When choosing a school for a child, parents take into account many factors: location, traditions, educational bias of the school, reviews. Now this list has been replenished with another important item: the training program.

There are currently a variety of work programs for each link of the school from grades 1-11 . As a rule, educational institutions choose several educational programs, especially in primary school, and parallel classes are trained according to different teaching materials.

Today, parents need to know: How to choose the right educational program and how do they differ? This issue is especially relevant in elementary school, because it depends on how successfully the child will study.

Let's make a reservation right away: it is incorrect to divide programs into "bad and good". All programs elementary school GEF approved by the Ministry of Education of the Russian Federation. They are simply designed for different ways of perception and take into account the peculiarities of the child's thinking. One thing in common: all programs allow the student to master the necessary minimum knowledge for elementary school. The difference is in the presentation of the material, in the organization learning activities, in a variety of exercises.

Educational programs for elementary school

1. Program "School of Russia"(under the editorship of A. Pleshakov) is one of the oldest and time-tested programs. Since Soviet times, the program has been improved more than once, adapted to the realities of the new time.

Designed for all children and allows you to carefully work out the skills of writing, reading and counting.

2. The program "Primary school of the XXI century"(Edited by N. F. Vinogradova). The material is complex, designed for erudite children. The program teaches independence, a lot of work is being done to foster interest in the learning process, the ability to properly organize learning. There are many additional materials and exercises aimed at developing memory , logic, outlook, fantasy.Each student can study at the chosen pace, as tasks of different levels of complexity and different directions are provided.

The main goal of the program is to teach the child to learn.

3. Program "Primary Perspective School". Features: there is no need to cram rules, theorems and axioms. The emphasis is on the development of logic, intelligence and analytical thinking. There are additional hours for drawing, music, physical education.

Suitable for any child, regardless of his level of readiness for school.

4. Program "School 2100"(under the editorship of A. A. Leontiev). This program is gaining more and more fans. The undoubted advantage of the program is the continuity of education, since it can be used from the age of 3 until graduation.

Feature of the program: educational material is given to the maximum, varied, multi-level. The student himself chooses how much knowledge will be sufficient. An individual approach is used for each child.

Suitable for all children.

5. "Harmony"(under the editorship of N. B. Istomin). The program involves close cooperation with parents. Many topics are suggested to be discussed first at home. Much attention is paid to the development of self-education skills.

Priority is given to independent work of students. Techniques of observation, selection, transformation and construction are actively involved. All material is presented in a variety of ways, taking into account the students' own experience, the practical orientation of knowledge.

Suitable for children with analytical thinking and a penchant for technical sciences.

6. "planet of knowledge" - focused on the development of creative abilities. In the course of the teaching, schoolchildren compose fairy tales themselves, put on performances, carry out projects, and make presentations.

Gives the necessary minimum of knowledge, skills and abilities. Everything beyond the program is at the request of the students.

Suitable for children with a humanitarian bias.

7. Primary school program "Perspective". Here, much attention is paid to the education of children as citizens of their country, the formation of moral positions.

Many tasks are aimed at developing logic and imagination. used great amount additional material, for each subject - several manuals. The principle of teaching is dialectical. The presentation of the material is accessible, although sometimes boring.

Suitable for all children, regardless of their readiness for school.

8. L. V. Zankov's program. The system includes a huge amount of material. All lessons are equivalent, great attention is paid to the development of logic, analytical thinking, skills independent work. There are electives in computer science, economics, foreign languages. Training is carried out at a fast pace.

Suitable for children well prepared for school.

9. Elkonin - Davydov program. A rather ambiguous program, but very interesting for children. Much attention is paid to theoretical thinking, the construction of tasks, problematic issues and the search for their resolution. Learning is slow. Of the minuses, only a discrepancy in some of the terms studied can be noted. So, for example, the authors of textbooks call verbs words of action, and nouns - words-objects. This creates certain difficulties in high school. We hope that it will help you in your work!

All public schools in our country teach children according to educational and methodological programs that must comply with the Federal State Educational Standards - Federal State Educational Standards. However, their content, however, as well as teaching methods can differ significantly. "Littlevan" tried to figure out how the formation of certain training programs for primary school which of them are officially approved for use, and how they differ from each other.

Curricula: general provisions

Many parents of future first-graders are concerned about what program their children will study, and whether they can somehow influence its choice. According to the current legislation and educational standards, each school has the right to create its own. However, it can only be based on educational literature, approved by order of the Ministry of Education and Science Russian Federation dated March 31, 2014 No. 253 (with subsequent amendments, the last - dated April 21, 2016) "On approval of the federal list of textbooks recommended for use in the implementation of existing state accreditation educational programs of primary general, basic general, secondary general education". The so-called "federal list" is not a disparate set of textbooks, but several completed subject lines, which, in turn, are an integral part of certain programs - educational and methodological complexes (EMCs). Each of them has its own principles and features. The UMC is created by one team of authors with a specific supervisor.

Thus, a parent can choose a specific curriculum only indirectly - by knowing in advance which school teaches according to the textbooks of the teaching materials they like, and, if possible, by enrolling their child there (we wrote about the rules for admission to grade 1 - here and here). Some schools where in parallel classes training is in progress on different teaching materials, they test children to determine the most suitable program for them.

What UMC are allowed today?

Today, the federal list lists textbooks that are included in the following educational and methodological complexes:

• "School of Russia",
• "RHYTHM",
• "Perspective"
• "Primary school of the XXI century",
• "Promising Primary School"
• "Planet of Knowledge"
• The system of D. B. Elkonin - V. V. Davydov,
• "Primary innovative school".

The list should be updated every three years or more frequently. So, since 2014, including on the basis of negative expert opinions, textbooks that were previously distributed in many schools of teaching materials were removed from it: “School 2000”, “School 2100”, “Dialogue”, “Harmony”. And in the developing system of education of L. V. Zankov, only fine art manuals are now recommended!

However, it should be borne in mind that all books and notebooks that are no longer included in the federal list can be used for education for another 5 years after the entry into force of the relevant acts. In addition, over time, some completed subject lines of textbooks within the framework of one TMC may be excluded and replaced in the list of recommended ones with new ones (an appropriate order is issued by the Ministry of Education and Science of the Russian Federation).

One more nuance. Primary school teachers themselves have the legal right to choose which textbooks to build the educational process on (and follow this choice for all 4 years of study). However, they do not necessarily belong to one specific UMC. The main thing, we repeat, is that all textbooks be listed in the federal list.

Peculiarities

This project of the Enlightenment publishing house is currently perhaps the most common in Russian schools textbook system. The CMC has existed since 2001 and since then has been updated and supplemented more than once. Its peculiarity is the focus on the formation of universal learning activities in the child. As advantages of the School of Russia, parents on Littleone.ru note the simplicity, consistency and “understanding” of the presentation of the material (the presence of rules, algorithms for solving problems), as well as the fact that it is most similar to what was taught in “Soviet childhood” . At the same time, the simplicity of the program, compared with other teaching materials, is also attributed to its shortcomings. Some also note with a minus sign that during training, imagination and their own logical thinking are little involved. About authors and textbooks.

Reviews of members of the forum about UMK. , , , , , , , , , .

"RITM" stands for "Development. Individuality. Creation. Thinking”, which very clearly defines the peculiarity of this WCU. The program integrates all primary school subjects and is based on the principles of revealing the individuality of each student, instilling in him the ability to think creatively and independently. Its basis is the revised, supplemented and brought into line with the Federal State Educational Standard “Classical Primary School” (previously very common, now its textbooks are excluded from the list of recommended ones). This EMC is quite rare in elementary school now, there are few reviews on it. The textbooks are published by the Drofa publishing house. About authors and textbooks.

Reviews of members of the forum about UMK. , , , , .

Another set of textbooks published by Prosveshchenie. Since 2010, Lyudmila Georgievna Peterson, a laureate of the Prize of the President of the Russian Federation in the field of education, has been the supervisor of this teaching staff. In contrast to the “School 2000” excluded from the federal list, this EMC, with some similar principles, causes more sympathy for parents. It is based on the idea that the teacher only pushes for knowledge, the child himself must “discover” it. At the same time, some say that the program is difficult for average children and is largely designed for intuitive understanding and independent extracurricular work. Other parents, on the contrary, attribute its complexity, focus on cognitive activity to the advantages of the WCU and recommend it for children with a mathematical mindset. About authors and textbooks.

Reviews of members of the forum about UMK. , , , , , , .

According to the methodology of this EMC, each child acts as a researcher and is an equal subject of the learning process (and not “listened-remembered-repeated”). The program involves a lot of tasks for fantasy and ingenuity. The system of textbooks is published by the publishing center "VENTANA-GRAF". It is part of the UMC "Algorithm of Success" system. Parents of children enrolled in the program note its intricacy and inconsistency in the presentation of material as disadvantages. Others attribute to the pluses the long period of adaptation of the child to school, the difference from the "Soviet school", a strong philological component and call the UMK "quite adequate and interesting." Most agree that it will be easier to study according to the program for those children who entered the 1st grade, already knowing how to read, but at the same time, not being able to write. About authors and textbooks.

Reviews of members of the forum about UMK. ,

Currently, there are two systems for preparing children in primary school: traditional and developmental. Each has its own programs. Traditional programs include: "Primary School of the 21st Century", "School 2100", "School of Russia", "Harmony", "Perspective Primary School", "Classical Primary School", "Planet of Knowledge", "Perspective". Two programs belong to developing systems: L.V. Zankov and D.B. Elkonina - V.V. Davydov.

Within the same school, different programs can be applied. Regardless of the program, the student has the opportunity to receive the same knowledge, assumed by the state standard. Tasks of increased difficulty, which are associated only with developing systems, are in all programs, but are not mandatory for study.

School of Russia

The traditional program "School of Russia" (under the editorship of A. Pleshakov) has existed for decades. The school of Russia is the program by which all Soviet schoolchildren studied. Of course, there have been major changes in terms of content, but the learning objectives have remained the same. The most common misconception about this training program is that it is outdated. This is far from true. The program has been repeatedly updated since 2000, improved and supplemented. This program allows you to carefully practice the skills of educational activities (reading, writing, counting) that are necessary for successful learning in middle school.

Program "Harmony"

Educational methodical set"Harmony" (under the editorship of N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian), O.V. Kubasov ( literary reading), O.T. Poglazova ( the world), N.M. Konyshev (labor training)) is successfully practiced in many schools. This program singles out common goals and objectives for all academic subjects, defines priority teaching methods and forms of organizing educational activities.
Benefits of this program: there is advanced learning, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain the missed topic to the child. The program uses new learning technologies that allow you to develop the child's ability to think logically. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics, problem solving begins only in the second grade, and tests are offered the same for all classes.

Primary school XXI century

Primary school XXI century, edited by N.F. Vinogradova. This kit deals very seriously with the problem of shaping the educational activity of a younger student, and this is the only kit where there is a parallel program "Learning Activities". The material of this program is designed for strong erudite children. With what baggage of knowledge the student will go to high school depends on the elementary teacher. Therefore, the main goal is to teach the child to learn. It is also important that Vinogradova’s kit implements the child’s right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play (special notebooks are provided “Learning to think and fantasize”, “Learning to know the world around us”)

School 2100

School 2100 edited by A.A. Leontiev. This program, according to some estimates, is the most common in our region. Every year more and more teachers work under this educational program. The main advantage of this program lies in the deep continuity and continuity of education. Under this program, children can study from the age of three until they enter a university. All textbooks of the program are built taking into account the psychological specifics of age. characteristic feature of this educational program is the following principle:educational material is offered to students to the maximum, and the student must learn the material according to the minimum standard. Thus, each child has the opportunity to take as much as he can.The program teaches children to act independently and is aimed at developing logical thinking, speech, imagination, memory.

classical elementary school

The program "Classical Primary School" is based on a holistic system of teaching younger students, built on a unified psychological and pedagogical foundation.
Why is the proposed model of teaching younger students classical? Because it is based on the classical principles of didactics, the most important theoretical provisions developed and tested by many years of practice. The classical elementary school is a holistic system of teaching younger students, built on a single psychological and pedagogical foundation. It allows you to form the knowledge, skills, abilities and even personality traits of the child, corresponding to the individual needs of each and necessary for their future life.

Promising Elementary School

The main idea of ​​the "Perspective Primary School" program is the optimal development of each child on the basis of pedagogical support for his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a learner, or as a teacher, then in the role of the organizer of the educational situation. Pedagogical support of the child's individuality during learning brings to the fore the problem of the relationship between learning and development. The system of tasks of different levels of difficulty, the combination of the child's individual educational activities with his work in small groups and participation in club work make it possible to provide conditions under which learning goes ahead of development, i.e. in the zone of proximal development of each student based on the level of his actual development and personal interests. What the student cannot do individually, he can do with the help of a classmate or in a small group. And what is difficult for a particular small group, becomes accessible to understanding in the process of collective activity. A high degree of differentiation of questions and tasks and their number allow the younger student to work in the conditions of his current development and create opportunities for his individual advancement.

Program Perspective

The program "Perspective" was created on the basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of the classical school education. The program ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a younger student, taking into account his age characteristics, interests and needs. Each of the subjects of the EMC "Perspektiva", in addition to the direct effect of learning - the acquisition of certain knowledge, skills, contributes to the formation of universal learning skills: communication skills, including the ability to navigate in a communication situation, adequately understand a partner's speech and build one's speech statement ; the ability to use sign systems and symbols to model objects and relationships between them; the ability to perform logical actions of abstraction, comparison, finding common patterns, analysis, synthesis.

Planet of Knowledge Program

An integral part of the concept of the "Planet of Knowledge" program is subject author's concepts, which take into account modern scientific achievements in the subject area of ​​knowledge and the result of many years of teaching practice. The main feature of this program lies in its integrity - in the unity of the structure of textbooks, in the unity of the forms of the educational process, in the unity of the educational schemes used, in the unity of through lines of standard tasks, in the unity of approaches to the organization of educational and extracurricular activities.
An important role in the formation of universal educational activities is played by the general structure of all textbooks in the set. Route sheets that precede each topic visually represent the educational tasks facing younger students. Color highlighting on the pages of textbooks of invariant and variable content of the material, a multi-level system of tasks provide the ability to organize educational process taking into account the contingent of students, the creation of individual educational trajectories. All structural components of the "Planet of Knowledge" kit allow, first of all, to form in students such general educational skills and abilities as: the ability to solve creative problems at the level of combinations and improvisations; work with educational, artistic and popular science texts; master basic search skills necessary information; independently establish a sequence of actions to solve a learning problem; determine ways to monitor and evaluate activities; determine the causes of difficulties and ways to eliminate them; ability to negotiate, distribute work, evaluate overall result activities and their contribution to it.

Zankov system

The Zankov system relies on the independence of the student, his creative comprehension of the material. The teacher does not give the schoolchildren the truth, but makes them "dig" for themselves. The scheme here is the opposite of the traditional one. First, examples are given, and students themselves must draw theoretical conclusions. Learned material is also reinforced practical tasks. The new didactic principles of this system are the rapid mastering of the material, a high level of difficulty, the leading role theoretical knowledge, passing educational material"in a spiral". For example, already in the first year of study, schoolchildren are introduced to the concept of "Parts of Speech", and they must come to an understanding of these concepts on their own.The task of education is to give a general picture of the world on the basis of science, literature, and art. The program is aimed at the comprehensive development of the child, it teaches children to extract information themselves, and not to receive ready-made information.

The system of D. B. Elkonin - V. V. Davydov

In this program, a special place is given to theoretical knowledge and the logical side of learning. The level of subjects taught is extremely difficult. The Elkonin-Davydov education system involves the formation of a large set of skills in primary school graduates. The child must learn to look for missing information when faced with a new task, to test their own hypotheses. Moreover, the system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate their own actions and partners' points of view. This system is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually, deeply. In this system, however, the lack of marks can scare away. But experts assure that everything is under control: teachers communicate all the necessary recommendations and wishes to parents and collect a kind of portfolio of students' creative works. It also serves as a performance indicator instead of the usual diary.

In the Elkonin-Davydov system, the emphasis is not on the result - the acquired knowledge, but on the ways to comprehend them. In other words, the student may not remember something, but he must know where and how, if necessary, to fill this gap. Another feature: children learn not only that twice two is four, but also why exactly four, and not seven, eight, nine or twelve.In the class, the principles of building a language, the origin and structure of numbers, etc. are studied. Knowledge of the rules based on an understanding of their causes, of course, is kept in the head more firmly.

For parents, the question logically arises - which program to choose for their child? All existing programs are approved and recommended by the Ministry of Education and tested in practice. Moreover, the learning outcomes for any of the programs are focused on a single educational standard. This means that the list of knowledge and skills that a primary school graduate should have is common to everyone - regardless of which program the child studied.

In traditional programs, educational material is presented in such a way that the child follows the path “from simple to complex”. This material is consolidated with the help of a large number of tasks of the same type, located page by page in the textbook. Solving them, the child remembers the way to solve problems of this type and confidently uses it. It is this teaching methodology that is criticized for the fact that many children as a result do not know how to apply knowledge in non-standard conditions. If the text of the task is formulated atypically, the child cannot use the existing skill. However, no one doubts the many years of experience and the effectiveness of training in traditional programs.

Learning systems L.V. Zankov and D.B. Elkonina - V.V. Davydov still raises many questions and discussions. There are usually two reasons for this. The first is in most modern schools it is impossible to create conditions in which these learning systems will work as the authors intended. The second is that there are few enthusiastic teachers who are ready to comply with the teaching technology, and without this it is impossible to achieve good results. The structure of these programs does not imply a clear division into topics, there is no usual selection of rules that need to be learned, there are no tasks of the same type arranged in a row. These educational programs involve a completely new approach to the learning process - more creative, requiring activity and curiosity from children. The teacher acts not as a mentor, but as a friend and assistant, guiding the train of thought of children. The purpose of these programs is to teach the child to think outside the box. A common drawback of the Zankov and Elkonin-Davydov systems: they do not receive a worthy continuation for more high steps school education. And if you choose one of them, be prepared that after elementary school your child will still have to adjust to traditional teaching, and this can create problems for him at first.

Before choosing a school, you need to know everything about it. In Russian schools, from April 1 to August 30, comprehensive interviews are held, which are jointly conducted by: teachers, psychologists, speech therapists. Specialists help parents not only decide on the choice of a particular model of education, but also identify gaps in preschool education and prepare the child for school.

Program "School of Russia" for elementary school - one of the most famous projects of the Prosveshchenie publishing house in the country. This is the elementary school kit that we all learned in Soviet time, with some changes. Since 2001, the EMC "School of Russia" has been working as a single whole. The authors of the "School of Russia" program are scientists whose names are known to everyone who works in the primary education system: V.G. Goretsky, M.I. Moro, A.A. Pleshakov, V.P. Kanakina, L.M. Zelenina, L.F. Klimanov and others.

The main purpose of elementary school, according to the authors, is educational. Hence the tasks: the development in the child of human qualities that meet the ideas of true humanity: kindness, tolerance, responsibility, the ability to empathize, the willingness to help others teach the child conscious reading, writing and counting, correct speech, instill certain labor and health-saving skills, teach the basics of safe vital activity the formation of natural motivation for learning.

The elementary school program "School of Russia" is considered traditional, most children master it without any problems.

Expert opinion

“I have been working at a school with children for many years according to the traditional School of Russia program,” says a primary school teacher. secondary school No. 549 of Moscow Tatyana Mikhailovna Bobko. “Our parents studied under this program, as did I, and my children. All grown up enough educated people. I think that this program is needed, it was, is and will always be. The traditional program allows you to carefully practice the skills of learning activities (reading, writing, counting) that are necessary for successful education in high school. AT last years interesting educational kits have been published that meet modern educational requirements (mathematics - author M.I. Moro, Russian language - author T.K. Ramzaeva), which are aimed at developing cognitive abilities student."

Primary school of the 21st century

Educational kit "Primary school of the XXI century"(under the editorship of N. Vinogradova) is aimed at ensuring "soft" adaptation of children to new conditions for them school life. The program was developed by a team of scientists from the Institute of Content and Teaching Methods of the Russian Academy of Education, Moscow State Pedagogical University, Russian Academy advanced training and retraining of educators, Moscow state university. The project leader is Honored Scientist of the Russian Federation, Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor Natalia Vinogradova. The system of teaching materials "Primary school of the XXI century" is issued by the publishing center "VENTANA-GRAF".

The main objectives of the program are: the formation of the main components of educational activity (if we discuss the position of a student, then this is the answer to the questions “why am I studying”, “what should I do to solve this educational task”, “how do I complete the educational task and how do I I do it”, “what are my successes and what I can’t do”).

The organization of the educational process is built in such a way as to provide a situation of success for each student and the opportunity to learn at an individual pace.

The basic principle of education is that the elementary school should be nature-friendly, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and the level of socialization. A schoolchild is not just a “spectator”, “listener”, but a “researcher”. Based on the principles, it can be assumed that this program will be comfortable for children who need a soft adaptation to everything new for them, whether it be a team or type of activity. All courses have a long preparatory period.

Expert opinion

“I have been working on this program for the third year, I like it very much,” says Irina Vladimirovna Tyabirdina, a primary school teacher at secondary school No. 549 in Moscow. - Frankly, the material is designed for strong erudite children. With what baggage of knowledge a student will go to secondary school depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is also important that Vinogradova's kit implements the child's right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play (special notebooks are provided "Learning to think and fantasize", "Learning to know the world around") " .

Parents' opinions about the program

“We finished studying under the Vinogradova program. At first, they waited a long time for the children to really start learning. By the second grade, they realized that she was not so easy. She also has some disadvantages: a large number of notebooks, which they completely do not have time to go through. Well, to us, who were still studying Soviet programs, not everyone likes it in the current training, so we find fault with the little things.

"Promising Elementary School"

"Perspective Primary School" is the result of many years of work by a team of employees of the Russian Academy of Sciences, the agro-industrial complex and the PPRO, Moscow State University, Moscow State Pedagogical University. EMC "Perspective Primary School" publishes the publishing house "Akademkniga / Textbook".

The main idea of ​​the EMC "Promising Primary School" is the optimal development of each child on the basis of pedagogical support for his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a student, or as a teacher, then in the role of the organizer of the educational situation.

"Planet of Knowledge"

The first set of textbooks and programs for elementary school, which fully implemented the state standard - "Planet of Knowledge". Among the authors are 4 honored teachers of Russia.

The program was developed taking into account the psychological and age characteristics of younger students, based on the principle of variability, thanks to this, the possibility of teaching children with different levels of development is laid.

The task system of the set provides students with the right to choose, to make a mistake, to help, to succeed, thereby contributing to the creation of psychological comfort during learning.

Expert opinion

“The program is interesting,” comments the primary school teacher of secondary school No. A.S. Pushkin, Moscow Natalya Vladimirovna Chernosvitova. - A variety of texts on the Russian language and reading are perfectly selected. In addition to good reading texts, there are interesting questions that develop tasks. The child must come up with a fairy tale, think up the text, make a drawing. Mathematics is interesting in that each task leads the student to the answer on his own. Not like in the standard program: the teacher explained - the student fulfilled. Here is a different approach. I would like to draw your attention to the fact that there is a soft transition from the Planet of Knowledge to the traditional program. For fourth grade students, we introduce tasks from the fifth grade, so, in my opinion, this program has some advantages. As for reading, everyone says in unison: "Children read well."

I note that ahead of the standard program, the "Planet of Knowledge" does not overload students. If we take everyone's favorite mathematics according to L.G. Peterson, it requires a physical and intellectual approach. To study under the "Program 2100" or "Harmony", the child must be already prepared. According to the "Planet of Knowledge" you can teach any children with kindergarten training, including at toddler age. Studying under this program, children are noticeably different from those who study under the classical one. These kids are creative. There is only one minus in this program - the teacher, who has worked for many years according to the traditional program, must be reorganized. Although special courses are held for such teachers in the Central District.

"RHYTHM"

A set of textbooks “Development. Individuality. Creation. Thinking” (“RITM”) is intended for grades 1-4 of educational institutions. The authors of the textbooks are well-known scientists and methodologists who have a serious influence on the formation of modern primary education. The educational and methodical set (EMC) "RITM" is published by the publishing house "Drofa".

The main principles of the program are that every child: must be successful; is included in active educational and cognitive activity; gets the opportunity to reveal their individuality; learns to think creatively and independently, meaningfully communicate with peers and adults.

"Perspective"

The author of the program is the scientific adviser, Ph.D., director of the Center for System-Activity Pedagogy "School 2000" of the AIC and PPRO, laureate of the Prize of the President of the Russian Federation in the field of education - L.G. Peterson. By the way, her personal textbooks are not included in the list of state textbooks.

The educational program "Perspective" was created on conceptual basis reflecting modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical school education in Russia.

The advantage of teaching according to the Perspektiva UMC is that the system for constructing educational material allows each student to maintain and develop interest in discovering and learning new things.

In textbooks, tasks are presented in such a way that cognitive activity, cognitive interest and curiosity of the child grew into a need to learn new things, to learn independently. The student at each lesson, as it were, reveals the content of future topics.

Parent feedback

“The program is too simple, weak mathematics, little time is devoted to writing. At the school of the future first grader, they studied according to Peterson, the child learned more than in the entire first grade according to "Perspective". But it is perfect for children with whom they did not really study before school. All topics are long "chewed" by the teacher. Homework is easily done without the participation of parents, except for the outside world. According to him, reports or presentations are systematically set, which the child cannot do on his own, I have to do everything.

Development system L.V. Zankova

Program L.V. Zankova is aimed at developing the mind, will, feelings, spiritual needs of younger students, awakening their interest in understanding the broad picture of the world, dedication to learning, and the development of curiosity. The task of education is to give a general picture of the world on the basis of science, literature, and art.

This program is aimed at providing conditions for self-realization, for revealing the individuality of the child, his inner peace. One of the most important tasks is to educate the junior schoolchild about himself as a value. Education should be focused not so much on the whole class as a whole, but on each individual student. At the same time, the goal is not to “pull up” weak students to the level of the strong, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.

A distinctive feature of the Zankov system is training at a high level of difficulty, the passage of educational material "in a spiral". When completing tasks, children learn to draw theoretical conclusions, creatively comprehend the material.

Expert opinion

“I love the L.V. system very much. Zankova, - says Nadezhda Vladimirovna Kazakova, deputy director for educational work of secondary school No. 148 in Moscow. – The children I taught under this program are now in the seventh grade. As a specialist, I see excellent results in my studies. Schoolchildren are excellent at reasoning, arguing, the development of their horizons compares favorably with their peers, they have higher working capacity.

“The program is aimed at the comprehensive development of the child, it teaches children to get information themselves, and not to receive ready-made information,” adds L.V. Zankova Tatyana Vladimirovna Korsakova, head of the Methodological Association of Teachers of Primary School No. 148 in Moscow. “By graduating from elementary school under this system, children become more liberated, they have about three times more knowledge than their peers.”

D.B. system Elkonina - V.V. Davydov

The educational system of D. B. Elkonin-V.V. Davydov has already more than 40 years of existence: first in the form of developments and experiments, and in 1996, by the decision of the Board of the Ministry of Education of the Russian Federation, the educational system of Elkonin-Davydov was recognized as one of the state systems. A special place in this system is given to theoretical knowledge and the logical side of learning. The level of subjects taught is extremely difficult.

The Elkonin-Davydov education system involves the formation of a large set of skills in primary school graduates. The child must learn to look for missing information when faced with a new task, to test their own hypotheses. Moreover, the system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate their own actions and partners' points of view.

The main principle of this system is to teach children to acquire knowledge, to search for it on their own, and not to memorize school truths. The system of D. B. Elkonin - V. V. Davydov is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually, deeply.

In the Elkonin-Davydov system, however, the lack of marks can scare away. But experts assure that everything is under control: teachers communicate all the necessary recommendations and wishes to parents and collect a kind of portfolio of students' creative works. It also serves as a performance indicator instead of the usual diary.

You often hear: “We are studying according to Vinogradova ...”, “And we have a Perspective”. Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised for it”, others, perhaps, will talk about specific pros and cons. But in general, the average parent hardly understands how all these programs differ. And no wonder. It is really difficult to get through the scientific style and terminology of pedagogical texts. Parents whose children are going to first grade this year are puzzled by the question of whether their children will start the educational path in a traditional program or in a developmental one? Indeed, it is important to choose the right school and program of study, since it is studying in primary school that determines the subsequent attitude of the child to the educational process. So what are traditional and developmental programs, what are their pros and cons, how do they differ from each other?

So let's get together and try to understand.
First, there is a pedagogical system and a pedagogical program.

There are only 2 systems: developing and traditional

Traditional programs include: "School of Russia", "Primary School of the XXI century", "School 2100", "Harmony", "Perspective Primary School", "Classical Primary School", "Planet of Knowledge", "Perspective".

Two programs belong to developing systems: L. V. Zankov and D. B. Elkonin - V. V. Davydov.

There are much more programs. In addition to those officially recognized by the Federal State Educational Standards, there are many experimental systems, as well as copyright, intra-school ones.

Education systems

All approved systems and programs meet the main requirement: they allow the student to acquire the required minimum of knowledge. Authorship is manifested in the ways of presenting material, additional information, organization of educational activities.

Each system and program has its own author. But this does not mean that all textbooks in all subjects were written by him alone. Of course, a whole team worked on compiling the UMK (Educational and Methodological Kit)! Therefore, the names on the textbooks of your children, of course, will be different. But, despite the "collective creativity", all textbooks within the same program have the same:

Purpose (i.e. the result that should be obtained, the qualities that graduates who have studied in a particular program should eventually have)

Tasks (i.e. those steps by which the goal is achieved)

Principles (i.e. features of the organization of training, presentation of material, choice of methods that distinguish one program from another).

Content (in fact, the very educational material that the child will learn in the learning process. For example, the content of education in philology, mathematics, social science and natural science. In this part of the program, they differ in that some are limited to the state standard minimum, others include various additional knowledge, concepts, literature, as well as the order of presentation of educational material, which is inextricably linked with the principles.)

No bad or good programs. All programs considered in the article are approved by the Ministry of Education. And the developing system is no better and no worse than the traditional one. In fact, each system is designed for a certain mindset, or, in other words, a way of perceiving and mentally processing information. And these processes are individual for each child. Like metabolism, or let's say hair color. Therefore, in the description of each program, we have introduced the section “Features that will allow the child to successfully study in this program”, where we will describe the qualities that it is desirable for the child to have in order to show high results without overstraining.

Different classes of the same school may study in different programs, especially where the choice of the program is made by the teachers themselves. And it's even good. Different programs and systems require different initial knowledge and skills from children, and it also largely depends on the personal qualities of the teacher whether he will be able to implement the program in full. Therefore, the teacher chooses a program that will allow him to work in the current situation with this particular team.

Primary school educational programs

The learning process in elementary school is built according to the educational program developed by educational methodologists and adopted for a given school or a separate class. Programs approved by the Federal State Educational Standard for 2017-18 academic year, according to the federal list of textbooks, are:

— Program "Perspective Primary School"

— Program "Planet of Knowledge"

– Program “Primary School 21st Century”

— Program "Perspective"

— Program "School of Russia"

- Program on the system of developing education by D. B. Elkonin - V. V. Davydov;

Since 2014, the general development program of L.V. Zankov has been excluded from the list of state ones. At the time of 2016, Harmony, School 2000 and School 2100 are not included in the federal list of textbooks, although the programs are quite interesting and developing.

According to articles 32 and 55 of the Law of the Russian Federation "On Education", an elementary school teacher has the right to choose a system only in accordance with the educational program that is approved in educational institution. Choosing a program as a basis, the teacher follows it for all four years.

Textbooks School of Russia

This is the elementary school kit that we all used to study in Soviet times, with some changes.

Purpose: education of schoolchildren as citizens of Russia. The Russian school should become a school of spiritual and moral development.

Tasks. The main purpose of elementary school, according to the authors, is educational. Hence the tasks:

• development in a child of human qualities that meet the ideas of true humanity: kindness, tolerance, responsibility, ability to empathize, readiness to help another
• teaching a child conscious reading, writing and counting, correct speech, instilling certain labor and health-saving skills, teaching the basics of safe life
• formation of natural motivation for learning

Principles: fundamentality, reliability, stability, openness to new things.

Problem-search approach. It provides for the creation of problem situations, making assumptions, searching for evidence, formulating conclusions, comparing results with a standard.

Features that will allow the child to successfully study in this program: No special qualities are required from the child. Of course, the more abilities developed in a child, the better. For example, the ability to self-esteem, willingness to work in problem situations is useful. But according to this program, even the most unprepared children for school study well.

The School of Russia program is a national education program, the name of which is a qualitative characteristic.

The main idea of ​​the program can be formulated as follows: the Russian school should become a school of spiritual and moral development. In principle, we all once studied under this program, maybe in recent years it has undergone minor changes. But the essence remains the same.

Here is what they write on the official website of the program.

The educational and methodical set "School of Russia" is focused on the personality-developing education of younger schoolchildren.

Programs and textbooks of the kit provide:

- civic-oriented
- globally oriented
— eco-adequate

education of younger students.

The elementary school program "School of Russia" is considered traditional, most children master it without any problems.

The traditional program "School of Russia" (under the editorship of A. Pleshakov) has existed for decades. The author himself emphasizes that this set was created in Russia and for Russia. The main goal of the program is to "develop a child's interest in learning about their country and its spiritual greatness, its significance on a global scale."

Expert opinion

“I have been working at a school with children for many years according to the traditional program “School of Russia,” says Tatyana Mikhailovna Bobko, a primary school teacher at secondary school No. 549 in Moscow. “Our parents studied under this program, as did I, and my children. All grew up quite educated people.

I think that this program is needed, it was, is and will always be. The traditional program allows you to carefully practice the skills of learning activities (reading, writing, counting) that are necessary for successful education in high school. In recent years, interesting educational kits have been published that meet modern educational requirements (mathematics - author M.I. Moro, Russian language - author T.K. Ramzaeva), which are aimed at developing the cognitive abilities of the student.

"Tutorials Perspective"

Supervisor Doctor of Pedagogical Sciences, Director of the Center for System-Activity Pedagogy "School 2000" of the AIC and PPRO, laureate of the Prize of the President of the Russian Federation in the field of education L.G. Peterson. By the way, his personal textbooks are not included in the list of state textbooks.

The educational program "Perspective" is a system of interrelated programs, each of which is an independent link, providing a certain direction of activity. The unity of these programs forms a complete system for ensuring the life, functioning and development of an educational institution.

The program complies with the basic principles of the state policy of the Russian Federation in the field of education. This is:

• the humanistic nature of education, the priority of universal human values, human life and health, the free development of the individual;
• education of citizenship, diligence, respect for human rights and freedoms, love for nature, Motherland, family;
• the unity of the federal cultural and educational space, the protection and development by the education system of national cultures, regional cultural traditions and characteristics in a multinational state;
• general accessibility of education, adaptability of the education system to the levels and characteristics of the development and training of students and pupils;
• ensuring self-determination of the individual, creating conditions for its self-realization, creative development;
• the formation of a student's picture of the world adequate to the modern level of knowledge and level of education;
• the formation of a person and a citizen integrated into the society of his day and aimed at improving this society;
• promotion of mutual understanding and cooperation between people, peoples, regardless of national, religious and social affiliation.

The purpose of the implementation of the educational program "Perspective" is to create conditions for the development and education of the personality of a younger student in accordance with the requirements of the Federal State Educational Standard of Primary General Education.

The objectives of the implementation of the educational program "Perspective":

Achievement of personal results of students:

• readiness and ability of students to self-development;
• the formation of motivation for learning and cognition;
• comprehension and acceptance of the main basic values.

Achieving meta-subject results of students: mastering universal learning activities (regulatory, cognitive, communicative).

Achievement of substantive results: mastering the experience of substantive activity in obtaining new knowledge, its transformation and application based on the elements of scientific knowledge, the modern scientific picture of the world.

The ideological basis of the UMC "Perspektiva" is the "Concept of spiritual and moral development and education of the personality of a citizen of Russia", aimed at forming in the younger generation a system of values ​​of humanism, creation, self-development, morality as the basis for successful self-realization of the student in life and work and as a condition for security and prosperity countries.

The methodological basis is the totality modern methods and methods of education and upbringing implemented in the teaching and learning center "Perspektiva" ( project activity, work with information, the world of activity, etc.)

The planned results of mastering the main educational program include:

• personal results - the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of primary school graduates, reflecting their individual-personal positions, social competencies, personal qualities; the formation of the foundations of Russian, civic identity;
• meta-subject results - universal educational actions mastered by students (cognitive, regulatory and communicative);
• subject results - mastered by students in the course of studying academic subjects, the experience of specific activity for each subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlies the modern scientific picture of the world.

The methodological basis of the Federal State Educational Standard is a system-activity approach. It is the system-activity approach, which is the basis of the program "Perspektiva", that allows the teacher to be oriented towards achieving personal and meta-subject learning outcomes for younger students. The achievement of these results is facilitated by the thematic unity of all the subject lines of the set, expressed in the following theses:

- “I am in the world and the world is in me”: it is important that training contributes to the construction of the image of the “I”, which includes self-knowledge, self-development and self-esteem, the formation of a civic identity of the individual, the acceptance and understanding of moral and cultural values, the rules of interaction with the outside world .

- “I want to learn!”: the child often asks the question “why?”, He is interested in knowing everything and about everything. Our task is to maintain this interest and at the same time teach the child to independently find answers, plan their activities and bring them to the end, evaluate the result, correct mistakes and set new goals.

— “I communicate, therefore I am learning”: the learning process is impossible without communication. It seems to us extremely important to build the learning process as an improvement of subject-subject and subject-object communication, that is, firstly, to teach the child to freely conduct a constructive dialogue, listen and hear the interlocutor, and secondly, to form an information culture - to find the necessary sources of knowledge learn to receive information from various sources, analyze it, and, of course, work with a book.

- “A healthy mind in a healthy body!”: here it is important to keep the health of students in the learning process, and to teach children to take care of their own health, understanding that health is not only a physical, but also a spiritual value. In this regard, the concept of health includes not only the rules of hygiene and the rules safe behavior, but also certain value orientations: the ability to empathize, sympathize, take care of oneself, nature, people around, protect and honor what they have created.

The educational program "Perspective" was created on a conceptual basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical school education in Russia. When creating the WMC, not only the modern requirements of society were taken into account, but also the cultural and historical perspective of its development. The "Perspective" program ensures the availability of knowledge and high-quality assimilation of the material, the comprehensive development of the personality of a younger student, taking into account his age characteristics, interests and needs.

UMK "Perspektiva" is a system of textbooks ( training and metodology complex) for elementary school, which includes completed subject lines.

All textbooks of the "Perspektiva" system are included in the Federal lists of textbooks recommended or approved by the Ministry of Education and Science of the Russian Federation for use in the educational process in educational institutions

- English "English in focus" ("Spotlight"). Authors: Bykova N.I., Dooley D., Pospelova M.D., Evans V.

The educational and methodological complex of textbooks "Perspektiva" was created by a team of scientists and teachers of the Russian Academy of Sciences, the Russian Academy of Education, the Federal Institute for the Development of Education in close cooperation with the Prosveshchenie publishing house.

The uniqueness of the set for elementary school "Perspektiva" is that it was created in parallel with the development of the Federal State Educational Standard for Primary General Education. The first textbooks study guides kit "Perspective" began to be produced in 2006. Scientists from the Russian Academy of Education, the Russian Academy of Sciences, methodologists and teachers take part in the work on the Perspektiva set together with the Prosveshchenie publishing house. The fundamental principles of the set are: humanistic, the principle of historicism, communicative and the principle of creative activity. Such a fundamental approach allows organizing the learning process, on the one hand, for the purpose of obtaining knowledge in accordance with the requirements of the new standard, on the other hand, as a means of forming universal learning skills and personal qualities, i.e. development and upbringing of the child.

The ideological basis of the system of textbooks "Perspektiva" is the "Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen", aimed at forming in the younger generation a system of values ​​of humanism, creation, self-development, morality as the basis for successful self-realization of the student in life and work and as a condition for security and prosperity of the country.

The didactic basis of the system of textbooks "Perspektiva" is the didactic system of the activity method (L.G. Peterson), synthesizing, on the basis of the methodological system-activity approach, non-conflicting ideas from modern concepts of developmental education from the standpoint of the continuity of scientific views with the traditional school (Conclusion of the RAE dated July 14 .2006, Prize of the President of the Russian Federation in the field of education for 2002).

The advantage of teaching according to the Perspektiva UMC is that the system for constructing educational material allows each student to maintain and develop interest in discovering and learning new things. In textbooks, tasks are offered in such a form that the cognitive activity, cognitive interest and curiosity of the child develop into a need to learn new things, to learn independently. The student at each lesson, as it were, reveals the content of future topics. Education is based on the dialectical principle, when the introduction of new concepts and ideas, originally presented in a visual-figurative form or in the form problem situation, precedes their subsequent detailed study. Each textbook is equipped with a system of tasks aimed at developing both the logical and figurative thinking of the child, his imagination, intuition. The textbooks systematically build theoretical material, to which practical, research and creative tasks are proposed, allowing to intensify the child's activity, apply the acquired knowledge in practical activities, and create conditions for the realization of the student's creative potential.

The next feature of EMC "Perspektiva" in the context of its compliance with the requirements of the Federal State Educational Standards is great opportunities for solving educational problems. Implementation of the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen in the EMC is aimed at forming a valuable worldview, educating and establishing the moral position of the personality of a junior schoolchild. The teacher solves these tasks in the process of discussing a system of questions, problematic and practical situations, texts aimed at nurturing the kindest feelings, love and interest in his family, small and large Motherland, traditions and customs of the peoples living in Russia, their cultural and historical heritage.

Another distinctive feature of the Perspektiva system of textbooks, which provides it with the status of the core of the information and educational environment for elementary school, is the developed special navigation system that allows the student to navigate both inside the teaching and learning center and go beyond it in search of other sources of information. Thus, the system of textbooks "Perspektiva" is integrated into a single ideological, didactic and methodological system that helps the teacher to meet the requirements of the modern educational process, determined by the Federal State Educational Standard.

Textbooks Promising Elementary School

The Standard is based on a system-activity approach, which involves:

• education of personality traits that meet the requirements of the information society based on respect for the multinational, multicultural and multi-confessional composition of Russian society;
• orientation to the results of education as a system-forming component of the Standard, where the development of the student's personality on the basis of the assimilation of universal educational activities (UUD), knowledge and development of the world around is the goal and main result of education;
• guaranteeing the achievement of the planned results of mastering the basic educational program of primary education;
• recognition of the decisive role of the content of education, ways of organizing the educational process and the interaction of participants in the educational process in achieving the goals of personal, social and cognitive development students;
• ensuring the continuity of preschool, primary general, basic and secondary (complete) general education;
• taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;
• a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities), ensuring the growth of creativity, cognitive motives, enrichment of forms of interaction with peers and adults in cognitive activity.

The main tasks of primary general education are: the development of the student's personality, his creative abilities, interest in learning, the formation of the desire and ability to learn; education of moral and aesthetic feelings, emotional and valuable positive attitude towards oneself and others. The solution of these problems is possible if we proceed from a humanistic conviction based on the data of educational psychology: all children are able to successfully study in primary school, if the necessary conditions are created for them. And one of these conditions is a personality-oriented approach to the child based on his life experience.

The proposed educational and methodological package "Perspective Primary School" proceeds from the fact that the EXPERIENCE of the child is not only his age, but also the image of the world, which is determined by his rootedness in the natural-subject environment. The experience of the child (the addressee of the EMC), which is important to take into account, is not only the experience of urban life with a developed infrastructure, various sources of information, but also the experience of rural life - with a natural rhythm of life, preservation of a holistic picture of the world, remoteness from large cultural objects.

A junior schoolboy living in a village should feel that the world that surrounds him is taken into account by the authors of the teaching materials, that each manual of this set is addressed to him personally.

The main idea of ​​the EMC "Promising Primary School" is the optimal development of each child on the basis of pedagogical support for his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a student, or as a teacher, then in the role of the organizer of the educational situation.

Basic principles of the concept of "promising elementary school"

1. The principle of continuous general development of each child presupposes the orientation of the content of primary education towards the emotional, spiritual, moral and intellectual development and self-development of each child. It is necessary to create such learning conditions that will provide a “chance” for each child to show independence and initiative in various types of educational or club activities.
2. The principle of the integrity of the picture of the world involves the selection of such content of education that will help the student to maintain and recreate the integrity of the picture of the world, will ensure the child's awareness of the various connections between its objects and phenomena. One of the main ways to implement this principle is to take into account interdisciplinary connections and develop integrated courses in the Russian language and literary reading, the world around us and technology.
3. The principle of taking into account the individual capabilities and abilities of schoolchildren is focused on the constant pedagogical support of all students (including those who, for one reason or another, cannot master all the presented content of education). Therefore, it is necessary to maintain a multi-level representation of knowledge during all the years of primary education. Fulfillment of this requirement became possible in the context of the introduction of the Federal component of the state standard of general education. The standard provides every child with the opportunity to master the entire content of education at the level of the mandatory minimum. At the same time, “Requirements for the level of preparation of students graduating from primary school” are defined, which fix a satisfactory level of education.
4. Principles of strength and visibility. These principles, on which the traditional school has been based for centuries, implement the leading idea of ​​the educational and methodological set: through consideration of the particular (concrete observation) to understanding the general (comprehension of the pattern), from the general, i.e., from the comprehended pattern, to the particular, i.e. to the method of solving a specific educational problem. The very reproduction of this two-stage nature, its transformation into a mechanism of learning activity under conditions of visual learning, is the basis for implementing the principle of strength. The principle of strength presupposes a rigidly thought-out system of repetition, i.e., repeated return to the material already covered. However, the implementation of this provision on the basis of the constant development of the student leads to a fundamentally new special structure of textbooks for teaching materials.
   The implementation of the principles of strength and developmental learning requires a well-thought-out mechanism that meets the leading idea: each next return to the particular is productive only if the stage of generalization has been passed, which gave schoolchildren a tool for the next return to the particular.
   For example, algorithms for subtraction, addition, multiplication, division by a column are first “opened” by schoolchildren based on the corresponding actions with numbers in a row. Then they are formulated as patterns and, finally, used as mechanisms for the corresponding mathematical operations. In the "World around": from a variety of animals (plants), for one reason or another, separate groups are distinguished, then each newly studied animal (plant) is correlated with known groups. In “Literary Reading”: one or another literary genre is singled out, and then, when reading each new text, its belonging to one of the genres of literature is determined, etc.
5. The principle of protecting and strengthening the mental and physical health of children. The implementation of this principle is associated with the formation of habits for cleanliness, order, accuracy, observance of the daily routine, and the creation of conditions for the active participation of children in recreational activities (morning exercises, dynamic pauses during school hours, nature excursions, etc.).

The practical implementation of the principles of developmental education and the principles of strength and visibility becomes possible through a methodological system, which is a unity of typical properties inherent in both the methodology of teaching literacy, the Russian language, literary reading, mathematics, and all other subjects. These typical properties, in turn, determine the special structure of the textbook, which is the same for the entire set.

The distinctive features of the teaching materials should also include the maximum placement of the methodological apparatus, including organizational forms of work, in the body of the textbook itself; the use of a unified system of symbols throughout the teaching materials; a system of cross-references between textbooks; the use of single cross-cutting heroes (brother and sister); step-by-step introduction of terminology and its motivated use.

The main methodological features of the teaching materials:

TMC for each academic subject, as a rule, includes a textbook, reader, notebook for independent work, Toolkit for the teacher (methodologist).

Each methodological manual consists of two parts: a theoretical one, which can be used by a teacher as a theoretical basis for improving his qualifications, and directly lesson-thematic planning, where the course of each lesson is outlined, its goals and objectives are formulated, and it also contains ideas for answers to ALL given in textbook questions.

Elkonin-Davydov education system

The educational system of D. B. Elkonin-V.V. Davydov has already more than 40 years of existence: first in the form of developments and experiments, and in 1996, by the decision of the Board of the Ministry of Education of the Russian Federation, the educational system of Elkonin-Davydov was recognized as one of the state systems.

Purpose: formation of a system of scientific concepts, educational independence and initiative. Developing in a child the ability to think unusually and deeply

• to form in elementary school graduates the ability to reflect, which at primary school age reveals itself through:
• knowledge of one's ignorance, the ability to distinguish between the known and the unknown;
• the ability in an underdetermined situation to indicate what knowledge and skills are not enough for successful action;
• the ability to consider and evaluate one's own thoughts and actions "from the outside", not considering one's own point of view as the only possible one;
• the ability to critically, but not categorically evaluate the thoughts and actions of other people, referring to their reasons.
• develop the ability for meaningful analysis and meaningful planning.

The formation of these abilities is detected if:

1. students can identify a system of tasks of one class that have a single principle of their construction, but differ in external features of the conditions (meaningful analysis);
2. students can mentally build a chain of actions, and then perform them smoothly and accurately.
3. develop the student's creativity and imagination.

Principles:

The main principle of this system is to teach children to acquire knowledge, to search for it on their own, and not to memorize school truths.

The subject of assimilation are general methods of action - methods of solving a class of problems. They begin the development of the subject. In the following, the general method of action is concretized in relation to particular cases. The program is arranged in such a way that in each subsequent section the already mastered method of action is concretized and developed.

Mastering the general method begins with a subject-practical action.

Student work is built as a search and trial of means for solving a problem. Therefore, the student's judgment, which differs from the generally accepted one, is considered not as a mistake, but as a test of thought.

Features that will allow the child to successfully study in this program: the same as those described for the Zankov program. Exception: It is unlikely that you will have to work at a fast pace. Rather, thoroughness, attention to detail, the ability to generalize are useful.

The elementary school program according to the system of developmental education of D. B. Elkonin - V. V. Davydov The system of D. B. Elkonin - V. V. Davydov is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually, deeply.

In the Elkonin-Davydov system, however, the lack of marks can scare away. But experts assure that everything is under control: teachers communicate all the necessary recommendations and wishes to parents and collect a kind of portfolio of students' creative works. It also serves as a performance indicator instead of the usual diary. In the Elkonin-Davydov system, the emphasis is not on the result - the acquired knowledge, but on the ways to comprehend them. In other words, the student may not remember something, but he must know where and how, if necessary, to fill this gap.

Another feature of the Elkonin-Davydov program is that elementary school students learn not only that twice two is four, but also why exactly four, and not seven, eight, nine or twelve. In the class, the principles of building a language, the origin and structure of numbers, etc. are studied. Knowledge of the rules based on an understanding of their causes, of course, is kept in the head more firmly. And yet, whether it is necessary to immerse children in these wilds from an early age is, perhaps, a moot point.

The authors of the system placed great emphasis on teamwork and the development of communication skills: children conduct their mini-research in groups of 5-7 people, and then, under the guidance of a teacher, discuss the results and come to a common conclusion.

But it would be unfair to say that these same skills are not trained in the other systems mentioned.

Developmental training according to the system of D.B. Elkonin - V.V. Davydov

A special place is given to theoretical knowledge and the logical side of learning. The level of subjects taught is extremely difficult. The Elkonin-Davydov education system involves the formation of a large set of skills in primary school graduates. The child must learn to look for missing information when faced with a new task, to test their own hypotheses. Moreover, the system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate their own actions and partners' points of view.

"Harmony" ed. Istomina N.B.

This system correlates with the main ideas of developmental education and, in particular, with the Zankov system, in which Natalya Borisovna Istomina herself worked for a very long time.

Purpose: multilateral development of the child, comfortable learning, prepares the child's mental apparatus for further learning. Overcoming the differences between traditional and developmental learning patterns.

Tasks: to ensure that the child understands the issues being studied, to create conditions for harmonious relations between the teacher and the student and children with each other, to create situations for each student to succeed in cognitive activity.

Principles: organization of educational activities of students associated with the formulation of an educational task, with its solution, self-control and self-assessment; organization of productive communication, which is a necessary condition for the formation of educational activities; the formation of concepts that provide in an accessible way for the younger school age level of awareness of cause-and-effect relationships, patterns and dependencies.

Features that will allow the child to successfully study under this program: the requirements for the features of the child's thought process follow from the connection with the Zankov system declared by the author. But like any traditional system, this program softens the requirements imposed on the student by the Zankov program.

"Harmony" Program The "Harmony" elementary school education program corresponds to the main ideas of developmental education, and in particular, to the Zankov system.

The goal of the Harmony program is the multilateral development of the child, comfortable learning, and prepares the child's mental apparatus for further education. In the process of implementing the Harmony program, the child understands the issues being studied, conditions are created for harmonious relations between the teacher and the student and children with each other, situations of success in cognitive activity are created for each student.

Many parents and teachers note the very good presentation of the Russian language and literature course. Features that will allow the child to successfully study under this program: the requirements for the features of the child's thought process follow from the connection with the Zankov system declared by the author. But like any traditional system, this program softens the requirements imposed on the student by the Zankov program.

Educational and methodical set "Harmony" (under the editorship of N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian), O.V. Kubasov (literary reading), O.T. Poglazova (the world around), N.M. Konysheva (labor training)) is successfully practiced in many schools. The methodological equipment of the "Harmony" kit has been experimentally tested on different scales: at the level diploma research, which were led by the authors of the subject sets, at the level of candidate and doctoral studies and at the level of mass testing in the practice of schools.

Opinion of a speech therapist

Due to socio-pedagogical neglect, 80% of children with speech disorders of various types go to the first grade. “The problem is also the lack of time that parents devote to activities with their children.”

Educational and methodical set in mathematics for a four-year elementary school N.B. Istomin was awarded the Prize of the Government of the Russian Federation in the field of education for 1999.

According to experts, the main idea of ​​the program is the comprehensive development of the child, the preservation and strengthening of physical and mental health, the development of the intellectual, creative, emotional, moral and volitional spheres of the individual. Much attention is paid to creating conditions for the child to understand the issues being studied, for harmonious relations between the teacher and the student, and children with each other.

Expert opinion

“I have been working with children for the second year under the Harmony program,” comments Elena Borisovna Ivanova-Borodacheva, an elementary school teacher at school No. 549 in Moscow. “My children and I really like this program. I think that all the material in the kit is well adapted for schoolchildren. Pros: firstly, there is advanced training. Secondly, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain the missed topic to their child. The program uses new learning technologies that allow you to develop the child's ability to think logically. For example, in a word where the student does not know what letter to write, he puts a “window” (author Soloveychik M.S.). Further, the child, together with the teacher, analyzes the questions that have arisen, remembers the rules and fills in the “window”. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics (author Istomina N.B.), problem solving begins only in the second grade, and tests are offered the same for all classes. The issue of content is being addressed now. control works, their correspondence to programs and systems of education.

Textbooks "Planet of Knowledge"

The first set of textbooks and programs for elementary school, which fully implemented the state standard - "Planet of Knowledge". Among the authors are 4 honored teachers of Russia.

Expert opinion

- The program is interesting, - comments the teacher of the primary classes of the secondary school No. 353 named after.

A.S. Pushkin, Moscow Natalya Vladimirovna Chernosvitova. - A variety of texts on the Russian language and reading are perfectly selected. In addition to good reading texts, there are interesting questions that develop tasks. The child must come up with a fairy tale, think up the text, make a drawing. Mathematics is interesting in that each task leads the student to the answer on his own. Not like in the standard program: the teacher explained - the student fulfilled. Here is a different approach. I would like to draw your attention to the fact that there is a soft transition from the Planet of Knowledge to the traditional program. For fourth grade students, we introduce tasks from the fifth grade, so, in my opinion, this program has some advantages. As for reading, everyone says in unison: "Children read well."

I note that ahead of the standard program, the "Planet of Knowledge" does not overload students. If we take everyone's favorite mathematics according to L.G. Peterson, it requires a physical and intellectual approach. To study under the "Program 2100" or "Harmony", the child must be already prepared. According to the "Planet of Knowledge" you can teach any children with kindergarten training, including at toddler age. Studying under this program, children are noticeably different from those who study under the classical one. These kids are creative. There is only one minus in this program - the teacher, who has worked for many years according to the traditional program, must be reorganized. Although special courses are held for such teachers in the Central District.

Textbooks "Elementary school of the 21st century"

Purpose: organizing the educational activities of younger students in such a way as to provide comfortable conditions for the development of the child in the process of mastering knowledge, skills and abilities.

• the formation of the main components of learning activity (if we discuss the position of a student, then this is the answer to the questions “why am I studying”, “what should I do to solve this learning task”, “how do I complete the learning task and how do I do it”, “ what are my successes and what am I not succeeding in?”
• organization of the educational process in such a way as to ensure a situation of success for each student and the opportunity to learn at an individual pace.

Principles: the main principle of education is that the elementary school should be nature-friendly, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and the level of socialization. A schoolchild is not just a “spectator”, “listener”, but a “researcher”.

Content: in accordance with the main principle (conformity to nature), the authors paid special attention to the implementation of the function of "soft" adaptation of children to new activities. A system has been developed for using role-playing games in training, which makes it possible to develop various facets role behavior, which means the imagination and creativity of the student. All textbooks provide additional educational content, giving everyone the opportunity to work in accordance with their capabilities (for example, introducing interesting texts into the textbook from the very beginning of learning on the material of the full alphabet for well-read children).

Features that will allow the child to successfully study under this program: based on the principles, it can be assumed that this program will be comfortable for children who need soft adaptation to everything new for them, whether it be a team or type of activity. All courses have a long preparatory period.

The program "Primary School of the 21st Century" (edited by Prof. N.F. Vinogradova) is one of the most popular today. This is largely due to the fact that the team of authors of the project was awarded, perhaps, the most high award in the field of education - awards of the President of the Russian Federation. Today, under the program "Primary School of the 21st Century", schoolchildren from most subjects of the Russian Federation study.

One of the main differences between the program "Primary School of the 21st Century" and other projects in primary school is the construction of a system of pedagogical diagnostics purposefully from grades 1 to 4.

This diagnostic does not replace, but complements psychological diagnostics, since it has other tasks and goals. Pedagogical diagnostics makes it possible already at the initial stage to determine the readiness of the student to study at school. And then - to see how firmly the knowledge and skills are mastered; whether there really were changes in the development of this or that child, or were they rather superficial; what should the teacher's efforts be directed at - does the class need a detailed repetition of the material already covered or can it move on.

Pedagogical diagnostics checks not only and not so much knowledge as the process of solving a particular educational problem, the way a student acts. In this context, such diagnostics has undoubted advantages over conventional verification work. Among other things, during it, students feel freer, since they are not given grades for it. If this diagnosis is carried out regularly throughout all four years of elementary school, one can clearly observe the dynamics of the progress of students and come to their aid in time, if necessary.

The program "Primary School of the 21st Century" implements the basic principle of education: an elementary school should be nature-friendly, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and the level of socialization.

The educational-methodical set "Primary school of the XXI century" (under the editorship of N. Vinogradova) is aimed at ensuring the "soft" adaptation of children to the new conditions of school life for them.

Expert opinion

“I have been working on this program for the third year, I like it very much,” says Irina Vladimirovna Tyabirdina, a primary school teacher at the secondary school No. 549 in Moscow. - Frankly, the material is designed for strong erudite children. With what baggage of knowledge a student will go to secondary school depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is also important that Vinogradova's kit implements the child's right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play (special notebooks are provided "Learning to think and fantasize", "Learning to know the world around").

Program School 2000 (Peterson)

Unfortunately, since 2015, it has been deleted from the list and studying on it is possible only if the school has not expired textbooks. Well, they will complete the education of those who have already begun to study under this program.

The program is aimed primarily at the development and improvement of the traditional content of education.

Purpose: to ensure the natural and effective integration of the child into society.

• create readiness for productive work
• to form a readiness for further education and, more broadly, for lifelong education in general.
• to cultivate a natural-scientific and general humanitarian outlook.
• provide a certain level of general cultural development. An example is the formation (cultivation) of a schoolchild of the skills of an adequate artistic perception of at least literature
• form certain personality traits that ensure his successful socio-psychological adaptation in society, successful social activity and successful social and personal development
• provide maximum opportunities for the formation of a student's attitude to creative activity and skills of creative activity
• to form knowledge, attitudes and basic skills of pedagogical activity.

Principles.

The principle of adaptability. The school strives, on the one hand, to adapt as much as possible to students with their individual characteristics, on the other hand, to respond as flexibly as possible to sociocultural changes in the environment.

development principle. The main task of the school is the development of the student, and first of all - the holistic development of his personality and the readiness of the personality for further development.

The principle of psychological comfort. This includes, firstly, the removal of all stress-forming factors of the educational process. Secondly, this principle involves the creation in the educational process of a relaxed, stimulating creative activity of the student.

The principle of the image of the world. The student's idea of ​​the objective and social world should be unified and holistic. As a result of the teaching, he should develop a kind of scheme of the world order, the universe, in which specific, subject knowledge takes its specific place.

The principle of the integrity of the content of education. In other words, all "objects" are interconnected.

The principle of systematicity. Education should be systematic, consistent with the laws of personal and intellectual development child and adolescent and be included in the general system of continuous education.

The principle of semantic attitude to the world. The image of the world for a child is not abstract, cold knowledge about it. This is not knowledge for me, but this is my knowledge. This is not the world around me: this is the world of which I am a part and which I somehow experience and comprehend for myself.

The principle of the orienting function of knowledge. The task of general education is to help the student form an orientation base, which he can and should use in various types of his cognitive and productive activities.

Features that will allow the child to successfully study under this program: Since the program, as conceived by the authors, has something in common with the Elkonin-Davydov system, all the qualities that were described below will come in handy. But since this is still a traditional program designed for the "average student", almost any child will be able to successfully learn from it.

The "School 2000" program is designed to teach the child to study independently, organize their activities, necessary knowledge, analyze them, systematize and put into practice, set goals and achieve them, adequately evaluate their activities.

Three cardinal and fundamental positions of the School 2100 program:

- Systematic. Children from the age of 3 until graduation from school study according to a holistic educational system that helps the child to reveal his abilities as much as possible, in an accessible language gives the student answers to the most important questions: “Why study?”, “What to study?”, “How to study?”, teaches you how to use your knowledge and skills effectively. All textbooks and teaching aids are based on unified approaches to content, retain methodological, didactic, psychological and methodological unity, they use the same basic educational technologies, which, without changing in essence, are transformed at each stage of training.

— Continuity. "School 2000" is a set of subject courses from pre-school education to high school. Continuity is understood as the presence of a consistent chain of learning tasks throughout education, passing into each other and ensuring constant, objective and subjective advancement of students in each of the successive time periods.

- Continuity. Continuity is understood as continuity at the boundaries of various stages or forms of education: Kindergarten- elementary school - basic school - high school - university - postgraduate education, that is, ultimately, a single organization of these stages or forms within the framework of an integral education system.

The educational system "School 2000" gives students knowledge in accordance with the federal state educational standard. But according to its developers, it is not the knowledge itself that is more important, but the ability to use it.

School 2100 textbooks

Not currently included in the federal list of textbooks.

The educational system "School 2100" is one of the programs for the development of general secondary education. The scientific director of the program from 1990 to August 2004 was Academician of the Russian Academy of Education A.A. Leontiev, since September 2004 - Academician of the Russian Academy of Education D.I. Feldstein.

The main advantage of the School 2100 educational and methodological package lies in the deep continuity and continuity of education. Under this program, children can study from preschool age and before graduating from a general education school (mainly in the direction of Russian language and literature).

All textbooks of the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the principle of "minimax": educational material is offered to students to the maximum, and the student must learn the material according to the minimum standard. Thus, each child has the opportunity to take as much as he can.

Firstly, it would be a system of developing education that prepares a new type of student - internally free, loving and able to relate creatively to reality, to other people, able not only to solve the old, but also to pose a new problem, able to make an informed choice and make independent decisions. ;

Secondly, it would be accessible to a mass school, would not require teachers to retrain anew;

Thirdly, it would be developed precisely as an integral system - from theoretical foundations, textbooks, programs, methodological developments to the system of advanced training of teachers, the system of control and monitoring of the results of teaching, the system of implementation in specific schools;

Fourth, it would be a system of holistic and continuous education.

The technology of problem-dialogical learning has been developed, which allows replacing the lesson of "explanation" of new material with the lesson of "discovery" of knowledge. Problem dialogue technology is detailed description teaching methods and their relationship with the content, forms and means of education. This technology is effective because it provides a high quality of learning, effective development intelligence and creative abilities, education of an active personality while maintaining the health of students. implemented on any subject content and any educational level.

One more important point should be noted. The program is often referred to as "School 2000-2100". And they combine mathematics Peterson L.G. into it. and Russian language Bunneva R.N. Currently, these are two different programs. UMK "School 2100" includes mathematics textbooks for grades 1-4 by the authors Demidova T.E., Kozlova S.A., Tonkikh A.P.

The main advantage of the educational and methodical set "School 2100" (under the editorship of A.A. Leontiev) lies in the deep continuity and continuity of education. Under this program, children can study from the age of three (a training kit for preschoolers has been created - a manual that develops logical thinking) and up to the university. All textbooks of the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the following principle: the educational material is offered to students to the maximum, and the student must learn the material according to the minimum standard. Thus, each child has the opportunity to take as much as he can.

Expert opinion

“I have been working on various programs, I have been working with children for the sixth year now using the School 2100 developmental system,” says Nadezhda Ivanovna Titova, a primary school teacher at school No. 549 in Moscow. - I like. Children learn to act independently. There are no ready-made rules and conclusions. This program is aimed at the development of logical thinking, speech, imagination, memory. I will note the tasks in mathematics (author L.G. Peterson). They are very interesting, completing the task, the student can get additional information: find out a proverb or the name of the highest mountain in the world, etc. An unusual approach to the study of topics is offered by the Russian language training kit (author R.N. Buneev), but, unfortunately, Russian classical literature is not included in the list of literary works. There are difficulties in studying certain topics in the world around us (author A.A. Vakhrushev). I prepare for lessons in this subject longer than for others, and sometimes I even turn to a geography teacher for help. Children are active in the classroom, they are passionate about learning.

And we will also write about the Zankov system, maybe they will return it, the system as a whole is not bad.

Zankov education system

In 1995 - 1996 L. V. Zankov's system is recognized as a parallel state system of primary education. And since 2014 it has been deleted from the state.

Purpose: the general development of students, which is understood as the development of the mind, will, schoolchildren and as a reliable basis for their assimilation of knowledge, skills and abilities.

Objectives: one of the most important tasks is to educate a junior schoolchild about himself as a value. Education should be focused not so much on the whole class as a whole, but on each individual student. At the same time, the goal is not to “pull up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.

Principles: student independence, creative comprehension of the material. The teacher does not give the schoolchildren the truth, but makes them "dig" for themselves. The scheme is the reverse of the traditional one: examples are given first, and students themselves must draw theoretical conclusions. The acquired material is also fixed by practical tasks. The new didactic principles of this system are the rapid mastering of the material, a high level of difficulty, and the leading role of theoretical knowledge. Comprehension of concepts should occur in the understanding of systemic relationships.

Systematic work is being done on common development all students, both strong and weak. It is important for students to be aware of their learning process.

Features that will allow the child to successfully study under this program: the willingness to work at a high pace, the ability to reflect, independently search for and assimilate information, and the willingness to be creative in solving the problem.

The system of primary education L.V. Zankov. The concept of L.V. Zankov's program was formulated in the 60s of the XX century.

The following provisions remain fundamental in it:

- educational material in all textbooks is presented in such forms that require independent activity of students;

- the Zankov system is aimed at discovering and assimilating new knowledge;

- the organization of educational material in various forms of comparison, including for setting problematic tasks, is of particular importance. Textbooks ensure the regular inclusion of such exercises in the process of teaching the student;

- the educational material is aimed at the formation of the skills of mental activity: to classify (objects and concepts by forming the corresponding operations), to formulate conclusions, to analyze the conditions of tasks and tasks.

The disadvantage of the Zankov system, as well as Elkonin-Davydov, is that they do not receive a worthy continuation at higher levels of school education. And if you choose one of them, be prepared that after elementary school your child will still have to adjust to traditional teaching, and this can create problems for him at first.

Developing system L.V. Zankova is aimed at developing the mind, will, feelings, spiritual needs of younger students, awakening their interest in understanding the broad picture of the world, dedication to learning, and the development of curiosity. The task of education is to give a general picture of the world on the basis of science, literature, and art. This program is aimed at providing conditions for self-realization, for revealing the individuality of the child, his inner world.

A distinctive feature of the Zankov system is training at a high level of difficulty, the passage of educational material "in a spiral". When completing tasks, children learn to draw theoretical conclusions, creatively comprehend the material.

Expert opinion

- I love the L.V. system very much. Zankova, - says Nadezhda Vladimirovna Kazakova, deputy director for educational work of secondary school No. 148 in Moscow. – The children I taught under this program are now in the seventh grade. As a specialist, I see excellent results in my studies. Schoolchildren are excellent at reasoning, arguing, the development of their horizons compares favorably with their peers, their working capacity is higher.

“The program is aimed at the all-round development of the child, it teaches children to extract information themselves, and not to receive ready-made information,” adds L.V. Zankova Tatyana Vladimirovna Korsakova, head of the Methodological Association of Teachers of Primary School No. 148 in Moscow. – By graduating from elementary school according to this system, children become more liberated, they have about three times more knowledge than their peers.

Other Primary School Programs

But in general: letters and numbers are not fully taught in any of the programs approved by the Federal State Educational Standard, they apparently think that the child should be taught this by parents or tutors before school. Yes, and in modern textbooks there are many inaccuracies and even errors. That is why the number of children with dysgraphia is growing. One gets the impression that when the program is included in the Federal State Educational Standard, the interests of certain people who have nothing to do with the education of children are lobbied.

But still, the child will cope with any program if parents or a tutor help him.

“Our teacher insisted on parent-teacher meetings, so that the child must do the homework in front of the parents in the 1st grade, because. he must learn from the very beginning to work at home correctly. All these programs are difficult, first of all, for parents, because parents will have to delve into it, but everything is still a little different there than in the Soviet school. Usually, in schools with developmental programs, meetings are held weekly for parents, at which they explain the material that the children are currently studying. Our school has the developing methodology of Elkonin-Davydov, but we abandoned it. Went to the School of Russia. It is for reasons of my convenience, tk. I don't have the opportunity to be at school so often. If my daughter does not understand something, I can explain it to her without the help of a teacher. And then, I tried to figure out the graphs in mathematics. I think she's wrong. And my daughter, she says to me: No, that's how they explained it to us. I will do so. After all, mom, you weren't at the lesson. Well, I think, make a mistake, let's see what they put you. I look at the next day, the teacher did not cross out. In general, I left her mathematics, reading and any drawing on her conscience. She made them while I was at work. And she kept her penmanship. This was her weak point. We sat with her all the evenings over these prescriptions. It happened that to tears (and to mine, too). As a result, I wrote the final writing test without a single mistake and blot, but in my favorite mathematics I made as many as 2 mistakes.”

So, dear parents of future first-graders, whatever program you choose, work with children at home, and then the child will cope with any program.

I hope you and I managed to figure out at least approximately what an educational program is and which one is closer to your child. And now we will be able to consciously approach the choice of school, class, teacher. We roughly imagine what questions to ask in order to assess whether a given teacher in a given school will be able to fully implement the principles of the chosen program ... We will be able to properly prepare the child for the beginning of school classes, taking into account, if possible, the inclinations and nature of our little, but personalities. Good luck and excellent grades to your child!”