The main events completing the educational process in kindergarten are the final classes. It was then that the acquired knowledge was generalized, skills and abilities were tested, a logical point was put to learning, which lasted a whole year. The final integrated lesson in the preparatory group is also a mandatory analysis of the system of acquired knowledge.
Activities of this kind should be held regularly, completing each training phase. Following the federal state educational standard, the teacher follows the totality of requirements that are mandatory when implementing educational programs, while adding to the final integrated lesson in the preparatory group all the creative ideas, the flight of imagination, and a large share of ingenuity. Otherwise, it is difficult to show the results of not only the school year, but also of the entire education in kindergarten.
Two documents
With regard to federal state requirements for the structure of general education programs, many copies have already been broken. How to distinguish features of state requirements in preschool education from the state standard?
Until recently, each teacher of preschool institutions prepared the final integrated lesson in the preparatory group for FGT, comparing the educational program of their institution with these requirements, but they had to rebuild. Adjust to the standard. Although these documents have a lot of similarities, the final integrated lesson in the GEF preparatory group is already very different from the previous one.
Program requirements
What exactly are the differences between the FGT OOP DO formulas and the GEF DO relationships? The first object has two parts: requirements for the structure of the program and requirements for the conditions for its implementation. The second adds to the above requirements for the results of the development of the program, while the FGT (the first) insists only on the planned results of the implementation of educational programs.
The requirements for the structure of educational programs also differ significantly. If according to FGT the four directions of the structure of education are the main ones, then according to GEF - already five. Moreover, the directions are not fundamentally different from each other, just the final integrated lesson in the preparatory group on the FSES is aimed at establishing public relations, communication, and the same lesson on the FSF is aimed at socialization, that is, the public itself.
Mandatory part and residual
The ratio of parts of the educational program has also changed. If the obligatory part of it according to the FGT should be at least 80% of the volume, and the remaining 20% ββcan be made up by the mentors themselves in the educational process, then the programs on GEF require only 60% of the total volume of the program, and the remaining 40% are left to the discretion of the teacher and guides.
Consequently, the bridgehead is expanding for the creative growth of educational workers, it becomes possible to focus on the conditions of the national, sociocultural, economic, even climatic specifics, where this educational process is carried out, the interests of pedagogical workers and established traditions are supported.
The final open integrated lesson in the preparatory group, where the results of many years of upbringing and educational work are presented within the walls of the preschool educational institution, can become a measure here.
The basis of the educational program
The basic educational program on GEF has structurally changed. Now it includes three sections: target, substantive and organizational. In each of the sections there is a mandatory eighty-percent part and scope for creativity. An additional section has been introduced - presentation of the program.
Mandatory part on FGT: explanatory note, content by region, stay mode, the results of mastering the educational program and the monitoring system. Then comes the part that the participants in the educational process themselves form.
The presentation of the program is the final comprehensively integrated lesson in the preparatory group, where the students will certainly show both the strengths and weaknesses of the documents being analyzed.
Characteristics and personal qualities
FGT defines very specific characteristics and integrative qualities of a person, so to speak, an ideal social portrait of a preschool child. The results of the main program and the quality of all activities are necessarily evaluated - both intermediate (current) and final.
Estimated GEF results are presented as targets, as possible achievements of the child due to his age and social-normative characteristics, completing the stage of preschool education. The final cognitive integrated lesson in the preparatory group will reveal such qualities of graduates as initiative, self-confidence, independence, physical development, imagination, curiosity, volitional efforts, interest.
Pedagogical diagnostics
Targets, like any goal, cannot be subject to a specific assessment, even in the form of monitoring and any types of pedagogical diagnostics, since they cannot be the basis for a purely formal comparison with children's achievements in reality.
The GEF program does not have an intermediate or final diagnosis of graduates. The final integrated lesson in the GEF preparatory group assesses the individual development of children. This assessment is made by the educator in the form of pedagogical diagnostics.
The activity of children in both spontaneous and specially organized activities is subject to observation and analysis. Instruments for pedagogical diagnostics can be observation cards for children's development, where individual dynamics and development are recorded in the future, while the child is engaged in communication with peers, with adults, games, cognition, projects, artistic activities, and physical development.
The FGT program forms a common culture, develops physical, intellectual, personal qualities, and creates the prerequisites for educational activities. The GEF program creates conditions for the social development of children, provides opportunities for their socialization, comprehensive development - personal, cognitive, moral, as well as the development of initiative, creative abilities, the desire to work with adults and peers.
Educational activities
How can educational activities directly differ from ordinary activities? Updated structure and forms of organization of the educational process, individualization, changing the position of an adult teacher in relation to children.
The final lesson of the NOD is integrated, in the preparatory group the children will most likely be willing to prepare for the show, but responsibility will not impede interest in this type of activity.
Models of the organization of the educational process
The previous and most common model of the educational process organization in our country included three points:
1. Conducting classes on a schedule, where the children solved the tasks formed by the methods.
2. Formation of skills in the course of regimen moments: reception in the morning, breakfast, walk, preparation for a quiet hour, and so on.
3. The knowledge and skills acquired by children are fixed in independent and individual work.
This program model worked before the introduction of the order of the Ministry of Education and Science of Russia No. 655 of November 23, 2009 under the Federal State budget, which concerned the approval of the structure of the foundations of educational programs for preschool education. The order stipulated the solution of educational problems through joint activities of adults and children, moreover, not only confining itself to the framework of GCD (directly to educational activity), but even when carrying out all kinds of regime moments according to the specifics of the preschool institution.
The final integrated lesson in the preparatory group should include all the best moments that have occurred as a result of the joint activities of children and the educator, since they are the ones that help the child learn the world and overcome difficulties.
Affiliate activities
The newest model of building the educational process should take into account the parameters of FGT and must contain two components:
1. The joint activity of children and adults with the observance of GCD and all regime moments.
2. Independent activity of children.
The main points of the organization of such, one might say, partnership activities of children and educators that do not go beyond the limits of GCD and the regime are the following:
1. The teacher participates in joint activities absolutely on an equal basis with the pupils.
2. Preschoolers purely voluntarily join a joint activity, without mental pressure and disciplinary coercion.
3. Children can freely communicate and move during joint activities, respectively, it is necessary to organize a workspace for this.
4. The open end of joint activities, that is, everyone can work at their own pace.
5. The game should be present in joint activities as the main type of work with children and as the leading type of activity of a preschool institution.
The indicator of successful mastery of skills, knowledge and skills through the game may be the final integrated lesson in the preparatory group - on the development of speech or mathematics, it is not so important, the main thing will be clear: through the game, the child adapts faster in the environment, society, he does not lose interest in learning and internally happy.
Game activity selection
The educational process is directly organized and implemented through the development of various types of activities of children: play, movement, communication, work, cognitive research, productive, musical and artistic, and also - to a large extent - through reading.
Here, the most important thing is to successfully integrate all these forms and methods of work, to make the right choice, which is the prerogative of the teacher who independently solves all the problems associated with the contingent, the level of development of the general educational program. And it remains only to wish a constant creative approach to the implementation of the specific tasks of preschool education.