Cheat sheet: Regulatory support of education. Federal State Educational Standard (Russia)

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-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 acquired 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.

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 teaching 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 methodological materials and means of training and education, include the routine and / or daily routine, as well as features of traditional events, holidays, activities; 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 children’s health limitations 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).

1. The right of an educational institution to issue its graduates a state-issued document on the appropriate level of education arises from the moment of its...
A) state accreditation
B) licensing
B) registration
D) certification
2. Citizens of the Russian Federation have the right to receive ___ education in their native language
A) basic general
B) average (full) general
B) initial
D) higher professional
3. The legislation of the Russian Federation in the field of education does not include...
A) Declaration of Principles of Tolerance
B) The Constitution of the Russian Federation
C) Law of the Russian Federation “On Education”
D) regulatory legal acts of the constituent entities of the Russian Federation in the field of education
4. State educational standard in the conditions of the modern education system according to the Law of the Russian Federation “On Education”...
A) is the basis for an objective assessment of the level of education and qualifications of graduates, regardless of the form of education
B) guarantees the receipt of free general and, on a competitive basis, free vocational education in state and municipal educational institutions
C) ensures the quality of training of specialists
D) ensures the right to equal education
5. In accordance with the Law “On Education” of the Russian Federation, the form of education is not ...
A) continuing education
B) family education
B) self-education
D) external study
6.Additional education in accordance with the Law of the Russian Federation “On Education” involves ...
A) comprehensive satisfaction of the educational needs of citizens and provision of continuous professional development
B) implementation of the content of relevant programs in the system of children's youth sports schools
C) training children in creative houses
D) in-depth development of educational programs
7. Education aimed at training skilled workers in all main areas of socially useful activities on the basis of basic general education is ___ education
A) initial professional
B) average professional
B) higher professional
D) additional
8. The goal of the “Program for the Development of Teacher Education in Russia for 2001-2010” is ...
A) creating conditions for the development of a system of continuous pedagogical education
B) development of regional teacher training programs
C) updating the legal framework for continuing teacher education
D) creating a balance between state social and personal priorities in education
9. An educational institution has the right to conduct educational activities from the moment...
A) issuance of a license
B) registration
B) state accreditation
D) paying taxes
10.The leading principles for developing the content of continuing pedagogical education do not include...
A) visibility
B) fundamentality
B) continuity
D) variability
11. The general management of a state or municipal higher education institution is carried out by ___ council
A) scientist
B) pedagogical
B) trustee
D) rector's
12. The priority tasks of modernizing Russian education do not include...
A) strengthening state control over the quality of education
B) ensuring state guarantees of accessibility and equal opportunities to receive a full-fledged education
C) achieving a new modern quality of preschool, general and vocational education
D) formation in the education system of regulatory, organizational and economic mechanisms for attracting and using extra-budgetary resources
13.A document that protects the rights of the child and is binding on the countries that sign it is ...
A) Convention
B) Declaration
B) Program
D) Concept
14. The “UN Convention on the Rights of the Child” was ratified in Russia in ___
A) 1990
B) 1994
B) 1989
D) 1918
15. A child is a person under the age of ___ years
A) 18
B) 16
B) 14
D) 12
16. For the first time in history, the recognition of a child as a full-fledged and full-fledged person was proclaimed ...
A) “UN Convention on the Rights of the Child”
B) “Universal Declaration of Human Rights”
B) “World Declaration on the Survival, Protection and Development of Children”
D) “Constitution of the Russian Federation”
17. A set of international legal standards regarding the protection and well-being of children is contained in…
A) “UN Convention on the Rights of the Child”
B) “Universal Declaration of Human Rights”
B) “Constitution of the Russian Federation”
D) “Declaration “A World Fit for Children”
18.Measures to restore social connections and functions lost by a child are social...
A) rehabilitation
B) compensation
B) deprivation
D) adaptation
19.The rights of students in an educational institution are determined...
A) Charter of the educational institution
B) Standard regulations on an educational institution
B) General meeting of parents
D) General meeting of students
20.The protection of a child from information harmful to his health, moral and spiritual development is guaranteed...
A) Federal Law on Basic Guarantees of the Rights of the Child of the Russian Federation
B) Law of the Russian Federation “On Education”
B) The Constitution of the Russian Federation
D) Declaration of Principles of Tolerance
21.The principles of state policy in the interests of children do not include...
A) the secular nature of education
B) state support for families
C) establishing minimum standards for indicators of the quality of life of children
D) responsibility of citizens and officials for causing harm to a child
22.The international agreement on the rights of the child, proclaimed by the United Nations General Assembly in 1989, is called ...
A) Convention on the Rights of the Child
B) Charter of Human Rights
B) National Doctrine of Education
D) Declaration of the Rights of the Child
23.According to the Universal Declaration of Human Rights, basic personal rights do not include the right to...
A) labor
B) life
B) freedom
D) personal integrity
24. A level of qualifications and professionalism that meets regulatory criteria, allowing an employee to solve problems of a certain degree of complexity is ...
A) qualification category
B) competence
B) skill
D) creativity
25. To certify teaching staff for the second qualification category, a certification commission is created...
A) educational institution
B) local education authority
B) board of trustees
D) Federal education authority
26. The document that is the basis for determining the normative criteria for the professional and pedagogical level of a certified teacher is ...
A) qualification characteristics
B) certificate of assignment of a qualification category
C) a unified tariff schedule for remuneration of public sector workers
D) qualification category
27. One of the principles of certification of pedagogical and managerial employees of state and municipal educational institutions is ...
A) voluntariness for the second, first and highest qualification categories for teaching staff and for the highest qualification category for management workers
B) voluntariness for management employees and persons applying for a management position, for the first qualification category
C) the closedness of the process of discussing the results
D) mandatory certification for the second, first and highest qualification categories for teaching staff
28. Qualification categories for teaching and management employees are assigned for a period of ...
A) 5 years
B) 1 year
B) 3 year
D) 10 years
29. When making a decision based on the results of certification, the teacher (supervisor) has the right ...
A) be present in person
B) participate in the discussion
C) undergo re-certification in the near future
D) participate in voting
30. Tariff and qualification characteristics for positions of employees of educational institutions and organizations serve as the basis for…
A) conducting certification
B) writing a teacher’s description
B) advanced training
D) planning teaching activities
31.The section of tariff and qualification characteristics, containing provisions for establishing wage grades for employees, is ...
A) “Qualification requirements”
B) “Job responsibilities”
B) “Must know”
D) “General provisions”
32.The number of categories established in accordance with the qualification requirements is ...
A) 3
B) 7
AT 9
D) 14
33. Monitoring compliance with the procedure for certification of teaching staff cannot be carried out ...
A) the school’s pedagogical council
B) Ministry of Education of the Russian Federation
C) education management body of the constituent entities of the Russian Federation
D) municipal education authority
34.A certified pedagogical or managerial employee has the right to elect...
A) specific forms and procedures for certification from among the variable forms and procedures
B) deadlines for certification
C) composition of the certification commission
D) validity period of the established certification category
35. Tariff and qualification characteristics for each position do not include the section ...
A) “Must be able to”
B) “Job responsibilities”
B) “Must know”
D) “Qualification requirements for pay grades”
36. The procedure for appointing or electing the head of a general education institution is determined ...

B) municipal local government organizations
C) Law of the Russian Federation “On Education”
D) Educational program
37. The document regulating the activities of general education institutions and being the basis for the development of the institution’s charter is ...
A) Model regulations on a general education institution
B) Law of the Russian Federation “On Education”
B) Regulations on the procedure for certification of teaching and management employees of state and municipal educational institutions
D) Federal target program for the development of education
38.The standard regulations on a general education institution must apply to...
A) gymnasium
B) vocational schools
B) colleges
D) non-state educational institutions
39. One of the principles of school activity, designated by the Model Regulations on a General Educational Institution, is the principle ...
A) democracy
B) decentralization
B) secularism
D) continuity of education
40.One of the main tasks of a general education institution is...
A) creating favorable conditions for the mental, moral, emotional and physical development of the individual
B) training and education in accordance with the levels and forms of education
C) preserving school traditions
D) receiving education in your native language
41. In accordance with the Model Regulations on an Educational Institution, the founder of a state educational institution is...
A) a federal government body or a government body of a constituent entity of the Russian Federation
B) private person
B) commercial organization
D) local government
42. Relations between the founder and a general educational institution that are not regulated by the institution’s charter are determined ...
A) an agreement concluded between the founder and the educational institution
B) agreement
B) contract
D) by order
43. The second stage of the educational process in an educational institution assumes a standard period for mastering basic general education within ___ years
A) 5
B) 3
AT 4
D) 2
44. The division of powers between the head and self-government bodies of a general education institution is determined ...
A) Charter of a general education institution
B) Law of the Russian Federation “On Education”
B) school administration
D) School Council
45. The council of an educational institution is formed in accordance with ...
A) Charter of a general education institution
B) by order of the manager
B) the wishes of the students
D) employment contract
46.The Charter of an educational institution must indicate...
A) status of educational institution
B) characteristics of the material base
B) class schedule
D) a structural unit of an educational institution that has the right to carry out the educational process
47. The standard regulations on an educational institution are approved ...
A) Decree of the Government of the Russian Federation
B) State Duma
B) Ministry of Education of the Russian Federation
D) municipal education authority
48. A normative document characterizing the goals, objectives, structure of certain types of educational institutions and establishing the procedure for the operation of schools is ...
A) Charter of the educational institution
B) Standard regulations on an educational institution
C) Program of activities of the educational institution
D) School development concept
49. The standard regulation on an educational institution regulates the activities of state and municipal educational institutions of one(s) ...
A) kind
B) type
B) legal form
D) level of education

1) the unity of the educational space of the Russian Federation;

2) continuity of basic educational programs;

3) variability in the content of educational programs at the appropriate level of education, the possibility of creating educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of students;

4) state guarantees of the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs and the results of their development.

2. Federal state educational standards, with the exception of the federal state educational standard for preschool education, educational standards are the basis for an objective assessment of compliance with the established requirements of educational activities and training of students who have mastered educational programs of the appropriate level and appropriate focus, regardless of the form of education and form of training.

3. Federal state educational standards include 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.

4. Federal state educational standards establish the time frame for obtaining general education and vocational education, taking into account various forms of education, educational technologies and the characteristics of individual categories of students.

5. Federal state educational standards for general education are developed by level of education; federal state educational standards of vocational education can also be developed by profession, specialty and area of ​​training at the corresponding levels of vocational education.

5.1. Federal state educational standards for preschool, primary general and basic general education provide the opportunity to receive education in native languages ​​from among the languages ​​of the peoples of the Russian Federation, study the state languages ​​of the republics of the Russian Federation, native languages ​​from among the languages ​​of the peoples of the Russian Federation, including Russian as a native language .

6. In order to ensure the realization of the right to education of students with disabilities, federal state educational standards for the education of these persons are established or special requirements are included in the federal state educational standards.

7. The formation of the requirements of federal state educational standards of vocational education for the results of mastering the main educational programs of vocational education in terms of professional competence is carried out on the basis of relevant professional standards (if any).

8. Lists of professions, specialties and areas of training indicating the qualifications assigned to the relevant professions, specialties and areas of training, the procedure for the formation of these lists are approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education. When approving new lists of professions, specialties and areas of training by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education, the correspondence of the individual professions, specialties and areas of training indicated in these lists with the professions, specialties and areas of training may be established. specified in the previous lists of professions, specialties and areas of training.

9. The procedure for developing, approving federal state educational standards and introducing amendments to them is established by the Government of the Russian Federation.

10. Moscow State University named after M.V. Lomonosov, St. Petersburg State University, educational organizations of higher education in respect of which the category “federal university” or “national research university” has been established, as well as federal state educational organizations of higher education, the list of which is approved by decree of the President of the Russian Federation, have the right to develop and approve independent educational standards at all levels of higher education. Requirements for the conditions for the implementation and results of mastering educational programs of higher education, included in such educational standards, cannot be lower than the corresponding requirements of federal state educational standards.

IN In accordance with the Law of the Russian Federation “On Education”, education standards (or educational standards) have been introduced in our country.

The concept of “standard” comes from the Latin word “standard”, meaning “sample”, “norm”, “measure”. Under education standard is understood a system of basic parameters accepted as the state standard of education, reflecting the social ideal and taking into account the capabilities of the real individual and the education system to achieve this ideal.

Main objects of standardization in education are: its structure, content, volume of teaching load and level of students’ preparation. The norms and requirements established by the standard are accepted as a standard when assessing the quality of the main aspects of education.

What caused the standardization of education?

The need to standardize education is caused by fundamental changes in the field of education as a social phenomenon. Russia's turn to democracy, to market relations, and to individual rights and freedoms required a rethinking of education policy. The sphere of education is now focused primarily on satisfying the spiritual needs of the individual, and not on the interests of the state. This in turn led to significant changes in the organization of education. Educational institutions have acquired greater independence in choosing the content, forms and methods of teaching.

The standardization of education is also associated with the fact that the transition of schools to new, freer forms of organizing the educational process, a change in the status of many schools, the introduction of new curricula, a freer choice of academic subjects and volumes of study by schools, the introduction of alternative textbooks, the creation of new teaching technologies, multi-level and differentiated education - all this required concern for maintaining the basic unity of the educational space, allowing for a uniform level of education received by students in different types of educational institutions (lyceums, colleges, secondary schools, both state, municipal and non-state, private). The state educational standard is the mechanism that ensures the existence of a unified educational space in the country.

The standardization of education is also caused by Russia's desire to enter the system of world culture, which requires taking into account achievements in this area of ​​international educational practice when forming general education. This provides Russian citizens with recognition of their educational documents abroad.

The idea of ​​standardizing education is not new for Russia. It existed back in Soviet times. Although in the USSR, as a rule, the concept of a state educational standard was not used, its role was actually fulfilled by unified curricula. They went down to the republics and were the basis of the actual curriculum of schools. The curricula and plans of those years were characterized by excessive ideologization, limiting teachers’ initiative and students’ ability to choose the content of education in accordance with their interests and abilities. But nevertheless, unified curricula seemed to level out education throughout the entire territory of the Soviet Union. In fact, the idea of ​​​​introducing educational standards was tested in practice.

The currently existing state educational standards do not subject the educational process to a rigid template, but, on the contrary, open up wide opportunities for pedagogical creativity, for creating variable programs and various teaching technologies around the mandatory core of content (which is the standard).

State educational standards are developed on a competitive basis, updated at least once every 10 years, established by federal law, and are mandatory for implementation by all educational institutions in the country, regardless of subordination, types and forms of ownership.

The educational standard has three components: federal, national-regional and school.

Federal component The standard defines those standards, the observance of which ensures the unity of the pedagogical space of Russia, as well as the integration of the individual into the system of world culture. The federal component provides a basic standard of education in various subjects throughout the country.

National-regional component The standard defines those standards that fall within the competence of the regions (for example, in the field of native language and literature, geography, art, labor training, etc.). Due to the national-regional component, the needs and interests in the field of education of all peoples of the countries and the national uniqueness of culture are taken into account.

School component the content of education reflects the specifics and focus of an individual educational institution. Due to the school component, taking into account the federal and national-regional components, each school itself determines the amount of educational time allocated to the study of certain academic subjects, the depth and nature of their study, depending on the type of educational institution.

The federal component of the standard is its unchanging part, which is revised extremely rarely; national-regional and school components are variable parts that are systematically updated and revised.

In 2001, an experiment began on the transition to a twelve-year school. Introduced into the experimental basic curricula of general education institutions from the first to the twelfth grades student component. Due to the hours of the student component, new forms and methods of organizing the educational process are implemented, providing personal orientation, including the organization of individual and group search and research work, project and active-motor activities of students.

Regulatory documents regulating the content of education

Syllabus- a normative document that determines the composition of educational subjects; the order (sequence) of their study by year of study; weekly and annual number of teaching hours devoted to the study of [each subject; structure and duration of the academic year.

In the practice of modern secondary schools, several types of curricula are used: the basic curriculum, standard federal and regional curricula and the school curriculum itself.

Basic curriculum- this is the main state regulatory document, which is an integral part of the State educational standard. The basic curriculum for primary school is approved by the State Duma, and for secondary school - by the Ministry of Education of the Russian Federation.

The basic curriculum defines:

The total duration of study (in academic years) and for each level;

The maximum volume of students’ teaching load, the composition of educational areas and academic subjects;

School time; allocated for mastering the content of education by grade, educational area and academic subject;

A weekly teaching load for basic training courses at each level of general secondary education, for compulsory classes of students' choice and for elective classes.

The core curriculum serves as the basis for developing standard federal and regional curricula and the source document for financing an educational institution.

Regional curriculum is developed by regional educational authorities on the basis of the federal basic curriculum. It bears a regulatory burden at the regional level and is the basis for the development of a curriculum for an educational institution.

School curriculum is compiled in compliance with the standards of the basic curriculum. There are two types of such plans: actual curriculum And working curriculum. Based on the state basic curriculum for a long period, a the curriculum itself. It reflects the characteristics of a particular school (one of the standard curricula can be adopted as it). Taking into account current conditions, we are developing working curriculum. It is approved annually by the school's teaching council.

The structure of the curriculum includes:

invariant part, ensuring the familiarization of students with general cultural and nationally significant values, the formation of personal qualities that correspond to social ideals;

variable part, ensuring the individual development of schoolchildren and taking into account their personal characteristics, interests and inclinations.

In the curriculum of a general education institution, these two parts are represented by three main types of training sessions: compulsory classes, constituting the basic core of general secondary education; compulsory classes of students' choice; extracurricular activities.

As an example, let us give the basic curriculum of general education institutions RF.

The means of implementing educational standards in practice are educational programs, which are also called training programs. The term “educational program” is official, enshrined in the Law of the Russian Federation “On Education”.

Educational programs determine the content of education at a certain level and focus. In the Russian Federation, educational programs are being implemented, divided into general education(Basic and additional) and professional(main and additional).

General education programs are aimed at solving the problems of forming a general culture of the individual, adapting the individual to life in society, and creating the basis for informed choice and mastery of professional educational programs.

General education programs include preschool education, primary general education, basic general education, and secondary (complete) general education.

Professional educational programs are aimed at solving the problems of consistently increasing professional and general educational levels, training specialists with appropriate qualifications.

Professional programs include programs of primary vocational education, secondary vocational education, higher vocational education, and postgraduate vocational education.

The mandatory minimum content of each basic general education program or basic professional educational program (for a specific profession, specialty) is established by the corresponding state educational standard, which also determines the regulatory time frame for their development in state and municipal educational institutions.

General education programs are implemented in preschool educational institutions, educational institutions of primary general, basic general, secondary general education, including in special (correctional) educational institutions for students, pupils with developmental disabilities, in educational institutions for orphans and children left behind. without parental care (legal representatives).

Educational programs of special (correctional) educational institutions are developed on the basis of basic general education programs, taking into account the characteristics of psychophysical development and the capabilities of students.

Educational programs of preschool, primary general, basic general and secondary general education are successive, that is, each subsequent program is based on the previous one.

Let's take a closer look at what general education programs implemented in schools are. More often they are called curriculum of a particular subject.

Training program- This is a normative document outlining the range of basic knowledge, skills and abilities that must be acquired in each individual academic subject.

Curriculums can be standard, working And copyrighted.

Typical curricula are developed on the basis of the State educational standard for a specific discipline. They are advisory in nature.

Workers curricula are created on the basis of standard ones and are approved by the school’s pedagogical council. They reflect the requirements of the educational standard and the capabilities of a particular educational institution.

Copyright curricula take into account the requirements of the educational standard, but may have a different logic of presentation of educational material, the author’s views on the phenomena and processes being studied. They are discussed (defended) at the school teachers' council or meetings of district methodological associations. After which the programs are approved for use in the educational process. Author's programs are most often developed for elective courses and electives.

Structurally, training programs consist of three main components. The first component is explanatory note, which defines the target directions for studying a given specific academic subject in the system of academic disciplines in a general education school, the main objectives of the academic subject, its educational capabilities, and the leading scientific ideas underlying the construction of the educational subject. Second component - the actual content of education: thematic plan, list of sections and topics for the course, basic concepts, abilities and skills, possible types of classes. The third component is some guidelines about ways to implement the program.

Historically, there have been two structural ways of presenting educational material in programs: concentric And linear. Recently it has become widespread spiral method presentation. There is also mixed structure of presentation of educational material.

Linear method The presentation is that the material of each subsequent stage of training is a logical continuation of what was studied in previous years.

At concentric way Presentation of the material of a given stage of training in a more complicated form is studied at subsequent stages. Concentrism is due to the need to take into account the age characteristics of students.

Characteristic feature spiral method presentation of the material is that the range of knowledge on the original problem is constantly expanding and deepening. Unlike the concentric structure, in which people sometimes return to the original problem even after several years, there are no such breaks in the spiral structure.

There is also mixed method presentation of material, which is a combination of the above approaches.

The specific content of the educational material is revealed V textbooks and teaching aids different types: anthologies, reference books, problem books, books for additional reading, workshops, collections of texts, dictionaries, maps, atlases, teaching aids for students and teachers, educational and methodological complexes, workbooks, etc. The content of educational material on electronic storage devices (video disks, video cassettes, computer programs).

The textbook is of primary importance in revealing the content of the material. Textbook is a book that sets out the basics of scientific knowledge on a specific academic subject.

The textbook performs two main functions: it is a source of educational information that reveals the content provided for by the educational standard in a form accessible to students; acts as a teaching tool with the help of which the educational process is organized, including the self-education of students.

The structure of the textbook includes text(as the main component) and extra-textual(auxiliary) Components.

The texts are divided into descriptive texts, narrative texts, reasoning texts. Also distinguished main, additional and explanatory texts.

Main text, in turn, is divided into two components: theoretical-cognitive and instrumental-practical. The epistemological component includes: basic terms; key concepts and their definitions; basic facts, phenomena, processes, events; experiments; description of laws, theories, leading ideas; conclusions, etc.

The instrumental-practical component includes the characteristics of the basic methods of cognition, rules for applying knowledge, methods of assimilation and independent search for knowledge; description of tasks, experiments, exercises, experiments; reviews, sections systematizing and integrating educational material.

Additional text includes documents; textbook material; appeal to readers; biographical, folklore, statistical information; reference materials beyond the scope of the program.

Explanatory text includes subject introductions to the textbook, sections, chapters; notes, clarifications; dictionaries; qualifiers; explanations for maps, diagrams, diagrams; pointers.

In addition to educational text, textbooks contain so-called extra-textual components. Extra-textual components include apparatus for organizing the assimilation of material; illustrative material; orientation apparatus.

The apparatus for organizing the assimilation of material includes: questions, assignments, memos, instructional materials, tables, font selections, captions for illustrative material, exercises.

Illustrative material includes subject and subject materials, documents, technical maps, diagrams, diagrams, plans, drawings, instructions-methods, graphs, reference books, illustrations.

The orientation apparatus includes a preface, table of contents, notes, appendices, indexes, and symbol signals.

Supplements to the textbook are teaching aids, which deepen and expand its content.

There are certain requirements for educational literature, especially textbooks. The textbook must unifiedly reflect the logic of science, the logic of the curriculum and the logic of the academic subject. It must contain highly scientific material and at the same time be accessible to students, take into account the characteristics of their interests, perception, thinking, and memory. The formulation of the main provisions and conclusions must be extremely clear and precise. The language of presentation of the material should be figurative, fascinating, with elements of problem presentation. A good textbook is informative, encyclopedic, and encourages self-education and creativity.

Questions for self-control

1. What is meant by the content of education?

2. Name the approaches to determining the essence of the content of education.

3. What are the criteria and principles for selecting educational content?

4. What is the purpose of the State Educational Standard?

5. What are the regulatory documents regulating the content of education?

Main literature

1. Pedagogy: Textbook. aid for students ped. universities and pedagogical colleges / Ed. P.I. Pidkasisty. M.: Pedagogical Society of Russia, 1998.

2. Kharlamov I. F. Pedagogy: Compact, textbook. well. Minsk: Universitetskoe, 2001.

3. Khutorskoy A.V. Modern didactics: Textbook for universities. St. Petersburg: Peter, 2001.

additional literature

1. Zuev D. D. School textbook. M., 1983.

2. What should a textbook be: didactic principles of construction / Ed. I. Ya. Lerner and N. M. Shakhmaev. Part 1,2. M., 1992.

3. National doctrine of education in the Russian Federation // Public education. 2000. No. 2.