Presentation "Social and personal development of preschoolers" in pedagogy - project, report. Social and personal development is carried out in the process of Presentation socially personal development of children
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The presentation on the topic "Social and personal development of preschoolers" can be downloaded absolutely free of charge on our website. Project subject: Pedagogy. Colorful slides and illustrations will help you engage your classmates or audience. To view the content, use the player, or if you want to download the report - click on the corresponding text under the player. The presentation contains 36 slide (s).
Presentation slides
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Documents providing the content of FGT (federal state requirements) for a preschool educational institution:
Federal state requirements for the structure of the basic general educational program of preschool education (order of the Ministry of Education and Science of the Russian Federation No. 655 of 23.11.2009). 2. Federal state requirements for the conditions for the implementation of the basic general educational program of preschool education (being coordinated). 3. An approximate basic general educational program of preschool education (developed by an authorized federal state body on the basis of the FGT, is currently being tested). 4. An approximate basic general educational program of preschool education for children with disabilities (developed by an authorized federal state body on the basis of FGT).
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Conceptual foundations of FGT:
Developmental education; unity of educational, developmental and teaching tasks; Scientific validity and practical applicability (compliance with the fundamental foundations of developmental psychology and preschool pedagogy; cultural-historical, activity-oriented, personality-oriented approaches to child development); Integration of educational areas (interaction of the content of educational areas to ensure the integrity of the educational process); Complex thematic principle of building the educational process (availability of topics, motivation); Organization of the educational process in age-appropriate forms and types of activity (the leading type of activity is a game);
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Physical development
Cognitive speech development
Artistic and aesthetic development
Social and personal development
"Physical culture" "Health"
"Communication" "Reading fiction to children" "Cognition"
"Music" "Artistic creation"
"Socialization" "Labor" "Security"
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the formation of the foundations of the safety of one's own life activity the formation of the prerequisites for environmental consciousness (safety of the surrounding world)
formation of a positive attitude to work
mastering the initial ideas of a social nature; inclusion of children in the system of social relations
"Socialization" "Security" "Labor"
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Socialization
development of children's play activities; familiarization with elementary generally accepted norms and rules of relationships with peers and adults (including moral); the formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community.
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Preschooler Portfolio
A portfolio is a so-called "dossier of success", which reflects everything interesting and worthy of what happens in a person's life.
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Portfolio functions
diagnostic - records changes and growth (mental and physical) over a certain period of time; goal-setting - supports educational goals; motivational - encourages the results achieved by the child; meaningful - reveals the entire range of work performed; developing - ensures the continuity of the learning and development process from year to year; rating - shows the range of skills and abilities.
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In order for a portfolio to achieve its goal, a number of conditions must be met:
Voluntariness. The portfolio creator must be interested in building it. The child must do the selection of material independently. And if he does not agree to place any material in the portfolio folder, then there is no need to do this .. Clearly understand the purpose of collecting information, the purpose of creating the portfolio itself. It can be different: - to collect achievements that reflect the results of work in a certain area (for example, achievements in the fine arts, sports achievements, etc.) - cumulative, when information is collected over a certain period. Thus, you can see the path of a child's development over a certain period of time (for example, from birth to 3 years old, from 5 to 7 years old, etc.) - thematic portfolio; compiled based on the topic. For example, my pet, summer is a fun time, etc. The number of sections and headings, their topics are determined individually for each case. All collected material must be organized and stored so that it is convenient to use it. The structure and content of the portfolio is determined by either the teacher or family members (be sure to take into account the child's opinion). Systematic collection of information (replenishment and analysis of available materials; predetermine the frequency of work (for example, at least 1 time per week, 1 time per month, 1 time per quarter, etc.).
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Portfolio types
Electronic portfolio. This is a fairly new type of information systematization. It is he who most attracts older preschoolers. An electronic portfolio is always a colorful, vivid show with many interesting effects. ... Portfolio coloring. This kind of portfolio is just as attractive to a child. After all, he himself can paint the pages. It is also permissible here to paste ready-made images. But we must remember that the content of the headings must be filled with information. The print portfolio is one of the most traditional. Created in the form of folders, filing cabinets. ...
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"Get to know me." The section is replenished with data on birth, zodiac sign, information, which of the celebrities was born on this day. You can post information about what the name of the child means. And also a family tree. "I am growing." This heading can be divided into two: This is how big I am: weight, height, you can draw the palm of a child at different age stages. What I have learned: the skills and abilities that the child acquired over the past year are prescribed. For example, I learned to pronounce the sound -р, count to ten, etc. “My family”: photos of family members, drawings of a child are placed. Each image is complemented by a story. "My friends": similar to the heading "My family" "The world around us": photos or children's drawings of travel, family vacations, walks, hikes. "Golden pens". This section may contain hand-made works of children or photographs, if they are voluminous. The date and topic of the work must be prescribed. "Tell about me": stories about what kind of child is in the eyes of parents, kindergarten teacher, friend, etc. "Thinking aloud": children's statements, interesting phrases, words, reflections. "My achievements": certificates, letters of thanks, etc.
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Portfolio work algorithm
Goal setting: It should be clear to the author why the portfolio needs to be created. Determine the type of portfolio. Determine the time period during which information will be collected. Determine the structure of the portfolio: number, headings name. Portfolio presentation.
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While working on the portfolio, parents and children not only maintain a constant interest in cognitive activity. Along with this, they gain invaluable experience in working with a portfolio, which, perhaps, will be useful to them already in elementary school, and in the middle level it will be simply necessary. A preschooler's portfolio can become not only a source of pride for him, but also a tool for self-knowledge, the most important point of contact in the interaction "child - parents". And the work on its compilation is a very interesting spiritual mutual enrichment. Having taken its rightful place in the family archive, the portfolio will give many fond memories and will bring no less pleasure than a family photo album or video library.
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Safety
formation of ideas about situations dangerous for humans and the surrounding world of nature and ways of behavior in them; familiarization with the rules of behavior that is safe for humans and the environment; teaching children about road safety rules as a pedestrian and a passenger in a vehicle; the formation of a cautious and prudent attitude to potentially dangerous situations for humans and the surrounding natural world.
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development of labor activity; fostering a value attitude towards one's own work, the work of other people and its results; formation of primary ideas about adult labor, its role in society and the life of every person
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Types of child labor
Household
Manual labor Self-service Labor in nature
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organization of work of children in kindergarten
ORGANIZATION FORMS
shifts (individual and joint)
Collective labor
assignments (individual and joint)
Episodic (short-term)
long
Delayed in time
For dining and classes
For dining and activities and a corner of nature
4-6 children 6-20 children junior senior
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types of work organization in kindergarten
Individual labor
Common work together
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Questionnaire for parents "Child at home"
Does your child know how to dress independently? He always dresses himself. Dresses at the request of an adult. Dresses with the help of an adult. Knows how, but does not like to do it on his own. Doesn't know how. Does your child have any household chores (to remove the toys, make the bed, arrange tea cups, etc.)? Yes No Is your child willing to help with something? Yes No How do you feel about being asked to do something with you? I accept the offer Sometimes I allow it I refuse help
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Forms of work
Conversation about the importance of the work of the attendants Game "What a helper" Making gifts for the attendants Joint production of the wall newspaper "We are on duty" Holding the Day of the attendants Presentation of the wall newspaper "We are on duty" Entertainment evening "How do we help adults".
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"One of the provisions of the Federal State Requirements ... is the following: The program should be based on a complex thematic principle of building the educational process" O.A. Skorolupova, N.V. Fedina Art. "On the complex thematic principle of building the educational process in preschool education" in the heading "Federal requirements. Comments "D.V. No. 5, 2010, p. 40
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Complex thematic planning of educational work with children will improve the quality of the educational process in a preschool institution, make the life of children in kindergarten more interesting, and the educational process motivated, as well as free up more time for children's play.
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complex thematic planning
theme-forming factors
"Contagious" events
holidays real events
imaginary events
"Simulated" events
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The basis for the implementation of the complex-thematic principle of constructing the Program is an approximate calendar of holidays, which provides: social and personal orientation and motivation of all types of children's activities during the preparation and holding of holidays; "Living" by the child of the content of preschool education in all types of children's activities; maintaining an emotionally positive mood of the child during the entire period of mastering the Program; adaptability of the work of teachers to implement the Program (annual rhythm: preparation for the holiday - holding a holiday, preparing for the next holiday - holding the next holiday, etc.); variety of forms of preparation and holding of holidays;
Success program
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1. Physically developed, mastered the basic cultural and hygienic skills. 2. Inquisitive, active. 3. Emotionally responsive. 4. Having mastered the means of communication and methods of interaction with adults and peers. 5. Able to manage his behavior and plan his actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of behavior. 6. Able to solve intellectual and personal tasks (problems), adequate to age. 7. Having primary ideas about himself, family, society (nearest society), state (country), world and nature. 8. Having mastered the universal prerequisites of educational activity: the ability to work according to the rule and according to the model, listen to an adult and follow his instructions. 9. Having mastered the necessary skills and abilities.
Inquisitive, active
Emotionally responsive
Performs cultural and hygienic skills, procedures and follows the rules of a healthy lifestyle
Shows interest in regional knowledge, nationalities of people. Asks questions about Russia, its social structure, other countries and peoples of the world, their characteristics. Asks questions of moral content. Initiates communication and joint activities with adults and peers. Organizes role-playing, theatrical, director's games
Reacts emotionally to the surrounding reality. Sympathizes, empathizes, rejoices. Feels pride in the achievements of individual Russians and Russia as a whole, love for the "small" and "big" Motherland.
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Able to manage their behavior and plan their actions
Able to solve intellectual and personal tasks (problems), adequate to age
Has mastered the means of communication and methods of interaction with adults and peers
initiates communication in the correct form; achieves success in establishing contacts with adults and children in various activities and communication; participates in collective games and activities, observes elementary moral norms and rules of behavior; helps another
has a positive attitude to the requirements of observance of moral norms and rules of behavior without reminding; performs self-service processes; independently monitors and assesses the quality of the result; complies with the elementary rules of safe behavior in standard dangerous situations
establishes constructive role-based and real-life social relationships with adults and children; knows how to plan their own and common (collective) work; selects more effective courses of action.
evaluates himself positively. Has an idea of \u200b\u200bsome types of dangerous situations, ways of behaving in them, providing self-help and helping another person. Has an understanding of the various types of adult labor,
is able to perceive and hold a compound instruction for the performance of a cognitive and research task, for the choice of a method for its implementation, describe the process of completing a task, conduct its self-analysis, and give self-assessment of results. Knows how to act according to his own plan.
owns all types of child labor (self-service, household work, labor in nature). Selectively mastered some types of manual labor in accordance with their own gender and individual needs and capabilities
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Plan:
1. 2. 3. Development of self-awareness, self-esteem and the image of "I" in preschool age. 4. Moral development in preschool age. 5. 6. 7. 8.
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3. Development of self-awareness, self-esteem, the image of "I" in preschool age
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In a preschooler, the content of his ideas about himself includes a reflection of his own: - properties; - qualities; - opportunities. Self-consciousness is the consciousness of the subject of himself in contrast to the other - other subjects and the world in general.
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The preschooler develops the most complex component of self-awareness - self-esteem. At the age of 3-7 years, communication with peers begins to play an increasingly important role in the process of self-awareness of a preschooler.
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With age, self-esteem becomes more correct, more fully reflecting the capabilities of the baby. There are 3 positions, the attitude of children to others and to themselves: - egoistic position; - competitive position; - a humane position.
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Gradually, preschoolers' ability to motivate self-esteem increases, and the content of his motivations also changes. Awareness of one's skills and qualities, representation of oneself in time, discovery of one's own experiences - all this constitutes the initial form of a child's awareness of himself, the emergence of “personal consciousness” (DB Elkonin).
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Features of the development of self-awareness in school age:
There is a critical attitude towards the assessment of an adult and a peer; - peer assessment helps the child to assess himself; - the preschooler is aware of his physical capabilities, skills, moral qualities, experiences and some mental processes; - by the end of preschool age, the correct differentiated self-assessment, self-criticism is formed; - the ability to motivate self-esteem develops; - there is an awareness of oneself in time, personal consciousness.
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4 moral development in preschool age
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In preschool age, the most favorable conditions are created for the moral development of children. The leading type of activity is the role-playing game, where the child models the ways of behavior, actions, relationships of adults.
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The moral development of a preschooler includes three interrelated areas. In the field of moral knowledge, judgments, ideas. All moral norms are characterized by the fact that they consolidate the social mode of behavior, which preschoolers express as follows: - “You must not deceive adults”; - "You can't hurt the little ones."
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Fiction plays an important role in the formation of moral judgments and assessments in children. In the preschool age, the moral ideas of the preschooler affect his everyday life
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Features of the moral development of children in school age:
Children have their first moral judgments and assessments; an initial understanding of the social meaning of a moral norm; - the effectiveness of moral ideas increases; - Conscious morality arises, that is, the child's behavior begins to be mediated by a moral norm.
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List of references:
Abramenkova V.V. Development of humane relations of a child and social psychology of childhood // Questions of psychology. - 1986. - No. 4. - p. 27-36 Karpova S.N., Lysyuk L.G. Play and moral development of preschoolers. - M., 1986 3. Ananiev B.G. On the problem of the development of children's self-awareness // Izbr.psychol.trudy in 2 volumes. –Т.2. –M., 1980. –p. 103-127
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Thanks for attention!
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"Personality-oriented learning" - The goal of Russian education at the present time. Methods of assimilation and processes of thinking. The peculiarity of the personality-oriented approach. Person-centered education includes the following approaches: Differences between a person-centered lesson and a traditional one. Multilevel Differentiated Individual Subjective-personal.
“Socio-pedagogical support” - This type of relationship TOTALLY fixes the type of position “STRONG-weak”. Support as a cultural phenomenon. Theory, practice, implementation problem. Model of social and pedagogical support. Limitations of the model of social and pedagogical support of a child (model of care-care-protection). Fixation of the type of relations and positions in social practice.
"Formation of personal competencies" - Appendices. Provides integration into the surrounding reality. It is aimed at mastering the methods of physical, spiritual and intellectual self-improvement, self-regulation, self-support. Aimed at maintaining mental and physical health. Pedagogical project. Raising the level of subject competence.
"Socio-economic development of Russia" - The law on the plan is adopted by the National Assembly. The interdependence of regional development and electricity needs. It is necessary to take into account the long-term plan of geological exploration in the General Scheme. The government is preparing the final version of the plan. Indicative planning levels. "Industry" contract; balance method; CDS method.
"Personally-oriented technologies" - The values \u200b\u200bof personality-oriented education. The child is a unique personality. The model of personality-oriented education. Results. Homogeneous groups. Stage 3 - development design. Algorithm for the implementation of personality-oriented technology. Culture. Stage 1 - diagnosis of each child Stage 2 - observation and study.
"Lessons on social orientation" - Low. Rustic. Brick. Brick. House of bricks -. Logs. Panel. Builders. Small. Tall. Log. Large. Urban. A house is a human dwelling. House of panels -. Log. Panels. Lesson of social and household orientation. Builder. Panel. Bricks. Which one? Log house -.
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"Development of the personal potential of a child in the system of humanistic relations of the school community" Olga Kovaleva MOU "School No. 1" Miass, Chelyabinsk regionSlide 2
“It is usually easier to change individuals in a group than to change each one individually.” Kurt Lewin
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Purpose: to reveal the importance of studying relationships in the school community for realizing the goal of the educational system of the school. The main goal of the educational system is to develop the personality of each child at the level of his capabilities and create conditions for this development.
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Tasks: consider the main parameters of a single school community and consider the methodology for their study; to create a model of joint activities to form the conditions for a single school community for children and adults; analyze school realities in the context of the stated problem.
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1. The school community as the basis for the formation of an active life position of students. O.B. Kovaleva 2. Formation of life values \u200b\u200band priorities. Fedorova L.Yu. 3. Parameters of the school community 3.1. Security. O.B. Kadochnikova Vlasova N.A. 3.2. Activity. Kislyuk S.N. 3.3. Cohesion. Snegireva I.Yu. 3.4. Success. G.P. Kucherenko 4. Conclusions. 5. Making a decision. 6. Reflection of OB Kovalev. WORK PLAN:
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SCHOOL COMMUNITY - A UNIFIED COMMUNITY OF CHILDREN AND ADULTS, THE MAIN COMPONENT OF THE "FACE" OF THE SCHOOL, Ie. ITS LEADING SOCIAL AND PSYCHOLOGICAL CHARACTERISTICS
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Life values \u200b\u200bare social objects that are socially significant for a person, a person's spiritual activity and its results, ideas that are socially approved and shared by most people about what is good, justice, patriotism, friendship, etc. Values \u200b\u200bare not questioned, they serve as a standard, an ideal for all people, the pedagogical process is aimed at their formation.
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Security - unconscious psychological processes aimed at maintaining a high assessment in a person and creating internal psychological comfort, at eliminating or minimizing feelings of anxiety associated with the awareness of the conflict.
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Security Level 1. In our school, everyone will receive help and support from others. 5. Students and teachers behave tactfully towards each other. 9. Schoolchildren do not give each other offensive nicknames and do not scoff at shortcomings. 13. Teachers are friendly and fair 17. I am not afraid to participate in general school affairs, because if something does not work out, then no one will laugh
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21. Everyone responds to help and advice, if necessary. 25. Other students and teachers are good at cheering up when things go wrong. 29. They can stand up for you as “their own” 33. Help each other in school and difficult situations. 37. At school, I help both my own and newcomers
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Activity - an active attitude of a person to the world, the ability to make socially significant transformations of the material and spiritual environment on the basis of the historical experience of mankind; manifests itself in creative activity, volitional acts, communication. It is formed under the influence of the environment and education.
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2. Everyone can express their opinion in collective planning and analysis 6. Other students and teachers listen to my opinion. 10. Primary school children can participate together with high school students in general school affairs. 14. Schoolchildren and teachers are equally involved in joint affairs. 18. I can ask any teacher and student for help.
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22. I am happy to communicate with the children of my school. 26. In the presence of other guys, I become more active, show my abilities and interests. 30. Everyone actively supports useful ideas and initiatives. 34. Students in other classes do not emphasize the advantages of their class over other classes. 38. I know almost all students in our school from the first to the eleventh grade.
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Cohesion is one of the group dynamics processes that characterizes the degree of commitment to the group and its members.
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3. There are many interesting and significant activities in the school. 7. In any school-wide event, we are able to quickly assign responsibilities 11. In our school, I will always find something to my liking. 15. Teachers and students work harmoniously, skillfully interact with each other 19. Students and teachers replace each other in joint affairs if necessary.
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23. Everyone strives to contribute to the common cause 27. The school has unspoken norms and rules that are followed by both students and teachers. 31. The school has traditions that are supported by both teachers and students. 35. In joint affairs, teachers participate with schoolchildren on an equal footing, without showing their advantages. 39. If kids participate in a joint business, then the elders take care of them.
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Success is a subjective concept. For a person, what is the object of his aspirations is valuable. For everyone, success is something of his own, deeply personal and longed for
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4. Our school has interesting traditions. 8. I go to our school with pleasure. 12. I sincerely rejoice at the success of schoolchildren from other classes. 16. I like to "cheer" when students or teachers of our school participate in any competitions and contests. 20. We have great teachers at school.
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24. I participate with pleasure in any business and activities at school. 28. I like it when students from other grades participate in school-wide affairs. 32. I like it when teachers participate on an equal basis with the students in the conduct of school affairs. 36. I like it when I participate with high school students in school affairs. 40. I like it when younger students participate with me in common activities.
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A score of 5.0 points for the level of development of the school community is the ideal level of development of a single school community for children and adults. From 4.5 to 4.9 points - a very high level of development of a single school community of children and adults. From 4.0 to 4.4 points - a high level of development of a single school community for children and adults. From 3.0 to 3.9 - average level of development of a single school community of children and adults From 2.5 to 2.9 points - low level of development of a single school community of children and adults Less than 2.4 points - very low level of development of a single school community children and adults.
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Questionnaire for a sociological survey of parents 1. If you had to choose again from all schools in the district, would you send your child to the secondary school №1? No 5% Don't know 15% Yes 80%
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2. Have your children experienced physical abuse in school? Yes (from classmates) 15% No 85%
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3.What facts of psychological abuse did your children encounter at school? Constant insults 5% Threats - Constant criticism or ridicule of the child (from classmates, from high school students, from teachers) 5% Demonstration of hostility towards the child 20% Making demands on the child that are inappropriate for his age and characteristics 35% Frequent failure to fulfill promises made to the child - Don't know 10% Didn't come across 20%
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4. Parents' attitude to school Questions Yes I find it difficult to answer No My child studies in a safe and secure environment 80% 15% 5% My child's teachers are highly qualified specialists 80% 15% 5% I am provided with sufficient information about my child's success 90% 5 % 5% Adults at school treat my child with respect 75% 20% 5% I am satisfied with the quality of education my child receives 10% 40% 50% We respect our class teacher 95% 5% - At the parent meeting they give me important information 95 % 5% - I often have a misunderstanding with the class teacher - 5% 95% I am familiar with the Charter of the educational institution 100% - - I am interested in everything that happens in my child's school 55% 45% - I try, take an active part in life schools 30% 55% 15% Authoritarian management style is not about our school 45% 40% 15% My child will always be listened to and understood at school 50% 30% 20%
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During the survey of the parents of the 11th grade pupils of the secondary school № 1, the positive aspects of the school's activities were revealed: 1. Most parents consider their child's stay at school comfortable. 2. Most of the parents know their responsibilities; parents are familiar with the Charter of the educational institution. 3. 80% of parents believe that the school has a safe and secure environment. 4. Parents are not satisfied with the quality of education received by their children. This is due to the USE, which the child did not plan to take in advance, but will have to take this year to enter the university. 5. Parents receive complete information about the success of their child. Conclusions and recommendations 1. In the classroom, mutual understanding is established between all participants in the educational process. 2. The survey revealed the need to involve parents in active participation in the life of the child and school.
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References 1. Baeva I.A. Psychological safety in education. - SPb .: Union, 2000. 2. Baeva I.A. Safety psychology as a direction of psychological science and practice // National psychological journal. - 2006. - №11 3. Baeva I.A. Psychological safety trainings at school. - SPB .: Speech, 2002. 4. Burch P. Training / Per. from English Ed. I.V. Andreeva. - SPb .: Publishing house Neva, M: OLMA PRESS Invest, 2003. Bolshakov V.Yu. Psycho-training. SPb, 1994. 5. Vachkov I.V. Fundamentals of group training technology. Textbook. allowance. - M: Os-89, 1999. 6. Voloshin E. Melnikova M. I'm not afraid. // Teacher's newspaper. - 2009.- №8 7. Gardner R. Girls and boys about good and bad behavior / Per. from English E.V. Romanova. - SPb .: Callista, Thirteenth note, 2004. 8. Glasser W. Schools without losers. M.: Progress, 1991. 9. Grivtsov A.G. Creativity training for high school students and students. - SPb.: Peter, 2007. 10. Enikeev MI, Kochetkov OL, General, social and legal psychology. Concise encyclopedic dictionary. M .: Legal Literature, 1997 .. 11. Kiseleva M.V. Art Therapy in Working with Children: A Guide for Child Psychologists, Educators, Physicians, and Specialists Working with Children. - SPb .: Rech, 2006. 12. Klaus G. Introduction to differential psychology of learning: Per. with him. / Ed. I.V. Ravvich-Shcherbo. Moscow: Pedagogika, 1987. 13. Krupenin A.L., Krokhina I.M. An effective teacher. Rostov-n / D .: Phoenix, 1995. 14. Psychological dictionary / author - comp. V. N. Koporulina, M. N. Smirnova, N. O. Gordeeva, L. M. Balabanova; Under total. edited by Yu. L. Neimer. - Rostov-on-Don: Phoenix, 2003. 15. Lisina M.I. The problem of ontogenesis of communication - M.: Pedagogy, 1986 16. Chepel TL, Psychological safety of the educational process as a condition for ensuring the psychological health of schoolchildren. - M .: Pedagogy, 2008 17. Schools as Communities. Poverty levels of student "populations". Positions, Motivation and Performance of Students: Multilevel Analysis / New Values \u200b\u200bof Education. N 5. M .: Innovator, 1995. 18. Hall P. Community Education: answers to the needs and difficulties of children / New values \u200b\u200bof education. № 3. M .: Innovator, 1995. 19. Fopel K. The energy of pause. Psychological games and exercises: A Practical Guide / Per from it. - 4th ed. - M .: Genesis, 2006.http: //art.thelib.ru/children/school2/shkolnoe_soobschestvo_kak_osnova_formirovaniya_aktivnoy_zhiznennoy_pozicii_uchaschihsya.html http://www.childpsy.ru/dissertations/p/19520.
The presentation of the program for the development of the personal potential of the child "School of Opportunities" took place at the Moscow International Educational Salon. The project, together with experts, was presented by Petr Polozhevets, Executive Director of the Contribution to the Future Charitable Foundation. At the invitation of the Fund "Contribution to the Future", the conference was attended by representatives of the regions, who, following the results of the competition, will join the program in 2019-2020. What does the program give to the regional education system? What is the basis of its methodology? On what conditions can a region become a participant in the program? These and other questions were answered at the event.
The head of the fund's program for the development of the personal potential of the fund, Ekaterina Khaustova, explained the features of her work. “One of the principles is to accompany the child throughout school life, the other is to be introduced into different layers of school life, whether it is subject teaching, extracurricular activities or additional education, and the third principle is the formation of a specific controlled area where the child develops, learns to control his thinking and emotions, interacts with other people, ”she said.
“The peculiarity of this program is that the teacher is a key partner. Even more attention is paid to teachers than to children, because we believe that if the teacher does not know where to go and does not define goals for himself, then the child with whom he works will also be lost. "
Petr Polozhevets executive Director of the Fund "Contribution to the Future"
“The main question of education is always the question of meaning, for the sake of which we act, for the sake of what values \u200b\u200band motives. The program provides an answer to this question: the goal is the development of personal potential. "
Alexander Asmolov scientific Director of the Fund "Contribution to the Future", Academician of the Russian Academy of Education
Ekaterina Latypova, representative of the Russian Textbook corporation, which acted as a partner of the program, emphasized that the School of Opportunities is a complex project with a personality in the center of attention. “At the first stage of entering the program, a large line of tools is presented for each participant in the program - this is an educational and methodological complex for social and emotional development. It includes a wide range of materials for teachers, children and parents. These are workbooks, teaching aids and game kits, ”she explained.
Khaustova added that a competition for the selection of subjects of the Russian Federation for participation in the program will start on Thursday, this year it is planned to start working with ten regions. “We plan to launch this program in 30 regions by 2023,” said Polozhevets.
The School of Opportunity program meets the objectives in the field of education, outlined in the Decree of the President of Russia No. 204 of May 7, 2018, as well as federal state standards in the field of education. The program promotes the implementation of a competency-based approach in education by creating a set of educational and methodological solutions for the development and assessment of skills in children of preschool and school age and their integration into the general education system in 30 regions by 2023.
Educational and methodological materials for the development of skills in children in kindergarten and school, on which the authors of the Russian Textbook corporation are working, are combined into the School of Opportunities series, which integrates all educational products of the Contribution to the Future charitable foundation aimed at development of a person's personal potential.
The series currently includes the following comprehensive educational products:
1. UMK "Social and emotional development of children", consisting of four parts by age: preschoolers, younger students, younger and older teens. The complex includes teaching aids for teachers in each age group, a theoretical course on the basics of ERM for teachers, folders, workbooks, play kits, posters for children, additional materials.
2. Methodological complex for teachers "Cognitive development of children".
The recording of the broadcast will be of interest to the heads of the executive authorities of the constituent entities of the Russian Federation, managing the education sector, heads of regional educational development institutions and educational organizations.
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