Forms of planning the educational process in preschool. Dow planning system

Liliya Fyodorovna Ogorodnik
Types and forms of planning in the preschool educational institution

Types and forms of planning in the preschool educational institution

Changes in Russian education encourage teachers to look for new approaches to the implementation of the tasks of preschool education. The changes affected not only program documents, but also, mainly, the activities of teachers with children. It is known that the first step towards activity should be planning.

The document remains unchanged, which we focus primarily on when compiling preschool planning. This is the order of the Ministry of Public Education of the RSFSR dated September 20, 1988 No. 41 "On the documentation of preschool institutions".

According to this document, DOW uses two main planning forms: annual and calendar plan.

Annual plan work for the academic year is the most important local act of a preschool institution. It must fully comply federal law "On education in Russian Federation» , the requirements of the Federal State Educational Standard, federal and municipal legislation and be based on modern achievements in pedagogical management, didactics, psychology, etc.

Form of writing the Annual Plan DOE may be different.

Calendar (broken down by months,

Cyclic (contain a certain cyclicity forms of work,

Textual (have a textual description of the content,

Tabular (have a tabular form of writing,

Block - schematic (broken down into specific blocks of work).

But in what form annual was not written plan, its first part is "Analysis of work for the past academic year".

Now I would like to tell you more about planning of preschool teachers.

Teachers traditionally use types of planning as a calendar-thematic, perspective-calendar, block, complex. The new look is the modular planning. Let's consider each type separately.

Comprehensive planning educational process in age groups is planning in accordance with the main general educational program of the preschool educational institution in all educational areas and is its integral part.

Such planning compiled by the methodologist and teachers of each age group jointly and developed before the start of the school year (from September to May inclusive).

Often this kind planning called complex-thematic. Such planning is formalized in hard copy and should have title page.

promising planning educational process in age groups 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. Perspective plan compiled by teachers of each age group for a month, quarter, six months or a year (correction is allowed in the course of work in plan of this type). Perspective plan is developed by educators and specialists independently for one academic year and is carried out on the basis of an educational plan approved by the manager.

promising planning The GCD is compiled for each age group, taking into account the complex thematic planning.

Now about Calendar-Themed planning 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 of the calendar-thematic planning.

The plan drawn up for two weeks and provides planning all activities of children and related forms their organization every day.

This kind plan educational work should provide for a reasonable alternation of organized and independent activity children based on children's initiative and activity, and should also 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.

block-schematic planning may be presented on one sheet, or each quarter on a separate sheet. With such planning there is no need to separately write out events for teachers for a month. This kind planning more often used by senior educators, methodologists of preschool educational institutions.

And now about modular technology planning. When compiling plan a single distribution scheme is created on the basis of the module forms work with preschoolers for a week, the teacher can only write down the name of the games, the topics of conversations, indicate the objects of observation, specify the tasks of work for this period.

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

In order to arrange these arbitrary types of planning, it is expedient to introduce common approaches to planning in a preschool. This can be done in the form of a local act adopted and approved by the DOE.

It's no secret that registration documents are often relegated to a secondary role. but decorated timely and correct plan can become our first assistant.

You know, looking for quotes from great minds about plans and planning, I realized with some disappointment that most of them planning is ridiculed they say we we are making plans, and someone decides for us what the final result will be. But there is one man, the American author of business books and audio programs Brian Tracy, who plans said the following: "Remember that every minute spent on planning saves ten minutes of your labor." And I completely agree with him.

Thank you for your attention! And I wish that your workers plans coincided with the requirements of the Federal State Educational Standard and the current legislation.

Related publications:

Cyclogram for writing scheduling (preparatory group) according to GEF Day of the week Monday Tuesday Wednesday Thursday Friday Morning Morning exercises Conversation / memorization Psychogymnastics Ind. slave. on.

Cyclogram of planning educational and educational work in the preparatory group Cyclogram of planning educational work in preparatory group"Teremok" for 2015-2016 academic year year teacher: Kipyatkova.

Individual route for planning their activities by children Performed by the educator of the first qualification category Mastrikova N.V. Work with children is based on basic documents. One of them is.

Consultation for educators "Types and forms of activities of children on a walk" Municipal preschool educational institution Chukhlomsky kindergarten "Rodnichok" Chukhlomsky municipal district of the Kostroma region.

Changes are systematically taking place in Russian education, and these changes encourage teachers to look for new approaches to the implementation of the tasks of 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 planning depends to a large extent on how well the planning is done. pedagogical process.

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 teachers' own plans.

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 by 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 of a local act adopted and approved by the DOE.

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 development of preschool children (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?

Comprehensive thematic planning of the educational process in age groups- this is planning in accordance with the main general educational program of preschool education in 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 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 issued in printed form and must have a 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).

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

Forward planning of immediate 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 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 upbringing and educational work plan should provide for a reasonable alternation of organized and independent activities of 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, and 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 features, health groups…);
list of children by subgroups;
conventions(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 the 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 at 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 daily during the week (games, conversations, individual work, labor in nature and economic labor, 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 activities 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.

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, and 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 need and importance of planning as a stage unified system methodical work in preschool educational institution emphasizes 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.

Together with the team, he determines the goal of his institution - a specific image of the desired result that a preschool educational organization can actually achieve by 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 the work of a preschool institution, the achievement of which is aimed at the planned activity;

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 activities 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 operational 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, you should not overload it big amount activities within 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 of preparation 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 the 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 of Yearly Plans for Preschools are given 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 of 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 set 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.

Pedagogical activity is always purposeful. The purpose of the work of teaching staff of preschool educational institutions is socially significant, and reflects the general goals and objectives of society in the formation, development and education of preschool children.

The law of the Russian Federation "On Education" states that a network of preschool educational institutions is operating to help the family "to educate preschool children, protect and strengthen their physical and mental health, develop individual abilities and necessary correction of developmental disorders of these children."

Each educational institution has its own characteristics, certain traditions of national and local significance. The teaching staff of such institutions is often unstable. Therefore, it is natural that the management of an educational institution, including preschool, requires a certain planning in work, foresight of the entire system of educational work with pupils, teaching staff and a clear prediction of its result.

Educational work in a preschool educational institution is carried out on the basis of a plan. The plan for the whole institution is drawn up for a year. In addition, educators and specialist teachers make plans for a certain period of time.

Based guidelines and the practice of work of preschool educational institutions, various types and forms of preparation of annual plans have developed. The annual work plan of a preschool institution itself can be schematically block, calendar-monthly, calendar-network, etc. When drawing up an annual plan, you should always remember that it will be carried out by the entire teaching staff and be sure to take into account what programs the kindergarten works on

The main task of planning is to provide a scientifically based approach to the pedagogical process and its organization that would allow systematic work with all pupils and ensure an individual and personal approach to the child.

Planning helps the educator and the entire teaching staff of the kindergarten to correctly determine the content of work with children for a specific period of time, to select the most rational ways and methods for solving the set tasks of education and upbringing. A pedagogically substantiated plan of upbringing and educational work with children ensures a clear organization of their activities and makes it possible to outline interesting perspectives in working with children.

To draw up a plan means to see the course of the pedagogical process in all its diversity. A creatively working teaching staff, especially educators, can not only present the content of activities with children, but also provide for its results.

Certain pedagogical requirements are imposed on the planning of educational work. These requirements should be taken into account when creating an annual kindergarten work plan and when planning work by individual educators and specialist teachers.

1. Ensuring the unity of purpose, objectives, content, methods and organizational forms educational process. This pedagogical requirement for the preparation of a work plan reflects the idea of ​​a holistic approach to the education and upbringing of children. In accordance with the level of development of children, their upbringing, the teacher specifies educational tasks for a certain period of time.

Wherein learning objectives reflected in the plans-summaries of training sessions. In the selection of the tasks of the pedagogical process, the educator is helped by new versions of programs for kindergartens for each age group. The proposed educational tasks are being implemented not in isolation from each other, but in a complex, in a single pedagogical process.

2. A reasonable combination of verbal methods of pedagogical influence with the organization of the activities of pupils. Educational work will be effective if the plan provides for the use of teaching methods, exercises, storytelling, conversation, etc., in combination with the active inclusion of children in play, labor, artistic and aesthetic activities.

3. Compliance of the content, forms and methods of educational work with the age and individual characteristics of children. This pedagogical requirement assumes that the educator is well aware of the content of the program he has chosen for the development, upbringing and education of preschool children and builds his work in accordance with this content. In addition, when planning the activities of children, he takes into account the level of development of each child, provides for specific work with one or another pupil. However, taking into account the age and individual characteristics of children does not mean complete adaptation to them. The content of educational work must, to a certain extent, outstrip the development of the child. The educator should take this feature into account when planning collective, group and individual views children's activities.

4. The reality of the plan, its systematic and consistent nature. When drawing up an annual plan for a preschool institution or a teacher’s work plan, it is important to consider the correct saturation of its various activities. Preschoolers, by virtue of their age, cannot themselves carry out a role-playing game, staging a fairy tale, organize work with natural material etc. Adult help is needed everywhere.

Therefore, in the plans of any level, a certain number of interesting, creative activities are planned in such a way as to be able to help children. If many such cases are planned, it is clear that they cannot be prepared at a high level and, therefore, the educational effect will not be achieved. Already in junior preschool age children should look forward to any holiday, matinee, meeting with older children with joy.

Each planned business should be expedient, carry an educational charge. The consistency and systematic nature of any plan of a kindergarten or a teacher helps to realize educational tasks and maintain the continuity of the educational process itself.

5. Consistency of all work plans, especially the plan of the educator with annual plan preschool institution. The kindergarten work plan is usually drawn up for a year. It indicates the leading directions of activity of a preschool institution in accordance with the general tasks of upbringing and education; work with the teaching staff, parents, society, etc. is specified. For example, in the annual plan of the kindergarten it is indicated that the priority area of ​​​​activity this year is artistic and aesthetic. The educator, knowing this, plans the tasks of aesthetic education and development of children - to teach children to see beauty in nature, to acquaint children with the creation of beautiful applications, to develop in children the ability to perceive beauty in the canvases of artists, etc. In accordance with these tasks, the educator selects certain material to work with children. Great assistance to the educator in planning his activities is provided by comprehensive programs for the development, upbringing and education of children.

The annual plan of a preschool institution may have a different structure. It is compiled collectively. A teacher-psychologist, a social pedagogue, a senior educator are involved in planning. The annual plan is discussed and approved by the pedagogical council.

The annual plan of the preschool institution and the work plan of the educator are working documents and should be convenient for work.

All educators of preschool educational institutions draw up their plans in the areas of the upbringing process - gaming activities, social and moral education and development of children, physical development, etc. This takes into account the time of training sessions with children.

In the last decade, preschool educational institutions have been drawing up long-term plans that are designed for 5 years. Sometimes, instead of long-term plans, you can see developed concepts. In any case, the following directions can be traced in the structure of these plans and concepts: analysis of the work of the institution over the past 2-3 years; prospects for the development of the occupancy of groups of children for each year; security methodological material, its renewal, the introduction of pedagogical innovations; advanced training of teaching staff; social protection teachers and children; material and technical base of the institution; connection of the kindergarten with other institutions and research teams; work with parents.

In many preschool educational institutions, weekly plans are drawn up on the basis of annual and long-term plans. Such planning is especially convenient for the teacher of the children's group, who adjusts the work tasks for each week, selects the content of the children's activities.

The weekly plan to a greater extent allows you to implement a personality-oriented model of education. Convenient when weekly plans institutions or educators are compiled for a month. At the same time, they are very clearly training sessions, and outline plans are drawn up for them and methodological material is selected. Weekly planning is sometimes called calendar plan work of the educator for a certain period of time.

The annual work plan of a preschool educational institution corresponds to the chosen comprehensive program, the type of preschool institution (general developmental, combined, compensatory) and priority areas of activity.

In recent years, the priority areas in the work of various types of kindergartens are - artistic and aesthetic education and development of children, physical education. The priority direction determines the content of the activity of a preschool educational institution.

Detailed recommendations for planning the work of the educator for the year are contained in the Rainbow program. In accordance with these recommendations, the plan should have the following sections: periods (wakefulness, sleep, wakefulness), regime processes (reception of children, breakfast, free independent activity, organized activity, dinner, walk, duration of regime moments), pedagogical content.

Planning the work of a kindergarten, a teacher is a creative process; it can change depending on weather conditions, the developing pedagogical situation, holidays, traditions, wishes of parents.

Thus, when planning the educational process in a preschool institution, it is necessary to take into account regime moments and their duration, medical and hygienic requirements for organizing the life of children in kindergarten, climatic conditions, regional characteristics, the contingent of children and their individual characteristics. The work plan should include emotional moments that create a joyful mood, relieve the fatigue of children, encourage them to new vigorous activity.

Tasks for independent work

1. Name the types of plans for a preschool educational institution.

2. Expand the pedagogical requirements for the preparation of work plans.

3. What should a teacher know and be able to do in order to draw up an effective plan for educational work?

4. On a specific example, reveal the content of the work of the educator senior group with parents.

5. Analyze the content of the annual plan of a preschool educational institution that has a priority in the development and upbringing of children.

institute for retraining and advanced training

education workers;

, defectologist teacher;

, head of MDOU d / s No. 000 "Berry",

Arkhangelsk

(UDOU, No. 3-12)

In connection with the introduction of federal state requirements for the structure of the main general educational program of preschool education (FGT), it became necessary to revise approaches to planning educational activities. Preschool institutions should review the planning of teachers, taking into account the principles laid down in the FGT: integration and a comprehensive thematic approach; taking into account ten educational areas and eight types of activity. However, it is not necessary to immediately break and destroy what has been accumulated over the years. Changes to existing planning need to be made. At the same time, it is worth remembering that the teacher is now much more difficult. The teams of authors have released new editions of the programs, monitoring, but the teaching aids have remained the same. How can a teacher navigate such a large flow of information?

The concept of "planning" is widely represented in the methodological literature. Consider the definitions proposed by different authors.

“Planning is the early determination of the procedure, sequence for the implementation of the program of educational work, indicating the necessary conditions, the means used, forms and methods of work” .

"Planning - making decisions based on the correlation of the results of pedagogical analysis with the goal".


"Planning in preschool activities participants in the educational process optimal choice real goals, programs, their achievement through cumulative means, methods and influences aimed at transferring preschool educational institutions to a new qualitative state ".

"Educator's work planning is a type of work planning in a preschool educational institution, which is carried out directly by the educator in relation to his work in a specific age group".

Despite the variety of interpretations this concept, the definition most accurately characterizes the essence of planning in accordance with modern requirements. Planning reflects the implementation of the educational program, taking into account the specifics of the group. Thus, the teacher determines in advance the order, sequence of educational work, notes the necessary conditions, the means used, forms and methods of working with children of a particular group. The effectiveness of educational work as a whole depends on how well thought out and competently implemented planning is.

Any activity, including planning, is based on certain principles:

-collegiality(planning is carried out jointly by the teachers of the group, in conjunction with the teachers of the preschool educational institution and parents);

-regularity, consistency, regularity pedagogical influences; interactions between different types of children's activities;

- continuity;

- integrativity(the child sees the world holistically, therefore, the integration of the content of educational areas is necessary);

- practicality, reality;

- taking into account specific conditions.

Thus, the plan should be: purposeful, realistic and predictive, economical, as clear as possible, satisfy the requirement of unity and continuity, precise and flexible.

An analysis of the plans of preschool teachers made it possible to identify planning shortcomings.

§ Not all tasks of the educational program go through planning. Often, whole areas fall out, for example, the formation of “art history” knowledge. Acquaintance with the work of artists, writers, composers, etc. Thus, we can conclude that the program is not fully implemented.

§ Planning is often carried out according to the subject principle, separate sections, directions, the teacher does not provide for the integration of content, integrated forms of work with preschoolers (complex and integrated activities).

§ Goals and objectives are often set vaguely, without taking into account the specifics of the group. Sometimes this is just a rewriting of tasks from the available methodological literature.

§ Teachers, as a rule, plan monotonous forms and methods of work - examining, bringing in toys, etc. There is no differentiated approach, multi-level tasks are not reflected in the plans of teachers.

From the position of management in education, planning should be presented from the strategic, tactical and operational directions.

strategic planning includes the development program of the preschool educational institution, the main general educational program of preschool education, the graduate model.


tactical planning includes annual syllabus institutions, work programs of specialists, individual programs for the development of pupils.

Operational planning includes calendar-thematic plans of teachers and diagnostic maps of children's development.

When choosing a planning model, one should take into account the professional training of each teacher, his experience, the ability to see the results of his activities, analyze them, as well as the working conditions of the preschool educational institution. We present to your attention the planning algorithm developed by us.

PLANNING ALGORITHM

1. Analytical stage:

- studying options for existing planning, identifying positive and negative points;

2. Organizational stage:

Development of a draft Regulation on the planning of the educational process;

Drawing up and approval of the curriculum, schedule of periods of continuous direct organized activity;

Development of cyclograms of joint and independent activities of children and teachers, taking into account the daily routine, age and individual characteristics of pupils;

Creation of cyclograms of the activities of support specialists, a system of interaction with group teachers;

Development of calendar-thematic planning (annual, weekly, etc.).

3. Practical stage:

Maintaining scheduling;

Seminars, consultations on the content of calendar plans.

4. The final stage:

Analysis of planning, identifying shortcomings, making changes;

Consideration of the Regulations on Planning at the Pedagogical Council, approval by order of the head.

On the first stage it is advisable to create a creative group in the preschool educational institution to develop a planning system, whose tasks include studying options for existing planning, identifying positive and negative points and developing a draft planning regulation.

At the stage of analysis of the existing planning, it is important to pay attention to the following points:

List of programs implemented in an educational institution;

Justification of the compliance of the selected programs with the type of preschool educational institution. The priority direction for the development of pupils in a preschool educational institution can be ensured by the implementation of one or more partial programs;

Justification for ensuring the integrity of the pedagogical process, the unity of principles and approaches in the process of upbringing and education when using a set of programs. The principles of interaction between adults and children in the pedagogical process provided for by various programs should be identical; in cases where the educational program is supplemented by a partial program in one or several sections, it is necessary to establish that the content, methods and techniques for organizing the development of the child in this type of activity complement each other, do not contain contradictions in the basic conceptual principles, and exclude duplication of content;

The set of programs used in the pedagogical process should provide the optimal load on the child in accordance with the requirements of SanPiN. It is necessary to provide for the integration of children's activities and educational areas in order to avoid overload and program implementation.

In each preschool educational institution, appropriate conditions.

Compliance with the level of qualification and competence of teaching staff. Teachers must know the program being implemented for all age groups, be proficient in the methodology and technology for organizing educational activities, diagnostic methods, and provide the model of interaction proposed by the program. It should be borne in mind that a number of programs (“Development”, “Kindergarten - House of Joy”) require mandatory refresher courses for teachers directly from the authors of the programs.

Compliance of the developing environment, material and technical base with the requirements of the program. The subject-developing environment should provide for the optimal arrangement of equipment, children's furniture for the development of pupils in organized forms of education and free activities. In addition, an assessment is given of the provision of the educational process with didactic and methodological material for the program being implemented.

On the second stage a draft Regulation on the planning of the educational process is being developed, which establishes uniform requirements for the form and content of planning educational work in a preschool educational institution in order to ensure the completeness of the implementation of the general educational program being implemented.

For example, the Regulations may define the documentation of teachers in the following sections.

First section"Regulatory and legal framework for the activities of a teacher." The list of regulatory documents regulating the activities of a teacher: Law of the Russian Federation "On Education", SanPiN 2.4.1.2660-10, orders of the Ministry of Education and Science of Russia "On approval and implementation of federal state requirements for the structure of the main general educational program of preschool education", "On approval of federal state requirements to the conditions for the implementation of the main general educational program of preschool education”; The charter of the preschool educational institution, the job description of the teacher, local acts institutions by profile pedagogical activity.

Second section"Organizational and methodological foundations of activity." Curriculum with an explanatory note, a schedule of periods of continuous directly educational activities in accordance with the FGT, cyclograms of joint and independent activities of children and teachers, interaction of preschool teachers working with children of a particular group.

Third section"Planning of educational activities" includes a calendar-thematic plan in the approved form.

Planning carried out for a week, where all types of activities are prescribed:

Organized (all periods of continuous directly educational activity);

Joint in the main areas (cognitive and speech, artistic and aesthetic, physical, social and personal);

Independent (creation of conditions, replenishment of the subject-developing environment in various types of activities).

Planning per day is also carried out in the form approved in the DOW. The first and second half of the day are planned, where the following forms of organization of activities are indicated:

Work with parents, joint activities with children (for example, work and work in a corner of nature, work with a book, a communication situation);

Organized activities (periods of continuous directly educational activities according to the schedule);

Walk (all five mandatory parts: observation, work, outdoor game, individual work on the development of movements, independent activity; a targeted walk or excursion is planned once a week).

Planning is implemented by the teachers of the group jointly on the basis of the cyclogram and calendar-thematic planning for the week. For convenience and to ensure the completeness of the implementation of the program, it is advisable to develop and adopt a tabular form of planning in the prescribed manner.

According to the Law of the Russian Federation "On Education", the curriculum is an integral part of the educational program. It is its development that is most difficult for the DOW.

The curriculum is a regulatory document that reflects the structure of the educational process of a given preschool educational institution, taking into account its specifics, methodological, personnel and material and technical equipment. It is compiled for each academic year in accordance with the regulations governing the educational activities of the preschool educational institution.

The curriculum consists of:

From the table in which the educational areas are defined, the number of periods of continuous directly educational activity, the volume of the educational load are calculated;

Explanatory note.

It includes invariant and variable parts, interconnected and complementary. In the invariant part, educational areas are indicated in accordance with the program being implemented. The variable part reflects additional educational services in accordance with the specifics and capabilities of the preschool educational institution, regional features. In accordance with the FGT, the invariant part is at least 80%, the variable part is no more than 20% of the total standard time allotted for the development of the main general educational program.

The main components of the structure of the explanatory note:

Normative, on the basis of which the curriculum was drawn up (SanPiN, FGT, ongoing programs);

Justification of the combination of complex and partial programs (including correctional ones);

The distribution of the weekly load, taking into account the content of the invariant and variable
parts of the plan;

Justification of the form of organization of the educational process in the groups of preschool educational institutions;

Substantiation of the content of the invariant part of the plan. With a reduction in the number of periods of continuous directly educational activity recommended by an exemplary general educational program, the completeness of the implementation of a particular educational area is ensured through its integration with others. educational areas and types of children's activities;

Justification of the content of the variable part of the plan. The variable part must correspond to the type of institution. Its content organically complements the invariant part.

The final stage of the second stage is the coordination of pedagogical activity by compiling cyclograms (interaction between participants in the educational process; joint and independent activities of children and teachers).

On the third stage the accepted form of planning is introduced, interim surveys are conducted, the opinions of teachers are heard, changes are made in order to achieve unity and completeness of the planning of the educational process.

In accordance with the FGT, the planning of educational work is based on the cooperation of the teacher, children and parents, reflected in various forms:

Educational activities carried out in the process of organization various kinds children's activities (playing, communicative, labor, cognitive research, productive, musical and artistic, reading);

Educational activities carried out during regime moments;

Independent activity of children;

Interaction with families of children on the implementation of the main general educational program of preschool education.

In the planning process, the needs of all participants in the educational process are taken into account, conditions are created for the implementation of an active parental position.

On the fourth stage the pedagogical council analyzes the planning of teachers, hears the reports of members creative team about the positives new form planning and summing up. The Planning Regulations are considered, discussed and adopted.

We bring to your attention an approximate version of the situation.

Position

about planning the educational process

in MDOU d / s No. 000 "Berry", Arkhangelsk

1. General Provisions

1.1. This Regulation establishes uniform requirements for the form and content of planning educational work in a preschool educational institution in order to ensure the completeness of the implementation of the general educational program being implemented.

1.2. The planning system reflects the requirements of the Law of the Russian Federation "On Education", federal state requirements for the structure of the main general educational program of preschool education.

1.3. The basis for planning the pedagogical process is an exemplary basic general educational program of preschool education (name of the program) .

2. Goals and objectives

2.1. Ensuring the completeness of the implementation of the main general educational program of a preschool institution, taking into account the orientation of the groups.

2.2. Implementation of consistency and consistency in the organization of the educational process.

2.3. Ensuring interaction between teachers of preschool educational institutions.

3. Planning principles

3.1. Ensuring the unity of educational, developing and teaching goals and objectives of the process of education of preschool children.

3.2. Accounting for specific pedagogical conditions: the age composition of the group, the conditions for the development of children.

3.3. Integration of educational areas.

3.4. Regularity, consistency, repetition of educational influences.

4.1. In order to ensure uniform requirements for the structure and form of planning in a preschool institution, approve the following types of documentation:

Normative-legal bases of activity of the teacher;

Organizational and methodological bases of activity;

Planning (prospective and calendar) in the approved form.

4.2. Planning of work for the day is carried out on the basis of the cyclogram and calendar-thematic planning for the week.

4.3. Planning is implemented by the teachers of the group jointly.

4.4. The plan should take into account the developmental features of children in this group and the specific conditions of the preschool educational institution.

5. Documentation and responsibilities

5.1. The plan is a mandatory document for teachers.

5.2. Control over planning is carried out by the deputy head of the MDOU on a monthly basis with a corresponding note on the list of control over the state of planning.

Literature

1. Preschool education: Dictionary of terms / Comp. et al. M., 2005.

2. Preschool pedagogy / ed. . M., 1988

3. Management preschool: Reference Dictionary / Comp. . M., 2008.

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