Que es un kindergarten: Qué son el kínder de transición y el kindergarten
El kindergarten de Federico Froebel
5 minutos
En nuestros días, es indiscutible la importancia que tienen los jardines infantiles como espacio escolar para atender las necesidades educativas específicas de la etapa infantil. Conoceremos en este artículo los aportes realizados por el pedagogo Federico Froebel en la constitución de los denominados ‘kindergarten’.
Escrito y verificado por la pedagoga María Matilde.
Última actualización: 12 febrero, 2022
Friedrich Fröebel o Federico Froebel, nacido el 21 de abril de 1782 en Alemania, fue un pedagogo alemán que creó el concepto de ‘kindergarten‘ o ‘jardín de infancia’. Los jardines de infancia responden a un programa pedagógico desarrollado por Froebel a partir de la necesidad de atender pedagógicamente al niño en edad preescolar y a través del juego.
Freobel es considerado por muchos como el fundador de la educación infantil, ya que se encargó de pensar y organizar esta etapa educativa según criterios, metodologías, recursos y materiales didácticos concretos.
Historia de los kindergarten de Federico Froebel
El kindergarten surge como alternativa de reforma de la educación preescolar tradicional. Es decir, como una forma de romper con un modelo de escuelas masificadas y de arquitectura cerrada que no contemplaba el contacto directo de los niños con su entorno natural.
Además, Froebel se replantea también la estructura de la familia y sus prácticas de crianza, las cuales debían verse, según él, reforzadas por una educación en el ámbito público y profesional de una institución.
Froebel fue discípulo de Pestalozzi, quien delegaba gran parte de responsabilidad sobre la educación de los niños en las madres y en el hogar. En cambio, Froebel, si bien toma esta idea inicial, defiende, además, una educación que continuase con esta labor, pero fuera del ámbito familiar.
Para Froebel debía existir, además de una función educativa asignada a las mujeres, al igual que sostenía Pestalozzi, una institución pública que se encargase de la formación en la ciudadanía de los niños en edad preescolar.
Con lo cual, el jardín de infancia representaba un compromiso entre la educación de los hijos en el hogar y la desarrollada en una institución. Limitando sus sesiones a tres o cuatro horas del día, el jardín de infancia pretendía completar y no suplantar a la familia.
En 1937 abrió su primera guardería, a la que tres años más tarde denominaría ‘kindergarten‘. Y, precisamente, eligió ese nombre porque se trataba de un lugar donde los niños eran considerados plantas de un jardín y el maestro hacía la función de jardinero.
Su ideas pedagógicas desarrolladas y puestas en práctica en los modelos de institución denominados kindergarten se extendieron posteriormente por toda Europa y por diversos países de todo el mundo, hasta nuestros días.
Características principales de los kindergarten
El principal objetivo de los jardines de infancia era ofrecer una educación natural e integradora en un espacio escolar organizado pero a la vez abierto, dinámico y flexible, y en el que los niños pudieran desarrollarse y expresarse plenamente.
Los métodos pedagógicos de Froebel utilizados en los jardines de infancia intentaban despertar a los niños su conciencia respecto de su relación con el todo y con la diversidad, y en una permanente armonía. A través de canciones, juegos y juguetes se trabajaba la expresión corporal y la cooperación con los demás.
La disciplina se orientaba a cultivar la naturaleza del niño y no a coartarla, concediendo especial importancia a la actividad espontánea del niño. Así pues, Froebel procura por medio de la educación un desarrollo completo del niño intentado que este sea:
- Activo.Despertando las capacidades creadoras a través de la acción y por medio del juego, que es el que los conecta con el mundo.
- Sensible.Fomentando la percepción y desarrollo de sus órganos sensoriales a partir del contacto con el mundo, los seres y los objetos que los rodean.
- Cognitivo. Producto de ese contacto con el mundo y con la realidad.
Los ‘dones’ para aprender en el
kindergarten
Para poder conseguir sus objetivos educativos, Froebel desarrolla una metodología basada en el uso de materiales de objetos simples, creando los denominados ‘dones’ o ‘regalos’. Estos eran objetos sólidos sobre la base de figuras geométricas (cubo, cilindro y esfera), cuya complejidad va en aumento. Y se constituían en materiales didácticos específicos para que los niños jugaran y realizaran distintas actividades didáctico-formativas.
La intención de Froebel era que, por medio de estos materiales, los niños pudiesen adquirir destrezas manuales y ejercitar los sentidos a la vez que aprendían la representación de la forma, el color, el movimiento, la materia, y su asociación con la palabra.
Los dones estaban constituidos por:
- Color: seis bolas de estambre con los colores del arco iris.
- Forma: bola, cilindro y cubo de madera.
- Número: un cubo desarmable en ocho cubos más pequeños.
- Extensión: un cubo desarmable en ocho paralelepípedos.
- Simetría: un cubo desarmable en 27 cubitos.
- Proporción: un cubo desarmable en 27 cubitos paralelepípedos pequeños.
- Superficie: tablillas de madera, cuadradas enteras y medios cuadrados de distintos colores.
- Líneas y contornos: listoncillos de distinta longitud, círculos de metal completos, semicírculos y cuadrantes, todos de diferentes colores.
- Puntos: piedrecitas, lentejas, guisantes, trocitos de cartón.
- Reconstrucción: palillos y bolitas de plastilina para volver desde el punto a la figura.
Consideraciones finales
Para conseguir sus fines educativos, aparte de los juegos y el trabajo con los ‘dones’, Froebel trabajaba con los niños con otras dos actividades. Estas actividades consistían en juegos ‘cinéticos’ y ‘jardinería’, y con ellas completaban los tres ejes de actividades de los jardines infantiles.
Los juegos cinéticos eran carreras, bailes y representaciones, que posibilitaban al infante el movimiento corporal. Y la ‘jardinería’ le permitía al niño vivir la evolución de una planta, desde que se planta hasta que florece, más los cuidados que son necesarios para que esto ocurra. De esta forma, por medio de la jardinería, Freobel pretendía conseguir que el niño se descubriese a sí mismo en la naturaleza.
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Significado de KINDERGARTEN en inglés
Invented spelling and graphophonemic awareness are encouraged in some kindergartens but not in all.
Del Cambridge English Corpus
The children were recruited for the most part through kindergartens and other daycare establishments, both urban and rural.
Del Cambridge English Corpus
The scarcity of nurseries and kindergartens forced many women to leave the labour force after childbirth.
Del Cambridge English Corpus
The missions ran kindergartens, day schools for children and evening schools for young people.
Del Cambridge English Corpus
The clinical effectiveness of vaccination was 60. 9 % for kindergartens and 68.8 % for schools.
Del Cambridge English Corpus
The kindergartens and the public schools mainly serve inner city, mid- to low-income students.
Del Cambridge English Corpus
Because the virus is highly infective it may cause widespread epidemic outbreaks in communities, kindergartens, schools, old people’s homes, hotels and hospitals.
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The additional 5 children were from the same kindergartens.
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Many kindergartens have extra capacity as the number of pupils has reduced due to the falling birthrate.
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The children were enrolled in kindergartens that served children between ages of 2 and 6 years.
Del Cambridge English Corpus
The children were recruited from four public and parochial nursery schools, kindergartens and elementary schools.
Del Cambridge English Corpus
In many cities, broad mobilisations occurred which were directed toward lowering costs and influencing cultural norms expressed in the institutions of collective consumption (especially schools, kindergartens, and public transport).
Del Cambridge English Corpus
However, the ministries made an agreement to confirm the difference between day care centers and kindergartens in 1963, and have kept to it firmly ever since.
Del Cambridge English Corpus
At this time also, family allowances were initiated for parents with seven or more children and the network of creches, kindergartens, and other child-care facilities expanded.
Del Cambridge English Corpus
A group of 97 children (51 boys, 46 girls) was recruited through community kindergartens for a longitudinal study of reading within a few months of their fourth birthday.
Del Cambridge English Corpus
Ver todos los ejemplos de kindergarten
Las opiniones mostradas en los ejemplos no representan las opiniones de los editores de Cambridge University Press o de sus licenciantes.
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Kindergarten of the future
L.L. Burmistrova
Pre-school education in our country has a long history and rich experience. Recently, significant changes have taken place in the system of preschool education: preschool educational institutions are looking for new forms and methods of work, they strive to make children feel comfortable in kindergarten. Many have made significant progress in this direction. There was a need to identify which kindergartens are leaders in preschool education. To determine the best, as part of the implementation of the Moscow government decree “On the implementation of the priority national project “Education” in the city of Moscow”, a city competition “Kindergarten of the Future” was held.
An important and necessary competition
This competition was held in Moscow for the first time and became a significant event for the system of preschool education.
– The idea of the competition is long overdue, – says Evgeniy Evgenyevich Krasheninnikov, Candidate of Psychological Sciences, Associate Professor of the Department of Social Psychology and Development of the Faculty of Social Psychology of the Moscow Psychological and Pedagogical University. – Now the family is changing, relationships in it, preschool children are already different. And the need to find something really new is understandable. But not just like that, the first thing that came to mind, but something weighty, justified. The new should not be random.
– Kindergartens enthusiastically responded to the proposal to take part in the competition, – continues the conversation, Maria Mikhailovna Tsapenko, Deputy Head of Preschool and General Education of the Moscow Department of Education. – The system of preschool education employs professionals who are constantly creating, inventing, developing something new. They always tend to dream about something more, strive for improvement, because preschool age is such a period in a child’s life when everything is ahead. The kid just came into this world, and at this stage I want to give the growing person as much benefit as possible. The system of preschool education is quite capable of this.
Difficult task for experts
At the first stage, 34 kindergartens submitted applications for participation in the competition. A competent jury, which included leading experts in preschool education from Moscow universities, selected 14 of the most interesting applications.
The second round preschool institutions have developed detailed, solid projects for the kindergartens of the future. The experts had a difficult task: to choose the four best among them.
– Our task is very difficult, but interesting, – says Maria Mikhailovna Tsapenko. – Each project contains something new, unique, which can be declared, an idea that can be implemented.
– When we looked at the projects submitted for the competition, – Lyudmila Alexandrovna Samoylenko, chief specialist of the Moscow Department of Preschool and General Education, shares her impressions, – we were struck by their diversity and innovativeness. Such projects can become the basis for the creation of new regulatory documents and methodological developments. It’s nice that kindergartens take the competition seriously. Many of them have been using new methods of work for a long time and are ready to share them.
Preschool institutions were given very strict deadlines for preparing for the competition, so only those institutions that had ready-made solutions to some problems, a ready-made model of the kindergarten of the future had a chance to win. And for those whose ideas are just emerging, the competition is a big push forward towards achieving the goal.
For several hours, the experts worked hard, carefully studied the projects and evaluated them.
– I believe that we have reached a new level of content, – says Natalia Sergeevna Denisenkova, Associate Professor of the Department of Development of the Moscow State University of Psychology and Education. – Not just some abstract pictures are presented for the competition, but specific projects based on a scientific and theoretical base with a description of the expected results of the work that this or that preschool institution is going to do. This is a new level of holding such competitions.
The experts included in the jury have practical experience, they know how a preschool institution works, and have a theoretical understanding of how it should work. This gives them the opportunity to evaluate whether projects are formally written, a simple set of standard phrases from a textbook, or really real developments, real schemes and specific ways to solve existing problems.
– I really liked the project related to museum pedagogy, – says Evgeny Evgenyevich Krasheninnikov. – The kindergarten that presented it has been cooperating with the Tretyakov Gallery for a long time. Teachers try to work quite subtly with children. After all, you can just take the children to the museum and show them the paintings. However, in this way it is impossible to instill a love for art; rather, on the contrary, all interest will be lost. Even an adult should be prepared to view pictures. Kindergarten workers are trying to make the museum space alive. Apply some new forms, for example, a museum game, bring museum culture into the surrounding life. To make sure that the aesthetic space is included in the kindergarten, in the life of the child, including due to the fact that children begin to draw more and understand that drawing is not just entertainment – it creates a product that is interesting to others.
After scrupulous calculations, the jury determined the 4 best projects, which went to the next round. Now the experts had to visit these kindergartens, see what preschool institutions have managed to do, assess the prospects for their development and the possibility of implementing the presented projects.
Integration is the future
The first educational institution where the experts went was Kindergarten No. 1456 of the Central Administrative District. “Integrative Kindergarten – Kindergarten of the Future” was the title of the project he presented.
Preschool №1465 was established in 1996 as a combined institution. On the basis of this kindergarten, a city experimental site was opened on the topic “Integration of children with genetic disorders in the environment of ordinary peers.” The kindergarten team has accumulated significant experience in working with integrative groups. Currently, the structure of the kindergarten includes three integrative age groups. They are visited by both children with special needs and their usually developing peers. The number of children in groups has recently increased to 20-22 people. This happened because the number of people wishing to attend kindergarten increased. Each group has two educators, a junior educator, a speech therapist, a defectologist and a psychologist.
Work experience shows that in integrative groups there should be a certain ratio of normally developing children and children with pathologies. A prerequisite for the successful implementation of the correction and integration of children with developmental disabilities into society is a comprehensive psychological, medical and pedagogical diagnosis of each child, followed by the development and implementation of individual correction and socialization programs.
– An integrative kindergarten, – says Marina Semenovich, speech therapist, director of the Tverskoy Center, – this is not only the integration of children, but also close cooperation, the integration of various specialists: teachers (educators, speech therapists, speech pathologists), psychologists, doctors (neuropathologists, child psychiatrists, pediatricians).
In an integrative kindergarten, all children have the opportunity to develop in accordance with their abilities, here they gain the prospect of participating in society, realizing their intellectual and creative potential.
Happy children – happy parents
Children feel comfortable and cozy in integrative groups, they go to kindergarten with pleasure. Parents of children attending this institution told the experts about this.
– When we first came here, – says Irina Zharnitskaya, – we were struck by the atmosphere: pleasant, friendly, caring employees here. This immediately catches the eye. My son had never attended kindergarten before, and I was afraid that it would be difficult for him to adapt to the new environment. Fortunately, there were no problems. Many parents are wary of integrative groups in which there are children with special needs. I believe that from an early age, children should learn to communicate with those who have some problems, to treat them as equals. I was pleased when, while preparing to celebrate his birthday, my son said that he wanted to invite Lisa, a girl with Down syndrome.
The child comes here with pleasure, he does not need to be forced, begged. I’m glad he likes it. Here he does not just spend time, but develops, learns a lot of new things, every day is full of some significant events. On the way home, he always shares his impressions and he has something to tell. The events that are organized in kindergarten are always exciting, memorable, each has some kind of zest. And it is interesting not only for children, but also for adults. Parents and teachers willingly take part in the holidays. Even my eldest daughter, who is 10 years old, comes to kindergarten with pleasure. Here you can play all together.
– This is the only kindergarten, – Lisa’s father, a girl with Down syndrome, joins the conversation, – where my child was accepted without any questions. We travel here from Lianozovo, as there are no such institutions there. In kindergarten, my daughter learned to communicate with other children, just to communicate is very important. Children accept it as their own, not distinguishing it from others. No one points a finger at her.
– We were lucky that we found such a kindergarten, – says the grandfather of one of the pupils. – My grandson is a hyperactive child, he cannot sit still for a minute.
In kindergartens, where we used to go, he always had difficulties. The teachers constantly scolded us, grumbled, made comments. When they moved to another kindergarten, the teachers sighed with relief: finally, he was taken away. There are no such problems here. Educators have managed to find an approach to the baby, they know how to direct his hyperactivity in the right direction, how to interest him.
– A small cell of professionals with great potential has been created in this kindergarten, – adds Sergey Golyshev, the father of a boy with special needs. – A small image of society. It’s nice to be able to help children with problems.
Nina Mikhailovna Iovchuk, Professor of the Moscow City Psychological and Pedagogical University, Doctor of Medical Sciences, specialist of kindergarten No. 1465, not only works in this educational institution, but also brings her grandchildren here:
– All the children feel good in the kindergarten, they don’t want to leave here. Children who have gone to school return to kindergarten after school. Throughout the time that my grandchildren attend kindergarten, I have never heard from them the word “abnormal”, “fool”, and even more so “down” in relation to children with special needs. They treat everyone equally. I am pleased that my grandchildren are tolerant of other children, they will never point fingers or laugh at those who have any defects. Tolerance must be taught from childhood. Such integrative kindergartens are useful not only for children with special needs, but also for ordinary kids. As an indicator of the need for such children’s institutions – the queue in our kindergarten. It exists not only for children with special needs, but also for ordinary children. Parents are happy to send their children here.
It is also interesting for teachers to work in integrative kindergartens.
– During my studies, first at college, then at the institute, I did practice in groups for children with special needs, – a young educator shares his opinion, – it was very difficult, I was psychologically tired. Everything is different here. When you see how these children interact with normal children, how they stretch, try to keep up with others, to be better is very pleasant. You see the progress, the results of your work. In integrative groups there is a lot of room for creativity, here you constantly come up with something, you try to find such forms of classes that would be interesting for all children.
– Every child needs a world that would accept him completely and without any conditions, – sums up Maria Mikhailovna Prochukhaeva, head of kindergarten No. 1465. – And such a world exists in our kindergarten. Over the years of work, positive experience has been accumulated, a team of professionals has been created, which includes teachers, psychologists and medical specialists: educators, assistant educators, family psychologists, game therapists, art therapists, neuropsychiatrist, neuropathologist, neuropsychologist, kinesiotherapist, speech therapists, defectologists, masseur. In our kindergarten, specialists work on the principle of an interdisciplinary team, where each specialist uses the methods of related specialties, complementing each other. The integrative kindergarten model has proven to be effective. It is attractive to children, parents and professionals. We have accumulated rich material, published books on the experience of integrative groups. We believe there is great value in these ideas, and our great integrative need is to spread these ideas as they develop.
“Childhood in the world of the future”
The project under this name was presented to the jury by the team of kindergarten No. 1938. The employees of this institution are always on the lookout, they study world experience, advanced methods, try to take all the best and apply it at home.
In 1995, the Green Door Center for Early Socialization was opened on the basis of the kindergarten. His work was based on the ideas of the Green House of the famous French pediatrician and child psychologist Francoise Dolto.
“Green Door” is open to children from birth to 4 years old and their parents, everyone can come here – admission is free. Here the kids get their first social experience, communicate, play. In the center, the baby is accepted as a separate independent unique personality. Coming to the “Green Door” for the first time, the kids get acquainted with the rules of stay.
“Usually, children easily and quickly understand that they need to follow certain rules, they need to eat only in a place specially designed for eating, they can’t drive cars to places where those who don’t ride them go,” says Anna Georgievna, head of the kindergarten Kadalov. – It is also natural for a child to perceive that the desire to take this or that toy can be not only from him, but also from another. And life in society begins with respect for oneself and for another, with the ability to solve a problem not wordlessly – with fists, force, but in a human way – with a word.
The stay of the baby in the “Green Door” in the future helps him to painlessly adapt to the kindergarten due to the gradual separation from the family.
Parents in the “Green Door” have the opportunity to communicate with their own child, observe other children, how their child’s relationship with peers develops, get answers to difficult questions of education, the center’s specialists are always ready to help parents better understand their children, understand accumulated problems, correct the difficulties in relationships.
– Adults utter monologues – usually about themselves, – says Anna Georgievna. – Not understanding that the child needs communication. It doesn’t matter that he is 3 months old. He understands everything, he lacks only the speech apparatus. A person can develop normally only when interpersonal relationships are built – primarily with mom, dad, in the family. And in the “Green Door” they find other people. Thus, trust in people in general is created.
For more than ten years of Green Door’s work, it has been visited by thousands of children and parents, not only from residents of nearby areas, but also from other cities. People come here for experience, advice, support. In our rapidly developing world, parents do not always have the wisdom to figure out the emerging problems of education themselves. The experience of the “Green Door” shows that counseling centers are needed where parents can receive qualified assistance.
Kindergarten №1938 believes that kindergartens of the future can use different forms of work.
– The kindergarten of the future should use advanced technologies, – Anna Georgievna Kadalova is convinced. – The Internet and other electronic media provide ample opportunities for raising children today. As part of the project, we plan to open our own portal. Parents will be able to communicate in the forum, because it often happens that they simply have no one to discuss the problems of education with, here they can ask questions to specialists, often many are embarrassed to seek advice from experts.
We have qualified staff who are always ready to provide support. Parents of children who go to our institution will have personal diary pages, on which we propose to record the most significant events in the life of the child. Getting to know them, educators and specialists will have an idea of what the baby is doing at home, what is interesting to him, they will be able to find an explanation for the child’s behavior, for example, what the baby is excited about. In turn, the specialists will make notes about what the child did during the day in kindergarten, which should be paid attention to. For example, find out why the child did not sleep, and together try to understand the problems that arise in connection with this. Constant close cooperation between parents and teachers is essential.
26th – out of competition
In the area of Yuzhny Chertanovo, the situation with kindergartens is favorable, there are no queues, and the baby can be freely enrolled in a children’s educational institution. Unless we are talking about kindergarten No. 26. He is very popular with his parents. There are more than 250 people in line.
– The fact is, – says one of the mothers, – that the children feel good here, they feel at home, and parents can come here with any problem. For example, we were expecting a second baby, but the first child was very zealous about this. He didn’t want to put up with the fact that he would have a brother or sister, he kept saying that we didn’t need anyone else. Fortunately, experts helped, suggested how best to act in this situation, how to find the right words. Our issue has been successfully resolved. And of course, we didn’t even have questions about which kindergarten to send our second baby to – we already signed up in the queue.
– We decided to take our child to kindergarten when he was two years old, – says Dasha’s mother. – There were no problems with choosing a kindergarten. One has only to talk with other mothers from our district, they will definitely recommend the 26th. We started with the short stay group. My first education is a preschool teacher. I was a little scared to send the baby to kindergarten, I knew what difficulties children face in preschool institutions during the adaptation period. But there were no problems. My daughter enjoys going here.
Already at the age of two we were offered to study English. I was skeptical about this idea, I thought that it was too early to study a foreign language at the age of two. That’s funny. But we decided to try anyway. To my surprise, after a few lessons, the girl began to call the surrounding objects in English.
I am glad that children get used to order from an early age. I was also taught that all classes and activities should take place in a group, where children sleep, eat, play. It’s not like that here. For each type of occupation there is a specially designated place: a dining room, a room for games, drawing classes. Children do not sit as canned in a group, but move freely around the territory of the kindergarten.
Svetlana Arsenovna Kostenko takes her youngest daughter to the 26th kindergarten.
– 26th in the ranking, the first, he is out of competition, she says. – My girl is sweet and tender. I remember that I was worried about how she would get used to kindergarten, how to communicate with nannies, educators. The first educator, he is like the first teacher, a lot depends on him. Everything worked out well for us. My daughter goes to teachers as close people, they, in turn, are affectionate and attentive to her. I have no complaints, only words of gratitude. It is surprising the patience with which nannies and educators treat children, they have a kind, maternal attitude towards other people’s babies, only those who truly love children and come to work at the call of their hearts, and not on duty, can do this. As you know, in children from 2 to 3 years, the period: I myself. And educators treat this with understanding, despite the fact that in groups of 12-15 people, and everyone needs attention. There was a time when my daughter decided to dress herself. I consider it normal when children going for a walk need to be dressed quickly. But my daughter, who was fiddling with her sandals, trying to fasten them on her own, was patiently waited until she herself gave up and asked: help.
There is a wonderful preparation for school in this kindergarten. Some parents believe that it is not worth tormenting children, forcing them to study at an early age. In my opinion, with the child you need to engage in activities that are interesting to him. Here, this principle is fully implemented. If the kid does not want to learn letters, no one will force him.
– My children have a very serious disease – autism, – the mother, having taken the floor, is unable to hold back her tears. – Where to go with such a problem? You can stand in line at the clinic for years. Specialists who can help need to pay crazy money. I cant. Yes, and medication does not always help. In addition to medicines, the child needs care, communication, attention. All this my children receive in kindergarten. One of my children is 6 years old. He is very bad at making contact. But there are already some successes. He goes to this kindergarten with pleasure, and even pulls me here.
In some structures where we turned for help, they say that there is absolutely nothing to hope for, but here – that you need to work with him and love him. If the kindergarten wins the competition, I will be happy. Not only for my children, but also for others who will find help here. It is important that it is nearby, because such children are difficult to transport.
– My son cannot walk, – says the mother of one of the pupils, – here he enjoys drawing.
“RODINA” for children
– We learned about the competition “Kindergarten of the Future” recently, – says Margarita Andreevna Selis, Head of Kindergarten No. 26, – but we have such rich experience, such developments, so that in a short time we were able to summarize everything, combine and present the project , which is called “RODINA” – Russian Open Children’s Integrated Scientific and Practical Association.
The name of the project is not accidental. Russian – because it included all our experience, all the developments in spiritual and moral education.
Open means that any family can apply to us for advice and support. Now we are preparing to open an early intervention service, we need it to make our consultations more accessible to more parents.
Children’s – because we work for children and are ready to solve all their problems.
Integrated – because we have a very large block of additional education, a serious psychological service. Coming to us, children with their parents can now choose an individual development path, together with specialists, determine what is most interesting for the baby, what he likes to do. And depending on his inclinations and abilities to determine the classes that the baby will attend. Scientific – because it is impossible to imagine the kindergarten of the future without science. Scientific developments, recommendations are the necessary nourishment for development. The Association is the union of all the services and structures that we have, plus continuous cooperation with parents.
And of course, the very word “motherland” is of great importance for kindergarten No. 26. Here, much attention is paid to patriotic education, the study of Russian folk culture. Without knowing the history, traditions, culture of your people, you cannot become an educated person.
Since 2004, under the leadership of Irina Aleksandrovna Kachalova, an experimental site “Pedagogical support for children’s activities based on traditional national culture” has been operating on the basis of a kindergarten.
– We came to the creation of a kindergarten model with an ethno-cultural component, – says Margarita Andreevna Selys, – we are doing in-depth work on the study of folklore, traditions of the Russian people. We are constantly working in this direction: in the classroom, we organize excursions to museums.
Experimental work provides ample opportunities. A single creative team has formed in the kindergarten, where everyone is ready to cooperate with each other, jointly solve any problems. Specialists have developed a number of copyright programs.
– In our view, the kindergarten of the future, – sums up Margarita Andreevna Selis, – should become a scientific and methodological center, in which professionals provide assistance and support to both normally developing children and children with any deviations.
What is possible in Teka Dom
Kindergarten No. 2356 of the Southern Administrative District submitted the project “Teka House. Opportunities, technologies, experience of practical implementation”. “Our project was born a long time ago,” says Marina Alexandrovna Makarova, head of kindergarten No. 2356. – A variety of “Teks” have existed in our kindergarten for more than a year: a toy library, a legoteka, an isotheque, a video library, etc. We liked the idea of saturating the space with various “techs”.
– All the “teks” work in the garden during the day, – Evgenia Solomonovna Shabalina, the senior teacher of kindergarten No. 2356, joins the conversation, – the workload of the children is large, the curricula are scheduled. We take care of children all the time, control. Each step must be programmed. In this routine, we often forget about the personality of the baby. There is a need for a space where the child can express himself. Software content must be transferred to the game. It happens that you just start playing with children, but time is running out, you need to complete the program. It is possible and necessary to teach through the game, not to turn a kindergarten into a school. For example, you can simply tell children about insects. Or you can go to the video library and show them a movie. The video library expands educational opportunities. And with what pleasure children go to the theatre. There, children have the opportunity to play any role: to be Cinderella, Batman, the Snow Queen. The theater frees the child from negative emotions, gives freedom, liberates, you can even get rid of some negative character traits, develop a new model of behavior, learn to solve your problems on your own.
The project found understanding among parents as well. They are happy to take the kids to various “tekas” and willingly work with children there.
– My children have been going to kindergarten for more than five years, first the eldest, then the youngest, – says the father of one of the pupils. – I realized during this time that enthusiasts work in the kindergarten, who invest all their energy and soul. With this approach, any project that is implemented is doomed to success. You can do anything: buy furniture, toys, invest a lot of money, but if you formally approach the duties, the project will fail. What captivates me in this project is that a holistic holistic approach to education is being formed here. It is at an early age that the main points of personality development are laid. In my opinion, the idea of personality development in a playful way is interesting. Children are happy to participate in games, revealing their creative abilities. Another important point is working with parents. A child learns something in kindergarten, and when he returns home, he encounters other requirements, with a different approach. Parents and educators should work in close cooperation, for this a counseling center is needed.
– We perceive parents as our colleagues, – confirms Marina Alexandrovna Makarova, – after all, we have common tasks: by joint efforts to create the necessary conditions for the development of children, to make childhood happy. We try to teach parents how to properly use the material that is in kindergarten, to convey to them that the baby needs communication and attention. Early childhood education is the foundation. It’s no secret that many parents bring their kids to kindergarten as if they were in a storage room. Give in the morning, pick up in the evening. So? Many people prefer to go shopping with their kids. Is it interesting for children there, do they need it? Our task is to teach parents how to properly communicate with the baby, so that they are not lazy, stay with their children in kindergarten.
Summing up
So, all projects were reviewed and studied in detail. It was necessary to count the points and determine the winners. They were Kindergarten No. 26 of the Southern Administrative District, which presented the project “RODINA” and Kindergarten No. 1465 of the Central Administrative District, which developed the project “Integrative Kindergarten – Kindergarten of the Future. ”
– I think that the results of the competition are natural, – sums up Nikolai Evgenievich Veraksa. – And among the preliminary applications, and among all the submitted projects, and according to the impressions that the experts in kindergartens received, preschool institutions-winners stood out, their projects are the most promising in terms of the development of preschool education. These institutions build a special type of relationship between the teacher and the child, between the teacher, the child and the parents. In addition, the winners have certain educational technologies. The competition showed that a kindergarten specialist of the future should be trained a little differently than now, he should know not only preschool pedagogy and methods, but also psychology, elements of defectology, and have the skill of diagnosing children. And the emphasis should be on the training of specialists.
The first competition was held in a short time, not all children’s educational institutions that have interesting developments and ideas presented their projects. In the future, we expect that the competition will become traditional and the number of participants will increase.
Kindergarten No. 98 Saratov
М We are glad to daily virtual communication with you!
Our website is primarily addressed to those who are interested in the harmonious and comprehensive development of their child, who are ready to share their experience and talk about the difficulties of raising and educating a preschooler, who wish to cooperate with qualified specialists.
On our website you can find out:
:
- the latest kindergarten news;
- about the life of children in a group;
find:
- information about the kindergarten and programs implemented by the teaching staff for the upbringing and education of preschool children;
- advice from kindergarten specialists;
- visit the photo gallery;
- ask your questions about the upbringing and education of children to kindergarten employees.
We hope that the site will be in many ways useful to both the parents of the pupils of our kindergarten, and to all-all-all!
Children should live in the world of beauty, games, fairy tales, music, drawing, fantasy, creativity.
VA Sukhomlinsky
This is a light and cozy house. This house has bright toys, interesting books, comfortable furniture, modern equipment. The Kindergarten of the Future is a second home, a child’s family, a fairy tale… And the children in the Kindergarten of the Future are met not by random and indifferent people, but by educators and teachers who live in the interests of children, in love with their work.
Teachers of preschool institutions are competent highly qualified specialists who keep up with the times and love children, treat each child with attention, provide an opportunity for kids to realize themselves, based on their interests, needs and inclinations. These are erudite specialists mastering new technologies, innovative forms of work. These are creative people who share experience, knowledge and skills with children in the game, give freedom, encourage initiative and direct their skills to reveal the child, to develop his personality.
Children are emotional and impressionable, their memory is able to “imprint” events, seemingly insignificant, and keep them all their lives. The remarkable qualities inherent in every child – his activity, desire for independence, perseverance – develop the character of the child and sometimes determine his fate.
Our modern girls and boys, those for whom play is a vital necessity and a condition for development, are actually learning how to play constructively. The very quality, the very essence of children’s play has also changed: it has become somehow sad, aggressive, individualistic.
In creating the Kindergarten of the future, the main thing is to create conditions for the game. Preschool age is a unique and decisive period in the development of a child, when the foundations of personality are laid, will and voluntary behavior are developed, imagination, creativity, general initiative are actively developing, and all those most important qualities are formed not in the process of training, but in the main activity of a preschooler – play.
I believe that every kindergarten will be unique in the future. Happy people will work there. The profession of a teacher will become more prestigious, he will have to be able and master all modern methods, techniques and technologies for working with such equipment. And also, the Kindergarten of the Future will teach adults to play – teachers and parents. Then it will be much easier for children to live in this complex world.
Summing up, I want to say that the kindergarten of the future is a huge house, which will contain all the innovations of the modern information technology society, providing an opportunity for the full development of the individual and preparing children for life in the new scientific and technological world, developing and not standing still.
Now there is a lot of talk about how the Kindergarten of the Future should be. The kindergarten of the future cannot be imagined without a good teacher. An educator is a person who nourishes the soul, heart of the child, his consciousness, contributing to the growth of the best human qualities and shaping the inner world of a person. Without a good, wise upbringing, Man cannot grow up.
Most likely, this is a kindergarten, where the child is given more freedom: freedom of choice in self-expression, in a developing environment, in communication, in directions of development (you cannot do without the help of parents).
It seems to me that every kindergarten will be unique in the future. Everything about it is special! Even the building itself is eye-catching. You want to enter it, and when you enter, you want to stay here. Everything around attracts the eye: walls, windows, surroundings. It is equipped with the necessary equipment – sports, medical, correctional.
Game lives here. In the kindergarten of the future, the entire educational process is built in the form of a game. All teachers know how to play, and in play activities they teach children the necessary skills. Space for play and privacy. After all, how often there is no place left for a small secluded corner. In my opinion, in addition to the sports and music halls already existing in children’s institutions, a creative hall and a swimming pool will become an indispensable addition.
In kindergarten of the future everything will be done for the child and for the sake of the child.
Kindergarten No. 3 city of Ukhta
Welcome to the official website of
Municipal Preschool Educational Institution
“Kindergarten No. 3 of a General Developing Kind”
9027!
ATTENTION, DEAR PARENTS!
accounting department of kindergarten No. 3 located in kindergarten No. 4
phone number of accounting department 74-81-74.
Dear parents (legal representatives) of pupils!
For the safe and comfortable stay of children and employees in the kindergarten, you need to follow simple rules.
To exclude unauthorized access of persons to an educational institution, it is necessary to close doors and gates when entering and leaving the kindergarten. When entering the building, be vigilant and not let strangers through (or report them to the employees of the preschool educational institution).
Bring, hand over the child to the caregiver and pick it up in person. It is impossible, without notifying the teacher, to pick up children from kindergarten, as well as entrust this to children under 18 years of age and persons in a state of intoxication. If you do not have the opportunity to pick up your child from the garden, you need to write a power of attorney – permission for a trusted person.
Do not leave unaccompanied or supervised children in vestibules, the territory of the institution.
If you are running late, please contact your caregiver. With the doors closed to the groups, go to the main entrance and use the bell.
REMEMBER
Access to the territory and building of the preschool educational institution is allowed: employees, pupils and their parents (legal representatives). Representatives of the families of pupils or other persons may be admitted to the kindergarten during the day upon presentation of an identity document, with obligatory fixation in the visitor registration log.
Thank you for your understanding, dear parents!
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Why does a child need kindergarten
Why does a child need kindergarten? How important is it for a child to communicate with peers from an early age? Dealing with the complexities of parenting.
Mother’s care is the main thing in the life of a baby. Until the age of 3, a child constantly needs a mother. As the child grows, it expands its living space and social circle, more contact with the outside world. The mother’s arms are getting tighter. In order for the physical, intellectual, emotional development of the child to be harmonious, he needs interaction with peers, correct and systematic training, a certain amount of independence, and sufficient activity. All this is fully provided to the child in kindergarten. Childhood is the time when the foundations of health, personality, and intelligence are laid.
Why do we need a kindergarten?
Sometimes parents doubt why they should send their child to kindergarten. This question is especially often asked if the mother is a housewife, grandmothers live in the family who are ready to “sit” with their grandchildren, or there is an opportunity to hire a nanny. “What is the importance of a son or daughter growing up without peers,” they say.
Communication with adults will not replace the child’s contacts with peers, the experience of building relationships in society. For proper development, the baby must master different models of relationships. Classes with parents are a weak alternative to learning from experienced teachers who know the intricacies of child psychology and the peculiarities of the perception of knowledge depending on age. The importance of kindergartens cannot be overestimated. After all, the successes of an adult, like his problems, come from childhood.
The main benefits of kindergarten:
active, versatile communication and learning to interact in a team;
acquisition of new skills;
identification and diversified development of abilities, correct development;
balanced baby food;
teaching discipline and independence.
About tasty and healthy food
What is better: mother’s homemade pies and pancakes, sweets from a loving grandmother or a complete, balanced diet compiled by experienced nutritionists? The answer is obvious. In the family, the child is often pampered, fed with delicious, but unhealthy food: chocolates, lollipops, cakes, ice cream. There is little benefit from such products. Children’s health suffers from excess sugar, dyes and fat. In the garden, the child will receive the necessary calories, vitamins and trace elements in strict accordance with the needs of the body and the recommendations of nutritionists.
Kindergarten with correct regimen
Do they strictly observe the correct regimen of the child’s day at home? Does your child often stay up late watching TV? Do adults obey “from the first word”? Parents are aware of the importance of a clear schedule in the life of the baby, but do not always find the strength to comply with it. In the garden, the teachers adhere to the established routine, constantly maintain discipline. A child who is used to doing everything “by the hour” will later find it easier to adapt to strict school rules.
“At home” children are often deprived of sufficient activity. They spend a lot of time indoors watching cartoons and playing games on their tablet. Such activities are not beneficial, the child’s body needs movement. In a preschool institution, exercises are carried out with the kids, they are given the opportunity to run and frolic on a walk, organize relay races and sports competitions.
Developing the right way
Well-meaning parents often strive to make their child a boxing champion, a polyglot, a brilliant mathematician, or a virtuoso violinist. Sometimes a child does not have a free minute just to play with his favorite car or doll, his time is scheduled in seconds. In the garden, educators know what a child’s body needs at a certain age, how much time he should learn new things, how much to play and relax.
In pursuit of fashion, parents give their children to swimming, ballet, horseback riding, English or Chinese, without regard to the inclinations and desires of the child. The child’s mind is not prepared for the perception of complex information that moms and dads are trying to impose on him. In a preschool institution, teachers are able to discern in the baby the ability to be creative, learn languages or play sports. If the kid is torn to the easel and paints, they will give him the opportunity to draw, but they will not force him to learn the scales for hours.
Homework with a child is usually irregular and unsystematic. The kindergarten has developed a program for the development of children of different ages and their preparation for school. Boys and girls will not only learn letters and numbers, master the skills of reading, modeling and drawing, but will learn to work independently and consistently, the ability to achieve their goals.
The strength of the team
At home, the baby gets a certain role. He is either a “silly fool” in need of constant guardianship and teaching, or a “king and god”, all of whose whims are instantly fulfilled, or “hope and pride”, designed to embody the unrealized dreams of adults. In the team, the child is one of many peers. Here he can be himself, communicate with different children, learn to find a common language with everyone and defend his position. Attending a kindergarten is necessary for the development of the right communication skills, behavior in society.
How children’s development is taken care of “with us” and “with them”
The importance of kindergartens is recognized all over the world. In different cultures, they understand what the team gives the child. The first kindergarten was organized in Scotland at the beginning of the 19th century. Innovation came to Russia in the 60s of the last century. Today in the Russian Federation there are about 60,000 preschool institutions. The upbringing of the child is carried out in accordance with the programs developed by teachers, doctors, psychologists.
In the USA, babies are admitted to the nursery from 1.5 months, in South Korea, Japan, the Netherlands, Israel – from 3 months. In Germany and Sweden, they go to the garden from the age of 1. In France, compulsory attendance at preschool institutions by children from the age of three is legally enshrined.
In Russia, the law allows you to take a child to preschool from 2 months. In our country, on average, 65% of boys and girls are covered by collective preschool education.
So to be or not to be a child in kindergarten?
Parents make the final decision on whether a child should go to kindergarten. After weighing all the pros and cons, dad and mom usually come to the conclusion that you need to start joining the team from an early age. It is important not to miss the moment when the child is ready for independence and is able to easily accept changes. It is more difficult for older boys and girls to do this: the child develops persistent habits, character traits.
If you choose a preschool institution wisely, going to kindergarten will become interesting, useful and fun for your child, and parents will be happy to watch the success of their son or daughter.
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GIS EO “Electronic services in the field of education” http://giseo.rkomi.ru:81
Information on the site is posted in accordance with:
- Federal Law of December 29, 2012 N 273-FZ (as amended on August 03, 2018) “On Education in the Russian Federation” 900 90 20
- Decree of the Government of Russia dated July 10, 2013 No. 582 “On approval of the Rules for posting on the official website of an educational organization in the Internet information and telecommunications network and updating information about an educational organization”
- Order dated May 29, 2014 No. 785 “On approval of the requirements for the structure of the official website of an educational organization in the information and telecommunication network “Internet” and the format for presenting information”
- Letter from Rosobrnadzor dated March 25, 2015 No. 07-675
- Appendix to the letter of Rosobrnadzor No.