The final integrated occupation in the preparatory group of the kindergarten
The main finalizing educational process of the event in the kindergarten is the final lessons. It is then that the acquired knowledge is generalized, skills are checked, a logical point is put in training, lasting a whole year. The final integrated training in the preparatory group is also an obligatory analysis of the system of knowledge obtained.
Activities of this kind should be conducted regularly, completing each training stage. Following the Federal state educational standard, the educator follows a set of requirements that are mandatory in the implementation of educational programs, while contributing to the final integrated work in the preparatory group and all creative ideas, and flight of imagination, and a greater share of ingenuity. Otherwise, it is difficult to show the results not only of the academic year, but also of all training in the kindergarten.
As for the federal state requirements for the structure of general education programs, many copies have already been broken. How can one distinguish the features of state requirements in preschool education from the state standard?
Not so long ago, each kindergarten teacher prepared the final integrated work in the preparatory group for FGT, checking the educational program of his institution with these requirements, but it was necessary to rebuild. Adjust to the standard. Although there is much similarity in these documents, the final integrated work in the GEF preparatory group is already very different from the previous one.
Requirements for programs
What exactly are the differences between the formulas of the FGT OOP and the connections of GEF DO? The first object has two parts: the requirements for the structure of the program and the requirements for the conditions for its implementation. The second adds to the above requirements for the results of mastering the program, while the FGT (first) insists only on the planned results of the implementation of educational programs.
The requirements for the structure of educational programs are also significantly different. If the main directions of the FGT are four directions of the structure of education, then according to the GEF, there are already five. And the directions from each other are not fundamentally different, just the final integrated occupation in the preparatory group for GEF is aimed at establishing public relations, communication, and the same occupation for FGT - for socialization, that is, the public itself.
Mandatory and residual
The proportion of the parts of the educational program has also changed. If the compulsory part of it according to the FGT should be at least 80% of the volume, and the remaining 20% can be compiled by the mentors themselves in the educational process, the GEF programs only require 60% of the total program volume, and the remaining 40% are left to the tutor and leadership.
Therefore, the bridgehead for creative growth of educational workers is expanding, it becomes possible to focus on the conditions of national, sociocultural, economic, even climatic specifics, where this educational process is carried out, the interests of pedagogical workers are maintained, and traditions are established.
The final open integrated work in the preparatory group, where the results of long-term educational and educational work within the precincts of the Dow, can be measured here.
The basis of the educational program
The basic educational program for GEF has been structurally changed. Now it includes three sections: target, content and organizational. In each of the sections there is an obligatory eighty percent part and scope for creativity. An additional section is introduced - the presentation of the program.
The obligatory part of the FGT is an explanatory note, content by regions, residence schedule, results of mastering the educational program and monitoring system. Then comes the part, which is formed by the participants of the educational process.
The presentation of the program is the final integrated-integrated occupation in the preparatory group, where the inmates will certainly show both the strengths and weaknesses of the analyzed documents.
Characteristics and personal qualities
FGT defines very specific characteristics and integrative qualities of the individual, so to speak, the ideal social portrait of a preschool child. The results of the main program and the quality of all activities are necessarily assessed - both intermediate (current) and final.
Expected results on GEF are submitted as target points, as possible achievements of the child due to its age and social and regulatory characteristics, completing the stage of pre-school education. The final cognitive integrated work in the preparatory group will reveal such qualities of graduates as initiative, self-confidence, independence, physical development, imagination, curiosity, volitional efforts, interest.
Target targets, like any goal, can not be subject to a specific assessment, even in the form of monitoring and any kinds of pedagogical diagnostics, since they can not be a basis for a purely formal comparison with the achievements of children in reality.
In the GEF program, there is no intermediate or final diagnosis of graduates. The final integrated session in the GEF preparatory group assesses the individual development of children. This is the assessment that is made by the educator in the form of pedagogical diagnostics.
The activity of children in both spontaneous and in activities organized specifically, and is subject to observation and analysis. Pedagogical diagnostic tools can be children's development observation cards, where individual dynamics and development are recorded in the long term, while the child is engaged in communication with peers, adults, games, cognition, projects, artistic activity, physical development.
The program on FGT forms a common culture, develops physical, intellectual, personal qualities, forms the preconditions for educational activity. The GEF program creates conditions for the social development of children, provides opportunities for their socialization, comprehensive development - personal, cognitive, moral and moral, as well as development of initiative, creativity, the desire to cooperate with adults and peers.
Direct educational activity
How can educational activity directly differ from the usual occupation? The renewed structure and forms of the organization of the educational process, individualization, changes in the position of the adult teacher in relation to children.
The final session of the GCD is integrated, the children in the preparatory group will most likely willingly prepare for the show, but the responsibility does not prevent the interest in this activity.
Models of the organization of the educational process
The former and the most widespread model of the organization of the educational process in our country included three points:
1. Conducting classes on a schedule, where children solved the problems formed by the methods.
2. Formation of skills and skills in the course of the regime moments: reception in the morning, breakfast, walk, preparation for a quiet hour and so on.
3. Knowledge and skills received by children are fixed in independent and individual work.
This program model worked before the introduction of the order of the Ministry of Education and Science of Russia No. 655 of November 23, 2009 on the FGT, which concerned the approval of the structure of the foundations of educational programs for preschool education. The order stipulated the solution of educational problems through the joint activity of adults and children, not only being limited to the framework of the GCD (directly educational activity), but even when holding all kinds of regime moments in accordance with the specifics of the preschool institution.
The final integrated occupation in the preparatory group should include all the best moments that have occurred as a result of the joint activities of the children and the educator, since they help the child to master the world and overcome difficulties.
The newest model of the alignment of the educational process must take into account the parameters of the FGT and necessarily contain two components:
1. Joint activity of children and adults in compliance with the GCD and all the regime moments.
2. Independent activity of children.
The main theses in the organization of such, it is possible to say, the partnership activity of children and the caretaker, which does not go beyond the limits of the GCD and the regime, are the following:
1. The educator participates in joint activities absolutely on a par with pupils.
2. Preschoolers are especially voluntarily joined in joint activities, without mental pressure and disciplinary coercion.
3. Children can freely communicate and move during joint activities, accordingly, it is necessary to organize a working space for this.
4. Open end of joint activities, that is, everyone can work at their own pace.
5. The game should be present in the joint activity as the main kind of work with children and as the leading type of activity of the preschool institution.
An indicator of successful mastery of skills, knowledge and skills through the game can be the final integrated work in the preparatory group - on developing speech or math, not so important, it will be clear the main thing: by playing the child adapts faster in the surrounding world, society, he does not lose interest in learning and internally happy.
Choice of game activity
The educational process is directly organized and implemented through the assimilation of various types of children's activities: gaming, motor, communicative, labor, cognitive-research, productive, musical-artistic, and, to a large extent, through reading.
The most important thing here is to successfully integrate all these forms and methods of work, make the right choice, which is the prerogative of the teacher who independently solves all problems related to the contingent, the level of mastering the general education program. And it remains only to wish an unchanging creative approach to the fulfillment of specific tasks of preschool education.