: traditional and developing. Each has its own programs. Traditional programs include: "School of Russia", "Harmony", "Primary School of the 21st Century", "School 2100", "Classic Primary School", "Perspective Primary School", "Perspective", "Planet of Knowledge". Two programs belong to developing systems: L.V. Zankov and D.B. Elkonina - V.V. Davydov.

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

Learning systems L.V. Zankov and D.B. Elkonina - V.V. Davydov still raises many questions and discussions. There are usually two reasons for this. First, in most modern schools it is impossible to create conditions in which these teaching systems will work as the authors intended. The second is that there are few enthusiastic teachers who are ready to comply with the teaching technology, and without this it is impossible to achieve good results. The structure of these programs does not imply a clear division into topics, there is no usual selection of rules that need to be learned, there are no tasks of the same type arranged in a row. These educational programs involve a completely new approach to the learning process - more creative, requiring activity and curiosity from children. The teacher acts not as a mentor, but as a friend and assistant, guiding the train of thought of children. The purpose of these programs is to teach the child to think outside the box.

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

So, let's look at all the programs.

Program "School of Russia"

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

The program solves the following tasks:

personal development of younger students;
· civic-oriented education of junior schoolchildren;
formation of globally oriented thinking;
· Ensuring eco-adequate education.

Textbooks of the program “School of Russia”:

Teaching literacy and reading. Russian alphabet. Goretsky V.G., Kiryushkin V.A., Shanko A.F.

Russian language (2 lines). Zelenina L.M., Khokhlova T.E., Kanakina V.P., Goretsky V.G.

Literary reading. Klimanova L.F.

Maths. Moro M.I. and etc.

The world. Pleshakov A.A.

Visual arts (2 lines):

1st line. Nemenskaya L.A. (Grade 1 and Grade 4); Koroteeva E.I. (grade 2); Goryaeva N.A., Nemenskaya L.A., Piterskikh A.S. (Grade 3).

2nd line. Shpikalova T.Ya. (1 class); Shpikalova T.Ya., Ershova L.V. (grade 2 and grade 4); Shpikalova T.Ya., Ershova L.V., Velichkina G.A. (Grade 3).

Program "Harmony"

Educational and methodical set "Harmony" (under the editorship of N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian), O.V. Kubasov (literary reading), O.T. Poglazova (the world around), N.M. Konysheva (labor training)) is successfully practiced in many schools. This program singles out common goals and objectives for all academic subjects, defines priority teaching methods and forms of organizing educational activities.

The advantages of this program: there is advanced learning, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain the missed topic to the child. The program uses new learning technologies that allow you to develop the child's ability to think logically. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics, problem solving begins only in the second grade, and tests are offered the same for all classes.

The Harmony program successfully solves such problems as:

· formation of methods of mental activity - analysis, synthesis, comparison, classification, analogy, generalization;
the priority of independent work of students;
Active involvement in cognitive activity through observation, choice, transformation, design;
maintaining a balance between intuition and knowledge;
reliance on the experience of the child;
unity of intellectual and special skills.

Tutorials of the program "Harmony":

Russian language, Literacy, Primer. M.S. Soloveichik, N.S. Kuzmenko, N.M. Betenkova, O.E. Kurlygina.

Literary reading. O.V. Kubasov.

Maths. N.B. Istomin.

The world. FROM. Poglazova, N.I. Vorozheikin, V.D. Shilin.

Technology. N.M. Konyshev.

English language. M.Z. Biboletova, E.A. Lenskaya, N.V. Dobrynina and others.

Art. T.A. Koptseva, V.P. Koptsev, E.V. Koptsev

Music. M.S. Krasilnikova, O.N. Yashmolkina, O.I. Nekhaev

Physical Culture. R.I. Tarnopolskaya, B.I. Mishin

21st Century Primary School Program

This program is the result of many years of research by a team of employees of the Center for Primary School of the Institute of General Secondary Education of the Russian Academy of Education (now ISMO), as well as a number of employees of the Russian Academy of Education. Project manager - N.F. Vinogradova, Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor.

In this program, the problem of forming the educational activity of a younger student is very seriously considered, and this is the only set where there is a parallel program "Learning Activity". The material of this program is designed for strong erudite children. With what baggage of knowledge a student will go to secondary school depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is also important that Vinogradova's kit implements the child's right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play.

The tasks that the program "Primary School of the 21st Century" solves:

the use of visual-figurative thinking appropriate for children of this age;
Inclusion of gaming teaching methods.

Textbooks of the program "Primary school of the 21st century"

Considering all of the above, the team of authors created teaching aids for students - textbooks, workbooks. And for the teacher there are books, methodological recommendations, lesson planning, etc. Special notebooks “Learning to think and fantasize”, “Learning to know the world around us” are provided here.

Program "School 2100"

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

Tasks solved within the framework of the program "School 2100":

Continuity and succession of education in all school subjects;
independent discovery of new knowledge by children;
formation of a unified picture of the world;
· orientation to the creative beginning in educational activity;
The opportunity for each child to progress at their own pace.

School 2100 textbooks:

Informatics in games and tasks. A. V. Goryachev, K. I. Gorina, T. O. Volkova.

Primer, Russian language, Copybooks. R. N. Buneev, E. V. Buneeva, O. V. Pronina, M. A. Yakovleva.

The world. A. A. Vakhrushev, O. V. Bursky, A. S. Rautian, O. A. Kurevina.

Literary reading. R. N. Buneev, E. V. Buneeva.

Children's rhetoric. T. A. Ladyzhenskaya, N. V. Ladyzhenskaya, R. I. Nikolskaya, G. I. Sorokina.

Maths. T. E. Demidova, S. A. Kozlova, A. P. Tonkikh; etc.

Classic Primary School Program

The program "Classical Primary School" is based on a holistic system of teaching younger students, built on a unified psychological and pedagogical foundations.

Why is the proposed model of teaching younger students classical? Because it is based on the classical principles of didactics, the most important theoretical provisions developed and tested by many years of practice. The classical elementary school is a holistic system of teaching younger students, built on a single psychological and pedagogical foundation.

Tasks solved within the framework of the Classic Primary School program:

to form the knowledge, skills, abilities and even personality traits of the child, corresponding to the individual needs of each and necessary for their future life.

Textbooks of the program "Classical Primary School":

Literary reading. Reading and Literature. Dzhezheley O.V.

Russian language. Ramzaeva T.G.

Maths. Alexandrova E.I.

The world. World and Man. Vakhrushev A.A. and etc.

The world. Introduction to history (grades 3-4). Saplin A.I., Saplin E.V.

Art. Kubyshkina E.I., Kuzin V.S.

Technology. With my own hands. Malysheva N.A.

Music. Kichak T.N., Aleev V.V.

Promising Elementary School Program

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

Pedagogical support of the child's individuality during learning brings to the fore the problem of the relationship between learning and development. The system of tasks of different levels of difficulty, the combination of the child's individual educational activities with his work in small groups and participation in club work make it possible to provide conditions under which learning goes ahead of development, i.e. in the zone of proximal development of each student based on the level of his actual development and personal interests. What the student cannot do individually, he can do with the help of a classmate or in a small group. And what is difficult for a particular small group becomes understandable in the process of collective activity. A high degree of differentiation of questions and tasks and their number allow the younger student to work in the conditions of his current development and create opportunities for his individual advancement.

Textbooks of the program "Promising elementary school":

ABC. Agarkova N.G., Agarkov Yu.A.

Russian language. Churakova N.A., Kalenchuk M.L., Malakhovskaya O.V., Baikova T.A.

Literary reading. Churakova N.A.

Maths. Chekin A.L.

The world. Fedotova O.N., Trafimova G.V., Trafimov S.A., Tsareva L.A.

Music (grades 1-2). Chelysheva T.V., Kuznetsova V.V.

Technology. Ragozina T.M., Grineva A.A., Golovanova I.L., Mylova I.B.

Informatics (grades 2-4). Benenson E.P., Pautova A.G.

Program "Perspective"

The Perspektiva program was created on the basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical school education. The program ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a younger student, taking into account his age characteristics, interests and needs.

Tasks of the educational system "Perspektiva":

formation of the ability to learn, the inclusion of each child in independent cognitive activity;
Changing the method of teaching from explanatory to activity;
development of logical and figurative thinking, imagination, intuition;
· formation of a system of values of humanism, creation, self-development, morality as the basis for successful self-realization in life.

Textbooks of the program "Perspective":

- Russian language. ABC. Klimanova L.F., Makeeva S.G., Babushkina T.V.

- Literary reading. Goretsky V.G., Klimanova L.F., Vinogradskaya L.A., Boykina M.V.

English language grades 2-4 "English in focus" ("Spotlight") and "Star English" ("Starlight"). Dooley D., Bykova N.I., Evans V., Pospelova M.D., Baranova K.M., Kopylova V.V., Milrud R.P.

– German language 2-4 grade. Ryzhova L.I., Fomicheva L.M., Bim I.L.

– Spanish language grades 2-4. Bukharova Yu.A., Voinova A.A., Moreno K.V.

– French language 2-4 grade. Beloselskaya T.V., Kasatkina N.M., Beregovskaya E.M.

- Maths. "Learning to learn." Guseva A.V. Peterson L.G.

- Informatics. Semyonova A.L., Rudchenko T.A.

- The world. Novitskaya M.Yu., Pleshakov A.A.

- Music. Sergeeva G.P., Kritskaya E.D., Shmagina T.S.

Planet of Knowledge Program

The main feature of this program lies in its integrity - in the unity of the structure of textbooks, in the unity of the forms of the educational process, in the unity of the educational schemes used, in the unity of through lines of standard tasks, in the unity of approaches to the organization of educational and extracurricular activities.

An important role in the formation of universal educational activities is played by the general structure of all textbooks in the set. Route sheets that precede each topic visually represent the educational tasks facing younger students. Highlighting the invariant and variable content of the material on the pages of textbooks, a multi-level system of tasks provide the possibility of organizing the educational process, taking into account the contingent of students, creating individual educational trajectories.

Tasks of the educational system "Planet of Knowledge":

ability to solve creative problems at the level of combinations and improvisations;
work with educational, artistic and popular science texts;
to master the initial skills of searching for the necessary information;
independently establish a sequence of actions to solve a learning problem;
determine the ways of monitoring and evaluating activities;
Determine the causes of emerging difficulties and ways to eliminate them;
The ability to negotiate, distribute work, evaluate the overall result of activities and their contribution to it.

Textbooks of the Planet of Knowledge program:

- Teaching literacy and reading. Primer. Andrianova T.M.

- Russian language. Andrianova T.M. and Ilyukhin V.A. (Grade 1), Zheltovskaya L.Ya. (grades 2-4) –

- Literary reading. Katz E.E.

- Maths. Bashmakov M.I., Nefedova M.G.

- The world. Potapov I.V., Ivchenkova G.G. (grades 1-2), Ivchenkova G.G., Potapov I.V., Saplin A.I., Saplina E.V. (grade 3-4).

– English (grades 2-4). Larkina S.V., Goryacheva N.Yu., Nasonovskaya E.V.

- Music. Baklanova T.I.

– Visual arts (grades 1-2). Sokolnikova N.M., Lomov S.P.

– Technology (grade 1). Nefedova E.A., Uzorova O.V.

Zankov system

The Zankov system relies on the independence of the student, his creative comprehension of the material. The teacher does not give the schoolchildren the truth, but makes them "dig" for themselves. The scheme here is the opposite of the traditional one. First, examples are given, and students themselves must draw theoretical conclusions. The acquired material is also fixed by practical tasks. The new didactic principles of this system are the rapid mastering of the material, a high level of difficulty, the leading role of theoretical knowledge, the passage of educational material "in a spiral".

For example, already in the first year of study, schoolchildren are introduced to the concept of "Parts of Speech", and they must come to an understanding of these concepts on their own. The program is aimed at the comprehensive development of the child, it teaches children to extract information themselves, and not to receive ready-made information.

Learning objectives according to the Zankov system:

formation of a holistic broad picture of the world by means of science, literature, art;
creation of conditions for understanding the learning process by each student;
Implementation of active forms of cognition: observation, experiments, discussion;
actualization of the practical significance of the studied material for students;
· development of information culture – carrying out research and design work.

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

In this program, a special place is given to theoretical knowledge and the logical side of learning.

The level of subjects taught is extremely difficult. The Elkonin-Davydov education system involves the formation of a large set of skills in primary school graduates. The child must learn to look for missing information when faced with a new task, to test their own hypotheses. Moreover, the system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate their own actions and partners' points of view. This system is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually, deeply.

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

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

Tasks solved by the Elkonin-Davydov system:

Creation of a comfortable learning atmosphere (lack of marks: the assessment of the work of students takes place at a qualitative level in the form of recommendations);
children do not overwork, overloading their memory with numerous new information;
development of the ability to think unusually, deeply.

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

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

School of Russia

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

Program "Harmony"

Educational and methodical set "Harmony" (under the editorship of N.B. Istomin (mathematics grade 3), M.S. Soloveichik and N.S. Kuzmenko (Russian), O.V. Kubasov (literary reading), O. T. Poglazova (the world around), N.M. Konysheva (labor training)) is successfully practiced in many schools. This program singles out common goals and objectives for all academic subjects, defines priority teaching methods and forms of organizing educational activities.
Benefits of this program : there is advanced learning, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain the missed topic to the child. The program uses new learning technologies that allow you to develop the child's ability to think logically. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics, problem solving begins only in the second grade, and tests are offered the same for all classes.

Primary school XXI century

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

School 2100

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

One of the main distinguishing features of the modern Russian education system from the Soviet one is a wide variety of primary school education programs. If in Soviet schools all children studied according to the same textbooks (respectively, according to one program), today teachers and parents can choose for themselves how the student will receive the necessary knowledge.

One of the main distinguishing features of the modern Russian education system from the Soviet one is a wide variety of primary school curriculum. If in Soviet schools all children studied according to the same textbooks (respectively, according to one program), today teachers and parents can choose for themselves how the student will receive the necessary knowledge. Therefore, parents of future first-graders will have a difficult choice not only of the most suitable school for their child, but also the best, in their opinion, educational program.

And the choice will be really difficult, since today different educational and methodological complexes (TMC) are used even within the same educational institution. In other words, all elementary grades in the same school may follow completely different curricula. In order to make your choice at least a little easier, we suggest that you familiarize yourself with an overview of the main primary school educational programs that exist today.

Traditional and developmental primary school programs

All modern primary school programs can be divided into traditional and developing. Please note that we did not accidentally use the word "conditionally". Despite the fact that each of the programs has its own characteristics, they are all based on a developmental-active approach to teaching a child, and the traditional program is just as concerned with the development of the child's personality as the developmental one. Naturally, you may have a reasonable question: "Why then is it necessary to classify training programs if they all solve the same problem?"

The fact is that the concept of "developing training program" appeared at a time when education was received in all schools according to one program. According to some experts, this program did not fully correspond to the age and psychological characteristics of children. Therefore, they developed their own learning systems, designed not only to provide basic knowledge, but also to develop imagination, thinking and memory in schoolchildren. As a result, all systems of education alternative to the classical program received the general name "developing".

At the same time, other specialists focused their efforts on updating the traditional program in accordance with modern requirements and trends. Thus, the traditional programs now presented in Russian schools practically do not differ from the developing ones, and in some cases even surpass them. It should be noted that both traditional and developing elementary school programs fully meet the requirements of the FGOS.

So, what are the main teaching materials now presented in Russian primary schools?

Program "School of Russia"

The National Education Program is the same program that all schoolchildren from the times of the USSR studied, albeit with minor changes. The main idea of the program is to create a school of spiritual and moral development. This EMC is based on problem-search and personality-oriented approaches, and the module of the program involves, first of all, the education of citizens. The program is aimed at developing interest in the history of their country and its significance on a global scale. The most important component of this training program is the development of a child's nature-saving "sense of home", as well as environmental ethics, aimed at the moral and spiritual self-development of the student. It is designed for the average level, so almost every child can master it.

Program "Primary School of the 21st Century"

One of the most popular educational programs, which is used in most subjects of Russia. Popularity programs Primary school of the 21st century for the most part due to the fact that the team of authors of its developers was awarded the prize of the President of the Russian Federation. The main distinguishing feature of this EMC was the construction of a system of targeted pedagogical diagnostics of primary school students, which allows not only to determine the readiness of the child for school, but also to note the strength of assimilation of the acquired knowledge. The principle of teaching this program is built in accordance with the needs of children, as well as taking into account their individual characteristics and level of socialization. It is designed for the average level, so almost every child can master it.

Program "Harmony"

A training program in which the authors combined the main traditional and developmental teaching methods. The main goal of this EMC is the comprehensive development of the student and his preparation for further education. The program is aimed at developing the skills of analysis, comparison, classification and generalization of the acquired knowledge, therefore, a large number of problematic developmental tasks are given in the classroom, which form the student's ability to think and draw independent conclusions. Designed for an above average level, so it can be mastered by most children.

Program "School 2100"

Primary school program School 2100 is a personality-oriented system aimed at the comprehensive disclosure of the child's personal qualities. UMK is designed in such a way that children have the opportunity to learn material of different levels of complexity. The educational materials of the program contain a large amount of additional information that the child can study on their own. The main advantage of "School 2100" is continuity and continuity of education. In other words, the program covers all levels of schooling, from elementary grades to graduation. Designed for a high level, so not all children can master it.

Above. She allowed to teach and educate a child who approached high school fully armed.

In the early 1990s, the relevant services began to pay special attention to programs. As a result, many options for teaching first-graders were born. Currently, there are about ten main programs designed to help children develop the inclinations inherent in them. At least that's what it looks like on paper.

According to the Law on Education, each school has the right to independently choose one or another program. Parents, on the other hand, 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, new knowledge was added in order 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.

Development program Zankov

This program is designed to give the child a maximum of theory, then at some point 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 items 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 the child has not attended kindergarten, it will be difficult for him to master this version of the program.

Developing program Elkonin - Davydov

A very complex program aimed at developing theoretical thinking in children. The student is taught to change on his own, putting forward simple hypotheses, 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 how to learn. There are many tasks that develop logic, intelligence. Many tasks are submitted in ready-made printed form, so that the student can finish them by entering the necessary icons or numbers in the cells.

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

"Elementary 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 the first grade. Curricula develop thinking, imagination. However, some items can be combined into one. For example, "Letter" includes the Russian language and literature. The program is suitable for any child.

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

"Harmony"

It is very similar to the Zankov 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 comfortable relationships among students in all respects.

"Promising Elementary School"

The program focuses on over-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 the children will be encouraged to engage in extracurricular activities. For example, first-graders, plus, will be engaged in drawing 10 hours a year, like music and sports. The program is designed for ordinary children and will suit most first-graders.

It is impossible to single out the best program unambiguously, since everything depends on the characteristics of the development of the child, his predispositions. To make the right choice, it is better to talk with teachers who will give recommendations. You should not think that studying under the Zankov program, the child will be smarter than the one who chose the "School 2100". Everything depends on him and his innate talents and predispositions.

The end of the preschool period of childhood in a child 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 enroll in, how to enroll in this particular class, which program to choose for training? .. 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 a choice of several training programs. And the task of parents is to correctly determine what exactly suits their child.

Instruction

Take a look at your child. 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, they were also affected by small changes. But in general, these programs are exactly what the parents themselves taught.

The purpose of these programs is the socialization of the child and the education of children as 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 involve fairly long periods of adaptation at the beginning of each of the courses.

Among the advantages of these programs, you can highlight the fact that children can learn a systematic and fundamental approach to learning. Teachers, on the other hand, develop the abilities of kids so that they can find a way out of difficult situations, learn to think and make independent responsible decisions in a particular 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 think that there is no one better than your child, then it is best to stop the choice on the Zankov educational program. It is aimed at making the child aware of himself as a value. This principle of learning is suitable for children who do not know how to think and work in a team, since the program is more focused on personal work with each student. And practically not designed to work with the class as a whole.

Another popular program among modern schoolchildren is Elkonina-Davydova. Works "quieter you go - you will continue." 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 and analyze knowledge on their own.

Working with this program assumes the independence of the child. It is designed for young children due to their characteristics. The principle of education is based on the fact that first-graders have a more developed sense of curiosity, there is a love for building cause-and-effect relationships, and there is no categorical judgment. This helps the child's brain to respond more flexibly to learning and more effectively develop the creative abilities of a younger student.

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

Explore all the programs offered in schools and choose the one that suits you. After that, you can safely enroll in that school or in the class where the teacher works according to the system you have chosen.

Tip 3: What is the best elementary school program

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

Instruction

Program Zankov L.V. is developing and is designed to give each child a complete picture of the world. This happens through the use of literature, art, science. The strength of this program is the emphasis on the study of mathematical foundations. Teachers who work on this program try to pay attention to the development of logic and thinking. The child's desire for self-development is very important. Toddlers who do not have the desire to read a lot are unlikely to appreciate this program. The program fully provides the children with universal learning activities that they can use at the next level of education.

"School 2100" is one of the most popular traditional programs. Its main advantage lies in the observance of the continuity of education. The system is designed so that the child can continue education from the nursery until entering the 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 adequate self-esteem of the child, the ability to regulate their activities without the help of an adult.

The RITM 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 by developing his thinking. While solving practical problems, children not only acquire dry theoretical knowledge, but also begin to realize the essence of the learning process, its benefits in real life. The basis of this program was created according to the works of the great Russian teacher Ushinsky K.D. The disadvantage of the program is the lack of a smooth transition of textbooks to the stage of basic general education.

The Rainbow program is a symbiosis of developmental and traditional orientation. Its main advantage can be called the emphasis on the creative development of the child. Teachers who use this program try to avoid meaningless memorization of theoretical foundations. Much attention is paid to the development of the child's imagination and speech. The program provides for various forms of presentation of material: staging, watching films, excursions, round tables.

Sources:

Primary School Programs

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

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

There are only 2 systems: developing and traditional

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

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

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

Education systems

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

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

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

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

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

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

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

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

Primary school educational programs

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

— Program "Perspective Primary School"

— Program "Planet of Knowledge"

– Program “Primary School 21st Century”

— Program "Perspective"

— Program "School of Russia"

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

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

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

Textbooks School of Russia

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

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

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

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

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

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

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

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

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

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

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

Programs and textbooks of the kit provide:

- civic-oriented
- globally oriented
— eco-adequate

education of younger students.

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

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

Expert opinion

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

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

"Tutorials Perspective"

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

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

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

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

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

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

Achievement of personal results of students:

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

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

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

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

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

The planned results of mastering the main educational program include:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Textbooks Promising Elementary School

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

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

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

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

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

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

Basic principles of the concept of "promising elementary school"

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

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

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

The main methodological features of the teaching materials:

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

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

Elkonin-Davydov education system

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

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

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

The formation of these abilities is detected if:

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

Principles:

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

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

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

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

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

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

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

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

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

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

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

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

"Harmony" ed. Istomina N.B.

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

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

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

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

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

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

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

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

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

Opinion of a speech therapist

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

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

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

Expert opinion

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

Textbooks "Planet of Knowledge"

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

Expert opinion

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

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

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

Textbooks "Elementary school of the 21st century"

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

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

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

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

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

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

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

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

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

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

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

Expert opinion

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

Program School 2000 (Peterson)

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

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

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

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

Principles.

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

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

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

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

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

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

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

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

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

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

Three cardinal and fundamental positions of the School 2100 program:

- Systematic. Children from the age of 3 until graduation from school study according to a holistic educational system that helps the child to reveal his abilities as much as possible, in an accessible language gives the student answers to the most important questions: “Why study?”, “What to study?”, “How to study?”, teaches you how to use your knowledge and skills effectively. All textbooks and teaching aids are based on common 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 pre-school education to high school. Continuity is understood as the presence of a consistent chain of learning tasks throughout education, passing into each other and ensuring constant, objective and subjective advancement of students in each of the successive time periods.

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

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

School 2100 textbooks

Not currently included in the federal list of textbooks.

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

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

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

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

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

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

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

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

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

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

Expert opinion

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

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

Zankov education system

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

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

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

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

Systematic work is carried out on the overall development of all students, including both strong and weak ones. It is important for students to be aware of their learning process.

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

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

The following provisions remain fundamental in it:

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

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

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

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

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

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

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

Expert opinion

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

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

Other Primary School Programs

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

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

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

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

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