How the child will feel
climbing the first step of the ladder of knowledge, what he will experience,
His entire further path to knowledge depends.
V.A. Sukhomlinsky

A child's entry into first grade is one of the most important and exciting events in the life of every parent. Therefore, it is necessary to approach this issue seriously: choose a good school, be sure to get to know the teacher. After all, it is in elementary school that the desire to learn and learn new things, the ability to assimilate material, the ability to find a common language with peers is formed, the further development of certain abilities (technical or humanitarian) and much more occurs. It is very important to pay attention to another issue - the training program or educational and methodological complex (EMC) according to which the child will study. Since using these textbooks and workbooks, he and, possibly, his parents will have to master the material and gain basic knowledge. And their quality will determine how easily and quickly the child will get involved in the learning process, and what knowledge he will come to secondary school with.

Currently, the order of the Ministry of Education of Russia dated December 28, 2018 is in force. N 345 ​​“On the federal list of textbooks recommended for use in the implementation of educational programs of primary general, basic general, and secondary general education that have state accreditation.” The federal list of textbooks (hereinafter referred to as the list) includes textbooks recommended by the Scientific Methodological Council for Textbooks created by the Ministry of Education and Science of the Russian Federation, based on positive expert opinions based on the results of scientific, pedagogical, social, ethnocultural and regional examinations and meeting certain requirements.

The federal list of textbooks includes (all or selectively) completed subject lines of textbooks that are part of the following educational and methodological complexes for primary schools:

School of Russia	1 class	2nd grade	3rd grade	4th grade
Perspective	1 class	2nd grade	3rd grade	4th grade
Primary school of the XXI century	1 class	2nd grade	3rd grade	4th grade
Promising Primary School	1 class	2nd grade	3rd grade	4th grade
Planet of Knowledge	1 class	2nd grade	3rd grade	4th grade
Harmony	1 class	2nd grade	3rd grade	4th grade
RHYTHM	1 class	2nd grade	3rd grade	4th grade
Primary innovative school	1 class	2nd grade	3rd grade	4th grade
School 2000 ... (mathematics L.V. Peterson)	1 class	2nd grade	3rd grade	4th grade
System of L.V. Zankov (publishing house "Developmental Education")	1 class	2nd grade	3rd grade	4th grade
Spheres (Prosveshcheniye Publishing House)	1 class	2nd grade	3rd grade	4th grade
(Publishing house "BINOM. Knowledge Laboratory")	1 class	2nd grade	3rd grade	4th grade

The list does not include the textbooks of the following teaching materials:

School 2100	1 class	2nd grade	3rd grade	4th grade
D.B. Elkonin-V.V. Davydov system (VITA-PRESS publishing house)	1 class	2nd grade	3rd grade	4th grade
System of L.V. Zankov (Publishing house "Fedorov")	1 class	2nd grade	3rd grade	4th grade
Dialogue	1 class	2nd grade	3rd grade	4th grade

It should be noted that educational organizations have the right to use purchased textbooks from the federal list of textbooks, approved by order of the Ministry of Education and Science of the Russian Federation dated March 31, 2014 N 253, for three years.

Feature The listed educational programs for primary school is that they include educational and methodological kits (TMK) in all or several subjects of primary general education (for example, Russian language, mathematics, literary reading and the world around us, etc.). Each program or training system has its own goals, objectives, principles and features, which can be found in detail in the explanatory notes. Information can be found on the official websites of elementary school programs or publishing houses that produce this or that educational complex. Each program or training system has its own scientific supervisor, as well as a team of authors working on the creation of teaching materials. The educational and methodological set usually includes: textbooks, workbooks, visual and teaching aids, independent and test work, multimedia applications, methodological recommendations and lesson plans.

In addition, there are completed textbook subject lines , which are not included in the teaching materials of the previously listed primary school systems and programs, but are also included in the federal list of recommended textbooks.

In connection with the transition of educational institutions to the new Federal State Educational Standard for Primary General Education (FSES IEO), starting from the 2011/2012 academic year, all primary school educational programs were finalized, textbooks passed the State Examination for compliance with the second generation Federal State Educational Standard.
Significant feature All educational programs for primary schools have become aimed at developing in students universal learning activities (UAL) as the basis of the ability to learn, to include children in educational activities when studying all school subjects. The main principle of modernizing textbooks is to strengthen the orientation of educational material, ways of presenting it, and teaching methods to maximize the inclusion of students in educational activities. Thus, all programs and training systems are aimed at achieving the educational results defined by the Federal State Educational Standard of the NEO, and the implementation “Concepts of spiritual and moral development and education of the personality of a Russian citizen” .
Thus, there are no “bad” and “good” programs. All of them are approved by the Ministry of Education and are designed so that by the end of primary school children receive the level of knowledge required by the state standard, that is, the mandatory minimum. And the developmental education system is no better or worse than the traditional one. Moreover, today almost all primary school programs implement the ideas of developmental education. Tasks of increased complexity, which are associated only with developmental systems, are included in all sets, but are not mandatory for mastering. In fact, each learning system is designed for a certain mindset, or, in other words, a way of perceiving and mentally processing information. And these processes are individual for each child. Authorship is manifested in the ways of presenting material, additional information, and organizing educational activities.

Almost all proprietary educational programs have both advantages (which are actively discussed) and disadvantages (information about which is less accessible). If a teacher has been trained, certified, interacts with methodologists and has access to manuals, the likelihood of obtaining a high-quality result is higher. The programs are designed so that in four years of study the child will receive all the basic knowledge. However, the material is presented and distributed over the years in different sequences. In addition, some programs are overloaded with materials that children (and sometimes parents) understand and master with great difficulty. And the final tests for the quarter and for the year are all written the same. And here a lot depends on the teacher. It is good if the school maintains programmatic continuity between the primary and secondary levels, and subject teachers work together. Otherwise, having studied four grades of primary school using non-standard textbooks, the child will move to the fifth grade to standard educational “rails” and lose interest in learning.

According to article 28 Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On Education in the Russian Federation" “The competence of an educational organization in the established field of activity includes: ... determining the list of textbooks in accordance with the approved federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, secondary general education by organizations engaged in educational activities, as well as teaching aids approved for use in the implementation of these educational programs by such organizations."
According to the article article 47 Law of the Russian Federation "On Education in the Russian Federation" teaching staff have “the right to choose textbooks, teaching aids, materials and other means of education and upbringing in accordance with the educational program and in the manner established by the legislation on education.”

Thus, today primary school teachers can choose not only an educational program (system), but, first of all, textbooks that create a favorable and comfortable environment for learning, instilling in children a love of learning from the first days of their stay at school. In this case, the teacher has the right to choose teaching materials only in accordance with the approved basic educational program of primary general education of the educational institution. When choosing a program as a basis, the teacher follows it for all four years. In one school, primary classes can study according to different programs. At the same time, one of the classes most often studies according to the educational instructional complex “School of Russia”. Today this is the most widespread educational system. In addition, it is possible to have an educational program consisting of completed subject lines of textbooks that are not included in certain systems and programs. The main condition for selection is that textbooks must be included in the “Federal List of Textbooks Recommended for Use in the Implementation of State Accredited Educational Programs of Primary General, Basic General, and Secondary General Education.”

A little history...

According to Order of the Ministry of Education and Science of Russia dated October 21, 2004. N 93 Primary general education included:
- traditional education system (programs "School of Russia", "Harmony", "School 2000...", "School 2100", "Primary School of the XXI Century", "Classical Primary School", "Promising Primary School", "Planet of Knowledge");
- developmental training systems (L.V. Zankov system and D.B. Elkonin-V.V. Davydov system).
However, over time, the contradictions between traditional and developmental education systems have gradually softened, and at the present stage of development of primary education, all educational and methodological sets are focused on the thesis of the child’s activity in the learning process, on the development of his personality, his cognitive and creative capabilities. The division of textbooks by systems (traditional or developmental) and sets (programs) in the Federal lists of recommended (approved) textbooks was removed from the 2006/2007 academic year (however, then this was stated in additional information from publishers for each textbook), and from 2008/2009 academic year, such information was not included in the lists.

In the Federal List of Textbooks recommended by the Ministry of Education and Science of the Russian Federation for use in the educational process in educational institutions, for the 2011/2012 academic year (Order of the Ministry of Education and Science Russia No. 2080 of December 24, 2010) in the section “Textbooks, the content of which corresponds to the federal state educational standard for primary general education,” four textbook systems were identified:
- "Primary school of the XXI century"
- "Perspective"
- "School of Russia"
- "School 2100"
These systems (educational and methodological complexes - EMC) included completed subject lines of textbooks already in all subjects of primary general education: Russian language, literary reading, mathematics, computer science, the outside world, technology, music, fine arts, physical education, foreign language (English, German, French, Spanish), fundamentals of the spiritual and moral culture of the peoples of Russia (4-5 grades) . A feature of the “textbook system” status was that each subject corresponded to only one completed subject line of textbooks.
Textbooks of the remaining above-mentioned programs or completed subject lines are also included in the Federal list of recommended (approved) textbooks for the 2011/2012 academic year in the sections “Textbooks, the content of which corresponds to the federal state educational standard for primary general education” or “Textbooks, the content of which corresponds to the federal component of the state educational standard of general education".

In the Federal lists of textbooks recommended or approved for use in the educational process in educational institutions that have state accreditation and implement educational programs of general education, for the 2012/2013 academic year(Order of the Ministry of Education and Science of the Russian Federation No. 2885 of December 27, 2011) the division of textbooks into systems (programs) was again absent. Textbooks belonging to completed subject lines were grouped only by subjects of primary general education.

Based on information posted on the official websites of publishers and program authors, and in accordance with the Federal List of Textbooks for 2013/2014 academic year(Order of the Ministry of Education and Science of Russia No. 1067 of December 19, 2012) the following teaching and learning systems could be distinguished:

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

So let's figure it out together and try to understand.

First, there is a pedagogical system and a pedagogical program.

There are only 2 systems: developmental and traditional (see Order of the Ministry of Education and Science of the Russian Federation dated October 21, 2004 N 93). The traditional programs include: “School of Russia”, “Primary School of the 21st Century”, “School 2100”, “Harmony”, “Prospective Primary School”, “Classical Primary School”, “Planet of Knowledge”, “Perspective” and others.

Developmental systems include two programs: L.V. Zankova and D.B. Elkonina - V.V. Davydova.

There are much more programs. In addition to the officially recognized Federal State Educational Standards, there are many experimental systems, as well as proprietary, in-school systems.

There is a Federal list of textbooks, according to which a school can choose teaching materials. If textbooks are not included in the FP, the school does not have the right to teach using them. The list changes every year. If a textbook is deleted from the FP, the school switches to others from 1st grade, and teaches the rest of the children using these textbooks until 4th grade.

Education systems

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

Each system and program has its own author. But this does not mean that all textbooks in all subjects were written by him alone. Of course, a whole team worked on compiling the educational and methodological kit! Therefore, the names on your children’s textbooks will naturally be different. But, despite the “collective creativity”, all textbooks within one program have the same:

Goal (i.e. the result that should be obtained, the qualities that graduates who have studied in a particular program should ultimately have)
Objectives (i.e. those steps by which the goal is achieved)
Principles (i.e., features of the organization of training, presentation of material, choice of methods that distinguish one program from another).
Content (essentially the same educational material that the child will learn during the learning process. For example, the content of education in philology, mathematics, social studies and natural science. In this part of the program, they differ in that some are limited to the state standard minimum, others include various additional knowledge, concepts, literature, as well as the order of presentation of educational material, which is inextricably linked with the principles.)

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

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

Primary school educational programs

The learning process in primary school is based on an educational program developed by educational methodologists and adopted for a given school or individual class. The programs permitted under the Federal State Educational Standard for the 2019-20 academic year, in accordance with the federal list of textbooks, are:

Program "Prospective Primary School" (Akademkniga publishing house);

Program "Planet of Knowledge" (ed. Astrel);

Program "Perspective" (ed. Education);

Program "School of Russia" (ed. Prosveshchenie);

Program on the system of developmental education by D.B. Elkonin-V.V. Davydov (ed. Vita-press);

Program "Elementary school 21st century" (Vinogradova system, Rudnitskaya - mathematics, Ventana-graf publishing house);

Program "Rhythm" (Ramzaeva - Russian, Muravin - mathematics, ed. Bustard)

School 2000 program in mathematics (Peterson, ed. Bean. Knowledge Laboratory)

Program "Spheres" (Ed. "Enlightenment")

Primary innovative school (Russkoe Slovo Publishing House)

Harmony (Published by "21st Century Association")

Program for children with disabilities.

The general development program of L.V. Zankova, School 2100 at the time of 2019 are not included in the FP, but since the list changes every year, they may also be included, so we’ll tell you about them too.

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

“School of Russia” (Pleshakov)

This is the set for elementary school that we all studied with in Soviet times, with some changes.

Goal: education of schoolchildren as citizens of Russia.
Tasks. The main purpose of elementary school, according to the authors, is educational. Hence the tasks:

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

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

Problem-search approach. It involves creating problem situations, making assumptions, searching for evidence, formulating conclusions, and comparing results with a standard.

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

The primary school program “School of Russia” is considered traditional; most children master it without any problems.

Expert opinion

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

I believe that this program is necessary, it was, is and will always be. The traditional program allows you to thoroughly develop the academic skills (reading, writing, counting) that are necessary for successful learning in secondary school. In recent years, interesting educational kits have been published that meet modern teaching requirements (mathematics - author M.I. Moro, Russian language - author T.K. Ramzaev), which are aimed at developing the student’s cognitive abilities.

Our opinion: good consistent and not very complicated mathematics, a logically structured program in the Russian language, but a lot of “water” on the subject of the world around us.

"Perspective"

Scientific supervisor, Doctor of Pedagogical Sciences, Director of the Center for System-Active Pedagogy “School 2000” of the AIC and PPRO, laureate of the RF Presidential Prize in the field of education L.G. Peterson. By the way, her personal textbooks are not included in this educational complex.

The goal of implementing the educational program “Perspective” is to create conditions for the development and upbringing of the personality of a junior schoolchild in accordance with the requirements of the Federal State Educational Standard for primary general education.

Objectives of the implementation of the educational program “Perspective”:

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

The methodological basis is a set of modern methods and techniques of training and education implemented in the educational complex “Perspective” (project activities, work with information, world of activity, etc.)

All textbooks of the “Perspective” system are included in the Federal lists of textbooks recommended or approved by the Ministry of Education and Science of the Russian Federation for use in the educational process in general education institutions.

Mathematics Dorofeev, Mirakova, Buk.

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

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

The program does not have an official website, there is a website of the publishing house old.prosv.ru/umk/perspektiva

Parents' reviews:

The program is too simple, the math is weak, and little time is devoted to writing. At the school the future first-grader was taught according to Peterson, the child learned more than in the entire first grade using “Perspective”. But it’s perfect for kids who didn’t have much to do before school. All topics are “chewed” for a long time by the teacher. Homework is easily completed without parental input except from the outside world. It is used to systematically assign reports or presentations that the child cannot complete on his own; I have to do everything.

Our opinion: the material in mathematics and Russian language textbooks is presented inconsistently. They “chew” simple topics for a long time, after which they give complex tasks on a completely different topic without first studying the algorithm for solving them. There is a lot of “water” around the world. In the textbook, the crafts' technologies have not been verified by the authors; step-by-step instructions and templates often do not correspond to reality.

Promising Primary School

The Standard is based on a system-activity approach.

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

The proposed educational and methodological set “Prospective Primary School” is based on the fact that a child’s EXPERIENCE is not only his age, but also the image of the world that is determined by his rootedness in the natural and subject environment. The EXPERIENCE of the child (the recipient of the educational instruction), which is important to take into account, is not only the experience of city life with developed infrastructure, various sources of information, but also the experience of rural life - with the natural rhythm of life, the preservation of a holistic picture of the world, and distance from large cultural objects.

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

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

Basic principles of the “promising primary school” concept

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

The practical implementation of the principles of DEVELOPMENTAL TEACHING and the principles of STRENGTH and VISUALITY becomes possible through a methodological system, which represents the unity of typical properties inherent in both the methodology of teaching literacy, the Russian language, literary reading, mathematics, and all other subjects. These typical properties, in turn, determine the special structure of the textbook, a single set for the whole.

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

Main methodological features of teaching materials:

The teaching materials for each academic subject, as a rule, include a textbook, an anthology, a notebook for independent work, and a methodological manual for the teacher (methodologist).

Each methodological manual consists of two parts: theoretical, which can be used by the teacher as a theoretical basis for improving his qualifications, and lesson-thematic planning itself, which outlines the course of each lesson, formulates its goals and objectives, and also contains ideas for answers to EVERYTHING asked in the textbook questions.

Publisher's website about the program akademkniga.ru/projects/prospective-primary-school

Our opinion: a simple, quite logically structured program, but in the Russian language some rules contradict what children will learn in 5th grade.

Elkonin-Davydov education system

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

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

• to form in primary school graduates the ability to reflect, which at primary school age reveals itself through:
• knowledge of one's ignorance, the ability to distinguish the known from the unknown;
• the ability, in an underdetermined situation, to indicate what knowledge and skills are missing for successful action;
• the ability to consider and evaluate one’s own thoughts and actions “from the outside,” without considering one’s point of view to be the only possible one;
• the ability to critically, but not categorically, evaluate the thoughts and actions of other people, turning to their reasons.
• develop abilities for meaningful analysis and meaningful planning.

The maturity of these abilities is revealed if:

1. students can identify a system of problems of the same class that have a single principle of their construction, but differ in the external features of the conditions (content analysis);
2. Students can mentally construct a chain of actions, and then carry them out smoothly and without error.
3. develop the student’s creative potential and imagination.

Principles:

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

The subject of learning is general methods of action - ways of solving a class of problems. This is where learning the subject begins. In the future, the general method of action is specified in relation to particular cases. The program is designed in such a way that in each subsequent section the already mastered method of action is concretized and developed.

Mastering the general method begins with objective-practical action.

Student work is structured as a search and testing of means to solve a problem. Therefore, a student’s judgment, which differs from the generally accepted one, is considered not as an error, but as a test of thought.

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

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

In the Elkonin-Davydov system, however, the lack of marks can be daunting. But experts assure that everything is under control: teachers communicate all the necessary recommendations and wishes to parents and collect a kind of portfolio of students’ creative works. It serves as an indicator of progress instead of the usual diary. In the Elkonin-Davydov system, the emphasis is not on the result - acquired knowledge, but on the methods of comprehending it. In other words, the student may not remember something, but must know where and how, if necessary, to fill this gap.

Another feature of the Elkonin-Davydov program: elementary school students learn not only that two and two make four, but also why four and not seven, eight, nine or twelve. In class, the principles of language construction, the origin and structure of numbers, etc. are studied. Knowledge of the rules, based on an understanding of their reasons, certainly stays stronger in the head. And yet, whether it is necessary to immerse children in these jungles from a young age is perhaps a controversial question.

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

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

Developmental education according to the D.B. Elkonina - V.V. Davydova

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

Parents' opinions about the Elkonin-Davydov program:

“We started first grade in 2010 and chose the Elkonin-Davydov developmental methodology. It’s probably too early to talk about the results, but it’s a fact that the program is very serious and you have to work with the child constantly. The main emphasis, it seems to me, is on mathematics. Although my boy is very intelligent, some things need to be explained several times. In principle, we were prepared for this, so we are working on ourselves, so to speak. Anyone who wants to choose this program must be prepared to work with the child a lot."

Program "Planet of Knowledge"

The first set of textbooks and programs for primary schools, which fully implement the state standard - “Planet of Knowledge”. Among the authors are 4 honored teachers of Russia.

Expert opinion

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

A.S. Pushkin, Moscow Natalya Vladimirovna Chernosvitova. – A variety of texts on the Russian language and reading were excellently selected. In addition to good reading texts, interesting questions and developing tasks have been compiled. The child must come up with a fairy tale, think up the text, and make a drawing. Mathematics is interesting because each task leads the student independently to the answer. Not like in the standard program: the teacher explained - the student completed it. Here's a different approach. Let me draw your attention to the fact that there is a soft transition from the “Planet of Knowledge” to the traditional program. For fourth grade students, we introduce tasks from the fifth grade, so, in my opinion, this program has some advantages. As for reading, everyone says in unison: “Children read great.”

I would like to note that, being ahead of the standard program, “Planet of Knowledge” does not overload students. If we take everyone’s favorite mathematics according to L.G. Peterson, it requires a physical and intellectual approach. To study under the “2100 Program” or “Harmony”, the child must already be prepared. “Planet of Knowledge” can be taught to any children with kindergarten training, including toddlers. Children studying according to this program are noticeably different from those studying according to the classical one. These kids are creative. There is only one downside to this program - it is a change for a teacher who has worked in a traditional program for many years. Although special courses are held for such teachers in the Central District.

“Elementary school of the 21st century” (Vinogradova)

Goal: organizing the educational activities of junior schoolchildren in such a way as to provide comfortable conditions for the development of the child in the process of acquiring knowledge, skills and abilities.

• the formation of the main components of educational activity (if we discuss the student’s position, then this is the answer to the questions “why am I studying”, “what should I do to solve this educational task”, “in what way do I carry out the educational task and how do I do it”, “ what are my successes and what am I failing at?
• organizing the educational process in such a way as to ensure a situation of success for each student and the opportunity to learn at an individual pace.

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

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

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

The program “Primary School of the 21st Century” (edited by Prof. N.F. Vinogradova) is one of the most popular today. This is largely due to the fact that the team of authors of the project received, perhaps, the highest award in the field of education - the Prize of the President of the Russian Federation. Today, schoolchildren from most constituent entities of the Russian Federation study under the “Primary School of the 21st Century” program.

One of the main differences between the “Primary School of the 21st Century” program and other primary school projects is the construction of a pedagogical diagnostic system aimed specifically at grades 1 to 4.

This diagnosis does not replace, but complements psychological diagnostics, since it has other tasks and goals. Pedagogical diagnostics makes it possible to determine a student’s readiness to study at school at an early stage. And then - to see how firmly the knowledge and skills have been acquired; whether there really were changes in the development of a particular child, or whether they were quite superficial; what should the teacher’s efforts be directed towards - does the class need a detailed repetition of the material already covered or can it move on.

Pedagogical diagnostics checks not only and not so much knowledge as the process of solving a particular educational task, the way in which the student acts. In this context, such diagnostics have undoubted advantages compared to conventional testing work. Among other things, students feel freer during it, since they are not graded for it. If you carry out this diagnosis regularly throughout all four years of primary school, you can clearly observe the dynamics of students’ progress and come to their aid in time, if necessary.

The program “Primary School of the 21st Century” implements the basic principle of education: the primary school must be natural, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and level of socialization.

Parents' opinions on the 21st Century Primary School program

“We finished studying according to Vinogradova’s program. At first we waited a long time for the children to really start studying. By the second grade we realized that it was not so easy. It also has some disadvantages: a large number of notebooks, which they do not have time to complete. Well, for us Those who studied under Soviet programs do not like everything about their current education, so we find fault with little things."

The educational and methodological set “Primary School of the 21st Century” (edited by N. Vinogradova) is aimed at ensuring “soft” adaptation of children to the new conditions of school life.

Expert opinion

“I’ve been working on this program for three years now, I really like it,” says Irina Vladimirovna Tyabirdina, a primary school teacher at secondary school No. 549 in Moscow. – I’ll be honest, the material is designed for strong, erudite children. What knowledge a student will have when moving on to secondary school depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is important that Vinogradova’s set realizes the child’s right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play (special notebooks are provided “Learning to think and fantasize”, “Learning to understand the world around us”).

School 2000 (Peterson)

A program tested back in the 90s, which was excluded from the FP, and just recently included in it again. Mathematics textbooks L.G. Peterson. Old, proven, consistent. But the program is quite complex compared to the others. It gives a great start to math-minded children. But it is absolutely not suitable for weak children.

In the first grade, the emphasis is on logic, from the second grade they are already studying equations with unknowns, by the fourth grade children are cracking complex equations like nuts and solving examples with any multi-digit numbers and any number of operations, as well as freely operating with fractions.

A huge plus is that the textbooks are sequential from grades 1 to 11 (and if desired, there are even books for preschoolers).

The program is aimed primarily at developing and improving the traditional content of education.
Goal: to ensure the natural and effective integration of the child into society.
Tasks:

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

Principles.

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

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

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

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

The principle of integrity of educational content. In other words, all “objects” are interconnected.

The principle of systematicity. Education must be systematic, correspond to the patterns of personal and intellectual development of a child and adolescent, and be part of the general system of lifelong education.

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

The principle of the orienting function of knowledge. The task of general education is to help the student develop an indicative framework that he can and should use in various types of his cognitive and productive activities.

Features that will allow a child to successfully study in this program: Since the program, as conceived by the authors, has something in common with the Elkonin-Davydov system, all those qualities that were described below will be useful. But since this is still a traditional program designed for the “average student,” almost any child can study successfully using it.

The School 2000 program is designed to teach children to learn independently, organize their activities, obtain the necessary knowledge, analyze it, systematize it and apply it in practice, set goals and achieve them, and adequately evaluate their activities.

Three cardinal and fundamental positions of the School 2000 program:

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

Continuity. "School 2000" is a set of subject courses from preschool education to high school. Continuity is understood as the presence of a consistent chain of educational tasks throughout education, transforming into each other and ensuring constant, objective and subjective progress of students forward at each of the successive time periods.

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

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

Official website www.sch2000.ru

Peterson has strong, logical, consistent mathematics. If you are studying Perspective or Planet of Knowledge, we strongly recommend that you additionally study Peterson with your child.

Spheres

The huge advantage of this program over many others is the continuity of education from grades 1 to 11.

Textbooks:

Primer Bondarenko

Mathematics Mirakova, Pchelintsev, Razumovsky

English Alekseev, Smirnova

Literary reading Kudin, Novlyanskaya

Russian language Zelenina, Khokhlova

Primary innovative school

Also completely new textbooks, untested program. Publishing house Russian word

Mathematics Geidman B.P., Misharina I.E., Zvereva E.A.

Russian language Kibireva L.V., Kleinfeld O.A., Melikhova G.I.

The world around us Romanova N.E., Samkova V.A.

“Harmony” edited by N. B. Istomina

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

Goal: multilateral development of the child, comfortable learning, prepares the child’s thinking apparatus for further learning. Overcoming the differences between traditional and developmental training schemes.

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

Principles: organization of students' educational activities related to the formulation of an educational task, its solution, self-control and self-assessment; organizing productive communication, which is a necessary condition for the formation of educational activities; the formation of concepts that provide, at a level accessible to primary school age, an awareness of cause-and-effect relationships, patterns and dependencies.

Features that will allow a child to successfully study in this program: the requirements for the features of the child’s thought process arise from the connection with the Zankov system stated by the author. But like any traditional system, this program softens the requirements placed on the student by the Zankov program.

Program "Harmony" The training program in the elementary school "Harmony" correlates with the basic ideas of developmental education, and in particular, with the Zankov system.

The goal of the “Harmony” program is the multilateral development of the child, comfortable learning, and prepares the child’s thinking apparatus for further learning. In the process of implementing the “Harmony” program, the child’s understanding of the issues being studied is ensured, conditions are created for harmonious relationships between the teacher and the student and children with each other, and situations of success in cognitive activity are created for each student.

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

Educational and methodological set “Harmony” (edited by N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian language), O.V. Kubasov (literary reading), O.T. Poglazova (the world around us), N.M. Konysheva (labor education)) is successfully practiced in many schools. The methodological equipment of the “Harmony” kit has undergone experimental testing on different scales: at the level of diploma research, which was supervised by the authors of the subject kits, at the level of candidate and doctoral research, and at the level of mass testing in school practice.

Speech therapist's opinion

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

Educational and methodological set in mathematics for four-year primary school N.B. Istomina was awarded the Russian Government Prize in the field of education for 1999.

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

Expert opinion

“This is the second year I’ve been working with children under the Harmony program,” comments primary school teacher at school No. 549 in Moscow, Elena Borisovna Ivanova-Borodacheva. “The children and I really like this program.” I believe that all the material in the kit is well adapted for schoolchildren. Pros: firstly, advanced learning occurs. Secondly, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain to the child the missed topic. The program uses new teaching technologies that allow you to develop your child’s logical thinking abilities. For example, in a word where a student does not know which letter to write, he puts a “window” (author M.S. Soloveichik). Next, the child, together with the teacher, sorts out the questions that have arisen, remembers the rules and fills out the “window”. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics (author N.B. Istomina), problem solving begins only in the second grade, and the tests are offered the same for all grades. The issue of the content of tests and their compliance with programs and training systems is now being resolved.

"School 2100"

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

The main advantage of the educational and methodological set “School 2100” is its deep continuity and continuity of education. Under this program, children can study from preschool age until the end of secondary school (mainly in the direction of Russian language and literature).

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

Firstly, there would be a system of developmental education that prepares a new type of student - internally free, loving and able to creatively relate to reality, to other people, capable of not only solving an old problem, but also posing a new one, capable of making informed choices and making independent decisions ;

Secondly, it would be accessible to mass schools and would not require teachers to retrain;

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

Fourthly, there would be a system of holistic and continuous education.

A technology of problem-dialogical teaching has been developed, which allows replacing the lesson of “explaining” new material with a lesson of “discovering” knowledge. The technology of problem dialogue is a detailed description of teaching methods and their relationships with the content, forms and means of teaching. This technology is effective because it ensures high quality of knowledge acquisition, effective development of intelligence and creative abilities, education of an active personality while maintaining the health of students. The technology of problem dialogue is of a general pedagogical nature, i.e. implemented on any subject content and at any educational level.

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

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

Expert opinion

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

Website school2100.com

Zankov's education system

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

Tasks: one of the most important tasks is to instill in a primary school student an attitude towards himself as a value. Training should be focused not so much on the entire class as a whole, but on each individual student. In this case, the goal is not to “bring up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.

Principles: student independence, creative comprehension of the material. The teacher does not give schoolchildren the truth, but forces them to “get to the bottom” themselves. The scheme is the opposite of the traditional one: first examples are given, and students themselves must draw theoretical conclusions. The learned material is also reinforced with practical assignments. The new didactic principles of this system are rapid mastery of the material, a high level of difficulty, and the leading role of theoretical knowledge. Comprehension of concepts must occur in the understanding of systemic relationships.

Systematic work is being carried out on the general development of all students, including both strong and weak. It is important for schoolchildren to become aware of their learning process.

Features that will allow a child to successfully study in this program: willingness to work at a high pace, the ability to reflect, independently search for and assimilate information, and the willingness to show a creative approach when solving a given task.

Primary education system L.V. Zankova. The concept of the program by L.V. Zankov was formulated in the 60s of the 20th century.

The following provisions remain fundamental in it:

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

The Zankov system is aimed at discovering and assimilating new knowledge;

Of particular importance is the organization of educational material in various forms of comparison, including for setting problem tasks. Textbooks ensure the regular inclusion of such exercises in the student’s learning process;

The educational material is aimed at developing the skills of mental activity: classifying (objects and concepts through the formation of appropriate operations), formulating conclusions, analyzing the conditions of assignments and tasks.

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

Parents' opinions about the Zankov program:

"We study according to Zankov. First grade is quite easy for us. Even with some parents, we are not very happy. The children spent a very long time studying what they already knew. Now they seem to have crossed this stage and are moving on with their studies. Everyone was very scared of what would happen It's hard to learn, but so far we've succeeded."

“Our class completed the 1st year of training according to Zankov.

But... The whole class went to courses for future first-graders, and when the teacher offered the regular program or according to Zankov (I read on the Internet that it was a bit complicated), I asked if the children could cope with it. She replied that they could handle it, but parents would have to help with homework, and most agreed to this program. I helped my son for about six months, and then he began to cope on his own, I just checked. At the end of the year we took tests. Mostly there were 5, a few 4. As the teacher explained to us, in this program children look for solutions in different ways or there may be several solutions. So far the result is good in my opinion. Let's see how it goes."

Developmental system L.V. Zankova is aimed at developing the mind, will, feelings, and spiritual needs of younger schoolchildren, awakening their interest in learning about the wider picture of the world, passion for learning, and the development of curiosity. The task of teaching is to give a general picture of the world based on science, literature, and art. This program is aimed at providing conditions for self-realization, for revealing the child’s individuality and his inner world.

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

Expert opinion

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

“The program is aimed at the comprehensive development of the child, it teaches children to obtain information themselves, and not receive ready-made information,” L.V. adds about the system. Zankova, head of the methodological association of teachers of primary school No. 148 in Moscow, Tatyana Vladimirovna Korsakova. – Upon finishing primary school under this system, children become more liberated; they have approximately three times more knowledge than their peers.

zankov.ru/article.asp?edition=5&heading=26&article=26 - the system is clearly and completely described, you couldn’t say it better

schools.keldysh.ru/UVK1690/zankov.htm

Other programs for elementary school

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

But still, a child can cope with any program if he is helped by his parents or a tutor.

“Our teacher insisted on parent-teacher meetings that the child must do his homework in front of his parents in the 1st grade, because he must learn to work at home correctly from the very beginning. All these programs are difficult, first of all, for parents, because parents will have to delve into , but there everything is still a little different than in a Soviet school. Usually, in schools with developmental programs, weekly meetings are held for parents at which they explain the material that the children are currently studying. In our school there is Elkonin’s developmental methodology. Davydov, but we refused it. We went to the School of Russia precisely for my convenience, because I don’t have the opportunity to be at school so often, I can explain it to her without the help of a teacher. then, I was trying to figure out the math graphs. I thought she was wrong. And my daughter said to me: No, that’s how they explained it to us. You weren’t in the lesson, mom. Well, okay, I think, make a mistake, we’ll see. what they will give you. I looked the next day and the teacher didn’t cross it out. In general, I left mathematics, reading and all drawing to her. She made them while I was at work. And she left the penmanship for herself. This was her weak point. She and I sat all evenings over these copybooks. Sometimes it brought me to tears (mine too). As a result, I wrote the final test in writing without a single mistake or blot, but in my favorite mathematics I made as many as 2 mistakes.”

So, dear parents of future first-graders, no matter what program you choose, study with your children at home, and then the child will cope with any program.

I hope that you and I were able to at least roughly understand what an educational program is and which one is closer to your child. And now we can consciously approach the choice of school, class, teacher. We can roughly imagine what questions to ask in order to assess whether a given teacher in a given school will be able to fully implement the principles of the chosen program... We will be able to properly prepare the child for the start of school, taking into account, if possible, the inclinations and character of our small but personalities. Good luck and great grades for your child!"

Above. It made it possible to teach and raise a child who approached secondary school fully armed.

In the early 90s, the relevant services began to pay special attention to programs. As a result, many options for teaching first-graders were born. Currently, about ten basic programs are offered to help children develop their inclinations. At least that's what it looks like on paper.

According to the Education Law, each school has the right to independently choose one or another program. Parents have the opportunity to choose a training option based on the abilities and level of learning of the child, since there are complex programs, and there are simpler ones.

"School of Russia"

The most traditional school program is the “School of Russia”. It was taught in Soviet times. It is designed for almost all students. Naturally, it was modernized and new knowledge was added to develop logic. At the same time, it is easily digestible. Probably, it is the “School of Russia” that acts as the most universal and best program for most children.

Zankov development program

This program is designed to give the child maximum theory, then at a certain moment he will have a boost in development. The material is given as quickly as possible, in almost all areas of life.

There are no major or minor subjects here. Each lesson is built in the form of a dialogue, there are search and creative tasks. The program is harder than the “School of Russia”. Students must be developed and prepared. If a child has not attended kindergarten, it will be difficult for him to master this version of the program.

Elkonin-Davydov development program

A very complex program aimed at developing theoretical thinking in children. The student is taught to change independently, putting forward simple hypotheses, while looking for evidence and arguments. This is good for memory. Suitable for children who are slightly ahead of their peers in development.

"School-2100"

Teachers believe that this program is designed to teach learning. Many tasks are given that develop logic and intelligence. Many problems are presented in ready-made printed form so that the student can complete them by entering the necessary icons or numbers into the cells.

The system is interesting because it is multi-level, that is, tasks are given separately for strong and lagging children. This approach allows us to take into account the development of each student individually.

"Primary school of the 21st century"

It is a gentle program with a long adaptive period. The authors believe that children adapt to school life only by the end of first grade. Curricula develop thinking and imagination. However, some items can be combined into one. For example, “Gramota” includes Russian language and literature. The program can be suitable for any child.

This program is one of the most painless for children to adapt to school.

"Harmony"

Very similar to Zankov’s program, but a little simpler. The program is designed to develop the child in many ways - logic, intelligence, artistic creativity, emotional abilities. The role of the teacher is to create a comfortable relationship among students in all respects.

"Promising Primary School"

The program focuses on supra-subject competencies, but not on skills, knowledge and logic. For example, mathematics develops logic and intelligence.

The student will not cram theorems and all kinds of axioms. But children will be encouraged to engage in extracurricular activities. For example, first-graders will do 10 hours a year of drawing, just like music and sports. The program is designed for ordinary children and is suitable for most first-graders.

It is impossible to definitely single out the best program, since everything depends on the child’s developmental characteristics and predispositions. To make the right choice, it is better to talk with teachers who will give recommendations. You should not think that by studying according to Zankov’s program, a child will be smarter than the one who chose School 2100. Everything depends on himself and his innate talents and predispositions.

The end of a child's preschool period is another reason for parents to worry. Yesterday's baby goes to school, and in connection with this a huge number of questions arise. Which school to send to, how to enroll in this particular class, which program to choose?.. It was 20 years ago that everyone studied according to the same scheme, textbooks written by the same authors. Today the situation has changed dramatically: schools offer several training programs to choose from. And the task of parents is to correctly determine what exactly suits their child.

Instructions

Take a closer look at your child. In order to choose the right training system for him, you need to understand what he has a pronounced interest in. If you are adherents of the traditional education system, then there are two programs for you to choose from: “School 2000” and “School of Russia”. Of course, small changes affected them too. But in general, these programs are exactly what the parents themselves taught.

The purpose of these programs is to socialize the child and raise children to be true patriots of their country. According to experts, these training programs work successfully even when the child is not yet very well prepared for. This is due to the fact that they both require fairly long periods of adaptation at the beginning of each course.

Among the advantages of these programs, you can highlight the fact that children can learn a systematic and fundamental approach to learning. Teachers develop children’s abilities so that they are able to find a way out of difficult situations, learn to think and make independent responsible decisions in a given case. Of no small importance in these programs is teamwork, which teaches the child to interact with other people.

If you are a lover of innovation and believe that there is no one better than your child, then your best choice is Zankov’s educational program. It is aimed at making the child realize his own value. This teaching principle is suitable for children who do not know how to think and work in a team, since the program is more aimed at personal work with each student. And it is practically not designed to work with the class as a whole.

Another popular program among modern schoolchildren is Elkonina-Davydova. It works “if you drive more quietly, you will go further.” The purpose of this program is not to teach a child to simply memorize certain school postulates that will be forgotten over time, but to show how to search for and analyze knowledge on their own.

Working with this program requires the child to be independent. It is designed for young children due to their characteristics. The teaching principle is based on the fact that first-graders have a more developed sense of curiosity, have a love for building cause-and-effect relationships, and lack categorical judgments. This helps the child’s brain respond more flexibly to learning and more effectively develop the creative abilities of a younger student.

Istomina’s “Harmony” program involves the comprehensive development of a child. The main goal of this project is comfortable learning for the student, which helps the student to gently prepare himself to perceive new educational information. The tasks of a teacher working in this program include the mandatory establishment of harmonious relationships with the student - after all, only in this way can the teacher show the child how to act in a given situation.

Study all the programs offered at schools and choose the one that suits you. After which you can safely enroll in the school or class where the teacher works according to the system of your choice.

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Helpful advice

Remember that all proposed programs are approved by the Ministry of Education of the Russian Federation and have passed the necessary tests. Their main goal is to provide a mandatory minimum of knowledge, adding the author’s presentation of material and organization of educational activities.

Sources:

• How to choose a curriculum in elementary school

Tip 3: Which program is best for elementary school?

Currently, there are more than a hundred programs for primary general education. Each of them can be divided into two categories: traditional and developmental.

Instructions

Program Zankova L.V. is educational and is designed to give every child a holistic picture of the world. This happens through the use of literature, art, and science. The strength of this program is its emphasis on learning mathematical fundamentals. Teachers who work in this program try to pay attention to the development of logic and thinking. The child’s desire for self-development is very important. Kids who do not have the desire to read a lot are unlikely to appreciate this program. The program fully provides children with universal learning activities that they can use at the next stage of education.

“School 2100” is one of the most popular traditional programs. Its main advantage lies in maintaining continuity of education. The system is designed so that a child can continue studying from nursery until entering university. The authors of the program took into account all the age characteristics of children, their leading activities at each stage and, of course, sensitive periods for the formation of certain skills and abilities. The program does not divide children into weak and strong. Each student is offered the full scope of the educational program, and the child chooses for himself how many and which of the tasks he can solve. The program is aimed at developing the child’s adequate self-esteem and the ability to regulate their activities without the help of an adult.

The RHYTHM program is aimed at the individual development of each child. Its main advantages are the inclusion of problematic tasks and situations in the learning process. The child learns to think logically, developing his thinking. While solving practical problems, children not only acquire dry theoretical knowledge, but also begin to understand the essence of the learning process and its benefits in real life. The basis of this program was created based on the works of the great Russian teacher K.D. Ushinsky. The disadvantage of the program is the lack of a smooth transition of textbooks to the level of basic general education.

The Rainbow program is a symbiosis of developmental and traditional orientation. Its main advantage is the emphasis on the creative development of the child. Teachers who use this program try to avoid meaningless memorization of theoretical principles. Much attention is paid to the development of the child’s imagination and speech. The program provides various forms of presenting material: dramatization, film viewing, excursions, round tables.

Sources:

• Primary school programs

A modern primary school offers two systems for educating children: traditional, which includes seven programs: “Russian School”, “School 2100”, “Primary School of the 21st Century”, “Harmony”, “Classical Primary School”, “Prospective Primary School” , “Planet of Knowledge”, and developmental, including two programs: L.V. Zankova and D.B. Elkonina - V.V. Davydova.

Lately some traditional elementary school programs have undergone significant changes, have been greatly improved and can already be considered developmental programs.

Traditional program “School of Russia” - the name speaks for itself. This educational and methodological complex was created specifically for teaching children living in Russia, introducing them to the traditions and culture of their great country. This is a kind of school of spiritual and moral development. The “School of Russia” program is focused on instilling in children such qualities as kindness, responsibility, the ability to empathize and provide assistance in difficult times. It develops among schoolchildren an interest in studying their Motherland, its nature, history, thereby cultivating such an important and rare quality in our time as patriotism.

When creating this program, the authors relied on many years of pedagogical experience in the Soviet and, subsequently, Russian schools. Learning is based on a smooth transition from simple to complex. The program thoroughly develops reading, writing and counting skills, which is the basis for further successful learning.

Textbooks for the Russian School program are very modern, colorful and interesting for children, and perfectly stimulate cognitive activity.

The School 2100 program is the only one of all that is a system of continuous education from preschool age to graduation. According to her benefits, children can study from the age of three until the senior year. The program clearly goes beyond the traditional framework, incorporating elements of an evolving program.

The educational and methodological complex of the School 2100 program is focused on the development of the child as an individual, identifying and developing his creative abilities and interest in learning. Develops in children such qualities as determination, independence, ability to make decisions, ability to analyze, logical thinking, imagination and speech.

Education is based on the fact that basic concepts, rules and conclusions are not given to children in a ready-made form; they must figure them out on their own; the teacher only guides the child in the right direction. That is, children learn to act independently. Many tasks are based on obtaining information from sources other than textbooks.

The educational program "School of the 21st Century" refers to traditional programs, however, it is also developmental in nature. She most gently adapts former preschoolers to a new field of activity for them - studying at school. The training is structured in the form of a game. Most teachers in Russia prefer to study according to this program. The program is aimed at the harmonious development of the individual, at developing motivation for educational activities and self-education. Helps the child understand why he needs to study at all, why he needs to take his education seriously.

By studying this program, children learn to independently acquire knowledge through reflection, analysis, and fantasy. They can evaluate their successes and failures in their studies. The teacher behaves with the children on an equal basis during the lessons, allowing the children to think, debate and, thus, reach the truth.

Each student has the opportunity to study at an individual pace, because the educational material contains tasks of different levels. The set of textbooks includes so-called notebooks for the student’s correctional and developmental work, which can be used for additional work with the child in case of lag and misunderstanding of the material. The focus is not on the correct answer, but on the decision process itself.

A set of textbooks for the program“Primary School of the XXI Century” was awarded the Russian Presidential Prize in the field of education and is the winner of the “competition to create a new generation of textbooks for primary schools.”

“Harmony” is a program that combines traditional education methods with developmental ones. The name suggests that the program is aimed at developing harmonious relationships between teachers and students and between children. The program helps develop logical thinking and creative abilities. Aimed at strengthening the physical and mental health of the child.

The educational material is very interesting, the emphasis is on advanced learning, new promising technologies are used in teaching children of different levels of development. Children do not memorize the rules, but with their own minds, with the help of special exercises, come to the necessary conclusions.

The kit includes textbooks containing a methodological part, so parents themselves can explain the topic to their child at home and help them cope with homework. Children who received primary education under the “Harmony” program are highly literate.

The educational and methodological set in mathematics of the “Harmony” program was awarded the Russian Government Prize in the field of education.

“Classical Primary School” is a traditional program, almost identical to the “School of Russia” program. It differs from it in its set of textbooks. This is the most classic, effective program for primary education developed over the years. It is completely built on traditional methods, but with the introduction of modern scientific pedagogical approaches. Thanks to the gradual study and solid consolidation of reading, writing and counting skills, it gives children a good basis for continuing their education in secondary school. From the first days of classes, the program is aimed at getting children interested in further education.

All textbooks and notebooks are decorated with colorful illustrations. The lessons are filled with various competitions, games and quizzes. Some of the tasks are aimed at working together with parents, thereby involving them in the exciting process of their children’s education. The program helps the child fall in love with the book and teaches how to work with it. Knowledge in the program is not given in a ready-made form, but must be acquired jointly by students and the teacher, that is, the program promotes the development of logical thinking.

The “Promising Primary School” program is the most successful program of all existing ones, suitable for rural schools in which students from grades 1 to 4 study simultaneously in the same room. It contains all the important methods from all existing programs. The program was created taking into account the age categories of schoolchildren, be it a six-year-old first-grader or an eight-year-old, and takes into account the different levels of student preparation. The emphasis is on both the individual activity of the child and the joint work of students, promoting the development of dialogue between them. Teaches you to work not only with the textbook, but also with various reference books. The teacher gives a task to a group of students and then leaves to work with another group. Thus, schoolchildren develop independence, the ability to work and live in a team, that is, to help others, criticize and adequately respond to criticism addressed to them, and be able to explain and defend their point of view.

The program is built strictly on the principle of increasing the complexity of the educational material. With this program, children quickly develop fluent reading, writing and counting skills.

The textbooks are filled with interesting fairy-tale material that helps develop creative thinking, logic and memory. A lot of time is devoted to the physical health of children, teaching the child to cleanliness, order, gymnastics and daily routine. Educational tasks involve parents in completing tasks together.

The traditional “Planet of Knowledge” program is good because even the youngest children can learn from it. The approach to teaching is non-standard and departs from the classic “teacher explains the task, children complete it.” All tasks are developmental in nature. The program is focused on developing children's creative abilities. For each child studying under the “Planet of Knowledge” program, there is his own teaching method that helps him to perfectly master the material. The program stimulates the manifestation of independence, initiative, and helps to see the same subject in different ways.

The set of educational literature is interesting in that before the beginning of each section there is a plan for further training. Thus, the child sees what he will study in the future. Each section, after studying, ends with a test paper and a test sheet, which allow the teacher, as well as the student himself, to test his knowledge of this section. Textbooks contain many tasks of different difficulty levels, which gives students the opportunity to choose a task specifically for themselves. Many exercises are focused on working with reference books and working in a group, developing children's communication skills in society.

Developmental program L.V. Zankova is the complete opposite of traditional programs. It is based on a trusting relationship between teacher and student. The teacher first offers to complete the tasks, and the students must reach the theory with their own minds through various discussions, obtaining information from various sources, reflection and debate. The program perfectly reveals the individual abilities of each child. Focused on awakening interest in learning, developing intelligence and curiosity. Although quite difficult because the learning process is fast paced, at the same time it is very attractive and exciting for children.

In addition to school lessons, the program involves close communication between teacher and children outside of school through joint visits to various cultural events, walks and excursions. Children who studied under the L.V. program Zankova, excellent conversationalists, have a broad outlook and their knowledge is much higher than that of children studying according to traditional systems.

Developmental program D.B. Elkonina - V.V. Davydova is focused on developing strong theoretical knowledge in children, that is, rules and concepts occupy a dominant position here, but they are not given in the form of ready-made truths. Children must reach them themselves through logical thinking, working in a group or individually, debating, arguing among themselves and discussing the results. And only then, with the help of the teacher, draw the right conclusions. The program develops in a child the ability to think deeply and unconventionally.

The program is much richer than ordinary traditional programs. Children trained in it are very sociable, respect the opinions of others, but do not take all words for granted; they require mandatory evidence.

There is little homework in this program; everything is done in the classroom, where the children are busy with interesting work, but at home they relax.

Many textbooks are winners of new generation textbook competitions.

The program is considered difficult, but only because there are very few competent teachers who can work with this program.

This program generates examples from the multiplication table. The solver needs to write down the correct answer in a special field and click the CHECK button. After clicking, the program will display the result.

You can skip tasks by clicking on the example you want to skip, but all gaps will be counted and after clicking on the RESULTS button, the number of correct and incorrect answers, as well as the number of missed tasks, will be shown.

The program will be useful to everyone who wants to repeat and consolidate their knowledge of the multiplication tables.

The program requires a java virtual machine (JVM) installed on your computer.

Subject: Mathematics

The program generates number series of different lengths (up to 12 characters) and displays them on the screen. The user selects the display time of the series and its length. After pressing START, the series is shown and disappears after a specified time, and the user must repeat it. The program is quite easy to use and will be useful for memory development. The program requires java installed on your computer to run.

Subject: Metasubject

Automatic diagnostic analysis. The table presents 4 methods: “Questionnaire for assessing the level of school motivation of N. Luskanova”; “Student survey” (according to N.Yu. Yashina); Methodology “What am I?”; “Attention test” (P.Ya. Galperin, S.L. Kabylnitskaya).

For each method, a table has been compiled with automatic output of results. Points must be entered in gray cells. The findings for each indicator are entered into the Diagnostic Summary Sheet. The archive contains diagnostic materials.

Subject: Metasubject

Target audience: for 3rd grade

Analysis of dictation and grammar assignments in 1st grade with individual diagnostics for each student.

The teacher marks the work; if the student made a mistake, you need to put + from the drop-down list, if there were no mistakes, leave the cell empty. The upper cells are active - you can enter the classification of errors. In individual sheets, the program automatically processes data for each student. The table contains instructions.

Subject: Russian language

The table presents a list of educational achievements that the teacher evaluates in students at the end of the year. A 5-point system is used for evaluation (description attached). A report is displayed for each student after filling out the main table.
The template allows for changes: you can change the class by a quarter, as described in the table. The table was compiled based on the material of L.I. Berdikulova. (the document is included in the archive).

Subject: Metasubject

Target audience: for teachers

Analysis and processing of control cheating in 1st grade with individual diagnosis of each student.

The teacher enters the text of the work in the upper cells; makes a mark for the work; the number of corrections the student made when cheating; indicates errors and the words in which they were made. In individual sheets, the program automatically processes data for each student; if many mistakes are made, recommendations “How to copy the text correctly” are displayed, which can be printed for parents.

The table contains detailed instructions.

Subject: Russian language

Target audience: for 1st grade

Analysis and processing of data on the surrounding world (VPR) in 4th grade. After filling out the table on the achievement sheets for each student, a report appears on the formation of subject and meta-subject results of mastering the main educational program of primary general education.

On the “Analysis” sheet, the mark will be placed only after entering the option number.

Subject: Environment

Target audience: for 4th grade

Analysis and processing of data on the Russian language (RLP) in 4th grade. After filling out the table on the achievement sheets for each student, a report appears on the formation of subject and meta-subject results of mastering the main educational program of primary general education.

After entering the results for each task, the program displays an analysis of the work performed. The number of correctly completed tasks and the names of students who completed each task are displayed. Skills acquired at a high level are displayed on individual sheets for students; skills to look out for.

Subject: Russian language

Target audience: for 4th grade