THE PROJECT ACTIVITY OF A PEDAGOGUE IN PRESCHOOL EDUCATIONAL INSTITUTION IN ACCORDANCE WITH FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION

2016 ◽  
Keyword(s):  
Educational Institution ◽  
Preschool Education ◽  
Federal State ◽  
Project Activity ◽  
Educational Standard ◽  
State Educational

scholarly journals FEATURES OF MECHANISMS OF WRITTEN SPEECH AND READY FOR LETTER OF CHILDREN OF THE SEVENTH YEAR OF LIFE

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
I.A GALKINA ◽  
◽  
E.V GALEYEVA ◽  
Keyword(s):  
Children's Literature ◽  
Educational Institution ◽  
Children’S Literature ◽  
Preschool Education ◽  
Speech Development ◽  
Preschool Age ◽  
Synthetic Activity ◽  
Federal State ◽  
Educational Standard ◽  
State Educational

The article considers the problem of preparing children in their seventh year of life for writing, the relevance of increasing the competence of teachers in preparing children for school. The need for teachers to master skills related to the development of preparation for writing preschool children is due to many factors: preparation for school, the sensitivity of the period, the plasticity of the brain centers. When determining the substantive characteristics of the problem, the concept of "writing", "sound analysis", "graphic skill" is highlighted and the analysis of positions relative to this concept is presented. The subject content of the components of writing skills is characterized, criteria and levels of acceleration of the background of writing in children of preschool age are determined, and methods for their assessment are selected. The goal, tasks, methods of the ascertaining stage of the research of experimental work within the framework of the research topic are presented. The study involved preschoolers of the seventh year of life. During the study, the main methods were: conversation, observation, conversation, game situation. The results of a study of the organization of child experimentation in a preschool educational institution are presented. The problems of mastering the letter in children of preschool age are outlined and the qualitative characteristics are presented. According to the Federal State Educational Standard for Preschool Education (FGOC DO): “speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologic speech; development of speech creativity; development of sound and intonational culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; the formation of sound analytic - synthetic activity as a prerequisite for literacy, ”which indicates the relevance of this problem and the need to implement the tasks and search for effective methods of formation.

scholarly journals Assessing preschool education quality via the ECERS-R scales

2021 ◽  
Vol 273 ◽  
pp. 12085
Author(s):  
Irina Kulikovskaya ◽  
Raisa Chumicheva ◽  
Lyudmila Kudinov ◽  
Maria Guryeva
Keyword(s):  
Quality Assessment ◽  
Preschool Education ◽  
Education Quality ◽  
Federal State ◽  
Teaching Staff ◽  
Educational Standard ◽  
Current Trends ◽  
Moral Instruction ◽  
State Educational

The article covers current trends in the worldwide experience of quality assessment in preschool education. The authors have analyzed the world's best practices in assessing the quality of preschool education. One of the tools recognized in the world community is the ECERS-R scale. The authors share understanding of the ways to apply these scales to quality assessment in accord with the requirements of the Federal State Educational Standard for preschool education and make it possible to assess the quality of conditions for development, moral instruction and education of preschool children. The ECERS-R scores make it possible to reveal the development vector of a preschool educational organization. When using ECERS-R scales for a comprehensive assessment of the quality of education in preschool educational organizations, the assessment becomes the key to the development of the preschool establishment. Identifying and bridging the gap between the norm of the standard and activities of the institution, i.e. the goal and the reality, shape the key directions in work. On the basis of this assessment, a program for development of a preschool organization should be defined. The authors conducted a research on introducing the ECERS-R scales into activities of the teaching staff to improve the quality of interaction between employees. The researchers worked out and implemented a plan for improving staff interaction and collaboration based on the ECERS-R scales. The work carried out showed a significant qualitative improvement in the interaction between employees, which consequently affects the education quality.

scholarly journals СОВРЕМЕННЫЕ ТРЕБОВАНИЯ К ОРГАНИЗАЦИИ СОВМЕСТНОЙ ОБРАЗОВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ В УСЛОВИЯХ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ: НЕОБХОДИМОСТЬ И РЕАЛЬНОСТЬ

2020 ◽  
Author(s):  
Tatyana Tokareva
Keyword(s):  
Personal Development ◽  
Preschool Education ◽  
Educational Programs ◽  
Federal State ◽  
Joint Activities ◽  
Educational Standard ◽  
Research Activities ◽  
Open Joint ◽  
Questionnaire Surveys ◽  
State Educational

Описана проблема готовности педагогов дошкольных образовательных организаций к работе по новому федеральному государственному образовательному стандарту дошкольного образования, который уделяет большое внимание организации совместной образовательной деятельности педагога с детьми. Приведены результаты двух анкетных опросов воспитателей детских садов, в процессе которых выяснилось следующее: во-первых, уровень вовлеченности педагогов в разработку образовательных программ; во-вторых, понимание ими результатов дошкольного образования; в-третьих, определение приоритетных направлений развития ребенка-дошкольника. Обнаружено, что большинство педагогов занимают исполнительскую позицию в отношении образовательных программ, акцентированы не на личностном развитии ребенка, а на формировании у него знаний, умений и навыков, недооценивают ценность игры и исследовательской деятельности для детского развития. Описаны реальные образовательные ситуации организации совместной деятельности педагога с детьми, иллюстрирующие, что педагоги не всегда понимают, как сделать ребенка активным участником взаимодействия со взрослым и как уйти от тотального использования авторитарной модели совместной деятельности в сторону лидерства и партнерства. Делается вывод о том, что существует взаимосвязь между уровнем методического сопровождения в дошкольном образовательном учреждении, в том числе позицией старшего воспитателя, и умением педагога организовывать образовательные ситуации обращенного и открытого совместного действия с детьми.The article raises the problem of the readiness of teachers of preschool educational organizations to work on the new Federal State Educational Standard, which pays great attention to the organization of the joint educational activities of a teacher with children. The results of two questionnaire surveys of kindergarten teachers are given, in the course of which it was found out, firstly, the level of the involvement of teachers in the development of educational programs, secondly, their understanding of the results of preschool education, and thirdly, the identification of priority areas for the development of a preschool child. It was found that the majority of teachers take an executive position in relation to educational programs, they are focused not on the personal development of children, but on the formation of their knowledge, skills, teachers underestimate the value of the game and research activities for children’s development. Real educational situations of the organization of the teacher’s joint activities with children are described, illustrating that teachers do not always understand how to make a child an active participant in interacting with an adult and how to get away from the total use of the authoritarian model of joint activity towards leadership and partnership. It is concluded that there is a relationship between the level of the methodological support in the kindergarten, including the position of the senior educator, and the ability of the teacher to organize educational situations of reversed and open joint action with children.

Organization of educational activities in the OED. Approximate planning. The second youngest group (3-4 years)

2020 ◽  
Author(s):  
Liliya Timofeeva ◽  
Elena Korneicheva ◽  
Natal'ya Gracheva
Keyword(s):  
Professional Education ◽  
Educational Program ◽  
Preschool Education ◽  
Federal State ◽  
Educational Activities ◽  
Educational Standard ◽  
Group 3 ◽  
Partner Relationships ◽  
State Educational ◽  
Children's Activities

Submitted effective forms of organization of various types of children's activities during the actual educational activities; educational activities carried out in sensitive moments; interaction with the families of the pupils for the implementation of the basic educational program of preschool education. Planning tailored specifically to the laws of development of children of the fourth year of life, the need to address the program objectives, maintain partner relationships with preschoolers and their families, on the basis of modern ideas about the fluctuations in the health of younger preschoolers, on the rules of alternation activities. Prepared in accordance with the Federal state educational standard of preschool education. Addressed to students of institutions of secondary professional education.

Implementation of Federal State Educational Standard of Preschool Education in the practice of organizations implementing preschool education programs

2019 ◽  
Vol 7 (3) ◽  
pp. 3-12
Author(s):  
Е. Кроер ◽  
E. Kroer
Keyword(s):  
Program Development ◽  
Preschool Education ◽  
Federal State ◽  
Educational Organizations ◽  
Education Programs ◽  
Educational Standard ◽  
Federal Districts ◽  
The Russian Federation ◽  
State Educational

The article is devoted to the analysis of monitoring federal state educational standard implementation results for preschool education in educational organizations introducing educational programs for preschool education. The federal state educational standard introduction results, and federal state educational standard implementation results for preschool education for 2016–2018 were reviewed and analyzed. According to the requirements for the federal state educational standard implementation, all monitoring indicators are divided into fi ve groups. Within each group, the analysis was conducted and conclusions were drawn on the results of the federal state educational standard implementation for preschool education in federal districts. Promoting the development of preschool education is one of the priorities of the state program «Development of Education», aimed to ensure the availability and quality of preschool education in all constituent territory of the Russian Federation.

scholarly journals Academic expertise for the structure and content of professional competences for future preschool teachers

2020 ◽  
Vol 15 (4) ◽  
pp. 80-98
Author(s):  
Veronika Veretennikova ◽  
◽  
Olga Shikhova ◽  
Yuri Shikhov ◽  
◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Teaching Practice ◽  
Preschool Teachers ◽  
School Teacher ◽  
Preschool Education ◽  
Professional Standards ◽  
Federal State ◽  
Expert Assessment ◽  
Educational Standard ◽  
State Educational

The Federal State Educational Standard for a new generation (FSES of HE 3++) sets out universal and general professional competences for university graduates. Educational structures can define professional competences independently and describe them as professional standards. A means of solving this challenge is to use a group of assessment experts – one of the core academic qualitative methods. This collective expert opinion helps to develop an algorithm for pedagogical competence expertise and for generalizing their quantitative representation and content. The article presents methods for the structure and content of professional competences for undergraduate students majoring in preschool education. These include the group expert assessment method and the procedure for reconciling the determined competences with current legal documents for preschool education. The research focused on competence-based and qualimetric approaches aimed at modeling the outcomes of education. The “framework” sets out the structure of competences that act as the professional quality standards for higher education. The group expert assessment made it possible to identify groups of professional competences and elaborate their content. The authors have determined the academic expertise for the structure and content of professional competences for students who are the future preschool teachers. This involved the examination and harmonization of the requirements of the Professional Standards for “Teachers (teaching practice in the field of preschool, primary, lower secondary, upper secondary education) (a pre-school teacher, a teacher),” and the Federal State Educational Standard for preschool education. These stages can be implemented in developing the structure and content of professional competencies for students majoring in other areas and profiles of training, which adds to their practical value and usefulness. The findings can be used by university instructors to identify and develop professional competences for undergraduate students following their future job functions and actions as outlined by professional standards.

scholarly journals Research of the need for continuity in education according to students of pedagogical faculty

2020 ◽  
Vol 87 ◽  
pp. 00024
Author(s):  
T.V. Timokhina ◽  
L.V. Starykh ◽  
L.V. Epishina
Keyword(s):  
Primary Schools ◽  
Semantic Analysis ◽  
Preschool Education ◽  
Independent Study ◽  
Federal State ◽  
Future Teachers ◽  
Special Training ◽  
Educational Standard ◽  
State Educational

The development of pedagogical science requires constant improvement of modern high-quality continuous education, one of the aspects of which is the unity of the educational space throughout the territory of the Russian Federation and ensuring its continuity at different levels. The purpose of this study is to research the opinion of students - future teachers about the continuity of primary and preschool education at the present stage of implementation of the Federal State Educational Standard (FSES). The results obtained in the course of the study demonstrated the knowledge of the majority of students of modern FSES, which indicates the frequent reference to the texts of teachers in various disciplines and independent study of them by students due to their interest. The research identified problem areas in the implementation of the continuity of preschool education programs and the Educational Methodological Complex (EMC) of primary schools, the need for special training of teachers. Semantic analysis enabled us to identify the most frequent phrases related to the determination of continuity of preschool and primary education. The conclusion about the need for increased attention to the continuity of the initial general and pre-school education, special training for future teachers to the diversified work in this area is made.

scholarly journals Development of emotional intelligence in older preschoolers

2020 ◽  
pp. 197-204
Author(s):  
Alevtina P. Anikina ◽  
Maria S. Barabanova
Keyword(s):  
Emotional Intelligence ◽  
Personal Development ◽  
Preschool Education ◽  
Preschool Age ◽  
Federal State ◽  
Educational Standard ◽  
The Social ◽  
Teachers And Parents ◽  
State Educational ◽  
High Emotional Intelligence

The article considers the problem of developing emotional intelligence in children of preschool age. The relevance of this topic is that emotional development is an important part of the harmonious development of the personality as a whole. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence socializes better in the society, he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of developing children’s emotional intelligence. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence is better socialized in the society he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of development of emotional intelligence in children by teachers and parents. From the scientific and practical article it is possible to receive concrete recommendations on practical activity directed on solving this problem. It is important that emotional intelligence should be formed not only in preschool children, but also in adults working with them. In developing the emotional sphere, it is necessary to emphasize the ability to understand the feelings of another person, the formation of empathy with the feelings of others. The developing of emotional intellect is promoted by poly art activity, synthesis of different kinds of art, visiting exhibitions, theatrical activity. Also acquaintance with emotions takes place at musical and art classes, interaction with the teacher-psychologist. Formation of emotional intellect in a child of preschool age is the key to his successful personal development in the future.

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