Tatyana Leonova
The program for the emotional and creative development of preschoolers "Inspiration". Explanatory note
Program« Inspiration»
The process of creativity of an adult and a child depends entirely on inspiration. Program« Inspiration» aimed at solving creative problems, in which the maximum result is achieved. She aims at emotional and creative development personality under the integrative impact of various arts (painting, music, poetry).
Tasks:
Contribute to the formation emotionally-aesthetic attitude to the world around through the development of artistic and cultural values;
Ensure the transition from reproductive thinking to creative; bring children to the free interpretation of the accumulated experience and its variable use in creative artistic and creative activities;
Create conditions for the development of moral and aesthetic values, encourage the child to be guided by them in everyday life.
Program based on the synthesis of the arts, where the dominant role is given to painting and music, methodically represented by a system of integrative studies that combine visual and musical activities, development speech and familiarization of children with the world around them.
The principle of humanization implies a value attitude towards each child, the readiness of the teacher to help him. This provides psychological and pedagogical support to each child on his way emotional and creative development.
The principle of the integrity of the image of the world provides for the existence of such program material, which contributes to the retention and recreation of a holistic picture of the world by the child.
The principle of integrativity programs It consists both in the interaction of various types of art, and in the unification of a variety of artistic and creative children's activities.
Software content is structured in such a way that development the child took place through the development and comprehension of artistic and aesthetic information, which is embedded in the works of painting, music, poetry, through the enrichment of experience in transformative artistic and creative activity, the product of which can be drawings of children created individually and by a group; plasticity of movements, word creation. This ensures the qualitative growth of the individual preschooler, due to the active communication of the child with various types of art (painting, music, literature); enrichment emotional, artistic and aesthetic experience; accumulation and disclosure of creative potential preschooler.
Structure and content programs
Program« Inspiration» Designed to work with children younger, middle, older and preparatory groups kindergarten. The tasks solved in integrative classes are built in all age groups according to the principle of complication, which allows the child to smoothly move from perception to empathy, from empathy to imagination, from imagination to creativity. A variety of topics of classes covers what is close and accessible to the baby at each particular age. This is the world of nature, man and art. The universal values and categories of creation and acceptance of the surrounding world revealed in the themes enable the child to creatively transform the experience of communicating with nature, art and people.
Technology programs provides for classes in subgroups (10-12 people, which is due to the need to take into account the individual characteristics of children. Classes are not clearly regulated in time, as teachers are guided by the enthusiasm of children, but, based on the age characteristics of children preschool age classes should not exceed 35 minutes.
In integrative classes, I used various visual materials, all kinds of paper for "free creativity" children. The child creates in the literal sense of the word "with your own hands"! And only after free interaction with the material, "satiated" playing with it, children get to know and master
brush and paint techniques.
I wish all teachers to use this wonderful technique in their work.
Related publications:
Today I want to tell you about the methodical manual "Flower-seven-flower". It can be used starting from the middle group in the GCD for development.
Didactic doll Tanya Introduction. The doll is essential for the emotional and mental development of children. Dolls are our reflection.
To replenish the physical culture corner of the group, I made just such a "winder. The idea is not mine, found on the Internet. My execution and interpretation.
Description of the manual: The didactic manual "Competent nesting dolls" is used as a demonstration material in literacy classes.
Methodological manual Methodological manual "Robik the robot visiting children." Relevance. Several decades ago, few of yesterday's boys did not want to become an astronaut. This dream is not relevant at all.
Purpose: Formation of a culture of safety behavior in preschool children when handling fire, through various types of games.
Experimental platform for testing the main educational program "Inspiration". Experimental work has begun in collaboration with other kindergartens of the organization under the guidance of the methodological service of the ANO and specialists from the Federal Institute for the Development of Education. Its results will become the basis for the development and implementation of the main educational program of a preschool educational organization that meets modern requirements for the quality of preschool education
The Inspiration program is unique- this is a completely new methodological product developed by a team of authors based on the requirements of the Federal State Educational Standard, taking into account the results of the most modern psychological and pedagogical research and the requirements of practicing teachers.
The program uses the concepts of "educational biography", "individual learning plan", "individual trajectories of education and development". This is her deep individualistic essence, "sharpness for the uniqueness" of each child.
The program "gives" equal chances to both gifted children and children with developmental problems (inclusion). It recognizes and takes into account the whole range of prerequisites for development, the whole variety of abilities of babies and the pace of development. "Inspiration" supports the game in all its forms, the research activity of the child, the joint activity of an adult and a child. It provides for the variability of forms of implementation depending on the specific situation, the location of the kindergarten, the characteristics of children and families.
The team of kindergarten No. 72 "Sunflowers" contributes in the process of pilot testing of the Program. Here are created corners of confidential communication. Soft inventory has children to get comfortable for communication and activities.
To work with pupils, the so-called "children's council" panels are created and used.
Parents help teachers to saturate the environment with multi-colored and various-sized waste materials: caps, boxes, plastic bottles, containers for berries and vegetables, plastic straws, various cereals, colored sand, etc. The fantasy of the teacher, multiplied by the creative imagination of the kids, turns all this into a bizarre educational material.
The groups have shelves for "unfinished work". Children can make crafts all day long, interrupting for other games and activities, and then returning to the idea left for a while. At the same time, the craft is stored on a shelf and waits for inspiration to catch up with its creator again.
Another novelty is the wall of incarnation of the idea: collective and independent. It is open to "creators" middle group kindergarten. In the centers of creativity, everything is arranged as convenient as possible for children. There is a huge amount of materials and drives for their storage.
The authors of the "Inspiration" program put forward the idea of a respectful attitude to each child's work, each embodied plan. Therefore, it is very important to show the results of children's creativity through exhibitions and presentations. This idea is fully supported in the kindergarten and conditions are created for such presentations in each group.
The teachers of the Sunflower kindergarten already today notice what changes are happening to the children. They are inquisitive, attentive and active, show interest in creativity, express bold ideas and readily implement them.
And the team is already broadcasting experience to colleagues. In March, a meeting of leaders and teachers of the creative group "Inspiration" was held at the kindergarten. Open displays of educational activities with children in different age groups and a developing object-spatial environment were presented as a condition for the implementation of the Inspiration program.
From March 25 to March 27, Sochi hosted the III All-Russian scientific and practical seminar “Education through the prism of the Federal State Educational Standard: Inspiration. Cooperation. Creation" . ANO DO "Lada Childhood Planet" took part in the forum dedicated to the problem of approbation of the Program together with colleagues from all over the country: Moscow, St. Petersburg, Oryol, Voronezh, Bryansk regions, Crimea, Chechnya, Tatarstan, Adygea and other regions. Materials (film, presentations, photographs, generalization of experience) from the experience of kindergarten No. 72 "Sunflowers" were also presented at the forum.
Elena Vlasenko
Age group - second youngest.
Theme of the project "Cookware"
Science Center. materials: Spoons made of wood, plastic and metal, a container of water.
The child is a born explorer, endowed with an abundance of curiosity. He tends to be curious and interested in everything that happens around him. What we adults seem familiar and ordinary, new and unfamiliar to a child, may interest and surprise him.
By conducting an independent experiment, the guys came to conclusion: Metal sinks, but plastics and wood do not!
Drawing Center. materials: Silhouettes of glasses with pasted strips of paper tape, Gouache, brushes. The paper stays white under the tape!
Drawing Center, second subgroup. materials: Silhouettes of cups, Cotton buds, Gouache, brushes, Colored paper, glue. The children decorated the dishes as they wished.
Drawing Center, third subgroup. materials: Silhouette of a plate, Watercolor, brushes. We draw pancakes on a plate.
Center for Mathematics. materials: Tables with objects, cards with numbers. The children learned flashcards. In the left column - objects in different quantities, in the right - empty cells in which they placed cards with the corresponding numbers.
Center for Mathematics, second subgroup. Cards with assignments: paint large plates green, medium ones red, small ones yellow; connect with a line; circle the spoons in green, the cups in red, etc.
Center for Mathematics, third subgroup. "Pick up the missing piece of dishes"
"Find your soul mate"
Communication Center. Board game "Find a shadow"- four fields - shadows and cards with the image of dishes
Communication Center. Card with task: paint over all the cups that have a letter written on them "AND"
Theater Center. Masks of three bears, Dishes, Tablecloth. The guys set the table, arranged the dishes and decided to invite Masha to visit.
Design Center. Capsules "kinder", plasticine, Rugs for modeling. Joint educational activities "Tea-set".
This is how we live now
Related publications:
Personal exhibition of my pupil. “I draw a hedgehog and a palm too, I draw leaves and trees too, I draw a butterfly and around…” Problem.
Quilling is an old paper rolling technique. Colorful, bright, skillfully colored paper attracts my attention with its fantasy texture.
After the New Year holidays, the children talked a lot about how they spent their holidays. We shared our impressions about the meeting with Santa Claus.
New Year- a holiday of miracles and creation! We are waiting for miracles, we believe in a fairy tale, We are friends, we love, we create. It has become kind in our kindergarten.
This year we all celebrated the New Year. Decorating a group for the New Year holiday is a responsible and, of course, very pleasant business.
Multi-colored wind Following the summer, autumn comes, The wind sings yellow songs to it. Foliage spreads red underfoot, White snowflake flies into the blue.
INSPIRATION
The main general educational program of preschool education
Edited by I.E. Fedosova
"The Inspiration program is a new educational program developed by a team of authors based on new standards, taking into account modern psychological and pedagogical research and the challenges of real life.
The peculiarity of the program is its orientation towards a new socio-cultural situation of childhood development, with all the problems of growth and development inherent in modern early and preschool age. - 6 The authors of the program chose the principle of the "golden mean" in the regulation of educational activities between too general framework guidelines and redundant step-by-step descriptions of the educational process. Thanks to this approach, the program, on the one hand, provides teachers with a fairly clear guide, on the other hand, provides a wide scope for creativity in pedagogical activities.
The practical examples and advice that the program is filled with is an "idea fair" where educators can find both ready-made solutions and the basis for creating their own original solutions to educational problems.
About the motto of the program
The motto of the program is "Inspire!". Only that educator will be able to build a full-fledged and high-quality educational process who is inspired by his work, sees the meaning in it and performs it with joy and pleasure.
Inspiration gives teachers a sense of their own professional competence, professional freedom, creates a fertile ground for professional development.
The creation of one's professional competence is the most important motivational basis for professional activity.
Each educator must understand what, why and why he is doing, only then he will feel confident, a reliable basis for his pedagogical activity. Therefore, the text of the program provides a convincing scientific justification for each provision, provides the most important data from modern research, as well as vivid examples from the experience of the best teachers and educational practices in our country and the world.
Only a competent teacher will be able to flexibly build the pedagogical process in accordance with the individual capabilities and needs of the child, achieving excellent educational results for everyone.
The program provides a competent and self-confident teacher with scope for creativity, opening him the necessary and conscious freedom in professional activities.
Will the program be too difficult for most educators?
Inspiration" provides advanced training for teachers and offers modular short-term and long-term advanced training programs.
The program is written on the principle of “just about the complex”, all provisions are illustrated with illustrative examples, accompanied by specific methodological recommendations for organizing the educational process, organizing space and subject-developing environment.
The Inspiration program guides and inspires adults to create happy moments in communication with children: mutual discoveries, surprises, overcoming difficulties, mistakes and the joy of first victories. A lively, and not a formal, attitude to the educational process is the main credo of the Inspiration teachers.
Characteristic features of the program
1. The program assumes the variability of its use depending on the specific situation and location of the kindergarten, the specifics of the composition of children and their families. The program not only allows, but also assumes various forms of its implementation. For example, its content can be implemented both in groups of the same age, and in groups of different ages, in groups with a small number of children and in large groups, in full-day groups and short stay groups.
Sociocultural changes are taken into account modern world- a separate section of the program is devoted to their analysis;
Considerable attention is paid to various aspects of child development, individual characteristics of development, differences between the passport and real age of the child;
The goals and possibilities of giving children an active role in the educational process are revealed.
Only on such a foundation can a truly developing education be built, which avoids both overloads and excessive acceleration in child development, as well as underloads and slowing down of the individual development rate (the work of a teacher should go “in the zone of proximal development”, which each child has his own!).
3. The framework nature of the program allows, when implementing it, to take into account the conditions, life contexts, composition of children in specific preschool organizations, and adapt it to the specific conditions of educational activities.
4. The program contains specific practical guidance and advice (“ideas fair”) based on best pedagogical practice. These samples are collected from both domestic and foreign educational space. Thus, the program puts in the hands of educators a lot of choice, flexibility in implementation with a focus on evidence-based strategies.
Similar information.
The Inspiration Program is a new comprehensive program The Inspiration Program is a completely new comprehensive program developed by a team of authors on the basis of the Federal State Educational Standard, taking into account modern psychological and pedagogical research and the challenges of real life.
The Inspiration program was created for implementation in the modern socio-cultural situation of childhood development. The peculiarity of the program is taking into account the realities of the modern socio-cultural situation of childhood development, with all the problems of growth and development inherent in modern early and preschool age
The current socio-cultural situation of childhood development 1. Changes in society and the economy 2. Changes in family structure and family culture 3. National identity and cultural diversity 4. The context in which children grow up 5. Demographic changes
The purpose of the program: Inspire! Only an educator who is inspired by his work, who sees the meaning in it and does it with joy and pleasure, can build a full-fledged, high-quality educational process. Inspiration gives teachers professional freedom, a sense of their own professional competence, creates a fertile ground for professional development. Consciousness of one's professional competence is the most important motivational basis for professional activity.
The "Inspiration" program creates opportunities The program assumes the variability of its use depending on the specific situation and location of the kindergarten, the specifics of the composition of children and their families. The program not only allows, but also assumes various forms of its implementation. For example, its content can be implemented both in groups of the same age and in groups of different ages, in groups with a small number of children and in large groups, in full-day groups and short stay groups.
Scientific substantiation of the provisions of the program Each educator must understand what, why and why he is doing. Only then will he acquire the necessary and conscious freedom in professional activities, will be able to flexibly build the pedagogical process in accordance with the individual capabilities and needs of each child. The program provides a compelling scientific rationale for each position, contains data from the most important modern research, as well as bright examples from the experience of the best teachers and educational practices.
Just about complex program written on the principle of "simple about the complex." All provisions are illustrated with illustrative examples, specific methodological recommendations are given on the organization of the educational process, the organization of space and the subject-developing environment.
Four core ideas of the program 1. A new vision of the image of the child, his development, as well as the essence of education and the educational process; 2. The idea of interactive interaction of all participants in educational relations, the idea of a "learning community" based on the dialogic principle of co-action (co-construction), participation in which both the child and the adult are active. Everyone learns from the learning community - both children and adults; 3. Availability of technology for organizing educational activities. Universal and functional in terms of organizational actions. Open to ideas, creative, taking into account the individual interests and needs of children and adults, local community resources - in terms of content; 4. Refusal of the leading role of the educator in favor of supporting the children's initiative by all adults (teachers, parents, representatives of the local community). Rejection of the idea of a single leading activity in favor of accounting and use different ways and activities that play a significant role in the development of the child.
Approaches The program abandons outdated approaches: NO. The transfer of knowledge and experience from [knowledgeable, experienced, competent] adults to [ignorant, inexperienced, incompetent] children does not meet contemporary challenges and research data; in education understood in this way, the adult is primarily active, while the child is a passive object of upbringing and educational influences, whose task is to learn what he is being taught. NO. Orientation towards education, understood as an individual process of active self-building, turned out to be ineffective, as it underestimated the role of the social and cultural environment and communication. Child-centered programs based on this model (constructivism) are currently being reviewed around the world. Yes. Modern programs that provide the highest quality and positive effects are based on the activity of all participants in educational relations - both children and adults. In this model, education is understood as a social process of interaction included in a certain socio-cultural context (social constructivism).
New vision of the image of the child Positive image of the child Influenced by research and best practice, the focus has shifted from a focus on deficits [the child is not yet able and depends on external stimuli] to a focus on competencies, their strengthening and development - - to what the child can, to support its activities and resources. The program consistently implements this new orientation and focuses on the competencies, capabilities and abilities of children. The general view of the child, his potential and opportunities can be formulated as follows: the child is active and contributes to the processes of his own education.
The image of a child A person is born equipped with capable sense organs and fundamental competencies A child from birth is ready for communication, interaction and, thus, for dialogue with adults. Already immediately after birth, the infant begins to explore the world around him, interact with it and thus make his active contribution to the processes of education (mastery of his body, social and objective world).
The image of the child Children want to take part in everything that happens around Playing an active role in the process of their education, they are its actors (subjects) with their own diverse possibilities of expression, their own opinion, decision-making ability and responsibility in accordance with their development
Image of a child Children initially want to learn Activity, curiosity, passion for learning, thirst for knowledge and ability to learn in children are surprisingly high. In their activities and in the formulation of questions, children are highly creative masters, inventors, musicians, artists, researchers (physicists, mathematicians, historians and philosophers). Teaching here refers to the child's natural desire to explore the world, his curiosity and energy.
Child Image Children learn best in community with others In interaction with other children and adults, children explore the world by expanding their understanding of the world, developing their abilities, creating and creating their own products. Education is primarily a social process and only secondarily an individual one.
The image of the child The development of the child takes place in a certain socio-cultural context, which must be taken into account, integrated and used in the educational process. Living conditions in a large metropolis, in a residential area, in a rural area, in a city with rich cultural traditions and developed infrastructure, and in a small provincial town leave their mark on the development and educational opportunities of children. Educators must consciously use the resources available in the sociocultural environment of their location in the educational process, using, among other things, the capabilities of parents.
The image of a child The task of adults is to create conditions for emotional comfort, an enriched social and object-spatial educational environment. The most important issue - the reflection of the image of the child - the program devotes a separate section, as well as a separate training module in the teacher's advanced training program. Trust and freedom are necessary conditions for the creative interaction of adults with children, bringing amazing fruits of "enlightenment", joy and pleasure.
Together Education is a mutual life (existential) process, and the Inspiration program orients and inspires adults to create happy moments in communication with children: mutual discoveries, surprises, overcoming difficulties, mistakes and the joy of first victories.
Program principles 1. The principle of supporting childhood diversity 2. The principles of co-action, cooperation and participation 3. The principle of enrichment (amplification) of development through the support of children's initiative and interests 4. The principle of supporting curiosity and research activity 5. The principle of learning differentiation 6. The principle of emotional well-being 7. The principle of learning from the model of one's own behavior 8. The principle of recognizing the right to make mistakes 9. The principle of supporting the game in all its forms and forms 10. The principle of continuity
Feedback Extremely important for the program are constant pedagogical observations, registration of the child's behavior and development. The program focuses on the need to understand the child's individuality, determine the current level of his personal development and emotional state in a given situation of interaction.
Rejection of inadequate expectations The previously existing unified age guidelines and methodological recommendations for children of the same biological age, as well as the content and level of classes compiled on their basis for groups of a certain age, which traditional standard programs were guided by, do not correspond to the real complexity and diversity of development and with irreversibility lead to wrong strategies.
The principle of differentiation of education Differentiated education is a form of organization of the educational process, in which teachers take into account the readiness, interests and characteristics of each child or small groups of children: they make programs; choose teaching methods and strategies, teaching materials; organize learning activities that meet the various needs of pupils. The goal of differentiated learning is to take into account - readiness for learning; - pace of development; - interests; - characteristics of the child.
The principle of differentiation of training Differentiated instruction pays Special attention the possibility for children to choose ways of working (individually or in groups), ways of expression, content of activities, etc. In order for the choice of preschool children to be effective, it must be carefully “organized” by the educator in such a way as to: - correspond to the goals that should be achieved; - be the true choice of children; - Don't let your child get lost in large numbers options. Preschoolers should be able, under the proper guidance of the educator, not only to make a choice, but also to justify it.
Content differentiation Content differentiation according to children's learning readiness, interests and learning style can be carried out at two levels: a) what the educator teaches, and b) how he gives access to knowledge to those who want to receive it Depending on from the educational readiness of children, the educator, for example: - discovers the previously gained experience of children, reveals their current knowledge about a particular content and adapts the questions and the course of activities accordingly; - allows children to express what they know in the way they have expressed their knowledge up to that time: depending on their level of expressive ability, some children may describe their experiences to the group, while others may draw what they know; - gives numerous examples of the use of the concept in such a way that children can relate it to various personal experience and establish a connection; - within the framework of the project, encourages children to search for information on a given topic in the way that they know best; - Provides samples of varying difficulty so that children can use those that match their academic readiness. For example, when forming mathematical concepts, he uses various available symbols, drawings - photographs, objects, etc.
Process differentiation Process differentiation refers to the methodology and activities that children choose to understand content. Process differentiation refers to the way in which the educator helps children move from the current point of understanding to a more complex level, depending on the current level of development, their interests and the characteristics of the children.
Differentiation of content Depending on the interests of the children, the educator, for example: - makes sure that the topics considered by the children reflect different interests. In a "big" topic (eg, "cars"), children can choose the aspects they want to deal with (eg, "wheels", "bicycles", etc.). Depending on the characteristics of the child, the educator, for example: - makes sure that the material chosen for the consideration of a particular topic / concept varies the style of teaching children: the student tells the group about the sport, while showing photos of different sports moments, for example, a football match or video footage games (visual and acoustic means); - encourages children to learn more about the topic of discussion (in "children's language") and show other children the movements they know when they go out into the yard; - presents the content of the activity (eg concept, skill) using various graphical representations (eg to show that "parts" make up the big picture).
Differentiation in the presentation of children's results Differentiation of results refers to the opportunities given to children so that they can show, apply or present to others what they have mastered - knowledge, skills - alternative ways. The presentation (presentation) of the result by the child is of particular importance for two main reasons: a) the results show the effectiveness of the student’s learning and progress, b) during the presentation of the results, the child can once again think over, organize and use “new” knowledge and skills (Tomlinson, 2001 ). The verbal way of presenting the results and knowledge gained is the main one for the child. This has two important consequences: a) it causes difficulties for children who prefer other ways of expressing themselves; b) does not allow to form the skills of using other ways of self-expression, the skills of simultaneous use of different ways of self-expression, characteristic of modern society (in print and electronic form, using various objects, etc.).
Differentiation in the presentation of children's results Taking into account the characteristics of children, the educator should provide children with the opportunity to choose the means of presentation of information and results available to them. Depending on the readiness to teach different children, the educator, for example: - during the final performance, encourages children in such a way as to facilitate the manifestation of their acquired abilities and knowledge on the topic; - gives children written instructions that can be used if necessary; - helps to break down the process of achieving the result into separate steps, guides children during work; - uses assessment methods that take into account the speed of children's learning (for example, observation, questions to children, organization of observations in a portfolio); - offers various forms of organizing activities, allowing children to choose the one that suits them.
Educational areas Social and communicative development Cognitive development Mathematics The world around us: Natural science, ecology and technology The world around us: Society, history and culture Speech development Artistic and aesthetic development Fine, plastic arts, design and modeling Music, musical movement, dance Physical development Movement and sports Health, hygiene, safety
Educational areas. Structure 1. Communication of the section with other sections of the Program. 2. Target landmarks in the region. 3. Organization by the educator of the educational activities of children. 4. Organization of pedagogical activity 5. Attitudes in the educational process 6. Examples of children's and child-adult (child-parent) projects 7. An approximate list of teaching and education means (equipment, games and toys, materials software etc.) 8. Organization of space and equipping the subject-developing environment with materials 9. Emotional atmosphere 10. Cooperation with the family
Daily routine Sample daily routine. Model 1 Time Main task Content for children Content for educators 07:30 Welcome; meeting children; breakfast Time for free play; greeting and communication of children with each other; breakfast for those who wish. Children can use any premises of the kindergarten for games and activities of their own choice At the beginning of the morning shift, no more than 50% of the teachers are present; providing childcare until the children's council (morning circle); the main duties are carried out by the “host teacher”; communication with parents, individual communication with children; guardianship of children-beginners 08:30 – 8:45 Planning meeting* *All employees gather for a planning meeting (except for “host teachers”). 08:30 – 09:10 Instead of planning meeting Preparatory period for educators See above Preparing playrooms for classes and work of children of their choice; if necessary, "talks at the door" with parents; greeting newly arrived children 09:00-10:30 Children's council (morning circle) Elective activities, project Discussion Rituals (for example, starting the day together; birthday; discussions and decision-making, etc.); Children can join at will in the activities offered by adults, play or make a choice in favor of their own chosen activities. Non-aligned children spend this time with a "host teacher". In those days when the group, according to the plan of the music director, physical education teacher or speech therapist and other specialists, has classes in music. or gym (etc.) children participate in activities or projects they suggest; Children and adults share their impressions and results from work in the Activity Centers, from games and activities. Children participate to the best of their ability in cleaning and help each other Adults (teacher, specialists) give an orientation for the upcoming day, an overview of activities or projects and their components; carry out moderation of children's decision-making; lead rituals and give information; discuss organizational issues Music director / Physical education teacher / Dr. specialists lead classes and projects; support children; initiate learning processes, etc. Adults (teacher, specialists) keep up the conversation with open questions, etc. Adults are also involved in cleaning and helping children.
Daily routine Sample daily routine. Model 1 Time Main task Content for children Content for educators 07:30 Welcome; meeting children; breakfast Time for free play; greeting and communication of children with each other; breakfast for those who wish. Children can use any premises of the kindergarten for games and activities of their own choice At the beginning of the morning shift, no more than 50% of the teachers are present; providing childcare until the children's council (morning circle); the main duties are carried out by the “host teacher”; communication with parents, individual communication with children; guardianship of new children 10:35 Joint second breakfast (if any) Children and teachers take part in a joint breakfast Teachers help children organize breakfast 10:35:12.00 Preparing for a walk. Walk. Gradual departure of some children home Children play and communicate with each other. Teachers offer games or join in games offered by children; time for observations; babysitting; the opportunity to talk with the parents of those children who attend kindergarten before lunch 12:00 Return from a walk, prepare for lunch and lunch Children staying for an extended day have lunch Teachers help children organize lunch 12:30:15.00 Sleep for those children who accustomed to sleeping during the day. Quiet games and activities Those children who refuse daytime sleep engage in “quiet games” on their own, look at (read) books Provide compulsory supervision 15:00 Gradual rise; hygiene procedures. Children gradually move from sleep (and other daytime activities) to more active play and activities Providing assistance and support, mandatory supervision 15:30 – 16:00 Afternoon tea (if available)
Interaction with parents Interaction with parents is one of the basic principles of the program. The program describes the forms of cooperation developed by successful practice, on the basis of which each kindergarten can draw up its own version. The main approach in working with the family is a complementary partnership, creative interaction. The Inspiration program offers a modern method of interaction between an educational organization and a family in accordance with the concept of "Competent Parent" (supported by UNESCO) and is based on the experience of implementing this concept within the framework of the UNESCO project in Moscow and on the experience gained in European countries
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