In simple words about fgos noo. Decoding FGOS - federal state educational standards. Federal State Standards requirements

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

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

The Federal State Educational Standard includes requirements for:

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

2) conditions for the implementation of basic educational programs, including personnel, financial, material, technical and other conditions;

3) the results of mastering basic educational programs.

Unlike other standards, the Federal State Educational Standard for preschool education is not the basis for assessing compliance with the established requirements of educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certifications and final certification of students.

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

Registration N 30384

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

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

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

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

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

Minister

D. Livanov

Application

Federal State Educational Standard for Preschool Education

I. General provisions

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

The subject of regulation of the Standard is relations in the field of education that arise during the implementation of the educational program of preschool education (hereinafter referred to as the Program).

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

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

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

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

2) the personal developmental and humanistic nature of the interaction between adults (parents (legal representatives), teaching and other employees of the Organization) and children;

3) respect for the child’s personality;

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

1.3. The Standard takes into account:

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

2) the child’s ability to master the Program at different stages of its implementation.

1.4. Basic principles of preschool education:

1) full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;

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

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

4) supporting children’s initiative in various activities;

5) cooperation of the Organization with the family;

6) introducing children to sociocultural norms, traditions of the family, society and state;

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

8) age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);

9) taking into account the ethnocultural situation of children's development.

1.5. The standard aims to achieve the following goals:

1) increasing the social status of preschool education;

2) ensuring by the state equal opportunities for every child to receive quality preschool education;

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

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

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

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

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

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

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

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

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

7) ensuring variability and diversity in the content of Programs and organizational forms of preschool education, the possibility of creating Programs of various directions, taking into account the educational needs, abilities and health status of children;

8) the formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;

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

1.7. The standard is the basis for:

1) development of the Program;

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

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

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

5) forming the content of professional education and additional professional education of teaching staff, as well as conducting their certification;

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

1.8. The standard includes requirements for:

the structure of the Program and its scope;

conditions for the implementation of the Program;

results of mastering the Program.

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

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

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

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

2.2. Structural units in one Organization (hereinafter referred to as the Groups) can implement different Programs.

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

2.4. The program is aimed at:

• creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;
• to create a developing educational environment, which is a system of conditions for the socialization and individualization of children.

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

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

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

• social and communicative development;
• cognitive development; speech development;
• artistic and aesthetic development;
• physical development.

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

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

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

Artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).

Physical development includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

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

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

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

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

1) subject-spatial developmental educational environment;

2) the nature of interaction with adults;

3) the nature of interaction with other children;

4) the child’s system of relationships to the world, to other people, to himself.

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

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

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

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

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

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

The explanatory note should disclose:

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

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

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

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

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

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

b) ways and directions of supporting children's initiative;

c) features of interaction between the teaching staff and the families of students;

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

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

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

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

This section must contain special conditions for obtaining education by children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and didactic materials, conducting group and individual correctional classes and providing qualified correction of disorders their development.

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

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

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

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

In the case of organizing inclusive education for reasons not related to children’s health limitations, highlighting this section is not mandatory; if it is separated, the content of this section is determined by the Organization independently.

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

2.12. If a mandatory part of the Program corresponds to an example program, it is issued in the form of a link to the corresponding example program. The mandatory part must be presented in detail in accordance with clause 2.11 of the Standard, if it does not correspond to one of the sample programs.

The part of the Program formed by the participants in educational relations can be presented in the form of links to the relevant methodological literature, which allows one to become familiar with the content of partial programs, methods, and forms of organization of educational work chosen by the participants in educational relations.

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

The brief presentation of the Program must indicate:

1) age and other categories of children for whom the Organization’s Program is focused, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;

2) the Sample programs used;

3) characteristics of the interaction of the teaching staff with the families of children.

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

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

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

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

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

2) ensures the emotional well-being of children;

3) promotes the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensures openness of preschool education;

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

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

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

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

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

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

4) support by adults for the positive, friendly attitude of children towards each other and the interaction of children with each other in different types of activities;

5) support for children’s initiative and independence in activities specific to them;

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

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

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

3.2.2. In order to receive, without discrimination, a quality education for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the most suitable languages, methods, methods of communication and conditions for these children, contributing to the maximum extent to the receipt of preschool education, as well as the social development of these children, including through the organization of inclusive education for children with disabilities.

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

The results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational problems:

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

2) optimization of work with a group of children.

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

A child’s participation in psychological diagnostics is permitted only with the consent of his parents (legal representatives).

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

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

3.2.5. The conditions necessary to create a social situation for the development of children that corresponds to the specifics of preschool age presuppose:

1) ensuring emotional well-being through:

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

2) support for children’s individuality and initiative through:

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

3) establishing rules of interaction in different situations:

• creating conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata, as well as those with different (including limited) health capabilities;
• development of children’s communication abilities, allowing them to resolve conflict situations with peers;
• developing children’s ability to work in a peer group;

4) construction of variable developmental education, focused on the level of development that is manifested in the child in joint activities with adults and more experienced peers, but is not updated in his individual activities (hereinafter referred to as the zone of proximal development of each child), through:

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

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

1) professional development of teaching and management personnel, including their additional professional education;

2) advisory support for teaching staff and parents (legal representatives) on issues of education and child health, including inclusive education (if it is organized);

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

3.2.7. For correctional work with children with disabilities who are mastering the Program together with other children in Combined Groups, conditions must be created in accordance with the list and plan for the implementation of individually oriented correctional activities that ensure the satisfaction of the special educational needs of children with disabilities.

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

3.2.8. The organization must create opportunities:

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

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

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

3.2.9. The maximum permissible volume of educational load must comply with the sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”, approved by the resolution of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 No. 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration No. 28564).

3.3. Requirements for a developing subject-spatial environment.

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

3.3.2. A developing subject-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.

3.3.3. The developing subject-spatial environment should provide:

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

3.3.4. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

1) The richness of the environment must correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).

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

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

For infants and young children, the educational space should provide necessary and sufficient opportunities for movement, object and play activities with different materials.

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

3) Multifunctionality of materials implies:

• the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;
• the presence in the Organization or Group of multifunctional (not having a strictly fixed method of use) objects, including natural materials, suitable for use in various types of children's activities (including as substitute objects in children's play).

4) Variability of the environment implies:

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

5) Availability of the environment assumes:

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

6) The safety of the subject-spatial environment presupposes the compliance of all its elements with the requirements to ensure the reliability and safety of their use.

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

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

3.4.1. The implementation of the Program is ensured by management, pedagogical, educational support, administrative and economic employees of the Organization. Scientific workers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those engaged in financial and economic activities, protecting the life and health of children, ensure the implementation of the Program.

The qualifications of teaching and educational support workers must correspond to the qualification characteristics established in the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section “Qualification Characteristics of Positions of Education Workers”, approved by Order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 N 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration N 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation dated May 31, 2011 N 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration N 21240).

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

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

3.4.2. Teaching staff implementing the Program must have the basic competencies necessary to create conditions for the development of children, as outlined in paragraph 3.2.5 of this Standard.

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

3.4.4. When organizing inclusive education:

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

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

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

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

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

2) requirements determined in accordance with fire safety rules;

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

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

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

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

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

3.6.2. The financial conditions for the implementation of the Program must:

1) ensure the ability to meet the requirements of the Standard for the conditions of implementation and structure of the Program;

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

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

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

• expenses for remuneration of employees implementing the Program;
• expenses for teaching and educational means, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, workwear, games and toys, electronic educational resources necessary for the organization all types of educational activities and the creation of a developing subject-spatial environment, including special ones for children with disabilities. Developing subject-spatial environment is a part of the educational environment, represented by a specially organized space (rooms, area, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, the protection and promotion of their health, accounting features and correction of deficiencies in their development, acquisition of updated educational resources, including consumables, subscriptions to update electronic resources, subscriptions to technical support for the activities of educational and educational means, sports and recreational equipment, inventory, payment for communication services, including expenses, related to connecting to the information and telecommunications network Internet;
• expenses associated with additional professional education of management and teaching staff in the profile of their activities;
• other expenses related to the implementation and ensuring the implementation of the Program.

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

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

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

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

4.4. These requirements provide guidelines for:

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

b) solving problems:

• formation of the Program;
• analysis of professional activities;
• interaction with families;

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

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

4.5. Targets cannot serve as a direct basis for solving management problems, including:

• certification of teaching staff;
• assessment of the quality of education;
• assessment of both the final and intermediate levels of children’s development, including through monitoring (including in the form of testing, using methods based on observation, or other methods of measuring children’s performance);
• assessment of the implementation of municipal (state) tasks through their inclusion in the quality indicators of the task;
• distribution of the incentive payroll fund for the Organization's employees.

4.6. The target guidelines for preschool education include the following social and normative age characteristics of a child’s possible achievements:

Educational targets in infancy and early childhood:

• the child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions;
• uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior;
• has active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys;
• strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
• shows interest in peers; observes their actions and imitates them;
• shows interest in poems, songs and fairy tales, looking at pictures, strives to move to music; responds emotionally to various works of culture and art;
• The child has developed gross motor skills, he strives to master various types of movement (running, climbing, stepping, etc.).
• Targets at the stage of completion of preschool education:
• the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; is able to choose his occupation and participants in joint activities;
• the child has a positive attitude towards the world, towards different types of work, other people and himself, has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;
• the child has a developed imagination, which is realized in various types of activities, and above all in play; the child knows different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms;
• the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can highlight sounds in words, the child develops the prerequisites for literacy;
• the child has developed gross and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements;
• the child is capable of volitional efforts, can follow social norms of behavior and rules in various types of activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
• the child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe and experiment. Has basic knowledge about himself, about the natural and social world in which he lives; is familiar with works of children's literature, has basic understanding of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.

4.7. The Program's targets serve as the basis for the continuity of preschool and primary general education. Subject to compliance with the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education.

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

1 Rossiyskaya Gazeta, December 25, 1993; Collection of Legislation of the Russian Federation, 2009, No. 1, Art. 1, Art. 2.

2 Collection of international treaties of the USSR, 1993, issue XLVI.

3 Part 6 of Article 12 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

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

5 Clause 9 of Part 1 of Article 34 of the Federal Law of December 29, 2012 N273-F3 “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

6 Article 1 of the Federal Law of July 24, 1998 N 124-FZ “On the Basic Guarantees of the Rights of the Child in the Russian Federation” (Collected Legislation of the Russian Federation, 1998, N 31, Art. 3802; 2004, N 35, Art. 3607; N 52, Art. 5274; 2007, N 27, Art. 3213, 3215; 2009, N18, Art. 2151; N51, Art. 6163; 2013, N 14, Art. 1666; N 27, Art. 3477).

7 Taking into account the provisions of Part 2 of Article 11 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326 ).

8 Part 2 of Article 64 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).

Hello, friends! Evgenia Klimkovich is in touch! Agree, everything that concerns our children concerns you and me. Including how and what they are taught at school. Have you ever heard the abbreviation GEF? I'm sure I had to. Do you know what the Federal State Educational Standard is? To be honest, until recently I only knew the transcript. Federal state educational standard for primary general education.

I decided to dig deeper and understand what the essence of the standard is. In the process, I learned that it was approved in 2009 and replaced the old educational standard, which is why it is called the “second generation” standard. And since September 2011, children began to be taught according to this standard in schools across the country. Over the five years of use, changes and additions have been made to it. And as a result, we have what we have. What exactly?

But this is a difficult question for parents, who for the most part are not certified teachers. There is a lot of information on the Internet. But this information is confusing with phrases like: “Subject results are grouped by subject areas, within which the subjects are indicated...”

I just want to ask: “Isn’t it possible something simpler?”

I’ll try it now, simpler)

Lesson plan:

What is the Federal State Educational Standard and what is it like?

So here's my short definition! Federal State Educational Standard is a standard!

GOST is also a standard. GOSTs establish certain requirements for products or groups of goods.

And the Federal State Educational Standard sets requirements for education. Moreover, each level of education has its own standard:

• Federal State Educational Standard for Preschool Education - preschool education;
• Federal State Educational Standard (FSES) - primary general education;
• Federal State Educational Standard LLC - basic general education;
• Federal State Educational Standard SOO – secondary general education;

Everyone must comply with the Federal State Educational Standard.

The standards ensure continuity of the main training programs. That is, preschoolers are ready to study in first grade. Elementary school graduates are ready for high school. Ninth graders for further education in 10th grade, etc.

Standard requirements for primary general education

The list of requirements has only three points:

1. Requirements for the results of students mastering the program. That is, children at the end of the fourth grade must show results determined by the standard.
2. Requirements for the structure of the educational program. Apparently, we are talking about who, how and in what ways should teach children so that they achieve the results from point number one.
3. Requirements for the conditions for the implementation of the educational program. Professional training of teachers, availability of teaching materials, computer equipment in schools, sanitary and hygienic conditions, etc.

Well, now about the first two points in more detail.

Requirements for the results of mastering the educational program

How was it before? At the end of primary school, the student had to show certain results. These results were a certain set of knowledge and skills in school subjects. If, for example, we take mathematics, then the child had to know the multiplication table and be able to solve problems in three steps.

Now everything is different. The standard took and divided these requirements into three more groups:

1. personal results;
2. meta-subject results;
3. subject results.

Personal results

They can be judged by the portrait of an elementary school graduate, which is described in the Federal State Educational Standard:

• the student is ready and capable of self-development;
• the student understands why he is studying and strives for knowledge, is able to organize his activities;
• the student is friendly, knows how to hear other people’s opinions and express his own;
• the student has developed his own value system (family, homeland, sports, friendship, etc.), which corresponds to the child’s personal qualities and his individual position;
• the student understands that he is a citizen of his country and a patriot of his homeland.

The previous standard did not say a word about this.

Meta-subject results

These results include the student's mastery of universal learning activities. Or UUD. Remember these three fun letters. They will be discussed below.

Subject results

Nobody canceled school subjects. Mathematics, Russian language, literary reading and other lessons are present in the life of a student. And he must learn the basics. That is, to get a substantive foundation, a solid support, so that there is something to push off from and “take off.”

Only teachers have now become more cunning. They do not give their knowledge to children in a ready-made form, as before. They teach children to obtain this knowledge, find it, process it and then apply it.

Students' subject results are assessed. I mean, they get grades for them. The lower limit of subject results is established by the standard. It is expressed in the phrase:

“The graduate will learn...”

Failure to reach this lower limit prevents the child from being transferred to fifth grade. The upper limit of subject results is expressed by the phrase:

“The graduate will have the opportunity to learn...”

That is, if a child wants to know more, then the school has no right to refuse him this.

Requirements for the structure of the educational program

Use your imagination, friends. Now we will introduce. Let's imagine an educational program in the form of a kind of solar system, where there is a huge star and planets that revolve around the star.

The big star is the UUD. Yes, yes, those same three funny letters! Universal learning activities. In essence, learning skills is the ability to learn, obtain the necessary information and apply it. It is impossible to know everything, and it is hardly necessary. The main thing is to know where and how to get information. That is, to put it figuratively, the school does not provide the child with a limited amount of “fish”, but gives the child a “fishing rod” and teaches how to use it.

Our “UUDash” star has a complex structure, so I propose to consider it in more detail, but for now let’s deal with the planets.

Lesson activities

Everything seems to be clear here. This is the activity of students during lessons. It is aimed at achieving the substantive results that we have already discussed above. Only now, in accordance with the Federal State Educational Standards of NEO, class activities are supplemented by extracurricular activities.

Extracurricular activities

Extracurricular activities are as important a part of the structure of the educational program as lessons. It is aimed at achieving personal and meta-subject results.

Extracurricular activities are schoolchildren’s visits to additional education institutions, school sections, and extracurricular activities organized by teachers.

And what’s important is that the school is interested in what the child does outside its walls. At the beginning of each school year, parents are asked to fill out a questionnaire, where one of the questions is: “What additional classes does the child attend?”

Activity teaching method

The explanatory teaching method is a thing of the past. “They chewed it and put it in their mouth” - this is not about a modern school.

Miners in the mines extract coal!

And children in schools gain knowledge!

Exactly how they get it!

How is it shown? In the active use of design and research activities already from the first grade. I don't understand parents who complain that their children are constantly being assigned projects. After all, firstly, it is very interesting. And secondly, it’s useful. In life, the skill of finding the necessary information and processing it will definitely come in handy.

Also, work on these projects is often carried out not individually, but in pairs or even in groups. It’s also very useful, because in order to get results, children first need to figure out who will do what, that is, come to an agreement.

It seems to me that learning is much more interesting this way.

ICT

Information and communication technologies. Nowadays, schools can no longer turn a blind eye to the fact that even first-graders know perfectly well what a computer is and what the Internet is. And therefore, the Federal State Educational Standard determined that students must become competent in this area.

Along with writing at school, they begin to study computers. Computer science lessons are introduced in schools from the second grade. But we are not just talking about computers here. For example, when studying the world around us, devices such as video cameras, microscopes, digital cameras, etc. are used.

In our school, electronic boards are located in the primary classrooms. And they are actively used in every lesson. If you are assigned a project at home, then based on the results you need to make a presentation on the computer and then present it to the class using an electronic board.

Electronic diaries. Also new in schools. This is a modern version of the good old paper diaries, which, by the way, have not yet been canceled. In these diaries you can find not only information about academic performance, but also various organizational messages. About parent-teacher meetings, for example. As well as homework in all subjects.

Educational activities

The previous education standard did not address this issue at all. Teachers, on their own initiative, conducted classes on topics such as health, active lifestyle, patriotism, etc.

And now it's a must!

What does this look like in practice? In the first grade, my daughter was introduced to the subject “Rules of Nutrition”. There was even a textbook and workbook. The name of the item speaks for itself. Issues about a healthy lifestyle and proper nutrition were discussed.

And last year the subject ORK and SE was introduced. Fundamentals of religious culture and secular ethics. This is in order to get to know the culture of your country better and feel like a part of it.

The student’s portfolio can also be mentioned here. This is the student's personal document. It is needed to record his individual achievements. There are currently no strict requirements for a portfolio. So you can take a creative approach to creating it.

So, friends, school is not what it used to be! In my opinion, studying has become more interesting. Of course, a lot depends on the teacher.

Do you remember your first teacher? I remember. Her name was Elizaveta Christianovna. Honored teacher of the Komi Republic, super teacher! We toed her line, and were afraid to open our mouths again. Of course, she hammered knowledge into our heads, for which we thank her very much. But we never dreamed of lessons like the ones in the video.

That's all) Please share your opinions on what you read in the comments.

I wish you all the best!

As always, say hi to the kids)

See you again on the blog pages!

Probably every person wants to give their child a quality education. But how can you determine the level of training if you have nothing to do with pedagogy? Of course, with the help of the Federal State Educational Standard.

What is Federal State Educational Standard

For each education system and educational institution, a list of mandatory requirements has been approved aimed at determining each level of training in a profession or specialty. These requirements are combined within a framework that is approved by authorities authorized to regulate educational policy.

The implementation and results of mastering programs in state educational institutions cannot be lower than those specified in the Federal State Educational Standard.

In addition, Russian education assumes that without mastering the standards it will be impossible to obtain a state document. The Federal State Educational Standard is a certain basis thanks to which a student has the opportunity to move from one level of education to another, as if on a ladder.

Goals

Federal state educational standards are designed to ensure the integrity of the educational space of Russia; continuity of the main programs of preschool, primary, secondary, vocational and higher education.

In addition, the Federal State Educational Standard is responsible for aspects of spiritual and moral development and education.

The requirements of the educational standard include strict deadlines for obtaining general education and vocational education, taking into account all possible forms of training and educational technologies.

The basis for the development of indicative educational programs; programs of academic subjects, courses, literature, test materials; The standards for the financial supply of educational activities of specialized institutions implementing the educational program are the Federal State Educational Standard.

What is the standard for public education? First of all, these are the principles of organizing the educational process in institutions (kindergartens, schools, colleges, universities, etc.). Without the Federal State Educational Standard it is impossible to monitor compliance with the legislation of the Russian Federation in the educational field, as well as to conduct final and intermediate certification of students.

It is worth noting that one of the goals of the Federal State Educational Standard is internal monitoring. With the help of standards, the activities of teaching specialists are organized, as well as the certification of teaching staff and other personnel of educational institutions.

Training, retraining and advanced training of education workers are also within the sphere of influence of state standards.

Structure and implementation

Federal law stipulates that each standard must include three types of requirements.

Firstly, the requirements for (the ratio of parts of the main program and their volume, the ratio of the mandatory part and the share that is formed by the participants in the educational process).

Secondly, the implementation conditions are also subject to stringent requirements (including personnel, financial, technical).

Thirdly, the result. The entire educational program should develop certain (including professional) competencies in students. The GEF lesson is designed to teach you how to apply all acquired skills and knowledge and act successfully on their basis.

Of course, this is not the constitution of all educational institutions. This is just the beginning of the vertical, with the main recommendation positions. At the federal level, on the basis of the Federal State Educational Standard, an approximate educational program is being developed, focusing on local specifics. And then educational institutions bring this program to perfection (even interested parents can participate in the last process, which is regulated by law). Thus, Russian education from a methodological point of view can be represented in the form of a diagram:

Standard - an exemplary program at the federal level - a program of an educational institution.

The last point includes aspects such as:

• syllabus;
• calendar schedule;
• work programs;
• assessment materials;
• methodological recommendations for subjects.

Generations and differences in Federal State Educational Standards

They knew what a state standard was back in Soviet times, since strict regulations existed even then. But this particular document appeared and came into force only in the 2000s.

The Federal State Educational Standard was previously called simply the educational standard. The so-called first generation came into force in 2004. The second generation was developed in 2009 (for primary education), in 2010 (for basic general education), in 2012 (for secondary education).

GOST standards for higher education were developed in 2000. The second generation, which came into force in 2005, was aimed at students receiving ZUMs. Since 2009, new standards have been developed aimed at developing general cultural and professional competencies.

Until 2000, for each specialty, a minimum of knowledge and skills that a person graduating from a university should have was determined. Later these requirements became more stringent.

Modernization continues to this day. In 2013, the Law “On Education” was issued, according to which new programs for higher vocational and preschool education are being developed. Among other things, the clause on the preparation of scientific and teaching staff was firmly included there.

How do the old standards differ from the Federal State Educational Standard? What are next generation standards?

The main distinguishing feature is that in modern education the development of the personality of pupils (students) is put at the forefront. Generalizing concepts (Abilities, skills, knowledge) disappeared from the text of the document and were replaced by more clear requirements, for example, real types of activities that every student must master were formulated. Great attention is paid to subject, interdisciplinary and personal results.

To achieve these goals, previously existing forms and types of training were revised, and an innovative educational space for classes (lessons, courses) was put into operation.

Thanks to the changes introduced, the student of the new generation is a free-thinking person, capable of setting goals for himself, solving important problems, creatively developed and able to adequately relate to reality.

Who develops standards?

Standards are replaced with new ones at least once every ten years.

The Federal State Educational Standards of general education are developed according to levels of education; the Federal State Educational Standards of vocational education can also be developed according to specialties, professions and areas of training.

The development of the Federal State Educational Standard is carried out taking into account:

• acute and long-term needs of the individual;
• development of the state and society;
• education;
• culture;
• Sciences;
• technology;
• economics and social sphere.

The educational and methodological association of universities is developing the Federal State Educational Standard for higher education. Their project is sent to the Ministry of Education, where discussion takes place, edits and adjustments are made, and then submitted for independent examination for a period of no more than two weeks.

The expert opinion is returned to the Ministry. And again a wave of discussions is launched by the council on the Federal State Educational Standard, which decides whether to approve the project, send it for revision or reject it.

If changes need to be made to the document, it goes through the same path from the very beginning.

Elementary education

The Federal State Educational Standard is a set of requirements necessary for the implementation of primary education. The three main ones are results, structure and conditions of implementation. All of them are determined by age and individual characteristics, and are considered from the point of view of laying the foundation for all education.

The first part of the standard indicates the period for mastering the basic elementary program. It is four years.

It provides:

• equal educational opportunities for all;
• spiritual and moral education of schoolchildren;
• continuity of all preschool and school education programs;
• preservation, development and mastery of the culture of a multinational country;
• democratization of education;
• formation of criteria for assessing the activities of students and teachers4
• conditions for the development of individual personality and the creation of special learning conditions (for gifted children, children with disabilities).

It is based on a systems-activity approach. But the primary education program itself is developed by the methodological council of the educational institution.

The second part of the Federal State Educational Standard outlines clear requirements for the outcome of the educational process. Including personal, meta-subject and subject learning outcomes.

1. Formation of ideas about the diversity of the country's linguistic space.
2. Understanding that language is an integral part of national culture.
3. Formation of a positive attitude towards correct speech (and writing) as part of the general culture.
4. Mastery of the primary norms of the language.

The third part determines the structure of primary education (extracurricular activities, programs of individual subjects, which includes thematic planning according to the Federal State Educational Standard).

The fourth part contains requirements for the conditions for the implementation of the educational process (personnel, finance, logistics).

Secondary (complete) education

The first part of the standard on requirements is partially repeated and echoes the Federal State Educational Standard on primary education. Significant differences appear in the second section, which deals with learning outcomes. The necessary standards for mastering certain subjects are also indicated, including the Russian language, literature, foreign language, history, social studies, geography and others.

The emphasis is on students, highlighting such main points as:

• education of patriotism, assimilation of the values ​​of a multinational country;
• formation of a worldview that corresponds to the level of reality;
• mastering the norms of social life;
• development of an aesthetic understanding of the world, etc.

The requirements for the structure of educational activities have also been modified. But the sections remained the same: target, content and organizational.

Higher levels

The Federal State Educational Standard for higher education is built on the same principles. Their differences are obvious; the requirements for the structure, result and conditions of implementation cannot be the same for different educational levels.

Secondary vocational education is based on a competency-based approach, i.e. people are given not just knowledge, but the ability to manage this knowledge. When leaving an educational institution, a graduate should say not “I know what,” but “I know how.”

Based on the generally accepted Federal State Educational Standard, each educational institution develops its own program, focusing on the profile focus of the college or university, the availability of certain material and technical capabilities, etc.

The Methodological Council takes into account all recommendations of the Ministry of Education and acts strictly under its guidance. However, the adoption of programs for specific educational institutions is the responsibility of local authorities and the education department of the region (republic, territory).

Educational institutions must take into account and implement recommendations regarding teaching materials (for example, Federal State Educational Standards textbooks have taken their rightful place in libraries), thematic planning, etc.

Criticism

On the way to approval, the Federal State Educational Standard went through many amendments, but even in its current form, the education reform receives a huge amount of criticism, and received even more.

In fact, in the minds of the developers of the standard, it was supposed to lead to the unification of all Russian education. But everything turned out the other way around. Some found advantages in this document, others found disadvantages. Many teachers, accustomed to traditional teaching, found it difficult to switch to new standards. The Federal State Educational Standards textbooks raised questions. However, you can find positive aspects in everything. Modern society does not stand still; education must change and changes depending on its needs.

One of the main complaints against the Federal State Educational Standard was its lengthy formulations, the lack of clear tasks and real requirements that would be presented to students. Entire opposing groups emerged. According to the Federal State Educational Standard, everyone was required to study, but no one gave explanations on how to do this. And teachers and teaching specialists had to cope with this locally, including everything necessary in the program of their educational institution.

Topics on the Federal State Educational Standard have been raised and will continue to be raised, since the old principles, in which knowledge was the main thing in education, have become very firmly entrenched in everyone’s life. New standards, in which professional and social competencies predominate, will find their opponents for a long time.

Bottom line

The development of the Federal State Educational Standard turned out to be inevitable. Like everything new, this standard has caused a lot of controversy. However, the reform took place. To understand whether it is successful or not, at a minimum, you need to wait until the first graduation of students. Interim results are uninformative in this regard.

At the moment, only one thing is certain - more work for teachers.

The draft standard was developed by the Institute for Strategic Studies in Education of the Russian Academy of Education. Project development managers: Kezina.//.//.. academician of RAO; Kondakov A.M.. scientific director //(IPO RAO. Corresponding member of RAO.

Structure of the Federal State Educational Standard. Federal State Educational Standard is a complex of three federal state educational standards:

for primary secondary education;

for basic secondary education;

for complete secondary education.

Each standard includes requirements:

to the results of mastering the basic educational program of secondary general education;

to the structure of the main educational program of secondary general education, including requirements for the ratio of parts of the main educational program and their volume, to the ratio of the mandatory part of the main educational program and the part formed by participants in the educational process;

to the conditions for the implementation of the basic educational program of secondary education, including personnel, financial, material, technical and other conditions.

Requirements in various standards - for primary, basic, complete secondary education are homogeneous in form (in terms of the composition of the requirements), but different in content, taking into account educational preparation, existing subject competence, age characteristics and capabilities of students. At the same time, the task is set to ensure the continuity of the main educational programs of primary general, basic general, secondary (complete) general, and vocational education.

If you carefully read the last paragraph of the above requirements, you can immediately notice that this is a requirement for the conditions of education, for the implementation of the educational process, and, therefore, for the educational environment. That is, the direct relationship between the Federal State Educational Standard and the educational environment is determined. Moreover, this relationship is realized in the form of a complex of direct and feedback:

the conditions of the educational process, expressed in the educational environment, influence its implementation and achieved results;

achieving the required results specified in the Standard presupposes the existence of requirements for the conditions for this achievement.

Therefore, the new Standard and the educational environment must be in a balanced combination. This means that their research and study is also interconnected: the study of the educational environment lies on the path of studying the content, features and new opportunities of the Federal State Educational Standard (Fig. 1.2.).

Fig.1.2. The relationship between the demands of society and education

It should be noted that the Federal State Educational Standard is part of the educational environment. This is a legal document expressing the company’s order, the procedure and conditions for its implementation. At the same time, it regulates not only the implementation and development of education, but also the development of the educational environment - directly and indirectly. We will consider it in these aspects in the further presentation.

The first and main feature of the Federal State Educational Standard– this is the return to general education of the educational function, expressed in the requirements and expected results:

in the general provisions of the Standard, which indicates the focus “on the formation of the personal characteristics of a graduate (“portrait of a school graduate”)”;

in the results of subject training, including general educational results;

in the results of personal development.

The upbringing of the student is named as one of the goals to which this standard (FSES) is aimed.

Achieving the goal of educating a student requires a significant increase in the requirements for the educational environment.

The second feature of the Federal State Educational Standard. The new educational standard introduces a new pedagogical category - the results of mastering the basic educational program of primary, basic or complete secondary education (educational results, learning outcomes). The concept of educational and learning outcomes was present in the pedagogical environment earlier. But these results were perceived as an expression of the achievement of the goals of education and subject learning, i.e. were derived from the content of goals, a reflection of purposefulness.

According to the new standard, educational results become an independent concept of pedagogy and an element of the educational sphere. As a conceptual category, they are applicable to subject teaching systems - to educational subjects, considered here as learning outcomes. In this capacity, they become the subject of methodological research and constitute an independent component of the methodological system of subject teaching “Learning Outcomes.”

The content of the results and learning objectives should not duplicate (repeat) each other. Goals must be conceptual and determine the learning strategy and its general direction. Whereas the results of subject training should be more specific, expressing its goals and the concept of educational results of the Federal State Educational Standard - constitute a set of specific educational achievements planned in the methodological system of this training.

The “Learning Outcomes” component in the subject methodological system, program, teaching materials allows you to model learning, formulate it in the form information model through determining the relationships between the content of the results, on the one hand, and the goals, methods, content, means and forms of training, on the other hand. That is, learning outcomes are a unifying, systematizing element in teaching an educational subject and in its methodology.

The third feature of the Federal State Educational Standard– learning outcomes structured highlighting three main types of results – personal, meta-subject and subject. Each of these types presupposes the presence of a certain focus of education in general and subject teaching in particular, as well as the presence of a certain set of requirements for the educational preparation of students.

The new Federal State Educational Standard (FSES, Standard) places personal and meta-subject learning outcomes in the secondary education system at the forefront:

“The standard establishes requirements for the results of students who have mastered the basic educational program of secondary (complete) general education:

personal, including the readiness and ability of students for self-development and personal self-determination, the formation of their motivation for learning and purposeful cognitive activity, systems of significant social and interpersonal relationships, value and semantic attitudes reflecting personal and civic positions in activities, social competencies, legal awareness, the ability to set goals and build life plans, the ability to understand Russian identity in a multicultural society;

meta-subject, including interdisciplinary concepts and universal educational actions mastered by students (regulatory, cognitive, communicative), the ability to use them in educational, cognitive and social practice, independence in planning and implementing educational activities and organizing educational cooperation with teachers and peers, the ability to build an individual educational trajectory , possession of skills in research, design and social activities;

substantive, including skills mastered by students during the study of an academic subject that are specific to a given subject area, types of activities to obtain new knowledge within the framework of an academic subject, its transformation and application in educational, educational-project and social-project situations, the formation of a scientific type of thinking, scientific ideas about key theories, types and types of relationships, knowledge of scientific terminology, key concepts, methods and techniques.” (FSES).

Subject learning outcomes we need no less than personal and meta-subject ones:

Firstly, this knowledge and skills reveal the specifics of the subject being studied and specialization in the subject area, allowing one to achieve the required level of competence in this area. They are not universal and more specific, but, having the most direct relation to this subject, they create the necessary basis for the formation of other knowledge and skills for the development of the student’s personality.

Secondly, subject knowledge and skills are necessary as data for describing knowledge, elementary knowledge for the formation of higher-order knowledge: without subject knowledge it is impossible to count on the student’s full perception of meta-subject knowledge.

A special role in the Standard is given to subject results at the integrated (general education) level:

“Subject results at the integrated (general education) level should be focused on the formation of a common culture and the implementation of predominantly ideological, educational and developmental tasks of general education, as well as the tasks of socialization of students” (FSES).

That is, subject results at the integrated (general educational) level are designed to create the necessary basis for achieving personal results, increasing one’s ability to adapt to the social and information environment, self-knowledge, self-organization, self-regulation, and self-improvement.

Spiritual and moral development, education and socialization of students are named in the Standard among the main areas of secondary education that they provide.

According to the Standard, each educational subject must make its contribution to the formation of general educational subject results, develop, shape the culture and worldview of students with its specific means and express them at the level of forms characteristic of it.

This coincides with the requirements of education itself, the advanced pedagogical environment - teachers, methodologists, etc. That is, this is a condition of education, coming from the depths of education itself, suffered by it. Without a doubt, this should affect the development of the educational environment and its qualitative transformation.

However, priority in the Standard is given to personal and meta-subject learning outcomes. Subject results are the necessary basis on which others – personal and meta-subject – are formed. But this base should not be self-sufficient - it must ensure development.

Meta-subject results. Modern knowledge requires not only fundamentalization, but also universalization, or rather, a balanced combination of fundamentalization and universalization. Fundamental knowledge and professional competence are needed by a specialist whose activities are focused on a fairly narrow area.

Of course, fundamentalization of education is necessary at a university. However, the modern constantly expanding world of knowledge requires its generalization, obtaining knowledge of a higher level based on it. Consequently, universalization in teaching is also necessary at a university.

A student is a developing personal system whose cognitive interests have not yet been fully determined. Therefore, he needs universal (meta-subject) knowledge and skills to a greater extent. A certain degree of fundamentalization requires specialized training. Nevertheless, the presence of universal knowledge in the subject of learning always gives him additional opportunities and takes him to a new, higher level of knowledge. He is better oriented in the educational field, adapts to the educational field, has great abilities to obtain and obtain knowledge, to personal development and self-development. He has relatively great opportunities for productive knowledge of the world, including self-knowledge.

Meta-subject results in the Standard are, first of all:

interdisciplinary concepts that are used in various subjects, specifically expressed in them, and essentially represent a conceptual category;

universal educational activities: regulatory, cognitive, communication, also having a wide (interdisciplinary) scope of application;

ability for self-organization and educational interaction (cooperation);

ability to apply your knowledge and skills.

A special role in the formation of meta-subject results is given to educational subjects, the content and methods of which have general educational significance - logic, language (colloquial and formal), information processes and information interaction, communication (at the level of language and information technology). These subjects (mathematics, computer science, language) become meta-subjects, sources of interdisciplinary knowledge and skills and, according to the Federal State Educational Standard, occupy a central place in education (mandatory for training).

For example. General educational philological (linguistic) knowledge is used in computer science when studying the topics “Designation and coding of information”, “Programming languages”, etc. At the same time, this knowledge itself is brought to a new meta-subject level - the implementation of direct and feedback.

Comment. The concept of meta-subject matter has another (no less important) meaning: as a description of the area of ​​a given subject, a general interpretation of its content. This is also necessary: ​​achieving meta-subject results presupposes the presence of a meta-subject description and interpretation. Otherwise, meta-subject connections will not be able to arise. In this regard, mathematics, computer science, and native language can be considered as universal metalinguistic means, subjects of the same name - as means of implementing their metalinguistic means in other educational subjects.

As we see, the idea of ​​meta-subject matter expressed in the Standard also conceptually coincides with the ideas about it in the pedagogical (scientific and methodological) environment. The implementation of these ideas will allow us to systematize the educational process and its results (into a unified system of learning outcomes), and significantly increase the potential of interdisciplinary and metasubject communication.

With this implementation, significantly the role of the educational environment is increasing, as an area of ​​intersystem (intersubject) relations, a mediator, and therefore an active participant in these relations.

Personal results. Training is proposed to be carried out in terms of the following:

formation of the student’s readiness for self-development and continuous education; design and construction of the social environment for the development of students in the education system.

Therefore, personal results presuppose the presence of a combination of social, spiritual, and intellectual qualities:

the formation of “civil identity, patriotism”, love and readiness to serve the Fatherland, a conscious civil legal position, responsibility, an active position of the subject, “consciously accepting traditional national and universal humanistic and democratic values”;

the formation of a worldview in the aspect of dialogue between cultures, forms of morality, art, religion; perception of moral values ​​of society;

“readiness and ability for independent, creative and responsible activities (educational, teaching and research, communication, etc.), education and self-education throughout life.”

We did not reproduce here all the requirements of the Federal State Educational Standard for personal learning outcomes (they are extensive - a sign of special attention to these results):

firstly, they are multi-level (for three levels of education);

secondly, working with primary sources is always more valuable than presenting them. We limited ourselves to only reflecting the position of the Federal State Educational Standard on this issue, which, like the previous ones (in terms of subject and meta-subject results), expresses the requirements and trends in the development of modern education, the position of advanced pedagogy.

The continuity of a person’s education means the presence of his ability to self-education, self-education, self-improvement. Accordingly, the main task of training is teach to learn, to form the foundations of a culture of knowledge, cognition, social and legal relations.

Readiness for self-education and self-training, in turn, means having the ability to:

to self-organization, self-government, self-determination, self-regulation, to self-development;

To self-knowledge as a spiritual and intellectual personality, identification of their interests and needs, abilities and capabilities (potential).

The task of the educational environment, IOS, is to fill all these requirements and positions with content that ensures:

identification and conceptual (semantic, sociocultural, aspectual) interpretation of the terms used;

formation of knowledge and ideas about the content of relevant concepts;

personal perception and “appropriation” by students of basic social and universal values;

developing students’ motivation and need to act and interact in accordance with these values.

The knowledge, skills, and competencies of the subject of education can and, in fact, should be formed in subject education as its results, including general educational ones. As for the subculture and personal self-development, they are formed, developed, and manifested mainly in the processes of independent interaction in the environment and with the environment, with the educational environment, IOS.

The fourth feature of the Federal State Educational Standard. The Standard introduces new concepts “compulsory subjects”, “optional subjects”, “optional subjects”:

“mandatory” – study is mandatory;

“by choice” – choice from a certain set to a certain quantity;

“optional” – you can select based on “educational services”. The term “educational services” is also an innovation of the Federal State Educational Standard, although such services already exist in the field of education, and there is a need for them.

To a certain extent, the innovation of the Standard makes it possible to unload the curriculum (the total content of the subjects studied) for each individual student, provided that he determines (with the help of parents and teachers) the optimal teaching load in the paradigm compulsory subjects - elective subjects. But he may overestimate his strength by going along the line of “educational services.” May occur personal information security problem student – ​​overload with educational activities and information.

Obviously, since we are talking about the safety of the personal educational environment, the problem of its safety also applies to the educational environment (from general to personal). The choice of subjects to study can be a personal matter. However, personal safety is a public matter.

The fifth feature of the Federal State Educational Standard is to achieve logical closure of requirements. The conditions for education are diverse, and it is quite difficult to achieve complete logical closure of the requirements for it. However, the Standard makes a serious attempt to achieve a balance of educational, informational, educational and methodological requirements, requirements for IOS, infrastructure, financial, economic, and personnel requirements.

According to the Federal State Educational Standard, each educational institution creates in accordance with the requirements and structure specified therein own educational program, containing target, content and organizational sections, and a results assessment system.

program for the development of universal learning activities (UAL);

program of academic subjects and courses;

program of spiritual and moral development, education and socialization of students.

The organizational section contains curriculum and system of conditions.

It is obvious that the system of conditions is, first of all, the conditions of the educational environment, the IOS of a given (each specific) educational institution, the requirements for their definition, organization, creation, and functioning. The same applies to every educational subject.

Thus, each educational institution (school), each subject training in accordance with the Federal State Educational Standard, each training course in this institution must develop a systematic description, information model, draft of the corresponding IOS in the aspect of active interaction with it, relying on it to achieve the planned results.