Types of plans for a preschool educational institution. Thematic calendar plan and its types. Psychological and pedagogical structure of the lesson

Ekaterina Rykova
Planning educational activities in preschool institutions

Quality improvement preschool education in modern educational practice, according to GEF DO, implies improving the quality of its three main constituents:

The conditions under which the content is implemented;

Results (targets that the child achieves as a result of mastering sample program implemented in preschool organization (5) .

plan - make, develop plans, projects, mark out a place, space under something in accordance with plan(24, think over the sequence of future actions. The term « plan» interpreted how: a system of interconnected, aimed at achieving a common goal planned assignments determining the procedure, timing and sequence of implementation of programs, works or individual events; way briefly (or complete) fix targets, sequence of organization educational activities with children.

Educational planning process with children is an integral part of the pedagogical activities, an essential feature of which, according to A. N. Leontiev (20, S. L. Rubinshtein (25), is its productive transformative character, sociality and conscious goal-setting. Planning does not conflict with educational program implemented in preschool organization, reflects the structure educational process(target, meaningful, organizational, takes into account priority areas activities of the preschool educational institution, determines the prospect of their development. In a person-centered environment education motivation planning associated with quality improvement preschool education.

After reviewing the literature on the issue planning educational work in preschool(8, 9, 11, 21, 26, we came to the conclusion that today everyone plans for educational activities of preschool institutions most preschools are traditionally subdivided on the:

Prospective - compiled for a long period (approximate structure for compiling an annual plan is given in Appendix 1);

Calendar - compiled for a short period.

That is, the basis for compiling a calendar plan serves as a perspective plan.

As for the types planning, then they can be divided into several groups:

annual planning: planning total work kindergarten(usually this type planning carried out either by the head of the preschool educational institution or by the senior educator (teacher);

Thematic planning: implies planning on certain types educational educational activities(it is compiled by the authors of partial programs or the head of the preschool educational institution together with the senior educator);

Individual planning: activity planning specialists of a narrow focus who work in preschool educational institutions (compilation is entrusted to the specialists themselves - speech therapists, psychologists, teachers of music, drawing, physical education, etc.);

- planning work with preschoolers specific age group (this species plans compiled by group educators under the supervision of a senior educator).

To ensure the success of educational educational process is necessary, to plan had the following characteristics:

Unity;

Immediacy;

Flexibility;

Predictability.

O. R. Meremyanina (22) writes that in order to implement educational programs developed taking into account GEF DO expedient is a selection in perspective plan several major sections:

- « educational ;

- ;

- "Organization of a developing object-spatial environment".

In chapter « educational collaboration with parents appropriate indicate the forms of work with parents that require the educator special training to their organization and holding: parent meetings, workshops, master classes, individual and group consultations, conferences, development of questionnaires, questionnaires, treatment results obtained, replenishment of information centers with new recommendations, etc.

Section content "Individual work with children" planned, based on real problems identified as a result of observations and ascertainment by the teacher of the facts of specific difficulties of children in the classroom or other types of children's activities. Children's difficulties are an objective basis for designing a program of individual support for a child, choosing forms of individual work.

Content Integration Section activities educator with specialists of the preschool educational institution "is allocated subject to availability in preschool specialists: music director, physical education teacher, foreign language, visual activity, choreographer, speech therapist, tiflopedagogue. In chapter planned joint events, their purpose is determined, responsible for the preparation and implementation are appointed.

In chapter "Professional self-development" teachers record activities aimed at increasing the level of their own professional competence. The forms of work reflect the efforts of the teacher aimed at the development of specific professional competencies. Methodological materials developed in the process activities, replenish the professional portfolio of the teacher, are used in the self-analysis procedure.

All classes in the considered sections (their number and duration, organizational forms) are determined by the schedule of preschool educational institutions.

In most cases, as already mentioned, planning all types of educational activities in DOW is promising plan, which, in addition to the advantages proven over the years, has a number of disadvantages, in particular:

promising planning, in the absence of a calendar (complex - thematic) plan does not disclose content activities, methodological techniques, does not specify didactic support;

Does not always allow even distribution activity by its types during a certain period of time;

Avoid the precedent of additional burden on children or its unreasonable absence;

Makes it difficult to exercise methodological control over the implementation planned activities.

GEF DO (5) does not provide for rigidly specified requirements for forms and types planning the educational process of preschool educational institutions. Probably, the developers of the Standard assumed that to all preschool educational programs , which will be included in the federal educational registry, specific recommendations will be made on planning educational activities of the preschool educational institution using any program.

Today, the most relevant, popular and effective for the implementation of the goals and objectives of the Federal State Educational Standard is considered to be a complex thematic planning of educational activities.

Long time complex-thematic planning used when working with children who have special educational needs. However, in recent years there has been a steady trend towards the use of this type planning and educational activities Preschool educational institution of general orientation (non-correctional type) (26, 41-42) .

Drawing up a complex-thematic plan of educational activity implies, firstly, conducting a problem-based analysis of achievements and difficulties preschoolers and taking into account the results of the diagnostics in the preparation plan; secondly, the choice of such forms, techniques and teaching methods that will most effectively contribute to the achievement of positive results in the education of each child; thirdly, the definition of forms of control and accounting for quality educational process; and finally, fourthly, the use of techniques and methods of pedagogy in cooperation with preschoolers and their parents to form motivation for active activities of all participants in the educational process.

Main educational the content of the complex-thematic plan are events, allowing preschooler successfully"navigate the four worlds reality: the world of animate and inanimate nature, man-made world, world public ( social relations, the world's own inner vital activity» (26, 43) . When developing a complex-thematic plan the teacher highlights the main "nodal" Topics. Lesson Topics "multilayered", that is, they are repeated with a certain complication in each age group. Returning to the topic in other pedagogical conditions, on a different content, age level of development helps the child to successfully master information, master new ways of communicating and learning about the world around him, forms competence as a special "practical skill, experience" in dealing with difficult life situations. The course of the lesson, teaching methods, forms of preliminary and individual work with children, didactic materials, that is, teachers reflect all the main methodological and didactic support in abstracts, scenario lesson plans. In addition to the main educational content to the educator appropriate have an additional thematic material: texts of works of art, didactic games and game exercises, creative tasks for independent research activities, illustrations, models, diagrams, etc. Additional material provides teachers with the freedom to choose content, taking into account the capabilities of children and the real educational situation.

Complex-thematic plan can be compiled by the educator with the participation of specialists from the preschool educational institution, who in their classes creatively enrich and develop the capabilities of children, achieving high integration efforts educational effects.

So way, we can say that today traditional approaches to planning educational activities need to be improved and corrected. It is necessary to take into account not only the age characteristics of each group preschoolers but also the individual characteristics of each child individually. In this connection, a complex thematic approach to planning. To drafting plans, both calendar and prospective appropriate involve the entire teaching staff DOW: it will provide more high quality planning, and hence all the educational process in general.

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 general in the kindergarten 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 objectives of the work preschool for a year and activities for their implementation, which cover all aspects of the kindergarten.

long term plan compiled 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 the children of 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.

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

According to federal government requirements to the structure of the main general educational program of preschool education, by order of the Ministry of Education and Science of Russia dated November 23, 2009 No. 655, the planning of the educational process should be based on a complex thematic principle.

Thematic planning is planning in accordance with the exemplary basic general educational program of preschool education in all areas of the child's development (physical, social and personal, cognitive speech and artistic and aesthetic) and educational areas (« Physical Culture”, “Health”, “Safety”, “Socialization”, “Labor”, “Cognition”, “Communication”, “Reading fiction”, “Artistic creativity”, “Music”).

Such planning presupposes the observance of certain principles. The first - the principle of thematic planning - provides that the topic can be chosen by the educator independently or borrowed from an exemplary general education program. The topics within which educational tasks will be solved should be socially significant for society, family, state, in addition, they should arouse the personal interest of children, a positive emotional attitude. The theme 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 (play, observation, excursion, conversation, etc.).

The complex-thematic principle of building the educational process has a number of advantages:

When organizing the educational process, it is necessary to ensure the unity of educational, developmental and training goals and objectives, while solving the set goals and objectives, avoiding overloading children, on the necessary and sufficient material, as close as possible to a reasonable "minimum". The construction of the educational process on a complex-thematic principle, taking into account the integration of educational areas, makes it possible to achieve this goal.

Building the entire educational process around one central theme provides great opportunities for the development of children. Topics help organize information in an optimal way. Preschoolers have numerous opportunities for practice, experimentation, development of basic skills, conceptual thinking.

Introduction of similar topics in various age groups ensures the achievement of unity of educational goals and continuity in child development throughout the preschool age, the organic development of children in accordance with their individual capabilities.

According to the complex-thematic principle of building the educational process, the solution of educational problems occurs in the joint activity of an adult and children and in the independent activity of children. Conducting classes as the main form of organizing the educational process is advisable at the age of not earlier than 6 years.

The complex-thematic principle allows us to modify and improve educational process in DOW. In the main general educational program of our preschool institution, a model of the educational process (a cyclogram for planning educational activities) was designed and perspective-thematic planning was presented for academic year for younger and older preschoolers. The planning of the thematic calendar was carried out in accordance with lexical topics recurring from year to year. When choosing topics, we took into account the interests of children, the tasks of development and education, current events and bright events (seasons, holidays). For example, "Autumn has come to visit us", "My family", "My land", a total of 32 topics for the academic year. According to this long-term plan, one topic is given at least one week.

The implementation of a complex thematic educational model in a preschool institution is provided by a rich subject-developing environment. In each group of preschool educational institutions, activity centers should be equipped that are focused on organizing various types of children's activities and correspond to the ten educational areas declared in the FGT.

The content of the material in all centers should be updated and supplemented in accordance with the topic, which will enable the child to "live" the material more fully and diversified. An organized subject-developing environment should be built with a focus on the “zone of proximal development” of each child and provide children with the opportunity to choose not only activities, but also the content and level of complexity of games and tasks. All materials posted in the activity centers are open and available to children.

Interaction educational institution with the family with the introduction of FHT takes on a new, stronger meaning. Therefore, it is necessary to change the content of interaction, taking into account the complex thematic planning of the educational process in preschool educational institutions.

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, and environmental studies.

6. Accounting individual features(it is necessary to know the type of child's temperament, his hobbies, advantages and disadvantages, complexes in order to find an approach to his involvement in the pedagogical process).

7. Reasonable alternation in terms of organized and independent activities. (GCD; 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 GCD with maximum mental load on Tuesday and Wednesday, alternating static GCD with high physical activity).

9. Taking into account the level of development of children (conducting GCD, individual work, games in subgroups).

10. The relationship between learning and development processes (learning tasks are planned not only for GCD, but also in 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. Consider ON EXAMPLE

Role-playing game "Hospital" what tasks can be planned within 1 - 2 weeks:

Day 1 - To promote the formation in children of the ability to follow the rules of role-playing behavior;

Day 2 - teach children to come up with a game plan in advance;

Day 3 - promote association with the game "Pharmacy", pay attention to the culture of communication;

Day 4 - promote the use of substitute items in the game;

Day 5 - cultivate a friendly attitude towards children.

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

14. 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.

15. 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 the lesson N: Dunno came to visit, something happened to him, you need help. How? ...)

Cognitive motivation (interest in new information - Do you want to know how birds live in the forest? ...).

16. Plan a variety of activities that contribute to the maximum possible development 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 - environmental, sports, theatrical and musical, patriotic (in Art. Gr), artistic and speech, manual labor, disguise (in ml. gr.) - in Art. gr., touch; centers of "Science", "Entertaining Mathematics", a zone of role-playing games.

17. 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 is given only on weekends.

CONDITIONS FACILITATE

SUCCESSFUL PLANNING

1. Knowledge of program tasks.

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

3. Using the principle of repetition with the complication of tasks (3-4 times) with a short 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, move 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 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.

CALENDAR-THEMATIC

PLANNING

In order to develop a detailed calendar-thematic plan, it is necessary:

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

2. Determine the topic, content, amount of time to go through each topic.

H: Vegetables - 2 lessons, OBZH - 6 lessons, Seasons - 4 lessons.

3. Select 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.

The 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 (1987).

The components of scheduling are:

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

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

4. Result (what was planned at the very beginning and what was received must match).

The goals and tasks planned in the calendar-thematic plan should be diagnosable. N: to cultivate love for nature is not a diagnosable goal, but to form a careful attitude to flowers in a flower garden (watering, not tearing, etc.) is a diagnosable goal.

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 activities and in what period of time you need to plan:

TEAM WORK.

Purpose: to 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. N: role-playing and building games are long and are not planned in middle and senior groups.

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

3. You can not 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. Planned morning exercises. The complex learned in a physical education lesson changes in two weeks.

STROLL.

Purpose: to provide a high active, meaningful, varied, interesting activity 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. 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. Didactic, round dance, fun, creative games.

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). Children need to develop the need for work.

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

7. Planned conversations on the culture of communication, on the education of moral qualities.

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) is 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 activities. 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:

Tasks (program content).

Tasks (educational, 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 required.

Equipment.

Dictionary activation.

Methods and techniques.

Source.

In the methodological literature, educational and developmental tasks are indicated in detail and educational tasks are often absent (see Vasilyeva's program).

For example, EDUCATE - goodwill, the ability to take care of children, express sympathy, not interrupt the speaker, the habit of behaving calmly 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.

Liliya Fyodorovna Ogorodnik
Types and forms of planning in the preschool educational institution

Types and forms of planning in the preschool educational institution

Changes in Russian education encourage teachers to look for new approaches to the implementation of the tasks of preschool education. The changes affected not only policy documents, but also, mainly, the activities of teachers with children. It is known that the first step to action should be planning.

The document remains unchanged, which we focus primarily on when compiling preschool planning. This is an order from the Ministry. public education RSFSR dated 09/20/1988 No. 41 "On the documentation of preschool institutions".

According to this document, DOW uses two main planning forms: annual and calendar plan.

Annual plan work for the academic year is the most important local act of a preschool institution. It must fully comply federal law "On education in Russian Federation» , the requirements of the Federal State Educational Standard, federal and municipal legislation and be based on modern achievements in pedagogical management, didactics, psychology, etc.

Form of writing the Annual Plan DOE may be different.

Calendar (broken down by months,

Cyclic (contain a certain cyclicity forms of work,

Textual (have a textual description of the content,

Tabular (have a tabular form of writing,

Block - schematic (broken down into specific blocks of work).

But in what form annual was not written plan, its first part is "Analysis of work for the past academic year".

Now I would like to tell you more about planning of preschool teachers.

Teachers traditionally use types of planning as a calendar-thematic, perspective-calendar, block, complex. The new look is the modular planning. Let's consider each type separately.

Comprehensive planning educational process in age groups is planning in accordance with the basic general education preschool program in all educational areas and is its integral part.

Such planning compiled by the methodologist and teachers of each age group jointly and developed before the start of the school year (from September to May inclusive).

Often this kind planning called complex-thematic. Such planning is formalized printed and must have a title page.

promising planning educational process in age groups is an early determination of the order, sequence of the educational process for the academic year with the definition of tasks and content for each month. Its basis is the main general education program preschool institution. Perspective plan compiled by teachers of each age group for a month, quarter, six months or a year (correction is allowed in the course of work in plan of this type). Perspective plan is developed by educators and specialists independently for one academic year and is carried out on the basis of an educational plan approved by the manager.

promising planning The GCD is compiled for each age group, taking into account the complex thematic planning.

Now about Calendar-Themed planning educational process in age groups. This is an early determination of the order, sequence of educational work, indicating the necessary conditions, the means used, forms and methods. The preschool educational institution establishes a unified structure of the calendar-thematic planning.

The plan drawn up for two weeks and provides planning all activities of children and related forms their organization every day.

This kind plan upbringing and educational work should provide for a reasonable alternation of organized and independent activities of children based on children's initiative and activity, and should also ensure the organization of children's life in three forms:

Direct educational activities;

Unregulated activities;

Free time provided for the child in preschool during the day for free spontaneous play activities and communication with peers.

block-schematic planning may be presented on one sheet, or each quarter on a separate sheet. With such planning there is no need to separately write out events for teachers for a month. This kind planning more often used by senior educators, methodologists of preschool educational institutions.

And now about modular technology planning. When compiling plan a single distribution scheme is created on the basis of the module forms work with preschoolers for a week, the teacher can only write down the name of the games, the topics of conversations, indicate the objects of observation, specify the tasks of work for this period.

Creating a module plan begins with the distribution of activities organized by the teacher with the children, finding their place in the daily routine.

In order to arrange these arbitrary types of planning, it is expedient to introduce common approaches to planning in a preschool. This can be done in the form of a local act adopted and approved by the DOE.

It's no secret that registration documents are often relegated to a secondary role. However decorated timely and correct plan can become our first assistant.

You know, looking for quotes from great minds about plans and planning, I realized with some disappointment that most of them planning is ridiculed they say we we are making plans, and someone decides for us what the final result will be. But there is one man, the American author of business books and audio programs Brian Tracy, who plans said the following: "Remember that every minute spent on planning saves ten minutes of your labor." And I completely agree with him.

Thank you for your attention! And I wish that your workers plans coincided with the requirements of the Federal State Educational Standard and the current legislation.

Related publications:

Cyclogram for writing scheduling (preparatory group) according to GEF Day of the week Monday Tuesday Wednesday Thursday Friday Morning Morning exercises Conversation / memorization Psychogymnastics Ind. slave. on.

Cyclogram of planning educational and educational work in the preparatory group Cyclogram of planning educational work in preparatory group"Teremok" for 2015-2016 academic year year teacher: Kipyatkova.

Individual route for planning their activities by children Completed by the teacher first qualification category Mastrikova N.V. Work with children is based on basic documents. One of them is.

Consultation for educators "Types and forms of activities of children on a walk" Municipal preschool educational institution Chukhlomsky kindergarten "Rodnichok" Chukhlomsky municipal district of the Kostroma region.

These recommendations will help in strategic or long-term planning, which is designed to determine the main strategic goals organizations to improve the level of education in a preschool educational institution, as well as a policy and strategy for obtaining and using resources to achieve these goals.

Planning system in a preschool educational institution

An analysis of the planning function in the practice of managing preschool educational institutions revealed a number of problems in its implementation, in particular, insufficient awareness by the heads of preschool educational institutions:

The meaning and essence of planning in the management system;

The role of parents in improving the mechanism for planning the educational process;

The need to create new varieties of plans and planning technologies.

The most important trends in the development of planning in the field of education are:

Transition from centralized and administrative planning to decentralized and democratic;

The transition from planning carried out by a narrow group of people to

participatory planning, i.e. with broad participation of members

communities;

Transition from planning of current functioning to system planning of functioning, development and innovations;

Transition from tactical and operational to planning based on the main goal, the development strategy of the institution;

Moving from deep planning to internal environment, to planning open and flexible, focused primarily on the needs of the external environment.

The ability to analyze the situation, the ability to identify the main trends in life and outline the ways for the development of the institution become important criteria. professional excellence leader.

The basis for the formation of a strategy, operational planning and solving the pressing problems of a preschool institution should be marketing research. Preschool institutions provide additional services practically without studying supply and demand, therefore, the unsystematic conduct of paid circles, sections, classes in preschool institutions.

At the level of marketing research of a preschool institution, an analysis and forecast of the possibilities of preschool educational institutions, potential, district, city, republic are carried out; the situation is assessed; regularities and tendencies of development are revealed.

The main principle of the marketing activity of the preschool educational institution is as follows: a preschool institution must find consumers to whom it wants to provide services, find out their needs, and then organize services that best meet their needs.

The range of services can be as follows:

Raising and educating children attending kindergarten (according to the main kindergarten program, additional programs and plans);

Raising and educating children of the microdistrict who do not attend kindergarten (according to general program, according to individual plans);

Educational outreach work with the population of the district, city (at the place of residence);

Other types of kindergarten services, depending on its capabilities.

In order to develop a forecast for future activities, it is necessary to answer the main question: “What does the DOE strive for: to work in a stable mode or in a mode of constant development and innovation?”

Marketing research should also be an external analysis, the purpose of which is to provide the institution with a clear event picture of its functioning, development in the past and accurate explanations of the reasons for its current state. The so-called external analysis includes:

Analysis environment- study and interpretation of information about the development of the social environment of a preschool educational institution;

Analysis of the educational market - demand for education - identification of changes: the number of pupils in different preschool groups; the number of pupils of preschool educational institutions in the past, present and future, etc. and " educational offers» - clarification: the number of registered pupils; the number and types of preschool institutions in the district; the presence and forms of innovation, etc.

Consumer analysis - quantitative and qualitative description of consumers: gender, ethnicity, socio-economic status, attitude to education;

Studying the motives that guide children and parents when visiting a preschool educational institution, as well as the dynamics and reasons for refusing the services of an institution;

Positions and directions are highlighted. For which there are the most significant inconsistencies, and thus the set of problems to be solved will be determined;

Analysis of the "image of a preschool institution" - identifying the prevailing public opinion about the institution, the degree of its popularity and prestige among the population, the level of its authority and recognition in the professional and pedagogical community;

Complete and exhaustive marketing research can only be recognized after an internal analysis aimed at solving the following issues;

Was the marketing policy used effectively in the DOW?

Does the educational services of the preschool educational institution meet the needs of the target groups?

How to evaluate the activities of a preschool educational institution in comparison with other preschool institutions in a village, city, district in accordance with educational requirements?

What are the prospects for a preschool institution in the educational market?

It is necessary to carefully compare the results obtained and the actual facts of the activities of the preschool educational institution, to fix the degree of discrepancy.

The main documents for planning the activities of the preschool educational institution.

The planning process must create a certain planning system in which the following are clearly visible: 1) the main content of the plan; 2) its time section; 3) the person or group of persons responsible for its implementation. The purpose of creating such a system is to guarantee the realism of the plan, and the main task- its transformation into a permanent process, taking into account the characteristic, individual features of this institution. This system, as a rule, consists of several layers or levels of plans. Some experts distinguish two, others three levels of planning: - strategic, tactical and operational. The second point of view is more correct.

First level- strategic, or long-term, planning - is designed to determine the main strategic goals of the organization, as well as the policy and strategy for obtaining and using resources to achieve these goals. The strategy is a comprehensive plan designed to ensure the implementation of the mission of the institution and the main objectives of its activities. The overall strategic plan should become a program that guides the activities of the preschool educational institution for a long time, taking into account the fact that the conflict, constantly changing business and social environment makes adjustments to the innovation inevitable .. Main features strategic planning are:

Inclusion in its content of the main problems of the institution;

Creation of guidelines and framework for detailed planning and current decision making;

Long-term nature (compared to other types of planning);

Aiming at giving the activity of the institution a harmony of internal unity;

An objective necessity inherent in this type of planning, a kind of “duty” of the management to intensify and modernize the work of the institution.

The second level of planning - or short-term, tactical planning - is the process of developing detailed short-term decisions about what activities should be carried out within the institution, who should become their executors and how these activities should be implemented.

Third level - operational planning is the development of specific actions of people and structures, taking into account all the necessary conditions.

The combination of strategic, tactical and operational levels seems to be complex and systemic.

Strategic planning - the only way to formally anticipate problems and opportunities that ensures the creation of a long-term plan; provides a basis for decision-making, i.e. knowledge of what and how the organization wants to achieve; helps to reduce risk in decision-making; helps to establish the relationship and unity of planning goals;

tactical planning ensures the development of specific plans for the implementation of strategic plans;

operational planning completes single system planning, since it is the development of specific actions, taking into account all the necessary resources.

The practical implementation of this method involves:

Determination of a hierarchy of planned goals, tasks and activities that is understandable and realistically achievable for employees of the preschool educational institution;

Creation of a coherent goal-setting system (main goals, secondary tasks, control measures), concretizing the main target programs and instructions of the education authorities;

Establishing a clear analysis and then work for the year and projecting work for the next period;

Building a system of relationships between long-term, long-term and operational plans while maintaining the possibility of making adjustments;

Clear forecasting of performance results for the planned period, etc.

strategic

planning

Main

strategic

towards

for 5-10 years

DOW development program

The concept of development of preschool educational institutions

Educational program