Exercise 1

Rainbow program

Authors: Solovyova E.V., leading researcher at the Center for Preschool, General and additional education Federal Institute for Educational Development. Candidate of Pedagogical Sciences, Associate Professor. Developmental psychologist.

Doronova T.N., candidate of pedagogical sciences, head of department preschool education Federal Institute for Educational Development of the Ministry of Education and Science Russian Federation, Professor of the Department of Preschool Pedagogy and Psychology, Moscow City Psychological and Pedagogical University; Grizik T.I., Candidate of Pedagogical Sciences, senior researcher, leading researcher at the Laboratory of Preschool Education of the Federal Institute for Educational Development of the Ministry of Education and Science of the Russian Federation, Associate Professor of the Department of Preschool Pedagogy and Psychology of the Moscow Institute of Education and Science, editor-in-chief of the magazine " Preschool education"; Yakobson S.G., candidate psychological sciences, senior researcher at the Institute for the Development of Preschool Education of the Russian Academy of Education; Gerbova V.V., Candidate of Pedagogical Sciences, senior researcher at the Research Institute of General Education of Russia. Area of ​​research: methods of developing vocabulary, coherent speech, content and methodology of classes on speech development for preschool children; Gribovskaya A.A., teacher, methodologist, candidate of pedagogical sciences, teacher at the Moscow Institute of Open Education; Musienko S.I., senior researcher at the laboratory of games and toys at the Federal Institute for Educational Development, deputy editor-in-chief of the magazine “Obruch”.

“Rainbow” is the first comprehensive innovative program that opened the way for new variable programs for preschoolers, which replaced the Standard program. It covers a full range of problems related to ensuring the health, education, upbringing and development of children aged 2-7 years.

The “Rainbow” program differs from similar programs on the market in a number of unique advantages: “Rainbow” - domestic a program reflecting the realities of Russian culture, created on the basis of domestic general psychological activity theories A.N. Leontiev and implementing cultural-historical approach L.S. Vygotsky. “Rainbow” - proven reliable a program that has extensive long-term experience of successful use not only in Russia, but also in neighboring countries. “Rainbow” - program socialization a child of preschool age, in which the ideas of forming a comfortable developmental community of peers are put into practice. “Rainbow” is a developmental program of a new generation that realizes the individual potential of each pupil and ensures systematic preparation of the child for the next stage of education. “Rainbow” is a program aimed at mass kindergarten.

The program is conceived and implemented as:

· comprehensive, i.e. covering all the main aspects of the upbringing, education and development of children in preschool age;

· massive, i.e. intended for use in all regions of Russia, both in urban and rural kindergartens, both in groups full day, and in groups operating on a short-term basis;

· personality-oriented a system of upbringing, education and development of children that has assimilated the main achievements of Russian pedagogical and psychological science.

The Rainbow program is aimed at achieving three main goals: maintain and strengthen the health of children and form in them the habit of a healthy lifestyle; promote the timely and complete mental development of each child; provide every child with the opportunity to joyfully and meaningfully live the period of preschool childhood.

The program is modern integrative program, which implements an activity-based approach to child development and a cultural approach to the selection of educational content.

"Rainbow" corresponds to the principle of developmental education; combines the principles of scientific validity and practical applicability; meets the criterion of completeness, allowing you to solve assigned problems and achieve your goals at a reasonable minimum necessary material, preventing children from being overloaded; ensures the unity of educational, developmental and training goals and objectives of the education of preschool children and is built taking into account the principle of integration educational areas.

It is important that in “Rainbow” the methodological approaches to organizing a child’s life activity reflect the principle of complex thematic construction of the educational process. This approach involves widespread use various forms of work with children both in joint activities of adults and children, and in independent activities of children and uses the leading activity of a preschooler - game as the basis for organizing the life of the children's community.

In the new version of the program, the proposed content of education and psychological pedagogical work corresponds to the areas “Physical Education”, “Health”, “Safety”, “Socialization”, “Labor”, “Cognition”, “Communication”, “Reading Fiction”, “Artistic Creativity”, “Music”.

“Rainbow” is the only program for preschool educational institutions that has undergone full experimental testing in 10 regions of Russia over 6 years and an independent examination by the commission of the Ministry of Education of the Russian Federation, as a result of which the program was recommended for mass implementation.

The program is focused on universal humanistic values ​​and was created with the goal of preserving the health of children, helping each child joyfully and meaningfully live the period of preschool childhood, ensuring the full and timely mental development of each child, taking into account his individual characteristics.

"Rainbow" is distinguished by its refusal to strictly regulate children's activities, taking into account the logic of the development of the child's psyche, the possibility of variability in the implementation of the program, taking into account regional and national characteristics, and a high level of preparation of children for school.

Scientific director of the program is Elena Viktorovna Solovyova. The authors and developers are T.N. Doronova, T.I. Grizik, S.G. Yakobson, V.V. Gerbova, A.A. Gribovskaya, S.I. Musienko.

The team of authors has developed an educational and methodological set that allows you to competently work with children: Methodological guidelines for educators for each age group. A set of teaching aids on main types of activities with lesson notes. Educational books, educational visual aids and didactic albums for children of primary, middle and senior preschool age.

The program has been widely used for 15 years in different regions of Russia, as well as in neighboring countries.

In agreement with the scientific director of the program and methodological complex “Rainbow” E.V. Solovyova, the following manuals can be used as tools for monitoring children’s achievement of planned results when preschool educational institutions implement the “Rainbow” program: N.O. Berezina, I.A. Burlakova, E.E. Klopotova and others. “Success. Monitoring children's achievement of planned results. A manual for teachers with an application on electronic media.” I.A. Burlakova, E.E. Klopotova, E.K. Yaglovskaya. "Success. Monitoring children's achievement of planned results. Visual material."

Program “From childhood to adolescence”

Authors: Doronova T.N., candidate of pedagogical sciences, head of the department of preschool education of the Federal Institute for Educational Development of the Ministry of Education and Science of the Russian Federation, professor of the department of preschool pedagogy and psychology of the Moscow City Psychological and Pedagogical University; Grizik T.I., Candidate of Pedagogical Sciences, senior researcher, leading researcher at the Laboratory of Preschool Education of the Federal Institute for Educational Development of the Ministry of Education and Science of the Russian Federation, Associate Professor of the Department of Preschool Pedagogy and Psychology of the Moscow Institute of Education and Science, editor-in-chief of the magazine “Preschool Education”; Musienko S.I., senior researcher at the laboratory of games and toys at the Federal Institute for Educational Development, deputy editor-in-chief of the magazine “Obruch”.

“From childhood to adolescence” is the first program in which issues of child development and upbringing are considered in close interaction between the family and preschool. Participating in the lives of their children not only at home, but also in kindergarten will help parents see the world from the child’s perspective and show interest in the child’s actions. In addition, joint activities of parents and children will improve the quality of children’s education and will make it possible to use the potential capabilities of each child.

The program “From childhood to adolescence” is comprehensive and defines the tasks that must be solved in a family and preschool educational institution in two interrelated areas - “Health” and “Development”.

The first direction of the program - “Health” - ensures the protection and strengthening of children’s physical and mental health, their development and emotional well-being. Parents are given the opportunity, together with teachers and medical workers kindergarten assess the health of each child and choose individual tactics for its development.

The second direction of the program - “Development” - is aimed at developing the child’s personality (his initiative, independence, curiosity, ability for creative self-expression) and introducing children to universal human values.

The program was created by a large team of authors - psychologists, teaching methodologists, defectologist, philologist, musician, and doctors. The head of the program is Tatyana Nikolaevna Doronova. To implement the program, a set of educational, visual and methodological aids has been developed in various areas of activity of a preschool child, planning and organizing pedagogical work in a preschool institution, and the development and upbringing of a child in the family. Literature is offered for all participants in the educational process: children, parents, educators, music directors, specialists in visual arts, physical education, foreign language, methodologists, heads of preschool educational institutions, medical workers.

The program has undergone extensive experimental testing in various regions of Russia and has received positive assessment from parents and teachers.

From childhood to adolescence: a program for parents and educators on the formation of health and development of children from 1 to 7 years old / T. N. Doronova, L. N. Galiguzova, L. G. Golubeva, etc. - M.: Education, 2006.

INTRODUCTION

You are holding an unusual book in your hands. This is a program for parents and teachers, called “From childhood to adolescence.”

The authors put a special meaning into the name of the program related to its content, goals and objectives.
It is common knowledge that childhood - This is a unique period in a person’s life, during which the health and is carried out personal development. A child takes away from childhood something that is retained for the rest of his life.
The period of adolescence consolidates the achievements of childhood and uses them. At the same time, teachers and psychologists rightly insist that the adults raising the child both in childhood and adolescence primarily determine how his development will proceed in the most difficult, adolescence. It is difficult, and often impossible, to properly build relationships with a teenager if they did not develop much earlier - in childhood.
much earlier - in childhood.
The child passes the path from childhood to adolescence with parents,educators And teachers elementary school.
At the beginning of the journey, next to the defenseless and trusting baby are the most important people in his life - parents. Thanks to their love, care, and emotional closeness, the child grows and develops, he develops a sense of trust in the world and the people around him.
On a certain section of the road in early and preschool childhood, a child enters kindergarten. This event entails significant changes in his life. Now he is surrounded by new people, adults and children, whom he did not know before and who form a different community than his family. But the baby is not afraid, because his parents are next to him. Holding his mother's hand tightly, he trustingly extends his small, warm palm teacher
From this moment on, it becomes both easier and more difficult for the child to follow the path of his childhood. It is easier if parents and educators join forces and provide the child with double protection, emotional comfort, and an interesting and meaningful life both in kindergarten and at home. And kindergarten, in turn, will contribute to the development of his basic abilities, the ability to communicate with peers and will ensure preparation for school. It will become more difficult to follow the path of preschool childhood because it is in kindergarten, when solving educational problems, that the first difficulties associated with the development of the child and his behavior arise.
And if educators pay attention to this, and parents brush them aside and do not take part in resolving them, then the most dire consequences await them at school. Specialists in defectology believe that one of the reasons for the persistent underachievement of children in school is the lack of timely assistance to the child during preschool childhood from the family and kindergarten, inattention to his health and physical development from the very beginning. early age.
This does not mean at all that most of these children require serious correction of personal development, which can only be provided by a specialist. They could only be helped in a timely manner by the family and kindergarten. And in this work, parents play a special role.
First of all, this is due to the fact that in preschool childhood it is parents who have the greatest influence on personal development child. And if they do not support the actions of educators or begin to contradict them, then many of the efforts of teachers may be in vain. But this is not enough. It is important that parents are aware of the entire educational process, empathize with the child and help him achieve the desired result.
It is also important that caregivers will not be with the baby throughout the entire period of childhood. On the threshold of school, they will sadly say goodbye to him, and the child will have to go through the next important part of the path of his childhood with his parents And primary school teacher. This will be much easier to do if parents' efforts And teachers will unite. And now there are serious prerequisites for this.
Through interaction with teachers and participation in the life of the kindergarten parents gained experience pedagogical cooperation both with your child and with the teaching community as a whole. As a result, in the future the traditional state of affairs will be completely excluded, when parents are assigned the role of an admiring spectator, commentator or fan, anxiously awaiting the next result.
The participation of parents in the lives of their children not only at home, but also in kindergarten will help them:
overcome your own authoritarianism and see the world from the perspective of a child;
treat your child as an equal and understand that it is unacceptable to compare him with other children. The main thing is not the standard, but the personal achievements of everyone. If a child has done something better than yesterday, and he is aware of this, then one can rejoice at his personal growth and development;
know its strengths and weaknesses and take them into account. This means that when entering school, there will be no dramatic change in the child’s self-esteem (in kindergarten he was smart, but in school he was stupid);
show sincere interest in his actions and be ready for emotional support;
understand that nothing can be done through unilateral influence, but can only suppress or intimidate the child. If we want to achieve the desired result, it is necessary that he himself wants to take part in the work. And for this, the adult and the child must have a good, trusting relationship and a sincere desire to participate in his affairs, joys and sorrows.
As a result, communication with the teacher in both primary and secondary schools does not cause difficulties for parents. They are ready for dialogue, know how to defend their own point of view and interests of the child, and if necessary, protect him. Understanding by parents of the developmental processes occurring with their child and timely intervention in them will make it possible to much more effectively solve problems related to the formation of health and prevent early deviations in its development.
In addition, the joint activities of fathers and mothers with children throughout early and preschool childhood, and then into primary school will improve the quality of children's education and use the potential capabilities of each child.
All this becomes possible only in conditions of complete mutual trust and many years of work, which should be carried out on a scientific basis not with each participant in this process - separately with parents and educators, but simultaneously with everyone together.
In order for teachers of preschool educational institutions to be able to interact with parents, the program “From Childhood to Adolescence” was created.
Legal basis interaction of a preschool educational institution with parents are documents of international law (Declaration of the Rights of the Child and the Convention on the Rights of the Child), as well as laws of the Russian Federation (Constitution of the Russian Federation, Family Code of the Russian Federation, Laws “On Education” and “On Basic Guarantees of the Rights of the Child in the Russian Federation” ).
Declaration of the Rights of the Child is the first international document in which parents are called upon to recognize and respect the rights of children to education, physical, mental, moral and spiritual development in conditions of freedom and dignity.
UN Convention on the Rights of the Child recognizes every child, regardless of race, color, sex, language, religion, political or other opinion, national, ethnic and social origin, legal right on the:
upbringing;
development;
protection;
Active participation in the life of society.
The Convention links the rights of the child with the rights and responsibilities of parents and other persons responsible for the lives of children, their development and protection, and provides the child with the right to participate in decisions affecting his present and future.
The Convention on the Rights of the Child was ratified by the Supreme Soviet of the USSR on June 13, 1990 and entered into force on September 15, 1990; and thus in accordance with paragraph 4 of Art. 15 of the Constitution became an integral part of the legal system of the Russian Federation.
Certain rights of children and responsibilities of parents were enshrined in the Constitution of the Russian Federation, in the Civil and Family Codes. Was accepted the federal law“On the basic guarantees of the rights of the child in the Russian Federation.”
In Art. 63 Family Code The Russian Federation stipulates the rights and responsibilities of parents in the upbringing and education of children. Responsibility for education, health, physical, mental, spiritual and moral development child. In addition, it is stated that ensuring the interests of children should be the main concern of their parents.
The right of a preschool child to education is guaranteed by the state in Art. 43 of the Constitution and is specified in Art. 18 of the Law “On Education”, which is entirely devoted to the education of preschool children. They indicate that parents are the first teachers of a preschool child and it is they who are obliged to lay the foundations of physical, moral and intellectual development his personality.
The main, most important provisions of these documents, which are reflected in the program for parents and teachers “From Childhood to Adolescence”, include:
the child’s right to education, humanistic in nature, health care and recreation, free participation in cultural and creative life, and art;
careful attitude to the individuality of each child, the characteristics of his development;
the child’s right to protection from all forms of physical and mental violence, insult, neglect or neglect;
interaction of a preschool educational institution with the family in order to form the health, education and full development of the child.
The program “From childhood to adolescence” is comprehensive and covers ages from 1 to 7 years.
The program identifies tasks that must be solved in a family and preschool educational institution in two interrelated areas - “Health” and “Development”.
First direction program - “Health” - ensures the protection and strengthening of children’s physical and mental health, their development and emotional well-being.
Parents are given the opportunity, together with teachers and medical workers of a preschool educational institution, from an early age to first study and evaluate the health of each child, and then choose individual tactics for its formation.
Second direction program - “Development” - is aimed at:
development of the child’s personality (competence, initiative, independence, curiosity, ability for creative self-expression);
introducing children to universal human values.
Each direction has an introductory and main part. The introductory part is of a journalistic nature. Its goal is to attract the attention of parents and teachers to problems related to the upbringing, health and development of children, and to justify the need to use certain educational content.
The authors understand that parents do not have the energy and time to work with large amounts of scientific material. Therefore, we tried to present in the introductory part of the program, as briefly and as accessible as possible, only those psychological and pedagogical conditions that are necessary for the implementation of lifelong education, that is, a smooth, painless transition of a child from early age groups to preschool, from a preschool educational institution to school.
The main part presents the tasks that need to be solved in the family and preschool educational institution in order to ensure the formation of health, education and full development of the child at the stage of early and preschool childhood.
Created to implement the program set methodological materials for parents and teachers, ensuring integrity pedagogical process, allowing for a coordinated approach in all areas of interaction between an adult and a child.
If desired, each parent can study the issue of interest in more detail by becoming familiar with the entire set of teaching materials, which, in addition to this program, includes manuals on:
optimizing children's health;
education and development of young children;
physical culture;
speech development;
fiction;
cognitive development;
mathematics;
gaming activities;
visual and productive activities;
music;
theatrical activities;
interaction between the preschool educational institution and the family;
creation of an object-game environment;
elective (optional) programs.
The set of teaching aids for the program fully provides annual planning of work with children, but the sequence of planning by the teacher of the material is determined depending on the individual characteristics of the children, their health, the intensity and pace of their progress, regardless of the level of initial preparedness.
In order to achieve the desired result in the program, parents and teachers need to:
realize that only joint efforts of family and educational institution you can help the child; with respect and understanding treat each other;
remember that a child is a unique individual. Therefore, it is unacceptable to compare him with other children. There is no one else like him (she) in the world, and we must appreciate his (her) individuality, support and develop it;
know that a child should always see parents and teachers as people who are ready to help him personal support and help;
teachers - to instill in children unlimited respect for their parents, who gave them life and put a lot of mental and physical strength into making them grow and be happy;
parents - to instill in the child confidence in the teacher and actively participate in the affairs of the group;
teachers - take into account the wishes and suggestions of parents, highly value their participation in the life of the group;
parents and teachers - to change their attitude towards the upbringing and development of children and consider them not as a set of general techniques, but as the art of dialogue with a specific child based on knowledge psychological characteristics age, taking into account the child’s previous experience, his interests, abilities and difficulties that manifested themselves in the family and educational institution;
parents and teachers - to be imbued with a feeling of sincere respect for what is created by the child himself (a story, a song, sand structures, building material, paper crafts, modeling, drawing, etc.). Admire him initiative and independence, which contributes to the child’s development of self-confidence and their capabilities;
Parents and teachers must show understanding, sensitivity, tolerance and tact when raising and teaching children. Take into account the point of view of the child himself and do not ignore his feelings and emotions;
teachers - regularly in the process individual communication discuss with parents all issues related to the upbringing and development of children;
All participants in the pedagogical process carefully study our program and set of manuals, discuss their content and develop their own strategy and tactics for working with children.
Over the course of eight years, our program and set of teaching aids underwent extensive experimental testing in various regions of Russia and received a positive assessment from parents and teachers.
The authors express their sincere gratitude to all parents and teachers who, implementing the idea of ​​interaction between a preschool educational institution and parents, have achieved high results in the upbringing and development of their children not only in kindergarten, but also at school.
It is quite possible that our first experience in creating a unified program for parents and teachers will be somewhat imperfect. The team of authors will gratefully accept and consider all comments and will definitely try to take them into account in their future work.

HEALTH

The mental and moral development of a child in the first three years depends more than at any other time on his physical condition and mood.
The pace of physical and mental development at an early age they are high, but the structure of all organs and systems is not yet complete, and therefore their activity is imperfect.
In the first years of life, it is important to ensure the physical, mental, moral and aesthetic development of children. But the content, techniques and methods of implementing these tasks others than in working with preschool children. They are determined by the age characteristics of the children.
The preschool period - from 1 year to 3 years - differs from infancy in that the growth energy (compared to the first year) slows down noticeably. The central and peripheral nervous systems quickly mature, conditioned reflex connections expand, and a second signaling system is formed. This period is extremely important for the further development of a person: the systems of conditioned reflex connections developed in the first 3-5 years are especially firmly established and retain their significance throughout subsequent life.

ANATOMIC AND PHYSIOLOGICAL FEATURES
EARLY AND PRESCHOOL CHILDREN

In the second year of life, the child’s weight increases monthly by 200-250 g, and height by 1 cm. These are the average data that we rely on when weighing and measuring the child.

In the third year of life, the pace of physical development slows down even more; over the course of a whole year, the average weight gain is 2-2.5 kg, and 7-8 cm in length. This is natural, since a significant part of the energy goes to ensuring motor activity, to improvement internal organs and systems.
The central nervous system becomes noticeably more resilient. The periods of inhibition are reduced, and the periods of active wakefulness of the child increase. He can concentrate on one activity for quite a long time - up to 10-15 minutes. The functions of the cerebral cortex are improved, and memory for events that happened several months ago develops. Speech is rapidly improving, and a growing vocabulary is accumulating.
Activity is noticeably stabilized of cardio-vascular system. It operates with less stress. The heart rate drops to 86-90, which is already approaching the normal readings for an adult.
The musculoskeletal system is improved. There is intensive ossification of soft bone tissue and cartilage. And although this process will continue as long as the person grows (sometimes up to 20-25 years), the skeleton of a child in the second year of life already provides fairly good vertical stability of the entire body. The strengthening of the muscular-ligamentous apparatus continues. Movements become more confident and varied. But physical fatigue still sets in quickly, the child often changes position, and after considerable effort rests for a long time.
Age-related changes also occur in the gastrointestinal tract. The muscular layer of the stomach wall develops, intestinal tone increases, peristalsis increases, and the nervous regulation of the mechanism of food passage through the intestines improves.
The urinary system functions much more perfectly than in infancy. With relatively small age-related kidney growth, the volume Bladder by the end of the third year of life it increases almost 4 times. Accordingly, the amount of urine excreted once increases, although the number of urinations per day decreases up to 10 times. During toddlerhood, the bladder receptors and spinal cord are still underdeveloped, so the urge to urinate is weak. You shouldn’t blame your baby for wet pants (if you don’t use diapers); the skill of neatness in most children is formed by the age of 3, when they promptly respond to a full bladder.
Like the ability to crawl, walk and talk, the skill of neatness is formed individually for each child. Some children are ready to use the toilet before they reach the age of two, others - only after the third year of life.
The preschool period is a period of active contacts with the outside world. Children of this age are active and inquisitive; When communicating with adults and older children, their speech improves and mental reactions are developed that are adequate to the situation.
The digestive and respiratory systems in children under 3 years of age have not yet completed their development, so some dietary restrictions are necessary (if there are risk factors in the anamnesis), as well as various events for the prevention of colds in response to unfavorable meteorological conditions.
Acute digestive disorders, pneumonia, rickets, diathesis, nutritional anemia are still quite common at this time, but in most cases they are milder than in children of the first year of life.
Children are characterized by emotional lability - rapid transitions from one emotional state to another: agreement - into whims, joy - into resentment. The child's individual character traits are clearly identified.
Preddo school age It is characterized by the rapid development of motor activity, but control over the adequacy of movements in children is low, which often leads to injuries.
The muscular system at this age is noticeably strengthened, and the mass of large muscles increases.
The lymphoid tissue of the lymph nodes, tonsils, and adenoids develops rapidly. Against the background of these processes, inflammatory processes often develop - adenoiditis, tonsillitis, lymphadenitis. In children of this age, such a pathology as enlarged peripheral lymph nodes (“cervical chain”, behind-the-ear glands, frequent runny noses, frequent acute respiratory viral infections) is very common. By the end of the second year of life, all baby teeth have erupted.
Due to the fact that contacts with other children and adults are expanding, and one’s own acquired immunity has not yet reached the proper strength, the most common pathology is acute childhood infections (scarlet fever, diphtheria, mumps, measles, etc.).
The most important preventive measures in this regard are active and passive immunization (vaccinations), protecting the healthy from the sick and timely isolation of the sick (very important proper organization morning filter).
Pre-school age is the period of formation (with insufficient attention to health) of chronic diseases (tuberculosis, hepatitis), hence - Special attention to mandatory vaccinations (vaccinations), hygiene and other procedures.
According to scientists, preschool age refers to the so-called critical periods in a child’s life 1 .
There are many reasons for this. Throughout preschool childhood, there is an increase in the strength and mobility of nervous processes and the formation of higher nervous activity. Nervous processes are characterized by rapid exhaustion. Emotional overstrain is associated with an increase in the frequency of borderline states and neurotic reactions.
It is no coincidence that at this age, parents and teachers often encounter such manifestations in the behavior of children as mood swings, increased irritability, psychomotor excitability, tearfulness, fatigue, and inattention when performing tasks. Children may experience the following reactions: they bite their nails, twirl their hair, do not fall asleep for a long time, make erratic movements (swaying, jumping, etc.).
In preschool childhood, the formula of white blood changes (the child’s blood becomes similar to the blood of an adult), and high activity of various substances “responsible” for allergic reactions develops.
Many children experience accelerated growth (“first stretch”). Therefore, during this period they can grow by 10-12 cm (in leaps and bounds), and then the muscles need additional nutrition, do not keep up with the growth of bones and begin to “scream in pain.” A child may wake up at night and complain of pain in the calf muscles, and parents do not always know how to help.
The period of traction is sometimes associated with various functional changes in the heart muscle, which also does not keep up with the rapid growth of the child.
During preschool childhood, “profound” changes in metabolism occur, which are associated with the maximum frequency of childhood infections and pose a serious danger to the child’s health.
In addition, this age period is an opportunity for the formation and manifestation of all kinds of allergic reactions and chronic somatic diseases, mainly in children who are often ill and predisposed to certain chronic diseases.
But even healthy preschooler needs careful care and participation from the adults around him. This is due to the fact that a child’s health develops throughout his life.
The task of strengthening the health of children is a necessary condition for their comprehensive development and ensuring the normal functioning of a growing organism. In order to maintain and improve the health of a child in one of the most crucial periods of his life, a huge amount of daily work is needed in the family and preschool educational institution. The unified information space of our program will help parents and teachers in resolving issues related to children’s health in two interrelated areas:
child health from 1 year to 7 years;
three lines of health “defense”: regime; nutrition; physical education.
Let's consider the tasks for teachers and parents in each area separately.

CHILD HEALTH CRITERIA

According to the accepted health classification, children attending a preschool educational institution (preschool educational institution) may belong to different health groups: I - absolutely healthy, II - at risk of developing any abnormalities in their health or who have already demonstrated this risk in the form of impaired function of organs and tissues , but not having chronic diseases, and III - having any chronic disease.

Doctors and teachers consider practically healthy children to be those who are cheerful, active, inquisitive, and resistant to unfavorable factors environment, hardy and strong, with a high level of physical and mental development.
Teachers receive information about children’s health from medical workers (clinic, kindergarten). Unfortunately, the practice that exists to date does not always provide complete information about the child’s health when sending him to a preschool educational institution. However, experience has shown that this information is necessary (in an accessible form) for all participants in the development of a child’s health: nurses, teachers, parents, and the child himself.
How can parents understand their child if the doctor did not tell them about it, and if he did, what does this mean, by what criteria was he assigned to one or another health group? To do this, we invite teachers and parents to become familiar with the health criteria.
I health criterion is the presence or absence of abnormalities in early ontogenesis (anamnesis).
To more fully assess criterion I and determine the risk of developing certain abnormalities in the child’s health, it is necessary to know the family history. Family history can determine direction of risk, i.e., find out whether the child is at risk of cardiovascular, bronchopulmonary, gastrointestinal, metabolic diseases or diseases of the nervous system.
Knowledge of how pregnancy and childbirth proceeded makes it possible to judge early development child, about whether the baby had perinatal encephalopathy 2 , in order to help him cope with all the difficulties of extrauterine life and be well prepared for the transition to school.
If the baby had perinatal encephalopathy or other serious illnesses, then first of all we must remember that these children are “stress-vulnerable.” This means that they more often suffer from acute respiratory infections with complications from the respiratory, cardiovascular and other systems, which is an additional aggravating factor for the central nervous system, and are also more often exposed to ENT diseases.
All these diseases are aggravated by adaptation stress during the child’s transition from family to preschool institution and the deterioration of his health.
In terms of their mental abilities, children with perinatal encephalopathy do not differ from their peers. But, unfortunately, they need an individual approach related to the pace and methods of learning.
Work on examining children with mental retardation showed that they had pathology of intrauterine development and serious illnesses in the first year of life. The lack of timely and qualified assistance from parents and kindergarten teachers has led to delays in the mental development of children, and students with mental development delays (MDD), as a rule, are among the persistently unsuccessful in school.
Social history is important for a child's health. Assessing material and living conditions, the psychological climate in the family, the presence of bad habits, and the completeness of the family allows teachers and doctors to determine the degree of risk and timely prevent the possibility of its manifestation.
Scientists believe that the day is not far off when the parents of every child in our country will have a medical passport in their hands, which will first of all present a biological and social history.
Unfortunately, nowadays teachers and doctors often come across information of this nature: “combined disadvantage.” This means that the child also has deviations in early development, and the social conditions of his life also do not correspond to accepted norms. In these cases, kindergarten can be the factor that will help the child improve his health.
But if we, adults, do not take into account medical history, then kindergarten may become another addition to the set of unfavorable factors. This is due to the fact that “at-risk” children are not allowed to carry out activities recommended for children of health group I, i.e., in accordance only with age requirements - this can lead to the opposite result.
We offer for consideration factors that should be paid attention to in the anamnesis. According to doctors, they contribute to the development of attention deficit disorder and hypermotor disorder (increased motor activity) in a child.

No.	Factors	In boys	For girls
1	Mother's age over 30 years	+
2	Father's age is over 39 years		+
3	Complicated obstetric history	+	+
4	Injuries during pregnancy	+	+
5	“Dry” birth (early rupture of amniotic fluid)	+
6	Hyperglycemia in pregnant women (high sugar)		+
7	Birth weight	less than 3000 g	more than 4000 g
8	Birth trauma, fetal infection	+
9	Tics, twitching, seizures	+	+
10	Sleep disorders, childhood infections, enuresis (bedwetting)	+
11	Delayed teething, delayed walking		+
12	Allergic reactions, injuries with loss of consciousness without apparent reason		+

In addition, both girls and boys are equally negatively affected by factors that are associated with the professional activities of their parents before the conception of the child: fibrogenic dust and industrial noise, harmful chemicals (for the mother) and industrial vibration (for the father).
Thus, it is important for parents and teachers to know that any deviations in the early development of a child are a reason to think: is it worth speeding up the child’s further development or to compensate for the effect of risk factors by selecting the optimal method of health improvement and education?
Doctors believe that a child with an unfavorable medical history cannot be classified as absolutely healthy, i.e., health group I. Such children belong to group II A, i.e., to the “at-risk” group, and we, adults, bear great responsibility for ensuring that the risk does not manifest itself in any way, since too active intensive health activities without taking into account the child’s individual capabilities can lead to the opposite result.
II health criterion - physical development(hereinafter - FR) and the degree of its harmony.
This criterion is usually assessed by health professionals. The majority of preschool children have normal physical development, but in every kindergarten there are children with deviations in physical development (with excess or deficiency of weight, short or too tall stature, which do not correspond to their age).
Deviations in RF can be caused by a number of reasons: poor nutrition, the presence of any diseases, poor regulation of growth by the nervous and endocrine systems, as well as the lack of conditions conducive to the growth of bones and muscles (little movement, lack of sufficient sleep). Sometimes there is “constitutionally short stature.” Then, as a rule, it is low in the parents (or one of the relatives), but otherwise the child is healthy, other health criteria will “tell us” about this.
Everyone needs knowledge about the child’s risk factors: parents - in order to navigate how the child is growing, how well-fed he is; educators - in order to select the right furniture for classes, and physical education teachers - in order to correctly select aids and navigate the indicators of movement development, etc.
During the second year of life (and even more so the third), a further slowdown in the child’s growth rate is observed. On average, in the second year of life, his body weight increases by 2.5 kg and length by 12 cm; in the third year of life, body weight increases by 2 kg, and length - by 8-6 cm. Already from the ninth month, the child begins to “lose weight” and stretch out; the second and third years of life are characterized by slight lordosis (bending of the spine forward in the lumbar region) and slightly protruding belly.
Doctors use special tables. Foreign pediatricians offer simple and useful formulas for determining normal body length and weight at the ages of 1 to 6 years:
body weight (kg) = age (years) × 2 + 8;
body length (cm) = age (years) × 6 + 77.
During the second year of life, the total number of teeth reaches 16-20. The order in which teeth erupt may vary.
At the age of 18-24 months, the child usually enters the age of “playfulness”. He can quickly find himself in danger and needs constant monitoring.
Starting from the second year of life, the child enters a period when, imitating adults, he energetically masters the world. At home, children empty wastepaper baskets, open drawers and shelves, and may try to explore everything within their reach. In this regard, any medications, chemicals and other dangerous items should be stored out of the reach of children.
In the second year of life, the rate of brain growth slows down. Head circumference increases by 12 cm in the first year of life, but increases by only 2 cm in the second.
By the end of the first year of life, the brain reaches approximately 2/3, and by the end of the second, 4/5 of the size of the adult brain.
RF is influenced by many factors, primarily hereditary and ethno-territorial, so it is best to know the individual dynamics of the child’s physical development. In addition, this health criterion must be monitored by medical workers in an educational institution or in a clinic (there are special tables for this).
Body weight is determined by weighing. It is very important that it corresponds not to age standards, but to the actual length of the child.
An important indicator of a child’s health and physical development is his posture.
Posture is the usual correct posture of a person when sitting and standing. It promotes the normal functioning of internal organs, since minor deviations in its development affect their functions. Correct posture creates conditions for the normal functioning of such basic systems as the respiratory and cardiovascular systems.
Posture gives the body harmony and beauty and depends on the shape and flexibility of the spine, body tilt, and the state of the neuromuscular and ligamentous apparatus.
With correct posture, the head is slightly raised, the shoulders are turned and are at the same level, the chest is forward, the back is straight, the stomach is tucked, the legs are straight and not bent at the knees. A child with good posture distributes body weight evenly on both legs, with his feet parallel.
Any, even the most initial deviations can complicate the child’s life with increasing academic loads at school, when he will have to move less and sit at the table more (forced static postures lead to muscle tension and create certain difficulties: they cause headaches, restlessness and many other undesirable phenomena ).
Therefore, in preschool age, when posture is developing, it is extremely important for teachers and parents to monitor this process and, at the first sign of a disorder, contact a specialist.
In addition, in the family and kindergarten it is necessary to strengthen muscles and ligaments through systematic exercise physical culture. When conducting physical education classes for girls, you should include more dance movements, flexibility exercises, and limit lifting and carrying heavy objects. For example, preschool girls should not be allowed to carry small children (younger brothers and sisters). Excessive loads can lead to displacement of the pelvic organs, which further contributes to the development of gynecological and obstetric pathologies.
An indicator that is closely related to physical development in children of this age is foot.
Proper arch formation is extremely important for a child's health.
Flat feet most often occur in children who have underdeveloped and weak muscles and ligaments that can stretch, resulting in changes in the shape of the foot. Excess body weight also contributes to flat feet.
The main objectives of the formation of the arch of the foot are: development of motor function, general and strength endurance of the muscles of the lower extremities, taking into account the individual capabilities and state of physical development of children. Children should be offered exercises from different starting positions (standing, sitting, lying on their back, static and in motion).
III health criterion - neuropsychic development of the child.
It is impossible to talk about a child’s health without knowing how his nervous system functions, what is the state of his analyzers (vision, hearing), emotional sphere, development of movements, speech, thinking, attention, memory.
For example, a frequently ill child can have excellent mental development if his parents take care of him at home during his illness. Conversely, the delay pace development, especially at an early age, indicates poor compensation of perinatal lesions of the nervous system.
Important in psychoprophylactic work with children in preschool educational institutions are the prevention of intellectual overload, providing conditions for the emergence of positive emotional experiences, and creating an optimal psychological climate in the group.
The physical status of a child is closely related to his psychological state, which is based on the child’s experience of psychological comfort or discomfort. It should be remembered that children 5-7 years old are especially sensitive to adverse effects that can lead to the manifestation of neuroses.
Mental health problems in children may be a consequence of excessive psychological and physiological stress received by the child in kindergarten and at home.
The reasons for a violation of the neuropsychic development of a child may be the following: strict disciplinary requirements (authoritarian parenting style); long-term stay in a large group of peers (in the absence of a place for relaxation and solitude); failure to satisfy the biological need for physical activity; the amount of mental and physical activity that is inadequate to the functional capabilities of the body; constant disturbances in the daily routine; introducing children to prolonged viewing of videos, computer games, etc. In the prevention of disorders of the child’s nervous system, proper night and daytime sleep is important.
Parents and teachers can judge the child’s health status by the following indicative indicators of his neuropsychic development.

Indicators of development of children in the second year of life

Comparative table of general education programs for preschool education “From birth to school”, “Origins”, “Childhood”, “Success”, “From childhood to adolescence”

Table

Program structure

Brief conclusions

"Success"

Edited by N.V. Fedina, Candidate of Pedagogical Sciences, Moscow,

"Education",

2009.

"Childhood"

Ed. 3rd, revised, St. Petersburg, “Childhood Press”, 2004.

"Origins"

/Ed. L. A. Paramonova. - M.: Karapuz, 1997. - 288s

Purpose of the program: creation of educational, correctional, developmental and health-forming conditions in preschool educational institutions that promote the full development and socialization of a preschooler, ensuring equal starting opportunities and the child’s successful transition to educationin educational institutions.

The idea of ​​the self-worth of the preschool period of childhood is taken as a basis. The pedagogical process is built on two interrelated areas - caring for a full-fledged childhood and preparing the child for future life.

Main objectives of the program:

To increase the competitiveness of the institution by providing a wide range of high-quality educational, correctional and outreach services to different categories of interested population, implementing preschool work new forms of preschool education ("Baby" block). Improve the system of health-preserving and health-forming activities of the institution, taking into account the individual characteristics of preschoolers ("Healthy" block). Modernize the systemmanagement of a preschool educational institutionin the conditions of its activities in the development mode (block “Management”).

Ensure effective, efficient functioning and constant growth of professional competence of a stable staff of the institution (block “Human Resources Potential”). Improve the quality of work with parents of students. To promote an increase in the role of parents in the education of early and preschool children (block “Mother and Child”). Bring the subject-development environment and the material and technical base of the institution into compliance with the requirements (block “Safety and Quality”).

The central objectives of the educational program “Childhood” and its pedagogical technologies are: preserving the uniqueness of each child;

creating favorable conditions for self-expression;

maximum realization of everyone's potential child.

The content of the program implements the principle of ethnocultural relevance of preschool education. The authors strived to ensure that the child became familiar with the origins of the folk culture of his country from childhood. The program pays great attention to works of oral folk art, folk round dance games, folk music and dance, and the decorative and applied arts of Russia. At the same time, the program involves instilling respect for other peoples.

The authors of the “Childhood” program focus on introducing children to goodness, beauty, and non-violence, because it is important that preschool age becomes the time when a child awakens a sense of belonging to the world, a desire to do good deeds and deeds, and to participate in protecting environment.The authors of the “Childhood” program are supporters of the holistic development of the child in the period before school as a subject of activities feasible for a preschooler.

The motto of the “Childhood” program:"Feel - Know - Create." These words define three interconnected lines of child development that permeate all sections of the program, giving it integrity and a single focus. The basis for the implementation of the program is the implementationtasks of strengthening the physical and mental health of the child, forming the foundations of motor and hygienic culture. The “Childhood” program was approved by the expert council of the Education Committee of St. Petersburg as an original program and recommended for preschool educational institutions in the North-Western region.

The basis of the program is the concept of psychological age as a stage of child development, which has its own structure and dynamics, as well as the scientific position of A.V. Zaporozhets about the amplification (enrichment) of child development, the relationship of all its aspects.

Purpose of the program: diversified development child; the formation of his universal, including creative, abilities to a level corresponding to age-related capabilities and requirements of modern society; ensuring all children have an equal start in development; maintaining and strengthening their health.

The program consists of two parts.

First part includes an explanatory note, as well as sections set out by age subperiods of preschool childhood (3-4, 4-5, 5-6 and 6-7 years) in order to optimize the construction of the educational process:

“Organization of activities of adults and children for the implementation and development of the basic general education program of preschool education”,

"Age characteristics of children"

“Planned results of mastering the Program.”

Second part - “Approximate cyclogram educational activities“- represents the technology (systematized sequence) of teachers’ work to implement the Program.

IN Explanatory note the main conceptual provisions of the Program are revealed, including the main tasks of psychological and pedagogical work on the implementation of each area of ​​the Program and the possibility of its integration with other areas. Solving the problems of psychological and pedagogical work on the development of the personal sphere (personal qualities) of children is a priority and is carried out in parallel with the solution of the main tasks that reflect the specifics of the areas of the Program.

The program is divided into 3 parts and covers 3 age periods of child development: junior, middle, senior preschool age.

In each period of the program a characteristic is given age characteristics mental, physical development of children, the tasks of education and development of children of a specific age are defined and the formation of ideas, skills, abilities and attitudes is provided in the process of learning and their development in everyday life. At the end of each section of the program, the levels of mastery of the program by children are marked.

The program presents works of oral folk art, folk games, music and dance, and decorative and applied arts of Russia. The teacher is given the right to independently determine the schedule of classes, content, method of organization and place in the daily routine.

The following sections are highlighted: “Planned results of mastering the content of the program”; “Integrative qualities of a graduate of secondary education”; “Kindergarten and family. “Childhood” program in the practice of interaction between teachers and parents”; “Methodological kit of the program “Childhood”.

The program has a new important section:“The child’s attitude towards himself” (self-knowledge).

The entire content of the program is conventionally united around four main blocks: “Cognition” (helping preschoolers master a variety of available ways knowledge of the surrounding world (comparison, elementary analysis, generalization, etc.), the development of their cognitive activity, cognitive interests); “Humane attitude” (orientation of children towards a friendly, careful, caring attitude towards the world, the development of humane feelings and attitudes towards the world around them) ; “Creation” (creativity block: development of independence as the highest manifestation of creativity); “Healthy lifestyle” (education of motor culture, habits of leading a healthy lifestyle).

The additional part (regional component) includes sections: “Child in a multicultural and multiethnic environment”; "The child is learning English."

The program has the following age stages: early childhood- infancy (up to one year); early age (from one year to three years); preschool childhood; junior preschool age (from three to five years) and senior (from five to seven years). This age periodization, according to the authors, allows us to see both the most general trends and the individual development perspective of each child. For each age stage, the program identifies four leading lines of development: social, cognitive, aesthetic and physical; the features of the development of these lines in infancy, early, junior and senior preschool age are revealed; a hierarchy of main types of activity is set (communication, objective activity, game). Play activity, as the main one in the development of the personality of a preschool child, is given a special place in the program. The game permeates all structural components of the program and its content as a whole.The "Origins" program highlights basic and variable content of education. The basic part of the program for each age consists of the following components:

Characteristics of the age-related capabilities of the child’s mental development and his personality (indicated by the “sun” sign);

Development tasks(flower);

Development Indicators (apple);

Basic character - personality ki (baby face").

To the basis t.zh. refers to the section “General conditions for the implementation of the program” (the “watering can” sign).

Variable approaches to program implementation are disclosed in the section “Content and conditions of teaching work.” They provide for the possibility of adjusting the content of the pedagogical process taking into account the specific operating conditions of the kindergarten.

The section “General conditions for the implementation of the program” provides recommendations for organizing the lives of children in kindergartens; principles of organizing a subject-development environment; working with family. Much attention is paid to comprehensive thematic planning.

The appendix to the program contains:

Anthropometric indicators of physical development and health of children.

Age-sex standards for physiometric indicators.

Average age-sex values ​​of indicators of the development of physical qualities of children 4-7 years old.

Age standards motor activity of children for a full day in kindergarten.

Criteria for frequent (acute) morbidity in children based on the number of respiratory diseases per year.

Assessment of the level of biological maturity based on the timing of the eruption of permanent teeth.

Assessment of the functional state of the central nervous system.

Approximate cyclogram of educational activities.

Methodological support:

Berezina N.O., Vennetskaya O.E., Gerasimova E.N. and others/Under the scientific guidance of A.G. Asmolov SUCCESS. Guidelines. Manual for educators; Stepanova M.A., Berezina N.O., Burlakova I.A. etc. SUCCESS. Monitoring children's achievement of planned results. Manual for teachers (complete with electronic application); Burlakova I.A., Klopotova E.E., Yaglovskaya E.K. SUCCESS. Monitoring children's achievement of planned results. Visual material; Akulova O.V., Gogoberidze A.G., Grizik T.I. etc. SUCCESS. Cooperative activity adults and children: basic forms;Filippova L.V., Dryagalova E.A., Ermilova N.V., Sorokoumova S.N., Volkova I.V., Chedzhemova E.SUCCESS. Features of psychological and pedagogical work. A manual for teachers; Fedina N.V., Vennetskaya O.E., Verbovskaya E.V. and etc.SUCCESS. Games, quizzes and competitions. Manual for teachers

To help educators working under this program, a special series of methodological literature has been prepared - “Library of the Childhood Program”. The manual “Plan-program of educational work in kindergarten” (under the general editorship of Z. A. Mikhailova) formulates pedagogical tasks for the main types of activities: natural history, mathematics, artistic and creative, speech, social and moral education and physical development. The book “Monitoring in Kindergarten” was published as an Supplement to the “Childhood” program. A fairly extensive list of methodological literature on age groups children and educational areas of the program.

The appendix to the program contains optional sections: “Teaching a second language”, (Computer in a preschool institution), “The living world of nature in the city and the child”, which are intended for preschool educational institutions working in these areas. In addition, the appendix to the program contains samples planning educational work, the main indicators of development of a kindergarten graduate are proposed. The program is provided with methodological and teaching aids: on the education of young children (author L.N. Pavlova), the development of speech and verbal communication (author A.G. Arushanova), teaching the Russian language to non-Russian-speaking children (E.Yu. Protasova, N.M. Rodina), creative design (author L.A. Paramonova), physical (M.A. Runova), aesthetic development (K.V. Tarasova, V.A. Petrova, L.V. Panteleeva), environmental (N.A. Ryzhova ), interaction with the family (E.P. Arnautova), etc. A list of published and upcoming manuals is given at the end of the program. At the same time, teachers, at their own discretion, taking into account their own professional experience and capabilities, focusing on the goals and parameters of child development specified in the program, can creatively use other educational and methodological aids in the process of its implementation.

The game in the “Success” program is allocated the most productive time in the first half of the day, because the game (story-based, with rules) is the leading activity of preschool age. At the same time, the program fully ensures the formation of prerequisites for future educational activities, the solution of such complex problems as the formation of a holistic picture of the world, the outlook of modern preschoolers.

The program is structured in such a way that the teacher has the opportunity, in the course of everyday educational work, to take into account the individual characteristics and pace of individual development of children.

And finally, the most important thing. The program is aimed at making every child in kindergarten feel successful.

Program "Childhood"is based on a comprehensive thematic principle of constructing the educational process, which is based on the idea of ​​integrating the content of different educational areas around a single common theme, which for a certain time (days, weeks) becomes unifying, for example “Our favorite toys”, “Our kindergarten”, “My family”, “Seasons”, . The choice of topic takes into account the interests of children, educational development tasks, current phenomena and significant events (seasons, holidays).The program provides valeological education for preschoolers: the development of ideas about a healthy lifestyle, the importance of hygienic and physical culture, health and means of strengthening it, the functioning of the body and the rules for caring for it, knowledge about the rules of safe behavior and reasonable actions in unforeseen situations, methods of providing basic help and self-help. This information becomes an important component of the personal culture and social security of a preschooler.The “weak” link in the “Childhood” program is the mathematical section. The material offered in it is sometimes difficult for children to understand. national republics. Mathematics in the “Childhood” program is focused on the development of logical thinking. But children learning Russian do not always cope with logical problems. Therefore, taking into account the national component, the proposed complex material must be replaced with something more accessible, and then, assessing the level of preparedness of the children, it must be included again in classes in an easier form.

Particular emphasis in the program is placed on introducing children to the natural world and fostering a caring attitude toward natural objects.

In general, this program allows you to vary and make changes to the presented material, making the educational process interesting and accessible to the child. She means creativity educator to planning, choosing means and techniques for implementing tasks. That is, it is not the children who should catch up to the level given by the program, but it should be adjusted to the children.

The program, which is humanistic in orientation, allows the teacher, based on age criteria, to take into account the different rates of development of children and implement individual approach to them. (Psychological age does not coincide with chronological age, and one psychological age is not equal in duration to another).

The program takes into account the specifics of preschool education, which is fundamentally different from school education. To achieve unity of goals and objectives in raising a child, the program provides for meaningful interaction between the kindergarten and the family.

Name of the sample general education program

Targets or Conceptual Framework of the Program

Program structure

Applications, teaching materials to the program

Brief conclusions

"From birth to school"

Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.:

MOSAIC-SYNTHESIS, 2010. - 304 p.

"From childhood to adolescence"

T.N. Doronova, L.G. Golubeva, T.I. Grizik and others. Edited by T. N. Doronova.

The Program brings to the fore the developmental function of education, ensuring the development of the child’s personality and orienting the teacher to his individual characteristics, which corresponds to modern scientific "Preschool Concepts"education" (V.V. Davydov, V.A. Petrovsky, etc.) on recognizing the intrinsic value of the preschool period of childhood.

Leading goals of the program:

Creating favorable conditions for a full-fledged life for preschool children,

Formation of the foundations of the basic culture of the individual,

Comprehensive development of mental and physical qualities in accordance with age and individual characteristics,

Preparation for life in modern society, for studying at school,

Ensuring the life safety of a preschooler.

The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values ​​and traditions are taken into account in education and makes up for the shortcomings of spiritual, moral and emotional education.

The goal of the program is to create favorable conditions in the family and educational institutions for the formation of health and development through prevention and education in the context of national identity, language and traditions; education aimed at developing the child’s personality and abilities.

The program begins with the section:

Organization of life and upbringing of children (general principles of constructing a daily routine, creation of a subject-developing educational environment).

The program contains sections:

Final results of mastering the Program.

A system for monitoring children’s achievement of the planned results of mastering the Program.

Working with parents.

Correctional work (reflects the problem of raising and teaching children with disabilities health in the general education space).

The first group of young children (from birth to one year);

The second group of young children (from 1 year to 2 years);

First junior group(from 2 to 3 years);

Second younger group (from 3 to 4 years old);

Middle group (from 4 to 5 years);

Senior group (from 5 to 6 years old);

Preparatory group for school (from 6 to 7 years old).

The interaction between kindergarten teachers and parents appears in the program as necessary condition normal development of the cognitive sphere. To enhance the effectiveness and efficiency of influence on the child, teachers and parents must act according to a single program, perform common tasks, but in different ways and means, coordinate their actions and help each other.

Complex tasks of emotional well-being, health and full personal and intellectual development of the child are identified for solution in a family and kindergarten.

The program has a section “ Cognitive development"(author T.I. Grizik).

Goal: to develop the cognitive interests, needs and abilities of children, their independent search activities on the basis of an enriched consciousness and formed emotional and sensory experience.

Objectives: to broaden one’s horizons through familiarization with the experience of knowledge of the world accumulated by mankind;

develop cognitive processes (perception, memory, attention, imagination, thinking) and mental operations (analysis, synthesis, comparison, generalization, classification, etc.) in accordance with the age norm;

create conditions conducive to identifying and maintaining selective interests and the emergence of independent cognitive activity in children;

to form a positive attitude towards the world based on emotional and sensory experience.

In accordance with FGT, each preschool institution independently compiles a list of programs, technologies, and teaching aids necessary for the implementation of the educational process.

The Program “FROM BIRTH TO SCHOOL” provides an extensive list of benefits that can be used when working under this Program.

The program “FROM BIRTH TO SCHOOL”, being a modern innovative product, is based on the best traditions of domestic education and in many areas maintains continuity in relation to  “The program of education and training in kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova.

Thanks to this continuity, most of the manuals for the “Program of Education and Training in Kindergarten” can also be used when working under the program “FROM BIRTH TO SCHOOL”.

The program has teaching aids for each section for educators and parents, and notebooks have been published for children. The authors developed rough plans by section of the program, methods of examining children. The set of methodological manuals for the program fully includes annual planning of work with children, but the sequence of planning by the teacher of the material is determined depending on the individual characteristics of the children, their health, intensity and pace of progress in development, regardless of the level of initial preparedness .

The program and a set of teaching aids have undergone extensive experimental testing in various regions of Russia and received a positive assessment from parents and teachers. Recommended by the Ministry of Education of the Russian Federation.

The program was developed in accordance with the current Federal state requirements for the structure of the basic general education program of preschool education (FGT, Order No. 655 datedNovember 232009).

The program is built on the principles of a humane and personal attitude towards the child and is aimed at his comprehensive development, formation of spiritual and universal values, as well as abilities and integrative qualities. The Program lacks strict regulation of children's knowledge and subject-centrism in teaching.

A special role in the Program is given to play activities as leading ones in preschool childhood.

According to the results of monitoring the development of educational areas, children show high results.

The program assumes the active involvement of parents in the upbringing and education of children. To preschool teachers could interact with parents, and the program “From Childhood to Adolescence” was created. Through interaction with teachers and participation in the life of the kindergarten, parents gain experience in pedagogical cooperation both with their child and with the teaching community as a whole.

Middle school age is the period from childhood to adolescence, the time of “half child - half adult.” For a teenager, it is associated with inclusion in available forms of social activity. At the same time, the place that the child occupies in everyday communication with the adults around him in his country also changes.

During adolescence, profound changes occur in a person’s spiritual life. The teenager begins to sharpen his perception of good and evil. The years of adolescence differ from childhood in that the child critically perceives the surrounding reality, notices what an adult does not see.

During childhood and adolescence, a “framework” of personality is formed, including a certain hierarchy of relationships, attitudes, dispositions, dominants, and meaning-forming motives that form a system that determines the consciousness and behavior of the individual. The main area of ​​all this is the area of ​​interpersonal communications, a person’s attitude towards himself and the world around him.

“A developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in situations of choice, predicting their possible consequences, are capable of cooperation, are characterized by mobility, dynamism, constructiveness, and have a developed sense of responsibility for the fate of the country (Concept for the Modernization of Russian Education for the period up to 2010).

Today, the young generation of our country is experiencing a crisis socio-psychological situation. Previous outdated behavioral stereotypes and value guidelines have been destroyed. Serious changes are taking place in the conditions for the formation of a student’s personality. Strengthening the dynamism of social processes requires the organization in practice of educational models built on the cooperation of adults and children, close interaction between generations.

The problem of socialization has a pronounced pedagogical basis. This is precisely what the educational program “From Childhood to Adolescence” is aimed at, which involves the implementation of the following principles:

– a personality-oriented approach (taking into account the nature of the child, his gender and age characteristics, the ability to see a unique individuality in everyone, providing the right to free choice, showing respect for the individual and maintaining self-esteem, unconditional acceptance, a stable positive attitude);

– value-oriented approach (providing the best psychological conditions for life, forming a basic personal culture, spiritual development, taking into account the cultural traditions of the region, country, people, interest in the state of the youth subculture, family customs, developing abilities, socializing the child, providing conditions for positive moral self-affirmation, creating space for self-realization in a variety of activities).

The key task is to help a growing person enter the world, find his place in it, and make a conscious choice of a social concept of life. The task of social development of personality has always been paramount. This is especially important in the modern period, accompanied by a reorientation of values, which significantly affects the process of forming the experience of existence in society among children and adolescents.

Main dominant education is to root in the consciousness of the younger generation such moral values ​​as goodness, honor, conscience, mercy.

The path of development of our society both now and in the future depends on what values ​​are formed among young people today, how ready young people are for a new type of social relations.

Modern social conditions require changes in educational technology. There is a demand for interactive methods that place the child in the position of an active subject participating in the design and organization of educational activities. First of all, we are talking about preparing children to fulfill the role of citizens of society.

The program “From childhood to adolescence” is one of the possible solutions to this pedagogical problem.

The purpose of this program: spiritual education a rich, socially active personality with a systemic worldview as a citizen who shows interest in the fate and history of his Fatherland.

It helps the child become and remain himself, that is, an individual with such character traits as:

– fair treatment of people;

– adherence to the principles of equality and non-violence in the process of interaction with others;

– confidence in yourself and your positions;

– tolerance;

– possession of a diverse role repertoire (citizen, family man, patriot, creator of beauty, student);

– the ability to participate in the creative transformation of reality.

The goal is achieved by solving the following tasks:

developing communication skills, effective interaction, cooperation;

fostering a positive attitude towards active social activities;

social adaptation aimed at developing the ability to fulfill the demands of society and solve its various problems;

instilling social creativity skills aimed at transforming the environment and ourselves;

harmonization of the child’s relationship with the surrounding society;

fostering readiness to make independent choices in favor of a healthy lifestyle;

instilling the values ​​of a democratic society;

education of moral priorities;

development of original personality;

creating a world of culture in oneself;

formation of a favorable psychological microclimate;

organizing conditions for productive partnerships.

The program “From Childhood to Adolescence” is aimed at designing an individual strategy for inter-age interaction as one of the means that determines the success of its implementation.

Inter-age interaction occupies an important place in the structure of individual development, since only in it a significant number of social roles are realized. A child, participating in communication with adults, with older and younger children, finding himself in the positions of an elder, a younger, a leader, a follower, a consultant, a moderator, a mentor, gains different life experiences.

The importance of such relationships is determined by the fact that in today's social situation, when many families are single-parent, have only one child, the network of out-of-school institutions has been reduced, or access to them is limited due to an increase in paid services. This creates an atmosphere of emotional isolation and insecurity of the individual.

If a child does not satisfy the natural need for emotionally comfortable communication with elders and younger ones in the family, then such negative phenomena as increased personal aggression, inability to build relationships, and enter into contacts with others are discovered.

Inter-age interaction can enrich adolescents with the experience of diverse activities, promote knowledge of themselves and others, and create additional areas of personal socialization. This is a process of simultaneous mutual influence of subjects of activity and communication with positive emotional contact, the realization of the subjective needs of children of different ages and objective social needs.

Wherein the following positive results are achieved:

the continuity of traditions of school generations is ensured;

the isolation of a group of the same age is overcome;

a single educational space is formed in which everyone’s care for everyone is realized;

organizational skills, leadership qualities, and the desire of younger people to imitate their elders develop.

Implementing the principle of an age-based approach means not only taking into account the characteristics of children of different ages, but also presupposes the prospects for the child’s development, i.e. maximum focus on the individual, building an individual educational trajectory of child development as an integral process.

Through the mechanisms of inter-age interaction, mutual influence and mutual enrichment occur, contributing to a more effective process of social adaptation of the individual.

The program “From childhood to adolescence” is designed for groups of different ages in 6th and 8th grades. Educational work is carried out differentiatedly and according to the “vertical” system. In each class, the activities of children's self-government bodies have been established. Students are evenly distributed across sectors (“Clever Men”, “Entertainers”, “Master Team”, “Sport Pros”, “Artist”, “Discipline and Order”), taking into account personal qualities, abilities and preferences on a voluntary basis.

Self-governing work is headed by the headman and his deputy. Actives of two classes are included in the creative council, which organizes and conducts class hours or KTD. The composition of the council may change. The principle applies: “Everyone is a creative person.”

Eighth-graders act as assistants and consultants, as they have experience and knowledge that sixth-graders lack. The elders look after the younger ones, take on more difficult tasks, share their knowledge and skills, give recommendations on how to carry out all sorts of things, and often organize and conduct various events themselves. The younger ones try to “reach out.” Thus, The core line of the educational program “From childhood to adolescence” is continuity.

Basic principles activities of the “vertical”:

1. Independence.

2. Responsibility.

3. Equality and cooperation.

4. Publicity.

promote personal self-realization;

develop organizational skills and leadership qualities;

learn to take initiative and implement it;

learn to interact “senior-junior comrade”;

try to analyze your work.

1. Cool watch, KTD.

2. Meetings, evenings, games, trips.

3. Trainings.

4. Labor landings.

5. Health days.

6. Correspondence travel.

7. Implementation of socially significant projects (promotions, operations).

8. Holidays - the discovery of new traditions.

9. Club meetings of interesting meetings.

The class teacher acts as the main link of groups of different ages, an assistant, a consultant who has the necessary experience and knowledge, creative baggage, and emotional competence, which students lack. He is a direct participant in the educational process. In his work, not a direct, but a hidden position should prevail. The functions of a mentor are aimed at creating conditions for the formation of the student’s personality, his civic positions: a patriot, an active figure, a creator and creator.

The implementation of the program “From childhood to adolescence” is impossible without the participation of subject teachers working in the classrooms. They help, through their subject matter and personal qualities, to shape students’ attitudes towards the Motherland, history, work, nature, art, literature, man, people, themselves, the world.

Parents play a significant role in organizing the education process. They are the most important helpers class teacher, allies, inspirers, harsh critics.

The program is focused on maximizing the use of the family's educational potential. Parents are a necessary link in the “vertical”.

Working with them includes:

– involvement in the educational process: the use of innovative technology for joint planning of educational work in the classroom;

– study of the psychological climate of the family;

– maintaining regular communication (group, individual);

– selection of the parent committee and determination of its functions;

– holding interactive meetings;

– turning parents into social partners;

– individual work with parents who are in a difficult social situation;

– work with migrant parents;

– joint consultations and educational conversations with class students;

– carrying out joint creative activities (conversations, excursions, health days, “lights”);

– educating parents on current issues of the educational process;

– psychological and pedagogical assistance in strategy correction family education;

– prevention of crisis in the development of a child’s personality.

Educational work according to the “vertical” system is supported by the school psychological service, which carries out socio-pedagogical and psychological monitoring of the social and personal development situation of adolescents, the educational environment, the conditions of socialization of the child’s life, the peculiarities of mental adaptation to living conditions, and crisis social events.

The educational program “From childhood to adolescence” is permanent.

The result of implementation should be a graduate of the second level school, a socially significant person with the following skills:

formulate your value guidelines in relation to different areas of activity;

self-determination in a situation of choice based on one’s own positions;

make decisions and take responsibility for their consequences;

carry out actions based on selected target semantic settings;

make an informed choice of your future profession;

know your civil rights and be able to implement them;

socially adapt;

to join the values ​​of culture;

organize your activities and plan their results.

In order to implement the program, our school has organized cooperation with cultural centers and other social institutions of the surrounding society.

The program is a system of main directions of education:

A student is a leader, an organizer is a successful person.

• A citizen is a socially active person.

  Hard worker.

  Creator, connoisseur of beauty.

  Spiritual personality.

  Family man.

• Future professional.

  And also two subprograms are included here: “In healthy body– healthy mind”, “Help a friend”.

See table. 1–12.

Table 1

Direction “Creator, connoisseur of beauty”

			Participants	Implementation period
Raising a harmoniously developed personality with artistic and aesthetic taste, feeling the need to take part in creative activities, capable of perceiving the historical and national characteristics of art	1. Formation of a positive emotional and value-based attitude towards the world around us. 2. Creating the necessary conditions for the manifestation of the creative individuality of each student. 3. Development of emotional and aesthetic perception of reality. 4. Development of artistic and aesthetic taste	Class hour-evening “Musical Lounge”		September
		KTD "Autumn Gatherings"	6th + 8th grades
		Class hour “My ideal”
		Training “Circle of Interests”
		Hour of creativity “Let’s fill our hearts with music”
		KTD "New Year's Masquerade"	6th + 8th grades
		Evening of bard song (to mark the 70th anniversary of V. Vysotsky)
		Class hour “Visiting the Muses”
		Class hour-game “Why the world is surprised” (communication with art)	6th + 8th grades
		Correspondence trip "Seven Wonders of the World"
		KTD "Umorina"	6th + 8th grades

table 2

Direction “Student – leader, organizer - successful personality"

		Name, form and theme of the event	Participants	Implementation period
Increasing learning motivation, awareness of the need for learning	1. Formation of a holistic and scientifically based picture of the world. 2. Development of cognitive abilities. 3. Formation of an active life position. 4. Formation of the ability to successfully adapt to the outside world	An hour of self-control “What is my “I”? Do I know myself?		September
		Talk show “Learning with passion”	6th + 8th grades
		Competition program “Psychological Kaleidoscope”	6th + 8th grades
		Training “Stream of Life”
		Class hour “Learning from successes and achievements”
		Class hour “Our successes and failures”
		Intellectual game "Clever and Clever"
		Class hour “Human Character Types”	6th + 8th grades
		Class hour “Logic in our life”
		Game “What do you know about self-education books?”	6th + 8th grades, librarian

Table 3

Direction “Spiritual Personality”

		Name, form and theme of the event	Participants	Implementation period
Raising children's readiness for value self-determination and positive moral choice; familiarization with cultural and historical heritage	1. Formation of an active life position of adolescents, their conscious attitude to universal human duty, affirmation of the unity of word and deed as an everyday norm of behavior. 2. Cultivating self-respect and self-confidence, honor, dignity, integrity and personal morality, initiative, energy, perseverance in doing any business. 3. Cultivation of humanistic values ​​in interaction of different ages	KTD "Our common affairs"	6th + 8th grades	September
		Testing "Repository of human qualities"	8th grade, psychologist
		Class hour “Morality is the mind of the heart”
		Class hour “How envy eats away the soul”
		Thematic evening “What is good”	6th + 8th grades
		Cool hour-game “Memory is...”	6th + 8th grades, parents
		Training “Holy Lies”
		Business game “Me and my social role”	6th + 8th grades
		Class hour “On honor and conscience”	6th + 8th grades
		KVN "Tournament of Etiquette Experts"	6th + 8th grades

Table 4

Direction "Future professional"

		Name, form and theme of the event	Participants	Implementation period
Prepare students to make an informed choice of profession in accordance with their abilities and the needs of society	1. Formation of knowledge among adolescents about basic professions, about their requirements for an individual, about ways to continue education and receive professional training. 2. Fostering a respectful attitude towards people of different professions and the products of their labor. 3. Development of imagination, intellectual, creative, communication and organizational abilities	Diagnosis of career guidance of students	8th grade, psychologist	September
		Training “Philosophy of the Successful”	8th grade
		Class hour “The path to the profession begins	6th grade
		Class hour “Labor pedigree of my family”	6th + 8th grades
		Conversation-meeting between parents and children “My profession”	6th + 8th grades

Table 5

Direction "Ecologist"

		Name, form and theme of the event	Participants	Implementation period
Fostering a positive value attitude towards living nature and respect for the environment; understanding the role of man in nature	1. Formation of an environmental culture. 2. Formation of a broad ecological worldview of schoolchildren. 3. Attracting the attention of schoolchildren to environmental problems through participation in various nature conservation programs	Ecological excursion “Let's go to my land”	6th+8th grades	September
		Ecological landings	6th+8th grades	During a year
		Ecological game "Zoo"	6th grade
		Training “Emergency”	8th grade
		Class hour “Zoological map of the city”	8th grade
		Cool hour-game “The most intelligent, or I have never...”	6th grade
		Correspondence tour of museum-reserves	6th+8th grades
		Legal tournament “Know the law to protect the environment”	6th+8th grades
		KTD "Take care of your planet"	6th + 8th grades
		Hiking trip	6th + 8th grades, parents

Table 6

Direction “Citizen - socially active personality"

		Name, form and theme of the event	Participants	Implementation period
Forming in schoolchildren the experience of social group and individual behavior as a test of joint analysis, social action, group and social problems, cultural protection of group and individual interests	1. Formation of civil behavior. 2. Encouragement to perceive one’s civic skills, actions, and capabilities as personal and group values. 3. Development in schoolchildren of an understanding of the relationship between the domestic and foreign policies of the state, the ability to understand the political life of Russia, its traditions and modern realities. 4. Education of civic responsibility; respect for social norms; commitment to humanistic and democratic values	Class hour “You must be a citizen”		September
		Oral journal “Rights and freedoms of citizens of the Russian Federation”
		Class hour “Informals. What are they? Relationships with the law"
		Express questionnaire “What do you know about your rights and responsibilities?”
		Discussion “What does it mean to live with dignity?”
		Cool hour-game “Journey to the Land of Law”	6th + 8th grades
		Class hour “Are there limits to freedom?”
		Cool hour-game “Citizen or Philistine?”	6th + 8th grades
		KTD "Desert Island"	6th + 8th grades

Table 7

Direction "Patriot"

		Name, form and theme of the event	Participants	Implementation period
Development in students of an active life position and patriotism as the most important spiritual, moral and social values, reflecting involvement in the affairs and achievements of older generations, readiness for active participation in various spheres of society	1. Instilling in schoolchildren love and respect for their native land and their country. 2. Fostering respect for the memory of the defenders of the Fatherland who died in the performance of military duty, for the defenders of the Motherland. 3. Fostering respect for the history and traditions of our Motherland; to human rights and freedoms, democratic principles of public life. 4. Fostering love for your people	Excursion “Through the streets of my native city”	6th + 8th grades	September
		Class hour "Russian symbols"
		Conversation-meeting between parents and children “You are in everyone’s heart, Motherland – Russia!”	6th grade, parents
		KTD “Kolyada has come - open the gates”	6th + 8th grades, parents
		Class hour “The unfading feat of the people” (dedicated to the anniversary of the liberation of Kursk from the fascist invaders)	6th + 8th grades
		KTD "Come on, boys"	6th + 8th grades, parents
		KTD "Maslenitsa Velikaya"	6th + 8th grades
		A lesson in courage
		Operation Veteran	6th + 8th grades	During a year
		Excursion to the museums of St. Petersburg (correspondence)

Table 8

Direction "Worker"

		Name, form and theme of the event	Participants	Implementation period
Nurturing a technological culture based on the inclusion of students in various types of work activities to create personally or socially significant labor products	1. Development of hard work, frugality, accuracy, enterprise, responsibility for one’s activities. 2. Fostering a sustainable interest in work. 3. Formation of respectful attitude towards people of various professions and the products of their labor. 4. Organization of cooperation in collective activities	Class hour "Folk crafts"	6th + 8th grades
		Cool hour-game “Workaholic”	6th + 8th grades
		Business game “Family Budget and My Pocket Money”
		KTD "World of my hobbies"	6th + 8th grades
		Class hour “How to care for your pet”
		Class hour “Laziness has settled in my soul”
		Competition program “Skillful Hands”	6th + 8th grades

Table 9

Direction "Family Man"

		Name, form and theme of the event	Participants	Implementation period
Fostering a responsible attitude towards your loved ones, creating favorable conditions for the full development of children	1. Formation of a system of family value orientations. 2. Formation of reasonable relationships in love, friendship, family life. 3. Raising in children a responsible attitude towards creating a family in the future. 4. Revival of moral and ethical norms and traditions of family life. 5. Nurturing a harmonious vision of the world in the child’s soul. 6. Prevention neglect	Cool evening-hour “Miracles of Childhood”	6th grade	September
		Class hour "Secrets" adult life»	8th grade
		Training “Family well-being”	8th grade
		Class hour “Wise old age”	6th + 8th grades
		Class hour "Family Tree"	6th grade
		Class hour-debate “Who is the boss in the house?”	6th + 8th grades, parents
		Class hour “Christian holidays in the Russian family”	6th + 8th grades, parents
		Business game “Signs of attention to family members”	6th + 8th grades
		Class hour “The world of your home”	6th + 8th grades
		KTD "Mom's Portrait"	6th + 8th grades, parents
		Class hour “What did the photo in the family album say?”	6th + 8th grades
		KTD "Mom, Dad, Me - Friendly family»	6th + 8th grades

Subprogram “A healthy mind in a healthy body”

Goal: education of a spiritually, mentally, physically healthy person.

– carry out educational activities to implement the state program for improving the health of the population of Russia;

– promote a healthy lifestyle;

– to form in students a conscious choice of a healthy lifestyle.

Expected results:

– reduction in the incidence of children;

– formation of a healthy lifestyle (moral and physical).

The main directions of implementation of the subprogram:

– formation of health-saving knowledge among students and their parents;

– compliance with sanitary standards and rules;

– development and implementation of games, creative classes and extracurricular activities that contribute to the implementation of the goals of this program;

– organizing work to promote a healthy lifestyle.

Table 10

System of events

Name, form and theme of the event	Participants	Implementation period
Class hour “If you want to be healthy”	6th grade	September
Conversation about clean hands and replacement shoes	6th grade	September
Class hour “My bad habits»	8th grade
Cool hour-game “The Ten Commandments of Health, or the Recipe for Longevity”	6th + 8th grades
Conversation with elements of the training “Smoking or living?”	8th grade
Role-playing game “Drug Addiction Trial”	6th + 8th grades
Cool hour-dialogue “Eat for your health”	6th grade
Class hour “The Path to Nowhere”	6th + 8th grades
Training “Do you know how to care for the sick?”	6th + 8th grades
Conversation “My friends are vitamins”	6th grade
Role-playing game "Be healthy"	6th + 8th grades
Conversation “Teenager Hygiene”	8th grade
Excursion to the Museum of Anatomy of KSMU	8th grade
Health Day	6th + 8th grades
Outdoor games (weekend club)	6th + 8th grades	During a year
Hiking trip	6th + 8th grades, parents	May June

Subprogram “Help a friend”

Goal: developing a value-based attitude towards friendship, mutual assistance, cooperation; development of conflict-free communication skills in a community of different ages.

– motivate students to reflect on their own behavior;

– contribute to the formation of a positive attitude towards the world around us and people;

– form effective interaction and cooperation.

Expected results:

– rallying teams of different ages on the basis of mutual assistance, moral and physical support.

Table 11

System of events

Name, form and theme of the event	Participants	Implementation period
Class hour with elements of the game “People exist for each other”	6th + 8th grades	September
Work of the creative council	6th + 8th grades	During a year
KTD “Learning to prevent conflicts”	6th + 8th grades
Training “Let's compliment each other”	6th + 8th grades
KTD "Friendship and Years"	6th + 8th grades
Campaign “Hurry up to do good”	6th + 8th grades	During a year
Raids to the “Land of Unlearned Lessons”	6th + 8th grades, assets	Weekly
Training “What to do if you quarrel?”	6th+8th grades
Cool hour-game “Thank you for existing”	6th + 8th grades
Class hour "My younger friends"	8th grade
Discussion “How can I help a friend in a difficult situation?”	6th + 8th grades
Class hour “My older friends”	6th grade

Table 12

Subjects parent meetings

Meeting topic	Participants	Implementation period
“Modern lesson: a view from the family”	8th grade	September
“Difficult dialogue with studies, or How to help your child” (workshop)	6th grade	September
“How to raise a tolerant person” (round table with game elements)	6th grade
“Look at the world with kind eyes” (creative laboratory)	8th grade
“Punishing a child: necessity or...?” (dialogue with training elements)	6th grade
“Communication between parents and children as a condition for the success of education” (educational seminar with training elements)	8th grade
"Let's save children from cigarette smoke"	6th grade
“God forbid we see the fate of a child at the end of a needle!” (workshop using interactive methods)	8th grade

Analysis of educational work for the academic year Here is a sample of analytical activities. Thanks to this form, many things become visible: how the class has succeeded in various areas; what is the microclimate in the team? what you should pay attention to in the future, etc. During the school year, there were 25 students in class 5 “B”, and 19 in class 7 “B.” Work in the “vertical” direction began in February (before that, the fifth-graders had a different class teacher). Educational tasks: studying the personal qualities of students, interpersonal relationships in different age groups; promoting the formation of a community of senior and junior schoolchildren, creating a morally and emotionally favorable environment; designing the way of life of the team; creating the necessary conditions for the manifestation of the creative individuality of each student; creating a culture of communication and building interpersonal relationships; development of cognitive activity. All this has been largely resolved. In the 7th grade, where there are 7 boys and 11 girls, the level of knowledge is quite high. There are no underachievers. Out of 19 people - 3 excellent students, 7 good students. There are children who have one C grade each. 30 percent of students are interested in exact sciences, the rest - in the humanities. The children took part in school subject Olympiads and won prizes. 7 “B” class is a well-established team with its own traditions and norms. It has a high level of culture, a friendly atmosphere, a spirit of camaraderie and camaraderie. There are no “outcasts” in the team; they are divided into small groups with their own charters. There are guys with a high degree of moral orientation (“class conscience”) who significantly influence public opinion. The priorities of the class are to study, be able to make friends, have a creative approach to all matters, empathize, and not be indifferent. Last year, each child had an assignment and was part of a “sector” based on their interests. All work was supervised by the active class, headed by the headman. Successes and failures were reported at class meetings. At the end of the year, the performance of the asset and the “sectors” was rated “good.” Seventh graders are characterized by a high degree of activity in all types of activities: intellectual, artistic and aesthetic, labor, etc. Children have a wide range of interests. They attend children's art schools, art schools, sports clubs, and dance studios. Students take their studies and work seriously, treat the people around them with respect, and perceive reality positively. They are proactive, enterprising, and not indifferent to everything that happens in the classroom and school. The plan of educational work for the school year was drawn up taking into account the wishes of the children and with their direct participation. The guys organized various classroom hours, KTD. They drew a parallel line dedicated to the anniversary of the liberation of Kursk. The class took an active part in the production of wall newspapers, posters, and the school-wide information and entertainment magazine “Palette”. Children have a positive attitude towards work. They were participants in all labor landings carried out in the classroom and school. The children have a developed sense of compassion, belonging, and have a need to help their neighbors. All charity events and Operation Veteran took place with the participation of seventh-graders. Was carried out big job to instill the need for a healthy lifestyle. In February, a trip to a health camp took place for two days with the aim of holding the event “Strong, Agile, Brave”, where, in Spartan conditions, children showed their best human qualities: care, kindness, mutual assistance. In May, an excursion was held to the hero city of Tula, timed to coincide with the celebration of Victory Day, with the aim of instilling patriotism and a sense of pride in one’s people. The academic year was productive. The class took 2nd and 3rd places in the vocal competition (two creative groups performed), in the “Big Waltz” - Grand Prix and 1st place (two dances were presented: waltz and streetball), in the formation and song review - 1st place. Educational work was carried out with the assistance of the school’s psychological service and parents. In class 5 “B” there were 25 students, 9 of whom were transferred from the correction class. Level of knowledge is average. The atmosphere in the team was far from favorable. The concept of discipline was absent, disrespectful attitude towards each other prevailed. There are four children of non-Russian nationality in the class. Frequent disputes arose due to misunderstanding of some by others. In less than six months, a huge amount of work was done, in which seventh-graders took the most active part. They acted as mentors, coordinators, and role models. The first thing that had to be done was to create a team, to “cure” the climate inside the class. Micro-groups – “sectors” – were created and an asset was selected. Each received instructions in accordance with their interests. Conversations about the rules of behavior were held daily. The seventh graders spent the whole time helping the younger ones with their studies, playing games with them during breaks, preparing homework and creative activities together. In the “Big Waltz” competition, the kids prepared the pop dance “Malinka” with the help of older children. At the formation and song review, the “special forces” differed from everyone else in their appearance, discipline, and military bearing. The activities carried out together with seventh graders yielded positive results. This contributed to the formation of a sense of responsiveness, responsibility, and the development of friendly relations. The two classes of assets developed a set of rules that they followed and will be guided by in the future: – respect the people living nearby; – help those who need your help; – do something nice for your friends and others; – value other people’s opinions of you. Work will continue in the new academic year.

Authors: T.N. Doronova, L.G. Golubeva, T.I. Grizik and others. Edited by T. N. Doronova.
In the program name "From childhood to adolescence" the authors have invested a special meaning associated with its content, goals and objectives. It is well known that childhood is a unique period in a person’s life, during which health is formed and personality develops. A child takes away from childhood something that is retained for the rest of his life.

The goal of the program is to create favorable conditions in the family and educational institutions for the formation of health and development through prevention and education in the context of national identity, language and traditions; education aimed at developing the child’s personality and abilities.

The program is designed for children from 2 to 7 years old. This is the first program in which issues of child development and upbringing are considered in close cooperation between a preschool institution and the family. For each age stage, tasks that need to be solved in a family and kindergarten are determined in two areas: “Health” and “Development”. Each direction has an introductory and main part. The introductory part is of a journalistic nature. Its goal is to attract parents and teachers. The main part presents tasks that need to be solved in the family and preschool educational institutions.

The authors of the program consider the cognitive sphere as a complex formation that provides a person with a normal and full (intellectual and emotional) existence in our world. They proceed from the fact that at each age stage, a child’s knowledge of the world is carried out in its own specific ways. Emotional and sensory comprehension of the world is of paramount importance in the development of the cognitive sphere. In preschool childhood, the child is not ready to acquire knowledge in scientific systems. He is only preparing to begin their serious development at a certain stage of his development. But the attitude towards our world is intensively laid down precisely in preschool age. A child's attitude towards the world should be based on care, kindness, humanity and compassion. The child will carry this attitude throughout his entire life, and the knowledge subsequently acquired will be superimposed on this attitude.

At the age of 4-7 years, children form a primary elementary image of the world; children begin to understand that our world is huge, changeable, diverse, and beautiful. A child of this age is distinguished by elementary age-related erudition, manifested in the ability to maintain conversations that are simple in content and touch upon cognitive aspects (the natural world and the human world).

The interaction of kindergarten teachers and parents appears in the program as a necessary condition for the normal development of the cognitive sphere. To enhance the effectiveness and efficiency of influence on the child, teachers and parents must act according to a single program, perform common tasks, but in different ways and means, coordinate their actions and help each other.

Complex tasks of emotional well-being, health and full personal and intellectual development of the child are identified for solution in a family and kindergarten.

The program has a section “Cognitive Development” (author T.I. Grizik).

Goal: to develop the cognitive interests, needs and abilities of children, their independent search activities on the basis of an enriched consciousness and formed emotional and sensory experience.

• broaden one’s horizons through familiarization with the experience of knowledge of the world accumulated by mankind;
• develop cognitive processes (perception, memory, attention, imagination, thinking) and mental operations (analysis, synthesis, comparison, generalization, classification, etc.) in accordance with the age norm;
• create conditions conducive to identifying and maintaining selective interests and the emergence of independent cognitive activity in children;
• to form a positive attitude towards the world based on emotional and sensory experience.

Structural and content characteristics

So, in the preschool educational institution it is assumed:

• form ideas about nature, offer information about living nature in a fascinating way: individual representatives of the flora and fauna, features of their appearance, habits, conditions of placement in different territories;
• introduce the nature of interaction between plants and animals;
• introduce into consciousness elementary ideas about inanimate nature: various atmospheric phenomena, qualities and properties of objects of inanimate nature;
• introduce different planets.

The program offers:

• introduce children to natural materials, their properties and qualities, the nature of their use by humans;
• show the relationship between living and inanimate nature: the seasons, their rhythm and cyclicity, observe and record seasonal changes and their impact on the life of nature and humans;
• introduce the globe, using a globe, a physical map of the world, various natural and climatic zones, natural resources of the subsoil, countries and peoples, some anatomical features of a person in accordance with the age capabilities and needs of the child, form ideas about the self-worth of a person (beauty, mental strength , creation, heroism, etc.);
• differentiate existing ideas about living nature and the social world: wild nature (wild animals and wild plants), cultivated nature (domestic animals and cultivated plants), human activity (cognitive, labor, artistic) and its results;
• organize the accumulated and received information about the world of nature and man by comprehending various connections (target, cause-and-effect), dependencies, patterns, show what the violation of connections and patterns leads to;
• introduce to elementary, age-appropriate experimentation (with water, sand, clay; with plasticine, fabric, magnet, etc.);
• promote development and improvement different methods knowledge in accordance with the age capabilities and individual rates of development of the child;
• learn to analyze various phenomena and events, compare them, generalize;
• make basic inferences;
• be able to foresee possible developments of events and, based on this, plan your own and others’ actions and actions;
• to form emotional responsiveness to events and phenomena of the surrounding reality, joys and achievements, experiences and problems of other people;
• create conditions that allow you to actively express your own attitude to the world, consolidate and exercise your positive experience;
• pay attention to the positive actions and manifestations of children in relation to people and nature;
• to form a positive, careful, creative attitude towards the world through the development of the foundations of ecological culture;
• develop environmental consciousness on the principles of the equivalence of all living things;
• to form ideas about the relationship between nature and man (comprehension of the “man - natural environment” system accessible to children);
• to intensify the independent activities of children to preserve, improve and increase the riches of the surrounding nature, taking into account their individual preferences and desires;
• develop the foundations of environmental aesthetics through creating conditions for the aesthetic perception of nature during its direct perception (objects and phenomena in different times year), to show the greatness of nature through different types of arts: painting, literature, music.

The family offers:

• talk about various representatives of living nature (plants and animals), teach to observe them (using the example of domestic animals and plants), note their features, record changes ( appearance, animal behavior);
• read fairy tales about nature and children's educational literature;
• talk about inanimate nature (seasonal phenomena, parts of the day), connect stories with real life child;
• expand ideas about nature in summer period, share memories from your childhood associated with pets, interesting places (sea, forest, river, mountains, etc.), amazing encounters and finds (for example, you met a moose in the forest, found a kitten on the street, etc.);
• introduce to labor activity people (primarily with the activities of family members and loved ones); professional (who and where worked and works), household (household chores and their distribution among family members), hobbies and hobbies (growing flowers, vegetables, fruits; knitting; embroidery; sewing; sports; collecting, etc.);
• consolidate the received ideas in feasible practical activities (household duties, work assignments);
• draw the child’s attention to the significance of his work for loved ones;
• talk about the Motherland, its riches, open spaces; the peoples inhabiting it and famous people;
• develop the child’s cognitive abilities;
• observe the surrounding nature and social world; note the changes occurring in them; act together depending on what is seen and noticed;
• Demonstrate by example an attentive and caring attitude towards people (especially loved ones); interested, careful and creative attitude towards nature;
• visit places where you can meet representatives of wildlife (zoo, botanical garden, circus, flower exhibitions, cats, etc.);
• discuss with your child why you and he like (don’t like) this or that a natural phenomenon, time of year, part of the day.

Features of organizing the work of pre-school specialists

The program assumes the active involvement of parents in the upbringing and education of children. So that preschool teachers could interact with parents, the program “From Childhood to Adolescence” was created. Through interaction with teachers and participation in the life of the kindergarten, parents gain experience in pedagogical cooperation both with their child and with the teaching community as a whole.

Educational and methodological support

To help educators, a large package of benefits has been developed, which constitutes a set of programmatic and methodological materials for each group under the program “From Childhood to Adolescence.”

The program has teaching aids for each section for educators and parents, and notebooks have been published for children. The authors have developed approximate plans for sections of the program and a methodology for examining children.

The set of teaching aids for the program fully provides annual planning of work with children, but the sequence of planning by the teacher of the material is determined depending on the individual characteristics of the children, their health, intensity and pace of progress in development, regardless of the level of initial preparedness.

The program and a set of teaching aids have undergone extensive experimental testing in various regions of Russia and received a positive assessment from parents and teachers.

Zebzeeva V.A. Development of elementary natural science concepts and environmental culture of children: Review of preschool education programs. - M.: Sfera, 2009.