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Educational program – Childhood


The program “Childhood” is the result of years of research work of the staff of the Department of preschool pedagogy of the Russian state pedagogical University. A. I. Herzen. In based on the theoretical views of St. Petersburg (Leningrad) school of education on the essence of child development in the preschool period of childhood, the requirements for the content of the educational program for kindergarten and ways of its realization in the pedagogical process.

The novelty of the program “Childhood” is defined by the fact that it was first practically implemented approach to holistic development and education of the preschool child as the subject of children’s activities and behavior. Organic entrance of the child in the modern world is provided in the program wide interaction of preschool children with different areas of culture: the visual arts and music, children’s literature and native language, ecology, mathematics, play and work.

The programme’s motto “Feel — Learn — Do” defines three interrelated lines of child development, which cut across all sections of the program, giving it the integrity and uniform orientation. Meaningful communication between different sections of the program allows the teacher to integrate educational content in the solution of educational tasks, which gives the opportunity to develop in the unity of cognitive, emotional and practical spheres of the child’s personality.

The program has been long tested and proved itself as a quality program and methodical product enriched development of children of preschool age, for a single process of socialization-individualization of the person through the awareness of their needs, capabilities and abilities.

Today educational program “Childhood” is one of the widely demanded documents, according to which in Russia there are pre-school educational institutions of different types, types and categories.

The library program “Childhood” now account for more than 70 benefits, representing its scientific-methodological and methodical support. At the present stage, the program “Childhood” is a single program and methodical complex, comprising:

* a comprehensive program of “Childhood” for children from 3 to 7 years; S methodological support of the program;

* methodological support of the process of preparation of the teacher, ready to implement the program “Childhood”;

* monitoring of child development and pedagogical process in the context of the implementation of the program “Childhood”.

The proposed new edition of the program “Childhood” was done with the view of the present situation of development of system of preschool education and characteristics of early childhood beginning of the XXI century. Among the reasons that determined the need to enrich the content of the programme include the following.

Reason first. What is happening in the country, modernization of education, features of state policy in the field of early childhood education at the present stage, the adoption by the Ministry of education and science of the Russian Federation “Federal state requirements to the structure of the basic educational program of preschool education” has necessitated important changes in the definition of the content and methods of organizing the educational process in kindergarten. It demanded that the authors of the revision of the overall structure and supplements the content of the programme “Childhood” in accordance with the new requirements.

The second reason stems from the fact that the modern child is a resident of the XXI century, which influenced all the signs of the present time. Long-term studies conducted by the authors of the program, enable us to identify the modern touches of early childhood, which should be considered when organizing the educational process in kindergarten.

Modern child — little citizen, aware of itself in the modern space of the country and city. He loves his homeland, your family, your peers and friends, wants to make life better, more dignified and beautiful. Modern preschooler is focused on the understanding of man and nature. He is well-versed in their immediate environment, its present and future. He was prepared to assess the things and events of life from different points of view: interest, utility, usefulness, aesthetics, cognition. Children today are more focused on the future than their peers of the 80-ies and 90-ies of XX century. It is a bright distinctive feature of young people today — they look confidently to the future.

The internal resources of the modern child are disclosed in the various preferred types of activities: visual arts, games, music, literary. But, unlike their peers of yesteryear, he confidently combines, connects, because it is so comfortable and you all can manage. Modern baby seamlessly interweave their own ideas about the world in different spheres of life. He was a native subculture that is unique to preschooler and distinguish it from children and adults.

Modern preschooler often a lack of communication with mom and dad, peers, he is lost in the world volume of information he wants to talk more and work together. Group of kindergarten — the place where he scores from a principal to his needs. So kindergarten is the second family of the child, which he happily and interesting life. Modern children are happy to go to kindergarten, I love him.

The life of a child of the twenty-first century has changed dramatically and is closely linked to the capacity of the parents. He’s faster than an adult manages to master the mobile phone and the computer, the TV and the recorder. He listens and watches with parents of the same songs and TV shows, walks with the family in cafes and restaurants, go abroad on holiday, travelling; versed in brands of cars, advertising. It is many and many wondered says.

At the same time, the child is still focused on self-worth, children’s activities. He loves to play, to write, to dream, to rejoice and reason. In modern children’s activity the child can be seen and the desire for integration, that is, combining different activities in one process. In new activities such as experimentation, the creation of micro – and macroprojects, collectibles, improvisation, modern children are attracted to the process itself, the possibility of existence of autonomy and freedom, the implementation of plans, the ability to choose and change something yourself.

All these new features of the modern early childhood need to be considered in the content of the pedagogical process in kindergarten.

The third reason relates to changes associated with modern kindergarten teacher, his professional activities.