What is planning in dow. Planning the pedagogical process in a preschool educational institution

Planning is the definition of a system of measures, providing for the order, sequence and timing of their implementation. This system of activities is aimed at achieving the set goal, clearly and specifically formulated, indicating the end result that can be measured, compared, evaluated.

A feature of planning as a management function is that it cannot exist independently, without connection with other functions. The basis for planning is the results of pedagogical analysis, the results of planning have a direct impact on the functions of organization and control.

The importance of the planning function in management activities was noted by researchers and founders of the school scientific management(F. Taylor, G. Gantt, F. Gilbert), who paid great attention to planning, pointed out its key importance in management. It was the representative of this school, G. Gannt, who introduced the concept of "calendar planning".

The necessity and importance of planning as a stage of a unified system of methodological work in a preschool educational institution is emphasized by K.Yu. White, highlighting among functional duties the head and senior educator of a preschool educational institution, their activities in planning educational work and methodological work in a preschool educational institution.

Head of a preschool educational institution:

- determines, together with the team, the goal of its institution - a specific image of the desired result that the preschool educational institution can actually achieve by a specific time;
- carries out strategic planning - careful, systematic preparation for the future;
- together with the team, develops and implements development programs and work plans for a preschool organization.

Determines together with the team the goal of his institution - a specific image of the desired result, which preschool educational organization can actually reach a specific time.

Senior teacher of a preschool educational institution:

- participates in strategic planning, development and implementation of development programs and plans work of preschool educational institution;
- plans teaching and educational, methodical work taking into account the professional skills, experience of educators and in order to create optimal model educational process in the preschool educational institution, providing for:
- proposals for the work plan of the preschool educational institution;
- professional development of educators;
- assistance to educators in self-education;
- certification of educators;
- drawing up a schedule of classes by age groups;
- methodological assistance to educators (primarily beginners) in preparing and conducting classes;
- exchange of experience of the staff of the preschool educational institution;
- familiarization of educators with the achievements of pedagogical theory and practice;
- development of continuity between the preschool educational institution and the school;
- Improving work with parents;
- making groups teaching aids, games, toys/

When planning the work of the DOE, the following are taken into account:

- type of preschool educational organization;
- the possibilities of its material and technical base;
- personnel, its professional capabilities;
- prospects for the development of the teaching staff.

Planning principles:

- A complex approach to planning;
- specificity of the plan;
- Realism, feasibility of the plan (do not overload);
- a combination of optimal forms, means, methods of work;
- focus on the final result;
- reliance on the participation of each employee.

Planning involves, first of all, the definition of goals and objectives facing the preschool educational institution.

The development goals of the preschool educational institution are considered as a system-forming factor that determines the content of its activities and the result of the work.

The importance of determining the goals of preschool educational institutions follows from the variety of their functions:

- reflection of the general idea of the functioning and development of the preschool educational institution;
- the basis for planning the work of the preschool educational institution and the basis for making managerial decisions;
- motivating the activities of kindergarten employees;
- the main criterion, the standard for monitoring the progress of work and evaluating the final results.

A number of modern authors whose works are devoted to the management of preschool education (S.A. Ezopova, L.V. Pozdnyak, N.N. Lyashchenko, L.M. Denyakina, etc.) define the following planning tasks in a preschool educational institution:

- designation of activities of the preschool educational institution based on the study of the potential of the institution and the surrounding society;
-determination of the desired results of work preschool, to achieve which the planned activity is aimed;

Identification of means (resources) of a preschool institution that ensures the achievement of goals;

Development of standards for ongoing activities, requirements for its implementation, criteria and indicators for evaluating results.

1. Determination of the initial, "starting" level of the state of educational work in a preschool educational institution at the time of the start of planning.

For this, it may be necessary to study and analyze both the state of the internal resources of the preschool educational institution, the results of previous activities, and those external conditions of the existing society in which subsequent activities will take place. At the same time, the thoroughness of the pedagogical analysis of the initial state of the activity of a preschool educational institution will have a direct impact on the reality of plans, the possibility of their implementation;

2. Description of the expected results of activities upon completion of the implementation of the plans, the specificity of which determines the degree of implementation of the plans

At the same time, it should be taken into account that plans are implemented by people in a rapidly changing environment. environment. In this regard, most likely, the obtained results of activities will not fully correspond to the planned ones. Therefore, when determining the results and monitoring their achievement, the manager must remember the flexibility (plasticity) of the plan, the possibility of its prompt adjustment;

Choosing the best ways and means to achieve the planned results. When determining the content of the plan, that is, activities, participants, responsible, deadlines, it should not be overloaded with a large number of activities in a limited time frame;

Inclusion in the planning process of teachers of a preschool educational institution. Fulfillment of this condition contributes to:

Increasing personal interest among teachers in the implementation of the developed plans;

- obtaining by teachers a broader understanding of the activities of a preschool educational institution;
- deeper analytical foundations of planning;
- determination of working relationships in the team in the implementation of the developed plans;
- development of activity and organizational skills of preschool teachers and the creation of a positive microclimate.

The result of the implementation of the planning function is the creation of a system of plans, consisting of strategic, tactical and operational plans.

In management theory, there are the following types planning depending on the time period of implementation:

- strategic (long-term);
- tactical (medium-term);
- operational (short-term).

All of the listed types of planning are present in a preschool educational institution.

Strategic planning covers a long period of time (most often 3-5 years) and aims to determine the main directions for the development of a preschool educational institution based on the external and internal conditions of its activities.

The first stage in the preparation of strategic plans is an analysis of the environment and internal potential of the preschool educational institution.

The second stage involves the definition of the mission and key goals of the preschool educational institution.

The third stage is to develop a strategy for the development of preschool educational institutions.

Thus, as a result of strategic planning, a Development Program for a preschool educational institution is created, which determines its initial state and potential, mission and strategic goals, and develops a strategy for its further development. More details about some approaches to the development of the Program for the Development of a Preschool Educational Institution will be discussed in the next chapter.

Tactical planning is carried out for the medium term (1-3 years). Tactical planning in a preschool educational institution is implemented as part of the preparation of annual work plans and plans for the main departments. Consider the stages of annual planning of the work of a preschool educational institution.

The first stage is an analysis of the results of the work of the preschool educational institution at the previous stage.

-achieved level of problem solving, its quantitative and qualitative characteristics;
- analysis of the results of the team's activities in solving problems, - positive and negative aspects of its activities;
- identification of the causes that caused shortcomings in work, failures in the implementation of plans;
- selection of ways to solve problems that will form the basis of a new planning cycle.

The second stage is the definition of the main goals of the preschool educational institution for the subsequent planning period, their ranking.

Based on the results of the analysis and strategic plans, the goals and main directions for further work on short term.

The third stage is the definition of measures to achieve the set goals. Measures to achieve goals is a set of means, methods, actions to implement the activities of an educational institution.

At this stage, the content of activities for the planned period is specified; the executors and those responsible for its implementation, the mechanism for coordinating their actions are determined; resources to implement the plan.

The fourth stage is the discussion and approval of the plan at a meeting of the pedagogical council of the preschool educational institution.

Thus, the tactical (medium-term) plan allows you to determine the specific goals of the organization and the means to achieve them. It shows not only what needs to be achieved, but also how it can be done. In a preschool educational institution, tactical planning can include the process of developing an annual plan for preschool education. Different approaches to annual planning and examples Annual plans preschool educational institutions are listed below.

On the basis of the tactical plan, an operational plan for the work of the organization's employees is developed. Operational planning is carried out for a short period (as a rule, covers a period of up to several months).

Operational plans are drawn up on the basis of tactical ones and include the specific content of work by day. This type planning is practically carried out by every qualified employee of the organization. Operational plans in a preschool educational institution include plans for educational work in a group.

Thus, planning is a process, the result of which is a clear formulation of goals and the determination of the means and methods by which the goals will be achieved; this is the development of a system of upcoming activities, the procedure for formulating the goals and objectives of the activity.

IN Russian education systematic changes occur, and these changes encourage teachers to look for new approaches to the implementation of tasks preschool education. This applies not only to program documents, but also, mainly, to the activities of teachers with children.

The first step to this activity is, of course, planning. The effectiveness of the pedagogical process largely depends on how well the planning is done.

Plans should take into account a number of modern issues, such as the current situation in the development of children, the characteristics of a group of children, the technologies being implemented, the regional component, the variable part educational program, implementation of the requirements of the Federal State Educational Standard: taking into account the interests of the child, supporting his initiative and the formation of the child as a subject of his education.

That is, there is no and cannot be a ready-made plan specifically for your group and for your children until you make it yourself. Ready Plans only partially can be used to develop own plans teachers.

According to the order of the Ministry of Public Education of the RSFSR dated September 20, 1988 No. 41 “On Documentation of Preschool Institutions”, the following pedagogical documentation of preschool institutions was established: for educators and music directors - plan of educational and educational work with children for a day or a week at their discretion.

In addition, for educators - daily maintenance of the report card of children's attendance.

For the senior educator - a plan of work with educators for a month or a week.

At the same time, educators, music directors, and senior educators plan their work in any form. Records of observations of the pedagogical process by senior educators and heads are also kept in a form convenient for them, and this documentation is not mandatory for submission to higher authorities. Medical and financial records of a preschool institution are maintained medical workers and administration in accordance with the regulations of the relevant departments.

In order to streamline these arbitrary forms of planning, it is advisable to introduce unified approaches to planning in a preschool institution. This can be done in the form local act adopted and approved by the DOW.

Plans for upbringing and educational work with children in age preschool groups are mandatory normative documents regulating the activities of educators and specialists of preschool educational institutions, for the implementation of the content of psychological and pedagogical work in the main areas of child development preschool age(social and communicative development, cognitive development, artistic and aesthetic development, speech development, physical development), are developed and implemented by each teacher of the preschool educational institution. What are these types and forms of planning?

Complex- thematic planning educational educational process in age groups is planning in accordance with the main general educational program of preschool education for all educational areas. Comprehensive thematic planning is compiled by the methodologist and teachers of each age group jointly and is developed for the academic year (from September to May inclusive).

This type of planning should reflect:

The name of the topic and the period of its implementation;
solved pedagogical problems;
the activities of the educator with children in sensitive moments;
outcome options.

Comprehensive thematic planning is an integral part of the main general educational program of the preschool educational institution and must be developed by the methodologist and teachers before the start of the school year. Comprehensive thematic planning is formalized in hard copy must have title page.

Long-term planning of the educational process in age groups- this is an early determination of the order, sequence of the educational process for the academic year with the definition of tasks and content for each month. Its basis is the main general educational program of a preschool institution. A long-term plan is drawn up by teachers of each age group for a month, quarter, six months or a year (correction is allowed in the course of work in a plan of this type).

A long-term plan is developed by educators and specialists independently for one academic year and is carried out on the basis of curriculum approved by the manager.

Long-term planning of direct educational activities (GCD) is compiled for each age group, taking into account complex thematic planning.

The long-term plan includes (depending on the preschool program):

Implementation timeline;
educational areas (socio-communicative development, cognitive development, speech development, artistic and aesthetic development; physical development);
goals and objectives (for a month);
types of children's activities
used literature and teaching aids,
work with parents for the academic year (parent meetings and consultations);
at the beginning of each month, the following is determined: complexes of morning exercises, a complex of exercises after sleep, work with parents and children for a month (individual and group consultations, group and general garden parent meetings, information stands, sliding folders, memos, competitions, exhibitions, seminars, music and sports events, days open doors, etc.).

Cyclogram is compiled on the basis of a plan for organizing educational activities for each age group, in each kindergarten. It is divided into days of the week. Every day it is: morning, first half of the day, including directly organized educational activities, walk, afternoon, second walk, evening. The cyclogram indicates only the forms of organization of children that correspond to each type of activity.

Calendar-thematic planning of the educational process in age groups- this is an early determination of the order, sequence of educational work, indicating the necessary conditions, the means used, forms and methods. The preschool educational institution establishes a unified structure for calendar and thematic planning.

The calendar-thematic plan is drawn up for each day in accordance with the daily routine of the group, a grid of directly educational activities that takes into account the requirements for maximum load on children in educational activities, cyclogram, complex thematic planning, long-term planning, program content by age groups.

This plan is drawn up for two weeks and provides for the planning of all types of children's activities and the corresponding forms of their organization for each day.

Calendar-thematic planning should begin with a long-term one (GCD grid), taking into account:

Requirements for the maximum load on children;
thematic planning requirements.

When planning each form of work with children, the educator indicates the type of game, name, tasks, and a link to educational and methodological support. If there is a card file, only its type and the number of the game in the card file are indicated.

The calendar-thematic plan includes:

Planning the morning segment of time;
GCD planning;
planning morning and evening walks;
afternoon planning,
family planning,
creation of a developing object-spatial environment.

This type of plan for educational work should provide for a reasonable alternation of organized and independent activity children based on children's initiative and activity and ensure the organization of children's life in three forms:

Direct educational activities;
- unregulated activities;
- free time provided for the child in preschool during the day for free spontaneous play activities and communication with peers.

The calendar-thematic plan of upbringing and educational work should be built taking into account the types of activities specific to preschool children (game, design, productive, musical, theatrical activities, communicative, etc.), provide a variety of activities that contribute to the maximum possible disclosure of the potential of each child, and should allow for the implementation individual approach to the child, work with different subgroups of children, take into account their age characteristics. This type of planning should define goals and ways to achieve them, perform motivating and activating functions. The plan is also a means of monitoring the achievement of goals and determining the activities necessary for this.

It is very important to take into account the complex-thematic principle when planning - a single theme unites all types of activities.

The components of calendar-thematic planning are:

Target component: goal and objectives. They are aimed at development, education, training (goals and objectives must be diagnosable).
Informative - determined by the program.
Organizational and effective component (forms and methods must correspond to the tasks set).
Effective (what was planned at the very beginning and what was received must match) - may be present in the form scheduling as a means of assessing the achievement of results.
Material and technical: equipment and didactic support.

When planning, the use of file cabinets of walks, morning exercises, observations, finger gymnastics, articulation, invigorating gymnastics, etc., compiled by group teachers, preschool specialists, is encouraged.

Long-term and calendar-thematic planning should take into account the developmental features of children in this group and the specific conditions of the preschool educational institution.

The plans must necessarily include a title page indicating the group, full name of both educators of the group, qualification category, start and end dates of the plan. Control over the calendar and thematic planning is carried out by the methodologist of the preschool educational institution on a monthly basis with the appropriate note: Date of verification. Caption: “The plan has been checked, it is recommended: 1…., 2….., 3….. etc.”, as well as in accordance with the control measures planned in the annual plan. The shelf life of the calendar-thematic and long-term plan is 5 years.

In order to ensure the continuity of activities, to balance the alternation of specially organized GCD and unregulated activities, free time and rest for children, the optimal combination of individual and frontal work, competently plan mobile, role-playing, theatrical games, walks, excursions, observations, work in the corners development, you can use the technology of modular planning. It will help to rationally distribute various forms of work on the days of the week and material for consolidating the knowledge, skills and abilities of preschoolers. When drawing up a plan based on the module, a unified scheme for distributing forms of work with preschoolers for a week is created, the teacher only has to write down the name of the games, the topics of conversations, indicate the objects of observation, specify the tasks of work for this period.

The creation of a plan module begins with the distribution of activities organized by the teacher with the children, finding their place in the daily routine.

An example of a modular planning scheme.

Type of activity of children Form of work Number of repetitions per week

Plan of educational work is drawn up in accordance with the approved form of writing a plan for educational work in accordance with the requirements of the Federal State Educational Standard. The plan of educational and educational work contains the following sections (at the discretion of the administration and the teaching staff of the preschool educational institution)

Annual tasks of the preschool educational institution;
group day routine;
schedule of directly educational activities;
cyclogram;
daily traditions of the group;
weekly group traditions;
list of children of the group (indicating the date of birth and age of the child as of 01.09 of the current year, indicating individual characteristics, health groups…);
list of children by subgroups;
symbols (it records all the abbreviations used by the educators of the group);
information about the parents of the pupils of the group;
a long-term plan of work with parents for a year;
protocols parent meetings;
complex thematic planning for the academic year;
long-term planning for a month;
calendar and thematic planning for every day;
methodologist's recommendations.

Applications to the plan of educational and educational work can be:

Complexes of morning exercises and corrective exercises after daytime sleep.
work to create a developing environment.
evaluation of the intermediate and final results of the work (acquisition of the program by children) in accordance with the age of the children.

Teachers are free to choose the form of the plan. However, it is advisable that a single form of writing a plan be adopted in the preschool educational institution. The decision to choose the form of writing the calendar plan for educators is made by the pedagogical council of the preschool institution. Forms of planning educational activities:

Text,
network,
graphic,
compilation.

The text form involves writing a plan in the form of text. This form is widely used when planning work for a year and longer forms. Most often, the text form of planning is used when describing the results of the analysis of the activities of the preschool educational institution for the previous year, establishing cause-and-effect relationships, describing the structure of the program document, etc.

The network form of planning involves the use of grids, tables, cyclograms. This form is used for individual sections of the development program or the annual plan of the preschool educational institution. The network form is most often based on a cyclogram reflecting regularly repeated events, in particular, for the next academic year.

For long-term and complex-thematic planning of the work of the educator, it is more convenient to use tables.

Scheduling the GCD schedule (a model of regulated organized educational activities of a teacher with children) is more convenient to plan schematically. Unlike a table, where the content is presented in a certain sequence, the scheme shows the relationship and complementarity of its elements.

Calendar-thematic planning for a week is more convenient to plan using a cyclogram. All components of the calendar plan during the day are practically repeated every day during the week (games, conversations, individual work, work in nature and economic work, etc.). Therefore, the cyclogram will allow the educator to significantly save time on planning educational activities, devoting it to working with children.

The graphic form of planning reflects the content of the activity of the preschool educational institution in the form of two coordinate graphs, diagrams, histograms. Most often, this form of planning is used to demonstrate quantitative indicators. Its application allows you to visualize the entire amount of work for a year, month, week or day.

The compilation form of the plan can combine several different forms that are combined with each other.

In the work of an educator, as in any other activity, order and regularity are necessary. Only under these conditions, it is possible to get satisfaction. It is no secret that paperwork is often given a secondary role. However, a timely and correct plan can become our first assistant.

These recommendations will help in strategic or long-term planning, which is designed to determine the main strategic goals of the organization to improve the level of education in preschool educational institutions, as well as the policy and strategy for obtaining and using resources to achieve these goals.

Planning system in a preschool educational institution

An analysis of the planning function in the practice of managing preschool educational institutions revealed a number of problems in its implementation, in particular, insufficient awareness by the heads of preschool educational institutions:

The meaning and essence of planning in the management system;

The role of parents in improving the mechanism for planning the educational process;

The need to create new varieties of plans and planning technologies.

The most important trends in the development of planning in the field of education are:

Transition from centralized and administrative planning to decentralized and democratic;

The transition from planning carried out by a narrow group of people to

participatory planning, i.e. with broad participation of members

communities;

Transition from planning of current functioning to system planning of functioning, development and innovations;

Transition from tactical and operational to planning based on main goal, the development strategy of the institution;

The transition from planning in-depth to the internal environment, to planning open and flexible, focused primarily on the needs of the external environment.

The ability to analyze the situation, the ability to identify the main trends in life and outline the ways of development of the institution become important criteria for the professional skills of the leader.

The basis for the formation of a strategy, operational planning and solving the pressing problems of a preschool institution should be marketing research. Preschool institutions provide Additional services practically not engaged in the study of supply and demand, therefore, the unsystematic conduct of paid circles, sections, classes in preschool institutions.

At the level of marketing research of a preschool institution, an analysis and forecast of the possibilities of preschool educational institutions, potential, district, city, republic are carried out; the situation is assessed; regularities and tendencies of development are revealed.

The main principle of the marketing activity of the preschool educational institution is as follows: a preschool institution must find consumers to whom it wants to provide services, find out their needs, and then organize services that best meet their needs.

The range of services can be as follows:

Raising and educating children attending kindergarten (according to the main kindergarten program, additional programs and plans);

Raising and educating children of the microdistrict who do not attend kindergarten (according to the general program, according to individual plans);

Educational outreach work with the population of the district, city (at the place of residence);

Other types of kindergarten services, depending on its capabilities.

In order to develop a forecast for future activities, it is necessary to answer the main question: “What does the DOE strive for: to work in a stable mode or in a mode of constant development and innovation?”

Marketing research should also be an external analysis, the purpose of which is to provide the institution with a clear event picture of its functioning, development in the past and accurate explanations of the reasons for its current state. The so-called external analysis includes:

Environmental analysis - the study and interpretation of information about the development of the social environment of a preschool educational institution;

Analysis educational market- demand for education - identification of changes: the number of pupils in different groups DOW; the number of preschool pupils in the past, present and future, etc. and "educational offers" - finding out: the number of registered pupils; the number and types of preschool institutions in the district; the presence and forms of innovation, etc.

Consumer analysis - quantitative and qualitative description of consumers: gender, ethnicity, socio-economic status, attitude to education;

Studying the motives that guide children and parents when visiting a preschool educational institution, as well as the dynamics and reasons for refusing the services of an institution;

Positions and directions are highlighted. For which there are the most significant inconsistencies, and thus the set of problems to be solved will be determined;

Analysis of the "image of a preschool institution" - identifying the prevailing public opinion about the institution, the degree of its popularity and prestige among the population, the level of its authority and recognition in the professional and pedagogical community;

Complete and exhaustive marketing research can only be recognized after an internal analysis aimed at solving the following issues;

Was the marketing policy used effectively in the DOW?

Does the educational services of the preschool educational institution meet the needs of the target groups?

How to evaluate PEI activities in comparison with other preschool institutions of the village, city, district in accordance with educational requirements?

What are the prospects for a preschool institution in the educational market?

It is necessary to carefully compare the results obtained and the actual facts of the activities of the preschool educational institution, to fix the degree of discrepancy.

The main documents for planning the activities of the preschool educational institution.

The planning process must create a certain planning system in which the following are clearly visible: 1) the main content of the plan; 2) its time section; 3) the person or group of persons responsible for its implementation. The purpose of creating such a system is to guarantee the realism of the plan, and the main task- its transformation into a permanent process, taking into account the characteristic, individual features of this institution. This system, as a rule, consists of several layers or levels of plans. Some experts distinguish two, others three levels of planning: - strategic, tactical and operational. The second point of view is more correct.

First level- strategic, or long-term, planning - is designed to determine the main strategic goals of the organization, as well as the policy and strategy for obtaining and using resources to achieve these goals. The strategy is comprehensive plan designed to ensure the implementation of the mission of the institution and the main goals of its activities. General strategic plan should become a program that guides the activities of the preschool educational institution for a long time, taking into account the fact that the conflict, constantly changing business and social environment makes innovation adjustments inevitable. The main features of strategic planning are:

Inclusion in its content of the main problems of the institution;

Creation of guidelines and framework for detailed planning and current decision making;

Long-term nature (compared to other types of planning);

Aiming at giving the activity of the institution a harmony of internal unity;

An objective necessity inherent in this type of planning, a kind of “duty” of the management to intensify and modernize the work of the institution.

The second level of planning - or short-term, tactical planning - is the process of developing detailed short-term decisions about what activities should be carried out within the institution, who should become their executors and how these activities should be implemented.

Third level - operational planning is the development of specific actions of people and structures, taking into account all the necessary conditions.

The combination of strategic, tactical and operational levels seems to be complex and systemic.

Strategic planning - the only way to formally anticipate problems and opportunities that ensures the creation of a long-term plan; provides a basis for decision-making, i.e. knowledge of what and how the organization wants to achieve; helps to reduce risk in decision-making; helps to establish the relationship and unity of planning goals;

tactical planning ensures the development of specific plans for the implementation of strategic plans;

operational planning completes single system planning, since it is the development of specific actions, taking into account all the necessary resources.

The practical implementation of this method involves:

Determination of a hierarchy of planned goals, tasks and activities that is understandable and realistically achievable for employees of the preschool educational institution;

Creation of a coherent goal-setting system (main goals, secondary tasks, control measures), concretizing the main target programs and instructions of the education authorities;

Establishing a clear analysis and then work for the year and projecting work for the next period;

Building a system of relationships between long-term, long-term and operational plans while maintaining the possibility of making adjustments;

Clear forecasting of performance results for the planned period, etc.

strategic

planning

Main

strategic

towards

for 5-10 years

DOW development program

The concept of development of preschool educational institutions

Educational program

Model

graduate

Tactical

planning

Annual plan

Syllabus

Lesson grid

Perspectives.

caregivers' plans

Individual Development Card

child

Operative

new planning

Calendar

image plans. work

Plans

specialists

Long-term plans for education

Thematic

what plans

Diagnostic maps of development

Mandatory conditions:

!) Coverage of all areas of activity of the preschool educational institution;

2) Consistency with external circumstances;

3) Consistency with resource opportunities;

4) Communication with long-term directions in the development of preschool educational institutions;

5) Accounting for priorities in the goals and objectives adopted in the DOW;

Compiled by: , methodologist of the office of preschool and primary education of the GOU DPO BelRIPCPS

Teaching and educational activities in educational institutions cannot exist without preliminary professional planning of the teacher's work. Proper organization work allows you to highlight goals and objectives, note the results, achievements of pupils for a certain period. About how to methodically correctly compose a thematic educational process in a preschool educational institution, will be discussed in this article.

What is planning and why is it needed?

Planning in pedagogy is the construction of the educational process in such a way that the tasks curriculum in a particular children's team were solved with maximum efficiency. Why is it necessary to plan educational activities in kindergarten? In order to:

Types of planning

In a preschool educational institution, according to the federal state standard, mandatory documents are such types of plans as:

perspective;
calendar-thematic plan of the group.

The first type includes the annual plan of the preschool educational institution, which is drawn up by the administration and approved. The second is described in more detail in the next section of the article.

Calendar-thematic plan

What is the calendar-thematic plan of the preschool educational institution? This is such a pedagogical activity, which describes in detail the daily work of the educator with children. This document is compiled by the teacher for each working day, indicating dates and topics based on the annual and long-term plan of the preschool institution. In turn, the main document that is the basis for planning is the educational program.

It is also important to take into account the orientation of the kindergarten (for example, with in-depth study of foreign languages) and the availability of the material and technical base of the institution. That is, those tasks that the educator displays in the calendar-thematic planning should be implemented in practical activities within the framework of a single educational process in a particular kindergarten.

The thematic calendar plan is also a mandatory document in the preschool educational institution.

Types of thematic calendar plan

According to the federal educational standard, there are no clear guidelines regarding the form of maintaining such documentation. The administration of a preschool institution or the teacher himself has the right to choose the most convenient way to display daily work with kids. State standard The following types of calendar-thematic plans are recommended:

Text. It describes in detail the daily educational activities of the teacher during working hours. Often this type of document is proposed to be kept by young inexperienced specialists.
Schematic - compiled in the form of a table, the columns of which are various types of pedagogical work during the day (game, educational, cognitive, communicative, labor, independent games of children, physical activity, work with parents).

The state document on education states that each educator has the right to independently choose the most convenient form of documentation for him. But for effective organization educational process in a preschool educational institution, it is more practical to determine single standard conducting planning. Such a decision can be made at the pedagogical council.

In order to correctly draw up a calendar-thematic plan for the Federal State Educational Standard, the educator should adhere to certain pedagogical recommendations:

the content must correspond to the educational program;
it is necessary to take into account the age, psychological and individual capabilities of a group of children;
work should be planned in all main areas of pedagogical activity (educational, gaming, cognitive, etc.);
it is important to adhere to the principles of consistency, systematic, complication of the material;
it is necessary to harmoniously combine the educational, developmental and educational function of the educational process in the thematic content of the plan;
take into account the season, climate, local traditions;
integrate themes into different types activities (for example, the topic "Animal Forests" is discussed in a lesson on the development of speech, then the children are offered to draw a bunny in educational activities, and then make it from plasticine on modeling).

Circle work planning

The leader, as well as the educators, needs to draw up a calendar-thematic plan. This is a separate document, which consists of the following sections:

explanatory note stating general information about the direction of circle work;
relevance;
set goals and objectives;
thematic sections;
forms of work;
number of training hours, schedule;
description of the course of the lesson, indicating the topic, date, purpose, equipment, literature;
monitoring work of pupils' achievements for a certain period.

Thus, the calendar-thematic plan of the circle has a more voluminous content and large quantity sections.

Approximate calendar and thematic plan for the younger group of preschool educational institutions

Before making a calendar-thematic plan junior group kindergarten, you should carefully read the content of the curriculum for this age category of pupils, as well as the methodological documentation of the preschool institution. After filling in and entering information about parents and children, you can begin to scheduling classes. Usually, a methodologist or a senior educator is engaged in this activity.

Based on the schedule approved by the administration of the preschool educational institution, you can think over a grid of classes indicating dates and topics. As an example, we suggest that you familiarize yourself with a fragment of such a document for the younger group for December:

Then, the planned activities with parents, as well as gymnastics complexes and life protection work, should be included in the thematic calendar plan.

Planning is not just keeping records that can be presented to regulatory authorities. The thematic calendar plan is a great help in organizing the practical daily work of a teacher in a preschool educational institution, effective method systematization of various forms of pedagogical activity.

Elena Pasko
Basic principles of planning in a preschool organization at the present stage

Currently preschool institutions can select priority areas, programs, types educational services, new forms of work focused on the interests of the teaching staff and parents. Therefore the problem planning is up to date, but at the same time one of the most difficult tasks facing preschool institutions working in the development mode and opening new forms on their basis preschool education: short stay groups, counseling centers and centers, early intervention service, etc.

Planning- this is the process of developing sequential actions, the essence of which is to build a system of educational work. Therefore, in planning need all kinds of pedagogical activity.

The plan is the main document, on the on the basis of which all activities of kindergarten teachers. Systems approach to planning provided with a strictly thought-out structure and content plans all involved professionals. However, it is assumed that during the implementation plans can be refined and adjusted depending on objective conditions.

Aggregate various kinds planning applied simultaneously in a separate preschool, is called the form planning. Accordingly, the structural subdivision of specialists (music workers, psychologists, speech therapists, educators, physical education instructors) can also have its own form.

Any shape planning can be considered in terms of content, scale of presentation, degree of detail, etc. For planning carried out in certain time parameters, the following terminology is used plans:

Perspective, compiled on long term (year, quarter, month);

Calendar, compiled for a short period (week, day);

Cyclogram - a scheme of regularly held events (within a year, month).

If we consider planning work structural unit in common system preschool plans, we can distinguish the following types plans:

Annual MDOU activity plan.

Perspective plan work of MDOU and teachers.

Individual specialist planning, which includes:

Calendar specialist work plan;

- plans for individual, group work specialist with children.

Specialists (music director, teacher-psychologist, speech therapist, teacher-defectologist, teacher additional education, physical education instructor) make up plan in accordance with staffing MDOU.

Planning educational activities with a specific group of children and parents, which is the educator.

Planning educators includes:

Calendar teacher work plan;

- plans individual work with children with disabilities, children with disabilities.

Basic principles of teacher planning

No matter how it was designed plan educational work of the educator with children, he must meet certain requirements:

- be based on the principle developmental education, the purpose of which is the development of each child;

To ensure the unity of educational, developing and teaching goals and objectives of the education of pupils;

Take account of principle integration of educational areas in accordance with

age capabilities and characteristics of the pupils of the group;

- planned content and forms of organization children must correspond to the age and psychological and pedagogical the basics of preschool pedagogy, so when planning and organization pedagogical process, it is important to take into account that basic form of work with children preschool age and the leading activity for them is the game;

- planning should be based on a complex thematic principle construction of the educational process.

How do we understand "complex-thematic planning educational process?

First of all, thematic planning is planning in accordance with the example basic general education program preschool education in all educational areas (physical, social and personal, cognitive, speech and artistic and aesthetic).

In accordance with the complex-thematic principle construction of the educational process Federal State Educational Standards preschool education aim teachers to motivate educational activities. Motivational basics joint educational activities suggest:

The ability of the teacher to arouse interest in joint activities;

The desire to preschoolers understood and accepted children goals and objectives of this activity;

The support of the educator on the cognitive interest, the emotional sphere of children, personal motives (the desire for communication, self-realization, obtaining satisfaction from activities).

At the same time, the teacher uses not a set of individual playing techniques, but organizes assimilation of educational material in the process of preparing and conducting any significant and interesting for preschool events. Education through a system of various pedagogical activities is designed to work with children on "event" principle.

Such events in kindergarten are Russian holidays (New Year, Family Day, Mother's Day, Victory Day, etc., international holidays (Kindness Day, Earth Day, etc.).

Holidays are joy, tribute, memory. Holidays are events for which you can prepare, which you can look forward to. Project activity is a priority in the implementation of a complex thematic planning. The criterion that this principle works in a kindergarten, is a lively, active, interested participation of the child in a particular project, and not a chain of actions at the direction of an adult. After all, only an active person can become successful.

When implementing a complex-thematic planning the chosen topic is calculated by the teacher for 2-4 weeks. All forms of educational work continue the chosen theme during this time.

Parents are also actively involved in the educational activities of the group. Parents are provided with brief guidance on organizations joint child-adult activities at home.

Each topic ends with a final event (exhibition, holiday, presentation of something, sports entertainment, role-playing game, performance, etc.).