological characteristics.

Children with ASD.

Autism is a mental disorder that occurs as a result of disorders of brain development, characterized by a deficit of social contact and communication, limited interests and the same type of repetitive actions. This disease manifests itself at the age of three. Similar conditions, but with milder signs and symptoms, are considered Asperger's syndrome. This is, first of all, a delay in speech development and a lack of desire to make contact - a lack of communication, limited interests, stereotypes, there is a problem in the development of non-verbal communication (refusal to make eye contact and rejection of bodily hugs), inability to make friends with peers, to share joy and hobbies with comrades, lack of empathy for friends; not perceiving such feelings as pain and sadness of people from one’s surroundings; a tireless desire to organize objects and restore order.

Mentally retarded children.

Mental retardation (oligophrenia) is a persistent disorder and lack of mental development, caused primarily by the pathology of the development of intellectual activity against the background of organic disorders of the central nervous system. This disease is a consequence of the most different forms pathologies of human mental activity associated with genetic, intoxication or organic damage to the brain. At the same time, mental retardation, which is a congenital mental defect, differs from acquired dementia. Clinical picture mental retardation is characterized not only by general mental inferiority, but also by various somatic and neurological manifestations, which are a kind of indicator of improper development of the entire organism.

Children with mental retardation.

Mental retardation is a reversible slowdown in the rate of mental development, detected upon entering school. It is expressed in the insufficiency of the general stock of knowledge, limited ideas, immaturity of thinking, low intellectual focus, predominance of gaming interests, and rapid satiety with intellectual activity. A child with mental retardation differs from an oligophrenic in his intelligence within the limits of existing knowledge. Children with mental retardation are classified as having a more favorable future than other children with developmental problems. The possible “reversibility” of the resulting violations in the event of appropriate corrective measures determines the temporary nature of the difficulties.

A special category is represented by children with ADHD syndrome (attention deficit hyperactivity disorder), who, due to certain disorders, experience enormous difficulties in terms of social adjustment from an early age. Problems of communicative behavior, high excitability and hyperactivity of children require increased attention and tension.

Children with speech impairments

The developmental features of children with alalia, aphasia, dysarthria, anarthria, stuttering and other severe speech disorders are aggravating for the psyche. Impaired speech or its complete absence is a prerequisite for the emergence of a communication barrier, alienation and isolation in relationships. Impaired speech development of a child acts as a psychotraumatic factor that reduces the possibility of successful adaptation both in a peer group and when establishing relationships with significant adults (teachers, educators). Experiences associated with difficulties in communication create a feeling of inferiority in a child with speech development disorders.

Children with sensory impairments

Children with sensory impairments are divided into deaf and hard of hearing, blind and visually impaired.

Underdevelopment of the organs of hearing or vision deprives the child of the most important sources of information, which causes him to lag not only mentally, but also physically. The severity of the delay largely depends on the severity and time of occurrence of sensory disorders, as well as the early start of special correctional and rehabilitation work.

Children with hearing impairments.

The main reason for the mental retardation of a child with hearing impairment is a violation of speech development, since the child does not hear his own voice and the speech of others and, therefore, cannot imitate it. The nature of speech defects directly depends on the severity of hearing loss and the time of occurrence of the auditory anomaly.

The sociocultural adaptation of children with hearing impairments is often (40%) complicated by emotional and behavioral disorders, which are formed as secondary due to sensory and social deprivation that occurs under inadequate conditions for raising a child both in the family and in a child care institution. In most cases, such children are withdrawn, prefer to communicate with their own kind, and react painfully when their defect is discovered. Their speech is characterized by quantitative insufficiency and qualitative originality. Violations of the sound-letter composition of words are often observed: the child does not catch some sounds, perceives others incorrectly, clearly hears only the stressed parts of the word, and does not clearly differentiate prefixes and word endings by ear.

Children with visual impairments.

Features of the mental development of blind and visually impaired children are weakness of abstract-logical thinking, limited knowledge and ideas about the environment with a predominance of general, non-specific knowledge. Characterized by a small amount of sensory experience, a formal vocabulary and insufficiently precise subject-specific correlation of words. Visual defects inhibit the development of motor skills and abilities, spatial orientation and determine the child’s small motor activity and general slowness. Such children feel constrained, unnatural and uncomfortable. They are embarrassed to ask for help. They are vulnerable and sensitive to criticism. With profound visual impairment, obsessive movements may occur. Children press on their eyes to get a feeling of light, sway, and make stereotypical sounds.

Children with musculoskeletal disorders.

There are three groups of children in whom voluntary movements are impossible or difficult. The first group includes children suffering from residual manifestations of peripheral paralysis and paresis, isolated defects of the foot or hand, and mild manifestations of scoliosis (curvature of the spine). The second group includes children suffering from various orthopedic diseases caused mainly by primary lesions of the musculoskeletal system (with the motor mechanisms of the central and peripheral nervous system intact), as well as children suffering from severe forms of scoliosis. Special group are children with consequences of polio and cerebral palsy, in whom disorders of the musculoskeletal system are associated with developmental pathology or damage to the motor mechanisms of the central nervous system.

The basis of cerebral palsy (CP) is early (usually intrauterine - up to 50% of cases) damage or underdevelopment of the brain due to endocrine, infectious and chronic diseases of the mother, intoxication, incompatibility of the blood of mother and fetus according to the Rh factor, immunological characteristics and others, sometimes arising as a result of birth trauma or asphyxia of the newborn, less often as a consequence of encephalitis. As a rule, cerebral palsy is not a hereditary disease. The main symptom of cerebral palsy is movement disorders that can be observed in one limb (monoparesis or monoplegia), both upper or lower limbs (upper lower paraparesis or paraplegia), on one half of the body (hemiparesis and hemiplegia), in all 4 limbs (tetraparesis or tetraplegia). A common clinical manifestation of cerebral palsy is drooling. In general, with cerebral palsy there is a synthesis of motor, speech, mental, emotional and volitional defects. The complexity of the general development of children with cerebral palsy lies in the presence of pronounced impairments in coordinated motor work (asynergy - from the Greek a - a prefix with the meaning of negation, sin - together and ergon - work).

The mental development of children with cerebral palsy has typical features that are caused by both organic damage to the central nervous system and limited independent movement and self-care. Firstly, it is slow, and secondly, it is characterized by disproportionality in the development of higher mental functions, in particular thinking. In some forms of the disease, there is a discrepancy between satisfactory general level the formation of abstract-logical thinking and insufficient spatial representations, which subsequently causes specific difficulties in the child’s mastering, for example, counting operations. Mental impairment often occurs. The level of intellectual development varies widely - from normal intelligence (IQ about 110) to forms of mental retardation that vary in structure and severity (up to IQ = 20). The majority of children with cerebral palsy have a specific mental retardation (70%). The norm is observed in 10% of cases, mental retardation - in 20%.

Such children are vulnerable, impressionable, and have emotional, behavioral and personality disorders. There is a strong attachment to parents or people replacing them.

Deviations of mental development in most cases are caused by insufficiency practical activities(in particular, gaming) and sociocultural experience of children with cerebral palsy, as well as the inability to carry out productive communication with people around them in most cases. More than half of children have dysarthric speech disorders.

1.2. The main directions for creating an inclusive educational environment for a child with disabilities in an educational organization.

The creation of an inclusive educational environment aimed at developing the child’s personality and recognizing his uniqueness, uniqueness and right to quality education is based, first of all, on the modernization of the educational system of the educational organization. The guiding principle of an inclusive educational environment is its willingness to adapt to individual needs various categories children through its own flexible restructuring, taking into account the special educational needs of each included child.

An inclusive educational environment is characterized by a system of value attitudes towards the learning, upbringing and personal development of any child, a set of resources (funds, internal and external conditions) for organizing their education in mass educational institutions and a focus on the individual educational needs of students.

One of the indicators of the effective work of the teaching staff in the field of implementation of inclusive practice is a flexible, individualized approach to creating special conditions for education and upbringing for a child with disabilities. This approach is manifested, first of all, in the development of a variable individual educational route for a child with disabilities within an educational institution, the development of an adapted educational program, the creation of an inclusive educational environment, special educational conditions that meet the needs different categories children with disabilities.

The creation of comprehensive conditions for all children to receive education, taking into account their psychophysical characteristics, should be considered as the main task in the field of realizing the right to education of children with disabilities.

Under special conditions for students with disabilities to receive education in Federal law“On education in the Russian Federation” refers to the conditions for the training, education and development of such students, including the use of special educational programs and methods of teaching and upbringing, special textbooks, teaching aids and teaching materials, special technical means training for collective and individual use, providing the services of an assistant (assistant) who provides students with the necessary technical assistance, conducting group and individual correctional classes, providing access to the buildings of organizations carrying out educational activities, and other conditions without which it is impossible or difficult for students with disabilities to master educational programs limited health capabilities.

The creation of special educational conditions necessary for children with disabilities is divided into the following general areas:

1. Organizational support,
2. Psychological and pedagogical support,
3. Staffing.

Chapter 2.

2.1.Features of organizing an inclusive educational space in secondary preschool education No. 2, GBOU School No. 1015, Moscow"

General information

Our kindergarten opened in the Novo-Peredelkino microdistrict of Moscow in March 1989. Over the course of two decades, the institution has gone through a difficult path of its formation: from nursery-kindergarten No. 1800 with 280 seats to a compensatory kindergarten for children with musculoskeletal disorders, and since 2013 it has been part of the School No. 1015 complex, and is called structural division of preschool education No. 2.

Today our structural unit is a home where an organized development environment creates best conditions for the physical and mental health of children.

In our kindergarten:

• 9 age groups, including an early age group;
• 2 short-term groups, one of which is “Special Child” for children with a complex structure of the defect;
• 2 Early assistance services “Sunny Bunnies” and “Rainbow Palms”;
• a qualified team of passionate teachers, educators, and medical workers;
• new programs and techniques, the implementation of which makes it possible to achieve effective physical, intellectual, social, moral and aesthetic development.

Today there are 230 children in our kindergarten, 28 of whom are children with a disability status. Of these: 18 children diagnosed with cerebral palsy, 4 children with Down syndrome, 1 child with ASD.

Our goal is to create favorable conditions for a full-fledged life for a preschool childchildhood, the formation of the foundations of basic personal culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing the child for life in modern society.

Our tasks:

1. Develop a system of treatment, preventive and pedagogical work to preserve and strengthen the child’s health, introducing him to universal human values.

2. Ensuring the intellectual, personal and physical development of the child.

3. Development of the need for artistic and aesthetic activities, study of the culture of Moscow.

4. Creating conditions for the emotional well-being of the child in the process of joint activities, in communication: child - child, child - adult, child - parent.

5. Carrying out the necessary correction of deviations in the child’s development.

6. Implementation of additional education services.

7. Providing disabled pupils with conditions for social adaptation and integration into society.

8. Interaction with the family, involving parents in the educational process to develop a competent pedagogical position in relation to their own child.

Considering that only a healthy child can fully develop and realize his or her potential to the fullest, when planning and organizing any children’s activity, the workload standard and hygienic requirements that correspond to a preschool child are observed. Therapeutic and pedagogical work is complex, an important condition of which is the interaction of specialists in various fields: neurologist, orthopedist, pediatrician, massage therapist, physiotherapist, physical education and swimming instructors, educational psychologist, speech pathologist teacher, speech therapist, educator.

The most important part common system education and training of children with disabilities is physical education. The development of motor activity takes place in the form of introducing children to physical culture.

The key areas of work for physical education teachers and group teachers are a flexible combination of educational and gaming exercises with outdoor games. Teachers try to organize the educational process in such a way that the child emotionally experiences movement as a special event and expresses his experiences and feelings in movement.

Our children’s favorite physical education takes place both in the gym and on the street. As soon as the first snowdrifts appear, guys, starting from senior groups s, get on the ski track. All graduates of SP DO

No. 2 confidently master: basic skiing skills, techniques for playing pioneer ball and table tennis.

In order to correct orthopedic disorders, a physical education instructor conducts classes in the exercise therapy room using special equipment. Corrective physical education corners in groups are equipped with elements of this equipment, in which the teacher also conducts complexes of health-improving gymnastics every day.

When correcting orthopedic disorders, exercises on exercise machines, on gymnastic and orthopedic apparatus, and games in a dry pool make an invaluable contribution. In addition to special equipment, the exercise room, massage room, and gym are equipped with devices for ion and aromatherapy, which enhance the healing effect.

Having a swimming pool not only allows you to teach children swimming and strengthen them, but also provides powerful emotional release.

Water games relieve physical and emotional stress, excitability, and strengthen nervous system, develop self-confidence. When swimming, water lightens the body, therefore reducing pressure on the child’s musculoskeletal system, especially on the spine, which is important for the children of our kindergarten. Greater dynamic footwork during swimming has a strengthening effect on the formation of children's feet, helping to treat and prevent flat feet.

Almost all children with disabilities and especially children with disability status have one or another speech disorder, therefore Special attention Our preschool organization pays special attention to correctional and speech therapy work.

The main areas of work of speech therapists are: elimination of defective pronunciation, formation and correction of lexical and grammatical means of language, development of the communicative function of speech.

Work in these areas is carried out by qualified specialists who have in their arsenal a large number of different methods and techniques for working with preschoolers, their own developments in this area, and good methodological support.

Work on the development of children's speech is carried out comprehensively, with the participation of speech therapists, educators, and other specialists.

Children's monitoring data, parents' gratitude and feedback from teachers of schools where our students study indicate that speech correction and development in SPDO No. 2 is carried out at a high level.

In addition to disorders of the motor and speech spheres, many children with disabilities have disorders in mental development, which are characterized by disturbances in cognitive activity and the emotional-volitional sphere. Thus, an educational psychologist and a teacher-defectologist, working with such children, perform the important task of preventing and correcting these disorders.

In 2001, our kindergarten openedshort-term group for children with developmental disabilities, in order to create a smooth transition from upbringing in a family environment to raising children in educational institution, adaptation of children to new conditions, active accumulation of social experience, promotion of pedagogical knowledge among parents

A distinctive feature of this group is the active involvement of the family in the educational process.

Parents are happy to take part in various activities with their children: dancing, sculpting, drawing, playing, performing physical exercise and so on.

For children with severe developmental disorders, a mixed-age short-term stay group “Special Child” was opened. The priority activity of this group is teaching children social skills for successful adaptation in society.

The teaching staff tries to organize for each child conditions for the development of adaptive and communicative abilities, for sensory enrichment, as the basis for intellectual development. After all, sensory education, aimed at developing a full-fledged perception of the surrounding reality, serves as the basis for understanding the world. Teachers help children master various sensations and teach them to understand themselves and the world around them through them.

During correctional and developmental activities, specialists and educators use modern technologies and forms of organization of the educational process.

On the basis of SPDO No. 2 there are two early assistance services “Sunny Bunnies” and “Rainbow Palms”

The main goal of the SRP is to provide psychological and pedagogical support to families with children aged 1.5 to 3 years who do not attend state educational institutions, with identified disorders (risk of impairment) in the development of the musculoskeletal system and related diagnoses, for their cognitive-speech, social-personal and physical development, providing psychological and pedagogical assistance to parents.

Tasks:

• comprehensive development of the child and correction of the disorder;
• training parents in theoretical aspects, practical methods and technologies for the upbringing, development, and health of the child;
• carrying out work on adaptation, socialization and integration of children with developmental disorders (risk of impairment);
• creating partnerships with common goals of raising a child.

From 2009 to 2012, on the basis of our preschool organization, a city experimental site operated on the topic “Formation of a healthy lifestyle of the younger generation through the creation of a single health-saving space in the district.”

The object of the study was the system of educational and health-improving process in preschool educational institutions to preserve the health of children and involve parents in healthy image life.

The theme of the experiment: organizing a health-saving space “Kindergarten - family”.

The purpose of the experiment: raising a physically, mentally healthy and socially adapted child through the creation of a single health-preserving space “Kindergarten - Family” and the practical implementation of the model of the preschool educational institution “Healthy Child” through introducing parents to a healthy lifestyle.

The data obtained during the experimental work were used to more fully develop routes for psychological and pedagogical support for preschool children with musculoskeletal disorders.

From 2012 to 2014, the internship platform “S.O.L.N.C.E.” operated on the basis of SPDO No. 2. During this period, teachers at our internship site generously shared their professional experience and contributed to the improvement pedagogical excellence preschool workers in the Moscow education system.It was a fruitful and eventful period. Our activities were aimed at acquiring theoretical and practical skills for trainees to work with children with disabilities.

Rich, bright, very informative and impeccably literate - all these definitions perfectly characterize the events of our internship site. Seminars, trainings, master classes, open screenings, consultations - trainees were constantly involved in practical activities.

As part of the work of the internship site, SPDO No. 2 released e-book with materials from the internship site for the 2012-2013 academic year, which included notes, scripts, guidelines, videos and presentations highlighting the work experience of our interns.

Since 2014, SPDO No. 2 has been providing additional services to pupils on speech and physical development.

The speech therapy service opened the “Speech Development Academy”. Direct educational activities are carried out by speech therapists of SPDO No. 2. The form of work with students is group. The capacity of one group is at least 10 people. Parents of pupils in the second junior, middle and senior groups, including children with disabilities, have the opportunity to choose one or two courses for their child. For children in the pre-school group, three courses are offered to choose from. Classes are conducted in preparation for learning to read and write, the development of lexical and grammatical categories, and the development of coherent speech.

Physical education teacher in an entertaining game form Conducts exciting “Fitness workouts” with children.

Conclusion

The full development of any child - one of the most important tasks of society at the present stage of development - requires finding the most effective ways to achieve this goal. Protecting the child’s rights to development in accordance with individual capabilities is becoming an area of ​​activity in which the interests of parents, medical workers, teachers and psychologists are closely intertwined.

The affirmation of the priority of universal human values ​​in the public consciousness is, first of all, associated with a new attitude towards people with developmental problems. People with disabilities in the intellectual, physical, and mental spheres are considered as an object of special public care and assistance, and the attitude towards such children becomes a criterion for assessing the level of civilization of society. It is expressed, among other things, in the refusal to widely use straightforward terminology that labels a child, and in a shift in the emphasis in characterizing children from deficiencies in their development to fixing the needs for special conditions and means of education.

One of the first to substantiate the idea of ​​maximum orientation in teaching towards normally developing children in his works was L.S. Vygotsky. The scientist argued that the tasks of raising a child with developmental disorders are to compensate for deficiencies by activating the activity of intact analyzers and his integration into life. Moreover, compensation to L.S. Vygotsky understood not in the biological, but in the social aspect, since he believed that in the correctional educational process one has to deal not so much with the factors of the primary defect, but with their secondary layers.

The problems of forming a new philosophy of attitude towards persons with disabilities are at the intersection of various branches of scientific knowledge, however, the integrating role in the development of the theory and practice of organizing a system of comprehensive care and support for a child belongs to special psychology and correctional pedagogy.

In our country, in the field of special psychology and correctional pedagogy, fundamental and applied research has been conducted for more than 80 years, aimed at developing a system of psychological and pedagogical assistance, social adaptation and rehabilitation of various categories of children with developmental disorders.

Over the years, a significant contribution has been made to the study of the psyche and special educational needs of children with intellectual underdevelopment, deaf and hard of hearing, blind and visually impaired children with severe speech impairments, musculoskeletal disorders, mental retardation, children with severe emotional-volitional disorders (early childhood autism), children with combined disorders.

All education systems are designed to solve the problem of integration into society of people with special educational needs and disabilities. Integration presupposes inclusion in society, i.e. the process and result of providing a child with rights and real opportunities to participate in various types of social life community on an equal basis and together with others in conditions that compensate for the lag in development.

The study of theoretical provisions about the characteristics of persons with disabilities, as well as the analysis of practical experience, is the basis for the successful professional activities of teachers in psychological and pedagogical support.

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