Accreditation for daycare: Accreditation | NAEYC
Accreditation – National Association for Family Child Care
Reaccreditation Extension Information
COVID-19 Delta Variant Accreditation Observation Process
Your health and safety is our top priority! Due to the recent public health crisis resulting from the COVID-19 Delta Variant surge, we’ve revamped our accreditation process to accommodate providers who are seeking and sustaining an NAFCC Accreditation. Starting this Fall, we will begin conducting both virtual and onsite observations, state by state COVID-19 guidelines permitting.
What you should expect:
Quality. Commitment. Excellence.
Our accreditation program servers as a cornerstone in a state professional development systems and informs policy makers. For professionals there are two paths, and many right ways to achieve accreditation!
Continually Learn
Command Better Pay
Be Nationally Recognized
Quality Standards
Accreditation offers national recognition to family child care programs meeting the highest standards for home-based early care and education. Helping parents recognize and choose high quality family child care, our symbol of quality honors diversity and reflects cultural competency. Accreditation allows providers the flexibility to implement standards through the lens of diversity and child-centered care. Accreditation encompasses a comprehensive set of standards broken down into five core competencies:
Opportunities for commenting on proposed revisions to the Quality Standards will be available soon. Check back later for more information.
Our accreditation program serves as a cornerstone in state professional development systems and informs policy makers. For professionals there are two paths, and many right ways to achieve accreditation!
Path to Accreditation
- 1. Self-Study
- 2. Application
- 3. Observation
- 4. Decision
- 5. Maintain
1. Self-Study
Any provider seeking to deepen their understanding of quality family child care can begin the Self-Study phase.
This process is a self-paced stage of reflection. It gives providers the opportunity to assess whether their practices are already in line with NAFCC Quality Standards, and how they can work to achieve this status.
Requirements for movement to the next phase:
- Self reflection through use of Benchmarks to Quality
- Training
To purchase a self-study kit, please click the link to complete the form for submission and processing. All Self-Study Kits are a Pre-Order and will be fulfilled within 30 days after submission of form.
Self-Study Enrollment Form (Online Form)
Self-Study Enrollment Form (PDF)
Self-Study Enrollment Form (Spanish PDF)
Self-study guide FAQ (PDF)
2. Application
Once a provider has completed the Self-Study phase, they can submit their Application for Accreditation. This phase begins with collecting the necessary documents to complete the Quality Portfolio. They must also choose a Quality Assessor that will conduct the Observation Visit, and obtain their Identification Number.
Requirements for movement to the next phase:
- Prepare Quality Portfolio
- Submit Application and fees ($525 member fee, or $550 if sending a check by mail)
New Accreditation and Re-Accreditation (Online Form)
Accreditation Application /Re-accreditation (PDF Form)
Accreditation Application / Re-accreditation (Spanish PDF Form)
3. Observation
This is the provider’s time to shine. Providers demonstrate how they fulfill the requirements of each of the standards. There are three separate components to this phase.
Requirements for movement to the next phase:
- Self Rating (includes Self Certification packet and video submissions)
- Parent Surveys
- Observation done by a Quality Assessor
4. Decision
In this phase, NAFCC and the Accreditation Council will determine whether a provider has fully demonstrated compliance with all the standards.
Requirements for movement to the next phase:
- Award Accreditation
- Award Conditional Accreditation
- Defer Accreditation
- Deny Accreditation
5.
Maintain
Accreditation validates the high quality of family child care. Accredited providers demonstrate an ongoing commitment to the profession of family child care. Accreditation is valid for 3 years. Programs are required to reapply at 2 years and 6 months, and will start fresh at the beginning of the process for accreditation.
Requirements for movement to Re-accreditation:
- Adhere to accreditation standards and NAFCC policies
- Report program changes such as move or change assistants
- Continuously assess that the environment, policies and practices are aligned with the NAFCC standards
Accreditation Update Form (PDF Form)
Accreditation Transfer Workbook (PDF)
Accreditation Transfer Workbook (Spanish PDF)
Accreditation
NAFCC administers the only national system designed for family child care providers. Accreditation is awarded for family child care providers who meet the eligibility requirements and the Quality Standards for NAFCC Accreditation.
Family child care providers achieve this high level of quality through a process that examines all aspects of the family child care program, i.e. relationships, the environment, developmental learning activities, safety, health, and professional and business practices.
Electronic payments are strongly preferred with our online form. If payments are sent by mail to NAFCC, please expect it to take 4-6 weeks for the payment to be processed. Membership and accreditation applications will not be processed until after payments are processed.
Accreditation / Re-accreditation Application
Accreditation Application /Re-accreditation (PDF)
Accreditation Application / Re-accreditation (Spanish PDF)
Accreditation Application Payment Form (Online Form)
Forms & Resources
Accreditation Resources
Accreditation Projects
Connect with these local and state agencies for assistance that may come in the form of opportunities to participate in support groups, mentoring, help in developing a quality improvement plan, or financial assistance including help paying the accreditation fee.
Army
Air Force
Navy
Family Child Care Partnerships (FCCP) @ Auburn University
INAEYC
Maryland State Department of Education
Maine Roads to Quality
Florida Family Child Care Home Association
Ounce of Prevention
Tennessee State University
Wisconsin Family Child Care Association
Family Child Care Association of Maine
University of Arkansas
College of Education
& Health Professions
Become a Quality Ambassador
Build a bridge to NAFCC Accreditation! Sign up for the next training series for Accreditation projects leads and staff. Learn everything from project planning, to working with Family Child Care Programs and NAFCC. Be better equipped to walk Family Child Care educators through NAFCC Accreditation and Renewals.
Coming Soon!
Meet the Council
Michael Bachman
Chair
Jennifer Young
Immediate Past Chair
Maria Flores
Secretary
Tammy Dwyer
Clara Herrera, Ed.
D.
Annette Eberhart
Sheryl Hutzenbiler
Stacey Buzbee
Susan Hancock
Apply for Accreditation Council
In the past, it has been very insightful to have an individual on the council who is a Nationally Accredited Provider. The council also includes other experts in the field from organizations that work to support early education and in particular family child care – individuals who believe in the quality of Early Care and Education offered in a Family Child Care setting.
This year the council is looking to fill three positions: Two Council Members and one Alternate Member. It is a commitment. Members typically volunteer 5-10 hours per month over the 3 years of their membership. However, it is an opportunity to expand your scope to the national arena and to work with other passionate experts who strive to improve the quality of Family Child Care. We as members have found great value in this endeavor and think you would too.
How to Apply
Apply to Be on the Accreditation Council
Have Questions?
Learn More About Being a Council Member
Learn More About Being a Council Alternate
Other questions can be directed to [email protected] and one of the council members will get back to you.
If you should decide you want to be part of council, please return your application by April 15.
Find an Accredited Program
Being NAFCC Accredited shows my parents I am committed to quality, that I truly support children’s growth and development in the most professional and caring way possible.” – Lida
Nationally Accredited Providers Map
Find an accredited provider by state and city
Is Accreditation Meaningful in Early Childhood Programs?
by Becton Loveless
If you’re a new parent or a parent-to-be, you want the best for your children.
If you’re looking for an early childhood program for any portion of the years before kindergarten, you want to make the right choice. As you look into various programs, you’re likely to see some (but not all) touting accreditation.
Many people, upon first learning of it, are surprised to hear that early childhood program accreditation is a thing. Is this really the same kind of accreditation that private schools, colleges, and universities achieve? And is it really meaningful?
The short answers: yes, it’s quite similar; and yes, it’s quite meaningful (but with a few important caveats). But before we jump to its value, let’s learn a bit more about early childhood program accreditation.
What Is Early Childhood Program Accreditation?
Early childhood accrediting organizations function in the same way that other educational accrediting bodies (whether K-12 or collegiate) do. The accrediting organizations conduct a thorough evaluation of an applicant school’s entire operation.
The areas evaluated and the expected standards vary, but the evaluation will generally include facilities, curriculum, and faculty credentials. At the early childhood level, accreditation standards may also include areas such as relationships, assessment of developmental progress, and health. If the school (or in this case, early childhood program) meets the accrediting body’s predetermined standards, accreditation is granted.
At all levels the application process is quite rigorous, and nearly any institution applying for accreditation for the first time will discover standards that aren’t being met. For this reason, the standard application process takes 2 or more years and often involves a provisional or candidacy year. If an institution or program is pretty well on the right track toward accreditation, the accrediting body will often offer guidance or recommendation about areas to improve during the candidacy year. If the institution makes the needed improvements during that year, they are granted member or accredited status.
Of course, this process varies slightly from program to program.
Who Offers Early Childhood Program Accreditation?
There are quite a few organizations offering early childhood program accreditation. Many of these have much in common, but each has its own feel or flavor. We’ll discuss 5 of the most significant programs.
The National Association for the Education of Young Children (NAEYC) was one of the first to offer early learning program accreditation. It’s been offering accreditation services for over 30 years. NAEYC is the biggest player among accrediting organizations for early childhood programs. Many parents consider NAEYC accreditation prestigious: the organization states that a little over 7,000 programs—less than 10 percent of all facilities—have achieved NAEYC accreditation.
Other general accrediting agencies include Accredited Professional Preschool Learning Environment (APPLE), which boasts over 1000 member schools, and National Early Childhood Program Accreditation (NECPA), which has been operating since 1991.
Both of these programs emphasize their flexibility. Their accreditation is flexible enough to be granted in a wide range of early childhood settings, including “small centers, privately owned, faith-based, or corporate programs” (APPLE) and “center-based, family home, ministry or faith based, and university centers, among others” (NECPA).
There are also specialized accrediting agencies, such as the American Montessori Society (AMS) (which accredits only Montessori-method programs) and the Association of Christian Schools International (which offers early childhood and K-12 accreditation to Christian schools). Accreditation is valuable for many parents seeking these forms of education for their children. Some of the standards will be different due to the differences in philosophy and approach. But like the others, these accrediting bodies ensure member institutions maintain rigorous standards.
What Standards Do Early Childhood Accrediting Agencies Uphold?
Standards vary among accrediting agencies.
While many standards will be similar, each accrediting organization has a slightly different focus or emphasis. The APPLE standards are divided into 8 categories: center operations, classroom management and environment, curriculum and child development, the playground, health and safety, parent/family involvement, community engagement, and after-school care programs. The NECPA standards follow similar categories.
The NAEYC’s more general standards are much easier to digest. The NAEYC is also the largest and most mature organization, so let’s look deeper at their standards. The NAEYC has 10 standards, and according to their website, schools must meet all 10 to earn accreditation. Here are the NAEYC’s 10 standards, with brief summaries and examples.
- Standard 1: Relationships – “Warm, sensitive, and responsive relationships” are cultivated among children and adults. Visitors feel welcome. Staff are warm toward children; children are encouraged to play together.
- Standard 2: Curriculum – The curriculum should promote holistic development: “social, emotional, physical, language, and cognitive” learning and development.
- Standard 3: Teaching – Teachers recognize differences in children and use appropriate instructional approaches for each. Children are carefully supervised and given daily time for both indoor and outdoor activities, alone and with others.
- Standard 4: Assessment of Child Progress – Progress is measured using “Ongoing systematic, formal, and informal assessment approaches” coupled with communication with parents and sensitivity to cultural differences. Assessments change with age and cover all developmental areas.
- Standard 5: Health – The program provides a physically safe space, promotes nutrition and health, and maintains clean, sanitary facilities. Teachers should be trained in pediatric first aid.
- Standard 6: Staff Competencies, Preparation, and Support – Staff have “the educational qualifications, knowledge, and professional commitment necessary to promote children’s learning and development and to support families’ diverse needs and interests. ”
- Standard 7: Families – Staff collaborate with children’s families to develop trusting, respectful relationships. The program offers multiple methods for communicating with families.
- Standard 8: Community Relationships – The program builds relationships with organizations and institutions in the community, such as zoos, parks, museums, and libraries. Community artists and musicians are invited to share with children.
- Standard 9: Physical Environment – The facilities are well-maintained and safe, and they facilitate learning and development. Staff can supervise (see and hear) all children at all times.
- Standard 10: Leadership and Management – The program is applicably licensed and is led by a credentialed administrator. Policies and procedures are clear and are distributed. The facility adheres to appropriate staff to child ratios.
”
With NAEYC and others, the standards tend to focus on outcomes rather than actions.
Two accredited organizations may find very different ways to show that they achieve an outcome, and that’s OK. The accrediting agency is concerned with whether an outcome is achieved, not how it’s achieved.
How Widespread Is Accreditation at This Level?
There are nearly 100,000 early childhood programs in the USA by some estimates. While nearly all are licensed, not all these programs are accredited. Comprehensive statistics on accreditation rates don’t exist as far as we can see, but with the largest program discussed below boasting 7,000 members and another claiming 1,000, a safe guess is that not more than 20%—that’s 1 in 5—of programs nationally are accredited.
Why Aren’t More Programs Accredited?
There are a few likely reasons, and the first is cost. Getting up to the required standard takes time, effort, and money. Much ink has been spilled on the high cost of childcare in the US, and some facilities are averse to pursuing something that could ultimately cause them to raise rates.
Second, it’s not a virtual requirement for the next step. Colleges and universities have little choice than to pursue regional accreditation, because many graduate schools, professions, and certifications require it. Most private pre college schools are accredited for the same reason: accreditation is a factor for students’ acceptance at top-tier universities. But there isn’t such a relationship between early childhood programs and elementary schools.
Second, it’s rigorous. Many programs, especially smaller ones, simply don’t have (or don’t think they have) the resources to pursue accreditation.
What Are the Advantages of Choosing an Accredited Program?
First and foremost, when you choose an accredited program, you get the assurance of quality. Are there quality programs out there that lack accreditation? We sure hope so! Recall that around 80% of programs lack accreditation, and surely many of them are good programs. But choosing an accredited program (if one is available in your area) means choosing one that is held to the highest standards of quality as determined by experts in the field of early childhood education.
It takes serious, hard work to achieve accreditation status, and poor-quality programs aren’t going to make the cut.
Further, when you choose an accredited program you can know that it will remain up to date. Accreditation isn’t “one and done.” Once a program receives accreditation, it is regularly reviewed to ensure it is maintaining existing standards and keeping up with any new ones that have been added. If you choose a good-looking but unaccredited program, you have no such assurance.
Perhaps most importantly, when you choose an accredited early childhood center, you get peace of mind. Chances are you aren’t an expert in the field of early learning. You know a sketchy daycare when you see one, but how do you decide among the programs that appear to be high quality? You’re busy pursuing excellence in your own profession, so your ability to dive deep into early learning pedagogy is limited. When you choose an accredited early childhood program for your children, you get numerous experts giving their seal of approval that this program follows best practices.
Accreditation has real advantages, but here’s an important caveat: it isn’t a silver bullet. Accreditation doesn’t make a program perfect, or even necessarily the best in town. It simply verifies that the program meets a set of rigorous, well-constructed standards. And that external, independent verification is valuable.
Are There Any Drawbacks to Early Childhood Program Accreditation?
Make no mistake, accreditation is a good thing. It offers real value to parents, teachers, and children. But there are some situations where it may make sense to choose an unaccredited early learning program for your child. Here are a few potential drawbacks to accreditation.
Cost
Cost is a two-sided issue. First, pursuing accreditation can drive up costs for price-conscious early childhood programs. The process of gaining and maintaining accreditation is time-intensive, laborious, and often difficult. It creates overhead costs that will ultimately be passed on to parents.
The added labor and cost is one reason some facilities choose not to pursue accreditation.
On the other side of this coin, accreditation at this level is a mark of prestige. The more prestigious the program, the more likely it is to hold accreditation. Some parents may be priced out of the market because of this two-sided problem: pursuing accreditation increases costs, and the already-more-expensive programs are the ones more likely to be accredited.
Limitations
Some quality, high-level programs with credentialed staff will skip accreditation because it limits how they teach. That may sound arrogant at first, but it’s not. Consider how K-12 teachers berate “teaching to the test” and how one of the draws of private school is breaking free from the tyranny of state standards.
The same kind of tension exists here. Building or reshaping an early learning program to meet a rigorous set of standards is inherently limiting. There are only so many minutes in a day, and it takes many of those minutes to meet the standards.
Some program administrators (especially those with creative or outside-the-box programs) believe their programs would suffer by doing so.
Availability
Availability can also be an issue. Most early learning programs aren’t accredited. You may live in an area with only 1 or 2 accredited centers, and they may be far away.
Wrapping Up
We’ve looked in great detail at accreditation in early childhood programs: what it is, who offers it, and what it means. We’ve also worked through what advantages early childhood accreditation offers: assurance of quality, guarantee of maintaining current standards and best practices, and peace of mind.
Now, it’s time for your homework. Investigate the early learning centers nearest your home and workplace. Find out which ones are accredited, and by whom. If you consider an unaccredited program, ask many questions. You can use the NAEYC standards above to guide your questioning. Look for a quality program that’s following most or all of them.
This way, whether you choose accreditation or not, you can be confident that your children’s early education is robust and prepares them well for the rest of their lives.
Read also:
– What Is So Important About Early Childhood Education?
– Learn About Preschool Accreditation and Licensing
Daycare and Child Care Accreditation Courses
Child Care Council staff offer training, technical assistance, and consulting services to child care centers and family child care providers in order to increase the quality of child care programs. We will assist programs in finding the path to quality based on their needs. The following are some avenues to achieve the highest levels of quality, including voluntary accreditation and additional program endorsements. Any accreditation or endorsements achieved by licensed or registered programs will be tracked in our Referral Database and shared with parents seeking high-quality child care.
Family & Group Family Child Care Accreditation
NAFCC
NAFCC sponsors the only nationally recognized accreditation system, designed specifically for family child care providers.
This system was designed by hundreds of providers, parents, and early care and education experts in an effort to create a quality indicator for family child care programs across the country. NAFCC Accreditation is recognized as the highest indicator that a family child care program is a quality environment. It is awarded to family child care providers who meet the eligibility requirements and the Quality Standards for NAFCC Accreditation. Accreditation reflects a high level of quality through a process that examines all aspects of the family child care program, i.e. relationships, the environment, developmental learning activities, safety and health, and professional and business practices. Once family child care providers become accredited, they agree to abide by the standards set forth and to be measured against those standards, with periodic integrity and compliance reviews. There are over 2100 NAFCC Accredited providers throughout the United States and in other locations worldwide where military family child care professionals operate.
Website: http://www.nafcc.org/
Child Care Center Accreditation
NAEYC
Since 1985, NAEYC has offered a national, voluntary accreditation system to set professional standards for early childhood education programs, and to help families identify high-quality programs. Today, NAEYC Accreditation represents the mark of quality in early childhood education. Over 7,000 child care programs, preschools, early learning centers, and other center- or school-based early childhood education programs are currently NAEYC-Accredited. These programs provide high quality care and education to nearly one million young children in the United States, its territories, and programs affiliated with the United States Department of Defense.
Website: http://www.naeyc.org/
NECPA
The National Early Childhood Program Accreditation (NECPA) began in 1991 and offers early childhood accreditation for child care centers. The result of Accreditation is improved quality, both in the developmental program for young children and in the health and safety of the environment.
Because the NECPA process involves the center management, teachers, and families, all growing as they reach for this higher level of quality, all benefit from the results.
Website: http://www.necpa.net/
School Age Program Accreditation
Council on Accreditation
The COA (Council on Accreditation) After School standards were developed in partnership with the National AfterSchool Association (NAA) through the participation of an NAA Accreditation Transition Team of experts from the field. This process resulted in a blending of the NAA and COA standards into a comprehensive, yet program specific, set of quality standards for After School program recognition and Accreditation.
These standards and After School program recognition opportunities support quality in areas such as programming, continuous quality improvement, developing and maintaining healthy relationships, training and professional development, and staff supervision and support, to name just a few.
Website: http://www.coaafterschool.org/
Summer Camp Accreditation
American Camp Association (ACA)
The main purpose of the ACA-accreditation program is to educate camp owners and directors in the administration of key aspects of camp operation, particularly those related to program quality and the health and safety of campers and staff. The standards establish guidelines for needed policies, procedures, and practices. The camp, then, is responsible for ongoing implementation of these policies. The second purpose of ACA accreditation is to assist the public in selecting camps that meet industry-accepted and government-recognized standards. The ACA’s camp database provides the public with eleven separate ways to search for the ideal ACA-accredited camp.
Website: http://www.acacamps.org/
Other Voluntary Endorsements
Below are several voluntary program endorsements that child care providers can achieve.
They indicate a higher quality of care, a healthier environment, or more family-friendly program policies. These endorsements are tracked in the Council’s Referral Database and shared with parents seeking care.
Asthma Friendly Child Care
Child Care Council Inc. has partnered with the American Lung Association of New York to develop a pilot project directed at creating the safest environment for children with asthma to receive care. To begin the process of becoming endorsed, attend one of the Asthma 101 trainings, then self-complete the Asthma Friendly Child Care Endorsement Guide. Child Care Council’s Registered Nurses will guide you through the process of becoming an Asthma Friendly endorsed child care program.
Breastfeeding Friendly Child Care
Breastfeeding Friendly Child Care is a voluntary endorsement offered through the Child and Adult Care Food Program (CACFP). Participating programs complete a self-assessment checklist and submit it to their CACFP representative to be processed.
There is no fee for this endorsement. Programs seeking additional training, technical assistance, or support for further meeting the needs of breastfeeding mothers and children in care can contact the Council or their CACFP representative about Infant Feeding classes or other resources.
Programs that receive the endorsement are identified on the national website as Breastfeeding Friendly Child Care.
Eco-Healthy Child Care®
Eco-Healthy Child Care® (EHCC) supports child care providers in creating child care settings that are as environmentally healthy as possible. The program allows parents to choose child care facilities that are committed to creating a safer, healthier environment for children to learn and grow.
Child care centers and family home programs qualify as “Eco-Healthy” by completing a checklist that highlights 30 simple, free or low-cost steps that help you make safer choices for children. Eco-Healthy providers commit to reducing children’s exposure to environmental health hazards.
Eco-Healthy providers are also included on the Children’s Environmental Health Network’s website.
Website: http://www.cehn.org/ehcc
Official website of kindergarten No. 144
Accreditation: preschool educational institutions are not subject to state accreditation. “State accreditation is carried out in relation to educational institutions of all types and types (with the exception of preschool educational institutions and educational institutions of additional education for children) that implement educational programs for which federal state educational standards or federal state requirements are established (with the exception of the main general educational program of preschool education) , educational programs,
which are developed in accordance with the educational standards and requirements established in accordance with paragraph 2 of Article 7 of this Law, and in relation to these educational programs.
(as amended by Federal Law No.
145-FZ of 17.06.2011)”
- Students’ internal regulations
- Internal labor regulations
- No collective agreement
- Self-examination report
- Instructions of the bodies exercising state control (supervision) in the field of education, reports on the implementation of such instructions (not available) Act of readiness of the institution for the new academic year.
- Admission rules
- Students’ classes
- Forms, frequency and procedure for monitoring the progress of students
The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students.
Grounds: Art. 58 p.1. “The development of the educational program (with the exception of the educational program of preschool education), including a separate part or the entire volume of the subject, course, discipline (module) of the educational program, is accompanied by an intermediate certification of students, carried out in the forms determined by the curriculum, and in the manner established by the educational institution.
” Federal Law of 29.12.2012 N 273-FZ “On Education in the Russian Federation”
“Mastering the Program is not accompanied by intermediate assessments and final assessment of pupils” Part 2 of Article 64 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (Sobraniye zakonodatelstva Rossiyskoy Federatsii, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326).
- Procedure and grounds for transfer, expulsion and reinstatement of students (pupils)
- The procedure for registration of the emergence, suspension and termination of relations between the educational organization and students and (or) parents (legal representatives) of students
- Public talk
________________________________________________________________________________________________________________________________________________________________________________________________
1.
Other information that is posted is published by decision of the educational organization
________________________________________________________________________________________________________________________________________________________________________________________________________________________________
1.2 Local acts regulating the organizational aspects of the activities of an educational organization:
- Regulations on working with families in a socially dangerous situation
- Health Service Regulation
- Nutrition Board Regulation
- Marriage Commission Regulations
- Regulations on the creation of conditions for physical culture and sports for students >>>
- Regulation on the creation of the necessary conditions for the protection and promotion of health, catering for students and employees of an educational organization
- Regulations on the procedure for investigating and recording accidents with students
- Regulations on the commission for settling disputes between participants in educational relations >>>
- Public Report Regulations
- Regulation on the procedure for the preparation and organization of self-examination
_________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________
0017
_________________________________________________________________________________________________________________________________________________________________________________
1.
6 Local acts regulating the rights, duties and responsibilities of employees of an educational organization:
- Regulation on the procedure for exercising the right of teachers to free use of educational, methodological and scientific services >>>
- Regulations on professional retraining and advanced training of teaching staff >>>
- Regulation on the procedure for providing social support measures to employees
_________________________________________________________________________________________________________________________________________________________________________________________________ 9
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0017
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Federal documents
Regional documents Education
Basic information
The period of validity of the state accreditation of the educational program.
Currently, state accreditation is not carried out in municipal preschool educational organizations kindergartens.
The pedagogical process is carried out in Russian.
Number of pupils in educational programs being implemented
Currently, 405 children attend kindergarten.
As of September 1, 2022 there are 12 groups in the preschool institution: 2 groups for children with disabilities and 10 groups for children of a general developmental type:
- 1 junior group (2-3 years) – 1 group
- 2 junior group (3-4 years) – 3 groups
- middle group (4-5 years old) – 3rd group
- senior group (5-6 years old) – 2 groups
- preschool group (6-7 years old) – 1 group
- group for children with disorders of the musculoskeletal system – 2 groups.
Information about the current level of education:
In accordance with Federal Law No. 273-FZ, MBDOU No. 186 “Volgarik” implements the level – preschool education.
Federal Law No. 273-FZ establishes the right of citizens to receive preschool education and state guarantees for its provision. Unlike primary general, basic general and secondary general education, the acquisition of pre-school education is not mandatory and is not established as a condition for admission to primary school.
In accordance with Federal Law No. 273-FZ, MBDOU No. 186 “Volgarik” implements the level – preschool education.
Federal Law No. 273-FZ enshrines the right of citizens to receive preschool education and state guarantees for its provision. Unlike primary general, basic general and secondary general education, the acquisition of pre-school education is not mandatory and is not established as a condition for admission to primary school.
Normative period of study
Normative period of study – 5 years.
Forms of education
Municipal budgetary preschool educational institution Kindergarten No. 186 “Volgarik” provides full-time education.
Number of pupils who are foreign citizens
There are no pupils in the educational organization who are foreign citizens
Educational programs
Adapted basic educational program for children with disorders of the musculoskeletal system
| The program is adapted | yes |
| State accreditation | no |
| Languages taught | Russian |
| Normative period of study | 4 years |
| Form of study | full-time |
Description of the educational program the main educational program of preschool education for children with disorders of the musculoskeletal system (approved by the decision of the federal educational and methodological association for general education on December 7, 2017 Protocol No.
6/17).
The program is aimed at children of preschool age (3-8 years old), children with disabilities and provides for the specifics of its implementation for this category of children.
Content of the Program in accordance with the requirements of the Standard includes three main sections – target, content and organizational.
The compulsory part of the Program was developed taking into account the approximate adapted basic educational program for preschool education of children with disorders of the musculoskeletal system (approved by the decision of the federal educational and methodological association for general education on December 7, 2017 Protocol No. 6/17).
In the part formed by participants in educational relations, based on the choice of participants in educational relations, programs aimed at the development of children in educational areas, activities and cultural practices (hereinafter referred to as partial programs) are presented.
– Exemplary educational program of physical culture for children with disorders of the musculoskeletal system (adaptive physical culture (AFC) program).
– Program “Music. Special education for preschool children with cerebral palsy” Smirnova I.A.
The program is implemented in the state language of the Russian Federation – Russian.
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Adapted Basic Education Program for Children with NODA.pdf
(833 KB)
Curriculum
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SOD GRID in regime moments for groups of children with NODA.pdf
(260 KB)
Calendar study schedule
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Calendar study schedule 2022-2023 academic year 1.pdf
(226 KB)
Work program annotations, work programs
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Annotation to the program on adaptive physical culture.
pdf
(270 KB) -
annotation to the work program of a speech therapist teacher.pdf
(178 KB) -
Annotation to the work program of the defectologist teacher.pdf
(163 KB) -
AOP ZPR ..pdf
(803 KB) -
AOP UO.pdf
(683 KB)
pdfEducation program MBDOU No. 186 “Volgarik”
| The program is adapted | no |
| State accreditation | no |
| Languages taught | Russian |
| Form of study | full-time |
Description of the educational program
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Education program MBDOU No.
186.pdf
(525 KB) -
curriculum 2022-2023 academic year 1.pdf
(271 KB) -
Calendar study schedule 2022-2023 academic year 1.
pdf
(226 KB) -
Educational License with Applications.pdf
(4.3 MB) -
Forms of education:
full-time
( not used Electronic training and distance educational technologies)The normative period of training:
2022-2023
State accreditation:
There are no
languages in which education (training) is carried out:
Russian
Practice provided for educational program:
Practice is not provided for by the educational program
Level of education:
Preschool
- Program
(PDF; 499.96 Kb) -
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( not used Electronic training and distance educational technologies)The normative period of training:
2022-2023
State accreditation:
There are no
languages in which education (training) is carried out:
Russian
Practice provided for educational program:
Practice is not provided for by the educational program
Level of education:
Preschool
- Program
(PDF; 298. 55 Kb)
-
Forms of education:
full-time
( Not used e-learning and distance learning technologies)Normative period of study:
2022-2023
State accreditation:
no program
Languages in which education (training) is provided:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 1.45 Mb)Educational program of preschool education of the State budgetary educational institution of kindergarten No. 43 of the Kolpinsky district of St.
Petersburg -
On amendments and additions to the educational program of preschool education of the State Budgetary Educational Institution of Kindergarten No. 43 of the Kolpinsky District of St. Petersburg 08/31/2022
(PDF; 651.77 Kb)The document is digitally signed
-
On the introduction of amendments and additions to the educational program of preschool education of the State Budgetary Educational Institution of Kindergarten No. 43 of the Kolpinsky District of St. Petersburg
(PDF; 815.47 Kb)The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( Not used e-learning and distance learning technologies)The normative period of study:
2022-2023
State accreditation:
LOAKS
LANGUAGES (LUCK):
Russian
Practice provided for by the educational program:
Practice is not provided for by the educational program
-
Program
(PDF; 161. 55 Kb)
The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( Not used e-learning and distance learning technologies)Normative study period:
2022-2023
State accreditation:
none
Languages in which education (training) is provided:
Russian
Academic subject, course, discipline (module) provided for by the relevant educational program:
- teachers of group No. 1 of a general developmental focus
Internship provided for by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
- Program
(PDF; 702. 54 Kb)
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( A Electronic training and distance educational technologies are not used)The normative period of training:
2022-2023
State accreditation:
There are no
languages, in which education (training) is carried out:
Russian
Lesson, a lending subject, learning subject, learning subject course, discipline (module) provided for by the relevant educational program:
Working educational program for teachers of group No. 2 of a general developmental orientation
Internship provided by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 717. 17 Kb)
The document is digitally signed
-
Forms of study:
full-time (E-learning and distance learning technologies are not used)
( E-learning and distance learning technologies are not used )Normative period of study:
2022-2023
State accreditation:
none
Languages in which education (training) is provided:
0003 Subject, course, discipline (module) provided for by the relevant educational program:
Working educational program for teachers of group No. 3 of a general developmental orientation
Practice provided for by the educational program:
Practice not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 687. 34 Kb)
The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( Not used e-learning and distance learning technologies)Normative period of study:
2022-2023
State accreditation:
none :
Working educational program for teachers of group No. 4 of general developmental orientation
Practice provided for by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 682.16 Kb)The document is digitally signed
-
Forms of study:
full-time (E-learning and distance learning technologies are not used)
( A Electronic training and distance educational technologies are not used)The normative period of training:
2022-2023
State accreditation:
There are no
languages in which education (training) is carried out:
Russian
Lesson subject , course, discipline (module) provided for by the relevant educational program:
Working educational program for teachers of group No. 5 of a general developmental orientation
Internship provided for by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 725.38 Kb)The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( E-learning and distance learning technologies are not used )Normative period of study:
2022-2023
State accreditation:
none
Languages in which education (training) is provided:
Russian
Subject, course, discipline (module) provided for by the relevant educational program:
Working educational program for teachers of group No. 6 of general developmental orientation
Practice provided for by the educational program :
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 725.66 Kb)The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( A Electronic training and distance educational technologies are not used)The normative period of training:
2022-2023
State accreditation:
There are no
languages, in which education (training) is carried out:
Russian
Lesson, a lending subject, learning subject, learning subject course, discipline (module) provided for by the relevant educational program:
Working educational program for teachers of group No. 7 of a general developmental orientation
Internship provided by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 720.56 Kb)The document is digitally signed
-
Forms of study:
full-time (E-learning and distance learning technologies are not used)
( E-learning and distance learning technologies are not used )Normative period of study:
2022-2023
State accreditation:
none
Languages in which education (training) is provided:
0003 Subject, course, discipline (module) provided for by the relevant educational program:
Working educational program for teachers of group No. 8 of general developmental orientation
Practice provided for by the educational program:
Practice not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 725.01 Kb)The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( Not used e-learning and distance learning technologies)Normative period of study:
2022-2023
State accreditation:
none :
Working educational program for teachers of group No. 9 of a general developmental orientation
Practice provided for by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 739.98 Kb)The document is digitally signed
-
Forms of study:
full-time (E-learning and distance learning technologies are not used)
( A Electronic training and distance educational technologies are not used)The normative period of training:
2022-2023
State accreditation:
There are no
languages in which education (training) is carried out:
Russian
Lesson subject , course, discipline (module) provided for by the relevant educational program:
Working educational program for teachers of group No.
10 of a general developmental orientation Practice provided for by the educational program:
Practice not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 687.84 Kb)The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( E-learning and distance learning technologies are not used )Normative period of study:
2022-2023
State accreditation:
none
Languages in which education (training) is provided:
Russian
Subject, course, discipline (module) provided for by the relevant educational program:
Working educational program for teachers of group No.
11 of a general developmental orientation Practice provided for by the educational program :
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 718.75 Kb)The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( A Electronic training and distance educational technologies are not used)The normative period of training:
2022-2023
State accreditation:
There are no
languages, in which education (training) is carried out:
Russian
Lesson, a lending subject, learning subject, learning subject course, discipline (module) provided for by the relevant educational program:
Working educational program for teachers of group No.
12 of a general developmental orientation Internship provided by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 731.37 Kb)The document is digitally signed
-
Forms of study:
full-time (E-learning and distance learning technologies are not used)
( E-learning and distance learning technologies are not used )Normative period of study:
2022-2023
State accreditation:
none
Languages in which education (training) is provided:
0003 Subject, course, discipline (module) provided for by the relevant educational program:
Working educational program of a physical education instructor
Practice provided for by the educational program:
Practice not provided for by the educational program
Level of education:
-
Program
(PDF; 584. 66 Kb)
The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( Not used e-learning and distance learning technologies)Normative period of study:
2022-2023
State accreditation:
none :
Working educational program of a physical education instructor
Internship provided by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 633.5 Kb)The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( A Electronic training and distance educational technologies are not used)The normative period of training:
2022-2023
State accreditation:
There are no
languages in which education (training) is carried out:
Russian
Lesson subject , course, discipline (module) provided for by the relevant educational program:
Working educational program of a physical education instructor
Internship provided for by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 594.13 Kb)The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( Not used e-learning and distance learning technologies)Normative period of study:
2022-2023
State accreditation:
not available
Languages in which education (training) is provided:
Russian
Subject, course, discipline (module) provided for by the relevant educational program:
Working educational program of a physical education instructor
Practice provided for by the educational program :
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 633.6 Kb)The document is digitally signed
-
Forms of education:
full-time )
( A Electronic training and distance educational technologies are not used)The normative period of training:
2022-2023
State accreditation:
There are no
languages, in which education (training) is carried out:
Russian
Lesson, a lending subject, learning subject, learning subject course, discipline (module) provided for by the relevant educational program:
Working educational program for a physical education instructor
Internship provided for by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 594.44 Kb)The document is digitally signed
-
Forms of study:
full-time (E-learning and distance learning technologies are not used)
( E-learning and distance learning technologies are not used )Normative period of study:
2022-2023
State accreditation:
none
Languages in which education (training) is provided:
0003 Subject, course, discipline (module) provided for by the relevant educational program:
Working educational program of a physical education instructor
Practice provided for by the educational program:
Practice not provided for by the educational program
Level of education:
-
Program
(PDF; 639.28 Kb)The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( Not used e-learning and distance learning technologies)Normative period of study:
2022-2023
State accreditation:
none :
Working educational program of a physical education instructor
Internship provided by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 584.26 Kb)The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( A Electronic training and distance educational technologies are not used)The normative period of training:
2022-2023
State accreditation:
There are no
languages, in which education (training) is carried out:
Russian
Lesson, a lending subject, learning subject, learning subject course, discipline (module) provided for by the relevant educational program:
Working educational program for a physical education instructor
Internship provided by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 589. 8 Kb)
The document is digitally signed
-
Forms of study:
full-time (E-learning and distance learning technologies are not used)
( E-learning and distance learning technologies are not used )Normative period of study:
2022-2023
State accreditation:
none
Languages in which education (training) is provided:
0003 Subject, course, discipline (module) provided for by the relevant educational program:
Working educational program of the music director
Practice provided for by the educational program:
Practice not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 733. 58 Kb)
The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( Not used e-learning and distance learning technologies)Normative study period:
2022-2023
State accreditation:
none
Languages in which education (training) is provided:
Russian
Academic subject, course, discipline (module) provided for by the relevant educational program:
- music director
Internship provided for by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 636. 21 Kb)
The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( A Electronic training and distance educational technologies are not used)The normative period of training:
2022-2023
State accreditation:
There are no
languages, in which education (training) is carried out:
Russian
Lesson, a lending subject, learning subject, learning subject course, discipline (module) provided for by the relevant educational program:
Working educational program of the music director
Internship provided by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 881. 13 Kb)
The document is digitally signed
-
Forms of study:
full-time (E-learning and distance learning technologies are not used)
( E-learning and distance learning technologies are not used )Normative period of study:
2022-2023
State accreditation:
none
Languages in which education (training) is provided:
0003 Subject, course, discipline (module) provided for by the relevant educational program:
Working educational program of the music director
Practice provided for by the educational program:
Practice not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 635. 41 Kb)
The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( Not used e-learning and distance learning technologies)Normative study period:
2022-2023
State accreditation:
none
Languages in which education (training) is provided:
Russian
Academic subject, course, discipline (module) provided for by the relevant educational program:
- music director
Internship provided for by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 879. 2 Kb)
The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( A Electronic training and distance educational technologies are not used)The normative period of training:
2022-2023
State accreditation:
There are no
languages, in which education (training) is carried out:
Russian
Lesson, a lending subject, learning subject, learning subject course, discipline (module) provided for by the relevant educational program:
Working educational program of the music director
Internship provided by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 668. 47 Kb)
The document is digitally signed
-
Forms of study:
full-time (E-learning and distance learning technologies are not used)
( E-learning and distance learning technologies are not used )Normative period of study:
2022-2023
State accreditation:
none
Languages in which education (training) is provided:
0003 Subject, course, discipline (module) provided for by the relevant educational program:
Working educational program of the music director
Practice provided for by the educational program:
Practice not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 710. 43 Kb)
The document is digitally signed
-
Forms of education:
full-time (E-learning and distance learning technologies are not used)
( Not used e-learning and distance learning technologies)Normative study period:
2022-2023
State accreditation:
none
Languages in which education (training) is provided:
Russian
Academic subject, course, discipline (module) provided for by the relevant educational program:
- music director
Internship provided for by the educational program:
Internship not provided for by the educational program
Level of education:
Preschool
-
Program
(PDF; 644. 74 Kb)
The document is digitally signed
-
Curriculum (2022 – 2023 academic year
)(PDF; 475.03 Kb)
The document is digitally signed
-
Calendar academic schedule (2022 – 2023 academic year
)(PDF; 258.48 Kb)
The document is digitally signed
-
Adaptive day regimens (2022-2023)
(PDF; 286.
25 Kb)The document is digitally signed
-
Gentle daily routines (2022-2023)
(PDF; 289.36 Kb)
The document is digitally signed
-
Day regimens for the warm period of the year (2022-2023)
(PDF; 336.34 Kb)
The document is digitally signed
-
Day regimens for the warm period of the year (adverse weather conditions) (2022-2023)
(PDF; 311.08 Kb)
The document is digitally signed
-
Day regimens for the cold period of the year (2022-2023)
(PDF; 286.42 Kb)
The document is digitally signed
-
Mode of study of students (2022-2023)
(PDF; 340.57 Kb)
The document is digitally signed
-
Calendar plan of educational work (2021 – 2022 academic year
)(PDF; 446.
89 Kb)The document is digitally signed
-
Level of education, form of education:
Full-time
Total number of students under the program:
259 (including foreign citizens: 0)
At the expense of federal budget appropriations:
0 (including foreign citizens: 0)
At the expense of the budget of the constituent entities of the Russian Federation:
259 (including foreign citizens: 0)
At the expense of local budgets:
0 (including foreign citizens: 0)
Under education agreements at the expense of individuals and (or) legal entities:
0 (including foreign citizens: 0)
-
Level of education, form of education:
Full-time
At the expense of the federal budget:
0 (including foreign citizens: 0)
At the expense of the budget of the subjects of the Russian Federation:
0 0)
At the expense of local budgets:
0 (including foreign citizens: 0)
Under education agreements at the expense of individuals and (or) legal entities:
0 (including foreign citizens: 0)
- Russian;
- License for educational activities
(PDF; 1.
186.pdfThe program is adapted0289
Curriculum
Calendar study schedule
pdfAnnotations to work programs, work programs
Not specified
License for educational activities
Teaching materials
Kindergarten No. 43 of the Kolpinsky district of St. Petersburg: Education
HomeInformation about the educational organizationEducation
Implemented educational programs, including adapted educational programs
When implementing the educational program , e-learning and distance learning technologies are not used
Certificate of state accreditation in Kindergarten No. 43 of the Kolpinsky District of St. Petersburg is not provided for by the legislation of the Russian Federation.
State accreditation is not carried out in relation to preschool educational institutions (FZ “On Education in the Russian Federation” No. 273-FZ of 29.12.2012 p.1 art.92)
Public, professional and public accreditation of each educational program (in the presence of public, professional and public accreditation) (for each educational program) – not provided
Educational program does not use e-learning and distance learning technologies
PROFESSIONAL EDUCATIONAL PROGRAM NOT IMPLEMENTED
When implementing the educational program not used e-learning and distance learning technologies
CUSTOMIZED EDUCATIONAL PROGRAM NOT IMPLEMENTED
When implementing the educational program , e-learning and distance learning technologies are not used
Description of the educational program of GBDOU Kindergarten No. 43 of the Kolpinsky District of St.
Petersburg
When implementing the educational program , e-learning and distance learning technologies are not used
Brief presentation of the educational program of pre-school education GBDOU No. 43 of the Kolpinsky district of St. Petersburg
55 Kb)
The implementation of the educational program does not use e-learning and distance learning technologies
The educational program of preschool education of the state budgetary preschool educational institution kindergarten No. 43 of the Kolpinsky district of St. Petersburg
Petersburg When implementing the educational program , e-learning and distance learning technologies are not used
Academic disciplines
55 Kb)
When implementing the educational program not used e-learning and distance learning technologies
Working educational program for teachers of general development group No. 1
54 Kb)
The implementation of the educational program does not use e-learning and distance learning technologies
The working educational program for teachers of group No. 2 of general developmental orientation
17 Kb)
The implementation of the educational program does not use e-learning and distance learning technologies
Working educational program for teachers of group No. 3 of general developmental orientation
34 Kb)
The implementation of the educational program does not use e-learning and distance learning technologies
The working educational program for teachers of group No. 4 of general developmental orientation
Implementation of the educational program does not use e-learning and distance learning technologies
Working educational program for teachers of group No.
5 of a general developmental focus
Implementation of the educational program does not use e-learning and distance learning technologies
Working educational program for teachers of group No.
6 of a general developmental orientation
The implementation of the educational program does not use e-learning and distance learning technologies
The working educational program for teachers of group No.
7 of general developmental focus
The implementation of the educational program does not use e-learning and distance learning technologies
Working educational program for teachers of group No.
8 of general developmental orientation
The implementation of the educational program does not use e-learning and distance learning technologies
The working educational program for teachers of group No.
9 of general developmental orientation
Implementation of the educational program does not use e-learning and distance learning technologies
Working educational program for teachers of group No. 10 of a general developmental focus
10 of a general developmental orientation Implementation of the educational program does not use e-learning and distance learning technologies
Working educational program for teachers of group No. 11 of a general developmental orientation
11 of a general developmental orientation The implementation of the educational program does not use e-learning and distance learning technologies
The working educational program for teachers of group No. 12 of general developmental orientation
12 of a general developmental orientation Implementation of the educational program does not use e-learning and distance education technologies0012
3 Preschool
66 Kb)
In the implementation of the educational program , e-learning and distance learning technologies are not used
The work program of the middle group No. 10 of the general developmental orientation of the instructor in physical culture
Implementation of the educational program does not use e-learning and distance learning technologies
Work program of the preparatory group for school No.
9 of the general developmental orientation of the instructor in physical culture
Implementation of the educational program does not use e-learning and distance learning technologies
Work program of the middle group No.
4 of a general developmental orientation of a physical education instructor
When implementing the educational program , e-learning and distance learning technologies are not used
The work program of the preparatory school group No.
12 of the general developmental orientation of the instructor in physical culture
Implementation of the educational program does not use e-learning and distance learning technologies
Work program of the senior group No.
7 of the general developmental orientation of the instructor in physical culture
3 Preschool
In the implementation of the educational program , e-learning and distance learning technologies are not used
Work program II of the junior group No.
6 of the general developmental orientation of the instructor in physical culture
When implementing the educational program , e-learning and distance learning technologies are not used
The work program of the senior group No. 5 of the general developmental orientation of the instructor in physical culture
8 Kb)
The implementation of the educational program does not use e-learning and distance learning technologies
Work program of the II junior group No. 6 of the general developmental orientation of the music director
58 Kb)
When implementing the educational program not used e-learning and distance learning technologies
Work program of the middle group No. 4 of the general developmental orientation of the music director
21 Kb)
When implementing the educational program , e-learning and distance learning technologies are not used
The work program of the preparatory group for school No. 9 of the general developmental orientation of the music director
13 Kb)
The implementation of the educational program does not use e-learning and distance learning technologies
Work program of the middle group No. 10 of the general developmental orientation of the music director
41 Kb)
When implementing the educational program not used e-learning and distance learning technologies
Work program of the preparatory group for school No. 12 of the general developmental orientation of the music director
2 Kb)
The implementation of the educational program does not use e-learning and distance learning technologies
The work program of the senior group No. 7 of the general developmental orientation of the music director
47 Kb)
Implementation of the educational program does not use e-learning and distance learning technologies
Work program of the II junior group No. 8 of the general developmental orientation of the music director
43 Kb)
When implementing the educational program not used e-learning and distance learning technologies
Work program of the senior group No. 5 of the general developmental orientation of the music director
74 Kb)
Curriculum
Annotations to the work programs of disciplines
Annotation to the work program of the mixed age group No. 1 (2022-2023)
Annotation to the work program of the mixed age group No. 2 (2022-2023)
Annotation to the work program of educators of the 1st early group No. 3 (2022-2023)
Annotation to the work program of the II junior group No. 4 of a general developmental orientation (2022-2023)
Annotation to the work program of educators of the senior group No. 5 of a general developmental orientation (2022-2023)
Annotation to the work program of educators of the II junior group No. 6 of a general developmental orientation (2022-2023)
Annotation to the work program of educators of the senior group No.
7 of general developmental orientation (2022-2023)
Annotation to the work program of educators of the II junior group No. 8 of a general developmental orientation (2022-2023)
Annotation to the work program of educators of the preparatory school group No. 9 (2022-2023)
Annotation to the work program of educators of the middle group No. 10 of a general developmental orientation (2022-2023)
Annotation to the work program of educators of a mixed age group No. 11 (2022-2023)
Annotation to the work program of educators of the preparatory group for school No. 12 (2022-2023)
Annotation to the work program of the music director (2022-2023)
Annotation for the work program of the physical education instructor (2022-2023)
Calendar study schedule
Methodological and other documents developed by an educational organization to ensure the educational process
25 Kb)Calendar plan of educational work
89 Kb)Practices
2022 – 2023 academic year.
Admission results for each profession, for each specialty of secondary vocational education, for each area of training or specialty of higher education, scientific specialty with different admission conditions
Languages of education
Education license
