State standards in the field of education. What are the fgos who burst out preparing for us? differences between the previous educational standards and the new generation fgos

The current generation of schoolchildren study in educational institutions according to the recently adopted educational standards of the new generation. Since 2009, primary school students - from grades 1 to 4 - have experienced the impact of primary general education. For schoolchildren from grades 5 to 9, the Federal State Educational Standard of Basic General Education has been developed and approved since 2010. High school students will not remain forgotten - at present, it is being considered that relates specifically to their GEF of secondary (complete) general education.

First-graders, having immediately plunged into the new school environment, do not have the opportunity to compare the effect of the previous and current educational standards. But for teachers and parents, "boiled" in the school environment of the first standards in the roles of "teaching" and "trained", there are changes.

So,

What is the next generation GEF?

Federal state educational standards - this is how the abbreviation GEF stands for - are designed for educational institutions of state accreditation. They represent a set of mandatory requirements necessary for the implementation of general education programs.

Three groups of such requirements can be distinguished:

to the learning outcome
to the method of constructing educational activities
to the conditions for the implementation of standards

Requirements for the learning outcome of the Federal State Educational Standards of the new generation. Differences from the previous GEF

The task of the first standards was the subject result, the amount of knowledge accumulated in the school. The main goal of the new Federal State Educational Standards was to reveal the personality of the child, his talents, the ability for self-learning and teamwork, the formation of responsibility for his actions, the creation of a friendly environment, including after school hours. The school will give the child the necessary level of knowledge and skills to walk along the road of life, not being afraid to set and solve important professional and life tasks.

Educational outcomes have two levels. Required level of knowledge, which every child must master, will become, as it were, the basis, the foundation for building a building of skills and abilities advanced level. Its direction and degree of achievement will depend on the interests of the student, his abilities and desire to learn.

The fact that the school should not only teach, but also educate a person was also characteristic of the former educational standards. The Federal State Educational Standard of the new second generation focuses on the following educational results:

formation in the student
personality education Russian citizen
promoting the formation, responsibility for one's actions
ability to communicate with other people

The new Federal State Educational Standards, paying great attention to the spiritual and moral education of the student, do not bypass his physical health and development. The last decades, with the increased level of human diseases, set the task healthy lifestyle human life as a priority. The foundations of the foundations are now being laid in elementary school. According to the educational standards that have come into force, already from the first grade, the child learns about the importance of maintaining his health, about the negative factors that worsen it, about ways to improve health. The student receives installations on the norms of behavior for the formation of a healthy lifestyle. School programs are enriched with Health Days, extra hours physical education, health promotion activities.

Requirements for the method of constructing educational activities

Such learning outcomes are clearly and in detail disclosed in the new generation of GEF. However, each educational institution will have to independently choose a way to build educational process following these guidelines to achieve the desired results.

The elementary school offers a set of programs for the education and upbringing of the child. Teachers and parents have the right to choose which of the proposed paths the child will begin his school life.

Requirements for the conditions for the implementation of educational standards of the new generation

The conditions for the implementation of the new GEF are defined in such a way as to fully provide participants with educational activities everything necessary to achieve the agreed results.

For these purposes in the process of education it is necessary:

usage modern technologies;
updating the content, methods, technologies educational program;
constant and continuous development and training of personnel educational institutions;
informational, methodical, scientific and technical support for teachers;
exchange of experience between educational institutions.

Financial support for the implementation of the new generation GEF is provided by budgetary allocations. Basic general education for citizens is publicly available and free of charge.

Key moments of the manifestation of the GEF of the new generation at school

So, how do the new educational standards manifest themselves in school? What innovations have become part of the school life of the new generation? Is there a noticeable difference from the previous standards?

To get an idea of the new generation standards and compare them with the old ones, some key points will help - differences between old and new GEF:

Previously, it was possible to assess the success of a child only by focusing on school grades. New standards prescribe the student Mandatory portfolio where certificates, diplomas, test results and other works are placed. Thanks to this innovation, the achievements of the child become more visible.

The idea of. Previously, it was limited only to explaining the educational material and testing the knowledge of students. Now the teacher is active actor in class life. The teacher seeks to develop the individual abilities of the child, motivates students to independence, tries to include everyone in the work.

The former Federal State Educational Standards determined a single academic plan. New generation standards are revealed to teachers and parents variety of school programs. You can choose the right one, focusing on the preferences of each.

Educational standards of the past did not affect . The new Federal State Educational Standards define 10 hours a week for visiting circles, sports sections, excursions, participation in seminars. The purpose of this innovation is to save children from aimless pastime.

Life does not stand still. Computer techologies became an integral part of it. In order for the student to be able to easily maneuver in the modern computerized world, already in the 1st grade he gets acquainted with keyboard typing.

New educational activity involves the development of theoretical knowledge in practice with the help, where each student can prove himself. They came to replace laboratory work former curriculum.

One of the important principles of the new learning activities becomes principle of learning through play. Game moments in the previous GEF were minimal, the priority in learning was memorizing the rules.

A feature of the Federal State Educational Standard of the new generation will be profile principle of education. For high school students, 5 profiles of education are defined: socio-economic, technological, natural science, humanitarian and universal.

Students in grades 10-11 are provided the possibility of forming an individual curriculum. It will include common subjects for all curricula and subject areas, additional disciplines, elective courses. In addition to mathematics, Russian language and literature, a foreign language will also be added to the compulsory subjects of the Unified State Examination.

Summing up some of the above, one can notice the good goals of the federal state educational standards of the new generation. The development of a child as an independent responsible person who is able to think, set and solve life and professional tasks, who loves his homeland - this is the task outlined in the new standards.

The means to achieve these goals differ from the educational moments of the former GEF. They take into account the dynamics and directions of life, the psychological and pedagogical recommendations of our time.

The implementation of the goals and results of such new formations will be positive subject to the active participation and interest of all parties. educational process. Only then will the school release into adulthood a physically and spiritually healthy citizen of a great country.

We all once went to school, but the term GEF, which has the most direct relation to the modern boarding school, is far from familiar to everyone.

What is FGOS?

The abbreviation GEF stands for Federal State Standard of Education. GEF is a set of requirements for the activities of institutions of general and vocational education. GEF has the force of law and must be observed by all educational institutions without exception.

Why do we need an education standard?

Not everyone has uniform standards of education, even developed countries. In the West for a long time parents themselves decided the question of which educational institution to send the child to (and the programs for different schools were different). And at school, the children themselves decided which subjects to study and which not. Perhaps this was the reason for the low erudition of graduates of Western schools.

Also, educational standards provide continuity between the levels of education. After graduating from one stage, the graduate must be prepared to enter another.

The Federal State Educational Standard of General Education for pupils with disabilities is a set of requirements that are mandatory for the implementation of an adapted basic educational program of general education for students with disabilities. mental retardation educational organizations with state accreditation.

The standard includes requirements for:

The structure of the main educational programs (including the ratio of the mandatory part of the main educational program and the part formed by the participants in educational relations) and their volume;

Conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions;

The results of mastering the main educational programs

Features of the modern GEF in Russia

The modern GEF is called the second generation standard. It has been developed since 2009. What is the essence of the FGOS? Compared to the first generation standards, the new standard has many radical changes. The old standards set only requirements for the minimum knowledge and skills that students should learn at school, and requirements for the maximum teaching load.

The second generation GEF consists of three parts:

Requirements for the results of mastering the educational program. Moreover, the emphasis here is not on the sum of knowledge and skills, but on the assimilation of the so-called universal learning skills, that is, the ability to independently obtain the necessary information, using modern technologies and interacting with other people. Also, the standard formulates the expected learning outcomes in specific educational areas and describes the qualities that should be formed in graduates (love for the Motherland, respect for the law, tolerance, striving for a healthy lifestyle, etc.).
Much attention is paid to extracurricular activities in the form of circles, studios, olympiads, etc.
Requirements for the conditions for the implementation of the educational program. The requirements for the financing of education, the professional level and competence of teaching staff, as well as the material and technical base of the boarding school are spelled out

What caused the need for changes that we all have to go through in the near future, what is their purpose? What will be different in a boarding school after the GEF is introduced?

In our country, the State Development Strategy until 2020 was adopted, the main goal of which is to ensure a new quality of life for all residents of Russia. The demands of society, the problems facing the state in implementing the 2020 strategy, set new goals for education: education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, initiative, competent citizen of Russia. A distinctive feature of the new standard is its active nature, which sets the main goal of developing the student's personality.

GEF IEO puts forward three groups of requirements:

Requirements for the results of mastering the main educational program of primary general education;
Requirements for the structure of the basic educational program of primary general education;
Requirements for the conditions for the implementation of the main educational program of primary general education.

Therefore, others in new school there will be educational programs, the conditions in which children will study, as well as other results of the development of the educational program are expected from students. Each state-accredited boarding school writes its own Basic Educational Program. The boarding school, being an institution with an in-depth study of individual subjects, will draw up a program that determines the content and organization of the educational process and is aimed at forming a common culture, spiritual, moral, social, personal and intellectual development of students, creating the basis for the independent implementation of educational activities that provide social success, development creativity, self-development and self-improvement, preservation and strengthening of the health of students.

The education system is abandoning the traditional presentation of learning outcomes in the form of knowledge, skills and abilities. Requirements for learning outcomes are formulated in the form of personal and subject results. The new wording of the standard specifies real views activities that the student must master by the end of primary education.

The standard assumes the implementation in an educational institution of both classroom and extracurricular activities. Extracurricular activities are organized in the areas of personal development (sports and recreation, spiritual and moral, social, general intellectual, general cultural). The content of the classes should be formed taking into account the wishes of students and their parents (legal representatives). Extracurricular activities may include: excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and Scientific research etc. The content of extracurricular activities should be reflected in the main educational program of the educational institution. The time allotted for extracurricular activities is not included in the maximum allowable workload of students. The alternation of classroom and extracurricular activities is determined by the educational institution and agreed with the parents of the students.

In recent weeks, the society has been vigorously discussing the new educational standard of the Russian school. On the Internet, the media, on radio and television, sometimes very harsh judgments are heard, from rational criticism to loud statements about the impending collapse of domestic secondary education. For clarifications about the Federal State Educational Standard, the Mothernestvo.ru portal turned to the developers of the standard. Lyubov Nikolaevna Fedenko, Candidate of Pedagogical Sciences, Honored Teacher of the Russian Federation, Deputy Director of the ISIO RAE for standardization of general education, agreed to answer our questions.

Question: What is the GEF, and how will it affect the education of children?

Answer: In accordance with the Law of the Russian Federation "On Education" (in ed. federal law dated 01.12.2007 N 309-FZ; Art. 7) federal state educational standards (FSES) are a set of requirements that are mandatory for the implementation of educational programs by all schools that have state accreditation.

The first difference between the Federal State Educational Standard and its predecessors- reliance on the results of identifying the needs of the individual, family, society and the state to the results of general education.

The second fundamental difference of GEF is their focus on achieving not only subject educational outcomes, but, above all, on the formation of the personality of students, their mastery of universal methods of educational activity, ensuring success in cognitive activity at all stages of further education.

Third fundamental difference new standards from previous versions - this is a difference in structure.

The Federal State Educational Standard for Primary General Education is fundamentally new for national school a document whose purpose and functions are unprecedented in its history. Compared with the standards of the first generation, its subject, its scope has significantly expanded and began to cover areas of educational practice that have never been standardized from a single systemic position. GEF actually determines the whole way of school life, is the constitution of general education.

The Federal State Educational Standard orients education towards achieving a new quality, adequate to the modern (and even predictable) demands of the individual, society and the state.

The introduction of the second generation standard will change the school life of the child in many ways. We are talking about new forms of organization of education, new educational technologies, a new open information and educational environment that goes far beyond the boundaries of the school. That is why, for example, the Program for the Formation of Universal learning activities, and exemplary programs are focused on the development of independent educational activities of a student (on such types of educational and extracurricular (extracurricular) activities as educational design, modeling, research activities, role-playing games and etc.)

GEF is a guideline for the development of programs for individual subjects, courses. The composition of the main educational program includes a curriculum that determines the total amount of workload and the maximum amount of classroom workload of students, the composition and structure of compulsory subject areas, as well as the programs of individual academic subjects, courses.

- Are there three GEFs in total?

Currently approved and put into effect by orders of the Ministry of Education and Science Russian Federation two standards - the Federal State Educational Standard of primary general education (grades 1-4) and the Federal State Educational Standard of basic general education (grades 5-9). The GEF project of secondary (complete) general education (grades 10-11) is under consideration and will be approved in the near future.

- Where did the approbation of the Federal State Educational Standards take place, for how long?

Education standards have been developed in stages since 2006. Simultaneously, they were tested in regional schools. The results of all developments and testing have been repeatedly discussed in professional community at seminars, meetings, conferences with the participation of representatives of the regions of the Russian Federation (Moscow region, Yaroslavl region, Leningrad region, Kaliningrad region, Dagestan, Rostov region, Tatarstan, Orenburg region, Yamalo-Nenets Autonomous Okrug, Chelyabinsk region, Novosibirsk region, Republic of Sakha (Yakutia ), Stavropol region, Omsk region), at meetings with parents of students and the public.
Discussion of all documents is constantly carried out on the specialized Internet site "New standards of general education: on the way to a social contract" http://standart.edu.ru, the site of the Institute for Strategic Studies in Education http://fgos.isiorao.ru/.

- Were adjustments made to the GEF of primary general education based on the results of approbation? What character?

All constructive comments made by teachers during the discussions were taken into account by the developers.

- When developing standards, did the developers take into account the experience of other countries?

Of course, the experience of all countries in which students show high levels was carefully analyzed and taken into account when developing the Federal State Educational Standard.

- Will curricula and textbooks be developed by September 1st?

All primary education programs have been developed and published, and materials of instrumental and methodological support have also been developed and partially published to ensure the introduction of the Federal State Educational Standard for primary general education. Separate documents are posted on the site http://fgos.isiorao.ru,. At seminars held at ISIO RAO, seminar participants receive CDs with lecture notes and methodological materials. The textbooks included in the list of the Ministry of Education and Science have passed the examination and comply with the Federal State Educational Standard.

Let's take a closer look at the GEF Project for High School, which causes the most controversy. Parents and teachers are concerned about compulsory subjects and subjects of choice. Will such freedom of choice affect the basic literacy of graduates?

The principle of variability in education has been implemented in Russia since 1992, when the current Law "On Education" was adopted. It consists in providing students with the opportunity to choose subjects and additional courses in accordance with their interests and aspirations. The curriculum included an invariant part and a variable part. The variable part contained regional and school components (the content of education was determined by the region and the school and did not always meet the needs of students and parents). In the new standard, the main educational program also consists of two parts: a mandatory part and a part formed by participants in the educational process. Thus, great rights are given to all participants in the educational process (primarily parents and students) to influence the content of education. The obligatory part reinforces the study of all "basic" academic subjects. Participants in the educational process can additionally choose to study subjects, modules, courses, engage in extracurricular activities that are not directly related to the subjects being studied. All these classes are included in the main educational program and are paid for by the budget. In high school today, specialized education is being implemented, the student can choose subjects for deeper study in accordance with his interests and life prospects. In the proposed draft new standard, this approach has been further development. Traditional mandatory subject areas are defined, in accordance with their interests, the student chooses the level of compulsory study of academic subjects from this area: profile, basic or integrated. Subjects such as physical education, life safety and Russia in the world are presented at the same level and are required for study. In addition, he can choose to study additional courses, modules, disciplines, extracurricular activities. Funding for all these classes within the total number of hours defined by the standard (which is more than the current one) is provided by the budget.

Alexander Kondakov, CEO Prosveshchenie publishing house: “In fact, the new standards propose to consider the 9th grade as the completion of basic education. 10-11th grades - this is the preparation of the child, taking into account his individual requests. This is a real individualization of the learning process for further socialization, professional activity and vocational education.

In the senior classes, 10 subjects will remain instead of the current 20. All of them are divided into six groups. From each student must choose one thing: either an in-depth study of algebra and then go through Russian literature at the top, choosing "Russian literature", or sit down at the Russian language, and instead of chemistry, physics and biology take a general course "natural science". There are only three lessons that everyone does not choose, but attend: physical education, life safety and the new discipline "Russia in the world."

- And if the student is exempted from compulsory physical education lessons?

GEF does not regulate learning technologies. Regarding the conduct of physical education lessons, you must contact the leaders of the school.

- Who will determine the number of hours allocated for the study of a particular subject?

The number of hours for studying subjects is determined by the school curriculum included in the main educational program. The main educational program is developed and approved by the educational institution in accordance with the Federal Law "On Education" independently on the basis of an exemplary main educational program developed on the basis of federal level with the participation of the regions. As part of the exemplary basic educational program (they are designed for primary and basic general education), there are 3-4 options for the basic (exemplary) curriculum. An educational institution can choose one of the proposed options or develop a curriculum on its own.

Currently, there are 15-17 subjects in the tenth grader's schedule. GEF suggests reducing their number to 10 (3 mandatory and 7 optional from the proposed subject areas). Why did the developers decide to make such a reduction?

The FSES project of the senior level has not yet been approved, it is being discussed in the professional community, in the media and at the level of the general public. There is no question of any reduction in the number of items. It remains mandatory to study the traditional set of subject areas, the student can choose the level of study of the subjects he needs.

How will the implementation of the GEF requirements be monitored? Will attestation of schoolchildren be carried out on the basis of curricula or a "portrait of a graduate"?

Control over the implementation of the Federal State Educational Standard will be carried out in accordance with the legislation of the Russian Federation in education. A new Federal Law “On Education” is being prepared, which will outline the control procedures. They are, first of all, procedures for licensing, accreditation educational institutions and certification of graduates, including, state attestation. The criteria basis for the certification of graduates are the requirements for the results of mastering the main educational programs, presented in the Federal State Educational Standard, and specifying their planned results. The Federal State Educational Standard and the draft new law provide for monitoring studies that identify trends in the development of education systems and educational institutions.

Increasingly, it is mentioned in the formation of the Federal State Educational Standard. What are new educational standards and how have they changed the system of national education? We will try to find answers to these important and topical questions.

What are the new educational standards

This abbreviation stands for Federal State Educational Standard (FGOS). Programs, requirements depend not only on the specifics of the academic discipline, but also on the level of education.

Purpose of second generation standards

What is the purpose of the GEF? What is UUD? To begin with, we note that not all developed countries have uniform educational standards. In the Russian Federation, they are designed to ensure continuity between individual levels of education. After completing one stage, the student must have a certain level of preparation in order to move on to the next educational stage.

The Federal State Educational Standards of general education, intended for pupils with disabilities, are characterized as a system of requirements that are mandatory when implementing an adapted program for children with disabilities.

2nd generation standards requirements

Each class contains certain requirements for the level of education and upbringing according to the standards. GEF implies certain requirements for the structure of programs, the volume of material. They also take into account the conditions for the implementation of educational basic programs, including logistical, financial, and staffing of the process. If the Federal State Educational Standards of the 1st generation were aimed at the assimilation of theoretical material by schoolchildren, then the new standards are intended for the harmonious development of the younger generation.

Components of the new standards

GEF 2nd generation appeared in 2009. They include three main parts.

The first part contains requirements for the results of mastering the educational program by schoolchildren. The emphasis is not on the totality of skills and knowledge, but on universal learning activities that involve independent obtaining of the necessary information through the use of modern technologies, as well as on communicative qualities.

In addition, the standard indicates the expected learning outcomes for each educational area, describes the qualities that will be formed in schoolchildren: a healthy lifestyle, tolerance, respect for nature, respect for the native land.

The GEF lesson involves elements of design and research activities. The new standards pay special attention to extracurricular activities in the form of creative studios, circles, and clubs. The requirements for the competence and professionalism of the teaching staff of educational institutions are indicated.

The country's development strategy, developed up to 2020, is aimed at forming a competent citizen who is able to be responsible for his actions, ready for self-development and self-improvement.

Specific features of GEF IEO

Let's continue the consideration of the Federal State Educational Standard. What are the new standards for the school, you found out. Now we will reveal their differences from the traditional educational program. The content of the program is not aimed at obtaining knowledge, but at the formation of spirituality, morality, general culture, social and personal development.

Particular attention is paid to the physical development of the younger generation. Requirements for learning outcomes are indicated in the form of subject and personal results, this distinguishes the new standards from the first generation of the Federal State Educational Standard. What is UUD?

The updated standards require increased attention to extracurricular activities. Its organization is following directions: social, sports, moral, spiritual, general cultural development.

How is an additional group formed? GEF involves the holding of disputes, conferences, the organization of scientific school societies, competitions, olympiads. The time that, according to the new standards, is allotted for extracurricular activities is not included in the main workload of schoolchildren. The alternation of extracurricular and educational activities is determined by the educational institution, taking into account the wishes of the parents of students.

Distinctive characteristics of the new standard

What are distinctive features GEF? Grade 5 is considered the beginning of the second stage of education, where the main emphasis is on the formation of meta-subject and personal results.

The main goal of the new standard was an activity approach, which is aimed at developing the student's personality. General educational skills are considered the core of the Federal State Educational Standard, therefore, specific learning activities have been developed for each subject.

An important stage in the formation of UUD at the initial stage of education is the orientation junior schoolchildren on mastering communication and information technologies, as well as on the competent use of modern ICT tools.

Modern digital tools and communication environments are indicated in the second generation standards as the best option for the formation of UUD. There is a special subprogram aimed at developing information competencies in the younger generation.

Primary education in new realities

The standard implies certain requirements for the results of schoolchildren who have mastered the primary education program. Personal UUD presupposes the desire and ability of schoolchildren for self-development, the formation of positive motivation for knowledge and learning, the semantic and value attitudes of students, which reflect their individual positions, social competencies.

Primary school graduates must have a civic identity, personal qualities.

In meta-subject competencies, it is implied that the children fully master the educational activities: communicative, regulatory, cognitive, thanks to which they master the basic competencies.

Subject UUD assume obtaining information on certain disciplines, transformation, use of information, formation on the basis of the acquired knowledge of a full-fledged scientific picture of the world.

For example, a child learns to independently select a title for the text, write down the abstracts of the text. A graduate of an elementary school is obliged to draw up a thesis plan according to a ready-made title, to think over a retelling of the material.

The importance of ICT in educational institutions

The realities of our time are such that, in addition to classical writing, a child almost simultaneously masters a computer keyboard. Many parents who use computers in their professional activities understand the importance of ICT in the modern school. Acquaintance with the outside world, conducting experiments and research today involves the use of digital cameras, microscopes. To generalize the results obtained during practical activities, schoolchildren use digital resources.

Design methodology

For a design method that is second generation standards obligatory element modern school also need information technology.

The integrated approach to learning used in the second generation standards is associated with the active application of knowledge gained in another lesson. For example, work with texts, descriptions, carried out during the Russian language, is continued when getting acquainted with natural phenomena in the lesson of the world around. The result of such activities will be a video report that describes natural phenomena, pictures of the environment.

Information and educational environment

It should be optimal for the informatization of the student and teacher. It is through the information environment for new federal standards remote interaction of participants in the educational process is provided, including the extracurricular period. What is included in IS? Multimedia devices, computers, access to the World Wide Web, access to electronic resources.

It is through the information environment that the teacher interacts with children who, for health reasons, cannot attend regular lessons and extracurricular activities.

The standard applies not only to lessons, but also to extracurricular activities. It includes individual sessions, doing homework, group consultations.

The content of such activities is reflected in the educational main program of the educational institution. GEF allow extracurricular work of younger students in the amount of ten hours a week. At the first stage of education, it contributes to ensuring equal opportunities in obtaining high-quality general primary education, upbringing, moral development of schoolchildren, and the formation of their citizenship.

Conclusion

Due to changes in the social order in Russian education there is a need for significant changes. Instead of the classical system, in which the main attention was paid to obtaining the maximum amount of theoretical knowledge, Russian schools are introducing programs aimed at the self-development of the younger generation. GEF second generation provide an opportunity to receive elementary education in their native language, to master the cultural and spiritual values of their people.

Thanks to the use of innovative teaching methods by teachers, each child has the opportunity to build their own educational and educational trajectory, gradually move along it, improve their skills and abilities. The standards of the second generation are aimed at satisfying the social order - the education of a citizen and a patriot who loves his country and is proud of it.

The federal state standard for preschool education was developed for the first time in Russian history in accordance with the requirements of the federal law "On Education in the Russian Federation", which entered into force on September 1, 2013. In accordance with the federal state educational standard for preschool education, exemplary educational programs for preschool education are being developed.

Educational programs of preschool education are aimed at the versatile development of preschool children, taking into account their age and individual characteristics, including the achievement by children of preschool age of the level of development necessary and sufficient for their successful mastering of educational programs of primary general education, based on an individual approach to preschool children and activities specific to preschool children.

The federal state educational standard includes requirements for:
1) the structure of the main educational programs (including the ratio of the mandatory part of the main educational program and the part formed by the participants in educational relations) and their volume;
2) conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions;
3) the results of mastering the main educational programs.
Unlike other standards, the FSES of preschool education is not the basis for assessing compliance with the established requirements of educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students.

Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education

Registration N 30384

In accordance with paragraph 6 of Part 1 of Article 6 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; N 30, art. 4036), subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by the Decree of the Government of the Russian Federation of June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, art. 2923 ; N 33, art. 4386; N 37, art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 N 661 (Collected Legislation of the Russian Federation , 2013, N 33, item 4377), I order:

1. Approve the attached federal state educational standard for preschool education.

2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:

dated November 23, 2009 N 655 "On the approval and implementation of federal state requirements for the structure of the main general education program preschool education” (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration N 16299);

dated July 20, 2011 N 2151 "On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education" (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration N 22303).

Minister

D. Livanov

Application

Federal state educational standard for preschool education

I. General provisions

1.1. This federal state educational standard for preschool education (hereinafter referred to as the Standard) is a set of mandatory requirements for preschool education.

The subject of regulation of the Standard are relations in the field of education arising from the implementation of the educational program of preschool education (hereinafter referred to as the Program).

Educational activities under the Program are carried out by organizations engaged in educational activities, individual entrepreneurs(hereinafter referred to as "Organizations").

The provisions of this Standard may be used by parents (legal representatives) when children receive preschool education in the form of family education.

1.2. The standard was developed on the basis of the Constitution of the Russian Federation 1 and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child 2 , which are based on the following basic principles:

1) support for childhood diversity; the preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood is the understanding (consideration) of childhood as a period of life significant in itself, without any conditions; significant by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period;

2) the personality-developing and humanistic nature of the interaction between adults (parents (legal representatives), pedagogical and other employees of the Organization) and children;

3) respect for the personality of the child;

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

1.3. The Standard takes into account:

1) the individual needs of the child related to his life situation and state of health, which determine the special conditions for his education (hereinafter referred to as special educational needs), the individual needs of certain categories of children, including those with handicapped health;

2) opportunities for the child to master the Program at different stages of its implementation.

1.4. Basic principles of preschool education:

1) full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;

2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education (hereinafter referred to as the individualization of preschool education);

3) assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

4) supporting the initiative of children in various activities;

5) cooperation of the Organization with the family;

6) introducing children to socio-cultural norms, traditions of the family, society and the state;

7) formation cognitive interests and cognitive actions of the child in various activities;

8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

9) taking into account the ethno-cultural situation of children's development.

1.5. The standard aims to achieve the following goals:

1) promotion social status preschool education;

2) ensuring by the state of equal opportunities for each child in obtaining a quality preschool education;

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

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

1.6. The standard is aimed at solving the following problems:

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

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

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of a person, family, society;

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

7) ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs different orientation taking into account the educational needs, abilities and health of children;

8) formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

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

1.7. The standard is the basis for:

1) development of the Program;

2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);

3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;

4) an objective assessment of the compliance of the educational activities of the Organization with the requirements of the Standard;

5) formation of the content of vocational education and additional vocational education teaching staff, as well as their certification;

6) assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, in the development of individual abilities and the necessary correction of violations of their development.

1.8. The standard includes requirements for:

structure of the Program and its scope;

conditions for the implementation of the Program;

the results of the development of the Program.

1.9. The program is being implemented on state language Russian Federation. The program may provide for the possibility of implementation in the native language of the languages of the peoples of the Russian Federation. The implementation of the Program in the native language from among the languages of the peoples of the Russian Federation should not be carried out to the detriment of obtaining education in the state language of the Russian Federation.

II. Requirements for the structure of the educational program of preschool education and its volume

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

The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving the problems specified in clause 1.6 of the Standard.

2.2. Structural divisions in one Organization (hereinafter referred to as Groups) may implement different Programs.

2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

2.4. The program is aimed at:

creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;
on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.

2.5. The program is developed and approved by the Organization independently in accordance with this Standard and taking into account Exemplary Programs 3 .

When developing the Program, the Organization determines the duration of the stay of children in the Organization, the mode of operation of the Organization in accordance with the volume of the tasks of educational activities to be solved, the maximum occupancy of the Groups. The Organization can develop and implement various Programs in the Groups with different duration stay of children during the day, including Groups of short-term stay of children, Groups of full and extended day, Groups of round-the-clock stay, Groups of children different ages from two months to eight years, including groups of different ages.

The program can be implemented during the entire stay of 4 children in the Organization.

socio-communicative development;
cognitive development; speech development;
artistic and aesthetic development;
physical development.

Social and communicative development is aimed at mastering the norms and values accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; laying the foundations safe behavior in everyday life, society, nature.

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and effects, etc.), about small homeland and the Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as common house people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

Speech development includes the possession of speech as a means of communication and culture; enrichment active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity children (fine, constructive-model, musical, etc.).

Physical development includes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation musculoskeletal system the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as with the correct, not damaging the body, the implementation of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; the formation of the values of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities - as through mechanisms of child development):

in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive research activities, perception of music, children's songs and poems, motor activity and tactile-motor games;

at an early age (1 year - 3 years) - objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;

for preschool children (3 years - 8 years) - a range of activities such as play, including role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (research of objects of the surrounding world and experimentation with them), as well as the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from different material, including designers, modules, paper, natural and other materials, visual (drawing, modeling, appliqué), music (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements ) forms of activity of the child.

1) subject-spatial developing educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the system of the child's relationship to the world, to other people, to himself.

2.9. The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of the implementation of the requirements of the Standard.

The mandatory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).

The part formed by the participants in educational relations should include Programs selected and/or independently developed by the participants in educational relations aimed at the development of children in one or more educational areas, activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organization of educational work.

2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.

2.11.1. The target section includes an explanatory note and the planned results of the development of the program.

The explanatory note should disclose:

goals and objectives of the Program implementation;
principles and approaches to the formation of the Program;
characteristics significant for the development and implementation of the Program, including characteristics of the characteristics of the development of children of early and preschool age.

The planned results of the development of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by the participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children disabled people (hereinafter - children with disabilities).

a) a description of educational activities in accordance with the directions of the development of the child, presented in five educational areas, taking into account the used variable exemplary basic educational programs of preschool education and teaching aids providing the implementation of this content;

b) a description of the variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of the pupils, the specifics of their educational needs and interests;

c) a description of educational activities for the professional correction of developmental disorders in children if this work is provided for by the Program.

a) features of educational activities of different types and cultural practices;

b) ways and directions of support for children's initiative;

c) features of the interaction of the teaching staff with the families of pupils;

d) other characteristics of the content of the Program, the most significant from the point of view of the authors of the Program.

The part of the Program formed by the participants of educational relations may include various directions chosen by the participants of educational relations from among partial and other programs and / or created by them independently.

This part of the Program should take into account the educational needs, interests and motives of children, their families and teachers and, in particular, may be focused on:

the specifics of national, sociocultural and other conditions in which educational activities are carried out;
the choice of those partial educational programs and forms of organizing work with children that best meet the needs and interests of children, as well as the capabilities of the teaching staff;
established traditions of the Organization or Group.

This section should contain special conditions for education of children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual remedial classes and the implementation of a qualified correction of violations of their development.

Correctional work and/or inclusive education should be aimed at:

1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

2) mastering the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work and/or inclusive education of children with disabilities who study the Program in Combined and Compensatory Groups (including those for children with complex (complex) disabilities) must take into account the developmental features and specific educational needs of each category of children.

In the case of organizing inclusive education on grounds not related to the disabilities of children's health, the allocation of this section is not mandatory; in the case of its allocation, the content of this section is determined by the Organization independently.

2.11.3. The organizational section should contain a description of the logistics of the Program, the provision teaching materials and means of training and education, include the routine and / or daily routine, as well as the features of traditional events, holidays, events; features of the organization of the developing subject-spatial environment.

2.12. If the mandatory part of the Program corresponds to the exemplary program, it is drawn up as a link to the corresponding exemplary program. The mandatory part must be presented in detail in accordance with paragraph 2.11 of the Standard, if it does not correspond to one of the sample programs.

Part of the Program formed by participants in educational relations can be presented in the form of links to the relevant methodical literature, which allows you to get acquainted with the content of the partial programs, methods, forms of organization of educational work chosen by the participants in educational relations.

2.13. An additional section of the Program is the text of its short presentation. A brief presentation of the Program should be aimed at parents (legal representatives) of children and be available for review.

The short presentation of the Program should indicate:

1) age and other categories of children targeted by the Program of the Organization, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;

2) the Sample Programs used;

3) a description of the interaction of the teaching staff with the families of children.

III. Requirements for the conditions for the implementation of the main educational program of preschool education

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing object-spatial environment.

The conditions for the implementation of the Program should ensure the full development of the personality of children in all major educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and to other people.

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

1) guarantee the protection and strengthening of the physical and mental health of children;

2) ensures the emotional well-being of children;

3) contribute to the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensure the openness of preschool education;

6) creates conditions for the participation of parents (legal representatives) in educational activities.

3.2. Requirements for the psychological and pedagogical conditions for the implementation of the main educational program of preschool education.

3.2.1. For the successful implementation of the Program, the following psychological and pedagogical conditions must be provided:

1) respect of adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;

2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);

3) building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

4) support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in various activities;

5) support for the initiative and independence of children in activities specific to them;

6) the opportunity for children to choose materials, types of activity, participants in joint activities and communication;

7) protection of children from all forms of physical and mental violence 5 ;

8) support of parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.

3.2.2. In order to receive a quality education without discrimination for children with disabilities, the necessary conditions for diagnosing and correcting developmental disorders and social adaptation, providing early corrective assistance based on special psychological and pedagogical approaches and the languages, methods, methods of communication and conditions that are most suitable for these children, to the maximum extent conducive to obtaining preschool education, as well as the social development of these children , including through the organization of inclusive education for children with disabilities.

3.2.3. During the implementation of the Program, an assessment may be carried out individual development children. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning).

The results of pedagogical diagnostics (monitoring) can be used exclusively for solving the following educational tasks:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of the characteristics of his development);

2) optimization of work with a group of children.

If necessary, psychological diagnostics of the development of children is used (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (teacher-psychologists, psychologists).

Participation of a child in psychological diagnostics is allowed only with the consent of his parents (legal representatives).

The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of children's development.

3.2.4. The occupancy of the Group is determined taking into account the age of the children, their state of health, the specifics of the Program.

3.2.5. The conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, suggest:

1) ensuring emotional well-being through:

direct communication with each child;
respectful attitude to each child, to his feelings and needs;

2) support for the individuality and initiative of children through:

creating conditions for children to freely choose activities, participants in joint activities;
creating conditions for children to make decisions, express their feelings and thoughts;
non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);

3) establishing the rules of interaction in different situations:

creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;
development of children's communication skills, allowing them to resolve conflict situations with peers;
development of children's ability to work in a group of peers;

4) the construction of a variable developmental education focused on the level of development, which manifests itself in a child in joint activities with an adult and more experienced peers, but is not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:

creation of conditions for mastering cultural means of activity;
organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;
support for spontaneous play of children, its enrichment, provision of play time and space;
assessment of the individual development of children;
5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.

3.2.6. In order to effectively implement the Program, conditions must be created for:

1) professional development of pedagogical and managerial employees, including their additional professional education;

2) advisory support for teachers and parents (legal representatives) on the education and health of children, including inclusive education (if organized);

3) organizational and methodological support for the implementation of the Program, including in interaction with peers and adults.

3.2.7. For corrective work with children with disabilities who master the Program together with other children in Combined Orientation Groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented corrective measures that ensure that the special educational needs of children with disabilities are met.

When creating conditions for working with disabled children mastering the Program, an individual rehabilitation program for a disabled child should be taken into account.

3.2.8. The organization should create opportunities:

1) to provide information about the Program to the family and all interested persons involved in educational activities, as well as the general public;

2) for adults to search, use materials that ensure the implementation of the Program, including in the information environment;

3) to discuss with the parents (legal representatives) of children of issues related to the implementation of the Program.

3.2.9. The maximum allowable educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the operating mode of preschool educational organizations", approved by the decision of the Main State sanitary doctor of the Russian Federation of May 15, 2013 N 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration N 28564).

3.3. Requirements for the developing subject-spatial environment.

3.3.1. The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development.

3.3.2. The developing object-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.

3.3.3. The developing object-spatial environment should provide:

implementation of various educational programs;
in the case of organizing inclusive education, the conditions necessary for it;
accounting for national-cultural, climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

3.3.4. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:

playful, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;
emotional well-being of children in interaction with the object-spatial environment;
opportunity for children to express themselves.

For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, subject and gaming activity with different materials.

2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

3) The multifunctionality of materials involves:

the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;
the presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).

4) The variability of the environment implies:

the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;
periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

5) Accessibility of the environment implies:

accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;
free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;
serviceability and safety of materials and equipment.

6) The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

3.3.5. The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

3.4. Requirements for personnel conditions for the implementation of the Program.

3.4.1. The implementation of the Program is provided by the leading, pedagogical, educational and auxiliary, administrative and economic employees of the Organization. Researchers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those responsible for financial and economic activity, protection of life and health of children, ensure the implementation of the Program.

The qualifications of pedagogical and educational support workers must comply with the qualification characteristics established in the Unified qualification handbook positions of managers, specialists and employees, section "Qualification characteristics of positions of education workers", approved by order of the Ministry of Health and Social Development of the Russian Federation of August 26, 2010 N 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration N 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation of May 31, 2011 N 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration N 21240).

The position and number of employees required to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the developmental characteristics of children.

A necessary condition for the high-quality implementation of the Program is its continuous support by pedagogical and educational support staff throughout the entire period of its implementation in the Organization or in the Group.

3.4.2. The teaching staff implementing the Program must have the basic competencies necessary to create the conditions for the development of children, indicated in clause 3.2.5 of this Standard.

3.4.3. When working in Groups for children with disabilities, the Organization may additionally provide for the positions of pedagogical workers who have the appropriate qualifications to work with these health limitations of children, including assistants (helpers) who provide children with the necessary assistance. It is recommended to provide positions of appropriate teaching staff for each Group for children with disabilities.

3.4.4. When organizing inclusive education:

when included in the Group of children with disabilities, additional pedagogical workers who have the appropriate qualifications to work with these health limitations of children may be involved in the implementation of the Program. It is recommended to involve the appropriate pedagogical staff for each Group in which inclusive education is organized;

when other categories of children with special educational needs are included in the Group, including those in a difficult life situation, 6 additional teaching staff with appropriate qualifications may be involved.

3.5. Requirements for the material and technical conditions for the implementation of the main educational program of preschool education.

3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:

1) requirements determined in accordance with sanitary and epidemiological rules and regulations;

2) requirements determined in accordance with fire safety rules;

3) requirements for the means of education and upbringing in accordance with the age and individual characteristics of the development of children;

4) equipping the premises with a developing object-spatial environment;

5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (subjects).

3.6. Requirements for the financial conditions for the implementation of the main educational program of preschool education.

3.6.1. Financial provision of state guarantees for citizens to receive public and free preschool education at the expense of the relevant budgets budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of the standards for ensuring state guarantees for the implementation of the rights to receive public and free preschool education, determined by the state authorities of the constituent entities of the Russian Federation that ensure the implementation of the Program in accordance with the Standard.

3.6.2. Financial conditions for the implementation of the Program should:

1) ensure the possibility of fulfilling the requirements of the Standard for the conditions of implementation and the structure of the Program;

2) ensure the implementation of the mandatory part of the Program and the part formed by the participants in the educational process, taking into account the variability of individual development trajectories of children;

3) reflect the structure and amount of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.

3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount determined by the state authorities of the subjects of the Russian Federation of the standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education. These standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for the education of children with disabilities (special educational conditions - special educational programs, teaching methods and means, textbooks, teaching aids, didactic and visual materials, technical means training for collective and individual use (including special ones), means of communication and communication, sign language translation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access to all categories of persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which the development of educational programs by persons with disabilities is difficult), providing additional professional education for teachers, ensuring safe conditions for education and upbringing, protecting children's health, the direction of the Program, categories of children , forms of education and other features of educational activities, and should be sufficient and necessary for the implementation by the Organization:

labor costs of employees implementing the Program;
spending on training and education facilities, relevant materials, including the purchase of educational publications in paper and in electronic format, didactic materials, audio and video materials, including materials, equipment, overalls, games and toys, electronic educational resources necessary for organizing all types of educational activities and creating a developing subject-spatial environment, including special ones for children with disabilities health. Developing object-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, accounting features and correction of shortcomings in their development, the acquisition of updated educational resources, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of training and education facilities, sports, recreational equipment, inventory, payment for communication services, including expenses, related to connection to the information and telecommunication network Internet;
expenses related to additional professional education of managers and teachers in the profile of their activities;
other expenses related to the implementation and implementation of the Program.

IV. Requirements for the results of mastering the main educational program of preschool education

4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education. The specifics of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make it unlawful requirements from a preschool child of specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

4.2. The targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program.

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children 7 . Mastering the Program is not accompanied by intermediate attestation and final attestation of pupils 8 .

4.4. These requirements are guidelines for:

a) building an educational policy at the appropriate levels, taking into account the goals of preschool education common to the entire educational space of the Russian Federation;

b) problem solving:

formation of the Program;
analysis of professional activity;
interactions with families;

c) studying the characteristics of education of children aged 2 months to 8 years;

d) informing parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation.

4.5. Targets cannot serve as a direct basis for solving managerial tasks, including:

certification of teaching staff;
assessment of the quality of education;
assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children);
assessment of the fulfillment of the municipal (state) task by including them in the indicators of the quality of the task;
distribution of the stimulating payroll fund for employees of the Organization.

4.6. The targets of preschool education include the following social and normative age characteristics of the child's possible achievements:

Targets for infancy and early childhood education:

the child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;
owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
shows interest in peers; observes their actions and imitates them;
shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;
the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).
Targets at the stage of completion of preschool education:
the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activity, design, etc .; is able to choose his occupation, participants in joint activities;
the child has a positive attitude to the world, to different types of labor, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;
the child has a developed imagination, which is realized in various activities, and above all in the game; child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;
the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;
the child has developed large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them;
the child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

4.7. The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation in preschool children of the prerequisites for learning activities at the stage of completion of preschool education.

4.8. If the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the direct targets for the development of the Program by pupils - as creating prerequisites for their implementation.

1 Rossiyskaya Gazeta, December 25, 1993; Collection of Legislation of the Russian Federation, 2009, N 1, Art. 1, Art. 2.

2 Collection of International Treaties of the USSR, 1993, Issue XLVI.

3 Part 6 of Article 12 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

4 When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of children.

5 Clause 9 of Part 1 of Article 34 of Federal Law No. 273-F3 of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).

6 Article 1 of Federal Law No. 124-FZ of July 24, 1998 “On Basic Guarantees of the Rights of the Child in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 1998, No. 31, Art. 3802; 2004, No. 35, Art. 3607; N 52, item 5274; 2007, N 27, item 3213, 3215; 2009, N18, item 2151; N51, item 6163; 2013, N 14, item 1666; N 27, item 3477).

7 Taking into account the provisions of Part 2 of Article 11 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326 ).

8 Part 2 of Article 64 of Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326).