All articles

The reason of the research problem. The authors present the basics of designing educational programs in preschool educational organizations, taking into account the actualization of the content and orientation of educational activities in accordance with the Federal Educational Program of Preschool Education, including the Federal Working Program of Education. The article substantiates the need to update the preschool education programs in order to rethink traditional values by teachers as key guidelines for educational work.

Tasks and methods of research. Special attention is paid to the scientific substantiation of the place and role of education in modern education, the design of program documents based on the value orientations of educational activities. On the basis of a comparative analysis, the terms are disclosed and the foundations of education are described – "way of life", "educational environment", "communities". Based on the analysis of the documents of the preschool educational institution and the products of educational activities, examples of the description of the way of preschool educational organization are given. Options for modeling and designing educational activities in the context of social and pedagogical partnership between an educational organization and a family are presented.

Data and results of the study. The article reveals the purpose, meaning and general philosophy of the educational organization, its mission, principles of life and upbringing in kindergarten, the image of the kindergarten, its features, symbols, image. Practical examples are presented of describing the way of life and communities through the presentation of program data that reveal the relationship between children and educating adults (parents, teachers, etc.), which is reflected in the rules, traditions and rituals, norms of etiquette in preschool. Emphasis is placed on the presentation of the developing subject-spatial environment, reflecting the image and values of the ECСE. Working data is presented on the description of the socio-cultural context that determines the essence and specifics of the educational environment. A novel of scientific and methodological support for the implementation of the Federal Working Program of Education - a practical guide to " To the Educator about education " is given.

Conclusion. The presented model of the organization of educational activity in a modern kindergarten reveals interrelated components: values as the purpose and essence of education; stages of educational work, meaningful formats of interaction of participants in educational relations. The practical guide "To the Educator about education" proposed by the authors focuses on the implementation of a pedagogical model that will help the leaders and educators of preschool educational institutions competently organize educational work aimed at introducing children to the values of Russian society in accordance with the Federal Educational Standard of Preschool Education.

Reason of the conducted study. The article presents a generalized view of the problem of applying uniform requirements to the organization of education and upbringing of preschoolers with developmental disabilities. The authors draw attention to the wide differentiation of special educational needs within the category of “children of early and preschool age with disabilities”, associated with the psychophysical characteristics and the social situation of each child's development.

Methods. The article attempts to illustrate the specifics of the structural content of the federal adapted educational program for preschool education (FAOP DO) and the conditions for its implementation. The methodological foundations for the development of targeted adapted education and training programs, as well as targets reflecting the desired results of the personal development of different nosological groups of children, are considered.

Research progress. The authors analyze typical professional difficulties and requests of specialists involved in the development of training and upbringing programs for children with disabilities based on many years of research, including on the topic “Clinical, psychological and pedagogical research of a modern child with disabilities and disabilities”. More than 800 specialists from 51 subjects of the Russian Federation took part in this study.

Results. Various methodological approaches to the development of Federal Adapted Educational Program are systematized. The dynamics of mastering the list of possible results, which is determined by the quality and consistency in the organization of special educational conditions, is discussed.

Conclusions. As recommendations, it is proposed to pay attention to the content and forms of implementation of additional professional educational programs of pedagogical and non-pedagogical workers of a single multidisciplinary team. For the first time, the analysis of the variable structure of the Federal Adapted Educational Program was carried out on the basis of the general principles of including different nosological groups of preschool children in the educational environment.

The relevance of the subject of the article. Sociocultural processes taking place in the Arctic region cause a change in the role of the Arctic peoples in the modern world and attitude towards them, contribute to the understanding and acceptance of new upbringing processes and phenomena in the upbringing of the peoples of the North. At the same time, the traditional experience of generations is important for the effective upbringing of children and schoolchildren, the development of their personality. One of the modern mechanisms for the development of the personality of a child and an adult, their positive intergenerational relations is the educational space. The article presents the results of a practice-oriented study aimed at identifying traditional practices of educating Northerners and characterizing the prospects for their use for the development of subjects of the educational space of the nomadic Arctic region.

The aim of the study is to identify traditional practices of educating Northerners and to determine the prospects of their use for the development of the nomadic educational space of the Arctic region.

Research progress. Studies on the problem of updating and using socio-cultural resources by a preschool educational organization to create an upbringing space in a sparsely populated Arctic nomadic territory were analyzed: original samples of knowledge and attitudes, language and culture, patterns of behavior and relationships, original Arctic upbringing practices. From 2018 to 2021 monitoring of traditional upbringing practices was carried out. The identified practices were used by teachers working on a rotational basis in the nomadic territories of the Republic of Sakha (Yakutia) of the following educational organizations: the Ailik preschool organization of the Tomponsky ulus; Even nomadic school-preschool organization “Nerget” of the Kobyai district (Sebyan-Kel); elementary school-preschool organization of the nomadic community of the established tribal community “Nutendli” of the Nizhnekolymsky district; school-preschool organization “Kuonel-eken” Oleneksky district.

Research methods and logic: analysis of pedagogical literature, systematization of the experience of preschool organizations in Yakutia, included observation of the life of the nomad camp, questionnaires, and surveys of residents of the nomad camp, experimental work on the implementation of the results obtained in pedagogical practice, expert evaluation of the results of the use of upbringing practices.

Research results. The definition of the concepts of “upbringing space of a nomadic territory”, “event-driven practices of educating northern preschool children” is given. An analysis was made of the potential of upbringing practices using the native language, folk music, songs, folklore; annual calendar; economic traditions of nomadic peoples. Criteria and indicators for evaluating educational activities in stationary settlement organizations and in nomadic conditions are determined. Surveys of pedagogical workers were conducted to assess the effectiveness of educational activities. Positive results were noted in nomadic educational structures: up to 30% of indicators in village preschool educational organizations are inferior to those in nomadic structures. The results are confirmed by the methods of mathematical statistics.

Conclusions. The revival of the original traditional practices of education that determine the self-consciousness of the northern peoples, their life image, the perception of the world space, thoughts, feelings and their dynamics, their use in the developing upbringing space of the region can today radically change the situation with the search for the meaning of the life and upbringing path of the child northerner. Intergenerational transmission from an adult to a child of the characteristics and established experience of nomadism is accompanied by the formation of a set of views that characterize the features of the development of a particular national-ethnic group. It becomes the basis for the development of the upbringing space of the nomadic territory as a mechanism for the development of the individual: the independence of the child, the subjectivity of the adult, etc.

Relevance (context) of the subject of the article. The system of Russian preschool education occupies a leading position in the world. It began to take shape in the last century. The article discusses the views on the development and education of preschoolers by researchers of child psychology and preschool pedagogy who worked at the Institute of Preschool Education of the USSR Academy of Pedagogical Sciences, created by A.V. Zaporozhets. Zaporozhets attached particular importance to the upbringing of a child in the first years of life, when the foundations of a future personality are laid, when, under favorable pedagogical conditions, various practical, mental and artistic abilities develop most intensively; moral ideas, feelings and habits begin to form, which later develop into a person’s character.

Description of the research progress. The author examines the activities of various laboratories of the Institute, which investigated the problems of education, development and upbringing of children of early and preschool age. Pedagogical, psychological and physiological studies conducted at the Institute of Preschool Education in collaboration with other scientific institutions of the country were aimed at solving these problems.

Research results. Zaporozhets created a theory of sensory and mental development of a child recognized in world science, which is the basis for solving the problems of preschool education. Under the leadership of Zaporozhets, the concept of preschool education was developed and studies of the upbringing and education of children of early and preschool age were carried out, which proved that every normal child has enormous potential psychophysiological capabilities. The task of teachers, in opinion of Zaporozhets, is to create optimal pedagogical conditions for the realization of these opportunities, and in the course of assimilation of social experience, not only the child is enriched with known knowledge and skills, but also the formation of his/her abilities and personality qualities are carried out. The staff of the Institute prepared a “Kindergarten Education Program”, on the basis of which the upbringing and education of children in all preschool institutions of the country was conducted.

Background. The implementation of the task of introducing children to the traditional moral values of the Russian people, socio-cultural norms and cultural traditions of their families is highlighted among the priorities in the new Federal Educational Program for Preschool Education. Therefore, the development of methods for studying the cultural traditions of the modern family is an important practical aid to specialists in enriching partnerships with parents.

Objective. To study family traditions in the families of pupils and to analyze current aspects of interaction between preschool educational institutions and families in matters of increasing the spiritual and moral potential of young families.

Sampling. The study involved 47 teachers and 230 parents of children of early and preschool age from preschool groups of educational institutions in Moscow.

Methods. The research was carried out on the basis of a questionnaire developed by the authorsto study the traditions of upbringing in the modern family, as well as in the educational practice of preschool teachers and their interaction with parents.

Results. A qualitative and quantitative description of the data obtained using questionnaires separately for teachers and parents is presented, as well as summary tables for processing quantitative and qualitative data. The most significant results of the sociological survey related to the views and attitudes of the generation of young parents and current teachers to various aspects of the multifaceted problem of preserving and using family traditions in the spiritual and moral education of preschoolers are analyzed and summarized. The methodology of sociological survey on the study of family traditions in the practice of parental education and educational practice of teachers in communication with children and cooperation with parents was developed. A comparative analysis of the results of the survey of teachers and parents was made on a number of issues. The most relevant areas of cooperation with families to popularize family traditions are highlighted.

Conclusions. The approbation of the methodology for studying family traditions makes it possible to further extend its use beyond the Moscow region. It is important for educators to actively involve young families in the revival of traditions, keep calendars of family events and chronicles in order to form closer ties between generations and promote positive socialization of children.

Background. Project activities in kindergarten are an urgent area that meets modern educational standards and contributes to the comprehensive development of children. This type of activity is aimed at developing creative abilities, critical thinking, the ability to analyze information and interact with peers. Project activities in kindergarten opens up broad opportunities for the development of a child’s personality, helps children become more independent, self-confident and ready to solve complex problems.

Objective. To develop and integrate into the educational process a series of cultural heritage events aimed at the development of children of early and preschool age.

Sampling. The Golden Pedagogical Ring project, which lasted for 19 months, involved 386 children aged 2 to 7 years fr om 24 early and preschool age groups of kindergartens of Autonomous Non-Commercial Organization Preschool Educational Organization “MIR DETSTVA”. The working group conducted observations before the start of the project and during its implementation. More than 400 protocols of observations and analysis of activities conducted with children and teachers were compiled and analyzed.

Methods. The main research method was the observation of children and teachers, which were carried out according to the methods of N.A. Korotkova, P.G. Nezhnova, L.S. Vakulenko, A.K. Zolotova, E.V. Shakirova, Yu.A. Afonkina, etc. For the analysis of classes and other events, the developments of N.N. Gladysheva, A.A. Boyko, N.S. Astafieva and others were used. SWOT analysis, Pareto analysis, Key Performance Indicators (KPI), “Cause and Effect Tree“ were also used.

Results. More than 150 author’s classes and other methods, visual and didactic material (50 manuals) were developed. A card index of literature was also formed, including more than 50 titles. More than 200 events have been organized and conducted for children in 7 preschool institutions. As part of the work with children, exhibitions of creativity were organized in each branch, wh ere drawings, crafts, sculptures, creative paper panels and other creative fantasies of children were presented. In total, more than 20 such exhibitions were held. There are also more than 25 events organized with the parents of the pupils. 7 interesting programs have been developed for the mini-museum.

Conclusions. The unique network project “Golden Pedagogical Ring” is a significant initiative that promotes the development of children and awakens their interest in the cultural heritage of the peoples of Russia. The methodological material can be used in Russian preschool educational organizations and is easily adapted to the main educational program of the institution.