home > Pants > Principles of planning educational work in preschool. Perspective and scheduling of educational work in preschool educational institutions in the summer (Methodological recommendations). Planning the educational process

Principles of planning educational work in preschool. Perspective and scheduling of educational work in preschool educational institutions in the summer (Methodological recommendations). Planning the educational process

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Similar Documents

    Organization as a function of managing a preschool educational institution (DOE), content organizational activities his guides. The structure and methodology for developing the annual plan of the preschool educational institution. Analysis of the methods of stimulation and motivation of the teacher's activity.

    control work, added 12/16/2010

    The essence, goals, objectives and features of the management of a preschool institution at the present stage. Terms effective management preschool institution, patterns and principles of pedagogical leadership. The logic of building a management cycle.

    test, added 08/23/2013

    Control Features autonomous institution. Characteristic preschool and analysis of its activities. Analysis of indicators of MADOU "Kindergarten No. 37". Improving the management of the municipal autonomous preschool educational institution.

    thesis, added 03/06/2014

    Features of managing a preschool educational institution, monitoring the activities of the head and senior educator. Studying the organization of various forms methodical work with the teaching staff of the educational institution.

    practice report, added on 01/31/2011

    Story preschool education in Russia until 1917. Types and main tasks of a preschool educational institution. Rights, relationships and obligations of participants in the educational process. Management of a preschool institution, its property and funds.

    term paper, added 06/12/2009

    Methods of preschool education. Effective forms and methods of organizing leisure in a preschool institution, providing a qualitatively new level of upbringing and development of preschool children and their introduction into the program of a preschool institution.

    test, added 04/03/2012

    Features of management of a municipal preschool educational institution. Correctional and developmental work with children, taking into account their individual and personal characteristics. Priority- environmental education. Organization of methodical work.

    practice report, added 06/24/2010

    Organizational and theoretical foundations of the work of a methodologist in a preschool institution, his role and importance for efficiency educational process. Areas of work of the methodical office. The main methods of enhancing the activities of educators in kindergarten.

    term paper, added 02/19/2011

institute for retraining and advanced training

education workers;

, defectologist teacher;

, head of MDOU d / s No. 000 "Berry",

Arkhangelsk

(UDOU, No. 3-12)

In connection with the introduction of federal state requirements for the structure of the main general educational program of preschool education (FGT), it became necessary to revise approaches to planning educational activities. Preschool institutions should review the planning of teachers, taking into account the principles laid down in the FGT: integration and a comprehensive thematic approach; ten educational areas and eight activities. However, it is not necessary to immediately break and destroy what has been accumulated over the years. Changes to existing planning need to be made. At the same time, it is worth remembering that the teacher is now much more difficult. The teams of authors have released new editions of the programs, monitoring, but the teaching aids have remained the same. How can a teacher navigate such a large flow of information?

The concept of "planning" is widely represented in the methodological literature. Consider the definitions proposed by different authors.

“Planning is the early determination of the procedure, sequence for the implementation of the program of educational work, indicating the necessary conditions, the means used, forms and methods of work” .

"Planning - making decisions based on the correlation of the results of pedagogical analysis with the goal".


"Planning in the preschool educational institution the activities of participants in the educational process for optimal choice real goals, programs, their achievement through cumulative means, methods and influences aimed at transferring preschool educational institutions to a new qualitative state.

"Educator's work planning is a type of work planning in a preschool educational institution, which is carried out directly by the educator in relation to his work in a specific age group".

Despite the variety of interpretations of this concept, the definition most accurately characterizes the essence of planning in accordance with modern requirements. Planning reflects the implementation of the educational program, taking into account the specifics of the group. Thus, the teacher determines in advance the order, sequence of educational work, notes the necessary conditions, the means used, forms and methods of working with children of a particular group. The effectiveness of educational work as a whole depends on how well thought out and competently implemented planning is.

Any activity, including planning, is based on certain principles:

-collegiality(planning is carried out jointly by the teachers of the group, in conjunction with the teachers of the preschool educational institution and parents);

-regularity, consistency, regularity pedagogical influences; interactions between different types of children's activities;

- continuity;

- integrativity(the child sees the world holistically, therefore, the integration of the content of educational areas is necessary);

- practicality, reality;

- taking into account specific conditions.

Thus, the plan should be: purposeful, realistic and predictive, economical, as clear as possible, satisfy the requirement of unity and continuity, precise and flexible.

An analysis of the plans of preschool teachers made it possible to identify planning shortcomings.

§ Not all tasks of the educational program go through planning. Often, whole areas fall out, for example, the formation of “art history” knowledge. Acquaintance with the work of artists, writers, composers, etc. Thus, we can conclude that the program is not fully implemented.

§ Planning is often carried out according to the subject principle, separate sections, directions, the teacher does not provide for the integration of content, integrated forms of work with preschoolers (complex and integrated activities).

§ Goals and objectives are often set vaguely, without taking into account the specifics of the group. Sometimes this is just a rewriting of tasks from the available methodological literature.

§ Teachers, as a rule, plan monotonous forms and methods of work - examining, bringing in toys, etc. There is no differentiated approach, multi-level tasks are not reflected in the plans of teachers.

From the position of management in education, planning should be presented from the strategic, tactical and operational directions.

strategic planning includes the development program of the preschool educational institution, the main general educational program of preschool education, the graduate model.


tactical planning includes annual academic plan institutions, work programs of specialists, individual programs for the development of pupils.

Operational planning includes calendar-thematic plans of teachers and diagnostic maps of children's development.

When choosing a planning model, one should take into account the professional training of each teacher, his experience, the ability to see the results of his activities, analyze them, as well as the working conditions of the preschool educational institution. We present to your attention the planning algorithm developed by us.

PLANNING ALGORITHM

1. Analytical stage:

- studying options for existing planning, identifying positive and negative points;

2. Organizational stage:

Development of a draft Regulation on the planning of the educational process;

Drawing up and approval of the curriculum, schedule of periods of continuous direct organized activity;

Development of cyclograms of joint and independent activities of children and teachers, taking into account the regime of the day, age and individual features pupils;

Creation of cyclograms of the activities of support specialists, a system of interaction with group teachers;

Development of calendar-thematic planning (annual, weekly, etc.).

3. Practical stage:

Maintaining scheduling;

Seminars, consultations on the content of calendar plans.

4. The final stage:

Analysis of planning, identifying shortcomings, making changes;

Consideration of the Regulations on planning at the pedagogical council, approval by order of the head.

On the first stage it is advisable to create a creative group in the preschool educational institution to develop a planning system, whose tasks include studying options for existing planning, identifying positive and negative points and developing a draft planning regulation.

At the stage of analysis of the existing planning, it is important to pay attention to the following points:

List of programs implemented in an educational institution;

Justification of the compliance of the selected programs with the type of preschool educational institution. The priority direction for the development of pupils in a preschool educational institution can be ensured by the implementation of one or more partial programs;

Justification for ensuring the integrity of the pedagogical process, the unity of principles and approaches in the process of upbringing and education when using a set of programs. The principles of interaction between adults and children in the pedagogical process provided for by various programs should be identical; in cases where the educational program is supplemented by a partial program in one or several sections, it is necessary to establish that the content, methods and techniques for organizing the development of the child in this type of activity complement each other, do not contain contradictions in the basic conceptual principles, and exclude duplication of content;

The set of programs used in the pedagogical process should provide the optimal load on the child in accordance with the requirements of SanPiN. It is necessary to provide for the integration of children's activities and educational areas in order to avoid overload and program implementation.

In each preschool educational institution, appropriate conditions.

Compliance with the level of qualification and competence of teaching staff. Teachers must know the program being implemented for all age groups, master the methodology and technology for organizing educational activities, diagnostic methods, and provide the model of interaction proposed by the program. It should be borne in mind that a number of programs (“Development”, “Kindergarten - House of Joy”) require mandatory refresher courses for teachers directly from the authors of the programs.

Compliance of the developing environment, material and technical base with the requirements of the program. The subject-developing environment should provide for the optimal arrangement of equipment, children's furniture for the development of pupils in organized forms of education and free activities. In addition, an assessment is given of the provision of the educational process with didactic and methodological material for the program being implemented.

On the second stage a draft Regulation on the planning of the educational process is being developed, which establishes uniform requirements for the form and content of planning educational work in a preschool educational institution in order to ensure the completeness of the implementation of the general educational program being implemented.

For example, the Regulations may define the documentation of teachers in the following sections.

First section"Regulatory and legal framework for the activities of a teacher." List of regulatory documents regulating the activities of a teacher: Law of the Russian Federation "On Education", SanPiN 2.4.1.2660-10, orders of the Ministry of Education and Science of Russia "On the approval and implementation of federal state requirements for the structure of the main general educational program of preschool education", "On approval of federal state requirements to the conditions for the implementation of the main general educational program of preschool education”; The charter of the preschool educational institution, the job description of the teacher, local acts of the institution according to the profile of pedagogical activity.

Second section"Organizational and methodological foundations of activity." Curriculum with an explanatory note, a schedule of periods of continuous directly educational activities in accordance with the FGT, cyclograms of joint and independent activities of children and teachers, interaction of preschool teachers working with children of a particular group.

Third section"Planning educational activities» includes a calendar and thematic plan in the approved form.

Planning carried out for a week, where all types of activities are prescribed:

Organized (all periods of continuous directly educational activity);

Joint in the main areas (cognitive and speech, artistic and aesthetic, physical, social and personal);

Independent (creation of conditions, replenishment of the subject-developing environment in various types of activities).

Planning per day is also carried out in the form approved in the DOW. The first and second half of the day are planned, where the following forms of organization of activities are indicated:

Work with parents, joint activities with children (for example, work and work in a corner of nature, work with a book, a communication situation);

Organized activities (periods of continuous directly educational activities according to the schedule);

Walk (all five mandatory parts: observation, work, outdoor game, individual work on the development of movements, independent activity; a targeted walk or excursion is planned once a week).

Planning is implemented by the teachers of the group jointly on the basis of the cyclogram and calendar-thematic planning for the week. For convenience and to ensure the completeness of the implementation of the program, it is advisable to develop and adopt a tabular form of planning in the prescribed manner.

According to the Law of the Russian Federation "On Education", the curriculum is an integral part of the educational program. It is its development that is most difficult for the DOW.

The curriculum is a regulatory document that reflects the structure of the educational process of a given preschool educational institution, taking into account its specifics, methodological, personnel and material and technical equipment. It is compiled for each academic year in accordance with normative documents regulating the educational activities of preschool educational institutions.

The curriculum consists of:

From the table in which the educational areas are defined, the number of periods of continuous directly educational activity, the volume of the educational load are calculated;

Explanatory note.

It includes invariant and variable parts, interconnected and complementary. In the invariant part, educational areas are indicated in accordance with the program being implemented. The variable part reflects additional educational services in accordance with the specifics and capabilities of the preschool educational institution, regional characteristics. In accordance with the FGT, the invariant part is at least 80%, the variable part is no more than 20% of the total standard time allotted for the development of the main general education program.

The main components of the structure of the explanatory note:

Normative, on the basis of which the curriculum was drawn up (SanPiN, FGT, ongoing programs);

Justification of the combination of complex and partial programs (including correctional ones);

The distribution of the weekly load, taking into account the content of the invariant and variable
parts of the plan;

Justification of the form of organization of the educational process in the groups of preschool educational institutions;

Substantiation of the content of the invariant part of the plan. With a reduction in the number of periods of continuous directly educational activity recommended by an exemplary general educational program, the completeness of the implementation of a specific educational area is ensured through its integration with other educational areas and types of children's activities;

Justification of the content of the variable part of the plan. The variable part must correspond to the type of institution. Its content organically complements the invariant part.

The final stage of the second stage is the coordination of pedagogical activity by compiling cyclograms (interaction between participants in the educational process; joint and independent activities of children and teachers).

On the third stage the accepted form of planning is introduced, interim surveys are conducted, the opinions of teachers are heard, changes are made in order to achieve unity and completeness of the planning of the educational process.

In accordance with the FGT, the planning of educational work is based on the cooperation of the teacher, children and parents, reflected in various forms:

Educational activities carried out in the process of organizing various types of children's activities (playing, communicative, labor, cognitive research, productive, musical and artistic, reading);

Educational activities carried out during regime moments;

Independent activity of children;

Interaction with families of children on the implementation of the main general educational program of preschool education.

In the planning process, the needs of all participants in the educational process are taken into account, conditions are created for the implementation of an active parental position.

On the fourth stage the pedagogical council analyzes the planning of teachers, hears reports from the members of the creative group on the positive aspects of the new form of planning, and sums up. The Planning Regulations are considered, discussed and adopted.

We bring to your attention an approximate version of the situation.

Position

about planning the educational process

in MDOU d / s No. 000 "Berry", Arkhangelsk

1. General Provisions

1.1. This Regulation establishes uniform requirements for the form and content of planning educational work in preschool educational institution in order to ensure the completeness of the implementation of the implemented general education program.

1.2. The planning system reflects the requirements of the Law of the Russian Federation "On Education", federal state requirements for the structure of the main general educational program of preschool education.

1.3. The basis for planning the pedagogical process is an exemplary basic general educational program of preschool education (name of the program) .

2. Goals and objectives

2.1. Ensuring the completeness of the implementation of the main general educational program of a preschool institution, taking into account the orientation of the groups.

2.2. Implementation of consistency and consistency in the organization of the educational process.

2.3. Ensuring interaction between teachers of preschool educational institutions.

3. Planning principles

3.1. Ensuring the unity of educational, developing and teaching goals and objectives of the process of education of preschool children.

3.2. Accounting for specific pedagogical conditions: the age composition of the group, the conditions for the development of children.

3.3. Integration of educational areas.

3.4. Regularity, consistency, repetition of educational influences.

4.1. In order to ensure uniform requirements for the structure and form of planning in a preschool institution, approve the following types of documentation:

Normative-legal bases of activity of the teacher;

Organizational and methodological bases of activity;

Planning (prospective and calendar) in the approved form.

4.2. Planning of work for the day is carried out on the basis of the cyclogram and calendar-thematic planning for the week.

4.3. Planning is implemented by the teachers of the group jointly.

4.4. The plan should take into account the developmental features of children in this group and the specific conditions of the preschool educational institution.

5. Documentation and responsibilities

5.1. The plan is a mandatory document for teachers.

5.2. Control over planning is carried out by the deputy head of the MDOU on a monthly basis with a corresponding note on the list of control over the state of planning.

Literature

1. Preschool education: Glossary of terms / Comp. et al. M., 2005.

2. Preschool pedagogy / ed. . M., 1988

3. Management of a preschool institution: Dictionary-reference book / Comp. . M., 2008.

Planning- this is an early determination of the sequence of educational work, indicating the necessary conditions, means, forms and methods.

Pedagogical process- specially organized interaction of the older (training) and younger (trained) generations with the aim of transferring by the elders and mastering by the younger social experience necessary for life and work in society.

To create a system in planning in a preschool educational institution, several different types of planning are used:

1. A long-term development plan or a development program for a preschool educational institution drawn up for 3 years.

2. Annual plan for DOW.

3. Thematic plans (by main types of activity).

4. Individual plans for specialists and administration.

5. calendar and advanced planning in a specific age group.

Let us consider in more detail the two types of planning necessary for the educator - perspective and calendar-thematic.

PRINCIPLES

PERSPECTIVE AND CALENDAR-THEMATIC PLANNING

1. Compliance with the optimal teaching load for children (the number and duration of classes meets the requirements of SanPiN).

2. Compliance of the planned pedagogical process with the physiological growth and development of children (biorhythms are taken into account, complex classes are planned on Tuesday, Wednesday).

3. Accounting for medical and hygienic requirements for the sequence, duration of the pedagogical process, and especially for the implementation of various regime processes.


4. Accounting for local and regional features climate.

5. Accounting for the time of year and weather conditions. This principle is implemented during walks, hardening and recreational activities, environmental studies.

6. Accounting for individual characteristics.

7. Reasonable alternation in terms of organized and independent activities. (OOD, games, circle activities, joint work of children and the educator, as well as free spontaneous play activities and communication with peers).

8. Accounting for changes in the working capacity of children during the week when planning classes and the requirements for their compatibility (planning OOD with a maximum mental load on Tuesday and Wednesday, alternating static classes with classes with high physical activity).

9. Accounting for the level of development of children (conducting OOD, individual work, games in subgroups).

10. The relationship of learning and development processes (learning tasks are planned not only for OOD, but also for other activities).

11. Regularity, consistency and repetition of educational influences (one game is planned several times, but the tasks change and become more complicated - to introduce the game, learn the rules of the game, follow the rules, cultivate a friendly attitude towards children, complicate the rules, consolidate knowledge of the rules of the game, etc.)

12. The inclusion of elements of activities that contribute to emotional discharge (psycho-gymnastics, daily relaxation, as well as color therapy, music, etc.).

13. Planning is based on the integration of the efforts of all specialists. It is necessary to interact with specialists, plan work on one topic, conduct individual work to prepare for classes, and conduct integrated classes.

14. The planned activity must be motivated. Motive is interest, desire. Motivation is practical - to learn how to do it. Game motivation (use of game techniques in class). Cognitive motivation (interest in new information).

15. Plan a variety of activities that contribute to the maximum possible disclosure of the potential of each child. In order to implement this principle, it is necessary not only to plan a variety of activities, but also to create a full-fledged subject-developing environment in the group: corners - ecological, sports, theatrical and musical, patriotic (in Art. Gr), artistic and speech, manual labor, disguise (in gr. early. age and ml.) - in Art. gr., touch; centers "Science", "Entertaining Mathematics", a zone of role-playing games.

16. The planned activities of the teacher with children should be based on the general tasks of the preschool educational institution.

It is supposed to involve parents in the general educational process. (consultations, conversations, educational work - “What to teach at home?”, “What should a child know and be able to do by the end of the year?”. Homework in notebooks, if necessary, is given only on weekends.

CONDITIONS FOR SUCCESSFUL PLANNING

1. Knowledge of software tasks.

2. Knowledge of the individual abilities and abilities of children.

3. Using the principle of repetition with the complication of tasks (3-4 times) with a small interval. It is very convenient to use task tables for all sections of the program. If the task is used in the classroom more than 4 times - take it to an unregulated activity.


4. Joint preparation of the plan by both educators. As well as a constant exchange of views on the results of observations of children: how they learn the material they have studied, how they perform their duties, what are their skills of a culture of behavior, manifestations of what character traits were observed, and so on. Thus, the main part of the plan is outlined by both educators, and the details - each separately.

FORWARD PLANNING

Long-term plan - is compiled for a quarter or for a year (correction is allowed in the course of work in a plan of this type).

AT perspective plan are planned:

1. Goals and objectives (for the quarter);

2. Types of children's activities:

· gaming activity;

· social development;

· physical culture and health work (hardening, sports. exercises,

· outdoor games);

· cognitive and practical activities (observations, familiarization, experiments, experiments);

· artistic activity (speech, theatrical, musical, gaming, visual);

· elements of work.

3. Working with the family.

CALENDAR AND THEME PLANNING

Calendar-thematic planning - structures the content of the educational process. In order to develop a detailed calendar-thematic plan, it is necessary:

1. Set the scope of the plan in conditional training hours.

2. Determine the topic, content, number of classes for the passage of each topic.

3. Choose optimal forms conducting classes and teaching methods to achieve the goals and objectives.

It is impossible to oversaturate unregulated activities, since the plan will turn out to be very tough. Other activities can be added, if necessary, in the course of scheduling throughout the year.

CALENDAR PLANNING

Target: organization of a holistic, continuous, meaningful pedagogical process.

Pedagogical process is a set of various activities, phenomena aimed at teaching, developing and educating children from goal to result. Pedagogical process - Team work educator and child.

Calendar plan – provides for the planning of all types of children's activities and the corresponding forms of their organization for each day . The calendar plan is a mandatory document.

The components of scheduling are:

1. Target. It is aimed at development, education, training.

2. The content (types of actions and tasks) is determined by the program.

3. Organizational and effective component (forms and methods must correspond to the tasks set).

The calendar-thematic plan should be drawn up for one day, but practice shows that educators, working in pairs, alternately draw up a plan for 1 - 2 weeks.

Consider what events and in what period of time it is possible to plan:

Team work.

Morning.

Target:create a cheerful, cheerful, workable mood.

In the morning period, you can plan all types of activities at the request of children (games, communication, work, individual work, etc.), but they must meet the following requirements:

1. The activity should not be long in time (15-20 minutes), the child should see the result of his work. For example, role-playing and building games are long and are not planned in middle and older groups.

2. It is not advisable to plan activities for the morning that involve a lot of

Preparation.

3. You can’t plan activities in the morning that involve the use of piercing and cutting objects of labor.

4. In the morning, we plan only activities that are familiar to children.

5. Morning exercises are planned. Trained in physical education

The complex changes in two weeks.

Walk.

Target:provide high active, meaningful, varied, interesting activities and relieve fatigue.

The walk begins with observation if it was preceded by a dynamic lesson (musical, physical education, choreography, etc.) and begins with a mobile or sports game if there was a static lesson before the walk. Let's take a closer look at what you need to plan for a walk:

1. Observation (weather, nature, transport, adult work, seasonal changes in clothing, etc.). Observations of natural phenomena are carried out more often.

2. An outdoor game (plot "Geese-geese ...", plotless "Day - Night", competitive - "Who is faster"), in which all the children of the group take part. It is planned taking into account the weather, the peculiarities of the season.

3. A sports game, exercise or elements of a sports game is planned in senior groups (badminton, basketball, football, hockey, towns).

4. Games are didactic, round dance, fun, creative.

5. Individual work on the development of movements, in preparation for classes (mathematics, speech development), with children who have not mastered the material (3-7 minutes), with gifted children, in preparation for the holidays.

6. Labor by subgroups (at the request of the children - what they want to do). Kids need to form the need for work.

7. Talks are planned on the culture of communication, on the education of moral qualities.

It is not necessary to follow the sequence of actions on a walk, it all depends on the mood and desire of the children.

Evening.

Target.Create a joyful mood so that the next day the child will go to kindergarten with pleasure.

During this period, it is planned:

1. All types of games - desktop-printed, plot-role-playing, construction, mobile, didactic, educational, theatrical. The wishes and needs of the children are taken into account.

2. Entertainment, holidays, surprises held by the teacher are planned once a week (on Thursday or Friday). Approximate names of the holidays: the holiday of "Soap Bubbles", " balloons”, “Paper snowflakes”, “Thread (paper) dolls”, “Fluffies”, “Flying pigeons”, “Jumping frogs”, “Funny words”, etc. Also planned different kinds theater, mini-concerts where children perform their favorite poems, songs and dances; new toys are introduced and played with.

3. Labor (manual labor, household (cleaning, washing), collective, by subgroups. There is no need to plan a familiar type of duty, only innovation is reflected in the plan.

4. Individual work on all types of activity. According to the visual activity, designing before the lesson, the lesson is the result of the work of the educator. Before the lesson, it is advisable to plan individual work with timid, “weak” children in this type of activity, so that these children feel more confident in the lesson.

5. Reading Fiction.

6. Working with parents.

7. Work on ZKR.

In order to systematize in terms of activities outside of classes, a cyclogram is needed.

direct educational activities.

The GCD entry in the calendar plan must be done as follows:

1. Subject.

2. Tasks (program content) - teaching, developing and educational. What to form, what mental processes to develop (thinking, memory, eye, curiosity, etc.) and what moral qualities to instill. Trinity of tasks is mandatory.

3. Equipment.

4. Dictionary activation.

5. Methods and techniques.

6. Source.

In the methodological literature, teaching and developmental tasks are indicated in detail, and educational tasks are often absent. What can we educate? Goodwill, the ability to take care of children, express sympathy, not interrupt the speaker, the habit of calmly behaving in the room (do not make noise, do not run), c. negative attitude towards rudeness, greed, etc.

At the end of each quarter, final classes are planned in the form of quizzes, KVNs, and entertainment.

PLANNING FORMS

Forms of planning depend on the program and on the professional level of the educator. There are the following forms of planning:

1. Text- the most detailed form of the plan. It is essential for beginners. It describes in detail all activities, tasks, methods, and forms.

2. Grid scheme:1 page - a list of children, 2 page - a grid of classes, 3 page - the main tasks of training, development and education (no more than 10). These tasks are set during the whole week, in all types of activities. For example: we write down the game “Wonderful bag”, and next to it in brackets is the number of the problem.

The list of children in subgroups from 2 to 6 children is located at the end of the notebook and filled in with a pencil, since the composition of subgroups may change during the year. The younger the children, the more subgroups. Subgroups are completed according to the sympathies of children.

Scheduled activities should be related to the same topic throughout the week. The complication of each event should be a continuation of yesterday's events. The grid scheme is used by experienced educators.

3. block planning - an option for creative, responsible educators. During the week, one object, phenomenon or topic is played out. This form of plan is feasible in early age groups and junior groups. For example: Theme “Fish” Speech development Reading the poem “Where the fish sleeps”, Drawing - “Let's draw a tail for a fish”, Object world - “Colorful fish”, etc.

The main criterion by which quality is determined good plan is to provide each child with meaningful and interesting activities.

INTEGRATED APPROACH TO PEDAGOGICAL PROCESS PLANNING

According to the Federal state requirements for the structure of the main general educational program of preschool education, by order of the Ministry of Education and Science of Russia (hereinafter - FGT), the planning of the educational process in a preschool educational institution should be based on a complex thematic principle.

Such planning presupposes the observance of certain principles. The first - the principle of thematic planning - provides that the theme is borrowed from the program. It is implemented through various types of children's activities with integration in the content of several educational areas and using age-appropriate forms of work with children (games, observations, excursions, conversations, etc.).

The principle of rationality is understood as the ability to determine such methods and forms of organization of the educational process that allow, within a certain time (day, week, month), without overloading children, to obtain a qualitative result - the assimilation of the material by pupils.

The thematic principle of construction should take into account ethnocultural components, as well as the specifics of a preschool institution.

I will give an example of complex thematic planning in the main general educational program of preschool education "Umeyka" (MADOU No. 13 "Umka". In it, one topic is given 1 week. The topic is reflected not only in the content of psychological and pedagogical work and organized educational activities, but also in the selection materials found in the group and corners of development.

Within the framework of the chosen topic, goals and objectives from different educational areas are integrated, which, enriching and supplementing one another, contribute to the formation of a holistic picture of the world in the mind of the child.

The planning of the educational process for the academic year can be drawn up on the basis of:

· lexical topics , repeating from year to year ("Autumn", "Professions", "Dangerous objects", " New Year"," My home, my family "," Home and decorative birds" etc.)

· based on the holiday-event cycle , which is based on important events in the life of a children-adult team (Knowledge Day, Birthday kindergarten, New Year, Kolyada, Maslenitsa, etc.).

After determining the basis, the topics for the academic year are distributed with an indication of time intervals.

Themed week planning is based on a certain system of general requirements. Primarily, the tasks of working with children are determined in accordance with the specific program age group pupils and the theme of the week. For example: "to expand and generalize children's knowledge about Moscow - the capital of Russia, its history", or "the formation of primary ideas about oneself, family, society, state, world and nature."

Further the content of the educational material is highlighted according to the educational program. Forms, methods and techniques of working with children are thought out for the implementation of program tasks. Equipment is being prepared and analyzes what changes need to be made to the subject-developing environment of the group (exhibitions, filling the game corners, introducing new items, games, etc.).

1.3 Features of planning the educational process in a preschool educational institution

At present, preschool institutions can choose priority areas, programs, types educational services, new forms of work focused on the interests of the teaching staff and parents. The problem of planning is relevant, but at the same time one of the most difficult tasks facing preschool institutions that open new forms of preschool education on their basis: short stay groups, advisory centers, child play support centers, early aid service, and lecotheque.

Planning- this is the process of developing sequential actions, the essence of which is to build a system of educational work. Therefore, all types of pedagogical activity need planning.

The plan is the main document on the basis of which all the activities of the specialists of the structural unit are organized. A systematic approach to planning is provided by a strictly thought-out structure and content of the plans of all involved specialists. However, it is assumed that in the process of implementation, plans can be refined and adjusted depending on objective conditions.

The set of different types of planning used simultaneously in a separate preschool institution is called form of planning. Accordingly, the structural unit can also have its own form. Any form of planning can be considered in terms of content, scope, level of detail, and so on. From the point of view of time parameters, the following terminology of plans is used:

Prospective, compiled for a long period (year, quarter, month);

Calendar, compiled for a short period (week, day);

Cyclogram - a scheme of regularly held events (during the year, month).

If we consider work planning structural unit in common system plans of a preschool institution, the following types of plans can be distinguished.

    Planning the work of the structural unit as a whole, which is compiled by the head of the structural unit and approved at pedagogical council preschool institution:

    • unit annual work plan

      long-term work plan of the department

    Individual planning of specialists is compiled by teachers and specialists in accordance with staffing(music director, teacher-psychologist, teacher-speech therapist, teacher-defectologist, social pedagogue, teacher of additional education, specialist):

    • annual work plan

      specialist work schedule

    The planning of work with a specific group of children and parents is made by the educator (for groups of short stays and centers for child play support):

    • teacher's work schedule

      plans for individual, group work (included in the list of documents for the child)

With proper planning, the head of the structural unit has the opportunity to rationally distribute the work of specialists in time and predict the results. This creates the prerequisites for the successful organization of the activity of the new form.

This can also be facilitated by the preparation of the Program - an internal document of the structural unit. Taking into account the specifics of the conditions and the real situation of a particular preschool institution.

Program- This is a document that performs various functions: the basis for payment, a description of the professional level of the teacher, the specifics of the content of the educational process and psychological and pedagogical assistance to the family and the child.

Work program of the structural unit is built on the basis of the development program and educational preschool programs. It may have, in our opinion, a similar adapted structure.

1. Explanatory note or introduction (for gradual entry into the content of the program), which reflects:

1.1. Relevance (including the demand by parents for a new form of work in the microdistrict and the possibilities of a particular preschool institution: availability of premises, material and technical base, qualifications and employment of teachers, priority areas of activity);

1.2. Normative-legal documents regulating the activities of the structural unit.

2. Program and methodological support of work (based on the educational program of the preschool educational institution);

2.1. Purpose and objectives (i.e., what the activity is aimed at, a specific, qualitatively characterized image of the desired result, which determines the strategy and tactics of the educational process, taking into account the interests of parents and society);

2.2. Principles of building upbringing and educational work;

2.3. Methods, techniques, means of working with children and parents;

2.4. Contingent.

3. The content of the work, including materials on the areas of activity of teachers and specialists (what is the amount of information; how is it distributed throughout the year; what information is included in the sections; in what form and by what methods is the work carried out depending on the topic or type of activity, etc. ). The material can be presented in the form of a detailed text, grouped by age and section with the addition of additional plans, diagrams, guidelines.

· An adapted model of the upbringing and educational process during the stay of children and parents (time distribution of various activities);

Thematic or long-term work plan of the educator (for CIPR and GKP);

· Thematic or long-term work plan of specialists.

4. Diagnostics taking into account the activities of structural divisions:

Diagnostics used (name, by whom developed, evaluation criteria);

Results for the previous academic year;

The results of the conducted surveys.

4.1. Diagnosis of specified problems.

4.1. Diagnosis of readiness to attend a preschool or general education institution.

4.2. Parents mastering the techniques of game interaction, etc.

5. Conditions for the implementation of the Program.

5.1. Distribution of duties between employees of the structural unit.

5.2. Working with parents:

· Forms and methods;

· Subjects of consultations, questions at the address.

5.3. Components of the subject-developing environment:

· Offices of specialists (which ones);

Zones (for collaboration, educational games, etc.);

· List of toys and aids.

5.4. Interaction with society and other institutions (including scientific institutions and medical institutions).

1. Applications (optional).

The program, as well as the plans of specialists, can be presented in text and graphic forms. This is the most optimal combination, which has been noted by many modern authors considering planning issues. Without a textual form, according to L.M. Volobueva, it is impossible to assess the completeness and integrity of the content. Without graphics – to optimally coordinate events in space and time to avoid overloaded weeks of “clash” of events. With graphic planning, it is possible to analyze the systematic nature of activities, sequence, continuity, density of events, the workload of teachers in a certain period of time.

In our opinion, it is with the Program that it is necessary to coordinate the current activities and plans of specialists who concretize, and in some cases correct or supplement it with measures.

Let's take a closer look at the two main forms of planning: annual and calendar plan. And one and the other form is used by the head, methodologist and educator. Annual plan head and methodologist involves the organization of the work of the entire team during the year. It identifies at least 3-4 leading tasks (the number is determined by the employees themselves). For example: to achieve the implementation of the program in the section "Coherent speech" in the classroom and in everyday life; deploy effective methods and techniques for the formation of elementary mathematical concepts in preschoolers; to form the basis of ecological culture by introducing a holistic technology of an ecological-personal approach to the child; to systematize the work on familiarizing the family with the environmental education of children.

Then the forms in which the annual plan will be carried out are revealed. These can be workshops, reviews, competitions, consultations, viewings, pedagogical councils, meetings, etc. A separate section of the plan is organizational and pedagogical work (topics of meetings of pedagogical councils, thematic checks, the content of the work of the parent committee, cooperation with the school and etc.).

Decor annual work plan of a preschool institution may be the most varied. It can be compiled in any form convenient for a particular teaching staff: schematic-block, calendar (broken down by months), cyclical forms of work, etc. Focusing on the main content of the activity and its focus on final results, consider annual work plan, which contains the same sections every year. Only the goals and content of the sections change, which are determined by the results obtained.

The annual work plan includes the following sections:

    Analysis of the final results of the past academic year.

PLANNING THE PEDAGOGICAL PROCESS is a predetermined order, the sequence of the implementation of educational work, indicating the necessary conditions, means, forms and methods.

The basis for planning the pedagogical process is the Program according to which the preschool institution works. Planning is aimed at organizing the pedagogical process both in the kindergarten as a whole and separately for each age group. The main purpose of planning is to determine the specific tasks of upbringing and educational work for a specific period of time, as well as the types of activities, methods of their organization and means of solving the tasks that ensure the implementation of the program.

Planning principles: scientific, perspective, concrete, regularity, consistency, repetition. Based on the principles, the planning of the entire work of the kindergarten must meet certain requirements:

  • 1. Planning should proceed from the overall goal of raising and educating children, as well as related tasks. Proceeding from this, the content of the life of children, the forms of organization of their activities, and methods of work are planned.
  • 2. Planning should be aimed at organizing the pedagogical process as a whole: concretizing the tasks facing the preschool institution, selecting the content and methods of pedagogical influence in accordance with the tasks of upbringing and the age of children.
  • 3. Planning of educational work should provide for the preservation of the basic principles of education and training.
  • 4. The plan must be realistic and feasible, be a guide to action.

Types of planning: annual, prospective, calendar or current, calendar-perspective.

The annual plan is a joint creative work of the whole team. It defines the tasks of the work of the preschool institution for the year and measures for their implementation, which cover all aspects of the activity of the kindergarten.

The long-term plan is drawn up for a month and includes the following sections:

  • 1. Activities of children outside of class
  • 2. Learning in the classroom.
  • 3. Individual work with children.
  • 4. Working with parents.
  • 5. Accounting for work.
  • 6. Additions.

The plan is accompanied by a list of children in the group, a list of literature, a schedule of classes and a memo diagram for organizing the activities of children and the teacher throughout the day.

The calendar plan is drawn up for 1-2 weeks. The form of its writing can be an outline plan, which details all activities throughout the day: in the morning (individual work with children, work on the formation of cultural and hygienic skills and self-service skills, conducting a didactic game, etc.), in the classroom (view, topic, program content, teaching methods, visual material, etc.), on a walk (observations, work, outdoor games, play activities, individual work), in the 2nd half of the day and in the evening (various play activities, work, entertainment). In addition to the blueprint calendar plan can be done in the form of a table-scheme.

Calendar-perspective plan Usually compiled in the form of a table-scheme. Classes, activities for a walk and individual work with children are planned for the week. For a month it is planned to work with parents, complexes of morning exercises, entertainment.


We also recommend