* Calculations use average data for Russia
600 000 ₽
Minimum starting capital
2 000 ₽
Monthly subscription cost
40-50 sq. m.
Min. square
20-25%
Profitability
Today, goods and services for children are gaining more and more popularity. One of the first places is occupied by children's developing centers. Due to the catastrophic lack of places in public institutions, developing centers for kids is a great business idea.
Today's parents are increasingly using the services children's development centers. According to surveys conducted in large cities among parents of children from 8 months to 7-8 years old, more than half of mothers already take or are going to take their children to developmental classes. At the same time, if earlier visiting commercial centers was not cheap, now such pre-school education and development is available even to people with an average income level.
More and more new mothers are thinking about opening their own children's development center and turning it into a permanent source of income. Despite high competition, business in this area remains attractive and profitable, as the number of children increases every year, and there are still not enough good childcare facilities for preschoolers.
Classification of children's development centers
There are children's centers of various types. The owner of such a center himself determines the areas of work he is interested in, the level and list of services provided. Regardless of whether you plan to take funds to start your own business or are going to make do with your savings, before you start, experts advise you to draw up a detailed business plan. Such a plan for a children's development center, which aims to develop the intellectual and creative skills of children aged 1 (less often younger) to 8 years, includes several sections: an overview with a description of the specifics of the industry, a description of the enterprise itself, a list and description of the services that you plan to render, analysis of the modern market, production plan.
If you do not have the funds to consult specialists, conduct your own market research of similar organizations in your city and in the area where you are going to open a center. Interview potential clients of the children's development center - parents of children (respondents can be found at playgrounds, in children's clinics or at kindergartens). Ask them questions about the location of the club, where they would like to take their children, about the program and teachers they are interested in. Find out what they look for in the first place when choosing a children's center for their little ones.
First of all, to organize your own children's development center, you need to find the optimal room. Most entrepreneurs do not aim at large areas, preferring to rent a small establishment with an area of about 40-50 square meters. meters. The main selection criteria: convenience of location (in the city center or at least in a large residential area, in a place with high traffic), the minimum need for repair work (although, most likely, you can’t do without it), the availability of a separate bathroom and space, where parents will wait for the end of classes.
Let's return to the question of choosing the area where your center is located. It does not depend on your preferences and amenities, but on the target audience you are targeting. Assess your financial capabilities. A children's center that claims to be in the high price segment, with excellent repairs, the most qualified teachers, a professional administrator and demanding clients, will be very expensive. Such an institution should be located in the city center, where the rent will cost a pretty penny.
For a simple kids club with a low cost of classes, even the first floor of a multi-storey building in a residential area is suitable. Decide in advance on those areas that do not suit you uniquely in terms of remoteness (you will also have to travel to work every day) and / or according to the contingent and solvency of the population, competition and other factors. The area of your premises also depends on the goals and objectives. The study room (if there is one) should be at least 30 sq. meters. Some children's clubs open in office buildings or shopping malls. Ideally, they should be located on the ground floor so that the little ones do not have to climb stairs or take the elevator. In this case, there may be several study rooms, but most likely they will be small in size.
In any case, your child development center should have a waiting room. Often, the heads of the centers try to save on rent and do without it. However, many parents will wait for their children while they study. If they have to stand all this time on the street, they are unlikely to go to your center for a long time, no matter how good it is.
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Taking into account the study rooms, the waiting room (or hall) and the bathroom, the area of the children's club should be about 50 square meters. meters. If you don't have the money to rent a large space and can only afford one study room, of course, and such an institution can be profitable, but you greatly limit the choice of courses you offer. With all the desire to “score” the whole day with classes, it will not work. Kids come to practice in the morning - before lunch and daytime sleep.
Older children attend classes after 17-18 hours (when they are picked up from kindergartens). The period from 13 to 17 hours (in fact, half a day) simply falls out of the schedule, as older children spend this time in the kindergarten, and the kids sleep.
As an option, you can offer discounts for classes during this time, but this is unlikely to completely solve the problem. On the other hand, the main rule of the rented premises is that each meter of it should bring you profit. Therefore, renting or buying a large area that you simply have nothing to occupy is also not worth it. The list of classes in your center and the schedule of lessons in each of the rooms must be drawn up at the stage of choosing a room.
When searching for premises, it is necessary to take into account the norms of the SES and the Fire Supervision authorities. For example, a children's center cannot be located in the basement, semi-basement or basement. The premises should be well ventilated, have a separate entrance and a separate bathroom. Of great importance is the convenient access to your center, and the availability of a place to park a car (this is especially true for the city center, where it is very problematic to find a free place during rush hour).
One of the main conditions for the success of your institution is its staff. Moreover, it includes not only the teachers themselves, but also administrators. True, it will be easier to find a good administrator than a teacher who loves and understands children, knows how to find an approach to them and captivate them with any activity. For the position of administrators who will answer phone calls, receive visitors, schedule classes and solve other organizational issues, you can take students or recent graduates. Administrators usually work in shifts. At first, you can take over their duties, unless, of course, you yourself are going to conduct classes.
It is much more difficult to find good teachers for a children's development center. Qualified teachers with extensive experience in kindergartens or even schools will cost a lot, but the worst thing is that having a diploma of special higher education, certificates, diplomas and other documents does not at all guarantee that your teacher will be able to find a common language with children, and not beat they have a desire to learn. It also happens that recent graduates of pedagogical faculties turn out to be better teachers who are liked by both children and their parents.
Conduct face-to-face interviews with potential employees of your children's center. Pay attention to their appearance, communication style, evaluate their passion for their work, initiative and innovation. Sometimes even mothers of toddlers who do not have a special education, but who are very passionate about various methods of developing children, constantly attend various courses and seminars, are interested in new phenomena in the field of preschool education, and, most importantly, understand what their children need. On the other hand, the presence of a diploma of pedagogical education for your employees, of course, will be useful, but still this cannot be the only criterion for choosing an employee.
Advertising and marketing of a children's development center
Do not forget also that the services of your child development center must be advertised. Your target audience, first of all, is mothers of preschool children. It is they who, as a rule, choose clubs for their children. Undoubtedly, the best advertisement is your favorable reputation, thanks to which parents themselves will recommend your center to their friends and acquaintances. However, the reputation still needs to be earned. To attract customers at the first stage of work, you can use standard advertising methods: posting ads, distributing leaflets, advertising on the Internet on forums and websites dedicated to the topic of raising children.
Consider the possibility of a free visit to the children's development center (or at a significant discount) for the first trial lesson, at which mom and baby can decide whether your center is right for them or not. As a rule, the centers offer two options for paying for visits - a one-time visit at higher prices and a monthly subscription. In the latter case, the cost of the lesson is 15-20 percent lower.
Let's say a few words about the legal side of the issue. Until recently, many children's centers that provided services in the field of preschool education tried to avoid explicit mention of this in their names and documentation. This was explained by the fact that obtaining a license to carry out educational activities is a rather complicated and costly business. Therefore, most of the small centers and courses for preschoolers were opened as individual entrepreneurs (IE), and not as a non-state educational institution (NOU) and did not license their activities. They positioned themselves as leisure centers, clubs, private tutors, etc. However, now the situation has changed.
Ready-made ideas for your business
According to the new Federal Law "On Education", an individual entrepreneur has the right to officially conduct educational activities with the involvement of other teachers, but for this he needs to obtain an appropriate license before January 1, 2014.
In the near future, by-laws are expected to be released that will clarify the procedure for obtaining a license for an individual entrepreneur and the conditions that such a preschool educational institution and its employees must comply with.
Let's calculate the costs of opening a children's development center. This includes the rental of premises (depending on the location and area), repairs if necessary (from 150 thousand rubles and more), purchase of the necessary equipment and materials (about 200 thousand rubles), purchase of furniture (minimum 80 thousand rubles), wages teachers, administrators, cleaner, advertising and promotion (at least 25 thousand rubles per month). The cost of one subscription for 8 visits is from 2000 rubles (depending on the city, target audience, program). The payback period for such a project is one year.
Children's development center. Questions and answers.
💡 What is a child development center?
There are children's centers of various types. The owner of such a center himself determines the areas of work he is interested in, the level and list of services provided. Regardless of whether you plan to take funds to start your own business or are going to make do with your savings, before you start, experts advise you to draw up a detailed business plan. Such a plan for a preschool institution, which aims to develop the intellectual and creative skills of children aged 1 (less often younger) to 8 years, includes several sections: an overview with a description of the specifics of the industry, a description of the enterprise itself, a list and description of the services that you plan to render, analysis of the modern market, production plan.
💡 Staff for the children's center?
One of the main conditions for the success of your institution is its staff. Moreover, it includes not only the teachers themselves, but also administrators. True, it will be easier to find a good administrator than a teacher who loves and understands children, knows how to find an approach to them and captivate them with any activity. For the position of administrators who will answer phone calls, receive visitors, schedule classes and solve other organizational issues, you can take students or recent graduates. Administrators usually work in shifts. At first, you can take on their duties, unless, of course, you yourself are going to conduct classes.
It is much more difficult to find good teachers. Qualified teachers with extensive experience in kindergartens or even schools will cost a lot, but the worst thing is that having a diploma of special higher education, certificates, diplomas and other documents does not at all guarantee that your teacher will be able to find a common language with children, and not beat they have a desire to learn. It also happens that recent graduates of pedagogical faculties turn out to be better teachers who are liked by both children and their parents.
💡 How to advertise a children's development center?
3715 people are studying this business today.
For 30 days this business was interested in 364446 times.
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Article fragment
Order of the Ministry of Education No. 655 dated November 23, 2009 approved the federal state requirements for the structure of the main general educational program of preschool education, which will allow standardizing the content of preschool education in any of the proposed models and forms and will be mandatory for any educational institution. However, among practitioners, this document causes a lot of controversy and questions. We invited leading experts in preschool education to discuss the problems that have arisen. Participating in the conversation:
Nikolai Evgenievich Veraksa, Dean of the Faculty of Preschool Pedagogy and Psychology of the Moscow City Pedagogical University, Doctor of Psychology, Professor.
Alexandra Givivna Gogoberidze, Head of the Department of Preschool Pedagogy, Institute of Childhood, Russian State Pedagogical University. A. I. Hercena, Doctor of Pedagogical Sciences, Professor, co-author of an exemplary educational program.
Galina Grigorievna Grigorieva, Dean of the Faculty of Preschool Education, State Educational Institution DPO NIRO, Candidate of Pedagogical Sciences, Associate Professor.
Vera Alexandrovna Derkunskaya, Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool Pedagogy, Institute of Childhood, Russian State Pedagogical University. A. I. Herzen, co-author of an exemplary educational program.
Tatyana Nikolaevna Doronova, Head of the Department of Preschool Education of the Federal Institute for the Development of Education of the Ministry of Education and Science of the Russian Federation, Professor of the Department of Preschool Pedagogy and Psychology of the Moscow City Psychological and Pedagogical University, Candidate of Pedagogical Sciences.
Larisa Alekseevna Paramonova, Director of the Center "Preschool Childhood" named after. A. V. Zaporozhets, Doctor of Pedagogical Sciences, Honored Teacher of Russia, Academician of the Russian Academy of Natural Sciences, Chairman of the Russian Committee of the International Organization for Preschool Education (OMER) at UNESCO.
Oksana Alekseevna Skorolupova, Deputy Head of the Department for the Development of Content, Methods and Technologies of General Education of the Department of General Education of the Ministry of Education and Science of Russia.
Nina Vladimirovna Fedina, Head of the Department of Preschool Education of the Institute for Strategic Studies in Education of the Russian Academy of Education of the Russian Academy of Education, Candidate of Pedagogical Sciences.
- Order No. 655 causes conflicting assessments among specialists in preschool education. Please express your attitude towards him. Is this the document you wanted to see?
O. A. Skorolupova. Federal state requirements for the structure of the main general educational program of preschool education are developed in accordance with the Law of the Russian Federation "On Education", according to which the Ministry of Education and Science of Russia establishes federal state requirements for the structure of the main general educational program of preschool education and the conditions for its implementation (clause 6.2. Article 9 of the Law). This norm was introduced into the Law of the Russian Federation "On Education" in connection with the understanding of the importance of preschool education for the further successful development, education of each person, accessibility for everyone - wherever they live in our vast country - quality education.
Pre-school education and the provision of equal starting opportunities for children to study in primary school is seen as a necessary prerequisite for the general accessibility of quality general education. Achieving the optimal level of development of each child of preschool age, which will allow him to be successful at school, is one of the priority tasks for the development of preschool education in the Russian Federation. Its solution is impossible without a flexible, multifunctional system of preschool education that ensures the constitutional right of every citizen of Russia to public and free preschool education.
At present, the system of preschool education is represented by both state and municipal and non-state institutions implementing programs of preschool education. The system of children's centers, game clubs, social rooms is also developing. Serious emphasis is placed precisely on the development of the non-state sector of preschool education, as well as on the creation of a system of early development of children under the age of three in the form of family education.
In order to provide each child with the same equal start that will allow him to successfully study at school, it is necessary to standardize the content of preschool education in a certain way, no matter in which educational institution (or in the family) the child receives it.
It is precisely with this that the introduction of federal state requirements for the structure of the main general educational program of preschool education is connected (let's call them federal requirements below). This is the first document in the history of Russian education that determines at the federal level what the program of a preschool institution should be (and the main general educational program of preschool education is precisely the program of an educational institution), what content should be implemented in order for each child to achieve an optimal level of development for his age, taking into account his individual, age characteristics. Prior to the adoption of federal requirements, we had only temporary (exemplary) requirements for the content and methods of education and training implemented in a preschool educational institution, issued as an appendix to the order of the Ministry of Education of the Russian Federation dated August 22, 1996 No. 448.
FGT contribute to the standardization of the content of preschool education. They quite clearly explain what the educational program of a preschool institution should be, what content to implement in order to give each child a level of development adequate to his age. FGT at the project stage was actively discussed in scientific and pedagogical circles - at the August meetings of employees of the preschool education system, at seminars-meetings with the participation of regional and municipal managers, heads of preschool educational institutions. Members of the Expert Council on Preschool Education of the Committee on Education of the State Duma also made their proposals to the FGT project. Yes, this is exactly the kind of document we wanted to develop and approve - it was widely discussed and developed with the participation of leading scientists in the field of preschool education. It is very important that FGT are successive to the Concepts of preschool education (approved by the board of the State Committee for Public Education on June 16, 1989 No. 7/1), which proclaimed the idea of the intrinsic value of the preschool period of childhood, and the Concepts of the content of lifelong education (preschool and primary) (approved and approved by the Federal Coordinating Council for General Education of the Ministry of Education of the Russian Federation on June 17, 2003).
N. E. Veraksa. Speaking about the order, we can state that it contains both positive aspects and individual shortcomings. The main one is related to the vague position regarding the variability of programs. The fact is that the system of preschool education has developed and worked as a system in our country for a long time. Preschool education developed children and prepared them for school. In this sense, the system of preschool education was highly effective. When the idea of variable preschool education was proposed, it found support among teachers and allowed parents to satisfy their requests. Another thing is that the issue of inclusive education has not been addressed. This is a special topic and requires special study at different levels. At the same time, the specificity of preschool education is that it is a non-rigid system, which is built not according to the principle of acceleration, but according to the logic of amplification. The variability of preschool education corresponds to the logic of amplification. Uniformity requires special additional efforts. For example, the idea of resource centers in the system of preschool education in the city of Moscow ensures the development of amplification as a result of their network interaction and actually confirms the idea of the variability of preschool education.
A. G. Gogoberidze. In general, the adopted document does not raise objections for the following reasons:
1. Standardization allows preschool education to become an organic part of the general education system, having received a special unique status within this system.
2. The requirements for the content of preschool education take into account the specifics of the current state of preschool childhood in Russia, the current problems of the preschool education system (emphasis on the joint activities of the educator and children, on game forms of education for preschoolers, on the absence of strict regulation of children's activities, gender consideration in the organization of the pedagogical process in kindergarten, focus on the universality and integration of the content of preschool education) and make the necessary changes to the content of the programs. 3. The document defines the unity of requirements for a kindergarten graduate for preschool teachers, for parents, for elementary school teachers (it should be emphasized that before the adoption of this document they diverged greatly). The problem field of questions concerns the results of mastering the program - are qualities always the result of the educational work of the educator and the institution as a whole, especially such as curiosity, emotional responsiveness, sociability? And by what criteria are they evaluated as the result of public education?
G. G. Grigoryeva. This document aroused great interest already at the project level. It certainly outlines new trends in the development of the preschool education system, in terms of more clearly defined performance, strictly focused on the development of the child, modernization and expansion of educational areas, the presence of specific requirements for monitoring the results of the program, etc. However, in its present form it looks somewhat lonely without the other two, namely: FGT to the conditions and results of the implementation of the main general educational program of preschool education.
Of course, its prompt and high-quality implementation is hampered by a number of circumstances: the lack of an exemplary basic general education program prepared on the basis of the Requirements and recommended by federal departments; the still undecided status of preschool education in the system of continuous or general education. The remaining debatable question about the content of education in general and preschool education in particular also does not contribute to the optimization of preschool education.
Agreeing that the achievements of a preschooler are determined not by the sum of specific knowledge, skills, and abilities, but by a combination of physical, cognitive, personal qualities, we consider it possible and necessary to monitor their emergence and development in children. This is determined both in Order No. 655 and in the Methodological Recommendations on the Procedure and Content of the Psychological and Pedagogical Examination of Children of Senior Preschool Age, prepared by order of the Government of the Russian Federation and submitted on January 27, 2009 No. 03–132 of the Ministry of Education and Science. Consequently, personal qualities as a declared result require the specification of these criteria in relation to each age period and the corresponding tools for psychological and pedagogical diagnostics and methods of pedagogical observation. Understanding that preschool age is the period of initial formation and development of all these qualities, it is impossible to determine their absolute level, but it is possible and necessary to track the dynamics of their development, the presence of this dynamics in individual development. Otherwise, how to judge the effectiveness and quality of preschool education?
L. A. Paramonova. In general, the requirements for programs are absolutely necessary, because a situation has been created that is firmly rooted in preschool education, when "all flowers bloom at the same time." Different programs are used in kindergartens: complex, partial, individual - I mean those practitioners who carry out special work on fine arts, music, etc. At the same time, many kindergartens choose separate sections from complex programs. That is, in some sections they work from one program, in others - from another, etc. Thus, we get eclecticism, not a system. And it is only the system that forms the child and the person in general. Therefore, general requirements, which, in fact, set a certain standard for preschool education, are absolutely necessary.
This is the first positive assessment of such a need. On the other hand, these requirements themselves are very vague in terms of their relation to ages, because all requirements are written in sections. And what age does, for example, communicative activity belong to? I doubt if there is such a thing. In fact, this is the speech development of children. And activity is when a child sets a goal for himself, looks for ways to achieve it, wants to achieve something, etc. And what is communicative activity in relation to young children - is it, is it not? The authors did not think about the relationship of the newly introduced areas to age.
Or take, for example, the area "Labor". It was necessary to show its specificity, because at preschool age there is no labor as a socially significant phenomenon at all. And at what age, in what areas can it be given? This is not.
Play activity is given separately, although it is apparently related to the line of social development, socialization of the child. That's right, there can be no socialization of the child without play, but the game is also the leading activity of the child, in which he learns a very important layer of human culture - the relationship between adults - in the family, their professional activities, etc. That is why it is leading in senior preschool age.
At other ages, leading activities are not indicated at all. Thus, the game acts as the most important activity through which the authors would like all educational tasks to be solved, including learning. Not a word is said about learning at all, since the authors express their distrust of learning in the classroom. There are many such examples. But if we understand what the task of developing a child is at each age, then we can make a structurally digestible program by including previously developed programs in the context of its general content.
In FGT there is no age specificity, the allocation of leading activities, the requirements for the development of the child's personality are spelled out very weakly.
Read the full text of the discussion at the round table in the journal "SDO"
Terms of use The copyright holder of this article is allowed to use it only for personal non-commercial use for educational purposes. The publisher is not responsible for the content of the article materials.Zharova Elena
Children are unique because they are so excited about this world. They can have fun or make a game out of just about anything. They have a natural love of learning. I feel that kindergarten is a social cradle and that makes it unique too! The most important things they will learn are the social skills that will prepare them for their future goals. As an educator, I think kindergarten is different because we see the widest range of children's abilities. It is very important for me to help children discover their own inner world.
Programs such as:
The program for the upbringing and education of children in kindergarten "From birth to school" edited by N. E. Veraksa, M. A. Vasilyeva, T. S. Komaro howl
The purpose of the program is to protect the life and health of children, their comprehensive education, training and preparation for school.
In 2004 a new program of education and upbringing in kindergarten. The new Program is something that practitioners of preschool institutions in Russia have long been waiting for.
One of its advantages is that in all types of children's activities at each age stage, priority is given to the development of children's creative abilities, their individuality.
The ideological basis of the program was the most important ethical principles of the Convention "On the Rights of the Child", which corresponds to modern standards of upbringing and development of the child.
The authors have preserved the best traditions of the previous program: the comprehensive, harmonious development of the child, a clear definition of the tasks of upbringing and education, the continuity of all age periods of early and preschool childhood, a focus on the regional component, as well as on preparing children for school. At the same time, the authors updated the general content of preschool education, the main directions of upbringing, training and development of the child, presented them taking into account the psychophysiological characteristics of preschoolers.
The program offers variable forms of education - each educator can creatively use the content proposed by the authors in their work. The new Program has retained continuity with the 1985 program, but at the same time its structure has been clarified, new sections have appeared. For the first time, the aesthetic developmental environment is described in detail, recommendations are given for its creation, including the activities of the children themselves, their creativity and the development of the surrounding micro- and macroenvironment. The new Program makes up for shortcomings in the field of spiritual education of children and their familiarization with universal human values.
A large place in the program is given to the health of children, their emotional well-being, the use of physical exercises and outdoor games, and the development of motor creativity.
Fiction is singled out in a separate section as a form of art and as one of the ways of the intellect and creativity of children.
The new Program has enriched the methodology of working with children, which is provided by a number of already published manuals for teachers of preschool institutions.
Program "Children about"
The purpose of the program: ensuring the development of the child during preschool childhood: intellectual, physical, emotional, moral, strong-willed, social and personal.
The introduction of the child into the world around him is carried out through his interaction with various spheres of being (the world of people, nature, etc.) and culture (fine arts, music, children's literature and native language, mathematics, etc.). The program includes works of oral folk art, folk games, music and dances, arts and crafts of Russia. The teacher is given the right to independently determine the schedule of classes, content, method of organization and place in the daily routine. In a programme
a new important section has been highlighted: "Attitude of the child to himself" (self-knowledge).
"Childhood" is a comprehensive educational program developed by the authors from the standpoint of humanistic pedagogy, a personal-activity approach to the development and upbringing of a preschool child. It includes three parts in accordance with the three stages of the preschool period (junior, middle, senior preschool age).
The purpose of the program: the development of mental and artistic abilities of children 3-7 years old.
The program is focused on developmental education based on the psychological theory of L. A. Wenger on the development of children's abilities.
The program is aimed at developing mental abilities in children. When developing the program material, first of all, it was taken into account what means of solving cognitive and creative problems should be mastered by children and on what content these tools can be mastered most effectively.
The program is designed for every age.
Particular attention is paid to the formation in preschoolers of ways to solve cognitive and creative problems.
The organization of work in all age groups involves conducting classes in subgroups of 8-10 people. While one subgroup performs the task of the educator, the rest of the children, under the supervision of the assistant educator, are engaged in games or independent activities.
In addition to traditional programs, the program includes the following sections: "Expressive movement", "Artistic design", "Director's game". The program is provided with detailed plans for each lesson and pedagogical diagnostics, has a full set of manuals to help teachers.
Dear colleagues, let's treat our work with attention and love.
Sincerely
Educator of MDOU No. 1 "Chamomile", Dmitrov
Zharova E. V.
Related publications:
Many materials of my colleagues from all our regions are devoted to the creation of a developing subject-spatial environment of a preschool institution.
Analysis of the author's programs for the musical education of preschool children Analysis of the author's programs on the musical education of preschool children Musical education and upbringing in preschool institutions.
Innovative approaches to the development of programs to optimize the adaptation of children to the conditions of a preschool educational institution Innovative approaches to the development of programs to optimize the adaptation of children to the conditions of a preschool educational institution EV Grozdeva.
Work programs teachers - the materials of this section. contain author's and modified programs based on theoretical research and practical experience. These publications will serve as a good help for novice educators and preschool specialists, for teachers who improve their professional level.
In this section you can find the following materials:
- Patriotic and spiritual and moral education programs
- Programs for familiarization with the environment and ecology
- Programs for life safety and the formation of safe behavior
- Healthy lifestyle programs
- Programs of the artistic and aesthetic cycle
- Programs for the intellectual development of preschoolers
- Family programs
- Additional education programs
- Programs for specialists of preschool educational institutions
Work programs
Contained in sections:Includes sections:
- Circle work. Circle programs, work programs for additional education of children
Showing publications 1-10 of 6358 .
All sections | Programs. Educational, working, variable, additional education
The program and plan of the circle work "Little Artists" Program and plan of circle work. Kruzhkovaya Job for children of the speech therapy group (6-7 years old) "Little Artists" Target: Formation of the child's creative personality by means of theatrical activity. Tasks: 1.Creating conditions for the development of creative activity of children in the theater ...
Lesson "Speech and alternative communication" in grade 3. Adapted work program for children with disabilities Subject: "The letter of the words "wasp", "catfish", "mother". Sound-letter analysis of words." Adapted working programm for children with disabilities based on an approximate adapted basic general education program of primary general education students with mental retardation (intellectual ...
Programs. Educational, working, variable, additional education - The program of classes for the development of attention
Publication "Study Program for Development..." PROGRAM OF ACTIVITIES (fragment) SESSION 1 1. Acquaintance and greeting The game "Snowball" The first child calls his name, passing the ball to another, and he, in turn, calls the name of the first and his own, then the third participant receives the ball, etc. The game is played in a circle with all...
MAAM Pictures Library
Program for additional education in creative activity "Young Masterilka" Explanatory note The problem of the all-round development of children in the outside world is becoming dominant. Attention to this problem is dictated by the conditions of modern life. Creative activity contributes to the versatile development of the child's personality. That's why it's so important...
Modeling work program municipal autonomous preschool educational institution of the city of Rostov-on-Don "Kindergarten No. 272" "ACCEPTED" by the Pedagogical Council Minutes No. 1 dated 31.08.2018. "APPROVED" by the head of MADOU No. 272 _ G.A. Berlizov Order No. 68 dated 31.08.2018 Working program for the main...
Thematic control program "Organization of the educational process to foster a culture of communication" Thematic control program "Organization of the educational process for cultivating a culture of communication and socialization in groups of preschool educational institutions" Dates: from to Performers: deputy head. , senior educator The purpose of control: to study the state of work on the development of communication skills and ...
Programs. Educational, working, variable, additional education - Additional program for experimental research activities "Young ecologists-researchers"
Work program for circle work "Rules of the Road" WORKING PROGRAM FOR CIRCLE WORK "ROAD RULES" Instructor for FC Kundozerova L.N. 2019-2020 Direction: cognitive-speech Explanatory note Motorization of the country, an increase in the intensity of traffic and pedestrians on the streets and roads ...
Work program "Know your body" The author is the compiler of the instructor in physical culture O.V. Levkina The work program is part of the Health program and is included in the Krepysh sports and health system. The program represents a cycle of cognitive and gaming activities aimed at mastering children ...
The program of the circle "Abvgdeyka" Municipal autonomous preschool educational institution "Kindergarten No. 67 of the city of Blagoveshchensk" Additional general developmental program of a social and pedagogical orientation for children of older (5-7 years) preschool age Program implementation period: 2 years ...
Educational programs DOW is considered to be a management document that fixes certain norms, goals, content, technologies and methods, forms and means that are used in each specific preschool institution when organizing the educational process. Methodist scientists develop exemplary basic educational programs that preschool institutions take as a basis for developing their own program, taking into account the regional component and local conditions.
Based on the educational program, the teacher develops work program, serving as a model of pedagogical activity in a specific area of education and training of preschoolers and including integrated planning of the educational process. The structure and content of the work program is developed taking into account the requirements and standards approved at the federal level.
In the work program, the teacher prescribes goals and objectives, sections and their content, a list of classes by topic, indicates the conditions for the implementation of the program and expected results, as well as other necessary information to present the level of development of educational material by preschoolers and its practical application. The work program is a regulatory document and is approved by the head of the preschool institution.
