Integration of different types of children's activities in the classroom. Using the dhow integration process

Municipal budgetary preschool educational institution

"Pobochinsky kindergarten"

Odessa municipal district of Omsk region

Integration of the educational process

in preschool

(Pedagogical readings)

educator

I. Introduction.

Currently, there is an intensive development of preschool education in different directions: increased interest in the personality of a preschool child, his uniqueness; qualitatively new requirements are imposed on the organization of the educational process aimed at the physical, social-personal, cognitive-speech and artistic-aesthetic development of the preschooler. The fundamental principle of the development of modern preschool education, proposed by the Federal State Requirements for the structure of the main general educational program of preschool education, is the principle of integration of educational areas.

Integration as a principle covers a fairly large number of didactic, educational phenomena and has factors that ensure its broad influence on the theory and practice of preschool education.

Recently, special attention has been paid to the integration of educational areas in preschool education, and this is not accidental. In my opinion, it is at the preschool level that the integration of educational areas into a single whole is most effective, since the preschooler integrally perceives the world around him, and for him there should be no boundaries between educational areas.

An integrated approach to learning is increasingly recognized as an urgent need for modern education. To remove barriers between educational areas, they are brought together around key concepts and topics. This allows you to consider this area from different angles, to reveal the relationship. During integration, educational areas interact, but at the same time remain independent and equal in content and structure. Thus, we are talking about integrated learning as a system that unites, unites knowledge into a single whole, on the basis of which a holistic perception of the world is formed in children. Research and practice show that an effective way of implementing educational functions is the advancement of general educational problems and their consistent solution in the system of interrelated activities of children in various directions. Integration in preschool education makes it possible to move from a local, isolated consideration of various phenomena of reality to their interconnected complex study.

Taking into account the age characteristics of preschoolers, the integration of educational areas makes it possible to show the child the world in all its diversity with the involvement of scientific knowledge, literature, music, painting, theater, which contributes to the emotional development of the child's personality and the formation of it creative thinking.

The introduction of an integration system, to a greater extent than traditional education, contributes to the upbringing of an erudite person with a holistic worldview, the ability to independently systematize his knowledge and non-traditional approach to solving problems.

The principle of integration is innovative and obliges preschool institutions to radically restructure educational activities in kindergarten on the basis of synthesis, unification of educational areas, which involves obtaining a holistic product that ensures the formation of integrative qualities of the personality of a preschooler child and his harmonious entry into society.

II. From the history of the issue.

For the first time, interest in the problem of integration arose in the works. Kamensky wrote that an object will be assimilated if a solid foundation is laid for it, if this foundation is laid deeply, if everything that allows difference will be different in the most precise way, and everything that has a mutual connection will constantly be connected. These positions of the great teacher represent the essence of the universal course of development of any large complex system in relation to a particular case, what is the child's knowledge system developing in the learning process.

In domestic pedagogy, the first attempt at a theoretical study of the aspects of this problem was made, revealing the psychological foundations of the relationship of various subjects.

Throughout the twentieth century, integration was used by teachers at different levels of education as a harmonious combination of various subjects, which made it possible to bring integrity to the child's cognition of the world. Particular interest in the problem of integration appeared at the end of the 20th century. At the same time, the very term "integration" appeared.

In preschool pedagogy, significant theoretical and practical material has been accumulated on the problem of the relationship between the types of children's activities from the standpoint of an integrated and integrated approach, so it considers integration as a deeper form of interconnection, the interpenetration of different educational content of preschool children, covering all types of artistic and creative activities. However, integrated classes have not been specifically studied as a form of integrated education for preschoolers.

III. A new approach to the organization of the educational process with preschoolers.

Currently, teachers and specialists of preschool institutions have a completely different task - to develop not integrated classes through the synthesis of educational areas, but to offer a holistic integrative process of interaction between an adult and a child on a specific topic, in which various educational areas will be harmoniously combined for a holistic perception of the world around them. This is a fundamentally new approach to preschool education.

The need to implement the principle of integration in preschool education lies in the very nature of thinking, dictated by the laws of higher nervous activity, the laws of psychology and physiology. The use of integration in preschool education is explained, first of all, by a biological phenomenon, which is characterized by intensive maturation of the organism and the formation of the psyche: rapid physical development occurs.

For the effective organization of the integration process in preschool education, it is necessary to single out the system-forming factor of integration as a "working unit", which can be any component of the content of preschool education, the qualitative characteristics of its participants. The main system-forming factor is educational areas.

FGT distinguishes 10 educational areas ("Health", "Physical culture", "Cognition", "Music", "Labor", "Reading fiction", "Communication", "Safety", "Artistic creativity", "Socialization") that should not be implemented in educational activities of preschool educational institutions in its pure form - their synthesis is necessary, integration is needed, which will provide qualitative and quantitative changes in the formation of the personality traits of a preschooler. At the same time, it should be understood that educational areas are given integrity not so much by their unification as by the penetration of one area (or several) into another.

The second system-forming factor is the integration of educational areas on the basis of calendar-thematic planning, which determines the logical and substantive basis of the integral educational process.

The third factor is the integration of the main activities of preschool children: cognitive and research, labor, artistic and creative, communicative, motor. Activities as psychological basis integration is able to unite within itself disparate components and provide the necessary conditions for the emergence of a new educational product, the creation of which includes both teachers and parents. The main goal is pursued by adults: to raise children as people who know how to think, to be well oriented in everything that surrounds them, to correctly assess the various situations they face in life, to make independent decisions. But often they are in a hurry to give the child a set of ready-made knowledge, judgments, which he absorbs like a sponge. However, does this always give the expected result? The practice of preschool education shows that the success of learning is influenced not only by the content of the proposed material, but also by the form of its presentation, which can arouse the child's interest and his cognitive activity. Some scientists, when integrating various types of activity, propose to create synthetic activity blocks. Epiphany develops a "creative field" that allows you to include a child in creative activity. Other researchers offer modules as an integrator of various activities. As an integrator of all types of child's activities in preschool education, it is appropriate to consider play.

As a result of the development of integrative activity, the child develops integral social and psychological formations, integrated modes of activity that are easily transferred from one sphere to another, an individual style of activity, the development of social experience, and the development of creative abilities.

The fourth system-forming factor can be considered the formation of integrative personality traits, which are provided by the FGT as the end result of the educational activities of the preschool educational institution. In essence, the personality is integral, systemic. In the process of personal development, the child gradually acquires independence as the ability for autonomous existence and social activity as the ability to create and maintain his relationship with the environment. The integral individuality of each individual is formed in the process of education, development and training.

In the FGT, the lines of education are clearly distinguished: spiritual and moral, civil, patriotic, gender, as well as the education of a healthy, safe lifestyle. The federal document also highlighted unified educational processes aimed at educating a citizen who loves his people, his land, his homeland, who is tolerant of the culture, traditions and customs of other peoples. In my work, I use various pedagogical situations, the solution of which allows children to show their civic position, for example:

“A new boy came to the kindergarten, he speaks bad Russian, because he came from another country. He wanted to meet the guys, but he couldn't. What would you do if you were present? " In addition, FGT outlines the lines of development of preschool children: physical, social and personal, cognitive and speech, artistic and speech. There is no doubt that the integration of educational activities should take into account and ensure the processes of upbringing and development of a preschooler. In order to qualitatively carry out integration in preschool educational institutions, it is necessary to highlight the forms of integration that will ensure the synthesis of educational areas, the interconnection of various types of activity and the formation of integrative qualities of the preschooler's personality in the process of education and development. The forms of the integrative process characterize the final product, which acquires new functions and new relationships between the teacher, pupil, and parents. Such forms in a preschool educational institution can be joint creative projects, holidays, experiments, excursions, role-playing games, which reflect children's impressions of the environment, their knowledge, understanding of current events and phenomena. Introducing children to the concepts of "school", "library", "museum", I conduct excursions, conversations, read fiction, where during the excursions I teach them how to deal with the employees of these institutions. I try to interest and encourage children to ask questions about school life, about the importance of a library, a museum, organize joint activities of children, children and school teachers, children and library staff, a guide.

The peculiarity of the organization of the integrative process in the preschool educational institution is such that all the listed forms cannot be carried out in their pure form, the choice of a certain topic presupposes their integration. For example, the topic "Lovely mothers" (senior preschool age) involves the choice of such educational areas as: "Socialization", "Communication", "Cognition", "Music", "Labor", "Artistic creation", "Reading fiction", As well as different types of activities: artistic and creative, play, reading, cognitive and research. A single organizational form can be a matinee or a holiday.

The integration of educational areas and activities can be represented in the form of flow charts. Such a map can help the teacher unite educational areas, design joint and independent activities of children, determine its content and the final product.

When implementing an integrated approach, it is necessary to follow the following principle: the content of related areas involved as additions should not replace and supplant the main content of the studied topic. According to the federal state requirements for the structure of the main general education program of preschool education, integration is fundamental principle organization of the educational process at a preschool educational institution, which leads to:

Reducing the educational load on the child while maintaining the quality of education;

Compliance with the norms of the duration of organized types of activity when compaction of their content;

Will avoid duplication of educational content.

In my opinion, given form working with children of preschool age is the most acceptable, since it creates an environment that reveals a whole range of child's abilities, which, as a rule, do not manifest themselves in traditional education. The principle of combining several educational areas is a dialogue on a given topic. The theme contains a specific content, image, emotional condition, moral and aesthetic meaning. Topic as a key phrase, a figurative-verbal symbol, runs through a series of sessions and allows educational areas to enter into dialogue.

Integration is important. It has a positive effect on the development of independence, cognitive activity and interests of preschoolers.

Consequently, integration as a holistic phenomenon that unites educational areas, different types of activities, techniques and methods into a single system based on planning, acts in preschool education as the leading means of organizing the educational process, the leading form of which is joint activities with adults and independent activities of children.

Logical and mathematical games, which are my main pedagogical activity with children, as a synthesis different spheres human activities contain potential opportunities. An important place is currently assigned to teaching the beginnings of mathematics. This is due to a number of reasons: the abundance of information received by the child, increased attention to computerization, the desire to make the learning process more intense, the desire of parents in this regard, as soon as possible to teach the child to recognize numbers, count, solve problems. With the help of a logical and mathematical game, I teach children to think independently, to use the knowledge gained in various conditions in accordance with the task. Many games pose for children the task of rational use of existing knowledge in mental operations:

find characteristic features in objects and phenomena of the surrounding world;

compare, group, classify objects according to certain criteria, draw correct conclusions;

Puzzle games develop children's sensory abilities. The processes of sensation and perception underlie the child's cognition of the environment. Speech also develops: the dictionary is filled and activated, correct sound pronunciation is formed, coherent speech develops, the ability to correctly express one's thoughts, the development of thinking and speech is solved in continuous communication, the ability to argue one's beliefs and arguments develops. These games give children access to non-traditional sources of information, increase the efficiency of independent and group work, provide completely new opportunities for creativity, acquire and consolidate skills and abilities, and allow them to implement fundamentally new forms and methods of teaching. To do this, I selected logical tasks and combined them into several blocks:

tasks for serialization, they involve the construction of strict logical series - logical laws (arithmetic, geometric sequence, etc.);

tasks for finding patterns in the arrangement of figures;

tasks for the development of logical memory, a group of tasks is focused mainly on visual memory based on memorizing logical sequences;

classification tasks, these tasks occupy one of the central places. Here are tasks such as "The fourth extra", as well as tasks to correct classification errors;

attention tasks, these are tasks of the type: "Find 8-10 differences in similar images", "Find 2 identical squares", "Decipher the images".

Thus, logical and mathematical problems teach the child to compare, correct logical errors, and independently seek the correct solutions. Through analysis and synthesis, explore the parts, draw conclusions about the whole and establish connections between the parts of the whole. They help to form logical thinking, solve non-standard problems. Thanks to the integration of the content of educational areas, children learn about all the diversity of the world and receive a lot of positive emotions from this.

Lecture plan:

1. Integration as a means of organizing the educational process: the backbone factor of integration
2. Integrated cognitive task as a system-forming factor in the intellectual development of preschoolers; types of integration.
3. The technology of preschoolers' project activities as a means of integrating educational areas

Target: systematization of teachers' ideas about systemic updates in preschool education, intensification of activities to introduce FGT

Keywords: the principle of integration of educational areas; complex thematic principle; system-forming factor of integration, technology of project activities.

Literature:

1. Veraksa, N.E. Project activity of preschoolers: A guide for teachers of preschool educational institutions / N.E. Veraksa, A.N. Veraxa. - M .: Mosaic-synthesis, 2008 .-- 112s.
2. Emelyanova, I.E. Integrated cognitive task as a system-forming factor of artistic and creative development of a child / I.E. Emelyanova // elementary school Plus Before and After. - 2011. - No. 10. - P.1-7.
3. Kirienko, S.D. Integration of educational content into practice work of the preschool educational institution/S.D. Kirienko / Primary School Plus Before and After. - 2011. - No. 10. - P.1-5.
4. Morozova, L.D. Pedagogical design in preschool educational institutions: from theory to practice / L.D. Morozov. - M .: TC Sphere, 2010 .-- 128p.
5. Savenkov, A.I. Methodology for research teaching of preschoolers / A.I. Savenkov. - Samara: Educational literature, 2010 .-- 128 p.
6. Trubaichuk, L.V. Integration as a means of organizing the educational process / L.V. Trubaichuk // Primary School Plus Before and After. - 2011. - No. 10. - P.1-7.
7. Success. Guidelines: a guide for teachers / [N.O. Berezina, O.E. Vennetskaya, E.N. Gerasimova and others; scientific supervisor A.G. Asmolov; head of the author's team N.V. Fedin]. - M .: Education, 2011 .-- 240p.

I. Integration as a means of organizing the educational process: the backbone factor of integration

The Federal State Requirements for the structure of the main general educational program of preschool education define the approaches and principles of constructing the educational process, which should be built taking into account the integration of educational areas in accordance with their specificity and age capabilities and characteristics of preschool children.

The principle of integration is innovative and obliges preschool educational institutions to radically restructure educational activities in kindergarten on the basis of synthesis, unification of educational areas, which implies obtaining a holistic educational product that ensures the formation of integral qualities of a preschooler's personality and his harmonious entry into society.

The concept of integration belongs to the general scientific and is borrowed by pedagogical science from philosophy, where integration is understood as a side of the development process associated with the unification of previously heterogeneous parts and elements into a whole. In 1993, the UNESCO session adopted working definition integration as such an organic relationship, such an interpenetration of knowledge, which should lead the student to an understanding of a single scientific picture of the world.

The need to implement the principle of integration in preschool education lies in the very nature of thinking, dictated by the objective laws of higher nervous activity, the laws of psychology and physiology. The use of integration in preschool education is explained primarily by a biological phenomenon, which is characterized by an intensive maturation of the organism and the formation of the psyche. A preschool child goes through all stages of human development in a relatively short period.

According to A.F. Yafalyan, the rapid development of the child provides a holographic (holistic) and sub-sensory (hypersensitive) perception of the world, which are innate. It is the holographic and sub-sensory nature that allowed the preschooler to master the world in a short time, in 4–5 years to go through the stages of human development. High sensitivity, integrity of the perception of the world give the child the opportunity to most fully, voluminously, quickly and accurately assimilate human experience. Ensuring the systematic functioning of the integration process allows you to create an integral system for the development of cognitive activity in preschoolers and makes it possible to perceive the world around in a holistic manner without violating its nature.

In preschool pedagogy, N.A. Vetlugina, T.G. Kazakova, S.P. Kozyreva, T.S. Komarova, G.P. Novikova and others.
T.S. Komarova, for example, considers integration as a form of interconnection, deep interpenetration of different educational content of preschool children, covering all types of artistic and creative activities. She emphasizes that in integration, one type of art is dominant, the other is accompanying, helping a broader and deeper understanding of images and their creation by various expressive means.

However, integrated classes as a form of integrated education for preschoolers have not been specially studied. Moreover, until recently, there was a subject system of teaching, upbringing and development in the preschool educational institution, and it turned out that knowledge remained scattered, artificially divided according to the subject principle.

Designing the educational process in modern preschool educational institution requires a basis on principleintegration educational fields and complex thematic principle, allowing to integrate the content of preschool education within the framework of a particular topic. The choice of the topic and the educational areas to be integrated belongs to teachers who implement the main general educational program of preschool education, taking into account individual characteristics children and the specifics of the conditions for the implementation of the educational process.

Currently, the development of integrated lessons through the synthesis of educational areas is not the goal of designing the educational process in a preschool educational institution. A fundamentally new approach to preschool education is the construction of a holistic integrative process of interaction between an adult and a child on a specific topic within one day (week), in which various educational areas will be harmoniously combined for a holistic perception of the surrounding reality.

The main advantages of an integrative approach in the educational process are that it:
1) is a condition for the development of a system of knowledge, mastering the basics of science;
2) contributes to the formation of a scientific picture of the world;
3) allows you to achieve a greater effect in the development of pupils;
4) ensures the formation of personality traits of a preschooler for a harmonious entry into society;
5) realizes the co-creation of children and significant adults as the interaction of all subjects of the educational process.

The search for a basis for unification, the identification of a system-forming factor is an important condition for the integration of the content of education. S. D. Kiriyenko, under systemic factors, proposes to consider ideas, phenomena, concepts, objects that can connect the components of the system, stimulate active manifestation, maintain a certain and necessary degree of freedom of components, and ensure self-regulation new system and her self-development. In accordance with these guidelines in preschool and preschool education, it is possible to systematize around categories of a different nature ("living", "inanimate", "movement", "quality", "quantity", "needs", etc.), which makes it possible for children to receive initial figurative ideas about different "pictures" of the world.

LV Trubaichuk, for the effective organization of the integration process in preschool education, identifies the system-forming factor of integration as a "working unit", which can be any component of the content of preschool education, the qualitative characteristics of its participants. She identified four system-forming factors:

1. The main system-forming factor is educational areas . FGT identifies 10 educational areas that should not be implemented in the educational activities of a preschool educational institution in their pure form - their synthesis is needed, integration is needed, which will provide qualitative and quantitative changes in the formation of the personality traits of a preschooler. At the same time, it should be understood that educational areas are given integrity not so much by their unification as by the penetration of one area (or several) into another.
2. The second system-forming factor is the integration of educational areas based on calendar and thematic planning, which determines the logical and substantive basis of the integral educational process.
3. The third factor is the integration of core activities preschool children: cognitive and research, labor, artistic and creative, communicative, motor. Activity as a psychological basis for integration is able to combine disparate components within itself and provide the necessary conditions for the emergence of a new educational product, the creation of which includes teachers, children and parents. Such an educational product can be new knowledge, drawing, dance, performance, text composed by a child, etc.
As a result of mastering integrative activities, the child develops integral social and psychological formations, integrated ways of activity that are easily transferred from one sphere to another, an individual style of activity, the development of social experience, and the development of creative abilities.
4. The fourth system-forming factor is the formation of integrative personality traits, which are provided by the FGT as the final result of mastering the main general educational program. In essence, the personality is integral, systemic. In the process of personal development, the child gradually acquires independence as the ability for autonomous existence and social activity as the ability to create and maintain his relationship with the environment. The integral individuality of each individual is formed in the process of education, development and training.

I.E. Emelyanova considers integration as a system-forming factor in the development of the scientific picture of the world and the basis for the harmonious socialization of preschoolers. It establishes the structural links of integration in the content of concepts and activities for the development of educational areas of FGT.

The federal document outlines the lines of education (spiritual and moral, civic, patriotic, gender, education of a healthy, safe lifestyle) and uniform educational processes focused on the education of a citizen who loves his people, his land and his homeland, tolerant of culture, traditions and customs of other nations. FGT also outlines the lines of development of preschool children (physical, social and personal, cognitive and speech, artistic and speech directions in the development of preschoolers). The integration of educational activities should take into account and ensure the processes of upbringing and development of a preschooler.

Integration as a holistic phenomenon that unites educational areas, different types of activities, techniques and methods into a single system based on calendar-thematic planning, acts in preschool education as the leading means of organizing the educational process, the leading form of which is not classes, but joint and independent activities with adults children.

Table 1

Educational areas	Kind of activity
Cognition	Project activity - drawing up a scheme-map of the space route	Children designate the planets (Mars, Venus, Jupiter, Moon) where they stop)
		Gaining knowledge about the galaxy, space flights, astronaut clothing
	Building a rocket from cubes	Collaborative design activities
Physical education	Vigorous physical activity	Learning gymnastics for astronauts
Health	Research activities	Astronaut food
Security	Research activities Communication activity.	Health protection of astronauts
Communication	Communication activity	Creative stories about flying, traveling on the Moon
	Reading activity	Reading-listening to stories
		Learning and performing a song about space
Artistic creation	Artistic and creative activity	Drawing on the theme "Travel to Space"
Socialization	Communication activity	Initial understanding of the profession
		Role-playing games in astronauts

table 2

Educational areas	Kind of activity
Cognition	Cognitive Research	Children watch the awakening of nature
Health	Research
Communication		Creative storytelling of the signs of spring
Security	Research Communication	Children find out what dangers can arise in winter
	Creative	Children make bird feeders
Reading fiction	Reader's	Reading-listening and learning poetry about spring
	Artistic and creative	Learning and performing a song about spring
Artistic creation	Artistic and creative activity	Drawing on the theme "My discoveries in spring"
Socialization	Communicative	Primary understanding of the activities of the cultivators
		Outdoor games

II... Integrated cognitive task as a system-forming factor in the development of integrative qualities of a preschooler's personality: types of integration

In the opinion of practicing educators, integration is realized naturally when studying any phenomena through a change in the types of children's play activities. But at the present stage of development of preschool education, teachers of preschool educational institutions began to look for ways to improve the integration process in the direction of greater integrity and transparency, unite educational areas that most effectively ensure the diversified development of children, taking into account their age and individual characteristics in the main areas (physical, social and personal , cognitive speech, artistic and aesthetic).

Qualitative implementation of integration in a preschool educational institution is possible only when determining the forms of integration that will ensure the synthesis of educational areas, the relationship of different types of activity and the formation of integrative qualities of a preschooler's personality in the process of upbringing, development on the basis of calendar-thematic planning. The forms of the integrative process characterize the final product, which acquires new functions and new relationships between a teacher, a child, and parents within one day, one week. Such integrative forms can be joint creative projects and research, holidays, experiments, excursions, role-playing games.

Integration allows each child to open up in joint activities, to find the use of their abilities in creating a collective and individual creative product. An important aspect is the presentation of the results of this activity (at events where educators, parents, teachers of additional education are not observers, but active participants).

The joint activity of the subjects of the educational process is characterized as the implementation of internal and external relations of the processes of continuous education and development, which have such characteristics as connection, interconnection, unity, systematicity, unevenness, discontinuity – continuity, flexibility.

A collective subject is the functioning of a child-adult group of people performing joint creative activities at the highest level of their activity through self-organization, self-regulation, coordination of external and internal conditions for the implementation of this activity. An important component of joint activity is cooperation and co-creation in a group subject - communication, experience of joy, creation, the absence of the privilege to indicate, control and evaluate. In the process of this activity, they feel, accept, trust, open up, plan, independently and jointly reflect.

The organization of the educational process aimed at implementing the principle of integrating educational areas in the formation of a holistic perception of the world assumes that the content of these areas will be mastered more effectively in joint activities based on the principle of problematicity. It is the formulation and solution of a creative problem that ensures the unity of the system “significant adult - educational content - child”.

An integrated cognitive task is a problematic task that includes the subjects of the educational process in the activity of establishing and mastering connections between the structural elements of educational areas. Integrated cognitive tasks reflect the general scientific level, which fixes the relationship of the objective world: "system-function", "structure-property", "phenomenon-essence", etc.
The classification of integrated cognitive tasks is possible in accordance with substantive, procedural and personal criteria. One of the advantages of organizing effective interaction between the subjects of the educational process is the creation of conditions for the search activity of children when solving integrated cognitive tasks. Joint creative search contributes to the development of natural curiosity.

I.E. Emelyanova considers the features of solving integrated cognitive tasks in various types of integration:

1. Thematic integration presupposes a system of cognitive tasks, problematic questions, tasks for the disclosure of leading ideas and concepts that reflect retrospectives and prospects of the integrative process. This type of integration ensures the unity of the concrete and the abstract in the assimilation of knowledge, provides a greater degree of generalization, depth, mobility, increases the worldview value of the acquired knowledge. The organization of thematic integration is based on planning based on related, interconnected concepts.

The development of knowledge units in various educational areas ("Socialization", "Cognition", "Reading fiction", "Communication") and the change of activities (play, communication, cognitive research, productive, reading, artistic and aesthetic) ensure the achievement of the goal ...

2. Problem-thematic integration- this is the advancement of a general scientific problem and its step-by-step solution through the development of several topics in several educational areas. This type of integration strengthens the content-semantic connections of educational areas in the disclosure of the problem, and also contributes to the activation of the group subject.

The child's passage of his own research path from concept to idea, from idea to contradiction, from collecting facts (phenomena, objects) to their classification, from trial and error to solving a creative problem, resolving a contradiction is ensured by problem-thematic integration. The topic of interaction is already of an ideological nature, increases the ability of theoretical generalizations, develops the personal qualities of preschoolers, which reflects the social and personal level.

3. Wide problematic integration- this is the advancement of a general contradiction for a number of educational areas, implying a consistent solution of a research or creative problem in a group subject with the subsequent defense or presentation of one's own product. This type of integration involves the organization of collective and individual cognitive activities, as a result of which the prerequisites for the spiritual and creative self-realization of the individual develop.

The spiritual and creative self-realization of preschoolers is understood as the process of realization by children in the microsociety of actual and potential abilities, as a result of which, by means of creative activity, the child changes and transforms himself with an orientation towards moral values. The core of a broad problematic integration is the spiritual and creative task as the co-creation of significant adults and children to resolve the contradiction in an artificially created situation, the children's awareness of their socially significant goals in spiritual and creative activity.

The complexity of the implementation of thematic and problem-thematic integration is the implementation of the relationship "man - nature - culture", in which it is important to establish harmony between the natural science and humanitarian-aesthetic cycles, to combine scientific-logical and artistic-figurative knowledge. For example, studying objects of wildlife, educators integrate the following educational areas: "Cognition", "Reading fiction", "Artistic creation", "Music", realizing them through various types of creative and reproductive activities of children.

Thinking over the organic transitions from the aesthetic perception of nature to the perception of works of art and literature and further to a deeper communication with nature and the enjoyment of art, preschool teachers should remember the specifics of the subjective reflection of the beauty of nature in literature, music and painting. Indeed, among children there are those who want to "anatomize" objects of nature, to get away from the perception of beauty and delve into the study of form.

The organization of interaction with significant adults and peers in the knowledge of a holistic picture of the world is an indispensable condition for the development of creative abilities. Currently, implementing the principle of integration, FGT focuses not on a clearly planned and organized lesson in terms of timing, but on interaction - the joint activity of all subjects of the educational space in a holistic integrated process.

Integration involves following the individual perception of each child. Creative tasks and problematic questions on the topic under study can help the teacher here.

III. The technology of preschoolers' project activities as a means of integrating educational areas

Preschool age is a period of intensive development of cognitive interest in the surrounding world and the formation of various cognitive positions in relation to the subject of activity. By older preschool age, the brain of children is being rebuilt to assimilate new information and, in terms of its functional characteristics, is already ready to perceive more information in volume and complex in quality. Memory begins to play a decisive role as a means of accumulation of actively acquired in a given period. personal experience... The possibilities of mental activity noticeably increase, the ability to generalize develops, and the sequence of mental operations increases significantly.

According to L.S. Vygotsky, syncretic perception is characteristic of children, expressed in the indivisibility of the sensory image of the object. Syncretism has great importance in the process of developing thinking. For the effective implementation of integration, it is necessary to develop all types of perception: visual, auditory, tactile, kinesthetic, gustatory, olfactory.

In order to correctly select the content of knowledge for their further integration, it is important to take into account that, in addition to having common grounds, they must:

1) expand and enrich the existing ideas of preschoolers;
2) be needed in subsequent education at school;
3) be accessible and draw on personal experience, connect with everyday life.

In addition, knowledge should involve children in solving problem-search tasks formulated on the basis of personal experience; to activate cognitive interests, the desire to assimilate new information; stimulate mental activity (processes of analysis, synthesis, comparison, generalization and classification); increase levels of self-control, self-organization and self-esteem.

The project method is considered as one of the options for integration in preschool education. As practice shows, the use of the project method in educational activities contributes to the formation of a position of independence, activity, initiative in preschoolers in finding answers to questions, in the process of systematizing information, in the practical application of acquired knowledge, skills and abilities (in games and everyday life).

The prospects of the project method are evidenced by the wide development possibilities of the components of a successful personality:

1. observation and analysis of the phenomena of the surrounding reality;
2. comparison, generalization and the ability to draw conclusions;
3. creative thinking, logic of cognition, inquisitiveness of the mind;
4. joint cognitive and search activity;
5. communication and reflective skills, etc.

The project method is based on the idea of ​​the orientation of the cognitive activity of preschoolers to the result, which is achieved in the process of joint work of teachers, children and parents on a specific practical problem. Working on solving a problem in project activities means applying the necessary knowledge and skills from various educational areas to obtain tangible results.

A feature of project activities in preschool education is close cooperation between adults (teachers and parents) and children, since the child is not able to independently find contradictions in the environment, formulate a problem, and determine the goal (concept). Adults help children discover the problem (this problem may be provoked), arouse interest in it and involve children in a joint project. The project can combine the content of education from various fields of knowledge, which opens up wide opportunities for organizing joint cognitive and search activities of children, teachers and parents.

In educational practice, there are the next stages of work on the project:

1. Goal setting: the teacher helps the child to choose the most relevant and feasible task for him for a certain period of time.

2. Development of content project, planning activities to achieve the goal:

• who to contact for help(teacher, parent, etc.);
• in what sources can you find information;
• which subjects ( equipment, manuals) use;
• with what subjects learn to work.

3. Implementation of the project (practical part).

• Public presentation of the product of the project activity.
• Summing up, defining tasks for new projects.

The topics of the project can be: educational area of ​​the program; regional peculiarities, priority direction of preschool educational institution, programs of additional education. The emergence of the topic at the initiative of children is especially valuable. The theme of the project can reflect seasonal changes, social phenomena.

It is advisable to introduce children into project activities with questions: What do I know about this? What do I want to know? What needs to be done for this? Together with the children, the stages of work on the project are planned, the product and type of presentation are determined.

The development tasks of preschoolers at different age stages by means of project activities are different and are defined as follows (A.I. Romashina).

Junior preschool age:

• the entry of children into a problematic and playful situation (the leading role belongs to the teacher);
• activation of the need to find ways to resolve a problem situation (together with a teacher);
• the formation of the initial prerequisites for research activities.

Senior preschool age:

• the formation of the prerequisites for research activities;
• the formation of the ability to determine possible methods of solving a problem with the help of an adult and independently;
• the formation of the ability to apply methods that contribute to the solution of the task, using various options;
• to develop the need for the use of terminology, conducting a constructive conversation in the process of joint research activities.

It is more expedient to use project activities in work with older preschoolers. This age stage is characterized by more stable attention, observation, the ability to begin analysis, synthesis, self-esteem, as well as the desire for joint activities. However, short-term projects are necessary and effective in the educational activities of children of primary preschool age. Starting from the younger preschool age, role-playing and creative projects are used that do not contradict, but emphasize the specifics of project activities with preschoolers.

Children are necessarily involved in assessing project activities and reflecting on intermediate results. Reflection contributes to the awareness of the significance of the performed activity, the development of personal qualities: initiative, responsibility and perseverance in achieving the goal. The joint project must be completed within the time frame specified by the plan and the child must see the fruits of his labor (album, exhibition, holiday, etc.)

Thus, the implementation of project activities in educational practice is associated with the formation certain environment... In this regard, the use of projects presupposes, first of all, a radical change in the role of the teacher, who must become an organizer, leader and consultant.

The second prerequisite for the implementation of projects by preschoolers is the presence information that ensures the child's independence in choosing a topic and performing work... Finally, optimal conditions for registration of the results of project activities and their discussion.

Together with the children, the teacher draws up a plan - a "cobweb", which is the educational basis.

Educational project with children different age group on this topic
"Plants - green color Earth "

The planning process for activity content in activity centers begins by asking the children: "What can we do with you to learn more about the Earth?" The teacher writes down all ideas, then corrects them.
The tasks of the educator are to supplement the ideas of preschoolers, to help them choose a variety of materials for the implementation of these ideas in different centers of activity, to provide for the integration of solving problems for different types of activities in each of the centers.

Examples of children's ideas:
- weigh the stones, find out which is harder; how can the distance between cities be measured (center of mathematics);
- read books about the Earth; solve a crossword puzzle; compose a fairy tale or story; encrypt and decrypt words; to make books, newspapers about the Earth; get acquainted with various encyclopedias (literature center);
- consider the globe; learn about different stones; collect a collection of different stones; prepare messages on the topic of the project (science center);
- make a globe out of newspapers; draw a map of the Earth; make an application about our planet (art center);
- build an unusual transport for travel (construction center);
- to carry out the game "Travel around the world" (center of the game);
- cook dishes of different nations (culinary center);
- to learn outdoor games of different peoples (open area).

Target- to enrich the ideas of preschoolers about plants and their structure; to form interest and respect for nature.

Tasks.

Younger age:
1) develop the ability to consider seeds, determine shape, color (area "Cognition");
2) develop the ability to select paired pictures, recognize and name some plants (the area of ​​"Reading fiction");
3) develop fine motor skills, consolidate the skills of counting up to 5 (area "Cognition");
4) develop the ability to build swings, benches according to the model (area "Cognition");
5) to consolidate the ability to spread glue on a sheet, to glue it in the middle of the main sheet (area "Artistic creation").
Older age:
1) to form children's ideas about the living conditions of plants, the rules for planting seeds, caring for plantings (area "Cognition");
2) to consolidate the ability to highlight a sequence of sounds in simple words (area "Reading fiction");
3) develop fine motor skills; to consolidate the ability to solve arithmetic problems for addition and subtraction using signs and symbols (area "Cognition");
4) continue to teach to construct buildings, united by a common theme, to identify suitable details for the construction (area "Cognition");
5) to fix the techniques of cutting out symmetrical objects from paper folded in half; to encourage independent manifestation of creativity (area "Artistic creativity").
The named tasks were solved through different types of activities according to the centers indicated in the table

Activity center			Material
	Younger age	Older age	Younger age		Older age
Science Center	Soil preparation Examining and planting seeds		Land, planting containers, work tools, aprons, planting models, seeds, watering can
Literature Center	Didactic game "Plants"	Sound-letter analysis of words	Lotto "Plants"	Models of words (names of plants), chips for sound-letter analysis
Center for Mathematics	Counting items up to 5	Solving arithmetic problems	Plane figures of flowers, leaves, stems	Models of plants, flowers, signs, symbols
Construction center	Construction of buildings according to the model, scheme, plan		Big Builder Pack, additional material for playing with the building "Park", schemes, plan of the park
Art Center	Smearing and gluing ready-made silhouettes of trees, flowers	Cutting symmetrical objects out of paper	Artistic tools, sequence models, stencils, templates, plant silhouettes

Teachers, together with parents and children (reliance on the interests of children) formulate a topic for study, develop an activity plan.

The next step is to equip the activity centers and choose them by children. Teachers make presentations of the centers, tell the children what interesting materials await them, ask them to think and decide which center to go to and what to do today. After the choice is made, the teachers invite several pupils to speak up (tell about their plan). Educators select materials of different levels of complexity and lay out various auxiliary aids to support the independent actions of children: schemes, models, literature in all centers, depending on the individual interests and development of the child. The partners in joint activities are adults (junior educator, parent, specialist) or a child (well-versed in information, methods of action, capable of transferring their experience to a peer).

The planned work may not be completed in one day. In this case, the preschooler completes it in the evening, on the following days, and partners and assistants can change depending on the wishes of the children. The teachers summarize the activities in the centers of activity at the final meeting, the task of which is to demonstrate the results of productive activities, initiate the process of self-assessment of children's achievements, identify difficulties, outline prospects. In addition, at the morning gathering, children express their gratitude to the assistants for the help provided, offer to teach others what they have learned themselves. Creative expression is encouraged and appreciated by children and adults.

Analysis of the products of children's activities and self-assessment of work during the final conversation (presentation of the project products) provide information about the child's ability to build work in accordance with the chosen goal, use the knowledge gained in practical activities, independently pose and solve problems, experience a sense of satisfaction with the results, coordinate their actions with the actions of others. At the end of the work, the teachers invite the children to remember and think about all the lessons within the project. During the implementation and at the end of the project, teachers analyze the results of observations and the products of children's activities. Based on the accumulated information and revealed facts, conclusions are drawn about the characteristics and dynamics of the child's advancement in the leading areas of project activities, including social and personal development.

Thus, work on a project is of great importance for the development of the cognitive interests of a preschooler. During this period, there is an integration between the general methods of solving educational and creative problems, the general methods of thinking, speech, artistic and other types of activity. By combining various fields of knowledge, a holistic vision of the picture of the surrounding world is formed.

Project activity helps to connect learning with life, forms research skills, develops cognitive activity, independence, creativity, the ability to plan, work in a team. All this contributes to the successful teaching of children at school.

Project activities can be recorded in the form of a plan of educational work (marked "project"), a special project card, which indicates the types of collective activities through which the individual stages of the project are implemented; can be used project matrix,. containing the necessary information about the project.

Project theme
Objective of the project
Title of the final event
Final event form
Final event date
Name of the teacher responsible for the final event
Day of week	Educational areas	Joint activity of an adult and children (integration of educational areas)			Independent activities of children (activity centers)	Interaction with parents and other social partners
				Educational activities in times of security
		group, subgroup	individual

Planning educational work
Name of teachers
		Developments, traditions, holidays		Organization of a developing environment for independent activities of children	Forms of organizing joint activities of teachers with children	Interaction with parents

Project map
The main activities of children organized by teachers		Days of the week
		Monday
	Directly educational activities
	Observations (excursions, walks)
	Storytelling
	Reading fiction
	Experimenting, modeling
	Games (desktop and didactic)
	Artistic and creative activity: -
	Painting
	applique
	artistic design
	perception of works of fine art

Project matrix
	Project name
	Project theme
	Problem field of the project
	Scenario of joint activities to solve problems (main steps in the implementation of the project)
	Description of the product resulting from the project
	Project type
	List of participants
	Integration of educational areas
№№ nn	Name of educational area
	Additional information required to complete the project
	Material and technical resources required to complete the project
	Planned time for project implementation by stages
	Search
	Analytical
	Practical
	Presentation
	Control
	Organizational forms of work on the project
	Forms of work		Name
	Directly educational activities
	Observation
	Experimentation, modeling
	Excursions
	Independent work of children
	Interaction with parents
	Group discussion
	Presentation form

Tasks:

I. Develop (at a meeting of the RMO / GMO) an algorithm for organizing research (project) activities in preschool educational institutions of the district (city) taking into account regional specificities:

1. Select local history material to fill the content of research (project) activities (study, analysis, selection of content for working with children).
2. Select methodological material (methods of organizing research (project activities) in a preschool educational institution; integration of the content of educational areas; complex thematic planning; psychological and pedagogical support of research (project) activities of children).
3. Develop a topic for children's research (project activities), taking into account regional characteristics.
4. Develop a system of interaction between participants in the educational process (children, teachers, parents, museum teachers, teachers of additional education, etc.), which ensures the organization of research (project) activities.

II. Study the methodology of organizing independent research practice for preschoolers, proposed by A.I. Savenkov, reflect on the questions:

1. What are the difficulties and mistakes that arise when choosing topics and organizing research with children?
2. What is the concept of developing the research abilities of preschoolers? What are the features of the training of research skills and methods of development of research skills and abilities? What should include a training program for research activities of preschoolers, its objectives and content?
3. What are the requirements for the program of independent research activities of children, its objectives and content. What are the features of the organization of independent research activities of preschoolers?
4. How is the presentation of research results carried out, what are the objectives of the presentation, the features of its organization?
5. What is included in the content of monitoring the research activities of preschoolers: what is the problem of the result research work; what are the features of protecting the results of research and design.

The material was prepared by T.N. Kolisnichenko,
Senior Lecturer at the Department of Pedagogy and Psychology
IPK and PPRO OGPU

Beschetnova Tatiana Viktorovna
Educator MBDOU "Insar kindergarten" Solnyshko "Republic of Mordovia
Prepared by: teacher of the senior group Beschetnova T.V. Insar 2013
Dear Colleagues!
Preschool age is a bright, unique page in the life of every person. It is during this period that the process of socialization begins, the child's connection with the leading spheres of life is established: the world of people, nature, the objective world. There is an introduction to culture, to universal values. The foundation of health is being laid. Preschool childhood is the time of the initial formation of the personality. Formation of the foundations of self-awareness and individuality of the child.
Thus, before the educators, the questions arise: how to make the process of forming a child's personality creative and exciting, how to achieve success in shaping the formation of a preschooler's personality.
One of the answers to these questions is the integration of educational activities
Integration is the unification of various elements or parts into one whole. That whole always has more advantages and opportunities than disparate elements, and the integration is carried out precisely in order to take advantage of these advantages.
Integration is one of the most important and promising methodological directions of the formation of modern education. Actually "integration" means the unification of several academic subjects into one, in which scientific concepts are linked by a common meaning and teaching methods. Integration can take place in the following areas
- music + cognition (mathematics),
- communication (speech, literacy training) + cognition (mathematics) + music,
- communication (speech) + music + artistic creation (drawing) + fiction,
- cognition (mathematics, familiarization with the environment) + work,
- cognition (mathematics) + visual activity,
- health + physical culture (physical activity) + cognition, fiction, music and others.
- cognition (experimental research, familiarization with the environment) + artistic creativity + communication (communication, speech)

Thus, integration is one of the most favorable forms of developing the creative abilities of preschool children.
Classes of an integrated nature arouse interest, contribute to the removal of overvoltage, overload of fatigue by switching them to a variety of activities. Within the framework of the principle of integration, children consider this or that phenomenon, event from different angles, highlighting different aspects:
1) social, including moral and aesthetic;
2) emotionally sensitive, including musical;
3) artistic and aesthetic;
4) logic - mathematical;
5) natural - scientific.
Integrated classes are difficult, of course, but in general they give good positive results in the development of the child's educational areas.
An important feature of an integrated lesson is the change in dynamic postures and types of children's activities.
The use of the principle of integration in the classroom develops the potential of the pupils themselves, encourages active knowledge of the surrounding reality, understanding and finding cause-and-effect relationships, the development of logic, thinking, and communication skills.
Why did we choose this particular shape?
The form of the classes is non-standard and interesting. The use of various types of activity during the lesson maintains the attention of the pupils at a high level, which allows us to speak about the sufficient effectiveness of the lessons. Classes using the principle of integration reveal significant pedagogical possibilities, significantly increase cognitive interest, serve the development of imagination, attention, thinking, speech and memory.
Thus, integration provides an opportunity for self-realization, self-expression, creativity and a teacher and pupil.
It is important to note that the methodology for conducting a lesson using an integrated approach differs significantly from the methodology for conducting a regular lesson. In the learning process in such classes, various methods and techniques are used.
The most effective of them are the following:
-comparative analysis, comparison, search;
-problematic questions;
- speech games, heuristic activities, joint discoveries, vocabulary activation.
In each lesson, we set the following goals:
- clarity, compactness, conciseness teaching material;
- thoughtfulness and logical relationship of the studied material
- interdependence, interconnectedness of the material of the integrated subjects at each stage of the lesson;
-large informative capacity of educational material used in the lesson;
-systematic and accessible presentation of the material;
- the need to comply with the time frame of the lesson.
The success of the lesson as a whole depends on a positive attitude towards the child, on the manifestation of sincere interest in the child's actions, on emotional support. You cannot show irritation, you cannot speak in an orderly tone.
Thus, in order to achieve a positive result, the teacher sets himself tasks that must teach the child. Develop attention, memory, logical thinking, resourcefulness, imagination, creativity.
From all that has been said, the conclusion follows:
Switching to a variety of activities helps to keep the attention of children, which increases the efficiency of the lesson, relieves fatigue and overstrain. Combining various areas of knowledge in one lesson allows you to save time for playing, walking, and independent activities of preschoolers. The integrated learning system also contributes to effective interaction all specialists kindergarten and their cooperation with parents, thus forming a child - adult community.

An integrated approach makes it possible to develop in unity the cognitive, emotional and practical spheres of the child's personality. An integrated approach to educational activities meets one of the basic requirements of preschool didactics: education should be small in volume, but capacious.

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INTEGRATION OF EDUCATIONAL AREAS

AS A MEANS OF ORGANIZING A WHOLE PROCESS

IN PRESCHOOL

You need to constantly deal with children, promote them, lead them to development, because nothing happens by itself. (T.S.Komarova)

Many psychologists characterize preschool age as carrying great unrealized opportunities in cognition of the world around them. Integrated educational activities can provide effective assistance in their disclosure.

In accordance with the Federal State Educational Standard of DO, the main educational program is built taking into account the principle of integration of educational areas in accordance with the age and characteristics of pupils, the specifics and capabilities of educational areas and is based on a complex thematic principle of building the educational process, which provides a preschooler with a holistic perception of the world around him. The basis for compiling the list of educational areas was the activity approach. Each educational area is aimed at the development of some kind of activity:

• "Physical development" - motor activity;
• "Social and communicative development" - play activities;
• "Cognitive development" - cognitive research activity;
• "Speech development" - communicative activity;
• "Artistic and aesthetic development" is a productive activity.

The Federal State Educational Standard determines that educational activities are carried out in the process of organizing various types of children's activities, as well as during regime moments, in the independent activities of children and in interaction with the families of preschool educational institutions.

Integration of the content allows you to create a model of the organization of the pedagogical process, where the child comprehends the basic categories (part, whole, etc.) from different points of view, in different educational fields... In pedagogical science, integration is considered as the leading form of organizing the content of education.

The principle of integration has a psychological basis associated with the age characteristics of preschoolers: "grasping" the whole before the parts allows the child to see objects integrally. An integrated approach makes it possible to develop in unity the cognitive, emotional and practical spheres of the child's personality. An integrated approach to educational activities meets one of the basic requirements of preschool didactics: education should be small in volume, but capacious.

Building the educational process according to the principle of integrating educational areas, we solve such problems as:

• Formation of deeper, more versatile knowledge in children; a holistic view of the world. The world surrounding children is perceived by them in its diversity and unity;
• Integration contributes to the formation of generalized ideas, knowledge and skills, increases the effectiveness of upbringing and development of children, encourages them to actively cognize the surrounding reality, comprehend and find cause-effect relationships, the development of logic, thinking, communication skills.

The essence of an integrated approach to educational activities is the combination of knowledge from different fields on an equal basis, complementing each other. At the same time, in the classroom, teachers have the opportunity to solve several problems from various areas of the program, and children master the content through the main types of children's activities: cognitive and research, labor, artistic and creative, communicative, motor. Within the framework of an integrated approach, children consider this or that phenomenon or event from different angles, highlighting and studying different aspects: social, including moral and ethical; emotional and sensual, including musical, artistic and aesthetic; logical and mathematical; natural science.

When planning and conducting GCD for cognitive and speech development, the teacher in working with children uses methods such as:

• surprise, playful moments;
• examination, observation, comparison, examination;
• comparative analysis, juxtaposition, heuristic activity (partial search);
• problematic questions that stimulate the manifestation of a kind of joint "discoveries" with the teacher, helping the child find the answer;
• a variety of speech didactic games to activate the vocabulary, expand the understanding of the diversity of facets of the native language, foster a sense of self-confidence.

GCD form- non-standard, interesting, it can befascinating travel, educational excursions, interesting meetings.In connection with the introduction of the federal state standard, play becomes the content and form of organizing the life of children. Game moments, situations and techniques are included in all types of children's activities and communication between the teacher and the preschooler. The teacher fills the daily life of children with interesting things, games, problems, ideas, includes each child in meaningful activities, promotes the realization of children's interests and life activity.

Teaching children is built as a fascinating problem-playing activity that ensures the child's subjective position and the constant growth of his independence and creativity. The construction of the pedagogical process involves the predominant use of visual-practical methods and methods of organizing activities: observations, excursions, elementary experiments, experimentation, play problem situations etc.

At each age stage, the teacher solves different developmental problems and his role should be flexibly changed. In some cases, the tasks of the development program will be solved more successfully only with the help of an adult - direct learning. In others, the teacher creates a special environment and situations for the cognitive activity of the child, organizes his cognitive and research activities. Sometimes, by personal example, he leads the child along with him, showing generally accepted patterns of behavior, while supporting the child's initiative, forming the child's self-confidence.

The teacher uses all the variety of forms of work with children to solve pedagogical problems, but in each regime moment he thinks out specific organizational situations. The qualitative result of educational activity depends not only on the program, but above all on the personality of the adult, who creates an emotionally rich environment for the child to master a particular area of ​​knowledge (regime moments, independent children's activities). The tasks of developing the physical, intellectual and personal qualities of children are solved in the course of mastering all educational areas in an integrated manner.

Currently, the kindergarten has been tasked with developing not integrated classes through the synthesis of educational areas, but to offer a holistic integrative process of interaction between an adult and a child on a specific topic within one day or a week, in which various educational areas will be harmoniously combined for a holistic perception of the world around them. ...

Using the design method in preschool organizations- one of the methods of integrated education for preschoolers.

Project - this is a set of actions specially organized by adults and performed by children, culminating in the creation of creative works.

Project method - a learning system in which children acquire knowledge in the process of planning and performing increasingly complex practical tasks - projects. The project method always presupposes the solution of some problem by the pupils.

The project method describes the complex of the child's actions and the methods (techniques) of organizing these actions by the teacher, that is, it is a pedagogical technology. The use of this method in the educational process helps to learn how to work in a team, develops its own algorithm of actions to achieve the set goal. Teachers are free to choose methods and types of activities. The choice of a specific project topic also determines the selection of educational areas for it, which will comprehensively reveal its content to the child.

The goal of our preschool educational institution of a compensating type is to create a single correctional and educational space that provides optimal correction of developmental deviations, full-fledged physical and mental development of children and alignment of their starting capabilities when entering school.

Our teaching staff has been working onone long-term thematic plan. A wide range of specialists work with each child... Every teacher refracts the lexical topic in his studies in his own direction, thereby creating a holistic idea of ​​certain phenomena and objects for children. In addition, the concentric arrangement of educational material contributes to the deepening and consolidation of the acquired knowledge and skills.

For preschoolers with TNR, educational work is based on material that is close and understandable to children, covering as much as possible the range of phenomena they encounter.

The peculiarity of the organization of the integrated process in a preschool educational institution is such that all the listed forms cannot exist in their pure form, the choice of a certain topic also presupposes their integration. The study of some topics is carried out as a project activity.

For example, the theme "Defenders of the Fatherland Day" determines the choice of such educational areas as "Social - communicative development", "Cognitive development", "Speech development", "Artistic - aesthetic development", "Physical development", as well as types of activities: artistic and creative, play, reader, cognitive research, motor. During the week, children are read works about the Russian army by L. Kassil, S. Marshak, they look at reproductions of paintings about the army, an exhibition "Our dads are soldiers", a collage about the army, an exhibition of toy military equipment, military uniforms are being prepared. army, get acquainted with the types of troops, military uniforms, equipment, play various speech games, compose a story based on the series of paintings "The orderly dog", make a gift for dad - an application card, listen to musical works dedicated to the army (military march), the form can be a complex educational and musical thematic lesson (entertainment), a sports festival "Strong, courageous, dexterous", held together with parents (dads).

On such a day, children not only immerse themselves in the atmosphere of a joint holiday, but also master the traits of a future soldier, such as composure, dexterity, courage, determination, ingenuity, learn to value and respect their dad. Here there is spiritual, moral, patriotic and gender education (especially since the main contingent of pupils is boys), social, personal, artistic and creative, cognitive and speech development, physical development, as well as the formation of such integrative qualities in children as activity, curiosity, emotional responsiveness, creativity.

The technology of integration of organized educational activities can be different, but in any case, it is necessary to show the teacher's creative activity. This is one of the important conditions during its implementation for the development of children's abilities.

One of the central problems of research in preschool age is the consideration of the relationship between education, upbringing and development of a preschool child. By the end of the 30s. XX century there are three main theories devoted to this problem.

The first theory considers the development of the child as a process independent of education and upbringing (A. Gesell, 3. Freud, J. Piaget, etc.). This theory is consistent with the didactic principle of accessibility, according to which children can only be taught what they can understand, for which their cognitive abilities have already matured. This theory does not recognize developmental learning. In this theory, the main thing is the spontaneity of development, independence from the adult and his role.

The second theory recognizes the relationship between development and learning (T.S.Kostyuk, N.A.Menchinskaya, etc.). According to this theory, development is determined by some internal factors and, at the same time, by training and education, the specific nature of which depends on the real level of human development. Development and learning are identical to each other.

The third theory assumes that the development of the child is mediated by his education and upbringing (L.S.Vygotsky). An adult, relying on the "zone of proximal development", "runs" a little ahead, outstripping the development of the child. The adult "leads" the child's development, which gives rise to a whole series of such developmental processes that would otherwise be impossible outside of learning. Learning is an internally necessary and universal moment in the process of a child's development of not natural, but cultural and historical characteristics of a person. These provisions were concretized and substantiated by a certain subject content in the works of the Academy of Sciences. Leontiev, P. Ya. Galperin, D.B. Elkonina, A.V. Zaporozhets, L.A. Wenger et al. The results obtained made it possible to substantiate the position of the leading role of education in development, to reveal the psychological and pedagogical conditions developmental education(L.V. Zankov, D.B. Elkonin, V.V.Davydov).

The theoretical and methodological basis of the new standard of preschool education was the cultural-historical system-activity approach developed in the works of Russian psychologists L.S. Vygotsky, A.N. the structure and dynamics of psychological age (L. S. Vygotsky) and the theory of the periodization of the child's mental development, which determines the age-related psychological characteristics of the development of personality and cognition (D. B. Elkonin).

In the book "History of the Development of Higher Mental Functions", published in 1960, a detailed presentation of the cultural-historical theory of the development of the psyche is given: according to Vygotsky, it is necessary to distinguish between two plans of human development - natural (the result of biological evolution) and cultural (the result of the historical development of society), merged in the development of the psyche. The essence of cultural behavior is in its mediation with tools and signs (language, numbers), this is facilitated by training. Today the cultural-historical theory is the most in demand in the educational systems of Europe, and since 1970 all the works of Vygotsky have been translated and formed the basis of the US educational system.

The methodological basis of the new standard is also the system-activity approach of A. N. Leontiev. The system-activity approach arose in 1985 as a result of scientific disputes between A. N. Leontiev and B. F. Lomov. This approach grew out of the cultural-historical theory of L.S. Vygotsky. Systemic Methods allow you to present educational information in a form adequate for perception and memorization, to give a more holistic description of the subject and to go for the first time from the inductive path to the inductive-deductive path. The essence of the activity approach is as follows: the personal, social, cognitive development of students is determined by the nature of the organization of their activities, primarily educational. This approach formed the basis of modern pedagogical theories integration, involving the integration of educational areas.

Throughout the 20th century, integration was used by teachers at different levels of education as a harmonious combination of various subjects, which made it possible to bring integrity to the child's cognition of the world. Particular interest in the problem of integration appeared at the end of the 20th century. At the same time, the very term "integration" appeared. At the UNESCO session (1993), a working definition of integration was adopted as such an organic relationship, such an interpenetration of knowledge, which should lead the student to an understanding of a single scientific picture of the world. The greatest achievement of practical science in the late 1980s and early 1990s was the creation of a variety of integrated courses for preschool children (Mathematics and Construction, Natural Science, The World Around). At the beginning of the XXI century. Russian methodologists have developed an integrated course of reading and writing during the period of literacy training, and practicing teachers in different regions In Russia, individual cases of application of partial integration are described: reading, music, fine art, the surrounding world. The integration of subjects allows the younger student to see and understand any phenomenon in a holistic manner. Knowledge is a set of mental forms, a person's attitude to the world. Integration leads to the generalization and consolidation of the information capacity of knowledge.

Currently, the preschool educational institution has been given a completely different task - to develop not integrated classes through the synthesis of educational areas, but to offer a holistic integrative process of interaction between an adult and a child on a specific topic within one day, in which various educational areas will be harmoniously combined for a holistic perception of the world around them. This is a fundamentally new approach to preschool education. Until recently, there was a subject system of teaching and upbringing at the preschool educational institution, and it turned out that knowledge remained scattered, artificially divided according to the subject principle. The need to implement the principle of integration in preschool education lies in the very nature of thinking, dictated by the objective laws of higher nervous activity, the laws of psychology and physiology. The use of integration in preschool education is explained, first of all, by a biological phenomenon, which is characterized by intensive maturation of the organism and the formation of the psyche: rapid physical development occurs, body proportions change, muscle mass increases, and brain mass increases. A preschool child goes through all stages of human development in a relatively short period. According to some scientists (A.F. Yafalyan and others), the holographic (holistic) and sub-sensory (supersensitive) perception of the world, which are innate, ensure the rapid development of the child. High sensitivity, integrity of the perception of the world give him the opportunity to most fully, voluminously, quickly and, most importantly, accurately assimilate human experience. At birth, a child is a large sensitive organ or, more precisely, is in a holographic (holistic) state. He is able to holistically, undivided, and therefore accurately and adequately perceive the world. Children's perception is holographic: the child “hears” with the whole body, “sees” with the whole body. The world, external influences penetrate the body, psyche, brain and are adequately perceived. Gradually, over time, there is a differentiation of the sensory organs. The extinction of subsensory and holographic, according to scientists, dramatically reduces the rate of development of the child. Ensuring the systematic functioning of the integration process allows you to create an integral system for the development of cognitive activity in preschoolers and makes it possible to perceive the world around in a holistic manner without violating its nature.

The main factor of the integration process is the integration of the main activities of preschool children: cognitive and research, labor, artistic and creative, communicative, motor. Activity as a psychological basis for integration is able to combine disparate components within itself and provide the necessary conditions for the emergence of a new educational product, the creation of which includes teachers, children and parents. Such an educational product can be new knowledge, drawing, dance, performance, text composed by a child, etc. Some scientists, when integrating various types of activity, propose to create synthetic activity blocks. So, D.B. Epiphany develops a "creative field" that allows the child to be included in creative activity. As an integrator of all the child's activities in preschool education, it is also appropriate to consider play. As a result of mastering integrative activities, the child develops integral social and psychological formations, integrated ways of activity that are easily transferred from one sphere to another, an individual style of activity, the development of social experience, and the development of creative abilities. The final result of the educational activity of a preschool educational institution can be considered the formation of integral personality traits. In essence, the personality is integral, systemic. In the process of personal development, the child gradually acquires independence as the ability for autonomous existence and social activity as the ability to create and maintain his relationship with the environment. The integral individuality of each individual is formed in the process of education, development and training.

In order to qualitatively carry out integration in preschool educational institutions, it is necessary to highlight the forms of integration that will ensure the synthesis of educational areas, the relationship of different types of activity and the formation of integral qualities of a preschooler's personality in the process of upbringing. The forms of the integrative process characterize the final product, which acquires new functions and new relationships between the teacher, pupil, parents within one day, one week. Such integrative forms in preschool educational institutions can be joint creative projects, holidays, experiments, excursions, role-playing games. The peculiarity of the organization of the integrative process in the preschool educational institution is such that all the listed forms cannot exist in their pure form, the choice of a certain topic presupposes their integration. The theme "My family" (senior preschool age) assumes as the leading form the choice of a project organized on the basis of the integration of all educational areas: "Health", "Physical culture", "Cognition", "Music", "Labor", "Reading art Literature "," Communication "," Security "," Artistic Creativity ", Socialization". The project is quite time consuming, so its implementation can take place within 3-5 days. A system-forming factor in the integration of educational areas can be the activity of drawing up a "Family Tree" (in the context of the past and the future) together with parents, the presentation of this project and its protection by each family. At the same time, it is important to tell not only about family members, but also about their rights, duties, professions. It is also possible to defend the mini-project "Family traditions and hobbies", in which children together with their parents in a free form (drawing, dance, photographs, dramatization) present their family, schematic maps of their neighborhoods, houses, apartments. As materials for projects, children, together with their parents, select proverbs and sayings about the family. The projects may include role-playing games ("Family", "Furniture Salon", "My Apartment", "House"); games-dramatization of fairy tales ("Turnip", "Geese-Swans"); creative storytelling("How I help at home", "Who I will be", "I will be a dad", "I will be a mom", "Our beloved pets"). In addition, such projects may include the issue of family newspapers, the organization of the "Family Hobby" exhibition. The project can also listen to works by P.I. Tchaikovsky from the "Children's Album", songs about mother were learned and performed, A. Lingren's fairy tale "Baby and Carlson" was read.

Thus, integration as a holistic phenomenon that unites educational areas, different types of activities, techniques and methods into a single system acts in preschool education as the leading means of organizing the educational process, the leading form of which is not classes, but joint with adults and independent activities of children.

An integrated approach in preschool education consists in the implementation of not only substantive, but also formal goals and objectives of upbringing and development, as well as in establishing a system of the following connections:

Content components of different sections of the program (interspecies integration) and inside program sections (intraspecific integration)

In the interaction of methods and techniques of education and training (methodical integration)

In the synthesis of children's activities (activity integration)

V integration of various organizational forms of interaction of teachers with children and parents.

Three main levels integrated process was proposed by Yu.S. Tyunnikov. He singled out the low - the modernization of the learning process only in relation to its content, the middle - the integration of the components of the learning process and the high - the synthesis of a holistic new formation.

The different levels of integration can be seen in one of the educational areas, for example, the “Music” educational area.

The first level (according to Yu.S. Tyunnikov - low level) is intraspecific (intrasubject) integration. Intrasubject integration is characterized by a spiral structure based on the principle of concentricity. Cognition of value in such an organization can be carried out either from the particular (details) to the general (whole) or from the general to the particular. This is the first level of integration - within the musical activity, within the educational area "Music". All types of musical activity are aimed at achieving the goal - the development of a positive emotional and evaluative attitude to music that is valuable in its artistic level, the formation of the foundations of the musical culture of children. Such an integrated content is "more informationally capacious and is aimed at the formation of the ability to think in information-capacious categories" (VT Fomenko). The most striking example is the use of the program “Musical Masterpieces” by OP Radynova, where this type of integration is very well traced.

The second level (according to Yu.S. Tyunnikov - the middle level of integration) is integration within the artistic and aesthetic direction, which contributes to the development of generalized ideas about different types of art and artistic activity and is aimed at manifesting a value attitude towards them, at forming the foundations of children's artistic culture. One of the forms of work of such integration is an integrated course. It is characterized by block feeding of material. Signs are breadth, comprehensiveness, versatility, and at the same time, brightness and accessibility. The content of such courses can be different both in the selection and structuring of the material and its implementation in the educational process. An example of such integrated courses is the work of the music director for the programs "Synthesis" K.V. Tarasova, "Journey to the Beautiful" by O. Kurevina, "Inspiration" by N.V. Korchalovskaya in the form of a circle or studio. For example, the integrated course "School of Beauty and Harmony" was implemented on the basis of the "Synthesis" program by K.V. Tarasova.

The third level (According to Yu.S. Tyunnikov - the middle level) is interspecific (intersubject) integration, i.e. between educational areas on the basis of complex - thematic planning. Such integration is manifested in the use of one area in the study of another, and this systematization of the content leads to the formation of a holistic picture of the world in the minds of children. Interspecific integration significantly enriches intraspecific integration. One of the forms of integration work is integrated organized educational activity (IOOE). In such activities, blocks of different educational areas are combined, therefore it is extremely important to correctly determine the main goal of integrated activities. If the general goal is defined, then only the information that is necessary for its implementation is taken from the content of the areas. The structure of the IOOD differs from the previous occupations in the following features:

1) the utmost clarity, compactness, and conciseness of the presented material;

2) logical interdependence, interconnectedness of the material;

3) its large informative capacity.

The fourth level of integration (according to Yu.S. Tyunnikov - activity integration) involves the combination of the main activities of preschool children: cognitive research, labor, artistic and creative, communicative, motor. Activity as a psychological basis for integration is able to combine disparate components within itself and provide the necessary conditions for the emergence of a new educational product, the creation of which includes teachers, children and parents. As a result of mastering integrative activities, the child develops integral social and psychological formations, integrated ways of activity that are easily transferred from one sphere to another, an individual style of activity, the development of social experience, and the development of creative abilities. An example is the implementation of the pedagogical technology "Development of the social competence of a shy child through the assimilation of social experience through communicative dances."

The fifth level is intersystem integration (According to Yu.S. Tyunnikov - a high level). This level can be characterized as a combination of the content of educational areas of study, organized according to the second level of integration, with the content of education received by children outside the preschool educational institution, for example, through participation in child-adult projects outside the walls of the kindergarten in the surrounding society.

Scientific research of scientists (A.Ya.Danilyuk, V.T.Fomenko, K.Yu. Kolesin, O.G. Gilyazov, A.G. Kuznetsov and others) proved that the content of the educational process can be built on the basis of various approaches to implementation of integration. So, in addition to the levels of integration, other types of it are distinguished in pedagogy. V.T.Fomenko, A.Katolikov, I.V. Kommina distinguish between horizontal and vertical integration. Horizontal integration is understood as a common way of combining the similar content of a number of objects. Vertical integration is understood as the unification of material that is repeated in different years, unification at different levels of complexity, unification on a specific topic of education.

Integratedly organized educational activity, as the most appropriate to the physiological and psychological characteristics of preschool children, responsible for the implementation of their cognitive processes and personal development, has a number of significant advantages over non-integrated.

1. First of all, it contributes to the consideration of the subject, the phenomenon from several sides: theoretical, practical, applied, which is important for the formation of an integral scientific picture of the preschooler's world, the development of his intellectual abilities.

2. It contributes to the development, to a greater extent than non-integrated activities, of aesthetic perception, imagination, attention, memory, thinking (logical, artistic - figurative, creative) of preschool children.

3. Integrated educational activities, possessing a large informative capacity, allow each child to be involved in active work and contribute to the creative development of children.

4. Integration of the components of educational activity increases motivation, forms the cognitive interest of preschoolers.

5. Integrative activity, by switching to its various types and components, better helps to relieve stress, overload, fatigue of children, allows you to create conditions for supporting children's initiative in various areas of activity

6. In addition, it has a positive impact on the activities of the educator, contributes to the growth of the teacher's professional skill, requiring him to a variety of broad knowledge, mastery of methodology; a variety of integrative enriched activities are conditions for the prevention of emotional burnout of the teacher.

Thus, integration in preschool education should be attributed to one of the basic principles of building educational programs, as it corresponds to the physiological and psychological characteristics of the development of a preschool child and gives unconditional positive effects on his development.

Let us consider the functions of educational programs in the educational process of an organization, taking into account the methodology of the new standard and the principle of integrating their content.

Functions of the main educational program and features of planning educational activities in preschool education in accordance with the principles of integration of the educational process and the requirements of the Federal State Educational Standard

First function: educational programs serve as a mechanism for the implementation of standards, programs indicate the way to achieve the educational outcomes contained in them... This method traditionally indicated the content of the activities of students or pupils, the methods of the teacher's activity and distribution, the order of the deployment of educational activities in time (for example, the regime, the schedule, etc.). Moreover, it was about their necessity and sufficiency to obtain the required results. The implication was that it could be determined - substantiated theoretically and identified by testing programs in practice.

However, in the standards of preschool education, the planned results are presented not as goals, but as targets, which are understood as qualities, knowledge, skills, abilities, values, etc., not mandatory for all children, appearing or formed by a certain age, but only as possible, probabilistic results. Unlike goals, they do not correlate with the age of the children, that is, they are not determined over time. Moreover, in early preschool childhood, the child is seen as a subject of his own development, who socializes and learns with the help of adults from his own experience. The role of an adult in this case is to support the child's initiative, create an environment for its manifestation, to provide assistance, to carry out partner activities with him, to analyze his development together with the child, and in the children's understanding - the state, mood, desires, plans, etc. moments of everyday life.

This feature of the FSES is reflected in the nature of preschool education programs and in the planning of the educational process in general. The main function of the programs will be in connection with the absence of rigidly set and proposed from above, that is, by the teacher himself, the results to which the child is "pulled up" will be different.

Educational programs of preschool education should indicate what the child himself does at different stages of age development and how it is recommended to interact with children as an adult (meaning not only the teacher, but also the parents) so that the interaction that has arisen between them, the existing relationships and the general atmosphere are aimed at targets contained in the standard. This is the main function of educational programs - to reveal the content, principles of organization, methods, techniques, techniques, the procedure for organizing joint, collectively distributed, partner activities of children and adults in space and time, the best way directed, contributing to the implementation of targets, as well as approaches to the integration of educational activities of a preschooler. In the standards, the purpose of the PLO of the educational organization is defined as follows: “The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, the development of the personality of preschool children and determines the complex of the main characteristics of preschool education (volume, content and planned results in the form of targets for preschool education) ...

If the program and programming are rather rigid concepts, akin to algorithms, then in this case we are talking about the impossibility of using any algorithms in the education of preschoolers. This is planning, which, as a rule, is used in a situation of a high degree of uncertainty, that is, when it is impossible to accurately determine the results, the time of their receipt due to the probabilistic course and the uncertainty of the development of the process itself. In a situation of uncertainty, planning cannot be built and executed from above - from the goal. It is carried out from below, based on the previous results of the child's development. However, at the same time, its orientation remains, that is, the retention of the target.

In a situation of uncertainty, the teacher is forced to plan his activities, following the child, observing his development, analyzing his results and correlating them with general targets. In the process of analytical work, the teacher will have to determine whether the child's activity, his behavior, relations with adults and peers contribute to his development, the acquisition of basic competencies and targets. With such planning, the role of virtually continuous observation and study of the development of each child and the importance, and most importantly, the quality of the teacher's analytical work, incomparably increase.

The goals and plans of the next stage of work with children, more precisely the "size" of the step, is determined depending on how much the individual development of each child will coincide or, conversely, differ from some general trends and patterns in the development of children of each age group. The more deviations from the general, that is, differences, individual, and unique will be in the development of each specific child, the shorter the teacher's step should be when planning his own activities and the more important the analysis will be after each such "step" or stage of work.

The second function of programs: programs serve as the basis for organizing a real educational process for them, as well as for monitoring and correcting it, if it ceases to meet the requirements necessary to obtain results.

Two things are being corrected.

First, the real process. If a deviation in the process is threatening in order to obtain positive results, then they try to correct it in such a way that it returns to its previous channel, that is, it begins to correspond to what is envisaged by the program, as the best way getting the expected results.

Secondly, the program itself is being adjusted. This is necessary if its implementation does not give the expected results. The program is a forecast of the desired future, and it can be erroneous, outdated, not corresponding to specific conditions. In all these situations, the original program needs correction.

Often, and not only at school, teachers are required to fully implement the program or they themselves strive for it. The completeness of the implementation of programs and plans means that the organization has created all the conditions, and the educational service has been provided in full. However, it is wrong to blindly execute any program, to follow everything that is contained in it. Its quality, compliance with the conditions of implementation must be analyzed.

Preschool education programs are also needed in order to monitor and correct the educational process according to them, both by the teachers themselves and by the inspection bodies. However, the GEF makes significant adjustments to the understanding of this process.

In kindergarten, unlike in previous years, the priority for organizing work with children is not the program of the educational organization, even the most ideal one, and not the plans written by the teacher, but the child's own activity. The approach to planning according to the Federal State Educational Standard is the exact opposite of the methods of collective "training" of children for any program. It does not allow preschoolers to be included in pre-planned programs and plans of adults: games, walks, excursions, holidays, classes and other activities, and even more so their constant pulling, coercion, forcible inclusion in what needs to be done. Individual activities in kindergarten are determined by the child himself, and collective activities are jointly determined by the general gathering of children and adults. And even with young children, everything that will happen next in their life is necessarily discussed so that they can perceive the plan as their common decision, and not the plan of the adults themselves, in the execution of which the children are involved.

All of the above to a large extent determines the features of preschool education programs, including those performing the role of exemplary ones, taking into account which programs of organizations will be developed, and methods of monitoring their implementation. If the teaching staff have sufficient qualifications to adapt the educational program, it is enough to have a program that will have a generalized universal character, that is, contain general models, ideology, principles of building the educational process. Along with them, programs can be as detailed as possible, but at the same time variable, for example, they can be built like modular. Explain, justify, how, with what methods and techniques to best support the development of the child and how to act in different situations. Explain what behavior, what results should not be mistaken for developmental disabilities and, therefore, adjust the program. Describe how to act in a situation of lagging, advancing and other features of the child's development. It is known that many things are corrected in the very process of development and without the special intervention of an adult.

In this case, the examiner will have to correlate the actual implementation process with the methodology, principles, models of preschool education programs, and not with specific content distributed in time, rigidly tied to deadlines and other program requirements. Control will have to more resemble an examination: identifying and analyzing the appropriateness of the teacher's choice of certain ways to support and organize the interaction of children.

The sanitary and hygienic conditions, the degree to which they favor the development of the child, can be checked more stringently for compliance with the program; subject-spatial environment - the degree to which it contributes to development and allows you to achieve the targets of the standard; the competence of the teaching staff in planning their work from the child, his individual development and personal initiative, that is, the standard of conditions.

The program serves as the main one for controlling their own activities by the teacher and educator, the head of the kindergarten. Such analytical work must be maintained by them constantly.

However, according to its results, the child's behavior (his activity, activity), as well as his own activity, should be corrected only when there is complete confidence that the current situation is either insufficient or hinders the development of the child. It is not easy to draw such a conclusion based on the first impression, and therefore it is not always correct. In most cases, you need to have a large amount of data, which means time for observation and analysis. Correction of one's own activity, as well as the activity of a child, thus, should occur thoughtfully and reasonably, that is, as a result of long-term competent observation and analysis.

And, finally, what is the main program and when it will need to be finalized. If the program is indicative: generalized or flexible and variable, then it will not need frequent revision. Such programs are universal. If the kindergarten program is a concrete, detailed step-by-step and in time regulated model of educational activity, then it will simply very soon be doomed to failure, since it will not be able to serve as the basis for effective activity in a variety of situations. It is unlikely that the real development of children will correspond to such a program.

The third function of the programs: due to the presence of common, that is, programs developed for a single standard, a single educational space is preserved on the territory of the country, all children receive equal opportunities for education. To do this, programs must rely on the methodology, those basic theoretical basic principles that are contained in the standard, to comply with a single target.

Disclosure of the functions or purpose of programs allows you to understand what should be considered a program that meets the requirements of the Federal State Educational Standard.

The preschool education program is a theoretically and empirically grounded model containing a description of the independent activity of children, supported by teachers, leading for the development of preschoolers; content, forms, technologies, methods and techniques of the activities of adults (teachers and parents) supporting this development, indicating appropriate options for organizing their collectively distributed activity and its integration in time (during the day, week, month, year) in the subject-spatial environment kindergarten and the surrounding society; as well as possible educational results of this activity, which serve as targets for the implementation of the program.

Specific requirements, which, in addition to the qualities listed above, must correspond to a good approximate basic educational program and the main program of an educational organization, are detailed in the content of the Federal State Educational Standard, so that they can be identified and formulated to solve the problems of developing and examining programs.

Characteristics of the existing types of preschool education programs as the basis for the formation of exemplary and basic educational programs of preschool organizations

In accordance with the Law on Education of the Russian Federation, basic educational programs are developed either independently or taking into account programs that act as exemplary ones. Kindergartens also have the right to take programs that are classified as exemplary and link to them without developing their own. In this regard, a very important question arises, which programs can serve as exemplary, what requirements they must meet. To do this, consider what preschool education programs are available today and are being developed in the practice of preschool education (Scheme 1).

Scheme 1. Classification of programs that can be used as examples for the development of basic educational programs for preschool organizations.

In our preschool education, there are two types of programs that differ in the degree of coverage of the educational system: these are complex basic educational programs of preschool education and partial educational programs of preschool education. The name of partial programs comes from the Latin "partialis", which means partial, part of something. Partial programs can be devoted to solving a specific problem of the development of preschoolers, a specific educational area or technology, a method of activity. Before the adoption of the Federal State Educational Standard in preschool education, there were 12 comprehensive and more than 50 partial programs. Thanks to the availability of these programs, education has become variable, giving organizations and parents a choice.

Among the available complex programs, an insignificant group (2 programs) is classified as copyright. Unlike other complex and partial programs, copyright programs are characterized by a pronounced specific position of developers on preschool education, the program and need special conditions for implementation.

Programs are written with varying degrees of generalization, and therefore can be framework or specific. Most of the existing today complex and partial programs are characterized by a high degree of specificity and detailed elaboration of all the elements included in them: content, methods, mode of organizing educational activities, etc. This meets the needs of a large group of practitioners.

However, the complex nature and high level of detail in working out the content of the main programs does not leave room for creativity and does not induce teaching teams to link the program to specific conditions of activity. It is difficult to adapt partial programs into such programs, since they are already complete and sufficient in themselves, covering all parts of the educational system. This contradicts the realization of the right of participants in educational relations to develop a part of the program (40% of the total), corresponding to the needs, motives, interests of children, their family members, due to the peculiarities of the individual development of preschoolers, the specifics of national, socio-cultural and other conditions in which educational activities are carried out. , established traditions, as well as the capabilities of the teaching staff. Their widespread use in practice can lead to a decrease in the variability of preschool education, to ignoring the uniqueness educational organizations and their teams, to the lack of consideration of individual differences among pupils.

From a legal point of view, programs that have passed the examination and recommended by the Ministry of Education and Science of the Russian Federation for the development of basic educational programs of organizations should be considered exemplary. It is advisable to include those complex and partial, as well as author's programs, the structure and content of which will meet the requirements of the Federal State Educational Standard and the target guidelines for the education of preschoolers contained in it. At the same time, it is desirable that they have the nature of a framework: they have a high degree of generalization, contain only general approaches, principles, models for the implementation of the standard, as well as mechanisms for adapting programs to specific conditions of activity. Such programs, as well as a large number of complementary partial programs, will be more conducive to the development of their own unique programs educational organizations that meet the requirements of the Federal State Educational Standard.

Requirements for the quality of exemplary basic educational programs of preschool organizations

The basis for the development and examination of sample programs are the requirements for their quality. Knowledge of the quality requirements for exemplary educational programs is important not only for their developers, but also for those who, taking into account the exemplary ones, will develop their own educational programs, and therefore must be able to make a choice of exemplary ones and understand their quality.

The main requirements for the quality of sample programs are undoubtedly dictated by its role as a mechanism for implementing standards. This purpose of the program is also subordinated to its other functions, which were discussed above: to serve as a basis for achieving goals, to be a means for monitoring and correcting the ongoing educational process. In addition to these, the sample program must also meet the requirements, thanks to which it could serve as a basis for developing your own programs. Thus, the requirements for sample programs should answer three questions:

What sample program is of high quality, that is, it will best perform the functions inherent in educational programs;

What is an exemplary program that can serve as a mechanism for the implementation of the GEF;

What sample program will serve as a good basis for developing your own educational programs.

Acting as a mechanism for the implementation of the standard, the sample program shows how you can put into practice the provisions contained in it and, mainly, its new ideas. As an educational program, it must determine the requirements for the joint activities of children and adults, the order and mode of its organization in time and space. They should also correlate with the ideology of standards and contribute to the direction of educational activities to the targets contained in it, to reveal the ways of integrating the educational activities of preschoolers and the methods of work of the educator.

In this regard, it is especially important that in the interpretation of the developmental processes of preschoolers, and, consequently, in the choice of principles for constructing the content and methods of work of the educator, the approximate program should be based on the provisions of the cultural-historical theory of L.S. Vygotsky, which is the methodological basis of the standard.

One of the most important provisions for the creation of a new standard was the thesis of L.S. Vygotsky about the child's activity. A child learns independently and should not be considered by teachers as some object subject to the activity of an adult - the influence of suggestions, positive or negative reinforcements, "training" for the sake of achieving external goals and plans set by adults. He is able to determine the zone of his actual development himself. And the space of actions that the child cannot yet perform on his own, but can carry out together with adults in cooperation with them, is the "zone of his proximal development." Thus, the child becomes not only what adults teach him to be, but also what he has learned himself, including from adults and with them.

The thesis about the child's activity and the ability to self-study, made important the theses of the standard on supporting children's initiative as the main method of planning "from the children" or "following the children", which should also be taken into account when writing an example program. In this regard, the requirements of the standard are most fully reflected in those programs that describe the independent activity of children in different age periods and give its interpretation from the point of view of its significance for their development. The requirements of the new standard are those programs that describe how and what the child learns, the connection between the described activity and the planned results and development directions included in the standard is correctly revealed: social and communicative, cognitive, speech, artistic and aesthetic, physical development. A good program contains a description of methods for involving children in collective planning of their activities with the help of other peers and adults, for example, collective gatherings, etc. It reveals the peculiarities of planning common significant events with children during the week, month, year. The program, which allows you to fulfill the requirements of the Federal State Educational Standard, contains methods of planning "from the children", "together with the children", "following the children."

In the sample programs, new functions of adults should be correctly formulated in a new way, which, according to the requirements of the Federal State Educational Standards, are not in the organization of the child's activities from above, but are supportive, creating conditions for the child to be active. Adults (teachers, educators) prepare the environment, present materials, observe the child's behavior, record the most important points in his behavior, which characterize development, support his initiative, provide assistance without doing anything for the child, encourage independence and activity in him; teach by example, showing examples of how to perform activities, pass on their experience; do together with the child; help to plan a day or more distant events, analyze the results of the day.

The second, taken as a basis, the position is that the main source of development of the child's personality is the social environment. In the standard, it is called a developing subject spatial environment. Child development, according to L.S. Vygotsky, occurs through the child's use of "psychological tools: such as language, writing, the system of counting through their natural maturation. For the development of thinking, perception, memory and other mental functions, the child must initially go through a stage (form) of external activity, where cultural means have a completely objective form. At this first stage of external activity, everything that the child does must take place in his cooperation with adults. It is cooperation, that is, the dialogic nature of interaction with other people, that is the main source of the development of the child's personality.

As they work out, the child's activity is curtailed, internalized, nurtured, moves from the external to the internal plane, becomes interpsychic. The child's mental functions and activities are becoming more and more automated, conscious and arbitrary.

If a child has difficulty in thinking and other mental processes, then exteriorization is always possible - taking the mental function outside and clarifying its work in external objective activity, which serves as a developing environment for the child. The idea that is present in the internal plan in case of difficulties can be worked out by actions in the external plan.

In this regard, in good programs, a special place should be given to the description of the organization, saturation and use of the developing subject-spatial environment. The program should show how it is possible to achieve variability, flexibility, mobility of the objective developmental environment for organizing various types of child's activities and for integrating these types. It is desirable that the program reveals the possibilities of the environment for various aspects of the child's development: social and communicative; cognitive, speech, artistic and aesthetic, physical, and for the development of children in general, including those preschoolers who have health problems. A good program should show possible ways for the child to independently use objects, materials and objects of the environment to gain experience and knowledge of the world around him, as well as methods of using the environment in joint activities with adults.

Since, according to the theory of L.S. Vygotsky, communication with peers and adults is of great importance for the development of a child, sample programs should reveal how to create conditions for communication between children and adults, how to build communication with children in conflict situations, what communication methods to use.

It is recommended to pay special attention in the programs to the issues of using the potential of the families of pupils. It is desirable that the sample programs show what opportunities families are proposed to use in working with pupils of preschool organizations, in what forms and methods the interaction of teachers with parents can take place. A good program should contain recommendations for establishing dialogue partnerships between professional educators and parents.

And, finally, one more idea underlying the FSES is the presentation of L.S. Vygotsky about development not as an even-gradual process, but as a stage-by-stage, stepwise process. Periods of even accumulation of new opportunities are replaced by stages of crisis. In spite of the fact that crises are inevitable and painful, the child's apparent distress during a crisis is not a regularity, and may be a consequence of the illiterate behavior of parents and other adults raising a child.

This provision determined a new approach to setting goals for preschool education. Now the standard, and therefore the approximate main program, will have to formulate the planned results not as goals, but as targets. They differ from goals by the impossibility of determining them in time, and, therefore, their receipt by a certain date cannot be verified. Based on the results of the child's development, it is also impossible, according to the Federal State Educational Standards, to assess the employees of kindergartens and the educational organizations themselves. Diagnostics of the development of children should be carried out individually. Assessments of the development of children should be carried out not on the basis of their comparison with the norm, but by identifying the characteristics of the individual development of the child and analyzing the factors that influenced this. It is assumed that in the sample programs, the results set by the standard will be concretized by the developers, taking into account the specifics of the variable programs: the content, forms and methods of educational activities, the organization of the developing subject-spatial environment. However, their specification should not lead to the dominance of knowledge results. The planned results of the model program should be formulated in the form of basic characteristics of personal development and basic competencies of the child.

Unlike the main one, the exemplary educational programs should be more generalized, making them to some extent universal, but not average. They may also contain variable ways of carrying out educational activities and include recommendations for using the proposed options in practice.

The programs of organizations, along with the obligatory one, contain a part formed by the participants of educational relations. It can be developed on the basis of several partial programs.

Methodological approaches to the construction of the content of educational programs are further formulated in the form of a list of requirements for their quality.

Requirements for the quality of exemplary educational programs

1.General program requirements

1.1 The structure of VET should include three main sections: target, content and organizational.

1.2 The cultural-historical approach of L.S. Vygotsky, which is the methodology of the Federal State Educational Standard. The content of VET should have methodological and methodological unity.

1.3. The program must be written in Russian, the text material must comply with the norms of the modern Russian language, the presentation of the program material must be clear, logical, understandable.

2. Requirements for the target section of POP.

2. 1. Requirements for the content of the explanatory note to the programs

2.1.1 The explanatory note should contain the principles, approaches to the formation of VET, which reveal the concept of its formation.

2.1.2. The principles and approaches to the formation of VET must comply with the methodology and requirements of the Federal State Educational Standard.

2.1.3. An explanatory note to the program should include information that is significant for the implementation of the program, including the essence of scientific views on the development of children of early and preschool age, used as a rationale for the formation and implementation of the program:

Variable forms, methods,

The mode of organizing educational activities,

Interactions with parents,

Integration of program components,

Equipment, the use of the developing subject-spatial environment of the kindergarten and society, and other significant elements.

2.2 Requirements for the formulation of planned results - targets for VET.

2.2.1. The targets for VET should correspond to and specify the targets for preschool education contained in the FSES.

2.2.2. VET may contain new promising targets that contribute to the further development of the quality and content of preschool education.

2.2.3. The targets for VET should be meaningfully related to VET in primary general education, formulated in accordance with the requirements of continuity and development.

2.2.4. The targets for VET should be realistic from the point of view.

2.2.4.1. The compliance of the planned results with the age and individual characteristics of preschoolers;

2.2.4.2. The possibility of providing in mass practice the corresponding educational process and conditions for mastering VET: psychological and pedagogical, scientific and methodological, personnel, subject-spatial environment, etc.

2.2.5. The target section may include a methodology for diagnosing the target points of the program and tracking the development process of preschoolers, which makes it possible to determine the need and content of the correction of educational activity and its conditions.

4. Requirements for the content section of POP (OOP)

4.2.1. A description of the independent activity of children (what and how children learn), supported by teachers, leading to the development of preschoolers in five educational areas: social and communicative development; cognitive development, speech development, artistic and aesthetic development, physical development; to reveal approaches to the integration of activities in the specified educational areas;

4.2.2. A description of the content, variable forms, technologies, methods and techniques of activities of adults, teachers and parents as participants in joint educational relations (what and how adults do) to support children's initiative and the process of children's development, taking into account their age and individual characteristics, specifics educational needs and interests;

4.2.3. A description of the variable forms and methods of partnership interaction between the teaching staff and the families of pupils;

4.2.4. A description of options for organizing independent and collectively distributed activities of children and adults in time (during the day, week, month, year as a mode or order of their organization) and in the subject-spatial environment of the kindergarten and the surrounding society.

4.3. Requirements for a part of the content section of VET for children with disabilities who need correctional work and / or inclusive education (in case this work is provided by the program).

This part should include:

4.3.1. description of educational activities for the professional correction of developmental disorders of children;

4.3.2. description special conditions implementation of VET for education of children with disabilities;

4.3.3. a description of the adaptation mechanisms of the model program on the basis of complementary special partial educational programs for working with children in need of correctional work and / or inclusive education.

4.4. General requirements for the content section of POP.

4.4.1. The degree of generalization of the content and variable forms, methods, methods and other means of mastering VET should be such that the teaching staff of the kindergarten can independently cope with the recommendations contained in it with its adaptation in relation to their own conditions of activity and develop a unique OOP.

4.4.2. The degree of detail in the content section of VET should not be excessive and be too specific, encouraging teams to mechanically copy the sample program without adapting it to their own conditions of activity.

4.4.3. The section should indicate the ways of integrating the components of the program at all its levels: content, methodological, activity.

5. Requirements for the organizational section of the programs

The organizational section of VET should:

5.3. To disclose the specifics of planning and organizing recommended events, holidays, events;

5.4. Include a description of the features of the organization of the developing subject-spatial environment necessary for the full implementation of the program.

3. Requirements for the quality of basic educational programs of preschool organizations.

Unlike the exemplary programs of educational organizations, they should take into account the conditions of their own activities as much as possible, which include:

· The size of the kindergarten, determined by the number of children and groups;

· The needs, motives and interests of children, their family members, due to the peculiarities of the individual development of preschoolers, the specifics of national, socio-cultural and other conditions in which educational activities are carried out, established traditions, the capabilities of the teaching staff;

· Contingent of parents, their capabilities and willingness to participate in the educational process together with kindergarten teachers;

· Personnel, material and technical conditions (availability of premises, their equipment, etc.) of the kindergarten;

· The possibilities of the surrounding society for the development of children;

Expected prospects for the development of this kindergarten and neighboring preschool organizations,

· Solving the problem of providing children with places in preschool organizations in the municipality, etc.

An organization's program may also include those elements of activity that make it unique and that distinguish the kindergarten from other organizations. These are their own traditions, foundations, their own findings in working with preschoolers, that is, relying on their own positive experience, etc.

The Kindergarten EEP may include a part focused on children with disabilities who need remedial work and / or inclusive education.